Standard 1:  Government

The student uses a working knowledge and understanding of governmental systems of the United States and other nations with an emphasis on the U.S. Constitution, the necessity for the rule of law, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in the democratic process.

Extended

Benchmark 1
The student understands rules that apply to self, family, school, local, state, and national governments. Knowledge Base Indicators
  1. The student identifies rules found in his or her home, school, job, and/or community.
  2. The student recognizes safety rules (e.g., poison, traffic, fire, personal safety, work site, and/or community.
  3. The student describes government in terms of people and groups who make, apply, and/or enforce rules or laws for others in their family, school, and community.
  4. The student identifies one or more reasons for various rules.
 Benchmark 2
The student understands the shared ideals and the diversity of American society and political culture. Knowledge Base Indicators
  1. The student acknowledges the various symbols used to depict Americans shared values, principles, or beliefs.
  2. The student shows the qualities of a law-abiding citizen.
 Benchmark 3
The student understands how the U.S. Constitution allocates power and responsibility in the government. Knowledge Base Indicators
  1. The student knows the basic rights that are guaranteed by the U.S. Constitution.
  2. The student identifies the roles of the federal government, the three branches, and/or the people in those branches.
 Benchmark 4
The student identifies the rights, privileges, and responsibilities of a good citizen. Knowledge Base Indicators
  1. The student identifies or demonstrates an understanding of individual rights, privileges, and/or responsibilities.
  2. The student identifies or demonstrates an understanding of rights, privileges, and responsibilities of the individual in groups.
 Benchmark 5
The student understands people and functions of Kansas state government. Knowledge Base Indicators
  1. The student identifies the roles of Kansas government, the branches, and/or people in these branches.

Standard 2:  Economics

The student uses a working knowledge and understanding of major economic concepts, issues, and systems of the United States and other nations; and applies decision-making skills as a consumer, producer, saver, investor, and citizen in an interdependent world.

Extended

Benchmark 1
The student understands how the market economy works in the United States. Knowledge Base Indicators
  1. The student understands the concept that rewards are earned in exchange for performance.
  2. The student understands that providers must receive something (i.e., money) for exchange of goods or services.
  3. The student understands the origin of particular goods.
  4. The student identifies the functions of various stores and/or businesses.
 Benchmark 2
The student recognizes the role of the government in the economy. Knowledge Base Indicators
  1. The student identifies and/or uses services provided by the government for all members of the community.
  2. The student understands that there are some government services for which a person must qualify.
 Benchmark 3
The student makes effective decisions as a consumer, producer, saver, and citizen. Knowledge Base Indicators
  1. The student understands that spending is the exchange of money for goods and/or services.
  2. The student distinguishes between spending, borrowing, trading, and/or stealing.
  3. The student understands that scarcity of resources requires choices.
  4. The student understands that individual economic choices have consequences.
  5. The student demonstrates an understanding of the concept of saving resources for a future purpose.

Standard 3:  Geography

The student uses a working knowledge and understanding of the changing character and spatial organization of Earth's surface and the interactions between physical and human features in place to explain a wide range of physical and human events.

Extended

Benchmark 1
The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments. Knowledge Base Indicators
  1. The student demonstrates an understanding of location, direction, and/or distance.
  2. The student identifies the locations of places within his or her environment.
  3. The student demonstrates that particular locations are used for certain human activities.
  4. The student uses a map and/or globe.
 Benchmark 2
The student understands the spatial organization of people, places, and environments. Knowledge Base Indicators
  1. The student describes the physical and/or human characteristics of local or regional communities.
  2. The student identifies physical characteristics or human activities that have taken place over time in the local or regional communities.
 Benchmark 3
The student understands Earth's physical systems and how physical processes shape the environment. Knowledge Base Indicators
  1. The student demonstrates an understanding of how earth's physical systems affect him or her personally.
  2. The student demonstrates an understanding of how earth's physical systems affect the regional environment.
 Benchmark 4
The student understands how cultural and/or social elements influence people in a region. Knowledge Base Indicators
  1. The student understands characteristics of a community.
  2. The student describes and/or compares cultural characteristics or patterns within a region.
  3. The student understands the process of conflict.
 Benchmark 5
The student understands the effects of interactions between human and physical systems. Knowledge Base Indicators
  1. The student adapts to variations in the physical environment.
  2. The student participates in activities to help the environment.
  3. The student demonstrates an understanding of the impact his or her daily personal activities have on environments, objects, or people.

