Social+Studies+Standards

=Kindergarten = toc (Self) K-12 Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels.

Forms and Functions of Government
 * SS 0.1.1 Students will recognize the purpose of rules and the roles of authority figures.
 * SS 0.1.1.a Explain why rules are needed in family, school, and community (e.g., safety, to make learning possible, to protect freedoms)
 * SS 0.1.1.b Identify the roles of authority figures in family and school

Civic Participation
 * SS 0.1.2 Students will demonstrate good citizenship through knowledge of expected behavior.
 * SS 0.1.2.a Model citizenship skills (e.g., respect, courtesy, honesty, voting)
 * SS 0.1.2.b Identify patriotic symbols songs and actions (e.g., U.S. Flag, Pledge of Allegiance)
 * SS 0.2.1 Students will recognize people make choices because they cannot have everything they want (scarcity).
 * SS 0.2.1.a Identify choices students have made and explain why they had to make a choice

K-12 Economics: 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.

Markets
 * SS 0.2.1 Students will recognize people make choices because they cannot have everything they want (scarcity).
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.2.1.a Identify choices students have made and explain why they had to make a choice

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Financial Literacy
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.2.6.a Classify and identify U.S. coins and currency
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.2.6 Students will recognize money is used to purchase goods and services to satisfy economic wants.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The World in Spatial Terms
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.1 Students will explore where (spatial) and why people, places and environments are organized in their world.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.1.a Demonstrate personal directions (e.g., left/right, up/down, front/back, over/under, near/far) to describe relative location
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.1.b Identify locations in the classroom (e.g., dress up center, reading table, carpet area)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.1.c Identify tools such as maps and globes as representations of local and distant places
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.1.d Explain why things are located where they are (e.g., "Why is the playground outside?")
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.1.e Identify land and water on a globe

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Places and Regions
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.2 Students will explore places and regions.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.2.a Identify physical characteristics of place (e.g., landforms, water bodies and weather)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.2.b Identify human characteristics of place (e.g., cities, buildings, farms, roads, highways)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Physical Systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.3 Students will identify natural processes in their physical world
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.3.a Identify elements of weather (e.g., rain, snow, sun, clouds, fog)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.3.b Identify the four seasons

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Human Systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.4 Students will recognize that people belong to different groups and live in different settings.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.4.a Identify aspects of culture within the local community and other communities (e.g., food, language, religion, celebrations, and popular culture such as food, music and sports)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.4.b Identify places in the community (e.g., farms, parks, houses, stores)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Human/Environment Interaction
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.5 Students will explore the relationship between humans and their physical environment.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.5.a Recognize the impact of weather on everyday life (e.g., weather-appropriate clothing, indoor/outdoor recess)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.5.b Give examples of how to care for the environment (e.g., recycle cans, bottles, and paper; pick up your trash)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Application of Geography to Issues and Events
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.6 Students will use geographic skills to make connections to their lives.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.3.6.a Give examples of how geographic knowledge or techniques are applied (e.g., locate people or places in relationship to each other, make a fire evacuation plan)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Chronological Thinking
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.1 Students will identify chronological relationships and patterns.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.1.a Identify concepts of time and chronology (e.g., yesterday, today, tomorrow)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.1.c List personal events over time; (e.g., daily schedule, timelines)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.1.d Identify the chronology of personal events and their impact
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.1.b Read dates on a calendar

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Comprehension
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.2 Students will identify historical people, events, ideas, and symbols.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.2.a Identify the contributions of historical people and the impact of symbols, including various cultures and ethnic groups (e.g., George Washington, American flag, picture and name of current president)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.2.b Differentiate between stories from the present and the past

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Multiple Perspectives
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.3 Students will recognize different perspectives of events.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.3.a Understand that two people can tell a story about the same event and share different details (e.g., Events that occurred on the playground)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Analysis and Interpretation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.4 Students will recognize past and current events, issues, and problems.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.4.a Describe how people's actions affect others (e.g., Why must we take turns?)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Research Skills
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.5 Students will develop historical research skills.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.5.a Develop questions about their personal history
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.5.b Identify and cite appropriate sources for researching their personal history (e.g., "My grandma gave me this picture.")
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.5.c Gather historical information about their lives (e.g., have a conversation with a family member)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 0.4.5.d Present historical information about their lives (e.g., pictures, posters, and oral narratives)

= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Grade 1 = <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Family)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Civics:Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Forms and Functions of Government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.1.1 Students will identify and explain the importance of leaders and team members within their neighborhood and school community.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.1.1.a Explain how rules reduce and help resolve conflicts
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.1.1.b Describe the responsibilities of leaders and team members

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Civic Participation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.1.2 Students will understand characteristics of good citizenship by recognizing historical figures, holidays, and patriotic symbols.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.1.2.a Identify citizenship skills (e.g., responsibility, justice, equality, voting)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.1.2.b Identify patriotic symbols, songs, actions, celebrations, and holidays (e.g., U.S. Flag, Bald Eagle, Pledge of Allegiance, Thanksgiving, Martin Luther King Jr. Day, 4th of July, President’s Day)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.1.2.c Identify important historical and current government figures that exemplify civic engagement (e.g. Governors, Presidents)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Economics: 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Markets
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.2.1 Students will recognize economic wants and needs can be satisfied by consuming goods or services.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.2.1.a Differentiate between goods and services (e.g. examples of goods and services students have consumed)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.2.2 Students will identify natural resources.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.2.2.a Identify various natural resources (e.g., forests, soil, minerals, water, air, animals, oil, and natural

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Financial Literacy
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.2.6 Students will compare spending and saving opportunities.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.2.6.a Give examples of situations where students and families have chosen to save for future purchases

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Geography: Students will develop and apply spatial perspective and geographic skills to make informed decisions.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The World in Spatial Terms
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.1 Students will explore where (spatial) and why people, places and environments are organized in their world.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.1.a Locate places using the four cardinal directions
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.1.b Identify and describe locations in the school or home (e.g., the cafeteria is next to the kitchen, the office is by the front door)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.1.c Create and use simple maps (e.g., maps of the home and classroom)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.1.d Analyze why things are located where they are (e.g., "Why is the nurse's office located by the main office?")
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.1.e Distinguish between continents and oceans

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Places and Regions
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.2 Students will explore places and regions.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.2.a Identify and differentiate between physical features (e.g., mountains, plains, hills, oceans, islands)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.2.b Identify and differentiate between human features (e.g., cities, buildings, farms)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.2.c Explain how places change over time (e.g., new building or a bigger road)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Physical Systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.3 Students will identify natural processes in their physical world.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.3.a Identify elements of weather and the effects on human activity (e.g., people wear coats and mittens in the winter)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.3.b Identify the four seasons and the effects on human activity (e.g., playing outside in summer and inside in winter)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Human Systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.4 Students will recognize that people belong to different groups and live in different settings.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.4.a Describe cultures of the local community and other communities (e.g., food, language, celebrations)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.4.b Describe places in the community (e.g., farms, parks, houses, stores)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Human/Environment Interaction
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.5 Students will explore the relationship between humans and their physical environment.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.5.a Interpret the impact of weather on everyday life (e.g., tornadoes, blizzards, floods)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.5.b Match resources to their sources (e.g., food from farms, wood from trees, minerals from the ground, fish from the sea)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.5.c Identify environmental issues related to the physical environment (e.g., drought, poor soil development, deserts, terrain)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Application of Geography to Issues and Events
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.6 Students will use geographic skills to make connections to their lives.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.3.6.a Give examples of how geographic knowledge or techniques have been applied in the past, present and future (e.g., make a map of the school)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Chronological Thinking
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.1 Students will describe chronological relationships and patterns.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.1.a Identify concepts of time and chronology (e.g., past, present, future; calendar weeks)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.1.b Read dates on a calendar. (e.g., fourth day of week, number of Fridays in a month, etc.)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.1.c List and describe life events over time; (e.g., weekly, monthly, yearly, seasonal happenings utilizing a graphic organizer)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.1.d Identify the chronology of family events and their impact

