N E T S F O R T E A C H E R S — P R E P A R I N G T E A C H E R S T O U S E T E C H N O L O G Y 3 1 7

A P P E N D I X B • C O N T E N T A R E A S T U D E N T S T A N D A R D S

Reprinted with permission from Expectations of Excellence—Curriculum Standards for Social Studies, published by National Councilfor the Social Studies, 1994, p. 33–45.

Social Studies Standards Performance ExpectationsI. CULTURESocial studies programs should include experiences that provide for the study of culture and culturaldiversity, so that the learner can:

Early Gradesa. explore and describe similarities

and differences in the waysgroups, societies, and culturesaddress similar human needs andconcerns;

b. give examples of how experiencesmay be interpreted differently bypeople from diverse culturalperspectives and frames ofreference;

c. describe ways in which language,stories, folktales, music, andartistic creations serve asexpressions of culture andinfluence behavior of peopleliving in a particular culture;

d. compare ways in which peoplefrom different cultures thinkabout and deal with their physicalenvironment and socialconditions;

e. give examples and describe theimportance of cultural unity anddiversity within and across groups.

Middle Gradesa. compare similarities and

differences in the ways groups,societies, and cultures meethuman needs and concerns;

b. explain how information andexperiences may be interpreted bypeople from diverse culturalperspectives and frames ofreference;

c. explain and give examples of howlanguage, literature, the arts,architecture, other artifacts,traditions, beliefs, values, andbehaviors contribute to thedevelopment and transmission ofculture;

d. explain why individuals andgroups respond differently to theirphysical and social environmentsand/or changes to them on thebasis of shared assumptions,values, and beliefs;

e. articulate the implications ofcultural diversity, as well ascohesion, within and acrossgroups.

High Schoola. analyze and explain the ways

groups, societies, and culturesaddress human needs andconcerns;

b. predict how data and experiencesmay be interpreted by peoplefrom diverse cultural perspectivesand frames of reference;

c. apply an understanding of cultureas an integrated whole thatexplains the functions andinteractions of language,literature, the arts, traditions,beliefs and values, and behaviorpatterns;

d. compare and analyze societalpatterns for preserving andtransmitting culture whileadapting to environmental orsocial change;

e. demonstrate the value of culturaldiversity, as well as cohesion,within and across groups;

f. interpret patterns of behaviorreflecting values and attitudesthat contribute or pose obstaclesto cross-cultural understanding;

g. construct reasoned judgmentsabout specific cultural responsesto persistent human issues;

h. explain and apply ideas, theories,and modes of inquiry drawn fromanthropology and sociology in theexamination of persistent issuesand social problems.

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A P P E N D I C E S

Early Gradesa. demonstrate an understanding

that different people may describethe same event or situation indiverse ways, citing reasons forthe differences in views;

b. demonstrate an ability to usecorrectly vocabulary associatedwith time such as past, present,future, and long ago; read andconstruct simple timelines;identify examples of change; andrecognize examples of cause andeffect relationships;

c. compare and contrast differentstories or accounts about pastevents, people, places, orsituations, identifying how theycontribute to our understandingof the past;

d. identify and use various sourcesfor reconstructing the past, suchas documents, letters, diaries,maps, textbooks, photos, andothers;

e. demonstrate an understandingthat people in different times andplaces view the world differently;

f. use knowledge of facts andconcepts drawn from history,along with elements of historicalinquiry, to inform decision makingabout and action-taking on publicissues.

Middle Gradesa. demonstrate an understanding

that different scholars maydescribe the same event orsituation in different ways butmust provide reasons or evidencefor their views;

b. identify and use key conceptssuch as chronology, causality,change, conflict, and complexityto explain, analyze, and showconnections among patterns ofhistorical change and continuity;

c. identify and describe selectedhistorical periods and patterns ofchange within and across cultures,such as the rise of civilizations,the development oftransportation systems, thegrowth and breakdown of colonialsystems, and others;

d. identify and use processesimportant to reconstructing andreinterpreting the past, such asusing a variety of sources,providing, validating, andweighing evidence for claims,checking credibility of sources,and searching for causality;

e. develop critical sensitivities suchas empathy and skepticismregarding attitudes, values, andbehaviors of people in differenthistorical contexts;

f. use knowledge of facts andconcepts drawn from history,along with methods of historicalinquiry, to inform decision makingabout and action-taking on publicissues.

