getting to know · main criteria: getting to know secondary criteria: alabama courses of study,...

Main Crit eria: Getting to Know

Seco ndary Crit eria: Alabama Courses o f Study, Alaska Content Standards, Arizona Academic Standards, ArkansasCurriculum Frameworks, Califo rnia Content Standards, Co lorado K-12 Academic Standards, Connecticut Core Standards,

Delaware Standards and Curricula, Florida Standards, Georgia Standards, Hawaii Content and Performance Standards,Idaho Content Standards, Illino is Learning Standards, Indiana Academic Standards, Iowa Core, Kansas Curricular Standards,

Kentucky Core Academic Standards, Louisiana Content Standards, Maine Learning Results, Maryland Content Standards,Massachusetts Curriculum Frameworks, Michigan Curriculum Standards, Minnesota Academic Standards, MississippiStandards and Frameworks, Missouri Grade and Course-Level Expectations, Montana Content Standards, Nebraska

Academic Standards, Nevada Content Standards, New Hampshire Curriculum Frameworks, New Jersey Core CurriculumContent Standards, New Mexico Content Standards, New York Core Curriculum, North Caro lina Common Core State and

Essential Standards, North Dakota Content Standards, Ohio Academic Content Standards, Oklahoma Academic Standards,Oregon Content Standards, Pennsylvania Academic Standards, Rhode Island Standards and State Frameworks, South

Caro lina Academic Standards, South Dakota Content Standards, Tennessee Curriculum Standards, Texas EssentialKnowledge and Skills (TEKS), Utah State Core Curriculum, Vermont Framework o f Standards, Virginia Standards o f Learning,Washington DC Learning Standards, Washington Essential Academic Learning Requirements (EALR), West Virginia ContentStandards and Objectives, Wisconsin Model Academic Standards, Wyoming Academic Content Standards, Common Core

State Standards, National Council fo r the Social Studies (NCSS), National Coalition for Core Arts Standards (NCCAS)

Subject : Social Studies

Grades: 3, 4 , 5, 6

Getting to Know

Getting To Know Vincent Van GoghSummary: Factual yet zany biography about the life and contributions of artist Vincent Van Gogh (animated)

Alignment St at us: ECS AlignmentTo t al Run T ime: 21:24Sho rt Descript io n: Factual yet zany biography about the life and contributions o f artist Vincent Van Gogh(animated)Series Name: Getting To Know ArtistsPro gram Name: Getting To Know Vincent Van GoghLanguage: ENGIt em Number: VGOGHDVDGrade Range: IFo rmat : VideoEpiso de Search Terms: artDist ribut o r Name: Getting To Know, Inc.Co pyright : 2001Clo sed Capt io ned: YesBW o r Co lo r: Color3rd Subject Area: World History and Culture2nd Subject Area: Art1st Subject Area: Vincent Van Goghgrades: Array

Alabama Co urses o f St udySo cial St udies

Grade 6 - Adopted: 2013STRAND /DOMAIN

AL.RH.6 -8.

Reading Standards for Literacy in History/Social Studies

OBJECTIVE /CATEGORY

Integrat ion of Knowledge and Ideas

STANDARD RH.6 -8.7. In tegrate visual in format ion (e.g ., in charts, graphs, photographs, videos, or maps)with other in format ion in print and d ig ital texts.

STANDARD RH.6 -8.8. Dist inguish among fact , opin ion, and reasoned judgment in a text .

Alaska Co nt ent St andardsSo cial St udies

Grade 3 - Adopted: 2006PERFORMANCE/ CONTENTSTANDARD

AK.A. History: A student should understand that h istory is a record of human experiencesthat links the past to the present and the future. A student who meets the contentstandard should:

GRADE LEVELEXPECTATION /STRAND

A.1. Understand chronological f rameworks for organiz ing h istorical thought and p lacesignif icant ideas, inst itu t ions, people, and events with in t ime sequences.


A.5. Understand that h istory is a narrat ive to ld in many voices and expresses variousperspect ives of h istorical experience.


A.6 . Know that cu ltural elements, including language, literature, the arts, customs, andbelief systems, ref lect the ideas and at t itudes of a specif ic t ime and know how thecultural elements in f luence human interact ion.


A.7. Understand that h istory is dynamic and composed of key turn ing points.

PERFORMANCE/ CONTENTSTANDARD

AK.D. History: A student should be able to in tegrate h istorical knowledge with h istoricalskill to ef fect ively part icipate as a cit iz en and as a lifelong learner. A student whomeets the content standard should:


D.3. Def ine a personal posit ion on issues while understanding the h istorical aspects ofthe posit ions and ro les assumed by others.




























AK.B. History: A student should understand h istorical themes through factual knowledgeof t ime, p laces, ideas, inst itu t ions, cu ltures, people, and events. A student whomeets the content standard should:


B.4 . Recogniz e the importance of t ime, ideas, inst itu t ions, people, p laces, cu ltures, andevents in understanding large h istorical pat terns.

PERFORMANCE AK.D. History: A student should be able to in tegrate h istorical knowledge with h istorical

/ CONTENTSTANDARD

skill to ef fect ively part icipate as a cit iz en and as a lifelong learner. A student whomeets the content standard should:















AK.B. History: A student should understand h istorical themes through factual knowledgeof t ime, p laces, ideas, inst itu t ions, cu ltures, people, and events. A student whomeets the content standard should:


B.4 . Recogniz e the importance of t ime, ideas, inst itu t ions, people, p laces, cu ltures, andevents in understanding large h istorical pat terns.






AK.RH.6 -8.

Reading Standards for Literacy in History/Social Studies 6 -12


Craf t and St ructure

GOAL RH.6 -8.5. Describe how a text presents in format ion (e.g ., sequent ially, comparat ively, causally)


AK.RH.6 -8.

Reading Standards for Literacy in History/Social Studies 6 -12



GOAL RH.6 -8.7. In tegrate visual in format ion (e.g ., in charts, graphs, photographs, videos, or maps)with other in format ion in print and d ig ital texts.

GOAL RH.6 -8.8. Dist inguish among fact , opin ion, and reasoned judgment in a text .

Arizo na Academic St andardsSo cial St udies

Grade 3 - Adopted: 2005 / Updat ed 2006STRAND AZ.SS03-

S4 .Geography

CONCEPT /STANDARD

SS03-S4 C4 .

Human Systems: Human cultures, their nature, and d ist ribut ion af fect societ ies andthe Earth .

PERFORMANCEOBJECTIVE /PROFICIENCYLEVEL

SS03-S4 C4 -04 .

Describe elements of cu lture of a community or nat ion (e.g ., food, cloth ing, housing,sports, customs, beliefs) in areas studied.

Arizo na Academic St andardsSo cial St udies

Grade 6 - Adopted: 2005 / Updat ed 2006STRAND AZ.SS06 -

S2.World History

CONCEPT /STANDARD

SS06 -S2C1.

Research Skills for History: Historical research is a process in which studentsexamine topics or quest ions related to h istorical studies and/or current issues.


SS06 -S2C1-07.

Analyz e cause and ef fect relat ionships between and among individuals and/orh istorical events.

Grade 6 - Adopted: 2010STRAND AZ.RH.6 -

8.Reading Standards for Literacy in History/Social Studies

CONCEPT /STANDARD



RH.6 -8.7. In tegrate visual in format ion (e.g ., in charts, graphs, photographs, videos, or maps)with other in format ion in print and d ig ital texts.


RH.6 -8.8. Dist inguish among fact , opin ion, and reasoned judgment in a text .

Arkansas Curriculum Framewo rksSo cial St udies

Grade 3 - Adopted: 2014STRAND/CONTENT STANDARD

AR.SS.H. History

STANDARD/STUDENTLEARNINGEXPECTATION

H.12.3. Chronology, Change Over T ime, and Contextualiz at ion - Students will analyz echronology, pat terns of cont inuity and change over t ime, and contextualiz at ion onhistorical events.

STUDENTLEARNINGEXPECTATION/BENCHMARK

Contextualiz at ion

BENCHMARK/PROFICIENCY

H.12.3.4 . Analyz e individuals, groups, and events to understand why their contribut ions areimportant to h istorical change and/or cont inuity (D2.His.3.3-5) .

STRAND/CONTENT STANDARD

AR.SS.H. History


H.13.3. Perspect ive, Historical Evidence, and Causat ion - Students will analyz e ways peoplegather, view, construct , and in terpret h istorical evidence.


Perspect ive


H.13.3.1. Explain how mult ip le perspect ives are port rayed through h istorical narrat ives(D2.His.6 .3-5) .


AR.SS.H. History


H.13.3. Perspect ive, Historical Evidence, and Causat ion - Students will analyz e ways peoplegather, view, construct , and in terpret h istorical evidence.


Evidence


H.13.3.3. Support answers to compelling quest ions about a signif icant h istorical event orperson using evidence f rom a variety of primary and secondary sources (D1.2, 5.3-5) .



AR.SS.H. History


H.12.4 . Chronology, Change Over T ime, and Contextualiz at ion - Students will analyz echronology, pat terns of cont inuity and change over t ime, and contextualiz at ion onhistorical events.


Contextualiz at ion


H.12.4 .4 . Analyz e the impact of ind ividuals and events on the past , present and future(D2.His.3.3-5) .


AR.SS.H. History


H.13.4 . Perspect ive, Historical Evidence, and Causat ion - Students will analyz e ways peoplegather, view, construct , and in terpret h istorical evidence.


Perspect ive


H.13.4 .1. Describe ways people’s perspect ives shaped the h istorical sources they created(D2.His.6 .3-5) .


H.13.4 .2. Examine why individuals and groups during the same h istorical period had d if feringperspect ives (D2.His.4 .3-5) .



AR.RH.6 -8.






Califo rnia Co nt ent St andardsSo cial St udies

Grade 3 - Adopted: 1998CONTENTSTANDARD /DOMAIN / PART

CA.K-5.HSSA.

Historical and Social Sciences Analysis Skills: The in tellectual skills noted below areto be learned through, and applied to , the content standards for kindergartenthrough grade f ive. They are to be assessed only in conjunct ion with the contentstandards in kindergarten through grade f ive. In addit ion to the standards forkindergarten through grade f ive, students demonstrate the fo llowing in tellectual,reasoning, ref lect ion, and research skills.

PERFORMANCESTANDARD /MODE

K-5.REPV.

Research, Evidence, and Point o f View

EXPECTATION /SUBSTRAND

K-5.REPV.2.

Students pose relevant quest ions about events they encounter in h istoricaldocuments, eyewitness accounts, oral h istories, let ters, d iaries, art ifacts,photographs, maps, artworks, and architecture.


K-5.REPV.3.

Students d ist inguish fact f rom f ict ion by comparing documentary sources onhistorical f igures and events with f ict ionaliz ed characters and events.

CONTENTSTANDARD /DOMAIN / PART

CA.K-5.HSSA.

Historical and Social Sciences Analysis Skills: The in tellectual skills noted below areto be learned through, and applied to , the content standards for kindergartenthrough grade f ive. They are to be assessed only in conjunct ion with the content

standards in kindergarten through grade f ive. In addit ion to the standards forkindergarten through grade f ive, students demonstrate the fo llowing in tellectual,reasoning, ref lect ion, and research skills.


K-5.HI. Historical In terpretat ion


K-5.HI.3. Students ident ify and in terpret the mult ip le causes and ef fects of h istorical events.


K-5.HI.4 . Students conduct cost -benef it analyses of h istorical and current events.



CA.K-5.HSSA.



K-5.REPV.



K-5.REPV.2.



K-5.REPV.3.



CA.K-5.HSSA.










CA.K-5.HSSA.



K-5.REPV.



K-5.REPV.2.



K-5.REPV.3.



CA.K-5.HSSA.


PERFORMANCESTANDARD /


MODE







CA.6 -8.HSSA.

Historical and Social Sciences Analysis Skills: The in tellectual skills noted below areto be learned through, and applied to , the content standards for grades six througheight . They are to be assessed only in conjunct ion with the content standards ingrades six through eight . In addit ion to the standards for grades six through eight ,students demonstrate the fo llowing in tellectual reasoning, ref lect ion, and researchskills.


6 -8.CST. Chronological and Spat ial Thinking


6 -8.CST.1.

Students explain how major events are related to one another in t ime.


CA.6 -8.HSSA.



6 -8.REP. Research, Evidence, and Point


6 -8.REP.2.

Students d ist inguish fact f rom opin ion in h istorical narrat ives and stories.


6 -8.REP.3.

Students d ist inguish relevant f rom irrelevant in format ion, essent ial f rom incidentalin format ion, and verif iab le f rom unverif iab le in format ion in h istorical narrat ives andstories.


6 -8.REP.5.

Students detect the d if ferent h istorical points of view on h istorical events anddetermine the context in which the h istorical statements were made ( the quest ionsasked, sources used, author's perspect ives) .


CA.6 -8.HSSA.



6 -8.HI. Historical In terpretat ion


6 -8.HI.1. Students explain the central issues and problems f rom the past , p lacing people andevents in a matrix of t ime and p lace.


6 -8.HI.2. Students understand and d ist inguish cause, ef fect , sequence, and correlat ion inhistorical events, including the long-and short - term causal relat ions.


CA.CC.RH.6 -8.








Co lo rado K-12 Academic St andardsSo cial St udies

Grade 3 - Adopted: 2009

CONTENT AREA CO.1. History

STANDARD 1.1. Use a variety of sources to d ist inguish h istorical fact f rom f ict ion. Students can:

CONCEPTS ANDSKILLS /EVIDENCEOUTCOMES

1.1.a. Compare factual h istorical sources with works of f ict ion about the same topicident ifying items on topics to include but not limited to h istorical fact and opin ion

CONTENT AREA CO.1. History

STANDARD 1.2. People in the past in f luence the development and in teract ion of d if ferentcommunit ies or regions. Students can:


1.2.a. Compare past and present situat ions and events

Co lo rado K-12 Academic St andardsSo cial St udies

Grade 6 - Adopted: 2009CONTENT AREA CO.1. History

STANDARD 1.1. Analyz e and in terpret h istorical sources to ask and research h istorical quest ions.Students can:


1.1.a. Ident ify ways d if ferent cu ltures record h istory

Co mmo n Co re St at e St andardsSo cial St udies


CCSS.ELA-Literacy.RH.6 -8


CATEGORY /CLUSTER


STANDARD CCSS.ELA-Literacy.RH.6 -8.7

Integrate visual in format ion (e.g ., in charts, graphs, photographs, videos, or maps)with other in format ion in print and d ig ital texts.

STANDARD CCSS.ELA-Literacy.RH.6 -8.8

Dist inguish among fact , opin ion, and reasoned judgment in a text .

Co nnect icut Co re St andardsSo cial St udies

Grade 6 - Adopted: 2015DOMAIN /CONTENTSTANDARD

CT.SS.6 -7.

WORLD REGIONAL STUDIES

STATEFRAMEWORK

6 -7.2. DIMENSION 2: APPLYING DISCIPLINARY CONCEPTS AND TOOLS - In Grades 6 –7 WorldRegional Studies, the focus is on the d iscip linary concepts and skills students needto understand and apply as they study geography. These d iscip linary ideas are thelenses students use in their inquiries, and the consistent and coherent applicat ionof these lenses in Grades 6 –7 World Regional Studies should lead to deep andenduring understanding (C3, p . 29 ) .

GRADE LEVELEXPECTATION

HISTORY

INDICATOR Change, Cont inuity and Context

INDICATOR HIST 6–8.1.

Use quest ions about h istorically signif icant people or events to explain the impacton a region.

Delaware St andards and CurriculaSo cial St udies

Grade 4 - Adopted: 1995STANDARD /STRAND

DE.H. HISTORY

STRAND /INDICATOR

H.1: Students will employ chronological concepts in analyz ing h istorical phenomena[Chronology] .

ENDURINGUNDERSTANDING

H.1.4 -5a: Students will study h istorical events and persons with in a g iven t ime- f rame in orderto create a chronology and ident ify related cause-and-ef fect factors. (Essent ial forGrade 4 )



DE.H. HISTORY

STRAND /INDICATOR



H.1.4 -5a: Students will study h istorical events and persons with in a g iven t ime- f rame in orderto create a chronology and ident ify related cause-and-ef fect factors. (Essent ial forGrade 4 )



DE.H. HISTORY

STRAND /INDICATOR



H.1.6 -8a: Students will examine h istorical materials relat ing to a part icu lar region, society, ortheme; analyz e change over t ime, and make logical in ferences concerning cause andef fect . (Essent ial for Grade 6 and 8)

STANDARD /STRAND

DE.CC6 -8RH/SS.


STRAND /INDICATOR



CC6 -8RH/SS8.


Flo rida St andardsSo cial St udies

Grade 6 - Adopted: 2008BODY OFKNOWLEDGE

FL.SS.6 .W.

World History

BIG IDEA SS.6 .W.1. Ut iliz e h istorical inquiry skills and analyt ical processes.

BENCHMARK SS.6 .W.1.6 .

Describe how history t ransmits culture and heritage and provides models of humancharacter.

Grade 6 - Adopted: 2014BODY OFKNOWLEDGE

FL.LAFS.6 8.RH.

READING STANDARDS FOR LITERACY IN HISTORY/SOCIAL STUDIES 6 –12

BIG IDEA LAFS.6 8.RH.3.

In tegrat ion of Knowledge and Ideas

BENCHMARK LAFS.6 8.RH.3.7.

In tegrate visual in format ion (e.g ., in charts, graphs, photographs, videos, or maps)with other in format ion in print and d ig ital texts.

BENCHMARK LAFS.6 8.RH.3.8.


Geo rgia St andardsSo cial St udies

Grade 6 - Adopted: 2010 (CCSS)STRAND/TOPIC GA.CC.L

6 -8RH.Reading Standards for Literacy in History/Social Studies

STANDARD /DESCRIPTION


ELEMENT L6 -8RH8. Dist inguish among fact , opin ion, and reasoned judgment in a text .

Hawaii Co nt ent and Perfo rmance St andardsSo cial St udies

Grade 3 - Adopted: 2007CONTENTSTANDARD /COURSE

HI.SS.3.1.

Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understandchange and/or cont inuity and cause and/or ef fect in h istory

STANDARD /PERFORMANCEINDICATOR /DOMAIN

TOPIC: Causes and Ef fects In History

INDICATOR /GRADE LEVELEXPECTATION /BENCHMARK

SS.3.1.1. Explain cause and ef fect relat ionships in stories and h istorical narrat ives

CONTENTSTANDARD /COURSE

HI.SS.3.2.

Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE-Use the tools andmethods of inquiry, perspect ive, and empathy to explain h istorical events withmult ip le in terpretat ions and judge the past on its own terms


TOPIC: Historical Perspect ives and In terpretat ions


SS.3.2.2. Analyz e varying perspect ives of an experience or event based on the d if feringviewpoints of the teller, l istener, and /or the part icipants


HI.SS.3.6.

Cultural Anthropology: SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as asystem of beliefs, knowledge, and pract ices shared by a group and understand howcultural systems change over t ime


TOPIC: Cultural Diversity and Unity


SS.3.6 .1. Explain that d if ferent cu ltures have unique values, beliefs, and pract ices


HI.SS.3.6.



TOPIC: Cultural Inquiry


SS.3.6 .2. Make in formed judgments about cultures based on evidence f rom cultural art ifacts


HI.SS.3.6.



TOPIC: Cultural Dynamics/Change and Cont inuity


SS.3.6 .3. Explain how cultural elements (e.g ., language, art , music, stories, legends, andtradit ions) can change over t ime and explain possib le reasons for that change




HI.SS.4 .2.

Historical Understanding: INQUIRY, EMPATHY AND PERSPECTIVE-Use the tools andmethods of inquiry, perspect ive, and empathy to explain h istorical events withmult ip le in terpretat ions and judge the past on its own terms


TOPIC: Historical Perspect ives and In terpretat ions


SS.4 .2.1. Categoriz e sources of in format ion as primary or secondary and as provid inghistorical fact or opin ion



HI.SS.5.1.

Historical Understanding: CHANGE, CONTINUITY, AND CAUSALITY-Understandchange and/or cont inuity and cause and/or ef fect in h istory


TOPIC: Chronological Thinking


SS.5.1.1. Use chronological order to explain causal relat ionships between and among peopleand events



HI.SS.6 .6.



TOPIC: Cultural Systems and Pract ices


SS.6 .6 .1. Examine the ways in which d if ferent cu ltures have in f luenced families andcommunit ies


HI.CC.RH.6 -8.








Idaho Co nt ent St andardsSo cial St udies

Grade 6 - Adopted: 2011STANDARD /COURSE

ID.CC.RH.6 -8.


CONTENTKNOWLEDGEAND SKILLS /


GOAL

GLE / BIG IDEA RH.6 -8.7. In tegrate visual in format ion (e.g ., in charts, graphs, photographs, videos, or maps)with other in format ion in print and d ig ital texts.

GLE / BIG IDEA RH.6 -8.8. Dist inguish among fact , opin ion, and reasoned judgment in a text .

Illino is Learning St andardsSo cial St udies

Grade 3 - Adopted: 1997STATE GOAL /STRAND

IL.16 . History: Understand events, t rends, ind ividuals and movements shaping the h istoryof Il l ino is, the United States and other nat ions.

STATE GOAL /LEARNINGSTANDARD

16 .A. Apply the skills of h istorical analysis and in terpretat ion.

LEARNINGSTANDARD /PERFORMANCEDESCRIPTOR

16 .A.2a. Read h istorical stories and determine events which in f luenced their writ ing.


16 .A.2b. Compare d if ferent stories about a h istorical f igure or event and analyz e d if ferencesin the port rayals and perspect ives they present .

























16 .A.3a. Describe how historians use models for organiz ing h istorical in terpretat ion (e.g .,b iographies, polit ical events, issues and conf licts) .


16 .A.3b. Make in ferences about h istorical events and eras using h istorical maps and otherhistorical sources.


16 .A.3c. Ident ify the d if ferences between h istorical fact and in terpretat ion.


IL.6 -8.RH.





CC.6 -8.RH.7.



CC.6 -8.RH.8.


Indiana Academic St andardsSo cial St udies


IN.3. The Local Community and Regional Communit ies

PROFICIENCYSTATEMENT /SUBSTRAND

3.1. History: Students describe how signif icant people, events and developments haveshaped their own community and region; compare their community to othercommunit ies in the region in other t imes and p laces; and use a variety of resources togather in format ion about the past .

INDICATOR /STANDARD

Chronological Thinking, Historical Comprehension, Analysis and In terpretat ion,Research

EXPECTATION /INDICATOR

3.1.7. Dist inguish between fact and f ict ion in h istorical accounts by comparingdocumentary sources on h istorical f igures and events with f ict ional characters andevents in stories.

Indiana Academic St andardsSo cial St udies


IN.6 -8.LH.4 .

SYNTHESIS AND CONNECTION OF IDEAS (READING): Build understanding ofh istory/social studies texts by synthesiz ing and connect ing ideas and evaluat ingspecif ic claims


6 -8.LH.4 .1.

In tegrate visual in format ion (e.g ., charts, graphs, photographs, videos, or maps) withother in format ion in print and d ig ital texts.


6 -8.LH.4 .2.


Io wa Co reSo cial St udies

Grade 3 - Adopted: 2010STRAND /COURSE

IA.B. Behavioral Sciences

ESSENTIALCONCEPTAND/OR SKILL

B.4 . Understand the process of how humans develop, learn , adapt to their environment ,and in ternaliz e their cu lture.

DETAILEDDESCRIPTOR

B.4 .4 . Understand that language, stories, fo lktales, music, and art ist ic creat ions areexpressions of cu lture.

STRAND /COURSE

IA.G . Geography


G .2. Understand how geographic and human characterist ics create culture and def ineregions.

DETAILEDDESCRIPTOR

G .2.5. Understand language, stories, fo lktales, music and art ist ic creat ions serve asexpressions of cu lture and in f luence behavior of people.

STRAND /COURSE

IA.H. History


H.1. Understand h istorical pat terns, periods of t ime and the relat ionships among theseelements.

DETAILEDDESCRIPTOR

H.1.2. Understand problems, issues, and d ilemmas of life in the past and their causes.

DETAILEDDESCRIPTOR

H.1.4 . Understand causes and ef fects of events with in a t ime period.

STRAND /COURSE

IA.H. History


H.4 . Understand the ro le of ind ividuals and groups with in a society as promoters ofchange or the status quo.

DETAILEDDESCRIPTOR

H.4 .2. Understand that specif ic individuals had a great impact on h istory

STRAND /COURSE

IA.H. History


H.8. Understand cause and ef fect relat ionships and other h istorical th inking skills inorder to in terpret events and issues.

DETAILEDDESCRIPTOR

H.8.2. Understand the h istorical perspect ive including cause and ef fect .

DETAILEDDESCRIPTOR

H.8.3. Understand how to view the past in terms of the norms and values of the t ime.






DETAILEDDESCRIPTOR


STRAND /COURSE

IA.G . Geography



DETAILEDDESCRIPTOR


STRAND /COURSE

IA.H. History



DETAILEDDESCRIPTOR


DETAILEDDESCRIPTOR


STRAND /COURSE

IA.H. History



DETAILEDDESCRIPTOR


STRAND /COURSE

IA.H. History



DETAILEDDESCRIPTOR


DETAILEDDESCRIPTOR







DETAILEDDESCRIPTOR


STRAND /COURSE

IA.G . Geography



DETAILEDDESCRIPTOR


STRAND /COURSE

IA.H. History



DETAILEDDESCRIPTOR


DETAILEDDESCRIPTOR


STRAND /COURSE

IA.H. History



DETAILEDDESCRIPTOR


STRAND /COURSE

IA.H. History



DETAILEDDESCRIPTOR


DETAILEDDESCRIPTOR






B.1. Understand the changing nature of society.

DETAILEDDESCRIPTOR

B.1.3. Understand various inst itu t ions in f luence elements of cu lture.

STRAND /COURSE




DETAILEDDESCRIPTOR

B.4 .2. Understand values, language, beliefs, and behaviors contribute to the t ransmissionof cu lture.

STRAND /COURSE



B.6 . Understand how to evaluate social research and in format ion.

DETAILEDDESCRIPTOR

B.6 .2. Understand basic d ist inct ions between informat ion that is based on fact andinformat ion that is based on opin ion.

STRAND /COURSE

IA.H. History



DETAILEDDESCRIPTOR

H.1.1. Understand concepts such as chronology, causality, change, conf lict , andcomplexity.

STRAND /COURSE

IA.H. History


H.3. Understand the ro le of cu lture and cultural d if fusion on the development andmaintenance of societ ies.

DETAILEDDESCRIPTOR

H.3.2. Understand how informat ion and experiences f rom the past may be in terpreted bypeople f rom diverse cultural perspect ives and f rames of reference.

DETAILEDDESCRIPTOR

H.3.3. Understand language, literature, the arts, architecture, o ther art ifacts, t rad it ions,beliefs, values, and behaviors have contributed to the development and t ransmissionof cu lture.

STRAND /COURSE

IA.H. History



DETAILEDDESCRIPTOR

H.4 .2. Understand signif icant events and people, including women and minorit ies, in themajor eras of h istory.

STRAND /COURSE

IA.H. History



DETAILEDDESCRIPTOR

H.8.1. Understand processes such as using a variety of sources, provid ing, validat ing, andweighing evidence for claims, checking credib ility of sources, and searching forcausality.

DETAILEDDESCRIPTOR

H.8.4 . Understand how and why events may be in terpreted d if ferent ly depending upon theperspect ives of part icipants, witnesses, reporters, and h istorians.


IA.CC.RH.6 -8.




DETAILEDDESCRIPTOR

RH.6 -8.8. Dist inguish among fact , opin ion, and reasoned judgment in a text . (RH.6 -8.8.)

Kansas Curricular St andardsSo cial St udies

Grade 3 - Adopted: 2013STANDARD KS.KHGS

S.Kansas History, Government , and Social Studies Standards

BENCHMARK KHGSS.1.

Choices have consequences.

INDICATOR /PROFICIENCYLEVEL

1.1. The student will recogniz e and evaluate signif icant choices made by individuals,communit ies, states, and nat ions that have impacted our lives and futures.


1.2. The student will analyz e the context under which choices are made and drawconclusions about the mot ivat ions and goals of the decision-makers.

STANDARD KS.KHGSS.

Kansas History, Government , and Social Studies Standards

BENCHMARK KHGSS.5.

Relat ionships among people, p laces, ideas, and environments are dynamic.


5.1. The student will recogniz e and evaluate dynamic relat ionships that impact lives incommunit ies, states, and nat ions.

STANDARD KS.3. Community

BENCHMARK 3.CG. Civics/Government (CG)


Skills

INDICATOR 3.CG.5. Follow agreed upon ru les of d iscussions (e.g ., gain ing the f loor in respect fu l ways,listening to others with care, speaking one at a t ime about the topics, and text underdiscussion) . (KCCRS SL.3.1b)




BENCHMARK KHGSS.1.






STANDARD KS.KHGSS.


BENCHMARK KHGSS.5.







BENCHMARK KHGSS.1.






STANDARD KS.KHGSS.


BENCHMARK KHGSS.5.


INDICATOR /PROFICIENCY


LEVEL




BENCHMARK KHGSS.1.






STANDARD KS.KHGSS.


BENCHMARK KHGSS.5.




Grade 6 - Adopted: 2010STANDARD KS.CC.R

H.6 -8.Reading Standards for Literacy in History/Social Studies

BENCHMARK Integrat ion of Knowledge and Ideas





Kent ucky Co re Academic St andardsSo cial St udies

Grade 3 - Adopted: 2006 / 2010STRAND KY.PS. Program of Studies 2006

CATEGORY /GOAL

SS-P-CS. Big Idea: Cultures and Societ ies - Culture is the way of life shared by a group ofpeople, including their ideas and t radit ions. Cultures ref lect the values and beliefsof groups in d if ferent ways (e.g ., art , music, l iterature, relig ion) ; however, there areuniversals connect ing all cu ltures. Culture in f luences viewpoints, ru les andinst itu t ions in a g lobal society. Students should understand that people formcultural groups throughout the United States and the World and that issues andchallenges unite and d ivide them. (Academic Expectat ions 2.16 , 2.17)

STANDARD /ORGANIZER

SS-P-CS-U-1.

Program of Studies: Understandings - Students will understand that cu lture is asystem of beliefs, knowledge, inst itu t ions, customs/t radit ions, languages and skillsshared by a group of people.

STANDARD /ORGANIZER

SS-P-CS-U-2.

Program of Studies: Understandings - Students will understand that cu lturesdevelop social inst itu t ions (e.g ., government , economy, educat ion, relig ion, family)to st ructure society, in f luence behavior, and respond to human needs.

STANDARD /ORGANIZER

SS-P-CS-U-5.

Program of Studies: Understandings - Students will understand that anunderstanding and appreciat ion of the d iverse complexity of cu ltures is essent ial tointeract ef fect ively and work cooperat ively with the many d iverse ethnic and culturalgroups of today.

STRAND KY.PS. Program of Studies 2006

CATEGORY /GOAL

SS-P-CS. Big Idea: Cultures and Societ ies - Culture is the way of life shared by a group ofpeople, including their ideas and t radit ions. Cultures ref lect the values and beliefsof groups in d if ferent ways (e.g ., art , music, l iterature, relig ion) ; however, there areuniversals connect ing all cu ltures. Culture in f luences viewpoints, ru les andinst itu t ions in a g lobal society. Students should understand that people formcultural groups throughout the United States and the World and that issues andchallenges unite and d ivide them. (Academic Expectat ions 2.16 , 2.17)

STANDARD /ORGANIZER

SS-P-CS-S-1.

Program of Studies: Skills and Concepts - Students will develop an understanding ofthe nature of cu lture:

EXPECTATION SS-P-CS- Explore and describe cultural elements (e.g ., beliefs, t rad it ions, languages, skills,

S-1.a) literature, the arts)

EXPECTATION SS-P-CS-S-1.b)

Invest igate d iverse cultures using print and non-print sources (e.g ., stories, books,in terviews, observat ions)


CATEGORY /GOAL

SS-P-HP. Big Idea: Historical Perspect ive - History is an account of events, people, ideas, andtheir in teract ion over t ime that can be in terpreted through mult ip le perspect ives. Inorder for students to understand the present and p lan for the future, they mustunderstand the past . Studying h istory engages students in the lives, aspirat ions,st ruggles, accomplishments, and failures of real people. Students need to th ink in anhistorical context in order to understand signif icant ideas, beliefs, themes, pat ternsand events, and how individuals and societ ies have changed over t ime in Kentucky,the United States, and the World . (Academic Expectat ions 2.20)

STANDARD /ORGANIZER

SS-P-HP-U-2.

Program of Studies: Understandings - Students will understand that h istory is aseries of connected events shaped by mult ip le cause-ef fect relat ionships, tying pastto present .

STANDARD /ORGANIZER

SS-P-HP-U-3.

Program of Studies: Understandings - Students will understand that h istory has beenimpacted by signif icant individuals and groups.


CATEGORY /GOAL


STANDARD /ORGANIZER

SS-P-HP-S-1.

Program of Studies: Skills and Concepts - Students will develop an understanding ofthe nature of h istory using a variety of tools (e.g ., primary and secondary sources,family mementoes, art ifacts, In ternet , d iaries, t imelines, maps) :

EXPECTATION SS-P-HP-S-1.b)

Dist inguish among past , present and future people, p laces, events


CATEGORY /GOAL


STANDARD /ORGANIZER

SS-P-HP-S-2.

Program of Studies: Skills and Concepts - Students will use print and non-printsources (e.g ., stories, fo lktales, legends, f i lms, magaz ines, In ternet , oral h istory) :

EXPECTATION SS-P-HP-S-2.a)

Invest igate and g ive examples of factual and f ict ional accounts of h istorical events

STRAND KY.AE. Academic Expectat ion

CATEGORY /GOAL

AE.1. Students are able to use basic communicat ion and mathemat ics skills for purposesand situat ions they will encounter throughout their l ives.

STANDARD /ORGANIZER

1.3. Students make sense of the various th ings they observe.

STANDARD /ORGANIZER

1.4 . Students make sense of the various messages to which they listen.


CATEGORY /GOAL

AE.2. Students shall develop their ab ilit ies to apply core concepts and princip les f rommathemat ics, the sciences, the arts, the humanit ies, social studies, pract ical l ivingstudies, and vocat ional studies to what they will encounter throughout their l ives.

STANDARD /ORGANIZER

2.2. Social Studies: Students understand, analyz e, and in terpret h istorical events,condit ions, t rends, and issues to develop h istorical perspect ive.

STRAND KY.CC. Core Content for Assessment v.4 .1.

CATEGORY /GOAL

SS-EP-2. Cultures and Societ ies: Culture is the way of life shared by a group of people,including their ideas and t radit ions. Cultures ref lect the values and beliefs of groupsin d if ferent ways (e.g ., art , music, l iterature, relig ion) ; however, there are universals(e.g ., food, cloth ing, shelter, communicat ion) connect ing all cu ltures. Cultureinf luences viewpoints, ru les and inst itu t ions in a g lobal society. Students shouldunderstand that people form cultural groups throughout the United States and theWorld , and that issues and challenges unite and d ivide them.

STANDARD /ORGANIZER

SS-EP-2.1.

Elements of Culture

EXPECTATION SS-EP-2.1.1.

Students will describe cultural elements (e.g ., beliefs, t rad it ions, languages, skills,literature, the arts) . DOK 1

EXPECTATION SS-EP-2.1.2.

Students will study a variety of d iverse cultures locally and in the world today andexplain the importance of appreciat ing and understanding other cultures.



CATEGORY /GOAL

SS-4 -CS. Big Idea: Cultures and Societ ies - Culture is the way of life shared by a group ofpeople, including their ideas and t radit ions. Cultures ref lect the values and beliefsof groups in d if ferent ways (e.g ., art , music, l iterature, relig ion) ; however, there areuniversals connect ing all cu ltures. Culture in f luences viewpoints, ru les andinst itu t ions in a g lobal society. Students should understand that people formcultural groups throughout the United States and the World and that issues andchallenges unite and d ivide them. (Academic Expectat ions 2.16 , 2.17)

STANDARD /ORGANIZER

SS-4 -CS-U-1.

Program of Studies: Understandings - Students will understand that cu lture is asystem of beliefs, knowledge, inst itu t ions, customs/t radit ions, languages and skillsshared by a group of people. Through a society's cu lture, ind ividuals learn therelat ionships, st ructures, pat terns and processes to be members of the society.

STANDARD /ORGANIZER

SS-4 -CS-U-2.

Program of Studies: Understandings - Students will understand that cu lturesdevelop social inst itu t ions (e.g ., government , economy, educat ion, relig ion, family)to st ructure society, in f luence behavior and respond to human needs.


CATEGORY /GOAL


STANDARD /ORGANIZER


STANDARD /ORGANIZER



CATEGORY /GOAL


STANDARD /ORGANIZER




CATEGORY /GOAL

SS-5-CS. Big Idea: Cultures and Societ ies - Culture is the way of life shared by a group ofpeople, including their ideas and t radit ions. Cultures ref lect the values and beliefsof groups in d if ferent ways (e.g ., art , music, l iterature, relig ion) ; however, there areuniversals connect ing all cu ltures. Culture in f luences viewpoints, ru les, andinst itu t ions in a g lobal society. Students should understand that people formcultural groups throughout the United States and the World , and that issues andchallenges unite and d ivide them. (Academic Expectat ions 2.16 , 2.17)

STANDARD /ORGANIZER

SS-5-CS-U-1.


STANDARD /ORGANIZER

SS-5-CS-U-2.



CATEGORY /GOAL

SS-5-HP. Big Idea: Historical Perspect ive - History is an account of events, people, ideas, andtheir in teract ion over t ime that can be in terpreted through mult ip le perspect ives. Inorder for students to understand the present and p lan for the future, they mustunderstand the past . Studying h istory engages students in the lives, aspirat ions,st ruggles, accomplishments, and failures of real people. Students need to th ink in anhistorical context in order to understand signif icant ideas, beliefs, themes, pat ternsand events, and how individuals and societ ies have changed over t ime in Kentucky,the United States, and the World . (Academic Expectat ions 2.20)

STANDARD / SS-5-HP- Program of Studies: Understandings - Students will understand that geography,

ORGANIZER U-4 . culture, and economics have a signif icant impact on h istorical perspect ives andevents.


CATEGORY /GOAL


STANDARD /ORGANIZER


STANDARD /ORGANIZER



CATEGORY /GOAL


STANDARD /ORGANIZER




CATEGORY /GOAL

SS-6 -CS. Big Idea: Cultures and Societ ies - Culture is the way of life shared by a group ofpeople, including their ideas and t radit ions. Cultures ref lect the values and beliefsof groups in d if ferent ways (e.g ., art , music, l iterature, relig ion) ; however, there areuniversals connect ing all cu ltures. Culture in f luences viewpoints, ru les, andinst itu t ions in a g lobal society. Students should understand that people formcultural groups throughout the United States and the World , and that issues andchallenges unite and d ivide them. (Academic Expectat ions 2.16 , 2.17)

STANDARD /ORGANIZER

SS-6 -CS-U-1.


STANDARD /ORGANIZER

SS-6 -CS-U-2.


STANDARD /ORGANIZER

SS-6 -CS-U-5.

Program of Studies: Understandings - Students will understand that an appreciat ionof the d iverse complexity of cu ltures is essent ial in our g lobal society.

STANDARD /ORGANIZER

SS-6 -CS-S-1.

Program of Studies: Skills and Concepts - Students will demonstrate anunderstanding (e.g ., speak, draw, write, sing, create) o f the complexity of cu lture byexploring cultural elements (e.g ., beliefs, customs/t radit ions, languages, skills,literature, the arts) o f d iverse groups and explain ing how culture serves to def inepresent day groups and may result in unique perspect ives


CATEGORY /GOAL

SS-6 -HP. Big Idea: Historical Perspect ive - History is an account of events, people, ideas, andtheir in teract ion over t ime that can be in terpreted through mult ip le perspect ives. Inorder for students to understand the present and p lan for the future, they mustunderstand the past . Studying h istory engages students in the lives, aspirat ions,st ruggles, accomplishments and failures of real people. Students need to th ink in anhistorical context in order to understand signif icant ideas, beliefs, themes, pat ternsand events, and how individuals and societ ies have changed over t ime in Kentucky,the United States and the World . (Academic Expectat ions 2.20)

STANDARD /ORGANIZER

SS-6 -HP-S-1.

Program of Studies: Skills and Concepts - Students will demonstrate anunderstanding of the in terpretat ive nature of h istory using a variety of tools andresources (e.g ., primary and secondary sources, In ternet , t imelines, maps) :

EXPECTATION SS-6 -HP-S-1.c)

Analyz e h istorical events, condit ions and perspect ives of d if ferent individuals andgroups (e.g ., by gender, race, reg ion, ethnic group, age, economic status, relig ion,polit ical group) in present day regions of the world


CATEGORY /GOAL

SS-6 -HP. Big Idea: Historical Perspect ive - History is an account of events, people, ideas, andtheir in teract ion over t ime that can be in terpreted through mult ip le perspect ives. Inorder for students to understand the present and p lan for the future, they mustunderstand the past . Studying h istory engages students in the lives, aspirat ions,st ruggles, accomplishments and failures of real people. Students need to th ink in anhistorical context in order to understand signif icant ideas, beliefs, themes, pat ternsand events, and how individuals and societ ies have changed over t ime in Kentucky,the United States and the World . (Academic Expectat ions 2.20)

STANDARD /ORGANIZER

SS-6 -HP-S-2.

Program of Studies: Skills and Concepts - Students will analyz e major h istoricalevents and people in present day regions of the world using in format ion f rom print

and non-print sources (e.g ., b iographies, autobiographies, f i lms, magaz ines,In ternet )


CATEGORY /GOAL


STANDARD /ORGANIZER


STANDARD /ORGANIZER



CATEGORY /GOAL


STANDARD /ORGANIZER



CATEGORY /GOAL

SS-06 -2. Cultures and Societ ies: Culture is the way of life shared by a group of people,including their ideas and t radit ions. Cultures ref lect the values and beliefs of groupsin d if ferent ways (e.g ., art , music, l iterature, relig ion) ; however, there are universals(e.g ., food, cloth ing, shelter, communicat ion) connect ing all cu ltures. Cultureinf luences viewpoints, ru les and inst itu t ions in a g lobal society. Students shouldunderstand that people form cultural groups throughout the United States and theWorld , and that issues and challenges unite and d ivide them.

STANDARD /ORGANIZER

SS-06 -2.1.

Elements of Culture

EXPECTATION SS-06 -2.1.1.

Students will explain how elements of cu lture (e.g ., language, the arts, customs,beliefs, l iterature) def ine specif ic groups in the g lobal world of the present day andmay result in unique perspect ives. DOK 2


CATEGORY /GOAL

SS-06 -5. Historical Perspect ive: History is an account of events, people, ideas and theirin teract ion over t ime that can be in terpreted through mult ip le perspect ives. In orderfor students to understand the present and p lan for the future, they must understandthe past . Studying h istory engages students in the lives, aspirat ions, st ruggles,accomplishments and failures of real people. Students need to th ink in an h istoricalcontext in order to understand signif icant ideas, beliefs, themes, pat terns andevents, and how individuals and societ ies have changed over t ime in Kentucky, theUnited States and the World .

STANDARD /ORGANIZER

SS-06 -5.1.

The Factual and In terpret ive Nature of History

EXPECTATION SS-06 -5.1.1.

Students will use a variety of tools (e.g ., primary and secondary sources) to describeand explain h istorical events and condit ions and to analyz e the perspect ives ofd if ferent individuals and groups (e.g ., gender, race, reg ion, ethnic group, age,economic status, relig ion, polit ical group) in present day regions.

STRAND KY.CC.6 -8.RH.


CATEGORY /GOAL


STANDARD /ORGANIZER

6 -8.RH.8. Dist inguish among fact , opin ion, and reasoned judgment in a text .

STRAND KY.CC.CCRA-R.

College and Career Readiness Anchor Standards for Reading

CATEGORY /GOAL


STANDARD /ORGANIZER

CCRA-R.8.

Delineate and evaluate the argument and specif ic claims in a text , including thevalid ity of the reasoning as well as the relevance and suf f iciency of the evidence.

Lo uisiana Co nt ent St andardsSo cial St udies

Grade 6 - Adopted: 2010CONTENTSTANDARD

LA.CC.RH.6 -8.


BENCHMARK /GLE


GLE /PROFICIENCY


GLE /PROFICIENCY


Maine Learning Result sSo cial St udies


ME.A. Applicat ions of Social Studies Processes, Knowledge, and Skills: Students applycrit ical th inking, a research process, and d iscip line-based processes and knowledgefrom civics/government , economics, geography, and h istory in authent ic contexts.

CATEGORY /PERFORMANCEINDICATOR

A.1. Researching and Developing Posit ions on Current Social Studies Issues: Studentsident ify and answer research quest ions related to social studies, by locat ing andselect ing in format ion and present ing f indings.

STANDARD A.1.a. Ident ify research quest ions related to social studies - seeking mult ip le perspect ivesf rom varied sources.

STANDARD A.1.g . Dist inguish between facts and opin ions/in terpretat ions in sources.

















ME.E. History: Students draw on concepts and processes f rom history to develop h istoricalperspect ive and understand issues of cont inuity and change in the community,Maine, the United States, and world .


E.1. Historical Knowledge, Concepts, Themes, and Pat terns: Students understand majoreras, major enduring themes, and h istoric in f luences in the h istory of Maine, theUnited States, and various regions of the world .

STANDARD E.1.b . Ident ify and analyz e major h istorical eras, major enduring themes, turn ing points,events, consequences, and people in the h istory of Maine, the United States andvarious regions of the world .

STANDARD E.1.d . Analyz e in terpretat ions of h istorical events that are based on d if ferent perspect ivesand evidence.

STRAND /DOMAIN

ME.E. History: Students draw on concepts and processes f rom history to develop h istoricalperspect ive and understand issues of cont inuity and change in the community,Maine, the United States, and world .


E.2. Individual, Cultural, In ternat ional, and G lobal Connect ions in History: Studentsunderstand h istorical aspects of unity and d iversity in Maine, the United States, andvarious world cultures, including Maine Nat ive Americans.

STANDARD E.2.b . Ident ify and compare a variety of cu ltures through t ime, including comparisons ofnat ive and immigrant groups in the United States, and eastern and western societ iesin the world .


ME.CC.RH.6 -8.





Maryland Co nt ent St andardsSo cial St udies

Grade 3 - Adopted: 2006STRAND / TOPIC/ STANDARD

MD.2.0. People of the Nat ions and World: Students will understand how people in Maryland,the United States and around the world are alike and d if ferent .

TOPIC /INDICATOR

2.A. Elements of cu lture


2.A.1. Analyz e and describe elements of a mult icu ltural set t ing

OBJECTIVE 2.A.1.a. Use f ict ion and non- f ict ion to compare the elements of several cu ltures and how theymeet their human needs for cloth ing, food, shelter, recreat ion, educat ion, stories,art , music, and language

STRAND / TOPIC/ STANDARD

MD.5.0. History: Students will use h istorical th inking skills to understand how individualsand events have changed society over t ime.

TOPIC /INDICATOR

5.A. Individuals and societ ies change over t ime


5.A.2. Invest igate how people lived in the past using a variety of primary and secondarysources

OBJECTIVE 5.A.2.a. Collect and examine in format ion about people, p laces, or events of the past usingpictures, photographs, maps, audio or visual tapes, and or documents


MD.6 .0. Social Studies Skills and Processes: Students shall use reading, writ ing, andth inking processes and skills to gain knowledge and understanding of polit ical,h istorical, and current events using chronological and spat ial th inking, economicreasoning, and h istorical in terpretat ion, by f raming and evaluat ing quest ions f romprimary and secondary sources.

TOPIC /INDICATOR

6 .A. Read to learn and construct meaning about social studies


6 .A.3. Use st rategies to monitor understanding and derive meaning f rom text and port ionsof text (during reading)

OBJECTIVE 6 .A.3.a. Ident ify and use knowledge of organiz at ional st ructures, such as chronologicalorder, cause/ef fect , main ideas and details, descript ion, similarit ies/d if ferences, andproblem/solut ion to gain meaning



TOPIC /INDICATOR



6 .A.4 . Use st rategies to demonstrate understanding of the text (af ter reading)

OBJECTIVE 6 .A.4 .d . Dist inguish between facts and opin ions



TOPIC /INDICATOR

6 .E. Organiz e social studies in format ion

INDICATOR / 6 .E.1. Organiz e in format ion f rom non-print sources

PROFICIENCYLEVEL

OBJECTIVE 6 .E.1.b . Dist inguish factual f rom f ict ional in format ion

OBJECTIVE 6 .E.1.c. Find relat ionships between gathered in format ion



TOPIC /INDICATOR



6 .E.2. Organiz e in format ion f rom print sources





TOPIC /INDICATOR

6 .F. Analyz e social studies in format ion


6 .F.2. Evaluate in format ion f rom a variety of sources

OBJECTIVE 6 .F.2.b . Compare in format ion to prior knowledge



TOPIC /INDICATOR



6 .F.3. Synthesiz e in format ion f rom a variety of sources

OBJECTIVE 6 .F.3.a. Recogniz e relat ionships in and among ideas or events, such as cause and ef fect ,sequent ial order, main idea, and details



TOPIC /INDICATOR

6 .G . Answer social studies quest ions


6 .G .2. Use h istoric contexts to answer quest ions

OBJECTIVE 6 .G .2.b . Explain why h istoric in terpretat ions vary and are subject to change




TOPIC /INDICATOR




OBJECTIVE 6 .A.3.a. Ident ify and use knowledge of organiz at ional st ructures, such as chronological

order, cause/ef fect , main ideas and details, descript ion, similarit ies/d if ferences, andproblem/solut ion to gain meaning



TOPIC /INDICATOR







TOPIC /INDICATOR

6 .C. Ask social studies quest ions


6 .C.2. Ident ify a problem/situat ion that requires further study

OBJECTIVE 6 .C.2.c. Pose quest ions about the problem/ situat ion f rom a variety of perspect ives



TOPIC /INDICATOR



6 .E.1. Organiz e in format ion f rom non-print sources





TOPIC /INDICATOR








TOPIC /INDICATOR







TOPIC /INDICATOR







TOPIC /INDICATOR








TOPIC /INDICATOR







TOPIC /INDICATOR







TOPIC /INDICATOR



6 .C.2. Ident ify a problem/situat ion that requires further study

OBJECTIVE 6 .C.2.c. Pose quest ions about the problem/ situat ion f rom a variety of perspect ives



TOPIC /INDICATOR








TOPIC /INDICATOR








TOPIC /INDICATOR







TOPIC /INDICATOR







TOPIC /INDICATOR








TOPIC /INDICATOR



6 .A.1. Use appropriate st rategies and opportunit ies to increase understandings of socialstudies vocabulary

OBJECTIVE 6 .A.1.a. Acquire and apply new vocabulary through invest igat ing, listening, independentreading and d iscussing a variety of print and non-print sources


MD.6 .0. Social Studies Skills and Processes: Students shall use reading, writ ing, andth inking processes and skills to gain knowledge and understanding of polit ical,h istorical, and current events using chronological and spat ial th inking, economic

reasoning, and h istorical in terpretat ion, by f raming and evaluat ing quest ions f romprimary and secondary sources.

TOPIC /INDICATOR







TOPIC /INDICATOR







TOPIC /INDICATOR



6 .C.2. Ident ify a situat ion/issue that requires further study

OBJECTIVE 6 .C.2.c. Pose quest ions about the situat ion/issue f rom a variety of perspect ives



TOPIC /INDICATOR





OBJECTIVE 6 .E.1.c. Find relat ionships among gathered in format ion



TOPIC /INDICATOR




OBJECTIVE 6 .E.2.c. Find relat ionships among gathered in format ion



TOPIC /INDICATOR





OBJECTIVE 6 .F.2.d . Compare ideas, models, systems, and perspect ives



TOPIC /INDICATOR





OBJECTIVE 6 .F.3.b . Reconstruct the arguments of issues or events



TOPIC /INDICATOR





OBJECTIVE 6 .G .2.d . Understand the meaning, implicat ion and impact of h istoric events and recogniz ethat events could have taken other d irect ions


MD.RH. Reading Standards for Literacy in History/Social Studies

TOPIC /INDICATOR



RH7.CCR.

Anchor Standard: In tegrate and evaluate content presented in d iverse media andformats, including visually and quant itat ively, as well as in words.

OBJECTIVE RH.6 -8.7. In tegrate visual in format ion (e.g ., in charts, graphs, photographs, videos, or maps)with other in format ion in print and d ig ital texts.


MD.RH. Reading Standards for Literacy in History/Social Studies

TOPIC /INDICATOR



RH8.CCR.

Anchor Standard: Delineate and evaluate the argument and specif ic claims in a text ,including the valid ity of the reasoning as well as the relevance and suf f iciency of theevidence.

OBJECTIVE RH.6 -8.8. Dist inguish among fact , opin ion, and reasoned judgment in a text .

Massachuset t s Curriculum Framewo rksSo cial St udies

Grade 6 - Adopted: 2010FOCUS /COURSE

MA.CC.RH.6 -8.


STRAND Integrat ion of Knowledge and Ideas

STANDARD /CONCEPT /SKILL


STANDARD /CONCEPT /SKILL


Michigan Curriculum St andardsSo cial St udies

Grade 6 - Adopted: 2010STRAND / MI.CC.R Reading Standards for Literacy in History/Social Studies

STANDARDCATEGORY

H.6 -8.

STANDARD Integrat ion of Knowledge and Ideas





Minneso t a Academic St andardsSo cial St udies

Grade 3 - Adopted: 2012CONTENTSTANDARD /DOMAIN

MN.3. Grade 3: Foundat ions of Social Studies

PERFORMANCEINDICATOR /DOMAINCOMPONENT

3.4 . History

INDICATORS OFPROGRESS /STRAND

3.4 .1. Historical Thinking Skills

INDICATORS OFPROGRESS

3.4 .1.2. Historical inquiry is a process in which mult ip le sources and d if ferent kinds ofh istorical evidence are analyz ed to draw conclusions about how and why th ingshappened in the past .

INDICATOR 3.4 .1.2.2. Compare and contrast two d if ferent accounts of an event .

INDICATOR 3.4 .1.2.3. Compare and contrast various ways that d if ferent cu ltures have expressed conceptsof t ime and space.

Minneso t a Academic St andardsSo cial St udies


MN.6 .12. Reading Benchmarks: Literacy in History/Social Studies 6 -12


Key Ideas and Details


6 .12.3.3. a text 's descript ion of a process related to h istory/social studies (e.g ., how a b illbecomes law, how interest rates are raised or lowered, how individuals becomenoteworthy, how ideas develop, how geography in f luences h istory) .

CONTENTSTANDARD /DOMAIN

MN.6 .12. Reading Benchmarks: Literacy in History/Social Studies 6 -12




6 .12.8.8. Dist inguish among fact , opin ion, and reasoned judgment in a text .

Mississippi St andards and Framewo rksSo cial St udies

Grade 6 - Adopted: 2010COMPETENCY MS.CC.R

H.6 -8.Reading Standards for Literacy in History/Social Studies

OBJECTIVE Integrat ion of Knowledge and Ideas

NUMBEREDITEMS


NUMBEREDITEMS


Misso uri Grade and Co urse-Level Expect at io ns

So cial St udiesGrade 5 - Adopted: 2007

STRAND: BIGIDEA /STANDARD

MO.EG.5 Elements of Geographical Study and Analysis: Knowledge of major elements ofgeographical study and analysis (such as locat ion, p lace, movement and regions)and their relat ionship to changes in society and the environment

CONCEPT: GLE /BENCHMARK

EG.5.C. Understanding the concept of p lace

GLE /COMPONENT

EG.5.C(2) .a.

Ident ify human characterist ics, such as people's educat ion, language, d iversity,economies, relig ions, set t lement pat terns, ethnic background and polit ical system(DOK 1; SS5 1.1)


MO.TS.7. Tools of Social Science Inquiry: Knowledge of the use of tools of social scienceinquiry (such as surveys, stat ist ics, maps and documents)


TS.7.C. Understanding fact , op in ion, b ias and points of view in sources

GLE /COMPONENT

TS.7.C.a. Dist inguish between fact and opin ion and recogniz e b ias and points of view (DOK 2;SS7 1.7, 3.6 , 3.5)

Misso uri Grade and Co urse-Level Expect at io nsSo cial St udies

Grade 6 - Adopted: 2007STRAND: BIGIDEA /STANDARD

MO.EG.5. Elements of Geographical Study and Analysis: Knowledge of major elements ofgeographical study and analysis (such as locat ion, p lace, movement and regions)and their relat ionship to changes in society and the environment


EG.5.C. Understanding the concept of p lace

GLE /COMPONENT

EG.5.C(2) .a.

Describe human characterist ics, such as people's educat ion, language, d iversity,economies, relig ions, set t lement pat terns, ethnic background and polit ical system(DOK 1; SS5 1.1)


MO.RI.6 . Relat ionships of Ind ividual and Groups to Inst itu t ions and Tradit ions: Knowledge ofrelat ionships of the individual and groups to inst itu t ions and cultural t rad it ions


RI.6 .H. Ef fect o f personal and group experiences on percept ions

GLE /COMPONENT

RI.6 .H.a. Ident ify how personal and group experiences in f luence people's percept ions andjudgments of events (DOK 2; SS6 1.6 , 3.5)


MO.TS.7. Tools of Social Science Inquiry: Knowledge of the use of tools of social scienceinquiry (such as surveys, stat ist ics, maps and documents)


TS.7.C. Understanding fact , op in ion, b ias and points of view in sources

GLE /COMPONENT

TS.7.C.a. Dist inguish between fact and opin ion and recogniz e b ias and points of view (DOK 2;SS7 1.7, 3.6 , 3.5)

Grade 6 - Adopted: 2010STRAND: BIGIDEA /STANDARD

MO.RH.6-8.




GLE /COMPONENT


GLE /COMPONENT


Mo nt ana Co nt ent St andardsSo cial St udies


MT.1. Students access, synthesiz e, and evaluate in format ion to communicate and applysocial studies knowledge to real world situat ions.

BENCHMARK /STANDARD

1.2. Students will evaluate in format ion quality (e.g ., accuracy, relevance, fact or f ict ion) .

CONTENT MT.4 . Students demonstrate an understanding of the ef fects of t ime, cont inuity, and

STANDARD /DOMAIN

change on h istorical and future perspect ives and relat ionships.

BENCHMARK /STANDARD

4 .1. Students will ident ify and use various sources of in format ion (e.g ., art ifacts, d iaries,photographs, charts, b iographies, paint ings, architecture, songs) to develop anunderstanding of the past .

BENCHMARK /STANDARD

4 .6 . Students will recogniz e that people view and report h istorical events d if ferent ly.


MT.6 . Students demonstrate an understanding of the impact of human interact ion andcultural d iversity on societ ies.

BENCHMARK /STANDARD

6 .2. Students will describe ways in which expressions of cu lture in f luence people (e.g .,language, sp irituality, stories, fo lktales, music, art , dance) .

BENCHMARK /STANDARD

6 .5. Students will ident ify examples of ind ividual st ruggles and their in f luence andcontribut ions (e.g ., Sit t ing Bull, Louis Riel, Chief Plenty Coups, Evelyn Cameron,Helen Keller, Mohandas Gandhi, Rosa Parks) .



MT.1. Students access, synthesiz e, and evaluate in format ion to communicate and applysocial studies knowledge to real world situat ions.

BENCHMARK /STANDARD

1.2. Students will evaluate in format ion quality (e.g ., accuracy, relevance, fact or f ict ion) .


MT.4 . Students demonstrate an understanding of the ef fects of t ime, cont inuity, andchange on h istorical and future perspect ives and relat ionships.

BENCHMARK /STANDARD

4 .1. Students will ident ify and use various sources of in format ion (e.g ., art ifacts, d iaries,photographs, charts, b iographies, paint ings, architecture, songs) to develop anunderstanding of the past .

BENCHMARK /STANDARD

4 .6 . Students will recogniz e that people view and report h istorical events d if ferent ly.



BENCHMARK /STANDARD

6 .2. Students will describe ways in which expressions of cu lture in f luence people (e.g .,language, sp irituality, stories, fo lktales, music, art , dance) .

BENCHMARK /STANDARD

6 .5. Students will ident ify examples of ind ividual st ruggles and their in f luence andcontribut ions (e.g ., Sit t ing Bull, Louis Riel, Chief Plenty Coups, Evelyn Cameron,Helen Keller, Mohandas Gandhi, Rosa Parks) .




BENCHMARK /STANDARD

4 .2. Students will describe how history can be organiz ed and analyz ed using variouscriteria to group people and events (e.g ., chronology, geography, cause and ef fect ,change, conf lict , issues) .

BENCHMARK /STANDARD

4 .6 . Students will explain how and why events (e.g ., American Revolut ion, Bat t le of theLit t le Big Horn, immigrat ion, Women's Suf f rage) may be in terpreted d if ferent lyaccording to the points of view of part icipants, witnesses, reporters, and h istorians.



BENCHMARK /STANDARD

6 .2. Students will explain and g ive examples of how human expression (e.g ., language,literature, arts, architecture, t rad it ions, beliefs, sp irituality) contributes to thedevelopment and t ransmission of cu lture.

BENCHMARK /STANDARD

6 .3. Students will ident ify and d if ferent iate ways regional, ethnic and nat ional cu lturesinf luence individual's daily lives and personal choices.




BENCHMARK /STANDARD

4 .2. Students will describe how history can be organiz ed and analyz ed using variouscriteria to group people and events (e.g ., chronology, geography, cause and ef fect ,change, conf lict , issues) .

BENCHMARK /STANDARD

4 .6 . Students will explain how and why events (e.g ., American Revolut ion, Bat t le of theLit t le Big Horn, immigrat ion, Women's Suf f rage) may be in terpreted d if ferent lyaccording to the points of view of part icipants, witnesses, reporters, and h istorians.



BENCHMARK /STANDARD

6 .1. Students will compare and illust rate the ways various groups (e.g ., cliques, clubs,ethnic communit ies, American Indian t ribes) meet human needs and concerns (e.g .,self esteem, f riendship , heritage) and contribute to personal ident ity.

BENCHMARK /STANDARD

6 .2. Students will explain and g ive examples of how human expression (e.g ., language,literature, arts, architecture, t rad it ions, beliefs, sp irituality) contributes to thedevelopment and t ransmission of cu lture.

BENCHMARK /STANDARD

6 .3. Students will ident ify and d if ferent iate ways regional, ethnic and nat ional cu lturesinf luence individual's daily lives and personal choices.


CC.RH.6 -8.


BENCHMARK /STANDARD


GRADE LEVELEXPECTATION /BENCHMARK


GRADE LEVELEXPECTATION /BENCHMARK

RH.6 -8.8. Dist inguish among fact , opin ion, and reasoned judgment in a text including texts byand about American Indians.

Nat io nal Co uncil fo r t he So cial St udies (NCSS)So cial St udies

Grade 3 - Adopted: 2010THEME NCSS.1. CULTURE

DEFINIT ION SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FORTHE STUDY OF CULTURE AND CULTURAL DIVERSITY.

CATEGORY 1.1. KNOWLEDGE - Learners will understand:

LEARNINGEXPECTATION

1.1.1. 'Culture' ' refers to the behaviors, beliefs, values, t rad it ions, inst itu t ions, and ways ofliving together of a group of people.

LEARNINGEXPECTATION

1.1.2. Concepts such as: similarit ies, d if ferences, beliefs, values, cohesion, and d iversity.

LEARNINGEXPECTATION

1.1.4 . How culture may change in response to changing needs and concerns.

LEARNINGEXPECTATION

1.1.6 . How peoples f rom dif ferent cu ltures develop d if ferent values and ways ofin terpret ing experience.

THEME NCSS.1. CULTURE


CATEGORY 1.2. PROCESSES - Learners will be able to:

LEARNINGEXPECTATION

1.2.2. Explore and describe similarit ies and d if ferences in the ways various cultural groupsmeet similar needs and concerns.

THEME NCSS.2. T IME, CONTINUITY, AND CHANGE

DEFINIT ION SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FORTHE STUDY OF THE PAST AND ITS LEGACY.


LEARNINGEXPECTATION

2.1.4 . Key people, events, and p laces associated with the h istory of the community, nat ion,and world .

LEARNINGEXPECTATION

2.1.6 . That people view and interpret h istorical events d if ferent ly because of the t imes inwhich they live, the experiences they have, and the point o f view they hold .




LEARNINGEXPECTATION

2.2.4 . Describe examples of cause-ef fect relat ionships.

LEARNINGEXPECTATION

2.2.5. Compare and contrast d if fering stories or accounts about past events, people,p laces, or situat ions, and of fer possib le reasons for the d if ferences.

THEME NCSS.5. INDIVIDUALS, GROUPS, AND INSTITUTIONS

DEFINIT ION SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FORTHE STUDY OF INTERACTIONS AMONG INDIVIDUALS, GROUPS, AND INSTITUTIONS.


LEARNINGEXPECTATION

5.1.2. Concepts such as: community, cu lture, ro le, compet it ion, cooperat ion, ru les, andnorms.

THEME NCSS.9 . GLOBAL CONNECTIONS

DEFINIT ION SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FORTHE STUDY OF GLOBAL CONNECTIONS AND INTERDEPENDENCE.

CATEGORY 9 .2. PROCESSES - Learners will be able to:

LEARNINGEXPECTATION

9 .2.4 . Describe examples in which language, art , music, belief systems, and other culturalelements can facilitate g lobal understanding or cause misunderstanding.





LEARNINGEXPECTATION

1.1.1. 'Culture' ' refers to the behaviors, beliefs, values, t rad it ions, inst itu t ions, and ways ofliving together of a group of people.

LEARNINGEXPECTATION

1.1.2. Concepts such as: similarit ies, d if ferences, beliefs, values, cohesion, and d iversity.

LEARNINGEXPECTATION

1.1.4 . How culture may change in response to changing needs and concerns.

LEARNINGEXPECTATION

1.1.6 . How peoples f rom dif ferent cu ltures develop d if ferent values and ways ofin terpret ing experience.




LEARNINGEXPECTATION

1.2.2. Explore and describe similarit ies and d if ferences in the ways various cultural groupsmeet similar needs and concerns.




LEARNINGEXPECTATION

2.1.4 . Key people, events, and p laces associated with the h istory of the community, nat ion,and world .

LEARNINGEXPECTATION

2.1.6 . That people view and interpret h istorical events d if ferent ly because of the t imes inwhich they live, the experiences they have, and the point o f view they hold .




LEARNINGEXPECTATION

2.2.4 . Describe examples of cause-ef fect relat ionships.

LEARNINGEXPECTATION

2.2.5. Compare and contrast d if fering stories or accounts about past events, people,p laces, or situat ions, and of fer possib le reasons for the d if ferences.




LEARNINGEXPECTATION

5.1.2. Concepts such as: community, cu lture, ro le, compet it ion, cooperat ion, ru les, andnorms.




LEARNINGEXPECTATION

9 .2.4 . Describe examples in which language, art , music, belief systems, and other culturalelements can facilitate g lobal understanding or cause misunderstanding.





LEARNINGEXPECTATION

1.1.1. 'Culture' ' refers to the socially t ransmit ted behaviors, beliefs, values, t rad it ions,inst itu t ions, and ways of living together of a group of people.

LEARNINGEXPECTATION

1.1.3. How culture in f luences the ways in which human groups solve the problems of dailyliving.

LEARNINGEXPECTATION

1.1.6 . That cu lture may change in response to changing needs, concerns, social, po lit ical,and geographic condit ions.

LEARNINGEXPECTATION

1.1.7. How people f rom dif ferent cu ltures develop d if ferent values and ways of in terpret ingexperience.




LEARNINGEXPECTATION

1.2.1. Ask and f ind answers to quest ions related to culture.

LEARNINGEXPECTATION

1.2.3. Evaluate how data and experiences may be in terpreted d if ferent ly by people f romdiverse cultural perspect ives and f rames of reference.

LEARNINGEXPECTATION

1.2.7. Draw inferences f rom data about the ways in which g iven cultures respond topersistent human issues, and how culture in f luences those responses.




LEARNINGEXPECTATION

2.1.2. Concepts such as: chronology, causality, change, conf lict , complexity, mult ip leperspect ives, primary and secondary sources, and cause and ef fect .

LEARNINGEXPECTATION

2.1.4 . That h istorical in terpretat ions of the same event may d if fer on the basis of suchfactors as conf lict ing evidence f rom varied sources, nat ional or cu lturalperspect ives, and the point o f view of the researcher.

LEARNINGEXPECTATION

2.1.6 . The orig ins and in f luences of social, cu ltural, po lit ical, and economic systems.

LEARNINGEXPECTATION

2.1.7. The contribut ions of key persons, groups, and events f rom the past and theirin f luence on the present .




LEARNINGEXPECTATION

2.2.4 . Evaluate the impact of the values, beliefs, and inst itu t ions of people in the past onimportant h istorical decisions and developments of their t imes.




LEARNINGEXPECTATION

5.1.2. Concepts such as: mores, norms, status, ro le, socializ at ion, ethnocentrism, culturald if fusion, compet it ion, cooperat ion, conf lict , race, ethnicity, and gender.

LEARNINGEXPECTATION

5.1.9 . That groups and inst itu t ions in f luence culture in a variety of ways.




LEARNINGEXPECTATION

9 .2.3. Invest igate and explain the ways in which aspects of cu lture, such as language,beliefs, and t radit ions, may facilitate understanding, or lead to misunderstandingbetween cultures.





LEARNINGEXPECTATION

1.1.1. 'Culture' ' refers to the socially t ransmit ted behaviors, beliefs, values, t rad it ions,inst itu t ions, and ways of living together of a group of people.

LEARNINGEXPECTATION

1.1.3. How culture in f luences the ways in which human groups solve the problems of dailyliving.

LEARNINGEXPECTATION

1.1.6 . That cu lture may change in response to changing needs, concerns, social, po lit ical,and geographic condit ions.

LEARNINGEXPECTATION

1.1.7. How people f rom dif ferent cu ltures develop d if ferent values and ways of in terpret ingexperience.




LEARNINGEXPECTATION

1.2.1. Ask and f ind answers to quest ions related to culture.

LEARNINGEXPECTATION

1.2.3. Evaluate how data and experiences may be in terpreted d if ferent ly by people f romdiverse cultural perspect ives and f rames of reference.

LEARNINGEXPECTATION

1.2.7. Draw inferences f rom data about the ways in which g iven cultures respond topersistent human issues, and how culture in f luences those responses.




LEARNINGEXPECTATION

2.1.2. Concepts such as: chronology, causality, change, conf lict , complexity, mult ip leperspect ives, primary and secondary sources, and cause and ef fect .

LEARNINGEXPECTATION

2.1.4 . That h istorical in terpretat ions of the same event may d if fer on the basis of suchfactors as conf lict ing evidence f rom varied sources, nat ional or cu lturalperspect ives, and the point o f view of the researcher.

LEARNINGEXPECTATION

2.1.6 . The orig ins and in f luences of social, cu ltural, po lit ical, and economic systems.

LEARNINGEXPECTATION

2.1.7. The contribut ions of key persons, groups, and events f rom the past and theirin f luence on the present .




LEARNINGEXPECTATION

2.2.4 . Evaluate the impact of the values, beliefs, and inst itu t ions of people in the past onimportant h istorical decisions and developments of their t imes.




LEARNING 5.1.2. Concepts such as: mores, norms, status, ro le, socializ at ion, ethnocentrism, cultural

EXPECTATION dif fusion, compet it ion, cooperat ion, conf lict , race, ethnicity, and gender.

LEARNINGEXPECTATION

5.1.9 . That groups and inst itu t ions in f luence culture in a variety of ways.




LEARNINGEXPECTATION

9 .2.3. Invest igate and explain the ways in which aspects of cu lture, such as language,beliefs, and t radit ions, may facilitate understanding, or lead to misunderstandingbetween cultures.

Nebraska Academic St andardsSo cial St udies


NE.SS.1. Grade 3 (Community)

STRAND SS 3.1. Civics: Students will develop and apply the skills of civic responsib ility to makeinformed decisions based upon knowledge of government at local, state, nat ionaland in ternat ional levels.

INDICATOR Civic Part icipat ion

STRAND SS 3.1.2. Students will understand the impact of ind ividual and group decisions at a locallevel.


SS3.1.2.d .

Ident ify and describe the importance of listening to the views of o thers and sharingpersonal views in a respect fu l manner

Nevada Co nt ent St andardsSo cial St udies


NV.S1.0. Social Studies Skills - As students become increasingly sophist icated and in formedthinkers, they are provided opportunit ies to develop and apply skills that enhancecrit ical th inking processes by developing and applying 21st Century Skills.

STRAND /INDICATOR

Content Literacy

INDICATOR /GRADE LEVELEXPECTATION

S1.3.4 . Ident ify fact and opin ion.

CONTENTSTANDARD


STRAND /INDICATOR

Historical Analysis & In terpretat ion


S1.3.16 . Begin to ident ify d if fering perspect ives.

CONTENTSTANDARD

NV.H1.0. People, Cultures, and Civiliz at ions - Students understand the development ,characterist ics, and in teract ion of people, cu ltures, societ ies, relig ion, and ideas. Ata min imum, students will maintain previous content and at tain the fo llowing:

STRAND /INDICATOR

World


H1.3.3. Learn about individuals around the world and d iscuss their contribut ions.

CONTENTSTANDARD

NV.G6 .0. Places & Regions - Students understand the physical and human features of p lacesand use th is in format ion to def ine and study regions and their pat terns of change. Ata min imum, students will maintain previous content and at tain the fo llowing:

STRAND /INDICATOR

Cultural Ident ity & Perspect ive


G6 .3.3. Ident ify ways people express culture.




STRAND /INDICATOR

Content Literacy


S1.4 .2. Ident ify main idea, sequence of events, and cause and ef fect in a social studiescontext .


S1.4 .3. Ident ify fact and opin ion.

CONTENTSTANDARD


STRAND /INDICATOR



S1.4 .15. Begin to d iscuss h istorical perspect ives.




STRAND /INDICATOR

Content Literacy


S1.5.3. Ident ify cause and ef fect and fact v. opin ion.

CONTENTSTANDARD


STRAND /INDICATOR



S1.5.16 . Discuss perspect ives of h istory.




STRAND /INDICATOR

Content Literacy


S1.[6 -8] .2.

Read to ident ify cause and ef fect relat ionships, compare and contrast in format ion,fact v. opin ion, and author b ias.

CONTENTSTANDARD


STRAND /INDICATOR



S1.[6 -8] .22.

Ident ify mult ip le perspect ives of h istorical events.


NV.CC.RH.6 -8.


STRAND / In tegrat ion of Knowledge and Ideas

INDICATOR



New Hampshire Curriculum Framewo rksSo cial St udies

Grade 3 - Adopted: 2006STRAND /STANDARD

NH.7. World History and Contemporary Issues: The study of World History andContemporary Issues is important in help ing cit iz ens understand and appreciate thecontemporary challenges they will face as individuals in an in terdependent ,increasingly connected world . Knowledge of past achievements and failures ofd if ferent peoples and nat ions provides cit iz ens of the 21st century with a broadercontext with in which to address the many issues facing our nat ion and the world .World History fosters an appreciat ion of the roots of our nat ion 's values and thevalues and perspect ives of o ther peoples. It i l lust rates how humans have expressedthemselves in d if ferent surroundings and at d if ferent t imes, revealing the manycommonalt ies and d if ferences shared by the world 's peoples past and present .

STANDARD /GLE

7.3. World Views and Value systems and their In tellectual and Art ist ic Expressions:Students will demonstrate their understanding of concept ions of reality, ideals,guidelines of behavior and their forms of expression.


7.3.4 .1. Describe ways that societ ies around the world express themselves art ist icallythrough forms, e.g ., architecture or fo lk tales.



NH.7. World History and Contemporary Issues: The study of World History andContemporary Issues is important in help ing cit iz ens understand and appreciate thecontemporary challenges they will face as individuals in an in terdependent ,increasingly connected world . Knowledge of past achievements and failures ofd if ferent peoples and nat ions provides cit iz ens of the 21st century with a broadercontext with in which to address the many issues facing our nat ion and the world .World History fosters an appreciat ion of the roots of our nat ion 's values and thevalues and perspect ives of o ther peoples. It i l lust rates how humans have expressedthemselves in d if ferent surroundings and at d if ferent t imes, revealing the manycommonalt ies and d if ferences shared by the world 's peoples past and present .

STANDARD /GLE

7.3. World Views and Value systems and their In tellectual and Art ist ic Expressions:Students will demonstrate their understanding of concept ions of reality, ideals,guidelines of behavior and their forms of expression.


7.3.4 .1. Describe ways that societ ies around the world express themselves art ist icallythrough forms, e.g ., architecture or fo lk tales.



NH.5. Geography: The real crux of geography is understanding our physical Earth andhuman-environment in teract ion: knowing why people set t le in an area, how they maketheir l iving and the resources they use, why they dress or speak the way they do, andwhat they do for entertainment . A geographically in formed person can drawconnect ions between locat ions of the Earth , recogniz e complex regional pat terns,and appreciate the in f luence of p lace on human development .

STANDARD /GLE

5.2. Places and Regions: Students will demonstrate an understanding of the physical andhuman geographic features that def ine p laces and regions as well as how culture andexperience in f luence people's percept ions of p laces and regions.


5.2.6 .2. Describe how places and regions preserve culture, e.g ., songs or t radit ions.



NH.5. Geography: The real crux of geography is understanding our physical Earth andhuman-environment in teract ion: knowing why people set t le in an area, how they maketheir l iving and the resources they use, why they dress or speak the way they do, andwhat they do for entertainment . A geographically in formed person can drawconnect ions between locat ions of the Earth , recogniz e complex regional pat terns,

and appreciate the in f luence of p lace on human development .

STANDARD /GLE

5.2. Places and Regions: Students will demonstrate an understanding of the physical andhuman geographic features that def ine p laces and regions as well as how culture andexperience in f luence people's percept ions of p laces and regions.


5.2.6 .2. Describe how places and regions preserve culture, e.g ., songs or t radit ions.


NH.CC.RH.6 -8.


STANDARD /GLE






New Jersey Co re Curriculum Co nt ent St andardsSo cial St udies

Grade 6 - Adopted: 2010CONTENT AREA/ STANDARD

NJ.6 -8.RH.


STRAND Integrat ion of Knowledge and Ideas

CONTENTSTATEMENT


New Mexico Co nt ent St andardsSo cial St udies

Grade 3 - Adopted: 2009STRAND /CONTENTSTANDARD

NM.II: Geography: Students understand how physical, natural, and cultural processesinf luence where people live, the ways in which people live, and how societ ies in teractwith one another and their environments.

BENCHMARK /STANDARD

II-E: Describe how economic, polit ical, cu ltural, and social processes in teract to shapepat terns of human populat ions, and their in terdependence, cooperat ion, andconf lict .

PERFORMANCESTANDARD /BENCHMARK /PROFICIENCY

II-E:1. Describe how pat terns of cu lture vary geographically.

STRAND /CONTENTSTANDARD

NM.III: Civics and Government : Students understand the ideals, rights, and responsib ilit iesof cit iz enship and understand the content and h istory of the founding documents ofthe United States with part icu lar emphasis on the United States and New Mexicoconst itu t ions and how governments funct ion at local, state, t ribal, and nat ionallevels.

BENCHMARK /STANDARD

III-B: Ident ify and describe the symbols, icons, songs, t rad it ions, and leaders of local,state, t ribal, and nat ional levels that exemplify ideals and provide cont inuity and asense of community across t ime.


III-B:1. Explain how symbols, songs, icons, and t radit ions combine to ref lect variouscultures over t ime.



NM.III: Civics and Government : Students understand the ideals, rights, and responsib ilit iesof cit iz enship and understand the content and h istory of the founding documents ofthe United States with part icu lar emphasis on the United States and New Mexicoconst itu t ions and how governments funct ion at local, state, t ribal, and nat ionallevels.

BENCHMARK /STANDARD

III-B: Ident ify and describe the symbols, icons, songs, t rad it ions, and leaders of local,state, t ribal, and nat ional levels that exemplify ideals and provide cont inuity and asense of community across t ime.

PERFORMANCESTANDARD /

I I I-B:1. Describe various cultures and the communit ies they represent , and explain how theyhave evolved over t ime.

BENCHMARK /PROFICIENCY



NM.I: History: Students are able to ident ify important people and events in order to analyz esignif icant pat terns, relat ionships, themes, ideas, beliefs, and turn ing points in NewMexico, United States, and world h istory in order to understand the complexity of thehuman experience. Students will:

BENCHMARK /STANDARD

1-D: Skills: research h istorical events and people f rom a variety of perspect ives:


1-D:4 . Show the relat ionship between social contexts and events; and



NM.I: History: Students are able to ident ify important people and events in order to analyz esignif icant pat terns, relat ionships, themes, ideas, beliefs, and turn ing points in NewMexico, United States, and world h istory in order to understand the complexity of thehuman experience. Students will:

BENCHMARK /STANDARD

1-D: Skills: research h istorical events and people f rom a variety of perspect ives:


1-D:1. Organiz e in format ion by sequencing, categoriz ing, ident ifying cause-and-ef fectrelat ionships, comparing and contrast ing, f ind ing the main idea, summariz ing,making generaliz at ions and predict ions, drawing in ferences and conclusions;


1-D:2. Ident ify d if ferent points of view about an issue or topic; and

STRAND /CONTENTSTANDARD

NM.II: Geography: Students understand how physical, natural, and cultural processesinf luence where people live, the ways in which people live, and how societ ies in teractwith one another and their environments. Students will

BENCHMARK /STANDARD

2-E: Explain how economic, polit ical, cu ltural and social processes in teract to shapepat terns of human populat ions and their in terdependence, cooperat ion and conf lict :


2-E:3. Explain how cultures create a cultural landscape, locally and throughout the world ,and how these landscapes change over t ime.


NM.RH.6-8.


BENCHMARK /STANDARD






New Yo rk Co re CurriculumSo cial St udies

Grade 3 - Adopted: 2015STRAND /DOMAIN /UNIFYINGTHEME

NY.3P. Grade 3: Social Studies Pract ices

CATEGORY /CLUSTER / KEYIDEA

3P.B. Chronological Reasoning and Causat ion

STANDARD /CONCEPTUALUNDERSTANDING

3P.B.3. Ident ify causes and ef fects, using examples f rom his/her life or f rom a current eventor h istory.

STRAND /DOMAIN /UNIFYINGTHEME



3P.C. Comparison and Contextualiz at ion


3P.C.2. Ident ify mult ip le perspect ives by comparing and contrast ing points of view indif fering world communit ies.


NY.3. Communit ies around the World


Time, Cont inuity, and Change


3.4 . Each community or cu lture has a unique h istory, including hero ic f igures, t rad it ions,and holidays.

EXPECTATION /CONTENTSPECIFICATION

3.4 b. Arts, music, dance, and literature develop through a community’s h istory.

GRADEEXPECTATION

3.4 b.1. Students will explore the arts, music, dance, and literature of each selected worldcommunity.




Development , Movement , and In teract ion of Cultures


3.5. Communit ies share cultural similarit ies and d if ferences across the world .


3.5a. The st ructure and act ivit ies of families and schools share similarit ies and d if ferencesacross world communit ies.

GRADEEXPECTATION

3.5a.1. Students will compare and contrast the st ructure and act ivit ies of families andschools in each selected community with their own.




Development , Movement , and In teract ion of Cultures


3.5. Communit ies share cultural similarit ies and d if ferences across the world .


3.5b. Communit ies around the world can be d iverse in terms of their members, languagesspoken, customs and t radit ions, and relig ious beliefs and pract ices. People in worldcommunit ies celebrate various holidays and fest ivals.

GRADEEXPECTATION

3.5b.1. Students will examine each selected world community in terms of its members,languages spoken, customs and t radit ions, and relig ious beliefs and pract ices.

New Yo rk Co re Curriculum



NY.4 P. Grade 4 : Social Studies Pract ices


4 P.B. Chronological Reasoning and Causat ion


4 P.B.3. Ident ify the relat ionship between mult ip le causes and mult ip le ef fects, usingexamples f rom his/her life and f rom a current event or h istory.


4 P.B.4 . Dist inguish between long- term and immediate causes and ef fects of an event f romhis/her life or current events or h istory.




4 P.C. Comparison and Contextualiz at ion


4 P.C.2. Ident ify mult ip le perspect ives f rom a h istorical event .





5P.B. Chronological Reasoning


5P.B.4 . Ident ify and classify the relat ionship between mult ip le causes and mult ip le ef fects.


5P.B.5. Dist inguish between long- term and immediate causes and ef fects of an event f romcurrent events or h istory.




5P.C. Comparison and Contextualiz at ion


5P.C.2. Categoriz e d ivergent perspect ives of an individual h istorical event .


NY.5-8.RH.




STANDARD /CONCEPTUALUNDERSTANDIN

5-8.RH.8. Dist inguish among fact , opin ion, and reasoned judgment in a text .

G





6 P.A. Gathering, In terpret ing and Using Evidence


6 P.A.6 . Recogniz e arguments on specif ic social studies topics and ident ify evidencesupport ing the argument . Examine arguments related to a specif ic social studiestopic f rom mult ip le perspect ives.




6 P.B. Chronological Reasoning


6 P.B.3. Ident ify causes and ef fects f rom current events or grade- level content and h istoricalevents.


6 P.B.4 . Ident ify and classify the relat ionship between mult ip le causes and mult ip le ef fects.


6 P.B.5. Dist inguish between long- term and immediate causes and ef fects of an event f romcurrent events or h istory.




6 P.C. Comparison and Contextualiz at ion


6 P.C.2. Categoriz e and evaluate d ivergent perspect ives of an individual h istorical event .


NY.5-8.RH.





5-8.RH.8. Dist inguish among fact , opin ion, and reasoned judgment in a text .

No rt h Caro lina Co mmo n Co re St at e and Essent ial St andardsSo cial St udies

Grade 3 - Adopted: 2010CONTENT AREA/ STRAND

NC.3.H. History

STRAND /ESSENTIALSTANDARD

3.H.1. Understand how events, ind ividuals and ideas have in f luenced the h istory of localand regional communit ies.

ESSENTIAL 3.H.1.1. Explain key h istorical events that occurred in the local community and regions over

STANDARD /CLARIFYINGOBJECTIVE

t ime.

ESSENTIALSTANDARD /CLARIFYINGOBJECTIVE

3.H.1.2. Analyz e the impact of contribut ions made by d iverse h istorical f igures in localcommunit ies and regions over t ime.

CONTENT AREA/ STRAND

NC.3.H. History


3.H.2. Use h istorical th inking skills to understand the context of events, people and p laces.


3.H.2.2. Explain how mult ip le perspect ives are port rayed through h istorical narrat ives.

No rt h Caro lina Co mmo n Co re St at e and Essent ial St andardsSo cial St udies

Grade 6 - Adopted: 2010CONTENT AREA/ STRAND

NC.6 .H. History


6 .H.2. Understand the polit ical, economic and/or social signif icance of h istorical events,issues, ind ividuals and cultural groups.


6 .H.2.4 . Explain the ro le that key h istorical f igures and cultural groups had in t ransformingsociety (e.g . Mansa Musa, Confucius, Charlemagne and Q in Shi Huangdi) .


NC.6 .C. Culture


6 .C.1. Explain how the behaviors and pract ices of ind ividuals and groups in f luencedsociet ies, civiliz at ions and regions.


6 .C.1.1. Analyz e how cultural expressions ref lected the values of civiliz at ions, societ ies andregions (e.g . oral t rad it ions, art , dance, music, l iterature, and architecture) .


NC.CC.6 -8.RH.






No rt h Dako t a Co nt ent St andardsSo cial St udies


ND.6 . Human Development and Behavior: Students understand the importance of cu lture,individual ident ity, and group ident ity.

BENCHMARK 3.6 .2. Culture: Ident ify examples of how dif ferent groups, societ ies, and cultures are similarand d if ferent (e.g ., in beliefs, t rad it ions, family relat ionships, celebrat ions,inst itu t ions, fo lklore)



ND.2. Important Historical Events: Students understand important h istorical events.

BENCHMARK 5.2.4 . People and Events: Explain the signif icance of scient ists, inventors, and h istoricalf igures (e.g ., Christopher Columbus, Juan Ponce De Leon, Benjamin Franklin , GeorgeWashington, Paul Revere, Benjamin Rush, David Rit tenhouse, Thomas Paine)



ND.6 . Human Development and Behavior: Students understand the importance of cu lture,individual ident ity, and group ident ity.

BENCHMARK 6 .6 .1. Culture: Compare how culture in f luences relat ionships, relig ion, and socialinst itu t ions in various societ ies (e.g ., d if ferent family st ructures, world relig ions,rituals, government st ructures, social policies)

BENCHMARK 6 .6 .2. Culture: Explain how dif ferences among cultures (e.g ., d if ferences in beliefs andgovernments) o f ten result in conf lict


ND.CC.6 -8.RH.




6 -8.RH.7. In tegrate visual in format ion (e.g ., in charts, graphs, photographs, videos, or maps)with other in format ion in print and d ig ital texts.



Ohio Academic Co nt ent St andardsSo cial St udies

Grade 6 - Adopted: 2010DOMAIN /ACADEMICCONTENTSTANDARD

OH.RH.6-8.


STANDARD /BENCHMARK


BENCHMARK /GRADE LEVELINDICATOR


BENCHMARK /GRADE LEVELINDICATOR


Oklaho ma Academic St andardsSo cial St udies


OK.6 .CS. WORLD GEOGRAPHY - WESTERN HEMISPHERE: THE WHY OF WHERE – PLACES,PATTERNS OF SETTLEMENT, AND GLOBAL INTERACTIONS - SOCIAL STUDIESCONTENT SKILLS

STRAND /STANDARD

6 .CS.4 . The student will analyz e the human systems of the Western Hemisphere in the contextof the world ’s peoples and cultures.

OBJECTIVE 6 .CS.4 .1. Ident ify and describe cultural t raits of language, ethnic heritage, social systems,relig ion, and t radit ions including how cultural d if fusion impacts societ ies.

Orego n Co nt ent St andardsSo cial St udies

Grade 3 - Adopted: 2011STANDARD /CONTENT AREA

OR.SS.CS.

Social Sciences - CORE STANDARDS

CONTENTSTANDARD /PROFICIENCY

History

BENCHMARK /STRAND

CS.1. Analyz e and apply cause and ef fect relat ionships to a variety of h istorical issues,events and problems.

BENCHMARK /STRAND

CS.4 . In terpret h istorical perspect ives through personal, local, state, t ribal, nat ional, andglobal narrat ives.

STANDARD /CONTENT AREA

OR.SS.CS.


CONTENT Social Science Analysis

STANDARD /PROFICIENCY

BENCHMARK /STRAND

CS.27. Describe various perspect ives on an event or issue and the reasoning behind them.

BENCHMARK /STRAND

CS.28. Analyz e characterist ics, causes, and consequences of an event , issue, problem orphenomenon.



OR.SS.CS.



History

BENCHMARK /STRAND


BENCHMARK /STRAND



OR.SS.CS.



Social Science Analysis

BENCHMARK /STRAND


BENCHMARK /STRAND




OR.SS.CS.



History

BENCHMARK /STRAND


BENCHMARK /STRAND



OR.SS.CS.




BENCHMARK /STRAND


BENCHMARK /STRAND




OR.SS.CS.



History

BENCHMARK /STRAND


BENCHMARK /STRAND



OR.SS.CS.




BENCHMARK /STRAND


BENCHMARK /STRAND



OR.RH.6-8.




BENCHMARK /STRAND


BENCHMARK /STRAND


Pennsylvania Academic St andardsSo cial St udies

Grade 3 - Adopted: 2009SUBJECT /STANDARDAREA

PA.8.3. History

STANDARDAREA /STATEMENT

8.1.3. Historical Analysis and Skills Development

STANDARD Fact /Opin ion and Points of View

DESCRIPTOR /STANDARD

8.1.3.B. Ident ify fact , op in ion, mult ip le points of view, and primary sources as related tohistorical events.

SUBJECT /STANDARDAREA

PA.8.3. History


8.4 .3. World History

STANDARD Contribut ions of Ind ividuals and Groups (World)


8.4 .3.A. Ident ify the elements of cu lture and ethnicity.


PA.8.3. History



STANDARD Impact of Cont inuity and Change (World)


8.4 .3.C. Compare and contrast selected world cultures.



PA.8.4 . History


8.1.4 . Historical Analysis and Skills Development



8.1.4 .B. Dist inguish between fact and opin ion f rom mult ip le points of view, and primarysources as related to h istorical events.


PA.8.4 . History


8.4 .4 . World History



8.4 .4 .A. Dif ferent iate common characterist ics of the social, po lit ical, cu ltural, and economicgroups in world h istory.



PA.8.5. History


8.1.5. Historical Analysis and Skills Development



8.1.5.B. Classify and analyz e fact and opin ion f rom mult ip le points of view, and secondarysources as related to h istorical events.


PA.8.5. History





8.4 .5.A. Compare and contrast common characterist ics of the social, po lit ical, cu ltural, andeconomic groups in world h istory.



PA.8.6 . History


8.1.6 . Historical Analysis and Skills Development



8.1.6 .B. Dif ferent iate between fact and opin ion, mult ip le points of view, and primary andsecondary sources to explain h istorical events.


PA.8.6 . History


8.4 .6 . World History



8.4 .6 .A. Explain the social, po lit ical, cu ltural, and economic contribut ions of ind ividuals andgroups to world h istory.


PA.CC.8.5.6 -8.

Reading In format ional Text : Students read, understand, and respond toinformat ional text – with emphasis on comprehension, making connect ions amongideas and between texts with focus on textual evidence.



STANDARD CC.8.5.6 -8.G .


STANDARD CC.8.5.6 - Dist inguish among fact , opin ion, and reasoned judgment in a text .

8.H.

Rho de Island St andards and St at e Framewo rksSo cial St udies

Grade 3 - Adopted: 2012DOMAIN RI.HP. Historical Perspect ives/Rhode Island History

STATEMENT OFENDURINGKNOWLEDGE

HP 5. Human societ ies and cultures develop and change in response to human needs andwants.

GSE STEM HP 5 (3-4 ) -1.

Students demonstrate an understanding that a variety of factors af fect cu lturald iversity with in a society by…

SPECIFICINDICATOR

HP 5 (3-4 ) -1.a.

Comparing cultural d if ferences and similarit ies between individuals, groups, orcommunit ies (e.g ., customs, beliefs, language, relig ious faiths) .

DOMAIN RI.HP. Historical Perspect ives/Rhode Island History



GSE STEM HP 5 (3-4 ) -2.

Students demonstrate an understanding that cu lture has af fected how people in asociety behave in relat ion to groups and their environment by…

SPECIFICINDICATOR

HP 5 (3-4 ) -2.a.

Comparing how members with in cultures in teract with each other and theirenvironment .




GSE STEM HP 5 (3-4 ) -3.

Various perspect ives have led individuals and/or groups to in terpret events orphenomena d if ferent ly and with h istorical consequences by…

SPECIFICINDICATOR

HP 5 (3-4 ) -3.a.

Comparing how people with d if ferent perspect ives view events in d if ferent ways.





GSE STEM HP 5 (3-4 ) -1.

Students demonstrate an understanding that a variety of factors af fect cu lturald iversity with in a society by…

SPECIFICINDICATOR

HP 5 (3-4 ) -1.a.

Comparing cultural d if ferences and similarit ies between individuals, groups, orcommunit ies (e.g ., customs, beliefs, language, relig ious faiths) .




GSE STEM HP 5 (3-4 ) -2.

Students demonstrate an understanding that cu lture has af fected how people in asociety behave in relat ion to groups and their environment by…

SPECIFICINDICATOR

HP 5 (3-4 ) -2.a.

Comparing how members with in cultures in teract with each other and theirenvironment .




GSE STEM HP 5 (3-4 ) -3.


SPECIFICINDICATOR

HP 5 (3-4 ) -3.a.

Comparing how people with d if ferent perspect ives view events in d if ferent ways.





HP 3. The study of h istory helps us understand the present and shape the future.

GSE STEM HP 3 (5-6 ) -2.

Students make personal connect ions in an h istorical context (e.g ., source- to-source,source- to-self , source- to-world) by…

SPECIFICINDICATOR

HP 3 (5-6 ) -2.c.

Ident ifying the cultural in f luences that shape individuals and h istorical events.




GSE STEM HP 5 (5-6 ) -3.


SPECIFICINDICATOR

HP 5 (5-6 ) -3.a.

Ident ifying various factors that impact individual and or group’s perspect ive ofevents (e.g ., social, in tellectual, po lit ical, economic) .




HP 3. The study of h istory helps us understand the present and shape the future.

GSE STEM HP 3 (5-6 ) -2.

Students make personal connect ions in an h istorical context (e.g ., source- to-source,source- to-self , source- to-world) by…

SPECIFICINDICATOR

HP 3 (5-6 ) -2.c.

Ident ifying the cultural in f luences that shape individuals and h istorical events.




GSE STEM HP 5 (5-6 ) -3.


SPECIFICINDICATOR

HP 5 (5-6 ) -3.a.

Ident ifying various factors that impact individual and or group’s perspect ive ofevents (e.g ., social, in tellectual, po lit ical, economic) .

Grade 6 - Adopted: 2010DOMAIN RI.RH.6 -




GSE STEM RH.6 -8.7. In tegrate visual in format ion (e.g ., in charts, graphs, photographs, videos, or maps)with other in format ion in print and d ig ital texts.

GSE STEM RH.6 -8.8. Dist inguish among fact , opin ion, and reasoned judgment in a text .

So ut h Caro lina Academic St andardsSo cial St udies


SC.3-SSLS.

Social Studies Literacy Skills for the Twenty-First Century

KNOWLEDGEAND SKILLS /ESSENTIALQUESTION

3-SSLS.1.

Literacy Skills for Social Studies

PERFORMANCEDESCRIPTOR /STANDARD

3-SSLS.1.7.

Ident ify cause-and-ef fect relat ionships.


3-SSLS.1.13.

Explain the d if ference between fact and opin ion.

So ut h Caro lina Academic St andards


STANDARD /COURSE

SC.4 -SSLS.



4 -SSLS.1.



4 -SSLS.1.2.

Ident ify and explain cause-and-ef fect relat ionships.


4 -SSLS.1.17.

Explain the d if ference between fact and opin ion, evidence and argument

STANDARD /COURSE

SC.4 -SSLS.



4 -SSLS.2.

Partnership for the 21st Century Skills


4 -SSLS.2.2.

Listen to and d iscuss the ideas of o thers.



SC.5-SSLS.



5-SSLS.1.



5-SSLS.1.1.

Ident ify and explain cause-and-ef fect relat ionships.


5-SSLS.1.15.

Explain the d if ference between fact and opin ion, evidence and argument .

STANDARD /COURSE

SC.5-SSLS.



5-SSLS.2.

Partnership for the 21st Century Skills


5-SSLS.2.2.

Listen to and d iscuss the ideas of o thers.



SC.6 -SSLS.



6 -SSLS.1.



6 -SSLS.1.3.

Ident ify and explain mult ip le causat ion and mult ip le ef fects.


6 -SSLS.1.5.

Ident ify and explain the relat ionships among mult ip le causes and mult ip le ef fects.

PERFORMANCE 6 - Evaluate mult ip le points of view or b iases and at t ribute the perspect ives to the


SSLS.1.10.

in f luences of individual experiences, societal values, and cultural t rad it ions.


SC.CC.RH.6 -8.








So ut h Dako t a Co nt ent St andardsSo cial St udies

Grade 6 - Adopted: 2010GOAL/STRAND SD.RH.6 -


INDICATOR/BENCHMARK


STANDARD RH.6 -8.7. In tegrate visual in format ion (e.g ., in charts, graphs, photographs, videos, or maps)with other in format ion in print and d ig ital texts.


Tennessee Curriculum St andardsSo cial St udies

Grade 3 - Adopted: 2013STRAND /STANDARD /COURSE

TN.3. World Geography and Cultures

CONCEPTUALSTRAND /GUIDINGQUESTION

North America

GUIDINGQUESTION /LEARNINGEXPECTATION

3.14 . In terpret d if ferent texts and primary sources to describe the major components ofculture including language, cloth ing, food, art , beliefs, customs, and music. (C, H)

Tennessee Curriculum St andardsSo cial St udies

Grade 6 - Adopted: 2010STRAND /STANDARD /COURSE

TN.RH.6 -8.


CONCEPTUALSTRAND /GUIDINGQUESTION






Texas Essent ial Kno wledge and Skills (T EKS)So cial St udies

Grade 3 - Adopted: 2010 (Amended 2011)

TEKS TX.113.14 .

Social Studies, Grade 3

STUDENTEXPECTATION

(3.1) History. The student understands how individuals, events, and ideas have in f luencedthe h istory of various communit ies. The student is expected to:


3.1 (A) Describe how individuals, events, and ideas have changed communit ies, past andpresent .


3.1 (B) Ident ify individuals, including Pierre-Charles L'Enfant , Benjamin Banneker, andBenjamin Franklin , who have helped to shape communit ies.

TEKS TX.113.14 .


STUDENTEXPECTATION

(3.17) Social studies skills. The student applies crit ical- th inking skills to organiz e and useinformat ion acquired f rom a variety of valid sources, including elect ronic technology.The student is expected to:


3.17 (C) Interpret oral, visual, and print material by ident ifying the main idea, d ist inguishingbetween fact and opin ion, ident ifying cause and ef fect , and comparing andcontrast ing.


Grade 4 - Adopted: 2010 (Amended 2011)TEKS TX.113.15

.Social Studies, Grade 4

STUDENTEXPECTATION

(4 .21) Social studies skills. The student applies crit ical- th inking skills to organiz e and useinformat ion acquired f rom a variety of valid sources, including elect ronic technology.The student is expected to:


4 .21 (B) Analyz e in format ion by sequencing, categoriz ing, ident ifying cause-and-ef fectrelat ionships, comparing, contrast ing, f ind ing the main idea, summariz ing, makinggeneraliz at ions and predict ions, and drawing in ferences and conclusions.


4 .21 (D) Ident ify d if ferent points of view about an issue, topic, h istorical event , or currentevent .



6 .Social Studies, Grade 5

STUDENTEXPECTATION

(5.21) Culture. The student understands the relat ionship between the arts and the t imesduring which they were created. The student is expected to:


5.21 (B) Explain how examples of art , music, and literature ref lect the t imes during which theywere created.

TEKS TX.113.16 .


STUDENTEXPECTATION

(5.24 ) Social studies skills. The student applies crit ical- th inking skills to organiz e and useinformat ion acquired f rom a variety of valid sources, including elect ronic technology.The student is expected to:


5.24 (B) Analyz e in format ion by sequencing, categoriz ing, ident ifying cause-and-ef fectrelat ionships, comparing, contrast ing, f ind ing the main idea, summariz ing, makinggeneraliz at ions and predict ions, and drawing in ferences and conclusions.


5.24 (D) Ident ify d if ferent points of view about an issue, topic, or current event .



.Social Studies, Grade 6

STUDENTEXPECTATION

(6 .2) History. The student understands the in f luences of individuals and groups f romvarious cultures on various h istorical and contemporary societ ies. The student isexpected to:


6 .2 (A) Ident ify and describe the in f luence of individual or group achievements on varioushistorical or contemporary societ ies such as the classical Greeks on government andthe American Revolut ion on the French Revolut ion.

GRADE LEVEL 6 .2 (B) Evaluate the social, po lit ical, economic, and cultural contribut ions of individuals

EXPECTATION and groups f rom various societ ies, past and present .

TEKS TX.113.18.


STUDENTEXPECTATION

(6 .15) Culture. The student understands the similarit ies and d if ferences with in and amongcultures in various world societ ies. The student is expected to:


6 .15 (A) Def ine culture and the common t raits that unify a culture region.


6 .15 (B) Ident ify and describe common t raits that def ine cultures.


6 .15 (E) Analyz e the similarit ies and d if ferences among various world societ ies.

TEKS TX.113.18.


STUDENTEXPECTATION

(6 .18) Culture. The student understands the relat ionship that exists between the arts andthe societ ies in which they are produced. The student is expected to:


6 .18 (A) Explain the relat ionships that exist between societ ies and their architecture, art ,music, and literature.


6 .18 (D) Ident ify examples of art , music, and literature that have t ranscended the boundariesof societ ies and convey universal themes such as relig ion, just ice, and the passageof t ime.

TEKS TX.113.18.


STUDENTEXPECTATION

(6 .21) Social studies skills. The student applies crit ical- th inking skills to organiz e and useinformat ion acquired through established research methodologies f rom a variety ofvalid sources, including elect ronic technology. The student is expected to:


6 .21 (B) Analyz e in format ion by sequencing, categoriz ing, ident ifying cause-and-ef fectrelat ionships, comparing, contrast ing, f ind ing the main idea, summariz ing, makinggeneraliz at ions and predict ions, and drawing in ferences and conclusions.


6 .21 (D) Ident ify d if ferent points of view about an issue or current topic.


6 .21 (E) Ident ify the elements of f rame of reference that in f luenced part icipants in an event .

Ut ah St at e Co re CurriculumSo cial St udies

Grade 3 - Adopted: 2010STANDARD /AREA OFLEARNING

UT.II. Community and Culture: Students will understand cultural factors that shape acommunity.

OBJECTIVE /STRAND

II.B. All people exist with in cultures, or the way of life of a group of people. All humancommunit ies have cultural at t ributes. These at t ributes change over t ime in responseto changes in the world around them. Indigenous cultures in North and SouthAmerica demonstrate these at t ributes, and teachers are encouraged to selectexamples f rom these rich cultural t rad it ions.

INDICATOR /CLUSTER

II.1: Evaluate key factors that determine how a community develops.

EXPECTATION /STANDARD

II.1.a. Ident ify the elements of cu lture (e.g . language, relig ion, customs, art ist icexpression, systems of exchange) .

EXPECTATION /STANDARD

II.1.c. Compare elements of the local community with communit ies f rom dif ferent parts ofthe world (e.g . industry, economic specializ at ion )

Ut ah St at e Co re CurriculumSo cial St udies

Grade 6 - Adopted: 2013STANDARD /AREA OFLEARNING

UT.CC.RH.6 -8.


OBJECTIVE /STRAND


INDICATOR /CLUSTER


INDICATOR /CLUSTER


Vermo nt Framewo rk o f St andardsSo cial St udies


VT.6 .1. Crit ical Evaluat ion: Causes and Ef fects in Human Societ ies: Students examinecomplex webs of causes and ef fects in relat ions to events in order to generaliz eabout the workings of human societ ies, and they apply their f ind ings to problems.

ESSENTIALKNOWLEDGEAND SKILL /STANDARD

H&SS3-4 :1.

Grade Level Expectat ion: Social and Historical Quest ioning: Students in it iate aninquiry by:

GRADE LEVELEXPECTATION /KNOWLEDGEAND SKILL

3-4 :1.a. Asking relevant and focusing quest ions based on what they have seen, what theyhave read, what they have listened to , and/or what they have researched (e.g ., Why wasthe soda machine taken out of the school? Why is the number of family farms inVermont growing smaller?) .

STANDARD /STRAND



H&SS3-4 :5.

Grade Level Expectat ion: Conduct ing Research: Students develop reasonableexplanat ions that support the research statement by:


3-4 :5.c. Using appropriate methods for in terpret ing in format ion such as comparing andcontrast ing.

STANDARD /STRAND

VT.6 .2. Crit ical Evaluat ion: Uses of Evidence and Data: Students understand the varied usesof evidence and data, and use both to make in terpretat ions concerning publicissues.


H&SS3-4 :5.




STANDARD /STRAND

VT.6 .3. Crit ical Evaluat ion: Analyz ing Knowledge: Students analyz e knowledge as acollect ion of selected facts and in terpretat ions based on a part icu lar h istorical orsocial set t ing.


H&SS3-4 :5.




STANDARD /STRAND

VT.6 .4 . History: Historical Connect ions: Students ident ify major h istorical eras and analyz eperiods of t ransit ion in various t imes in their local community, in Vermont , in theUnited States, and in various locat ions world wide, to in terpret the in f luence of thepast on the present .


H&SS3-4 :5.




STANDARD /STRAND



H&SS3-4 :9 .

Grade Level Expectat ion: Students show understanding of how humans interpreth istory by:


3-4 :9 .b . Dif ferent iat ing among fact , opin ion, and in terpretat ion in various events.

STANDARD /STRAND

VT.6 .5. History: Tradit ional and Social Histories: Students invest igate both the t radit ionaland the social h istories of the people, p laces, and cultures under study, includingthose of indigenous peoples.


H&SS3-4 :9 .




STANDARD /STRAND

VT.6 .6 . History: Being A Historian: Students use h istorical methodology to makeinterpretat ions concerning h istory, change, and cont inuity.


H&SS3-4 :5.




STANDARD /STRAND



H&SS3-4 :9 .




STANDARD /STRAND

VT.6 .9 . Cit iz enship: Meaning of Cit iz enship: Students examine and debate the meaning ofcit iz enship and act as cit iz ens in a democrat ic society.


H&SS3-4 :16 .

Grade Level Expectat ion: Students examine how dif ferent societ ies address issues ofhuman interdependence by:


3-4 :16 .d . G iving examples of ways that she or he is similar to and d if ferent f rom others (e.g .gender, race, relig ion, ethnicity.) .





H&SS3-4 :1.



3-4 :1.a. Asking relevant and focusing quest ions based on what they have seen, what theyhave read, what they have listened to , and/or what they have researched (e.g ., Why wasthe soda machine taken out of the school? Why is the number of family farms inVermont growing smaller?) .

STANDARD /STRAND



H&SS3-4 :5.


GRADE LEVEL 3-4 :5.c. Using appropriate methods for in terpret ing in format ion such as comparing and



STANDARD /STRAND



H&SS3-4 :5.




STANDARD /STRAND



H&SS3-4 :5.




STANDARD /STRAND



H&SS3-4 :5.




STANDARD /STRAND



H&SS3-4 :9 .




STANDARD /STRAND



H&SS3-4 :9 .




STANDARD /STRAND



H&SS3-4 :5.


GRADE LEVELEXPECTATION /KNOWLEDGE


AND SKILL

STANDARD /STRAND



H&SS3-4 :9 .




STANDARD /STRAND

VT.6 .9 . Cit iz enship: Meaning of Cit iz enship: Students examine and debate the meaning ofcit iz enship and act as cit iz ens in a democrat ic society.


H&SS3-4 :16 .



3-4 :16 .d . G iving examples of ways that she or he is similar to and d if ferent f rom others (e.g .gender, race, relig ion, ethnicity.) .





H&SS5-6 :1.



5-6 :1.a. Asking relevant and focusing quest ions that will lead to independent research basedon what they have seen, what they have read, what they have listened to , and/or whatthey have researched (e.g ., How will g lobal warming af fect me and my community?Does in to lerance exist in my school or community?) .

STANDARD /STRAND



H&SS5-6 :5.



5-6 :5.c. Using appropriate methods for in terpret ing in format ion, such as comparing andcontrast ing, summariz ing, il lust rat ing, sequencing, and/or just ifying (e.g .,ident ifying ethnic or cu ltural perspect ives missing f rom a h istorical account ) .

STANDARD /STRAND



H&SS5-6 :5.




STANDARD /STRAND



H&SS5-6 :5.


GRADE LEVELEXPECTATION /KNOWLEDGE


KNOWLEDGEAND SKILL

ident ifying ethnic or cu ltural perspect ives missing f rom a h istorical account ) .

STANDARD /STRAND



H&SS5-6 :5.




STANDARD /STRAND



H&SS5-6 :9 .



5-6 :9 .c. Ident ifying mult ip le perspect ives in h istoric and current events (e.g ., How might oneof Santa Anna's sold iers describe the events at the Alamo? How might an Americansold ier describe the same events?) .

STANDARD /STRAND



H&SS5-6 :8.

Grade Level Expectat ion: Students connect the past with the present by:


5-6 :8.c. Invest igat ing how events, people, and ideas have shaped the United States and/or theworld , and hypothesiz ing how dif ferent in f luences could have led to d if ferentconsequences (e.g ., How did the civil rights movement change the U.S., and howmight the U.S. be d if ferent if it had never happened?) .

STANDARD /STRAND



H&SS5-6 :9 .




STANDARD /STRAND



H&SS5-6 :5.




STANDARD /STRAND



H&SS5-6 :9 .




GRADE LEVEL 5-6 :9 .d . Ident ifying at t itudes, values, and behaviors of people in d if ferent h istorical contexts

EXPECTATION /KNOWLEDGEAND SKILL

(e.g ., What values just if ied denying women the vote?) .

STANDARD /STRAND



H&SS5-6 :10.

Grade Level Expectat ion: Students show understanding of past , present , and futuret ime by:


5-6 :10.f . Ident ifying an important event in the United States and/or world , and describ ingmult ip le causes and ef fects of that event .


5-6 :10.g . Explain ing t ransit ions between eras that occurred over t ime (e.g ., the end of theColonial era) as well as those that occurred as a result o f a p ivotal event (e.g .,September 11th , the writ ing of the Declarat ion of Independence) .

STANDARD /STRAND

VT.6 .7. Geography: Geographical Knowledge: Students use geographical knowledge andimages of various p laces to understand the present , communicate h istoricalin terpretat ions, develop solut ions for problems, and p lan for the future.


H&SS5-6 :13.

Grade Level Expectat ion: Students analyz e how and why cultures cont inue andchange over t ime by:


5-6 :13.a. Ident ifying expressions of cu lture in the U.S., and the world through analysis ofvarious modes of expression such as poems, songs, dances, stories, paint ings, andphotographs (e.g ., invest igat ing cultural expressions of the Harlem Renaissance) .


5-6 :13.b . Describ ing the contribut ions of various cultural groups to the world , both past andpresent .

STANDARD /STRAND

VT.6 .8. Geography: Movements and Set t lements: Students analyz e the factors andimplicat ions associated with the h istorical and contemporary movements andset t lements of people and groups in various t imes in their local community, inVermont , in the United States, and in various locat ions world wide.


H&SS5-6 :13.






STANDARD /STRAND

VT.6 .12. Cit iz enship: Human Rights: Students ident ify and evaluate the concept of humanrights in various t imes in their local community, in Vermont , in the United States, andin various locat ions world wide.


H&SS5-6 :16 .



5-6 :16 .d . Af ter examining issues f rom more than one perspect ive, def in ing and defending therights and needs of o thers in the, community, nat ion, and world (e.g ., part icipat ing ina forum on child slavery) .


5-6 :16 .e. Describ ing d if ferences and similarit ies among people that arise f rom factors such ascultural, ethnic, racial, economic, and relig ious d iversity.

STANDARD /STRAND

VT.6 .13. Diversity and Unity: Concepts of Culture: Students understand the concept ofculture, including the cultures of ind igenous peoples, in various t imes in their localcommunity, in Vermont , in the United States, and in various locat ions world wide.

ESSENTIALKNOWLEDGEAND SKILL /

H&SS5-6 :13.


STANDARD







H&SS5-6 :1.




STANDARD /STRAND



H&SS5-6 :5.




STANDARD /STRAND



H&SS5-6 :5.




STANDARD /STRAND



H&SS5-6 :1.




STANDARD /STRAND



H&SS5-6 :5.




STANDARD /STRAND



H&SS5-6 :5.




STANDARD /STRAND



H&SS5-6 :9 .




STANDARD /STRAND



H&SS5-6 :8.

Grade Level Expectat ion: Students connect the past with the present by:


5-6 :8.c. Invest igat ing how events, people, and ideas have shaped the United States and/or theworld , and hypothesiz ing how dif ferent in f luences could have led to d if ferentconsequences (e.g ., How did the civil rights movement change the U.S., and howmight the U.S. be d if ferent if it had never happened?) .

STANDARD /STRAND



H&SS5-6 :9 .




STANDARD /STRAND



H&SS5-6 :5.




STANDARD /STRAND



H&SS5-6 :9 .





5-6 :9 .d . Ident ifying at t itudes, values, and behaviors of people in d if ferent h istorical contexts(e.g ., What values just if ied denying women the vote?) .

STANDARD /STRAND



H&SS5-6 :10.

Grade Level Expectat ion: Students show understanding of past , present , and futuret ime by:


5-6 :10.f . Ident ifying an important event in the United States and/or world , and describ ingmult ip le causes and ef fects of that event .


5-6 :10.g . Explain ing t ransit ions between eras that occurred over t ime (e.g ., the end of theColonial era) as well as those that occurred as a result o f a p ivotal event (e.g .,September 11th , the writ ing of the Declarat ion of Independence) .

STANDARD /STRAND

VT.6 .7. Geography: Geographical Knowledge: Students use geographical knowledge andimages of various p laces to understand the present , communicate h istoricalin terpretat ions, develop solut ions for problems, and p lan for the future.


H&SS5-6 :13.






STANDARD /STRAND

VT.6 .8. Geography: Movements and Set t lements: Students analyz e the factors andimplicat ions associated with the h istorical and contemporary movements andset t lements of people and groups in various t imes in their local community, inVermont , in the United States, and in various locat ions world wide.


H&SS5-6 :13.






STANDARD /STRAND

VT.6 .12. Cit iz enship: Human Rights: Students ident ify and evaluate the concept of humanrights in various t imes in their local community, in Vermont , in the United States, andin various locat ions world wide.


H&SS5-6 :16 .



5-6 :16 .d . Af ter examining issues f rom more than one perspect ive, def in ing and defending therights and needs of o thers in the, community, nat ion, and world (e.g ., part icipat ing ina forum on child slavery) .


5-6 :16 .e. Describ ing d if ferences and similarit ies among people that arise f rom factors such ascultural, ethnic, racial, economic, and relig ious d iversity.

STANDARD /STRAND

VT.6 .13. Diversity and Unity: Concepts of Culture: Students understand the concept ofculture, including the cultures of ind igenous peoples, in various t imes in their localcommunity, in Vermont , in the United States, and in various locat ions world wide.


H&SS5-6 :13.





VT.RH.6 -8.








Washingt o n DC Learning St andardsSo cial St udies

Grade 3 - Adopted: 2006CONTENTSTANDARD /STRAND /DISCIPLINE

DC.3-5. Historical and Social Sciences Analysis Skills

STANDARD /ESSENTIALSKILL

3-5.1. Chronology and Cause and Ef fect

STUDENTEXPECTATION /ESSENTIALSKILL

3-5.1.5. Students d ist inguish cause f rom ef fect and ident ify and in terpret the mult ip le causesand ef fects of h istorical events.


3-5.1.6 . Students conduct cost -benef it analyses of h istorical and current events.

CONTENTSTANDARD /STRAND /DISCIPLINE



3-5.2. Geographic Skills


3-5.2.5. Students explain the d ist ribut ions of cu ltures in p laces they study and how theycreate a cultural landscape.










CONTENTSTANDARD /STRAND /


DISCIPLINE














CONTENTSTANDARD /STRAND /DISCIPLINE








DC.6 -8. Historical and Social Sciences Analysis Skills


6 -8.1. Chronology and Historical In terpretat ion


6 -8.1.3. Students explain the central issues and problems f rom the past , p lacing people andevents in a matrix of t ime and p lace.


6 -8.1.4 . Students understand and d ist inguish cause, ef fect , sequence, and correlat ion inhistorical events, including the short - term causes or sparks f rom long- term causes.


6 -8.1.7. Students recogniz e that in terpretat ions of h istory are subject to change as newinformat ion is uncovered.


6 -8.1.10. Students d ist inguish fact f rom opin ion in h istorical narrat ives and stories. Theyknow facts are t rue statements because they are supported by reliab le evidence andcan cease to be facts if new evidence renders previous evidence wrong or unreliab le.

STUDENTEXPECTATION /

6 -8.1.11. Students d ist inguish relevant f rom irrelevant in format ion, essent ial f rom incidentalin format ion, and verif iab le f rom unverif iab le in format ion in h istorical narrat ives and

ESSENTIALSKILL

stories.


6 -8.1.14 . Students detect the d if ferent h istorical points of view on h istorical events anddetermine the context in which the h istorical statements were made ( the quest ionsasked, sources used, and author's perspect ives) .


DC.CC.6 -8.RH.








Washingt o n Essent ial Academic Learning Requirement s (EALR)So cial St udies

Grade 3 - Adopted: 2013EALR WA.3.3. GEOGRAPHY - The student uses a spat ial perspect ive to make reasoned decisions by

applying the concepts of locat ion, reg ion, and movement and demonstrat ingknowledge of how geographic features and human cultures impact environments.

BIG IDEA / CORECONTENT

3.3.2. Understands human interact ion with the environment .

CORE CONTENT/ CONTENTSTANDARD

3.3.2.1. Understands how the environment af fects cultural groups and how cultural groupsaf fect the environment .


3.3.2.2. Understands the cultural universals of p lace, t ime, family life, economics,communicat ion, arts, recreat ion, food, cloth ing, shelter, t ransportat ion, government ,and educat ion.

EALR WA.3.4 . HISTORY - The student understands and applies knowledge of h istorical th inking,chronology, eras, turn ing points, major ideas, ind ividuals, and themes of local,Washington State, t ribal, United States, and world h istory in order to evaluate howhistory shapes the present and future.


3.4 .2. Understands and analyz es causal factors that have shaped major events in h istory.


3.4 .2.2. Understands how contribut ions made by various cultural groups have shaped thehistory of the community and world .


Grade 4 - Adopted: 2013EALR WA.4 .4 . HISTORY - The student understands and applies knowledge of h istorical th inking,

chronology, eras, turn ing points, major ideas, ind ividuals, and themes of local,Washington State, t ribal, United States, and world h istory in order to evaluate howhistory shapes the present and future.


4 .4 .3. Understands that there are mult ip le perspect ives and in terpretat ions of h istoricalevents.


4 .4 .3.1. Understands that there are mult ip le perspect ives regarding the in terpretat ion ofh istorical events and creates an h istorical account using mult ip le sources.


Grade 5 - Adopted: 2013EALR WA.5.5. SOCIAL STUDIES SKILLS - The student understands and applies reasoning skills to

conduct research, deliberate, and form and evaluate posit ions through the

processes of reading, writ ing, and communicat ing.


5.5.1. Uses crit ical reasoning skills to analyz e and evaluate posit ions.


5.5.1.2. Evaluates the relevance of facts used in forming a posit ion on an issue or event .


Grade 6 - Adopted: 2013EALR WA.6 .3. GEOGRAPHY - The student uses a spat ial perspect ive to make reasoned decisions by

applying the concepts of locat ion, reg ion, and movement and demonstrat ingknowledge of how geographic features and human cultures impact environments.


6 .3.2. Understands human interact ion with the environment .


6 .3.2.2. Understands the characterist ics of cu ltures in the world f rom the past or in thepresent .

EALR WA.6 .5. SOCIAL STUDIES SKILLS - The student understands and applies reasoning skills toconduct research, deliberate, and form and evaluate posit ions through theprocesses of reading, writ ing, and communicat ing.


6 .5.1. Uses crit ical reasoning skills to analyz e and evaluate posit ions.


6 .5.1.1. Understands posit ions on an issue or event .


6 .5.1.2. Evaluates the signif icance of in format ion used to support posit ions on an issue orevent .

Grade 6 - Adopted: 2011EALR WA.RH.6 -








West Virginia Co nt ent St andards and Object ivesSo cial St udies


WV.SS.6 -8.L.

LITERACY

CONTENTSTANDARD /OBJECTIVE

Reading

OBJECTIVE /EXPECTATION

Craf t and St ructure


SS.6 -8.L.5.

Students will describe how a text presents in format ion (e.g ., sequent ially,comparat ively and causally) .


WV.SS.6 -8.L.

LITERACY


Reading




SS.6 -8.L.8.

Students will d ist inguish among fact , opin ion and reasoned judgment in a text .


WV.RH.6 -8.








Wisco nsin Mo del Academic St andardsSo cial St udies

Grade 3 - Adopted: 1998DOMAIN WI.B. History: T ime, Cont inuity, and Change: Students in Wisconsin will learn about the

history of Wisconsin , the United States, and the world , examining change andcont inuity over t ime in order to develop h istorical perspect ive, explain h istoricalrelat ionships, and analyz e issues that af fect the present and the future.

CONTENTSTANDARD

B.4 .3. Examine b iographies, stories, narrat ives, and fo lk tales to understand the lives oford inary and ext raordinary people, p lace them in t ime and context , and explain theirrelat ionship to important h istorical events.

DOMAIN WI.E. The Behavioral Sciences: Individuals, Inst itu t ions, and Society: Students inWisconsin will learn about the behavioral sciences by exploring concepts f rom thediscip line of socio logy, the study of the in teract ions among individuals, groups, andinst itu t ions; the d iscip line of psychology, the study of factors that in f luenceindividual ident ity and learn ing; and the d iscip line of anthropology, the study ofcultures in various t imes and set t ings.

CONTENTSTANDARD

E.4 .7. Explain the reasons why individuals respond in d if ferent ways to a part icu lar eventand the ways in which in teract ions among individuals in f luence behavior.

CONTENTSTANDARD

E.4 .11. G ive examples and explain how language, stories, fo lk tales, music, and other art ist iccreat ions are expressions of cu lture and how they convey knowledge of o therpeoples and cultures.

CONTENTSTANDARD

E.4 .12. G ive examples of important contribut ions made by Wisconsin cit iz ens, United Statescit iz ens, and world cit iz ens.

CONTENTSTANDARD

E.4 .13. Invest igate and explain similarit ies and d if ferences in ways that cu ltures meet humanneeds.




CONTENTSTANDARD

B.4 .3. Examine b iographies, stories, narrat ives, and fo lk tales to understand the lives oford inary and ext raordinary people, p lace them in t ime and context , and explain theirrelat ionship to important h istorical events.


CONTENTSTANDARD

E.4 .7. Explain the reasons why individuals respond in d if ferent ways to a part icu lar eventand the ways in which in teract ions among individuals in f luence behavior.

CONTENTSTANDARD

E.4 .11. G ive examples and explain how language, stories, fo lk tales, music, and other art ist iccreat ions are expressions of cu lture and how they convey knowledge of o therpeoples and cultures.

CONTENTSTANDARD

E.4 .12. G ive examples of important contribut ions made by Wisconsin cit iz ens, United Statescit iz ens, and world cit iz ens.

CONTENTSTANDARD

E.4 .13. Invest igate and explain similarit ies and d if ferences in ways that cu ltures meet humanneeds.

Wisco nsin Mo del Academic St andards


DOMAIN WI.B. History: T ime, Cont inuity, and Change: Students in Wisconsin will learn about thehistory of Wisconsin , the United States, and the world , examining change andcont inuity over t ime in order to develop h istorical perspect ive, explain h istoricalrelat ionships, and analyz e issues that af fect the present and the future.

CONTENTSTANDARD

B.8.2. Employ cause-and-ef fect arguments to demonstrate how signif icant events haveinf luenced the past and the present in United States and world h istory.

CONTENTSTANDARD

B.8.4 . Explain how and why events may be in terpreted d if ferent ly depending upon theperspect ives of part icipants, witnesses, reporters, and h istorians.

CONTENTSTANDARD

B.8.7. Ident ify signif icant events and people in the major eras of United States and worldhistory.

CONTENTSTANDARD

B.8.12. Describe how history can be organiz ed and analyz ed using various criteria to grouppeople and events chronologically, geographically, themat ically, topically, and byissues.


CONTENTSTANDARD

E.8.10. Explain how language, art , music, beliefs, and other components of cu lture canfurther g lobal understanding or cause misunderstanding.

CONTENTSTANDARD

E.8.13. Select examples of art ist ic expressions f rom several d if ferent cu ltures for thepurpose of comparing and contrast ing the beliefs expressed.




CONTENTSTANDARD

B.8.2. Employ cause-and-ef fect arguments to demonstrate how signif icant events haveinf luenced the past and the present in United States and world h istory.

CONTENTSTANDARD

B.8.4 . Explain how and why events may be in terpreted d if ferent ly depending upon theperspect ives of part icipants, witnesses, reporters, and h istorians.

CONTENTSTANDARD

B.8.7. Ident ify signif icant events and people in the major eras of United States and worldhistory.

CONTENTSTANDARD

B.8.12. Describe how history can be organiz ed and analyz ed using various criteria to grouppeople and events chronologically, geographically, themat ically, topically, and byissues.


CONTENTSTANDARD

E.8.10. Explain how language, art , music, beliefs, and other components of cu lture canfurther g lobal understanding or cause misunderstanding.

CONTENTSTANDARD

E.8.13. Select examples of art ist ic expressions f rom several d if ferent cu ltures for thepurpose of comparing and contrast ing the beliefs expressed.

Grade 6 - Adopted: 2010DOMAIN WI.CC.6 -

8.RH.Reading Standards for Literacy in History/Social Studies

CONTENTSTANDARD


PERFORMANCESTANDARD /LEARNINGPRIORITY


PERFORMANCESTANDARD /LEARNINGPRIORITY


Wyo ming Academic Co nt ent St andardsSo cial St udies


WY.SS5.4.

T ime, Cont inuity, and Change: Students analyz e events, people, problems, and ideaswith in their h istorical contexts.

BENCHMARK Students will:

GRADE LEVELEXAMPLE

SS5.4 .1. Describe how small changes can lead to b ig changes (cause and ef fect ) (e.g .,d iscovery of elect ricity) .



WY.SS5.4.



GRADE LEVELEXAMPLE




WY.SS5.4.



GRADE LEVELEXAMPLE




WY.SS8.2.

Culture and Cultural Diversity: Students demonstrate an understanding of thecontribut ions and impacts of human interact ion and cultural d iversity on societ ies.


GRADE LEVELEXAMPLE

SS8.2.1. Compare and contrast the ways various groups (e.g ., cliques, clubs, ethniccommunit ies, and American Indian t ribes) meet human needs and concerns (e.g .,self -esteem, f riendship , and heritage) and contribute to ident ity, situat ions, andevents.

CONTENTSTANDARD

WY.SS8.6.

Technology, Literacy, and G lobal Connect ions: Students use technology and literacyskills to access, synthesiz e, and evaluate in format ion to communicate and applysocial studies knowledge to g lobal situat ions.


GRADE LEVELEXAMPLE

SS8.6 .2. Dist inguish among fact , opin ion, and reasoned judgment in a text .


WY.RH.6 -8.



GRADE LEVELEXAMPLE


GRADE LEVELEXAMPLE


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