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Comprehension
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.2 Students will identify historical people, events, ideas, and symbols.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.2.a Identify the contributions of historical people and the impact of symbols, including various cultures and ethnic groups (e.g., Abraham Lincoln, Martin Luther King, Jr., Standing Bear, American Bald Eagle, Statue of Liberty)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.2.b Describe how objects including books, letters, and other artifacts help us to understand the past

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Multiple Perspectives
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.3 Students will identify multiple perspectives of events.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.3.a Use more than one source to gather details about the same event (e.g., holiday celebrations)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Analysis and Interpretation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.4 Students will identify past and current events, issues, and problems.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.4.a Describe how people's actions affect others (e.g., Why did our family move here?)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Research Skills
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.5 Students will develop historical research skills.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.5.a Develop questions about their family history
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.5.b Identify and cite appropriate sources for research (e.g., identifying the title and author of the book from which they took information)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.5.c Gather historical information about their family (e.g., have a conversation with a family member)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 1.4.5.d Present historical
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">information about their family (e.g., pictures, posters, oral/written narratives)

= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Grade 2 = <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Neighborhood)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Forms and Functions of Government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.1.1 Students will identify and explain the responsibilities and rights of citizens in their communities.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.1.1.a Participate in developing rules that consider multiple points of view
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.1.1.b Describe how individuals, groups, and communities manage conflict and promote justice

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Civic Participation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.1.2 Students will participate in making decisions using democratic traditions based on established rules.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.1.2.a Identify civic responsibilities that are important to individuals and their communities (e.g. voting, obeying laws)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.1.2.b Identify patriotic symbols, songs, actions, celebrations, and holidays (e.g., U.S. Flag, Bald Eagle, Pledge of Allegiance, Thanksgiving, Veteran’s Day, Martin Luther King Jr. Day, 4th of July, Memorial Day, President’s Day)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.1.2.c Describe ways to be actively engaged to improve family, school and community
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.1.2.d Identify characteristics of good citizenship (e.g., establishing beliefs and justice, truth, equality, personal responsibilities for the common good, tolerance for diversity of opinions)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Economics: 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Markets
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.2.1 Students will recognize resources are limited, so other choices must be made and something must be given up (opportunity cost).
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.2.1.a Identify resources (inputs) that make up various good and services
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.2.1.b Identify what items are eliminated when a choice is made (tradeoff)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.2.2 Students will recognize that producers use resources to make goods, deliver services, earn a profit, and satisfy economic wants.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.2.2.a List various goods and services that can be produced with the same list of resources (e.g. soil, seed, and labor used to produce animal feed, plastics, cereal, or fuel)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Institutions
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.2.3 Students will describe how people earn income/wages through work.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.2.3.a Match capital resources and human resources with jobs in the community or home. (e.g., tractors and farmers)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Financial Literacy
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.2.6 Students will demonstrate knowledge of currency, its denominations, and use.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.2.6.a Make transactions using currency emphasizing its use as a medium of exchange (e.g., school store, buying pencils)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.2.10 Students will understand what goods and services governments provide.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.2.10.a Identify goods and services that governments provide and where they get the money to pay for the services (taxes) (e.g., water, fire department, police, schools)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Geography: Students will develop and apply spatial perspective and geographic skills to make informed decisions.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The World in Spatial Terms
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.1 Students will explore where (spatial) and why people, places and environments are organized locally.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.1.a Identify the globe as a model of Earth
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.1.b Identify and describe locations in the neighborhood (e.g., home, the park, friend's house, fire station, grocery store)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.1.c Identify map elements (i.e., title, scale, symbols, legend, and cardinal directions)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.1.d Locate community, Nebraska, and the United States on maps and globes
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.1.e Analyze why things are located where they are (e.g., "Why are stores on a main street?")
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.1.f Distinguish between continents/islands, oceans/seas, countries/continents, and cities/states

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Places and Regions
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.2 Students will identify places and regions.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.2.a Identify and differentiate between physical and human features of neighborhood and community (e.g., vegetation, housing)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.2.b Describe local places and regions with other places and regions (e.g., prairie, forest, farm land, ranch land, local community)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.2.c Explain how places and regions change over time

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Physical Systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.3 Students will identify natural processes in their physical world.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.3.a Identify basic components of Earth’s physical processes (e.g., landforms, water, climate and weather)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.3.b Identify the relationship between the Earth and the Sun (e.g., day/night, length of day, seasons)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Human Systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.4 Students will identify the characteristics of culture.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.4.a Identify patterns of cultural traits (e.g., language, religion, food)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.4.b Identify patterns of land use (e.g., agricultural, residential, industrial, commercial, educational, recreational)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Human/Environment Interaction
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.5 Students will identify the relationship between humans and the physical environment.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.5.a Describe how seasonal weather patterns, natural hazards, and natural resources affect human
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.5.b Identify Earth's natural resources (e.g., minerals, air, land, water, soil)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.5.c Identify how humans and the physical environment interact (e.g., choice of building materials, variations in agricultural practices, land use modifications, fish, forestry, and wildlife management)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Application of Geography to Issues and Events
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.6 Students will use geographic skills to make connections.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.3.6.a Identify how you might apply geographic knowledge or techniques to solve a problem (e.g., use global positioning system (GPS) navigation for shortest route to school; map destinations for family vacation to determine the best order to visit)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Chronological Thinking
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.1 Students will describe and apply chronological relationships and patterns.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.1.a Identify concepts of time and chronology (e.g., past, present, future, months, years)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.1.b Identify calendar time in years
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.1.c List and describe neighborhood events over time (e.g., weekly, monthly, yearly, seasonal happenings utilizing a graphic organizer)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.1.d Describe how individuals, events, and ideas have changed neighborhoods, past and present ( e.g., Building a new school, park)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Comprehension
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.2 Students will describe the development of people, events, ideas, and symbols over time.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.2.a Describe historical people, events, ideas, and symbols, including various cultures and ethnic groups (e.g., Native Americans, colonists, local cultural figures, Uncle Sam, patriotism, the White House, Independence Day)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.2.b Describe how their neighborhood has changed over the course of time using maps and other artifacts

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Multiple Perspectives
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.3 Students will identify multiple perspectives of events.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.3.a Use more than one source to gather details about the same event (e.g., school/neighborhood events)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Analysis and Interpretation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.4 Students will identify past and current events, issues, and problems.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.4.a Identify how decisions affected events in the neighborhood (e.g., Why was a park built in a particular spot?)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.4.b Describe the relationships among personal and historical events (i.e., current events)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Research Skills
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.5 Students will develop historical research skills.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.5.a Develop questions about their neighborhood history
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.5.b Identify, obtain, and cite appropriate sources for research (e.g., identifying titles and authors of books from which they took information)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.5.c Gather historical information about their neighborhood (e.g., ask questions of a guest speaker in the classroom)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 2.4.5.d Present historical information about their neighborhood (e.g., pictures, posters, and oral/written narratives)

= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Grade 3 = <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Community)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Forms and Functions of Government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.1.1 Students will identify and explain the structure and function of their local governments.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.1.1.a Identify the structure and functions of local government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.1.1.b Describe the reasons for laws in our community
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.1.1.c Identify and explain a variety of roles leaders, citizens, and others play in local government