High Schoola. demonstrate that historical

knowledge and the concept oftime are socially influencedconstructions that lead historiansto be selective in the questionsthey seek to answer and theevidence they use;

b. apply key concepts such as time,chronology, causality, change,conflict, and complexity toexplain, analyze, and showconnections among patterns ofhistorical change and continuity;

c. identify and describe significanthistorical periods and patterns ofchange within and across cultures,such as the development ofancient cultures and civilizations,the rise of nation-states, andsocial, economic, and politicalrevolutions;

d. systematically employ processes ofcritical historical inquiry toreconstruct and reinterpret thepast, such as using a variety ofsources and checking theircredibility, validating andweighing evidence for claims, andsearching for causality;

e. investigate, interpret, and analyzemultiple historical andcontemporary viewpoints withinand across cultures related toimportant events, recurringdilemmas, and persistent issues,while employing empathy,skepticism, and criticaljudgement;

f. apply ideas, theories, and modesof historical inquiry to analyzehistorical and contemporarydevelopments, and to inform andevaluate actions concerningpublic policy issues.

II. TIME, CONTINUITY, AND CHANGESocial studies programs should include experiences that provide for the study of the ways human beingsview themselves in and over time, so that the learner can:

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A P P E N D I X B • C O N T E N T A R E A S T U D E N T S T A N D A R D S

Early Gradesa. construct and use mental maps of

locales, regions, and the worldthat demonstrate understandingof relative location, direction, size,and shape;

b. interpret, use, and distinguishvarious representations of theearth, such as maps, globes, andphotographs;

c. use appropriate resources, datasources, and geographic toolssuch as atlases, databases, gridsystems, charts, graphs, and mapsto generate, manipulate, andinterpret information;

d. estimate distances and calculatescale;

e. locate and distinguish amongvarying landforms and geographicfeatures, such as mountains,plateaus, islands, and oceans;

f. describe and speculate aboutphysical system changes, such asseasons, climate and weather, andthe water cycle;

g. describe how people create placesthat reflect ideas, personality,culture, and wants and needs asthey design homes, playgrounds,classrooms, and the like;

h. examine the interaction of humanbeings and their physicalenvironment, the use of land,building of cities, and ecosystemchanges in selected locales andregions;

i. explore ways that the earth’sphysical features have changedover time in the local region andbeyond and how these changesmay be connected to one another;

j. observe and speculate aboutsocial and economic effects ofenvironmental changes and crisesresulting from phenomena such asfloods, storms, and drought;

Middle Gradesa. elaborate mental maps of locales,

regions, and the world thatdemonstrate understanding ofrelative location, direction, size,and shape;

b. create, interpret, use, anddistinguish various representationsof the earth, such as maps, globes,and photographs;

c. use appropriate resources, data,sources, and geographic toolssuch as aerial photographs,satellite images, geographicinformation systems (GIS), mapprojections, and cartography togenerate, manipulate, andinterpret information such asatlases, databases, grid systems,charts, graphs, and maps;

d. estimate distance, calculate scale,and distinguish other geographicrelationships such as populationdensity and spatial distributionpatterns;

e. locate and describe varyinglandforms and geographicfeatures, such as mountains,plateaus, islands, rain forests,deserts, and oceans, and explaintheir relationships within theecosystem;

f. describe physical system changessuch as seasons, climate andweather, and the water cycle andidentify geographic patternsassociated with them;

g. describe how people create placesthat reflect cultural values andideals as they buildneighborhoods, parks, shoppingcenters, and the like;

h. examine, interpret, and analyze physical and cultural patterns andtheir interactions, such as landuse, settlement patterns, culturaltransmission of customs and ideas,and ecosystem changes;

High Schoola. refine mental maps of locales,

regions, and the world thatdemonstrates understanding ofrelative location, direction, size,and shape;

b. create, interpret, use, andsynthesize information fromvarious representations of theearth, such as maps, globes, andphotographs;

c. use appropriate resources, datasources, and geographic toolssuch as aerial photographs,satellite images, geographicinformation systems (GIS), mapprojections, and cartography togenerate, manipulate, andinterpret information such asatlases, databases, grid systems,charts, graphs, and maps;

d. calculate distance, scale, area, anddensity, and distinguish spatialdistribution patterns;

e. describe, differentiate, and explainthe relationships among variousregional and global patterns ofgeographic phenomena such aslandforms, soils, climate,vegetation, natural resources, andpopulation;

f. use knowledge of physical systemchanges such as seasons, climateand weather, and the water cycleto explain geographicphenomena;

g. describe and compare how peoplecreate places that reflect culture,human needs, government policy,and current values and ideals asthey design and build specializedbuildings, neighborhoods,shopping centers, urban centers,industrial parks, and the like;

h. examine, interpret, and analyzephysical and cultural patterns andtheir interactions, such as landuse, settlement patterns, culturaltransmission of customs and ideas,and ecosystem changes;