Standard 4:  History

The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

Extended

Benchmark 1
The student understands the significance of important individuals and major developments in history. Knowledge Base Indicators
  1. The student expresses knowledge of personal ancestors and/or family history.
  2. The student recognizes the importance of Kansas and United States historical figures.
 Benchmark 2
The student understands the importance of experiences of groups of people who have contributed to the richness of our heritage. Knowledge Base Indicators
  1. The student understands that things that have happened in the past affect the way people live, think, or feel in the present.
 Benchmark 3
The student understands the significance of events, holidays, industries, people and/or symbols which are important in Kansas history.
  1. The student recognizes Kansas state symbols.
  2. The student identifies Kansas events, holidays, industries, and/or people.
 Benchmark 4
The student understands the significance of events, holidays, documents, or symbols, which are important in United States history.
  1. The student identifies one or more national holidays and/or the customs associated with that holiday.
  2. The student recognizes national events, documents, or symbols.
 Benchmark 5
The student understands the significance of events, holidays, industries, people and/or symbols which are important in World history.
  1. The student identifies world holidays, industries, symbols, and/or people.
  2. The student recognizes the importance of major world events (historical and current.

Standard 1:  Government

The student uses a working knowledge and understanding of governmental systems of the United States and other nations with an emphasis on the U.S. Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in the democratic process.

5th Grade

SS.5.1.2.4k
The student identifies important founding fathers and their contributions (e.g. George Mason, Thomas Jefferson, James Madison, George Washington, Benjamin Franklin, Thomas Paine, Samuel Adams, John Adams).
SS.5.1.3.4a
The student explains the functions of the three branches of federal government (e.g., legislative, makes laws, executive-enforces laws, judicial-interprets laws).

Standard 2:  Economics

The student uses a working knowledge and understanding of major economic concepts, issues, and systems of the United States and other nations; and applies decision-making skills as a consumer, producer, saver, investor, and citizen in an interdependent world.

5th Grade

SS.5.2.2.2k
The student identifies factors that change supply or demand for a product (e.g., supply; technology changes demand: invention of new and substitute goods; supply or demand: climate and weather).
SS.5.2.5.1a
The student determines the costs and benefits of spending, saving, or borrowing decision.

Standard 3:  Geography

The student uses a working knowledge and understanding of the changing character and spatial organization of Earth's surface and the interactions between physical and human features in place to explain a wide range of physical and human events.

5th Grade

SS.5.3.1.2k
The student locates major physical and political features of Earth' from memory (e.g., Boston, Philadelphia, England, France, Italy, Spain, North America, Atlantic Ocean, Pacific Ocean, Yucatan Peninsula, Germany, Aleutian Islands, Bering Strait, Chesapeake Bay, Hudson Bay, Mexico City, Montreal, Netherlands, Norway, Ohio River, Portugal, Quebec City, St. Lawrence River).

Standard 4:  History

The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

5th Grade

SS.5.4.1.1k
The student explains how various American Indians adapted to their environment in relationship to shelter and food (e.g., Plains, Woodland, Northwest Coast, Southeast and Pueblo cultures in the period from 1700-1820).
SS.5.4.1.3a
The student compares the motives and technology that encouraged European exploration of the Americas (e.g., motives; trade, expansion, wealth, discovery; technology: improved ship building, sextant, cartography).
SS.5.4.2.3k
The student describes political and economic structures in the New England, Middle, and Southern Colonies (e.g., political: House of Burgesses, town meetings, colonial forms of representation; economics: agriculture, trade).
SS.5.4.3.1k
The student describes the causes of the American Revolution (e.g., Proclamation of 1763, Intolerable Acts, Stamp Act, taxation without representation).
SS.5.4.3.6k
The student describes how the Constitutional Convention lead to the creation of the United States Constitution (e.g., Great Compromise, 3/5 Compromise).
SS.5.4.4.1a
The student uses historical timelines to trace the cause and effect relationships between events in different places during the same time period (e.g., Colonial America and England).

Standard 1:  Government

The student uses a working knowledge and understanding of governmental systems of the United States and other nations with an emphasis on the U.S. Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in the democratic process.