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Civic Participation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.1.2 Students will understand the impact of individual and group decisions at a local level.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.1.2.a Identify rights and responsibilities of citizens (e.g., voting, public service projects,) at the local level
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.1.2.b Explain the meaning of patriotic symbols, songs, actions, celebrations, and holidays (e.g., U.S. Flag, Bald Eagle, Pledge of Allegiance, Thanksgiving, Veteran’s Day, Martin Luther King Jr. Day, 4th of July, Memorial Day, President’s Day, Flag Day)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.1.2.c Identify ways students can be engaged to have an impact in their local community
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.1.2.d Identify and describe the importance of listening to the views of others and sharing personal views in a respectful manner
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.1.2.e Identify local leaders and the impact of their decisions that effect public policy

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Economics: 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Markets
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.2.1 Students will understand markets are places where buyers and sellers exchange goods and services.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.2.1.a Indicate various markets where buyers and sellers meet (e.g., shopping malls, auction, catalogs, garage sales, the Internet)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.2.2 Students will categorize natural, human, and capital resources and how they are combined to make goods and deliver services.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.2.2.a Classify natural, human, and capital resources (e.g., tools, soil, water, farmers and machinery)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.2.2.b Discuss why producers combine resources to make goods and services (profit)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.2.2.c Identify opportunities for education and/or training to increase human resources (e.g., agriculture schools, trade schools, culinary schools, information technology training)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Institutions
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.2.3 Students will cite evidence of how money (coins and currency) makes trading easier than bartering.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.2.3.a Identify historical examples of trading among early settlers

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Financial Literacy
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.2.6 Students will use knowledge of currency to solve real-world problems.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.2.6.a Given a budget, students will be able to make choices as to what to purchase and what to give up

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.2.10 Students will understand what goods and services local governments provide.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.2.10.a Identify goods and services funded through local taxes (e.g., snow removal, waste management, law enforcement)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Globalization
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.2.12 Students will describe how the local community trades with the rest of the world.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.2.12.a Identify local goods and services that could be traded with people everywhere (e.g., corn, soybeans, beef)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.2.12.b Give examples of other countries' currencies

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Geography: Students will develop and apply spatial perspective and geographic skills to make informed decisions.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The World in Spatial Terms
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.1 Students will explore where (spatial) and why people, places and environments are organized in the state.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.1.a Utilize map elements (i.e., title, scale, symbols, legend, and cardinal and intermediate directions)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.1.b Apply map skills (e.g., identify location and distribution of physical and human features rivers/roads, identify relative and absolute locations, east/west, north/south, left/right, next to, identify cities and towns)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.1.c Analyze why things are located where they are in the community (e.g., Why are stores located on main streets? Where is my house located compared to the school?)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.1.d Locate places on maps and globes (e.g., Missouri River, Platte, River, Rocky Mountains, Nebraska, the student's city)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.1.e Identify the continents, oceans, and hemispheres

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Places and Regions
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.2 Students will compare the characteristics of places and regions.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.2.a Identify and differentiate between physical and human features of neighborhoods and communities (e.g., vegetation, housing, streets, business/ residential areas, hills, waterways)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.2.b Compare and contrast local places and regions with other places and regions (e.g., prairie and forest, local community with another community, products from Nebraska and another state, crops grown in Nebraska and another state)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.2.c Explain and give examples of how places and regions change over time

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Physical Systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.3 Students will identify natural processes in their physical world.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.3.a Identify the Earth’s physical processes in the local community (e.g., landforms, water, climate and weather, erosion and deposition)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.3.b Identify local ecosystems (e.g., forests, deserts, grasslands)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Human Systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.4 Students will compare and contrast the characteristics of culture locally.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.4.a Compare and contrast patterns of culture within your community (e.g., language, religion, food)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.4.b Compare and contrast the spread and diffusion of cultural traits (e.g., spread of ideas, languages, religions, people, goods, customs, traditions)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Human/Environment Interaction
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.5 Students will identify the relationship between humans and the physical environment.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.5.a Explain how physical environments influence human activities (e.g., availability of water, climate and fertility of soil)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.5.b Explain how human activities change Earth (e.g., agriculture, transportation, industry)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.5.c Explain the importance of Earth’s natural resources (e.g., minerals, air, water, land)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.5.d Describe how humans develop communities in local settings (e.g., roads, landfills, sewage systems, land use patterns)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Application of Geography to Issues and Events
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.6 Students will use geographic skills to make connections to issues and events.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.6.a Identify and evaluate human adaptations to the environment from the local to international levels (e.g., How could the building of a highway bring more business to a community)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.3.6.b Identify how geography impacts spatial problem solving (e.g., a new school must be near large numbers of students, on available land with suitable soils, have access to roads and utilities, and not overlap schools in other neighborhoods; plan where things would be built in a city)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Chronological Thinking
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.1 Students will describe and analyze chronological relationships and patterns.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.1.a Describe concepts of time and chronology (e.g., annual, biannual, decades, centuries, millennia)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.1.b Identify calendar time in years, decades, centuries, and millennia
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.1.c List and describe community events over time (e.g., weekly, monthly, yearly, seasonal happenings utilizing a graphic organizer)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.1.d Describe how individuals, events, and ideas have changed communities past and present

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Comprehension
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.2 Students will describe the development of people, events, ideas, and symbols over time using multiple types of sources.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.2.a Describe the role of historical people, events, ideas, and symbols, including various cultures and ethnic groups (e.g., local cultural figures, landmarks, celebrations, and cultural events)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.2.b Describe how their community has changed over the course of time using maps and other artifacts
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.2.c Describe primary and secondary sources

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Multiple Perspectives
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.3 Students will describe multiple perspectives of events.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.3.a Compare and contrast how various sources relate their perspective of history (e.g., community events)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Analysis and Interpretation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.4 Students will identify past and current events, issues, and problems.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.4.a Examine sources on community history through determination of credibility, contextualization, and corroboration
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.4.b Describe alternative courses of action in community history (e.g., How are transportation routes determined?)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.4.c Describe how decisions affected events in the community (e.g., election of local officials; zoning
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.4.d Describe the cause and effect relationships among key events in history (e.g., founding of the community, settlement of the area)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.4.e Describe the relationships among historical events in the students' community and the students' lives today (i.e., current events)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Research Skills
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.5 Students will develop historical research skills.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.5.a Develop questions about their community history
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.5.b Identify, obtain, and cite appropriate sources for research about the local community (e.g., identifying the resources from which they took information)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.5.c Gather historical information about their community (e.g., interview a community member, find community resources)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 3.4.5.d Present historical information about their community (e.g., pictures, posters, oral/written narratives, and electronic presentations)

= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Grade 4 = <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(Nebraska)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Forms and Functions of Government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.1.1 Students will identify and explain the foundation, structure, and function of Nebraska's government.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.1.1.a Explain the historical foundation and the events that led to the formation and structure of Nebraska’s government (e.g., modeled from U.S. government, three branches of government)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.1.1.b Describe the origin, structure, and function of Nebraska’s unicameral government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.1.1.c Understand how a bill becomes a law in the Nebraska unicameral
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.1.1.d Identify and explain a variety of roles leaders, citizens, and others play in the Nebraska government

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Civic Participation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.1.2 Students will investigate how different perspectives impact government decisions at the state level.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.1.2.a Identify rights and responsibilities of citizens (e.g., voting, public service projects) at the state level
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.1.2.b Explain the meaning of state symbols, songs and holidays (e.g., Nebraska State Flag, "Beautiful Nebraska", Statehood Day, George Norris Day)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.1.2.c Identify ways students can be engaged to have an impact in their state
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.1.2.d Describe how various individuals and groups influence the way an issue affecting the state is viewed and resolved (e.g., lobbying, petitions, media, social media)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.1.2.e Identify state leaders and the impact of their decisions that effect public policy