III. PEOPLE, PLACES, AND ENVIRONMENTSSocial studies programs should include experiences that provide for the study of people, places, andenvironments, so that the learner can:

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A P P E N D I C E S

III. PEOPLE, PLACES, AND ENVIRONMENTS (CONTINUED)

Early Gradesk. consider existing uses and propose

and evaluate alternative uses ofresources and land in home,school, community, the region,and beyond.

Middle Gradesi. describe ways that historical

events have been influenced by,and have influenced, physical andhuman geographic factors inlocal, regional, national, andglobal settings;

j. observe and speculate aboutsocial and economic effects ofenvironmental changes and crisesresulting from phenomena such asfloods, storms, and drought;

k. propose, compare, and evaluatealternative uses of land andresources in communities, regions,nations, and the world.

High Schooli. describe and assess ways that

historical events have beeninfluenced by, and haveinfluenced, physical and humangeographic factors in local,regional, national, and globalsettings;

j. analyze and evaluate social andeconomic effects ofenvironmental changes and crisesresulting from phenomena such asfloods, storms, and drought;

k. propose, compare, and evaluatealternative policies for the use ofland and other resources incommunities, regions, nations, andthe world.

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A P P E N D I X B • C O N T E N T A R E A S T U D E N T S T A N D A R D S

Early Gradesa. describe personal changes over

time, such as those related tophysical development andpersonal interests;

b. describe personal connections toplace—especially place asassociated with immediatesurroundings;

c. describe the unique features ofone’s nuclear and extendedfamilies;

d. show how learning and physicaldevelopment affect behavior;

e. identify and describe ways family,groups, and community influencethe individual’s daily life andpersonal choices;

f. explore factors that contribute toone’s personal identity such asinterests, capabilities, andperceptions;

g. analyze a particular event toidentify reasons individuals mightrespond to it in different ways;

h. work independently andcooperatively to accomplish goals.

Middle Gradesa. relate personal changes to social,

cultural, and historical contexts;

b. describe personal connections toplace—as associated withcommunity, nation, and world;

c. describe the ways family, gender,ethnicity, nationality, andinstitutional affiliations contributeto personal identity;

d. relate such factors as physicalendowment and capabilities,learning, motivation, personality,perception, and behavior toindividual development;

e. identify and describe waysregional, ethnic, and nationalcultures influence individuals’daily lives;

f. identify and describe theinfluence of perception, attitudes,values, and beliefs on personalidentity;

g. identify and interpret examples ofstereotyping, conformity, andaltruism;

h. work independently andcooperatively to accomplish goals.

High Schoola. articulate personal connections to

time, place, and social/culturalsystems;

b. identify, describe, and expressappreciation for the influences ofvarious historical andcontemporary cultures on anindividual’s daily life;

c. describe the ways family, religion,gender, ethnicity, nationality,socioeconomic status, and othergroup and cultural influencescontribute to the development ofa sense of self;

d. apply concepts, methods, andtheories about the study ofhuman growth and development,such as physical endowment,learning, motivation, behavior,perception, and personality;

e. examine the interactions ofethnic, national, or culturalinfluences in specific situations orevents;

f. analyze the role of perceptions,attitudes, values, and beliefs inthe development of personalidentity;

g. compare and evaluate the impactof stereotyping, conformity, actsof altruism, and other behaviorson individuals and groups;

h. work independently andcooperatively within groups andinstitutions to accomplish goals;

i. examine factors that contributeto and damage one’s mentalhealth and analyze issues relatedto mental health and behavioraldisorders in contemporary society.