6th Grade

SS.6.1.4.1a
The student compares and contrasts the rights of people living in Ancient Greece (Sparta and Athens) and Classical Rome with the modern United States.
SS.6.1.5.1k
The student identifies the basic features of systems of government (e.g., republic, democracy, monarchy, dictatorship, oligarchy, theocracy).

Standard 2:  Economics

The student uses a working knowledge and understanding of major economic concepts, issues, and systems of the United States and other nations; and applies decision-making skills as a consumer, producer, saver, investor, and citizen in an interdependent world.

6th Grade

SS.6.2.1.1k
The student explains how scarcity of resources requires communities and nations to make choices about goods and services (e.g., what foods to eat, where to settle, how to use land).
SS.6.2.3.2k
The student identifies barriers to trade among nations (e.g., treaties, war, transportation, geography).

Standard 3:  Geography

The student uses a working knowledge and understanding of the changing character and spatial organization of Earth's surface and the interactions between physical and human features in place to explain a wide range of physical and human events.

6th Grade

SS.6.3.1.1a
The student explains and uses map titles, symbols, cardinal and intermediate directions, legends, latitude and longitude.
SS.6.3.2.3k
The student identifies and describes the location, landscape, climate, and resources of early world civilizations (e.g., Mesopotamia, Egypt, India, China, Greece, Rome, Middle/South America, Western Europe, West Africa, Japan).
SS.6.3.4.2k
The student describes the forces and processes of conflict and cooperation that divide or unite people (e.g., uneven distribution of resources, water use in ancient Mesopotamia, building projects in ancient Egypt and Middle/South America, the Greek city-states, empire building, movements for independence or rights).

Standard 4:  History

The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

6th Grade

SS.6.4.1.2a
The student compares the origin and accomplishments or early river valley civilizations (e.g., Tigris and Euphrates (Mesopotamia): city-states, Hammurabi's code; Nile Valley (Egypt): Pharaoh, centralized government; Indus Valley (India): Mohenjo Daro; Huang He (China): Shang Dynasty).
SS.6.4.2.1k
The student compares and contrast characteristics of classic Greek government (e.g., city-states, slavery, rule by aristocrats and tyrants, Athens: development of democracy, Sparta: city's needs come first).
SS.6.4.2.4k The student describes key characteristics of classical Roman government (e.g., Roman Republic: senate, consuls, veto, written law; Roman Empire: emperors, expansion).
SS.6.4.2.6a
The student examines the central beliefs of Christianity, Hinduism, Buddhism, Judaism, and Islam.
SS.6.4.2.9k
The student describes key accomplishments of ancient China (e.g., Great Wall of China, Shi Huangdi, dynastic cycle, Mandate of Heaven, Taoism, Confucianism, civil service, Silk Road).
SS.6.4.4.1a
The student examines a topic in World history to analyze changes over time and makes logical inferences concerning cause and effect (e.g., spread of ideas and innovation, rise and fall of empires).

Standard 1:  Government

The student uses a working knowledge and understanding of governmental systems of the United States and other nations with an emphasis on the U.S. Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in the democratic process.

7th Grade

SS.7.1.1.2a
The student compares how juveniles and adults are treated differently under law (e.g., due process, trial, age restrictions, punishment, rehabilitation, diversion).
SS.7.1.2.1k
The student defines the rights guaranteed, granted, and protected by the Kansas Constitution and its amendments.
SS.7.1.5.3k
The student identifies the goods and services provided by local government in the community (e.g., education, health agency, fire department, police, care for local community property, parks and recreation).

Standard 2:  Economics

The student uses a working knowledge and understanding of major economic concepts, issues, and systems of the United States and other nations; and applies decision-making skills as a consumer, producer, saver, investor, and citizen in an interdependent world.

7th Grade

SS.7.2.3.1a
The student describes examples of factors that might influence international trade. (e.g., United States economic sanctions, weather, exchange rates, war, boycotts, embargos).
SS.7.2.5.1a
The student compares the benefits and costs of spending, saving, or borrowing decisions based on information about products and services.

Standard 3:  Geography

The student uses a working knowledge and understanding of the changing character and spatial organization of Earth's surface and the interactions between physical and human features in place to explain a wide range of physical and human events.

7th Grade

SS.7.3.2.4k
The student identifies the various physical and human criteria that can be used to define a region (e.g., physical: mountain, costal, climate; human: religion, ethnicity, language, economic, government).
SS.7.3.4.3k
The student identifies the geographic factors that influence world trade and interdependence (e.g., location advantage, resource distribution, labor cost, technology, trade networks and organizations).
SS.7.3.5.1k
The student identifies ways in which technologies have modified the physical environment of various world cultures (e.g., dams, levees, aqueducts, irrigation, roads, bridges, plow).

Standard 4:  History

The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

7th Grade

SS.7.4.1.4a
The student analyzes the impact of the Indian Removal Act of 1830 on the way of life for emigrant Indian tribes relocated to Kansas (e.g., loss of land and customary resources, disease and starvation, assimilation, inter-tribal conflict).
SS.7.4.2.2k
The student describes how the dispute over slavery shaped life in Kansas Territory (e.g., border ruffians, bushwhackers, jayhawkers, the Underground Railroad, free staters, abolitionists).
SS.7.4.3.1k
The student describes the reasons for tension between the American Indians and the United States government over land in Kansas (e.g., encroachment on Indian lands, depletion of the buffalo and other natural resources, the Sand Creek massacre, broken promises).
SS.7.4.3.5k
The student describes the reasons for the Exoduster movement from the South to Kansas (e.g., relatively free land, symbol of Kansas as a free state, the rise of Jim Crow laws in the South, promotions of Benjamin "Pap" singleton).
SS.7.4.4.2k
The student describes the development of Populism in Kansas (e.g., disillusionment with big Eastern business, railroads, government corruption, high debts and low prices for farmers).
SS.7.4.5.1a
The student compares agricultural practices before and after the dust storms of the 1930s (e.g., rotation of crops, shelter belts, irrigation, terracing, stubble mulch).
SS.7.4.7.2a
The student examines different types of primary sources in Kansas history and analyzes them in terms of credibility, purpose, and point of view (e.g., census records, diaries, photographs, letters, government documents).

Standard 1:  Government

The student uses a working knowledge and understanding of governmental systems of the United States and other nations with an emphasis on the U.S. Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in the democratic process.

8th Grade

SS.8.1.3.3k
The student explains how the U.S. Constitution can be changed through amendments.
SS.8.1.3.4a
The student analyzes the Declaration of Independence and the United States Constitution to identify essential ideas of American constitutional government.

Standard 2:  Economics

The student uses a working knowledge and understanding of major economic concepts, issues, and systems of the United States and other nations; and applies decision-making skills as a consumer, producer, saver, investor, and citizen in an interdependent world.

8th Grade

SS.8.2.1.1a
The student analyzes the effect of scarcity on the price, production, consumption and distribution of goods and services (e.g., price goes up and production goes down, consumption goes down and distribution is limited).
SS.8.2.2.1k
The student explains how relative price, people's economic decisions, and innovations influence the market system (e.g., cotton gin led to increased productivity, more cotton produced, higher profits, and lower prices; steamboat led to increased distribution of goods, which brought down prices of goods and allowed goods to be more affordable to people across the United States; development of railroad led to transportation of cattle to eastern markets, price was decreased and profit was increased, timely access to beef).
SS.8.2.2.4k
The student describes the positive and negative incentives to which employees respond (e.g., wage levels, benefits, work hours, working conditions).

Standard 3:  Geography

The student uses a working knowledge and understanding of the changing character and spatial organization of Earth's surface and the interactions between physical and human features in place to explain a wide range of physical and human events.

8th Grade

SS.8.3.4.1a
The student evaluates demographic data to analyze population characteristics in the United States over time (e.g., birth/death rates, population growth rates, migration patterns: rural, urban).
SS.8.3.4.2a
The student analyzes push and pull factors including economic, political, and social factors that contribute to human migration and settlement in United States (e.g., economic: availability of natural resources, job opportunities created by technology; political: Jim Crow laws, free-staters; social factors: religious, ethnic discrimination).

Standard 4:  History

The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

8th Grade

SS.8.4.1.4a
The student explains the impact of constitutional interpretation during the era (e.g. Alien and Sedition Act, Louisiana Purchase, Marshall court -Marbury v. Madison, McCullough v. Maryland (1819)).
SS8.4.1.5a
The student analyzes how territorial expansion of the United States affected relations with external powers and American Indians (e.g., Louisiana Purchase, concept of Manifest Destiny, previous land policies-Northwest Ordinance, Mexican-American War, Gold Rush).
SS.8.4.1.6a
The student explains how the Industrial Revolution and technological developments impacted different parts of American society (e.g., interchangeable parts, cotton gin, railroads, steamboats, canals).
SS.8.4.2.3k
The student retraces events that led to sectionalism and secession prior to the Civil War (e.g., Missouri Compromise, Compromise of 1850, Kansas-Nebraska Act-Popular Sovereignty, Uncle Tom's Cabin)
SS.8.4.2.5k
The student describes the turning points of the Civil War (e.g., Antietam, Gettysburg, Emancipation Proclamation, and Sherman's March to the Sea).
SS.8.4.2.9a
The student analyzes the impact of the end of slavery on African Americans (e.g., Black Codes; sharecropping; Jim Crow; Amendments 13, 14, and 15; Frederick Douglass: Ku Klux Klan; Exodusters).
SS.8.4.3.2k
The student explains the impact of the railroad on the settlement and development of the West (e.g., transcontinental railroad, cattle towns, Fred Harvey, town speculation, railroad land, immigrant agents).
SS.8.4.4.4a
The student compares contrasting descriptions of the same event in United States history to understand how people differ in their interpretations of historical events.

Standard 1:  Government

The student uses a working knowledge and understanding of governmental systems of the United States and other nations with an emphasis on the U.S. Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in the democratic process.

High School

SS.HS.1.1.2a
The student analyzes how the rule of law can be used to protect the rights of individuals and to promote the common good (e.g., eminent domain, martial law during disasters, health and safety issues).
SS.HS.1.2.2k
The student understands core civic values inherent in the United States Constitution, Bill of rights, and Declaration of Independence that have been the foundation for unity in American society (e.g., right to free speech, religion, press, assembly; equality; human dignity; civic responsibility, sovereignty of the people).
SS.HS.1.3.2k
The student explains Constitutional powers (e.g., expressed/enumerated, implied, inherent, reserved, and concurrent).
SS.HS.1.4.1a
The student examines the role of political parties in channeling public opinion, allowing people to act jointly, nominating candidates, conducting campaigns, and training future leaders.
SS.HS.1.5.3a
The student examines the purpose and functions of multi-national organizations (e.g., United Nations, NATO, International Red Cross).

Standard 2:  Economics

The student uses a working knowledge and understanding of major economic concepts, issues, and systems of the United States and other nations; and applies decision-making skills as a consumer, producer, saver, investor, and citizen in an interdependent world.

High School

SS.HS.2.1.2k
The student explains how economic choices made by societies have intended and unintended consequences (e.g., mercantilism, "planned economy" under Soviet Union, Adam Smith-Invisible hand/Laissez Faire).
SS.HS.2.2.4k
The student explains the factors that could change supply of or demand for a product (e.g., societal values: prohibition of alcohol; scarcity of resources: war; technology: assembly line production).
SS.HS.2.3.2s
The student compares characteristics of traditional, command, market, and missed economies on the basis of property rights, factors of production and locus of economic decision making (e.g., what, how, for whom).
SS.HS.2.4.4a
The student evaluates the costs and benefits of governmental economic and social policies on society (e.g., minimum wage laws, anti-trust laws, EPA Regulations, Social Security, farm subsidies, international sanctions on agriculture, Medicare, unemployment insurance, corporate tax credits, public work projects).
SS>HS.2.5.3a
The student explains how the demand for and supply of labor are influenced by productivity, education, skills, retraining, and wage rates (e.g., spinning mills and the beginning of modern factory system, the increased use of machinery through out the Industrial Revolution, assembly lines).
SS.HS.2.5.6a
The student analyzes the costs and benefits of investment alternatives (e.g., stock market, bonds, real estate).

Standard 3:  Geography

The student uses a working knowledge and understanding of the changing character and spatial organization of Earth's surface and the interactions between physical and human features in place to explain a wide range of physical and human events.

High School

SS.HS.3.1.1k
The student locates major political and physical features of Earth from memory and compares the relative locations of those features. Locations will be included in indicator at each grade level (e.g., Beijing, English Channel, India, Iraq, Moscow, Sahara Desert, South Africa, Venezuela, Balkan Peninsula, Berlin, Black Sea, Bosporus Strait, Euphrates River, Geneva, Hong Kong, Israel, Libya, North Korea, Pakistan, Saudi Arabia, Singapore, South Korea, Suez Canal, Tigris River, Tokyo, Yangtze River).
SS.HS.3.2.2a
The student analyzes the factors that contribute to human changes in regions (e.g., technology alters use of place, migration, changes in cultural characteristics, political factors).
SS.HS.3.4.5k
The student gives examples of how cultural cooperation and conflict are involved in shaping the distribution of and connections between cultural, political, and economic spaces on Earth (e.g., cultural: Hindu vs. Muslims in India; political: International Court of Justice and Hong Kong; economic: World Trade Organization).
SS.HS.3.5.1a
The student examines the impact that technology has on human modification of the physical environment (e.g., over-fishing, logging and mining, construction on floodplains, internal combustion engine, toxic waste).
SS.HS.3.5.2a
The student examines alternative strategies to respond to constraints placed on human systems by the physical environment (e.g., irrigation, terracing, sustainable agriculture, water diversion, natural disaster-resistant construction).

Standard 4:  History

The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

High School

SS.HS.4a.2.1a
The student uses primary source materials to explore individual experiences in the Dust Bowl in Kansas (e.g., diaries, oral histories, letters).
SS.HS.4b.1.4a
The student examines the emergence of the United States in international affairs at the turn of the 20th century (e.g., debate over imperialism, Spanish-American War, Philippine Insurrection, Panama Canal, Open Door Policy, Roosevelt Corollary, Dollar Diplomacy).
SS.HS.4b.2.2a
The student analyzes the costs and benefits of New Deal programs (e.g., budget deficits vs. creating employment, expanding government: CCC, WPA, Social Security, TVA, community infrastructure improved, dependence on subsidies).
SS.HS.4b.2.6k
The student discusses how World War II influenced the home front (e.g., women in the work place, rationing, role of the radio in communicating news from the war front, victory gardens, conscientious objectors).
SS.HS.4b.3.2a
The student analyzes the origins of the Cold War (e.g., establishment of the Soviet Bloc, Mao's victory in China, Marshall Plan, Berlin Blockade, Iron Curtain).
SS.HS.4b.3.7k
The student examines the struggle for racial and gender equality and for the extension of civil rights (e.g., Brown v. Board of Education of Topeka, Little Rock Nine, Martin Luther King, Jr., Montgomery Bus Boycott, Voting Rights Act of 1965, Betty Friedan, NOW, ERA, Title IX).
SS.HS.4b.5.3a
The student uses primary and secondary sources about an event in U.S. history to develop a credible interpretation of the event, evaluating on its meaning (e.g., uses provided primary and secondary sources to interpret a historical-based conclusion).
SS.HS.4c.1.1a
The student analyzes the changes in European thought and culture resulting from the Renaissance (e.g., more secular worldview; Machiavelli, Shakespeare; humanism; innovations in art: Michelangelo, DaVinci; architecture: St. Peters Dome).
SS.HS.4c.1.7k
The student describes why East Asia withdrew into isolationism during a time of European expansion (e.g., Tokugawa Shogunate, end of Great Ming Naval Expeditions).
SS.HS.4c.2.2k
The student explains essential concepts from the Enlightenment that represented a turning point in intellectual history (e.g., ideas of Thomas Hobbes, John Locke, Voltaire, Montesquieu, Mary Wollstonecraft, Jean Jacques Rousseau, Enlightened despotism, salons).
SS.HS.4c.2.5a
The student compares and contrasts German unification with the Meiji restoration (e.g., nationalism, militarism, modernization, industrialization).
SS.HS.4c.2.8a
The student examines causes of anti-colonial movements in Latin America, Asia, and Africa (e.g., Haitian Revolution; Bolivar; San Martin; Hidalgo and Morelos; Taiping Rebellion; Boxer Rebellion; Sepoy Rebellion; Zulu Wars).
SS.HS.4c.3.3a
The student examines the nature of totalitarianism in fascist Germany and communist Soviet Union (e.g., one party rule; systematic violation of human rights, secret police, state supremacy over individual rights, role of private property, class structure).
SS.HS.4c.4.3k
The student describes the emergence of the Middle East as an influential region in world politics (e.g., creation of the state of Israel, emerging Middle Eastern post WWII nationalism: Suez Crisis, petroleum based interdependence).