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Economics: 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Markets
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.1 Students will recognize prices are what consumers pay when they buy a good or service.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.1.a Predict how consumers would react if the price of a good or service changed (e.g., natural disasters, drought, gas prices)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.1.b Predict how producers would react if the profit from selling a good or service changed
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.2 Students will investigate how capital resources are used to make other goods and produce services.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.2.a Give examples of capital resources used in making goods and services in Nebraska and the United States (e.g., tools, laboratories, equipment, and machinery)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Institutions
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.3 Students will make observations about the purpose of various financial institutions in Nebraska.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.3.a Discuss the purpose of early NE financial institutions (e.g., barter, trading posts, banks)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.3.b Identify financial institutions in the community and their purpose (e.g., banks, credit unions, consumer/business loans, safety of deposit, investments/trust services)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Financial Literacy
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.6 Students will understand that banks are institutions where people save money and earn interest, and where other people borrow money and pay interest.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.6.a Identify the costs and benefits of saving, interest, and borrowing

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.10 Students will understand what goods and services state governments provide.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.10.a Identify goods and services funded through state taxes (e.g., highways, universities, human services, unemployment, courts)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Globalization
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.12 Students will recognize and explain specialization and why different regions produce different goods and services.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.12.a Compare Nebraska with different regions and the goods and services each region produces (e.g., beef, wheat, telemarketing, cotton, coal)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.2.12.b Discuss how technology has affected the specialization of Nebraska’s economy and surrounding states

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The World in Spatial Terms
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.1 Students will explore where (spatial) and why people, places and environments are organized in the state.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.1.a Read local and state maps and atlases to locate physical and human features in Nebraska. (e.g., the state of Nebraska, major cities in Nebraska, Lincoln, major rivers including the North Platte, South Platte, Platte, Niobrara and Missouri)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.1.b Apply map skills to analyze physical/political maps of the state (e.g., utilize grid systems to find locations, identify the location and purpose of time zones, identify and locate cities of the state identify relative and absolute locations east/west, north/south, left/right, next to)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.1.c Analyze why things in Nebraska are located where they are in Nebraska (e.g., Why are large cattle ranches found in the Sandhills? Why are major airports located near large cities?)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.1.d Differentiate between cities, states, countries, and continents

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Places and Regions
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.2 Students will compare the characteristics of places and regions and their impact on human decisions.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.2.a Identify criteria used to define regions within the state of Nebraska (e.g., soil, climate, precipitation, population, vegetation, land and agricultural usage)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.2.b Classify regions and places within the state of Nebraska using physical and human features (e.g., Sandhills, Pine Ridge, Loess Hills, Platte River Valley, rural/urban/suburban)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.2.c Identify and classify regions (e.g., counties and cities across Nebraska)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Physical Systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.3 Students will identify natural processes in the physical world.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.3.a Identify physical processes that shape Nebraska’s features and patterns (e.g., weathering, erosion)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.3.b Identify examples of ecosystems located in Nebraska (e.g., forests, wetlands, grasslands, and rivers located in Nebraska)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Human Systems


 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.4 Students will compare and contrast the characteristics of culture statewide.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.4.a Compare and contrast patterns of culture within the state of Nebraska (e.g., language, religion, food)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.4.b Compare and contrast population characteristics of the state of Nebraska (e.g., density, distribution, growth rates)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Human/Environment Interaction
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.5 Students will identify how humans have adapted to and modified different environments in Nebraska.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.5.a Describe the impact of extreme natural events in Nebraska (e.g., tornadoes, floods, dust storm, insect infestation) on the human and physical environment
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.5.b Describe how humans have adapted to and modified Nebraska's physical environment (e.g., progression of home construction materials from sod, timber, bricks and concrete; Homestead Act opened the prairie for agriculture; irrigation; Arbor Day: introduction of trees; rangeland management; soil conservation)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.5.c Classify resources as renewable or nonrenewable resources
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.5.d Describe environmental issues in Nebraska (e.g., soil conservation, water stewardship, contour farming, minimum tillage, air quality, solid waste)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.5.e Describe human adaptations to the physical environment. (e.g., use of air conditioning, irrigation, agricultural activities)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Application of Geography to Issues and Events
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.6 Students will use geographic skills to make connections to issues and events.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.6.a Identify how changes in human and physical geography have shaped Nebraska. (e.g., map major tornado paths, blizzards, floods, or droughts; how the construction of the Transcontinental Railroad and Interstate Highway system have impacted the way Nebraskans live)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.3.6.b Identify questions that help explain the interrelationships of human or physical geographic characteristics of places (e.g., A community is located on a river floodplain with fertile soil and water for transportation, irrigation, and human consumption)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Chronological Thinking
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.1 Students will examine chronological relationships and patterns, and describe the connections among them.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.1.a Apply concepts of time and chronology (e.g., annual, biannual, decades, centuries, millennia)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.1.b Differentiate amongst years, decades, centuries, and millennia
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.1.c Select and record key state and/or regional events in chronological order (e.g., timelines)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.1.d Examine the chronology of historical events in Nebraska and their impact on the past, present, and future

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Comprehension
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.2 Students will describe and explain the relationships among people, events, ideas, and symbols over time using multiple types of sources.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.2.a Describe and explain the relationships among historical people, events, ideas, and symbols, including various cultures and ethnic groups, in Nebraska by era (e.g., Native Americans on the Plains: Pawnee, Omaha, Lakota, Ponca; Explorers: Lewis and Clark, Hiram Scott, Stephen Long, John C. Fremont; Traders: Manuel Lisa, James Bordeaux; Missionaries: Moses Merrill, Father DeSmet; Westward Expansion: John Brown, Daniel Freeman, Arbor Day, J. Sterling Morton; Statehood: Standing Bear, William Jennings Bryan; 20th Century Nebraska: Mildred Brown, Willa Cather, Father Flanagan, George Norris; The Dust Bowl, state symbols)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.2.b Describe how Nebraska and the Great Plains Region have changed over the course of time using maps, documents, and other artifacts (e.g., impact of Civil War/Reconstruction, growth/development of cattle and agricultural industries, railroads, effects upon American Indian life, loss of buffalo)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.2.c Differentiate between primary and secondary sources

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Multiple Perspectives
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.3 Students will describe and explain multiple perspectives of historical events.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.3.a Distinguish how various sources relate their perspectives of Nebraska history (e.g., The death of Crazy Horse)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.3.b Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., The Homestead Act, Oregon Trail diaries, military journal of Ponca Removal)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Analysis and Interpretation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.4 Students will analyze past and current events, issues, and problems.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.4.a Analyze sources on Nebraska History through determination of credibility, contextualization, and corroboration
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.4.b Explain alternative courses of action in Nebraska history (e.g., Why are cities chosen as state capitals/county seats? How are county borders determined?)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.4.c Describe how decisions affected events in Nebraska (e.g., Laws passed by the Unicameral)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.4.d Describe the cause and effect relationships among key events in history (e.g. Kansas-Nebraska Act, Statehood Day, Homestead Act, Ponca Trail of Tears)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.4.e Describe the relationships among historical events in Nebraska and the students' lives today (i.e., current events)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Research Skills
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.5 Students will develop historical research skills.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.5.a Develop questions about Nebraska history
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.5.b Identify, obtain, and cite appropriate sources for research about Nebraska, incorporating primary and secondary sources (e.g., Cite sources using a prescribed format)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.5.c Gather historical information about Nebraska (e.g., document archives, newspapers, interviews)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 4.4.5.d Present historical information about Nebraska (e.g., pictures, posters, oral/written narratives, and electronic presentations)

= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Grade 5 = <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(United States)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Forms and Functions of Government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.1.1 Students will describe the foundation, structure, and function of the United States government.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.1.1.a Explain the historical foundation that led to the formation of the United States constitutional government (e.g., early state constitutions, Declaration of Independence, and the Articles of Confederation)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.1.1.b Explain the origins, structure, and functions of the three branches of the United States government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.1.1.c Describe how colonial and new states’ governments laws affected groups within their population (e.g., citizens, slaves, immigrants, women, class systems, tribes)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.1.1.d Describe how the decisions of the national government affect local and state government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.1.1.e Identify the principles of the American Republic (e.g., liberty, democracy, United States Constitution, Bill of Rights)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.1.1.f Compare and contrast tribal forms of government, British monarchy, and early American colonial governments