IV. INDIVIDUAL DEVELOPMENT AND IDENTITYSocial studies programs should include experiences that provide for the study of individual developmentand identity, so that the learner can:

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Early Gradesa. identify roles as learned behavior

patterns in group situations suchas student, family member, peerplay group member, or clubmember;

b. give examples of and explaingroup and institutional influencessuch as religious beliefs, laws, andpeer pressure, on people, events,and elements of culture;

c. identify examples of institutionsand describe the interactions ofpeople with institutions;

d. identify and describe examples oftensions between and amongindividuals, groups, or institutions,and how belonging to more thanone group can cause internalconflicts;

e. identify and describe examples oftension between an individual’sbeliefs and government policiesand laws;

f. give examples of the role ofinstitutions in furthering bothcontinuity and change;

g. show how groups and institutionswork to meet individual needsand promote the common good,and identify examples of wherethey fail to do so.

Middle Gradesa. demonstrate an understanding of

concepts such as role, status, andsocial class in describing theinteractions of individuals andsocial groups;

b. analyze group and institutionalinfluences on people, events, andelements of culture;

c. describe the various formsinstitutions take and theinteractions of people withinstitutions;

d. identify and analyze examples oftensions between expressions ofindividuality and group orinstitutional efforts to promotesocial conformity;

e. identify and describe examples oftensions between belief systemsand government policies and laws;

f. describe the role of institutions infurthering both continuity andchange;

g. apply knowledge of how groupsand institutions work to meetindividual needs and promote thecommon good.

High Schoola. apply concepts such as role,

status, and social class indescribing the connections andinteractions of individuals, groups,and institutions in society;

b. analyze group and institutionalinfluences on people, events, andelements of culture in bothhistorical and contemporarysettings;

c. describe the various formsinstitutions take, and explain howthey develop and change overtime;

d. identify and analyze examples oftensions between expressions ofindividuality and efforts used topromote social conformity bygroups and institutions;

e. describe and examine beliefsystems basic to specific traditionsand laws in contemporary andhistorical movements;

f. evaluate the role of institutions infurthering both continuity andchange;

g. analyze the extent to whichgroups and institutions meetindividual needs and promote thecommon good in contemporaryand historical settings;

h. explain and apply ideas andmodes of inquiry drawn frombehavioral science and socialtheory in the examination ofpersistent issues and socialproblems.

V. INDIVIDUALS, GROUPS, AND INSTITUTIONSSocial studies programs should include experiences that provide for the study of interactions amongindividuals, groups, and institutions, so that the learner can:

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A P P E N D I X B • C O N T E N T A R E A S T U D E N T S T A N D A R D S

Early Gradesa. examine the rights and

responsibilities of the individual inrelation to his or her social group,such as family, peer group, andschool class;

b. explain the purpose ofgovernment;

c. give examples of how governmentdoes or does not provide forneeds and wants of people,establish order and security, andmanage conflict;

d. recognize how groups andorganizations encourage unityand deal with diversity tomaintain order and security;

e. distinguish among local, state,and national government andidentify representative leaders atthese levels such as mayor,governor, and president;

f. identify and describe factors thatcontribute to cooperation andcause disputes within and amonggroups and nations;

g. explore the role of technology incommunications, transportation,information-processing, weaponsdevelopment, or other areas as itcontributes to or helps resolveconflicts;

h. recognize and give examples ofthe tensions between the wantsand needs of individuals andgroups, and concepts such asfairness, equity, and justice.

Middle Gradesa. examine persistent issues

involving the rights, roles, andstatus of the individual in relationto the general welfare;

b. describe the purpose ofgovernment and how its powersare acquired, used, and justified;

c. analyze and explain ideas andgovernmental mechanisms tomeet needs and wants of citizens,regulate territory, manageconflict, and establish order andsecurity;

d. describe the ways nations andorganizations respond to forces ofunity and diversity affecting orderand security;

e. identify and describe the basicfeatures of the political system inthe United States, and identifyrepresentative leaders fromvarious levels and branches ofgovernment;

f. explain conditions, actions, andmotivations that contribute toconflict and cooperation withinand among nations;

g. describe and analyze the role oftechnology in communications,transportation, information-processing, weapons development,or other areas as it contributes toor helps resolve conflicts;

h. explain and apply concepts suchas power, role, status, justice, andinfluence to the examination ofpersistent issues and socialproblems;

i. give examples and explain howgovernments attempt to achievetheir stated ideals at home andabroad.