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Civic Participation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.1.2 Students will apply democratic principles that are the foundation of the United States government systems to daily life.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.1.2.a Explain the constitutional rights and civic responsibilities of U.S. citizens (e.g., freedom of speech, voting, staying informed of issues, respecting the rights, opinions, and beliefs of others, joining a civic group)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.1.2.b Describe the significance of patriotic symbols, songs and activities (e.g., Pledge of Allegiance, "The Star Spangled Banner", "America", commemorating state and national holidays)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.1.2.c Give examples of group and individual actions that illustrate civic ideas in the founding of the United States (e.g., freedom, rule of law, equality, civility, cooperation, respect)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.1.2.d Analyze how cooperation and conflict among people have contributed to political, economic, and social events and situations in the United States
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.1.2.e Identify the roles and influences of individuals, groups, and the media on governments (e.g., George Washington, John Adams, Thomas Jefferson, Benjamin Franklin)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Economics: 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Markets
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.2.1 Students will analyze various markets where buyers and sellers exchange goods or services.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.2.1.a Describe how competition among sellers results in lower costs and prices, higher product quality, and better customer service
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.2.12.b Investigate and report on entrepreneurs and inventors
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.2.2 Students will make observations about how human capital can be improved by education, training, and standard of living.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.2.2.a Give examples of how additional education/training improves productivity and increases standard of living (e.g., apprentice, journeyman, master electrician)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Institutions
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.2.3 Students will summarize characteristics of economic institutions in the United States.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.2.3.a Identify the functions and characteristics of money (e.g., store value, medium of exchange, unit of accounting)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.2.3.b Identify the importance of financial institutions to households and businesses (e.g., loans to agriculture, business, and individuals in order to provide capital)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.2.3.c Identify rules and laws that protect and support consumers (e.g., private property, contracts, agreements, and product safety)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Financial Literacy
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.2.6 Students will summarize characteristics of financial institutions.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.2.6.a Explain/explore how various financial services are provided by local financial institutions

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.2.10 Students will understand what goods and services the national government provides.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.2.10.a Identify goods and services funded through federal taxes (e.g., armed forces, courts, parks)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Globalization
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.2.12 Students will explain how specialization, division of labor, and technology increases productivity and interdependence.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.2.12.a Investigate Early United States specialization and trade (e.g., fur, tobacco, cotton, lumber)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The World in Spatial Terms
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.1 Students will explore where (spatial) and why people, places and environments are organized in the United States.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.1.a Name and locate major human and physical features in the United States (e.g., states, capitals, and major cities in the United States, Rocky Mountains, Appalachian Mountains, Great Lakes)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.1.b Apply map skills to analyze physical/political maps of the United States (e.g., identify latitude longitude, and the global grid and identify the location and purpose of time zones)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.1.c Analyze why things are located where they are in the United States (e.g., Why were the 13 colonies located on the eastern side of the United States? Why was corn raised in Pennsylvania and Ohio and cotton in Virginia and Georgia?)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Places and Regions
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.2 Students will compare the characteristics of places and regions and draw conclusions on their impact on human decisions.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.2.a Define regions within the United States using multiple criteria. (e.g., Silicon Valley, Bread Basket)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.2.b Classify regions and places within the United States using physical and human features (e.g., Rocky Mountains, The Southwest, Great Plains, Corn Belt, Cotton Belt)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.2.c Identify and classify regions (e.g., cities, states, and congressional districts)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Physical Systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.3 Students will draw conclusions about the natural processes in the physical world.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.3.a Explain how physical processes shape the United States’ features and patterns (e.g., weathering, erosion, plate tectonics and internal forces and climate)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.3.b Identify examples of ecosystems located in the United States (e.g., forests, deserts, grasslands)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Human Systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.4 Students will compare, contrast and draw conclusions about the characteristics of culture and migration in the United States.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.4.a Compare and contrast patterns of culture within the United States (e.g., language, religion, food)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.4.b Compare and contrast population characteristics of the United States (e.g., density, distribution, growth rates)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.4.c Compare and contrast historical and present day migrations to and within the United States

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Human/Environment Interaction
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.5 Students will describe how humans have adapted to and modified different environments in Early American history.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.5.a Describe the impact of extreme natural events in Early United States History on the human and physical environment (e.g., blizzards, floods, drought)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.5.b Describe how humans have utilized natural resources in the United States (e.g., construction of dams, Transcontinental RR, Erie Canal, National Road, land use changes from prairie and forests to agriculture and ranching)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.5.c Analyze issues related to the natural setting in Early America (e.g., access to water, construction materials, and raw materials for daily living and economic development; impact of climate and terrain on living conditions and movement of people goods and services)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.5.d Examine patterns of resource distribution and utilization in Early America (e.g., fisheries, forests, agricultural development, early manufacturing regions)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.5.e Describe human adaptations to the physical environment. (e.g., use of air conditioning, irrigation, agricultural activities, soil testing, erosion control)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Application of Geography to Issues and Events
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.6 Students will use geographic skills to interpret issues and events.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.6.a Explain the influences of physical and human geographic features on historical events in the United States (e.g., railroads building along river valley floodplains, building the Erie Canal to connect the East Coast with the Great Lakes, migrating through the Cumberland Gap into the Kentucky bluegrass region)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.3.6.b Analyze aspects of human and physical geography that have shaped the settlement and development of Early America, latitude and longitude in the role of early navigation (e.g., groundwater and irrigation, westward expansion of European immigrants, seeds, fertile soils, agriculture, transportation systems, water power)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(United States: First Americans to the Constitution)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Chronological Thinking
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.1 Students will examine chronological relationships and patterns, and describe the connections among them.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.1.a Describe concepts of time and chronology (e.g., BC, BCE, AD, CE and eras)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.1.b Select and record key national events in chronological order (e.g., timelines)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.1.c Examine the chronology of historical events in the United States and their impact on the past, present, and future

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Comprehension
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.2 Students will demonstrate an understanding of the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.2.a Demonstrate an understanding of the impact of people, events, ideas, and symbols, including various cultures and ethnic groups, by era (e.g., Early America/Exploration: American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley, Coronado, DeSoto, LaSalle; Colonization and Rise of Democratic Institutions: Spanish Missions, French and Indian War: Chief Pontiac; 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, Benjamin Franklin, Thomas Jefferson, and other historical figures, patriotism, national symbols)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.2.b Describe how the United States and its neighbors in the Western Hemisphere have changed over the course of time using maps, documents, and other artifacts
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.2.c Describe the appropriate uses of primary and secondary sources

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Multiple Perspectives
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.3 Students will describe and explain multiple perspectives of historical events.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.3.a Describe how multiple perspectives facilitate the understanding of the full story of US history (e.g., The events surrounding the Boston Massacre, Indian Removal)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.3.b Compare and contrast primary and secondary sources to better understand multiple perspectives of the same event (e.g., Court records of the Boston Massacre, The Declaration of Independence, The Constitution, historical biographies, oral histories)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Analysis and Interpretation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.4 Students will analyze past and current events, issues, and problems.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.4.a Analyze sources on Early American History through determination of credibility, contextualization, and corroboration
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.4.b Examine alternative courses of action in United States history (e.g., What were the causes of the American Revolution?)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.4.c Identify how decisions affected events in the United States (e.g., secession of the American Colonies from Britain)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.4.d Describe the cause and effect relationships among key events in history (e.g., Revolutionary War, founding of the United States)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.4.e Describe the relationships among historical events in the United States and the students' lives today (i.e., current events)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Research Skills
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.5 Students will develop historical research skills.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.5.a Develop questions about United States history
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.5.b Identify, obtain, and cite appropriate sources for research about Early U.S. History, incorporating primary and secondary sources (e.g., Cite sources using a prescribed format)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.5.c Gather historical information about the United States (e.g., document archives, newspapers, interviews)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 5.4.5.d Present historical information about the United States (e.g., pictures, posters, oral/written narratives, and electronic presentations)

= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Grades 6-8 = <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(United States/World)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Forms and Functions of Government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.1.1 Students will summarize the foundation, structure, and function of the United States government.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.1.1.a Identify and describe different forms of government via the study of early and current civilizations (e.g., tribal, monarchy, democracy, republic, theocracy, and oligarchy)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.1.1.b Describe the structure and roles of government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.1.1.c Identify 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.1.1.d Explain how various government decisions impact people, places, and history\
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.1.1.e Describe important government principals (e.g., freedom, dmocracy, equality, rule of law, popular sovereignty, justice)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.1.1.f Describe the history of political parties in the United States
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.1.1.g Compare civic life in the United States with other countries (e.g. England, China, Nigeria, India, Honduras)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.1.1.h Explain the ways in which governments meet the needs of citizens, manage conflict, and establish order and security

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Civic Participation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.1.2 Students will describe the roles, responsibilities, and rights as local, state, national, and international citizens and participate in civic service.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.1.2.a Describe ways individuals participate in the political process (e.g., registering and voting, contacting government officials, campaign involvement)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.1.2.b 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.1.2.c Demonstrate civic engagement (e.g., service learning projects, volunteerism)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.1.2.d Evaluate how cooperation and conflict among people have contributed to political, economic, and social events and situations in the United States
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.1.2.e Identify 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)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Economics: 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Markets
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.1 Students will explain the interdependence of producers and consumers in a market economy.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.1.a Understand the relationship between consumers and producers in a market economy (e.g., circular flow)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.1.b Illustrate how individuals are both consumers and producers (buyers and sellers) in a market economy
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.1.c Describe the development and effects of technology in economic history (e.g., increased productivity, increased standard of living, increased employment)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.1.d Identify the role of entrepreneurs and profit in a market
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.2 Students will describe the relationship between supply and demand.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.2.a Explain how the relationship between supply and demand determines price (market clearing price)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.2.b Illustrate 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)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Institutions
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.3 Students will identify economic institutions and describe how they interact with individuals and groups.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.3.a Describe the purpose and role of economic institutions (e.g., corporations, labor unions, financial institutions, stock markets, cooperatives, and business partnerships)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.3.b Recognize how inflation and deflation impacts purchasing power (e.g., track GDP in various years, compare consumer purchasing power)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.4 Students will identify how private ownership of property is a basic institution of a market
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.4.a Define and distinguish private property (e.g., factories and homes) and public property (e.g., parks, public schools, and government buildings)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Financial Literacy
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.5 Students will identify the basic economic systems in the global economy.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.5.a Compare and contrast characteristics of different economic systems. (e.g., traditional, command, market, mixed)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.5.b Discuss various philosophies regarding governments' role in an economy (e.g., capitalism, socialism)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.10 Students will identify the roles and responsibilities of government in economic systems.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.10.a Identify various goods and services provided by the government (e.g., disaster relief, public works, postal service, roads)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.10.b Explain how governments provide economic assistance (e.g., social security, Medicare, Medicaid, farm subsidies, disaster relief)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.11 Students will explain how tax revenues are collected and distributed
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.11.a Identify taxes paid by individuals (e.g., income taxes, sales tax, property taxes)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.11.b Identify institutions supported by tax dollars (e.g., schools, roads, police protection)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Globalization
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.12 Students will illustrate how international trade benefits individuals, organizations, and nations.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.12.a Differentiate between exports and imports
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.12.b Explain how individuals gain through specialization and voluntary trade
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.13 Students will identify how international trade affects the domestic economy.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.13.a Explain that currency must be converted to make purchases in other countries
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.2.13.b Explain how prices of goods change as exchange rates go up and down

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The World in Spatial Terms
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.1.a Use and interpret different types of maps/charts/diagrams/timelines (primary sources where available)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.1.b Use and interpret the results of mapping technologies, parts of a map and map projections (e.g., cartography/ Geographic Information Systems)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.1.c 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)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Places and Regions
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.2 Students will examine how regions form and change over time.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.2.a Analyze physical and human characteristics of places and regions (e.g., climate, language)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.2.b 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.2.c Analyze changes in places and regions over time (e.g., irrigation, growth of cities, Manifest Destiny)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.2.d Analyze how humans group and label environments and how those groupings/labels impact human societies (e.g., Dixie, Midwest, Ring of Fire)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.2.e Identify the location of major world regions (e.g., Arctic, Caribbean, Central America, Balkans, Horn of Africa, East Asia, South Asia), countries, and cities

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Physical Systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.3 Students will investigate how natural processes interact to create and change the natural environment.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.3.a Compare and contrast various biomes/climates (e.g., rainforest, grasslands, forests)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.3.b Analyze the impact of natural events on biomes, climates and wind and water systems (e.g., rivers/floods/ precipitation/drought)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.3.c Use physical processes to explain patterns in the physical environment (e.g., volcanoes creating islands, faulting changing mountains, glaciation creating the Great Lakes)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Human Systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.4 Students will analyze and interpret patterns of culture around the world.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.4.a 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.4.b Analyze purpose of population centers, (e.g., function of cities as providers of goods and services, economic activities and interdependence, trade and transportation)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.4.c Analyze 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)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Human/Environment Interaction
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.5 Students will analyze how humans have adapted to different physical environments.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.5.a Describe the impact of extreme natural events on the human and physical environment globally (e.g., earthquakes, tornadoes, floods, hurricanes, volcanic eruptions, mudslides)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.5.b Identify and evaluate how humans utilize the physical environment (e.g., irrigation, levees, terraces, fertile soils, mechanized agriculture, changes in land use)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.5.c Analyze issues related to the physical environment globally (e.g., water supply, air quality in cities, solid waste disposal, availability of arable land)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.5.d Examine 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.5.e Identify and evaluate human adaptations to the environment from the local to the international levels

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Application of Geography to Issues and Events
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.6 Students will analyze issues and/or events using geographic knowledge and skills to make informed decisions.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.6.a Analyze 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.3.6.b 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)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(United States: Colonial America to the Progressive Era)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Chronological Thinking
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 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.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.1.a (US) Describe concepts of time and chronology (e.g., Three Worlds Meet, Colonial America, Establishing a Nation, Expansion and Reform, Civil War & Reconstruction, Industrialization)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.1.b (US) Classify key national events in chronological order (e.g., timelines with eras and selected key events)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.1.c (US) Examine the chronology of historical events in the United States analyze their impact on the past, present, and future

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Comprehension
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.2 (US) Students will analyze the impact of people, events, ideas, and symbols upon US history using multiple types of sources.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.2.a (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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.2.b (US)Analyze how the United States has changed over the course of time, using maps, documents, and other artifacts
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.2.c (US) Analyze the appropriate uses of primary and secondary sources

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Multiple Perspectives
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.3 (US) Students will analyze and interpret historical and current events from multiple
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.3.a (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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.3.b (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)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Analysis and Interpretation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.4 (US) Students will identify causes of past and current events, issues, and problems.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.4.a (US) Analyze sources on Nineteenth-Century American History through determination of credibility, contextualization, and corroboration
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.4.b (US) Evaluate alternative courses of action in United States history (e.g., Why and how was land acquired?)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.4.c (US) Analyze how decisions affected events in the United States (e.g., Supreme Court decisions, immigration, declaration of war)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.4.d (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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.4.e (US) Analyze the relationships among historical events in the United States and the students' lives today (i.e., current events)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Research Skills
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.5 Students will develop historical research skills.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.5.a (US) Develop questions about United States history
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.5.b 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.5.c (US) Gather historical information about the United States (e.g., document archives, artifacts, newspapers, interviews)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 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)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(World: Beginning to 1000 CE)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Chronological Thinking
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">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.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.1.a (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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.1.b (WLD) Classify key global events in chronological order (e.g., timelines with eras and selected key events)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.1.c (WLD) Examine the chronology of historical events throughout the world to analyze their impact on the past, present, and future

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Comprehension
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.2 (WLD) Students will analyze the impact of people, events, ideas, and symbols upon world history using multiple types of sources.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.2.a (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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.2.b (WLD) Analyze how global civilizations have changed over the course of time, using maps, documents, and other artifacts
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.2.c (WLD) Analyze the appropriate uses of primary and secondary sources

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Multiple Perspectives
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.3 (WLD) Students will analyze and interpret historical and current events from multiple perspectives.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.3.a (WLD) Analyze and interpret how multiple perspectives facilitate the understanding of the full story of world history (e.g., Chinese Foot Binding, Three Gorges Dam, Caste System, Alexander the Great, Latin American Revolutions, Division of Pakistan, Blood Diamonds)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.3.b (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)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Analysis and Interpretation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.4 (WLD) Students will identify causes of past and current events, issues, and problems.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.4.a (WLD) Analyze sources on Early World History through determination of credibility, contextualization, and corroboration
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.4.b (WLD) Evaluate alternative courses of action in world history (e.g., How were ideas and products diffused to other regions?)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.4.c (WLD) Analyze how decisions affected events across the globe (e.g., migrations, declarations of war, treaties, alliances)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.4.d (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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.4.e (WLD) Analyze the relationships among historical events across the globe and the students' lives today (i.e., current events)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Research Skills
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.5 Students will develop historical research skills.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.5.a (WLD) Develop questions about world history
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.5.b (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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.5.c (WLD) Gather historical information about other nations (e.g., document archives, artifacts, newspapers, interviews)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 8.4.5.d (WLD) Present an analysis of historical information about the world (e.g., pictures, posters, oral/written narratives, and electronic presentation)

= <span style="font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Grades 9-12 = <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(United States/World)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Civics: Students will develop and apply the skills of civic responsibility to make informed decisions based upon knowledge of government at local, state, national and international levels.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Forms and Functions of Government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.1.1 Students will analyze and evaluate the foundation, structures, and functions of the United States government as well as local, state, and international governments.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.1.1.a Summarize 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.1.1.b Analyze 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.1.1.c Analyze and evaluate the functions of United States government (e.g., national security, legislative law-making, executive implementation, judicial interpretation, constitutionalism, taxation, naturalization of
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.1.1.d Analyze and evaluate the foundation, structures, and functions of local government (e.g., city council, school board, county government, regional boards)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.1.1.e Analyze and evaluate the foundation, structures, and functions of state government (e.g., bicameral/unicameral, reapportionment/redistricting, branches of government)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.1.1.f Analyze and evaluate the foundation, structures, and functions of supranational organizations (e.g., United Nations, NATO, European Union, treaties, trade organizations)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.1.1.g Analyze and evaluate the roles that political parties have played in the United States
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.1.1.h Analyze and evaluate United States foreign policy issues (e.g. methods, approaches, events)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Civic Participation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.1.2 Students will address local, state, national or international issues and policies through meaningful civic participation.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.1.2.a Evaluate 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.1.2.b 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.1.2.c 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.1.2.d Analyze an issue and determine which level of government is most appropriate to utilize in addressing the issue
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.1.2.e Describe 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.1.2.f Critique various media sources for accuracy and perspective

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 Economics: 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Markets
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">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.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.1.a Explain how the factors of production are bought and sold in the market
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.1.b Analyze the role of the product market and the resource market
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.1.c Understand productivity as a measure of the quantity of goods and services produced with a given amount of resources (e.g., Gross Domestic Product)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.1.d Analyze how market forces determine what producers choose to produce and which combination of productive resources will be most productive
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.1.e Explain how wages/earnings are affected by the market (e.g., value of products, supply and demand of labor, worker skills and qualifications)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.1.f Explain the role and importance of profit and return on investments to producers. (e.g. increase in supply and expansion of industries)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.2 Students will illustrate how markets determine prices and allocate goods and services.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.2.a Understand demand, quantity demanded, and changes in demand
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.2.b Understand supply, quantity supplied, and changes in supply
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.2.c Understand that equilibrium price and quantity are determined by supply and demand
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.2.d Hypothesize how competition between sellers could results in lower prices, higher quality products, and better customer service
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.2.e Hypothesize 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)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Institutions
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.3 Students will analyze how economic institutions impact individuals and groups.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.3.a Analyze 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.3.b Describe how measures used by economic institutions are calculated (e.g., trends and business cycles using GDP, unemployment rates, inflation rates)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.3.c Explain how banks and a sound monetary system are critical to a functioning economy
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.3.d Describe the functions and role of the Federal Reserve System and its influence through monetary policy (e.g., balancing inflation and unemployment)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.3.e Understand how financial markets determine the cost of borrowing and influence the level of economic activity
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.4 Students will assess how private ownership of property is a basic institution of a market economy.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.4.a Assess how property rights are defined, enforced, and limited by government (e.g., zoning laws, eminent domain, Homestead Act, copyright laws, patents, and intellectual property)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.4.b Describe the role of market economy in United States history (e.g., periods of prosperity, recessions, and overall growth)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Financial Literacy
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.5 Students will recognize and predict the impact that various economic systems will have on people.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.5.a Develop a logical argument debating the merits of various economic systems (e.g., traditional, command, market, mixed)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.5.b Evaluate the historical use of various economic systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.5.c Compare the standard of living with other countries (Germany, Brazil, Russia, India, China)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.6 Students will understand economic concepts that support rational decision making.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.6.a Explore employment trends and reasons for growth and decline in employment
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.6.b Make career decisions by systematically considering alternatives and consequences through the use of cost benefit analysis
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.6.c Assess the incentives for investing in personal education, skills, and talents
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.6.d Identify various ways people earn a living by using career programs to explore opportunities (e.g., Nebraska Career Education)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.7 Students will apply effective money management concepts.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.7.a Organize personal finances and use a budget to manage cash flow
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.7.b Compare and contrast checking and savings accounts
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.7.c Assess the effects of taxes on personal income
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.8 Students will critique strategies used to establish, build, maintain, monitor, and control credit.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.8.a Analyze factors that affect the choice of credit, the cost of credit, and the legal aspects of using
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.8.b Identify strategies of establishing and maintaining a good credit rating for effective credit management (e.g., credit cards, auto loans, mortgages)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.8.c Compare and contrast the cost and benefits of various lending institutions (e.g., banks, credit unions, paycheck advance businesses, pawn shops)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.8.d Students will identify situations when borrowing money and paying interest may be a wise or unwise decision
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.9 Students will evaluate savings, investment, and risk management strategies to achieve financial goals.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.9.a Explain the importance of saving to ensure financial security
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.9.b Implement an investment strategy that is compatible with personal goals (e.g., stocks, bonds, mutual funds, retirement plans)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.9.c Analyze appropriate and cost effective risk management strategies (e.g., health, disability, life, auto insurance)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Government
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.10 Students will analyze the roles and responsibilities of government in various economic systems.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.10.a Examine how governments utilize taxation to provide goods and services to society (e.g., disaster relief, flood control, police protection)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.10.b Investigate multiple roles of government in a market economy (e.g., forms of taxation, enforcing private property and zoning laws, collecting sales tax)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.10.c Explore various forms of taxation (earning, consumption, or wealth) and discuss outcomes of various tax philosophies as drivers of economic activity
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.10.d Research the role of government in the development of economic systems (e.g., historic and current examples of command, market, traditional, mixed systems)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.10.e Analyze government policies and regulations in areas of market failure (e.g., monopolies, externalities, non-enforcement of property rights)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.11 Students will examine the government’s influence on economic systems through fiscal policy.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.11.a Examine how governments can use taxing and spending policies to influence behavior (e.g., alcohol tax, home mortgage interest deduction)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.11.b Examine the impact of fiscal policy on budget deficits\surpluses and national debtSS 12.2.11.c Examine the impact of the unemployment rate on the economy (frictional, structural, cyclical)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Globalization
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.12 Students will evaluate how international trade benefits individuals, organizations, and nations.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.12.a Analyze the effects of various trade policies (e.g., identify short term/long term impacts)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.12.b Identify goods which are available at a lower price because of international trade
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.12.c Explain how trade barriers impact the prices and quantity of goods in the domestic market
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.13 Students will evaluate how international trade affects the domestic economy.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.13.a Identify goods which are available at a lower price because of international trade
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.2.13.b Explain how trade barriers impact the prices and quantity of goods in the domestic market

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">The World in Spatial Terms
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.1 Students will analyze where (spatial) and why people, places, and environments are organized on the Earth’s surface.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.1.a Analyze geographical information sources (e.g., map, globe, atlas, remote sensing, GPS, and GIS)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.1.b Apply map scale as a geographical tool and evaluate the strengths and weaknesses of projections (e.g., large scale/small scale, Peters, Mercator, plane, conical, cylindrical)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.1.c Analyze mental maps and spatial relationships. (e.g., city development, urban planning based on railroads, location of natural resources)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.1.d Apply spatial thinking to investigate issues and justify decisions. (e.g., consolidation of schools, closing of post offices)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Places and Regions
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.2 Students will examine how regions form and change over time.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.2.a Analyze physical and human processes that shape places and regions (e.g., erosion, international trade, weathering, climate, migration, international trade )
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.2.b 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.2.c Analyze the changes in places and regions over time (e.g., migration, urbanization, fertility and mortality, industrialization)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.2.d Analyze the interdependence of places and regions. (e.g., international trade, NAFTA, EU)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.2.e Analyze critical issues and problems of places and regions. (e.g., current events)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.2.f Apply regional analysis of geographic issues and questions. (e.g., discussing current events and issues of the day in a geographical context)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Physical Systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.3 Students will interpret how natural processes interact to create the natural environment.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.3.a Identify and explain components of Earth’s physical system (i.e., atmosphere, lithosphere, biosphere, and hydrosphere)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.3.b Explain plate tectonics/continental drift and predict changes over time to the earth’s land and oceans
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.3.c Identify and explain world patterns of extreme events
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.3.d Identify and explain global ocean and atmospheric systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.3.e Compare and contrast world climate regions

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Human Systems
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.4 Students will analyze and interpret patterns of culture around the world.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.4.a Distinguish population characteristics by world regions, country, and regions within countries (e.g., demographic transition, fertility, mortality, migration rates, population pyramids)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.4.b 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 migration to North America, South America, Australia and New Zealand)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.4.c Compare and contrast changes in human settlement patterns over time
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.4.d Compare and contrast internal structures of cities in developed and developing countries
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.4.e 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.4.f 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.4.g Evaluate the benefits and challenges of globalization (e.g., regional specialization, trade, multinational businesses, pandemics, loss of local cultures)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.4.h Identify and analyze patterns of power and influence of sovereign nations and organized nation groups (e.g., NATO, United Nations, European Union)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.4.i Identify and explain the factors that contribute to cooperation and conflict within and between countries

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Human/Environment Interaction
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.5 Students will evaluate interrelationships between people and the environment.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.5.a Analyze the consequences of extreme weather and other natural disasters such as El Nino, floods, tsunamis, droughts, and volcanoes
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.5.b 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.5.c 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.5.d 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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.5.e Analyze the impacts of technological innovations in shaping human interaction on the physical environment (e.g., agriculture, air conditioning, desalinization)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Application of Geography to Issues and Events
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.6 Students will analyze issues and/or events using the geographic knowledge and skills to make informed decisions.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.6.a Apply geographic knowledge and skills (e.g., ask geographic questions, acquire, analyze, and present geographic information)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.3.6.b 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)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(United States: Progressive Era to Present)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Chronological Thinking
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 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.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.1.a (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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.1.b (US) Select, record, and interpret key national and global events in chronological order (e.g., timelines with eras and selected key event)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.1.c (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

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Comprehension
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">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.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.2.a (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,
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.2.b (US) Analyze and evaluate how the United States has changed over the course of time, using maps, documents, and other artifacts
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.2.c (US) Analyze and evaluate the appropriate uses of primary and secondary sources

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Multiple Perspectives
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.3 (US) Students will analyze and evaluate historical and current events from multiple
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.3.a (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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.3.b (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)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Analysis and Interpretation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.4 (US) Students will identify and evaluate the effects of past, current, and potential future events, issues, and problems.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.4.a (US) Compare and evaluate contradictory historical narratives of Twentieth-Century U.S. History through determination of credibility, contextualization, and corroboration
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.4.b (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?)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.4.c (US) Evaluate how decisions affected events in the United States (e.g., Supreme Court Decisions, revolutions, alliances, treaties)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.4.d (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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.4.e (US) Evaluate the relationships among historical events in the United States and the students' lives today (i.e., current events)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Research Skills
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.5 (US) Students will develop historical research skills.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.5.a (US) Develop questions about United States history
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.5.b (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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.5.c (US) Gather historical information about the United States (e.g., document archives, artifacts, newspapers, interviews)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.5.d (US) Present an evaluation of historical information about the United States (e.g., pictures, posters, oral/written narratives, and electronic presentations)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">K-12 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.

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">(World: 1000 CE to Present)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Chronological Thinking
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.1 Students will analyze how major past and current world events are chronologically connected, and evaluate their impact(s) upon one another.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.1.a (WLD) Describe concepts of time and chronology (e.g., Middle Ages, Global Interaction, Age of Revolutions, Global Conflict and Achievement, Contemporary World)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.1.b (WLD) Select, record, and interpret key global events in chronological order (e.g., timelines with eras and selected key event)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.1.c (WLD) Examine the chronology of historical events throughout the world to evaluate their impact on the past, present, and future

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Comprehension
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 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.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.2.a (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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.2.b (WLD) Analyze and evaluate how global civilizations have changed over the course of time, using maps, documents, and other artifactsSS
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">12.4.2.c (WLD) Analyze and evaluate the appropriate uses of primary and secondary sources

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Multiple Perspectives
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.3 (WLD) Students will analyze and evaluate historical and current events from multiple perspectives.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.3.a (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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.3.b (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)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Analysis and Interpretation
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.4 (WLD) Students will identify and evaluate the effects of past, current, and potential future events, issues, and problems.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.4.a (WLD) Compare and evaluate contradictory historical narratives of Modern World History through determination of credibility, contextualization, and corroboration
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.4.b (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?)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.4.c (WLD) Evaluate how decisions affected events across the world (e.g., revolutions, alliances,
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.4.d (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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.4.e (WLD) Evaluate the relationships among historical events across the globe and the students' lives today (i.e., current events)

<span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">Historical Research Skills
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.5 (WLD) Students will develop historical research skills.
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.5.a (WLD) Develop questions about World history
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.5.b (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)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.5.c (WLD) Gather historical information about the world (e.g., document archives, artifacts, newspapers, interviews)
 * <span style="background-color: #ffffff; font-family: Arial,Helvetica,sans-serif; font-size: 10pt;">SS 12.4.5.d (WLD) Present an evaluation of historical information about the world (e.g., pictures, posters, oral/written narratives, and electronic presentations)