High Schoola. examine persistent issues involving the

rights, roles, and status of theindividual in relation to the generalwelfare;

b. explain the purpose of governmentand analyze how its powers areacquired, used, and justified;

c. analyze and explain ideas andmechanisms to meet needs and wantsof citizens, regulate territory, manageconflict, establish order and security,and balance competing conceptions ofa just society;

d. compare and analyze the ways nationsand organizations respond to conflictsbetween forces of unity and forces ofdiversity;

e. compare different political systems(their ideologies, structure, andinstitutions, processes, and politicalcultures) with that of the UnitedStates, and identify representativepolitical leaders from selectedhistorical and contemporary settings;

f. analyze and evaluate conditions,actions, and motivations thatcontribute to conflict and cooperationwithin and among nations;

g. evaluate the role of technology incommunications, transportation,information-processing, weaponsdevelopment, or other areas as itcontributes to or helps resolveconflicts;

h. explain and apply ideas, theories, andmodes of inquiry drawn from politicalscience to the examination ofpersistent issues and social problems;

i. evaluate the extent to whichgovernments achieve their statedideals and policies at home andabroad;

j. prepare a public policy paper andpresent and defend it before anappropriate forum in school or community.

VI. POWER, AUTHORITY, AND GOVERNANCESocial studies programs should include experiences that provide for the study of how people create andchange structures of power, authority, and governance, so that the learner can:

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Early Gradesa. give examples that show how

scarcity and choice govern oureconomic decisions;

b. distinguish between needs andwants;

c. identify examples of private andpublic goods and services;

d. give examples of the variousinstitutions that make upeconomic systems such asfamilies, workers, banks, laborunions, government agencies,small businesses, and largecorporations;

e. describe how we depend uponworkers with specialized jobs andthe ways in which they contributeto the production and exchangeof goods and services;

f. describe the influence ofincentives, values, traditions, andhabits on economic decisions;

g. explain and demonstrate the roleof money in everyday life;

h. describe the relationship of priceto supply and demand;

i. use economic concepts such assupply, demand, and price to helpexplain events in the communityand nation;

j. apply knowledge of economicconcepts in developing a responseto a current local economic issue,such as how to reduce the flow oftrash into a rapidly filling landfill.

Middle Gradesa. give and explain examples of ways

that economic systems structurechoices about how goods andservices are to be produced anddistributed;

b. describe the role that supply anddemand, prices, incentives, andprofits play in determining what isproduced and distributed in acompetitive market system;

c. explain the difference betweenprivate and public goods andservices;

d. describe a range of examples ofthe various institutions that makeup economic systems such ashouseholds, business firms, banks,government agencies, laborunions, and corporations;

e. describe the role of specializationand exchange in the economicprocess;

f. explain and illustrate how valuesand beliefs influence differenteconomic decisions;

g. differentiate among various formsof exchange and money;

h. compare basic economic systemsaccording to who determineswhat is produced, distributed, andconsumed;

i. use economic concepts to helpexplain historical and currentdevelopments and issues in local,national, or global contexts;

j. use economic reasoning tocompare different proposals fordealing with a contemporarysocial issue such asunemployment, acid rain, or highquality education.

High Schoola. explain how the scarcity of

productive resources (human,capital, technological, and natural)requires the development ofeconomic systems to makedecisions about how goods andservices are to be produced anddistributed;

b. analyze the role that supply anddemand, prices, incentives, andprofits play in determining what isproduced and distributed in acompetitive market system;

c. consider the costs and benefits tosociety of allocating goods andservices through private and publicsectors;

d. describe relationships among thevarious economic institutions thatmake up economic systems such ashouseholds, business firms, banks,government agencies, labor unions,and corporations;

e. analyze the role of specializationand exchange in economicprocesses;

f. compare how values and beliefsinfluence economic decisions indifferent societies;

g. compare basic economic systemsaccording to how rules andprocedures deal with demand,supply, prices, the role ofgovernment, banks, labor and laborunions, savings and investments,and capital;

h. apply economic concepts andreasoning when evaluatinghistorical and contemporary socialdevelopments and issues;

i. distinguish between the domesticand global economic systems, andexplain how the two interact;

j. apply knowledge of production,distribution, and consumption inthe analysis of a public issue suchas the allocation of health care orthe consumption of energy, anddevise an economic plan foraccomplishing a socially desirableoutcome related to that issue;

k. distinguish between economics as afield of inquiry and the economy.

VII. PRODUCTION, DISTRIBUTION, AND CONSUMPTIONSocial studies programs should include experiences that provide for the study of how people organize forthe production, distribution, and consumption of goods and services, so that the learner can:

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A P P E N D I X B • C O N T E N T A R E A S T U D E N T S T A N D A R D S

Early Gradesa. identify and describe examples in

which science and technologyhave changed the lives of people,such as in homemaking, childcare,work, transportation, andcommunication;

b. identify and describe examples inwhich science and technologyhave led to changes in thephysical environment, such as thebuilding of dams and levees,offshore oil drilling, medicinefrom rain forests, and loss of rainforests due to extraction ofresources or alternative uses;

c. describe instances in whichchanges in values, beliefs, andattitudes have resulted from newscientific and technologicalknowledge, such as conservationof resources and awareness ofchemicals harmful to life and theenvironment;

d. identify examples of laws andpolicies that govern scientific andtechnological applications, such asthe Endangered Species Act andenvironmental protection policies;

e. suggest ways to monitor scienceand technology in order toprotect the physical environment,individual rights, and the commongood.

Middle Gradesa. examine and describe the

influence of culture on scientificand technological choices andadvancement, such as intransportation, medicine, andwarfare;

b. show through specific exampleshow science and technology havechanged people’s perceptions ofthe social and natural world, suchas in their relationship to theland, animal life, family life, andeconomic needs, wants, andsecurity;

c. describe examples in which values,beliefs, and attitudes have beeninfluenced by new scientific andtechnological knowledge, such asthe invention of the printingpress, conceptions of the universe,applications of atomic energy, andgenetic discoveries;

d. explain the need for laws andpolicies to govern scientific andtechnological applications, such asin the safety and well-being ofworkers and consumers and theregulation of utilities, radio, andtelevision;

e. seek reasonable and ethicalsolutions to problems that arisewhen scientific advancements andsocial norms or values come intoconflict.

High Schoola. identify and describe both current

and historical examples of theinteraction and interdependenceof science, technology, and societyin a variety of cultural settings;

b. make judgements about howscience and technology havetransformed the physical worldand human society and ourunderstanding of time, space,place, and human-environmentinteractions;

c. analyze how science andtechnology influence the corevalues, beliefs, and attitudes ofsociety, and how core values,beliefs, and attitudes of societyshape scientific and technologicalchange;

d. evaluate various policies that havebeen proposed as ways of dealingwith social changes resulting fromnew technologies, such asgenetically engineered plants andanimals;

e. recognize and interpret variedperspectives about humansocieties and the physical worldusing scientific knowledge, ethicalstandards, and technologies fromdiverse world cultures;

f. formulate strategies and developpolicies for influencing publicdiscussions associated withtechnology-society issues, such asthe greenhouse effect.

VIII. SCIENCE, TECHNOLOGY, AND SOCIETYSocial studies programs should include experiences that provide for the study of relationships amongscience, technology, and society, so that the learner can:

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Early Gradesa. explore ways that language, art,

music, belief systems, and othercultural elements may facilitateglobal understanding or lead tomisunderstanding;

b. give examples of conflict,cooperation, and interdependenceamong individuals, groups, andnations;

c. examine the effects of changingtechnologies on the globalcommunity;

d. explore causes, consequences, andpossible solutions to persistent,contemporary, and emergingglobal issues, such as pollutionand endangered species;

e. examine the relationships andtensions between personal wantsand needs and various globalconcerns, such as use of importedoil, land use, and environmentalprotection;

f. investigate concerns, issues,standards, and conflicts related touniversal human rights, such asthe treatment of children,religious groups, and effects ofwar.

Middle Gradesa. describe instances in which

language, art, music, beliefsystems, and other culturalelements can facilitate globalunderstanding or causemisunderstanding;

b. analyze examples of conflict,cooperation, and interdependenceamong groups, societies, andnations;

c. describe and analyze the effectsof changing technologies on theglobal community;

d. explore the causes, consequences,and possible solutions topersistent, contemporary, andemerging global issues, such ashealth, security, resourceallocation, economicdevelopment, and environmentalquality;

e. describe and explain therelationships and tensionsbetween national sovereignty andglobal interests, in such matters asterritory, natural resources, trade,use of technology, and welfare ofpeople;

f. demonstrate understanding ofconcerns, standards, issues, andconflicts related to universalhuman rights;

g. identify and describe the roles ofinternational and multinationalorganizations.

High Schoola. explain how language, art, music,

belief systems, and other culturalelements can facilitate globalunderstanding ormisunderstanding;

b. explain conditions andmotivations that contribute toconflict, cooperation, andinterdependence among groups,societies, and nations;

c. analyze and evaluate the effectsof changing technologies on theglobal community;

d. analyze the causes, consequences,and possible solutions topersistent, contemporary, andemerging global issues, such ashealth, security, resourceallocation, economicdevelopment, and environmentalquality;

e. analyze the relationships andtensions between nationalsovereignty and global interests,in such matters as territory,economic development, nuclearand other weapons, use of naturalresources, and human rightsconcerns;

f. analyze or formulate policystatements demonstrating anunderstanding of concerns,standards, issues, and conflictsrelated to universal human rights;

g. describe and evaluate the role ofinternational and multinationalorganizations in the global arena;

h. illustrate how individual behaviorsand decisions connect with globalsystems.

IX. GLOBAL CONNECTIONSSocial studies programs should include experiences that provide for the study of global connections andinterdependence, so that the learner can:

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A P P E N D I X B • C O N T E N T A R E A S T U D E N T S T A N D A R D S

Early Gradesa. identify key ideals of the United

States’ democratic republicanform of government, such asindividual human dignity, liberty,justice, equality, and the rule oflaw, and discuss their applicationin specific situations;

b. identify examples of rights andresponsibilities of citizens;

c. locate, access, organize, and applyinformation about an issue ofpublic concern from multiplepoints of view;

d. identify and practice selectedforms of civic discussion andparticipation consistent with theideals of citizens in a democraticrepublic;

e. explain actions citizens can taketo influence public policydecisions;

f. recognize that a variety of formaland informal actors influence andshape public policy;

g. examine the influence of publicopinion on personal decisionmaking and government policy onpublic issues;

h. explain how public policies andcitizen behaviors may or may notreflect the stated ideals of ademocratic republican form ofgovernment;

i. describe how public policies areused to address issues of publicconcern;

j. recognize and interpret how the“common good” can bestrengthened through variousforms of citizen action.

Middle Gradesa. examine the origins and

continuing influence of key idealsof the democratic republican formof government, such as individualhuman dignity, liberty, justice,equality, and the rule of law;

b. identify and interpret sources andexamples of the rights andresponsibilities of citizens;

c. locate, access, analyze, organize,and apply information aboutselected public issues—recognizingand explaining multiple points ofview;

d. practice forms of civic discussionand participation consistent withthe ideals of citizens in ademocratic republic;

e. explain and analyze various formsof citizen action that influencepublic policy decisions;

f. identify and explain the roles offormal and informal politicalactors in influencing and shapingpublic policy and decision making;

g. analyze the influence of diverseforms of public opinion on thedevelopment of public policy anddecision making;

h. analyze the effectiveness ofselected public policies and citizenbehaviors in realizing the statedideals of a democratic republicanform of government;

i. explain the relationship betweenpolicy statements and actionplans used to address issues ofpublic concern;

j. examine strategies designed tostrengthen the “common good,”which consider a range of optionsfor citizen action.

High Schoola. explain the origins and interpret

the continuing influence of keyideals of the democraticrepublican form of government,such as individual human dignity,liberty, justice, equality, and therule of law;

b. identify, analyze, interpret, andevaluate sources and examples ofcitizens’ rights andresponsibilities;

c. locate, access, analyze, organize,synthesize, evaluate, and applyinformation about selected publicissues—identifying, describing, andevaluating multiple points ofview;

d. practice forms of civic discussionand participation consistent withthe ideals of citizens in ademocratic republic;

e. analyze and evaluate theinfluence of various forms ofcitizen action on public policy;

f. analyze a variety of public policiesand issues from the perspective offormal and informal politicalactors;

g. evaluate the effectiveness ofpublic opinion in influencing andshaping public policydevelopment and decisionmaking;

h. evaluate the degree to whichpublic policies and citizenbehaviors reflect or foster thestated ideals of a democraticrepublican form of government;

i. construct a policy statement andan action plan to achieve one ormore goals related to an issue ofpublic concern;

j. participate in activities tostrengthen the “common good,”based upon careful evaluation ofpossible options for citizen action.

X. CIVIC IDEALS AND PRACTICESSocial studies programs should include experiences that provide for the study of the ideals, principles, andpractices of citizenship in a democratic republic, so that the learner can: