document resume institution - eric · document resume. ed 431 667 so 030 698. title new directions:...
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DOCUMENT RESUME
ED 431 667 SO 030 698
TITLE New Directions: Delaware First in Education. State ofDelaware Social Studies Curriculum Framework: ContentStandards. Volume One.
INSTITUTION Delaware State Dept. of Public Instruction, Dover.PUB DATE 1995-00-00NOTE 193p.; For Volume Two, see SO 030 699.AVAILABLE FROM Delaware Department of Public Instruction, P.O. Box 1402,
Dover, DE 19903; Tel: 302-739-4604.PUB TYPE Guides Classroom Teacher (052)EDRS PRICE MF01/PC08 Plus Postage.DESCRIPTORS *Academic Standards; *Citizenship Education; Civics;
Economics; Elementary Secondary Education; Geography;History; *Public Schools; *Social Studies; State CurriculumGuides; *State Standards; Student Educational Objectives
IDENTIFIERS *Delaware
ABSTRACTThe mission of "New Directions for Education in Delaware" is
to improve students' academic achievement so that their knowledge and skillswill enable them to be successful, productive citizens in the 21st century."New Directions for Education in Delaware" is an initiative for improvingacademic achievement throughout the state based on the principles that: (1)
every student has the opportunity to participate in real and meaningfuleducational experiences; (2) every student is held to high expectations(standards) of knowledge and performance; (3) every student'sperformance/achievement is measured against the standards; and, (4) help isprovided to every student to attain the standards. Content standards for eachgrade cluster are identified. Each grade level designation contains sectionsfor the core disciplines (civics, economics, geography, and history) . Samplesof performance assessment tasks at different grade levels are given toillustrate in detail how the standards are applied and assessed. The guideconsiders that each of the core disciplines in social studies offers adistinct strategy for examining the world and provides students with specificintellectual and conceptual tools for analyzing causes and consequences. Thefour core disciplines are the essential focus for citizenship education. (BT)
********************************************************************************* Reproductions supplied by EDRS are the best that can be made *
* from the original document. *
********************************************************************************
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45
Soci
al S
tudi
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urri
culu
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ram
ewor
k C
omm
issi
onM
RS.
MA
RG
AR
ET
LE
GA
TE
S, C
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hair
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cher
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ord
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ol, M
ilfor
d Sc
hool
Dis
tric
t
DR
. ST
EV
E N
EW
TO
N, C
o-C
hair
, Pro
fess
or, H
isto
ry D
epar
tmen
t, D
elaw
are
Stat
e U
nive
rsity
MR
. LE
WIS
HU
FFM
AN
, Edu
catio
n A
ssoc
iate
-Soc
ial S
tudi
es, D
epar
tmen
t of
Publ
ic I
nstr
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n
RU
TH
AC
EV
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l Edu
catio
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Eng
lish
as S
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angu
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cher
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ridg
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lem
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choo
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RE
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cast
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igh
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ount
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ocat
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ool D
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/Pro
fess
or o
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vers
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awar
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rt M
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each
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rand
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Di§
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ED
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hair
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Uni
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f D
elaw
are
JAM
ES
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hair
man
of
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artm
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uman
Ser
vice
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elaw
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Tec
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Ter
ry
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evel
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ol D
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Pres
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the
Lea
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of W
omen
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ers,
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E
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ITE
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Tea
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e Fo
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Sch
ool D
istr
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9
Tab
le o
f C
onte
nts
Ack
now
ledg
men
tsG
rade
Clu
ster
Sta
ndar
d St
atem
ents
Vis
ion
of E
duca
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in D
elaw
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iian
d Sa
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e A
ctiv
ities
Mis
sion
of
New
Dir
ectio
ns f
or E
duca
tion
inD
elaw
are
iiG
RA
DE
S K
-3D
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ition
of
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ectio
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oals
of
New
Dir
ectio
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Eco
nom
ics
22-2
5E
quity
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ncip
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iiiG
eogr
aphy
26-2
9
His
tory
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3In
trod
uctio
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he C
halle
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of C
itize
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GR
AD
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Cor
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isci
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eogr
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ivic
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-37
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nom
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and
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-41
Add
ition
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ersp
ectiv
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or a
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ow is
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ocum
ent O
rgan
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ontin
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His
tory
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AD
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50-5
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plic
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dopt
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nom
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54-5
7A
Com
mitm
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ur C
hild
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grap
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-61
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tory
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cial
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dies
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tent
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ndar
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S 9-
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grap
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eogr
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7
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tory
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isto
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-81
10
Ack
now
ledg
men
ts
The
wor
k of
the
Soci
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tudi
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ram
ewor
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omm
issi
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as s
uppo
rted
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man
y gr
oups
and
indi
vidu
als
acro
ss th
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ate
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cont
ribu
ted
thei
r tim
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d ex
pert
ise
to th
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mpl
etio
n of
the
fram
ewor
k do
cum
ent.
We
part
icul
arly
wis
h to
ack
now
ledg
e th
efo
llow
ing
:
The
man
y D
elaw
are
clas
sroo
m te
ache
rs w
ho c
onsu
lted
with
us
as w
e w
rote
the
stan
dard
s an
d cr
itiqu
ed th
e re
sults
, tho
se w
hopa
rtic
ipat
ed in
wri
ting,
pilo
ting
and
refi
ning
the
clas
sroo
m p
erfo
rman
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odel
s, a
nd w
ho s
hare
d w
ith u
s ac
tiviti
es, m
ater
ials
,an
d te
achi
ng a
nd a
sses
smen
t str
ateg
ies
they
hav
e fo
und
to b
e ef
fect
ive.
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ded
icat
ed te
ache
rs a
nd a
dmin
istr
ator
s w
ho h
ave
serv
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s D
istr
ict L
iais
ons,
hel
ping
the
com
mis
sion
com
mun
icat
e w
ithth
e sc
hool
s an
d as
sist
ing
in th
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anni
ng a
nd im
plem
enta
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of o
ur 3
01 c
onfe
renc
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The
Del
awar
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rt M
useu
mT
he D
elaw
are
Cen
ter
for
Eco
nom
ic E
duca
tion
The
Del
awar
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ounc
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r th
e So
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Stu
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The
Del
awar
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ceT
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elaw
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tori
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catio
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evel
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ente
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Aud
rey
Nob
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h.D
.T
he D
elaw
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e A
rchi
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he D
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e M
useu
ms
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ina
Win
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n H
oloa
ust M
useu
mK
aye
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ann,
Chr
istin
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esza
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Del
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ente
r fo
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cono
mic
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catio
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eed,
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artm
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truc
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bara
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ichm
an, R
esea
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for
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ter
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ols
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hom
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elaw
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e M
useu
ms
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niak
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artm
ent o
f Pu
blic
Ins
truc
tion
Vis
ion
of E
duca
tion
in D
elaw
are:
All
stud
ents
are
abl
e to
rea
ch th
eir
full
pote
ntia
l and
are
pre
pare
d to
lead
full
and
prod
uctiv
e liv
es a
s ci
tizen
s an
d w
orke
rs in
the
21st
Cen
tury
;
Gui
ding
Pri
ncip
les:
Edu
catio
nal e
xcel
lenc
e an
d eq
uity
for
all;
Clo
se c
olla
bora
tion
and
part
ners
hips
am
ong
educ
a-to
rs, p
aren
ts, f
amily
, bus
ines
s an
d th
e co
mm
unity
supp
ort h
igh
acad
emic
ach
ieve
men
t, ex
celle
nce
and
oppo
rtun
ity f
or a
ll ch
ildre
n;
A s
afe
and
supp
ortiv
e en
viro
nmen
t tha
t res
pect
s th
edi
vers
ity o
f al
l Del
awar
e's
lear
ners
; and
A s
ense
of
vita
lity,
ene
rgy
and
com
mitm
ent t
osu
cces
sful
teac
hing
and
lear
ning
.
Mis
sion
of
New
Dir
ectio
ns f
or E
duca
tion
in D
elaw
are:
To
impr
ove
stud
ent a
cade
mic
ach
ieve
men
t so
that
thei
r kn
owle
dge
and
skill
s w
ill e
nabl
e th
em to
be
succ
essf
ul, p
rodu
ctiv
e ci
tizen
s in
the
21st
cent
ury.
Def
initi
on o
f N
ew D
irec
tions
:
"New
Dir
ectio
ns f
or E
duca
tion
in D
elaw
are"
is a
n in
itiat
ive
for
impr
ovin
gac
adem
ic a
chie
vem
ent t
hrou
ghou
t the
sta
te b
ased
on
the
prin
cipl
es th
atev
ery
stud
ent h
as th
e op
port
unity
to p
artic
ipat
e in
rea
l and
mea
ning
ful
educ
atio
nal e
xper
ienc
es; e
very
stu
dent
is h
eld
to h
igh
expe
ctat
ions
(st
an-
dard
s) o
f kn
owle
dge
and
perf
orm
ance
; eve
ry s
tude
nt's
per
form
ance
/ac
hiev
emen
t is
mea
sure
d ag
ains
t the
sta
ndar
ds; a
nd, h
elp
is p
rovi
ded.
toev
ery
stud
ent t
o at
tain
the
stan
dard
s.
Goa
ls o
f N
ew D
irec
tions
:
New
Dir
ectio
ns w
ill:
Est
ablis
h ri
goro
us s
ubje
ct c
onte
nt a
nd s
tude
nt p
erfo
r-m
ance
sta
ndar
ds f
or a
ll K
-12
publ
ic s
choo
l stu
dent
s;
Prom
ote
teac
hing
pra
ctic
es a
nd s
trat
egie
s th
at e
nabl
est
uden
ts to
ach
ieve
con
tent
and
per
form
ance
sta
ndar
ds;
Use
ass
essm
ents
that
mea
sure
how
wel
l stu
dent
s ha
veac
hiev
ed th
e st
anda
rds;
Iden
tify
and
secu
re r
esou
rces
for
pro
fess
iona
l dev
elop
-m
ent a
nd s
choo
l sys
tem
enh
ance
men
ts f
or lo
cal s
choo
lsto
bri
ng a
bout
new
teac
hing
and
lear
ning
str
ateg
ies
incl
assr
oom
s st
atew
ide;
Rem
ove
stat
utor
y an
d re
gula
tory
bar
rier
s th
at im
pede
the
impl
emen
tatio
n of
New
Dir
ectio
ns;
Giv
e lo
cal s
choo
l dis
tric
ts th
e fr
eedo
m to
dec
ide
how
thei
r st
uden
ts r
each
the
stan
dard
s;
Hol
d sc
hool
dis
tric
ts a
ccou
ntab
le f
or d
emon
stra
ting
stud
ent p
rogr
ess
tow
ard
the
stan
dard
s;
Hol
d D
PI a
ccou
ntab
le f
or in
suri
ng c
ontin
uous
pro
gres
sto
war
d th
e go
als;
Ens
ure
loca
l and
sta
te s
uppo
rt th
roug
h pa
rtne
rshi
psam
ong
educ
ator
s, p
olic
y m
aker
s, f
amily
, com
mun
ityan
d bu
sine
ss; a
nd,
Com
mun
icat
e cl
earl
y an
d co
nsis
tent
ly it
s m
issi
on,
prog
ress
, opp
ortu
nitie
s an
d ch
alle
nges
.
14
Equ
ity P
rinc
iple
s *
"Edu
catio
nal e
xcel
lenc
e an
d eq
uity
for
all"
is a
gui
ding
pri
ncip
le o
f N
ewD
irec
tions
, Del
awar
e's
stan
dard
s-ba
sed
educ
atio
nal r
efor
m in
itiat
ive.
Exc
elle
nce
occu
rs w
hen
an in
stru
ctio
nal s
yste
m p
rovi
des
each
lear
ner
with
a hi
gh le
vel o
f ch
alle
nge.
Equ
ity m
eans
that
eac
h le
arne
r is
aff
orde
d th
eap
prop
riat
e su
ppor
t he
or s
he n
eeds
to s
ucce
ed. T
he N
ew D
irec
tions
Vis
ion
Stat
emen
t, ad
opte
d in
Jan
uary
199
5, s
tate
s th
at e
duca
tiona
l ref
orm
inD
elaw
are
is f
ocus
ed o
n "i
mpr
ovin
g st
uden
t aca
dem
ic a
chie
vem
ent"
and
prep
arin
g st
uden
ts to
"le
ad f
ull a
nd p
rodu
ctiv
e liv
es a
s ci
tizen
s an
d w
ork-
ers
in th
e 21
st c
entu
ry."
New
Dir
ectio
ns is
bas
ed o
n th
e pr
inci
ple
that
all
stud
ents
can
lear
n an
dco
nseq
uent
ly w
ill b
e he
ld to
hig
h ac
adem
ic e
xpec
tatio
ns o
f kn
owle
dge
and
perf
orm
ance
. Equ
ity m
ust b
e an
inte
gral
par
t of
stan
dard
s-ba
sed
educ
a-tio
nal r
efor
m if
we
are
to im
prov
e ac
adem
ic a
chie
vem
ent a
nd p
repa
re a
llst
uden
ts f
or th
e fu
ture
. It i
s th
e re
spon
sibi
lity
of a
ll D
elaw
are
educ
ator
s to
ensu
re th
at th
e co
nten
t sta
ndar
ds, c
urri
culu
m, i
nstr
uctio
n, a
sses
smen
t and
scho
ol p
ract
ices
are
des
igne
d to
pro
vide
div
erse
stu
dent
pop
ulat
ions
with
an e
qual
opp
ortu
nity
to le
arn.
To
conf
irm
this
com
mitm
ent t
o al
l stu
dent
s,th
e fo
llow
ing
Equ
ity P
rinc
iple
s ar
e se
t for
th:
1.A
ll cu
rric
ulum
con
tent
sta
ndar
ds a
nd a
sses
smen
t mat
eria
ls a
re c
are-
fully
rev
iew
ed to
det
erm
ine
that
they
are
fre
e of
bia
s an
d do
not
pla
ceso
me
stud
ents
at a
dis
adva
ntag
e re
late
d to
gen
der,
rac
e, e
thni
city
,ec
onom
ic s
tatu
s, n
ativ
e la
ngua
ge, d
isab
ility
, or
spec
ial g
ifts
and
tale
nts.
2.C
onte
nt s
tand
ards
, cur
ricu
lum
, ins
truc
tion,
per
form
ance
task
s, a
ndas
sess
men
ts a
re f
ree
of b
ias
and
accu
rate
ly r
efle
ct th
e co
ntri
butio
ns o
fth
e di
vers
e pe
ople
s th
at m
ake
up o
ur s
ocie
ty a
nd th
e w
orld
.
3.St
uden
ts w
ith d
isab
ilitie
s ar
e he
ld to
the
sam
e ac
adem
ic s
tand
ards
as
all o
ther
stu
dent
s. T
hey
are
prov
ided
with
inst
ruct
iona
l acc
omm
oda-
tions
and
oth
er e
duca
tiona
l sup
port
s to
aff
ord
them
equ
al a
cces
s to
educ
atio
n. F
or th
e sm
all p
erce
ntag
e of
stu
dent
s w
ith s
ever
e di
sabi
litie
sw
ho a
re in
a li
fe s
kills
or
func
tiona
l cur
ricu
lum
, an
alte
rnat
ive
asse
ss-
men
t sys
tem
is u
tiliz
ed w
hich
is b
ased
on
appr
opri
ate
perf
orm
ance
stan
dard
s th
at a
re li
nked
to th
e ov
eral
l sta
ndar
ds.
4.A
ll st
uden
ts c
an le
arn
chal
leng
ing
cont
ent a
t sig
nifi
cant
ly h
ighe
r le
vels
and
are
affo
rded
an
oppo
rtun
ity to
mee
t aca
dem
ic s
tand
ards
at t
heir
indi
vidu
al p
ace.
5.St
uden
ts w
hose
fir
st la
ngua
ge is
not
Eng
lish
and
who
hav
e be
enid
entif
ied
as L
imite
d E
nglis
h Pr
ofic
ient
are
hel
d to
the
sam
e ac
adem
icst
anda
rds
as a
ll ot
her
stud
ents
. The
y ar
e pr
ovid
ed w
ith th
e ap
prop
riat
eac
com
mod
atio
ns th
at r
esea
rch
indi
cate
s m
ay b
e re
quir
ed f
or E
nglis
hla
ngua
ge le
arne
rs to
atta
in f
luen
cy a
nd m
eet r
igor
ous
cont
ent s
tan-
dard
s.
*Und
er r
evie
w, w
ill b
e ad
opte
d at
the
Stat
e B
oard
of
Edu
catio
n m
eetin
g Ju
ly 2
0, 1
995.
Ill
1 7
Equ
ity P
rinc
iple
s -
cont
inue
d
Ach
ievi
ng "
educ
atio
nal e
xcel
lenc
e an
d eq
uity
" w
ill b
e ch
alle
ngin
g. I
t will
take
an
on-g
oing
com
mitm
ent b
y al
l who
hav
e a
stak
e in
the
succ
ess
of o
ursc
hool
s. S
tude
nts,
fam
ilies
, com
mun
ities
, edu
cato
rs a
nd p
olic
y m
aker
sm
ust a
ll be
hel
d ac
coun
tabl
e fo
r fu
lfill
ing
thei
r sp
ecif
ic r
espo
nsib
ilitie
s to
the
educ
atio
nal p
roce
ss. C
onse
quen
tly, m
eetin
g th
ese
prin
cipl
es f
or e
quity
requ
ires
that
all
stak
ehol
ders
wor
k to
geth
er to
impl
emen
t the
fol
low
ing
initi
ativ
es:
Inst
ruct
ion
Tea
cher
s w
ill u
se a
var
iety
of
inst
ruct
iona
l tec
hniq
ues
in th
e cl
assr
oom
toac
com
mod
ate
the
vari
ous
lear
ning
sty
les,
lear
ning
rat
es, a
nd s
tren
gths
of
dive
rse
stud
ent p
opul
atio
ns. E
duca
tors
will
fin
d w
ays
to id
entif
y an
dre
mov
e sc
hool
-bas
ed c
ultu
ral b
arri
ers
that
con
trib
ute
to th
e cr
eatio
n of
disp
ariti
es in
stu
dent
ach
ieve
men
t. C
lass
room
inst
ruct
ion
will
be
base
d on
indi
vidu
al s
tude
nt n
eeds
and
allo
w s
tude
nts
to p
rogr
ess
as f
ar a
nd a
s fa
stas
they
are
abl
e.
Ass
essm
ent
Ass
essm
ents
will
be
revi
ewed
for
cul
tura
l bia
s by
team
s of
spe
cial
ly tr
aine
dD
elaw
are
educ
ator
s an
d co
mm
unity
mem
bers
. Thi
s pr
oces
s as
sure
s th
atas
sess
men
ts m
easu
re w
hat s
tude
nts
know
and
wha
t the
y ar
e ab
le to
do
with
out c
reat
ing
an a
dvan
tage
or
disa
dvan
tage
bas
ed o
n th
e st
uden
ts' r
ace,
ethn
icity
, gen
der,
dis
abili
ty, s
peci
al g
ifts
/tale
nts,
lim
ited
Eng
lish
prof
i-ci
ency
, or
soci
o-ec
onom
ic s
tatu
s. A
sses
smen
ts w
ill a
llow
stu
dent
s to
dem
onst
rate
thei
r sk
ills
and
know
ledg
e in
mul
tiple
way
s. A
sses
smen
tsw
ill b
e al
igne
d to
cla
ssro
om in
stru
ctio
n an
d re
flec
t rea
l-lif
e ex
peri
ence
s of
our
dive
rse
stud
ent p
opul
atio
ns.
Scho
ol I
mpr
ovem
ent a
nd T
echn
ical
Ass
ista
nce
Tra
inin
g an
d re
sour
ces
will
be
prov
ided
to D
elaw
are
educ
atio
n pr
ofes
sion
-al
s to
eff
ectiv
ely
deliv
er te
achi
ng s
trat
egie
s an
d ot
her
initi
ativ
es to
mee
t the
need
s of
div
erse
lear
ners
. Tra
inin
g an
d as
sist
ance
will
be
prov
ided
todi
stri
cts
on s
trat
egie
s to
enh
ance
the
recr
uitm
ent o
f sc
hool
sta
ff th
at r
efle
ctth
e et
hnic
and
rac
ial d
iver
sity
of
our
stud
ent p
opul
atio
ns.
Scho
ol P
rofi
les
Ass
essm
ent d
ata
will
be
disa
ggre
gate
d fo
r ra
ce, e
thni
city
, gen
der,
dis
abili
ty, s
peci
algi
fts/
tale
nts,
lim
ited
Eng
lish
prof
icie
ncy,
and
soc
io-e
cono
mic
sta
tus,
and
rep
orte
dan
nual
ly. T
his
info
rmat
ion
will
ena
ble
educ
ator
s to
rev
iew
ach
ieve
men
t dat
a to
dete
rmin
e w
heth
er d
iver
se s
tude
nts
have
bee
n pr
ovid
ed e
qual
acc
ess
to e
duca
tion.
Lea
ders
hip
Del
awar
eans
of
dive
rse
back
grou
nds
will
be
equi
tabl
y re
pres
ente
d on
New
Dir
ectio
ns c
omm
issi
ons
and
com
mitt
ees
char
ged
with
edu
catio
nal r
efor
min
ord
er to
pro
vide
a b
road
per
spec
tive
on e
duca
tiona
l iss
ues
and
assu
reth
at th
e ne
eds
of a
ll le
arne
rs a
re a
ddre
ssed
. Fam
ilies
and
com
mun
itym
embe
rs f
rom
div
erse
bac
kgro
unds
will
pla
y a
sign
ific
ant r
ole
in e
duca
-tio
nal d
ecis
ion
mak
ing
in th
e sc
hool
s.
Res
earc
h an
d D
ata
Col
lect
ion
The
Dep
artm
ent o
f Pu
blic
Ins
truc
tion
will
wor
k co
llabo
rativ
ely
with
the
Del
awar
e E
duca
tiona
l Res
earc
h an
d D
evel
opm
ent C
ente
r to
dev
elop
are
sear
ch a
gend
a on
equ
ity is
sues
and
a s
tate
wid
e pr
oces
s to
add
ress
rel
ated
rese
arch
que
stio
ns. T
his
info
rmat
ion
will
then
be
diss
emin
ated
to d
evel
op-
ers
of s
tand
ards
and
ass
essm
ents
and
to s
choo
ls.
Del
awar
e m
ust d
evel
op a
nd u
se it
s re
sour
ces
wis
ely
to m
eet t
he c
ompl
exso
cial
, eco
nom
ic, a
nd p
oliti
cal c
halle
nges
of
the
next
cen
tury
. Pro
vidi
ng"e
duca
tiona
l exc
elle
nce
and
equi
ty"
for
ever
y st
uden
t is
the
best
way
toen
sure
that
stu
dent
s be
com
e pr
oduc
tive
wor
kers
and
com
mun
ity m
embe
rs.
iv
1810
INT
RO
DU
CT
ION
SOC
IAL
ST
UD
IES
CO
NT
EN
T S
TA
ND
AR
DS
Intr
oduc
tion:
The
Cha
lleng
e of
Citi
zens
hip
Aft
er th
e C
onst
itutio
nal C
onve
ntio
n in
178
7, s
omeo
ne a
sked
Ben
jam
inFr
ankl
in w
hat k
ind
of g
over
nmen
t had
bee
n de
vise
d fo
r th
e U
nite
d St
ates
.H
e re
plie
d, "
A r
epub
lic, s
ir, i
f yo
u ca
n ke
ep it
." J
ohn
Dic
kins
on, o
ne o
fD
elaw
are'
s de
lega
tes
to th
e co
nven
tion,
agr
eed
with
Fra
nklin
com
plet
ely.
Ear
lier
he h
ad w
ritte
n: "
Eve
ry g
over
nmen
t at s
ome
time
or o
ther
fal
ls in
tow
rong
mea
sure
s. .
..
It is
the
duty
of
the
gove
rned
to e
ndea
vor
to r
ectif
y th
em
ista
ke."
On
Dec
embe
r 7,
178
7, D
elaw
are
beca
me
the
firs
t sta
te to
rat
ify
the
U. S
. Con
stitu
tion
and
acce
pt it
s ch
alle
nge
to o
rdin
ary
Am
eric
an c
itize
ns th
atth
ey a
ssum
e th
e re
spon
sibi
lity
for
the
secu
rity
of
pers
onal
libe
rtie
s an
d th
eso
und
func
tioni
ng o
f th
e go
vern
men
t.
The
rep
ublic
cre
ated
at t
he c
onve
ntio
n w
as f
ar f
rom
per
fect
. The
fra
m-
ers
did
not "
rem
embe
r th
e la
dies
," a
s A
biga
il A
dam
s ha
d de
man
ded,
and
the
stru
ggle
for
wom
an s
uffr
age
requ
ired
mor
e th
an a
cen
tury
. Nor
did
the
Phila
-de
lphi
a co
nven
tion
man
age
to r
econ
cile
the
cont
radi
ctio
n of
a g
over
nmen
tba
sed
on in
divi
dual
libe
rty
with
the
exis
tenc
e of
Afr
ican
sla
very
. Six
ty y
ears
late
r, F
rede
rick
Dou
glas
s co
uld
still
cau
se a
n un
easy
stir
in a
hol
iday
cro
wd
whe
n he
ask
ed, "
Wha
t is
your
Fou
rth
of J
uly
to th
e sl
ave?
" B
ut th
e fr
amer
sco
mm
itted
them
selv
es a
nd f
utur
e ge
nera
tions
to th
e id
eals
of
1776
: "lif
e, li
b-er
ty, a
nd th
e pu
rsui
t of
happ
ines
s,"
and
by a
llow
ing
for
amen
dmen
ts, A
mer
i-ca
ns o
f th
e fu
ture
wer
e ch
alle
nged
to b
ring
"on
e na
tion
unde
r G
od, i
ndiv
is-
ible
," e
ver
clos
er to
a s
ocie
ty w
hich
gua
rant
ees
indi
vidu
al li
bert
y an
d eq
ual
oppo
rtun
ity to
all
citiz
ens.
Tod
ay w
e liv
e in
a w
orld
of
incr
easi
ng c
ompl
exity
that
the
foun
ders
of
the
Uni
ted
Stat
es c
ould
har
dly
have
imag
ined
. Yet
the
repu
blic
end
ures
, and
the
resp
onsi
bilit
y fo
r its
con
tinue
d ex
iste
nce
still
res
tsin
the
hand
s of
the
citiz
ens.
"T
he g
lory
of
the
wor
ld is
the
poss
ibili
ties
of th
eco
mm
onpl
ace
and
Am
eric
a is
Am
eric
a be
caus
e it
show
s, a
s ne
ver
befo
re, t
hepo
wer
of
the
com
mon
, ord
inar
y, u
nlov
ely
man
," w
rote
W. E
. B. D
u B
ois.
"T
his
is r
eal d
emoc
racy
. .. .
"
Citi
zens
mus
t be
educ
ated
in o
rder
to p
erfo
rm th
e es
sent
ial t
asks
of
mai
ntai
ning
the
natio
n. T
hom
as J
effe
rson
hop
ed th
at "
the
educ
atio
n of
the
com
mon
peo
ple
will
be
atte
nded
to; c
onvi
nced
that
on
thei
r go
od s
ense
we
may
rel
y w
ith th
e m
ost s
ecur
ity f
or th
e pr
eser
vatio
n of
a d
ue d
egre
e of
lib-
erty
" A
n es
sent
ial c
ompo
nent
of
publ
ic e
duca
tion
is th
e de
velo
pmen
t of
the
know
ledg
e, s
kills
, and
dis
posi
tions
nec
essa
ry f
or p
artic
ipat
ory
citiz
ensh
ip.
Thi
s co
mm
issi
on h
as b
een
char
ged
to d
efin
e th
e cu
rric
ulum
fra
mew
ork
for
scho
ols
in D
elaw
are
to u
se in
ach
ievi
ng th
at e
nd.
Def
initi
ons
and
Obj
ectiv
es
Citi
zens
hip
educ
atio
n in
Am
eric
a ha
s tr
aditi
onal
ly b
een
addr
esse
din
the
cont
ext o
f so
cial
stu
dies
in e
lem
enta
ry a
nd m
iddl
e sc
hool
s, a
nd in
cou
rses
carr
ying
mor
e fo
rmal
dis
cipl
inar
y tit
lesh
isto
ry, g
eogr
aphy
, etc
.in h
igh
scho
ols.
The
uni
fyin
g ob
ject
ive
of th
is c
ours
e of
stu
dies
is p
repa
ring
you
ngpe
ople
to b
ecom
e in
form
ed a
nd a
ctiv
e ci
tizen
s, w
ho a
ccep
t the
ir r
espo
nsib
ili-
ties,
und
erst
and
thei
r ri
ghts
, and
par
ticip
ate
activ
ely
in s
ocie
ty a
nd g
over
n-m
ent.
Eff
ectiv
e ci
tizen
s m
ust b
e ab
le to
res
earc
h is
sues
, for
m r
easo
ned
opin
-io
ns, s
uppo
rt th
eir
posi
tions
, and
eng
age
in th
e po
litic
al p
roce
ss. W
e ex
pect
that
you
ng p
eopl
e w
ill le
arn
a ge
nuin
e re
spec
t for
the
righ
ts o
f ot
hers
, a c
on-
cern
for
the
com
mon
goo
d, a
nd a
com
mitm
ent t
o su
ch b
asic
dem
ocra
tic p
rin-
cipl
es a
s eq
ual r
ight
s an
d m
ajor
ity r
ule.
Bey
ond
that
, in
Del
awar
e an
d th
eU
nite
d St
ates
, nei
ther
gov
ernm
ent n
or th
e sc
hool
s sh
ould
dic
tate
whi
ch o
pin-
ions
sho
uld
be h
eld,
whi
ch p
ositi
ons
shou
ld b
e ad
vanc
ed, o
r w
hat r
ole
each
indi
vidu
al s
houl
d as
sum
e w
ithin
the
civi
c st
ruct
ure
of o
ur c
ount
ry. T
hose
choi
ces
are
the
birt
hrig
ht o
f in
divi
dual
citi
zens
.
With
that
gui
ding
phi
loso
phy,
the
teac
hers
, adm
inis
trat
ors,
par
ents
,an
d ot
her
mem
bers
of
the
Soci
al S
tudi
es C
urri
culu
m F
ram
ewor
ks C
omm
is-
sion
beg
an th
e pr
oces
s of
cre
atin
g th
ese
stan
dard
s in
Aug
ust,
1992
. For
sev
-er
al m
onth
s D
elaw
are
teac
hers
sho
wed
us
wha
t alr
eady
wor
ks in
thei
r cl
ass-
room
s, a
nd n
atio
nal e
xper
ts to
ld u
s ab
out t
he s
peci
fic
cont
ribu
tions
of
diff
er-
ent d
isci
plin
es to
citi
zens
hip
educ
atio
n. T
he c
omm
issi
on th
en d
ivid
ed in
to
com
mitt
ees
base
d on
dis
cipl
ines
and
gra
de le
vel,
and
each
atte
mpt
ed to
iden
tify
criti
cal s
kills
and
con
tent
for
its
area
. The
con
solid
ated
res
ults
be-
cam
e ou
r fi
rst d
raft
sta
ndar
ds in
Nov
embe
r, 1
993.
The
com
mis
sion
rev
iew
edth
is d
raft
thor
ough
ly a
nd e
stab
lishe
d a
wri
ting
team
to r
evis
e it,
whi
le o
ther
team
s ta
ckle
d th
e cr
eatio
n of
per
form
ance
ass
essm
ent t
asks
and
the
impl
e-m
enta
tion
of th
e st
anda
rds.
The
se s
tand
ards
hav
e pa
ssed
thro
ugh
seve
ral d
raft
s, e
ach
of w
hich
has
been
clo
sely
rev
iew
ed. N
atio
nal c
onte
nt-a
rea
expe
rts
prov
ided
det
aile
dfe
edba
ck d
urin
g th
e su
mm
er, 1
994,
whi
le r
epre
sent
ativ
es f
rom
eac
h di
stri
ctm
et w
ith th
e co
mm
issi
on to
pro
vide
the
firs
t org
aniz
ed te
ache
r re
spon
ses.
Dur
ing
the
fall
of 1
994,
com
mis
sion
mem
bers
met
with
Del
awar
e te
ache
rsar
ound
the
stat
e at
all
grad
e le
vels
. Nea
rly
200
teac
hers
inve
sted
the
time
topr
ovid
e th
ough
tful
and
inci
sive
wri
tten
feed
back
. Doz
ens
mor
e pa
rtic
i-pa
ted
in g
roup
ses
sion
s. I
n Ja
nuar
y, 1
995,
eve
ry D
elaw
are
teac
her
rece
ived
a re
vise
d dr
aft,
follo
wed
by
trai
ning
ses
sion
s, p
ublic
for
ums,
and
opp
ortu
-ni
ties
for
indi
vidu
al r
evie
w. H
undr
eds
of te
ache
rs r
espo
nded
, and
man
y of
thei
r su
gges
tions
hav
e be
en in
corp
orat
ed in
to th
ese
stan
dard
s.
Thi
s cu
rric
ulum
fra
mew
ork
rest
s on
the
foun
datio
n of
fou
r co
re d
is-
cipl
ines
fro
m th
e so
cial
sci
ence
s: h
isto
ry, g
eogr
aphy
, eco
nom
ics,
and
civ
ics.
Eac
h di
scip
line
offe
rs a
dis
tinct
str
ateg
y fo
r ex
amin
ing
the
wor
ld, a
nd p
ro-
vide
s st
uden
ts w
ith s
peci
fic
inte
llect
ual a
nd c
once
ptua
l too
ls f
or a
naly
zing
caus
es a
nd c
onse
quen
ces.
A m
ore
exte
nsiv
e lis
t of
subj
ects
cou
ld b
e su
g-ge
sted
, and
it is
enc
oura
ging
whe
n an
y di
stri
ct d
edic
ates
the
time
and
re-
sour
ces
to e
xpan
ding
this
fra
mew
ork
beyo
nd th
e co
re d
isci
plin
es. N
othi
ngin
this
doc
umen
t is
inte
nded
to d
isco
urag
e su
ch in
itiat
ives
. We
do b
elie
ve,
how
ever
, tha
t his
tory
, geo
grap
hy, e
cono
mic
s, a
nd c
ivic
s ar
e th
e es
sent
ial
focu
s fo
r ci
tizen
ship
edu
catio
n, a
nd th
at th
eir
impo
rtan
ce s
houl
d no
t be
dim
inis
hed.
22
The
Cor
e D
isci
plin
es:
His
tory
, Geo
grap
hy, E
cono
mic
s, a
nd C
ivic
s
How
will
a c
oord
inat
ed s
tudy
of
thes
e co
re d
isci
plin
es c
ontr
ibut
e to
effe
ctiv
e ci
tizen
ship
? If
all
stud
ents
take
his
tory
or
econ
omic
s, it
is o
bvio
usly
not b
ecau
se a
ll st
uden
ts w
ill b
ecom
e hi
stor
ians
or
econ
omis
ts. B
ut h
isto
ry,
geog
raph
y, e
cono
mic
s, a
nd c
ivic
s ea
ch o
ffer
dis
tinct
app
roac
hes
and
deve
lop
spec
ific
ski
lls f
or e
xam
inin
g co
mm
on s
ubje
ct m
atte
r, w
hich
can
be
inte
grat
edin
add
ress
ing
a pa
rtic
ular
issu
e or
eve
nt. W
hat f
ollo
ws
is a
bri
ef e
xpla
natio
nof
the
spec
ific
impo
rtan
ce o
f ea
ch c
ore
disc
iplin
e.
His
tory
org
aniz
es e
vent
s an
d ph
enom
ena
in te
rms
of w
hen
they
oc-
curr
ed, e
xam
inin
g w
here
, how
, and
why
they
took
pla
ce. S
tude
nts
stud
yho
w in
divi
dual
s an
d so
ciet
ies
have
cha
nged
and
inte
ract
ed o
ver
time.
The
yga
ther
his
tori
cal d
ata,
then
exa
min
e, a
naly
ze, a
nd in
terp
ret t
his
data
, pre
sent
-in
g th
eir
resu
lts in
a c
lear
, cri
tical
man
ner.
The
y or
gani
ze e
vent
s th
roug
hch
rono
logi
es, a
nd e
valu
ate
caus
e-an
d-ef
fect
rel
atio
nshi
ps a
mon
g th
em. C
iti-
zens
nee
d to
be
able
to r
esea
rch
issu
es in
ord
er to
und
erst
and
the
effe
ct o
fhi
stor
ical
dev
elop
men
ts a
nd tr
ends
on
cont
empo
rary
eve
nts.
The
y ne
ed th
eab
ility
to e
xam
ine
the
actio
ns o
f ot
her
peop
le f
aced
with
sim
ilar
choi
ces
indi
ffer
ent t
imes
. Stu
dyin
g hi
stor
y em
pow
ers
stud
ents
to f
orm
con
clus
ions
abou
t the
pot
entia
l con
sequ
ence
s of
ava
ilabl
e op
tions
.
Geo
grap
hy o
rgan
izes
life
situ
atio
ns in
term
s of
whe
re th
ey o
ccur
.Pe
ople
inte
ract
with
the
natu
ral w
orld
in c
ultu
rally
dis
tinct
way
s to
pro
duce
uniq
ue p
lace
s, a
nd th
ose
plac
es c
hang
e ov
er ti
me.
The
met
hods
and
per
spec
-tiv
es o
f ge
ogra
phy
give
stu
dent
s a
spat
ial u
nder
stan
ding
of
the
wor
ld, a
ndth
e ab
ility
to e
valu
ate
info
rmat
ion
in s
patia
l ter
ms.
Citi
zens
nee
d to
be
able
to e
xam
ine
the
vary
ing
way
s th
at p
eopl
es in
tera
ct w
ith th
eir
envi
ronm
ents
,an
d ap
prec
iate
the
dive
rsity
of
the
plac
es th
ose
inte
ract
ions
cre
ate.
The
y ne
edto
und
erst
and
that
the
diff
eren
t way
s in
whi
ch p
eopl
e vi
ew p
lace
s an
d co
n-ce
ptua
lize
regi
ons
will
aff
ect t
heir
act
ions
. Stu
dyin
g ge
ogra
phy
incr
ease
s st
u-de
nts'
abi
lity
to a
naly
ze c
ompl
ex s
ituat
ions
, eve
nts,
and
tren
ds, a
nd d
raw
logi
cal i
nfer
ence
s fr
om th
em.
vi
BE
ST
CO
PY
AV
AIL
AB
LE
23
Eco
nom
ics
anal
yzes
the
prod
uctio
n, a
lloca
tion,
dis
trib
utio
n, a
nd u
seof
res
ourc
es. S
tude
nts
exam
ine
the
inhe
rent
rel
atio
nshi
p be
twee
n co
sts
and
bene
fits
, and
the
valu
es a
ssoc
iate
d w
ith th
em. U
nder
stan
ding
eco
nom
ic p
rin-
cipl
es, w
hole
eco
nom
ies,
and
the
inte
ract
ions
bet
wee
n di
ffer
ent t
ypes
of
econ
o-m
ies
help
s st
uden
ts c
ompr
ehen
d th
e ex
chan
ge o
f in
form
atio
n, c
apita
l, an
dpr
oduc
ts a
cros
s th
e gl
obe.
Citi
zens
nee
d to
be
able
to a
sses
s th
e im
pact
of
mar
ket i
nflu
ence
s an
d go
vern
men
tal a
ctio
ns o
n th
e ec
onom
y in
whi
ch th
eyliv
e. T
hey
need
to u
nder
stan
d th
e re
latio
n of
eco
nom
ic s
yste
ms
and
valu
es to
cultu
ral v
alue
s. S
tudy
ing
econ
omic
s be
tter
equi
ps s
tude
nts
to m
ake
soun
dpe
rson
al e
cono
mic
cho
ices
, and
to p
artic
ipat
e ef
fect
ivel
y in
soc
ial d
ecis
ion-
mak
ing
as c
itize
ns in
an
incr
easi
ngly
com
petit
ive
and
inte
rdep
ende
nt g
loba
lec
onom
y. Civ
ics
dire
ctly
add
ress
es c
itize
nshi
p ed
ucat
ion
in th
e co
ntex
t of
po-
litic
al s
yste
ms.
Stu
dent
s st
udy
the
assu
mpt
ions
upo
n w
hich
gov
ernm
ents
are
foun
ded,
and
the
stra
tegi
es g
over
nmen
ts e
mpl
oy to
ach
ieve
thei
r go
als.
With
res
pect
to th
e U
nite
d St
ates
, stu
dent
s le
arn
the
unde
rlyi
ng p
rinc
iple
s of
repr
esen
tativ
e de
moc
racy
, the
con
stitu
tiona
l sep
arat
ion
of p
ower
s, a
nd th
eru
le o
f la
w. C
itize
ns n
eed
to c
ompr
ehen
d th
at a
n es
sent
ial p
rem
ise
of r
epre
-se
ntat
ive
dem
ocra
cy is
the
will
ingn
ess
to p
lace
a p
rem
ium
on
pers
onal
par
-tic
ipat
ion
in s
ocia
l dec
isio
n-m
akin
g. S
tudy
ing
civi
cs p
repa
res
stud
ents
to tr
ans-
late
bel
iefs
into
act
ions
and
idea
s in
to p
olic
ies,
to d
isch
arge
thei
r re
spon
sibi
li-tie
s w
hile
pro
tect
ing
thei
r ri
ghts
and
the
righ
ts o
f ot
hers
.
Add
ition
al P
ersp
ectiv
es f
or a
Com
plex
Wor
ld
Cre
atin
g se
para
te c
onte
nt s
tand
ards
for
eac
h di
scip
line
is n
ot in
tend
edto
impl
y th
at th
ey s
houl
d be
taug
ht in
isol
atio
n bu
t to
sugg
est e
ach
disc
iplin
e's
uniq
ue c
ontr
ibut
ion
to a
n un
ders
tand
ing
of th
e w
orld
. Ver
y fe
w le
sson
s w
illco
nsis
t onl
y of
his
tory
, for
exa
mpl
e, w
ithou
t ref
eren
ce to
geo
grap
hy o
r ec
o-no
mic
s; in
terd
isci
plin
ary
appr
oach
es a
re e
ssen
tial t
o re
info
rce
stud
ents
' com
-pr
ehen
sion
. The
com
mis
sion
con
side
red
two
inte
rdis
cipl
inar
y ap
proa
ches
cultu
ral c
onte
xts
and
cont
empo
rary
issu
esim
port
ant e
noug
h to
em
phas
ize
as a
dditi
onal
per
spec
tives
thro
ugh
whi
ch to
vie
w th
e st
anda
rds.
We
have
atte
mpt
ed to
util
ize
som
e sa
mpl
e ac
tiviti
es a
ccom
pany
ing
the
stan
dard
s to
sugg
est p
ossi
bilit
ies
for
inte
grat
ing
them
.
Und
erst
andi
ng c
ultu
ral c
onte
xts
is c
ritic
al to
pre
para
tion
for
citiz
en-
ship
bec
ause
the
Uni
ted
Stat
es h
as a
lway
s be
en c
ompo
sed
of a
n ex
trao
rdin
ar-
ily d
iver
se p
opul
atio
n. O
ur c
itize
ns h
ail f
rom
all
corn
ers
of th
e ea
rth,
esp
ouse
the
tene
ts o
f ev
ery
relig
ion,
and
car
ry o
n th
e tr
aditi
ons
of h
undr
eds
of d
iffe
r-en
t cul
ture
s. T
his
has
resu
lted
in th
e cr
eatio
n of
a u
niqu
ely
Am
eric
an c
ultu
re,
flav
ored
and
enh
ance
d by
thos
e re
tain
ed tr
aditi
ons.
One
of
the
mor
e fu
nda-
men
tal A
mer
ican
idea
ls is
that
, in
a na
tion
of im
mig
rant
s, c
itize
ns a
re n
otas
ked
to d
ivor
ce th
emse
lves
fro
m th
eir
heri
tage
but
to c
ontr
ibut
e it
to th
ena
tiona
l mili
eu, a
nd th
at A
mer
ican
cul
ture
for
ms
the
esse
ntia
l soc
ial c
onte
xtfo
r ou
r so
ciet
y. "
A s
ocia
l cul
ture
is a
n or
gani
zed
way
of
life
whi
ch is
bas
ed o
na
com
mon
trad
ition
and
con
ditio
ned
by a
com
mon
env
iron
men
t," o
bser
ves
hist
oria
n C
hris
toph
er D
awso
n, a
nd "
a co
mm
on w
ay o
f lif
e in
volv
es a
com
-m
on v
iew
of
life,
com
mon
sta
ndar
ds o
f be
havi
or a
nd c
omm
on s
tand
ards
of
valu
e."
Exp
lori
ng th
at A
mer
ican
con
text
hel
ps s
tude
nts
appr
ecia
te th
e co
n-tr
ibut
ion
of v
ario
us c
ultu
res
to th
e di
vers
ity f
rom
whi
ch w
e al
l dra
w s
tren
gth.
Furt
her,
und
erst
andi
ng th
e im
port
ance
of
cultu
ral c
onte
xt to
all
soci
etie
s is
apo
wer
ful t
ool f
or s
tude
nts
to u
se in
exa
min
ing
both
pos
itive
and
neg
ativ
eco
nseq
uenc
es w
hich
occ
ur w
hen
cultu
res
inte
ract
.
Del
awar
e sc
hool
s ar
e pr
epar
ing
our
stud
ents
to li
ve in
the
twen
ty-
firs
t cen
tury
, and
whi
le it
is n
ot p
ossi
ble
to p
redi
ct w
ith c
erta
inty
the
issu
esw
hich
will
con
cern
Am
eric
ans
in th
e fu
ture
, we
can
prep
are
them
by
teac
hing
the
skill
s ne
cess
ary
to a
naly
ze c
onte
mpo
rary
issu
es. S
ome
of th
ese
issu
esre
pres
ent t
hrea
ts to
our
soc
iety
: war
s, d
rugs
, or
ecol
ogic
al d
isas
ters
. Som
eaf
fect
the
way
we
view
our
selv
es: i
mm
igra
tion,
civ
il ri
ghts
, and
wom
en's
righ
ts. O
ther
s su
gges
t pos
sibl
e so
lutio
ns to
our
mos
t bed
evili
ng p
robl
ems:
info
rmat
ion
tech
nolo
gy, c
onse
rvat
ion
effo
rts,
or
volu
ntee
r or
gani
zatio
ns ta
ck-
ling
soci
al c
once
rns.
By
appl
ying
ski
lls g
aine
d in
the
stud
y of
the
core
dis
ci-
plin
es to
con
tem
pora
ry is
sues
, tea
cher
s pr
epar
e th
eir
stud
ents
to d
eal w
ithfu
ture
cha
lleng
es in
thei
r ad
ult l
ives
. Stu
dent
s le
arn
that
eve
nts
are
subj
ect t
odi
ffer
ent i
nter
pret
atio
ns, a
nd th
at th
ey h
ave
to b
e ca
pabl
e of
ana
lyzi
ng c
om-
petin
g po
sitio
ns b
efor
e m
akin
g a
deci
sion
. Thi
s al
so in
still
s th
e ex
pect
atio
nth
at e
very
Am
eric
an c
itize
n ha
s bo
th th
e re
spon
sibi
lity
and
the
righ
t to
take
part
in th
e de
cisi
on-m
akin
g pr
oces
s.
Cul
tura
l con
text
s an
d co
ntem
pora
ry is
sues
ser
ve a
s si
gnif
ican
t uni
-fy
ing
them
es f
or in
terd
isci
plin
ary
inst
ruct
ion.
For
mid
dle-
scho
ol s
tude
nts
stud
ying
the
colo
nial
per
iod,
the
conc
ept o
f m
ultip
le c
ultu
ral c
onte
xts
in N
orth
Am
eric
a pr
ovid
es a
use
ful f
ocus
for
eig
hth
grad
ers
exam
inin
g th
e in
tera
ctio
nof
Eur
opea
n, A
fric
an, a
nd N
ativ
e A
mer
ican
cul
ture
s. S
tude
nts
mig
ht b
egin
by s
tudy
ing
the
hist
orie
s of
eac
h m
ajor
cul
ture
pri
or to
con
tact
in th
e N
ewW
orld
. Geo
grap
hic
skill
s w
ould
allo
w th
em to
map
set
tlem
ent p
atte
rns
orth
e fl
ow o
f tr
ade
betw
een
Scot
ch-I
rish
Pre
sbyt
eria
ns, E
nglis
h A
nglic
ans,
and
vii
1110
5
Che
roke
e In
dian
s. T
hey
coul
d em
ploy
cos
t-be
nefi
t ana
lysi
s fr
om e
cono
mic
sto
exa
min
e th
e im
plic
atio
ns o
f H
uron
s ex
chan
ging
fur
s fo
r m
anuf
actu
red
good
s w
ith F
renc
h tr
ader
s, o
r th
e fo
rces
dri
ving
Eng
lish,
Por
tugu
ese,
and
Dut
ch m
arin
ers
in th
e A
tlant
ic s
lave
trad
e. T
his
inve
stig
atio
n m
ight
lead
toan
app
reci
atio
n of
the
stru
ggle
s of
upr
oote
d A
fric
ans
to p
rese
rve
thei
r cu
lture
in a
hos
tile
envi
ronm
ent.
Fina
lly, s
tude
nts
mig
ht lo
ok a
t the
gov
ernm
ents
whi
ch e
mer
ged
in th
e ei
ghte
enth
cen
tury
, and
how
they
ref
lect
ed th
e pr
oces
sby
whi
ch im
mig
rant
s to
Nor
th A
mer
ica
adap
ted
thei
r po
litic
al, s
ocia
l, an
dre
ligio
us h
erita
ge to
the
dem
ands
of
a ne
w la
nd.
Em
ploy
ing
cont
empo
rary
issu
es, a
cla
ss o
f se
nior
s m
ight
exp
lore
al-
tern
ativ
e pl
ans
for
a pr
opos
ed b
ypas
s hi
ghw
ay, b
y ex
amin
ing
map
s an
d re
l-ev
ant g
eogr
aphi
c da
ta to
det
erm
ine
diff
eren
t rou
tes
whi
ch c
ould
con
nect
two
maj
or c
ities
, ana
lyzi
ng p
oten
tial e
nvir
onm
enta
l im
pact
and
the
chan
ges
each
wou
ld m
ake
for
land
use
in th
e ar
ea. S
tude
nts
coul
d re
sear
ch th
e re
gion
'shi
stor
y to
see
if h
isto
rica
l site
s ex
iste
d w
hich
wou
ld n
eed
prot
ectio
n fr
omde
velo
pmen
t, in
clud
ing
old
build
ings
, bri
dges
, or
pote
ntia
l arc
haeo
logi
cal
site
s. E
cono
mic
ana
lysi
s co
uld
proj
ect t
he w
ays
in w
hich
bet
ter
acce
ss to
tran
s-po
rtat
ion
mig
ht r
educ
e co
sts
and
impr
ove
prof
its f
or s
ome
busi
ness
es (
resu
lt-in
g in
mor
e jo
bs),
bal
anci
ng th
is p
oten
tial g
ain
agai
nst t
he in
crea
sed
cost
of
taxe
s to
con
stru
ct th
e hi
ghw
ay. T
he c
ivic
s po
rtio
n of
the
unit
coul
d in
clud
eco
nsid
erat
ions
of
the
righ
ts o
f th
e la
ndow
ners
who
se p
rope
rty
was
con
-de
mne
d, p
ossi
ble
chan
ges
in p
oliti
cal b
ound
arie
s, a
nd a
n in
vest
igat
ion
of th
epr
oces
s by
whi
ch a
dev
elop
men
t pla
n w
as c
reat
ed a
nd a
ppro
ved.
Rea
l-lif
eex
pert
s m
ight
be
invi
ted
into
the
clas
sroo
m to
sha
re th
eir
expe
rtis
e an
d vi
ews.
A f
inal
stu
dent
pro
ject
mig
ht r
esul
t in
a gr
oup
pres
enta
tion
befo
re th
e ap
pro-
pria
te c
ity o
r co
unty
gov
ernm
ent,
layi
ng o
ut c
osts
and
opt
ions
for
legi
slat
ors
to c
onsi
der.
The
pot
entia
l of
such
inte
grat
ed le
arni
ng e
xper
ienc
es is
eno
rmou
sbe
caus
e th
ey h
elp
stud
ents
con
cept
ualiz
e bo
th th
e bo
unda
ries
and
the
rela
-tio
nshi
ps b
etw
een
the
four
cor
e di
scip
lines
. Thu
s w
e ha
ve a
ttem
pted
to h
igh-
light
spe
cifi
c st
anda
rds
or a
ctiv
ities
whi
ch c
ross
ove
r di
scip
linar
y lin
es, a
ndev
en o
n oc
casi
on to
sug
gest
inte
grat
ion
with
sci
ence
, mat
h, a
nd la
ngua
gear
ts. W
e en
cour
age
teac
hers
, stu
dent
s, a
nd p
aren
ts to
vie
w th
e in
divi
dual
stan
dard
s as
bui
ldin
g bl
ocks
whi
ch c
an b
e co
mbi
ned
in a
ny n
umbe
r of
way
sto
cre
ate
a so
lid f
ound
atio
n fo
r ef
fect
ive
citiz
ensh
ip.
How
is T
his
Doc
umen
t Org
aniz
ed?
Thi
s do
cum
ent r
epre
sent
s th
e fr
amew
ork
upon
whi
ch d
istr
icts
and
teac
hers
will
bui
ld a
com
preh
ensi
ve S
ocia
l Stu
dies
cur
ricu
lum
.Fo
r ea
chgr
ade
clus
ter,
we
have
cle
arly
iden
tifie
d in
the
cont
ent s
tand
ards
wha
t stu
-de
nts
shou
ld k
now
and
be
able
to d
o by
the
time
they
hav
e co
mpl
eted
the
high
est g
rade
in th
e cl
uste
r. E
ach
core
dis
cipl
ine
is f
irst
pre
sent
ed o
n a
sum
-m
ary
page
, giv
ing
the
spec
ific
rat
iona
le f
or it
s in
clus
ion,
whi
ch is
fol
low
ed b
yth
e fo
ur s
tand
ards
for
that
dis
cipl
ine,
eac
h w
ith a
n ex
plan
atio
n an
d cl
uste
r-by
-clu
ster
pro
gres
sion
of
spec
ific
exp
ecta
tions
. For
exa
mpl
e, H
isto
ry S
tan-
dard
One
rev
olve
s ar
ound
the
conc
ept o
f ch
rono
logy
mea
suri
ng ti
me.
Be-
neat
h th
e st
anda
rd a
re f
ound
the
expe
ctat
ions
of
stud
ents
at e
ach
grad
e cl
us-
ter.
All
hist
ory
stan
dard
s ar
e gr
oupe
d to
geth
er s
o th
at th
e re
ader
can
gai
n a
quic
k ap
prec
iatio
n fo
r th
e sk
ills
and
cont
ent e
mph
asiz
ed a
nd a
n un
ders
tand
-in
g of
the
prog
ress
ion
thro
ugh
whi
ch th
ey w
ill b
e ta
ught
.
Follo
win
g th
ese
sum
mar
ies,
the
spec
ific
sta
ndar
ds f
or th
e co
re d
isci
-pl
ines
are
rep
eate
d in
thei
r ap
prop
riat
e gr
ade
clus
ters
. Thu
s, in
sev
eral
suc
-ce
ssiv
e pa
ges
you
will
be
able
to v
iew
the
entir
e hi
stor
y, g
eogr
aphy
, eco
nom
-ic
s, a
nd c
ivic
s st
anda
rds
for
grad
es K
-3. A
s th
e st
anda
rds
them
selv
es a
repr
esen
ted,
sam
ple
activ
ities
acc
ompa
ny th
em. T
he p
urpo
se o
f th
ese
activ
i-tie
s is
to g
ive
read
ers
a be
tter
feel
ing
for
how
this
par
ticul
ar s
tand
ard
mig
htap
pear
whe
n ta
ught
in th
e cl
assr
oom
. The
se e
xam
ples
do
not r
epre
sent
com
-pl
ete
less
ons
or a
sses
smen
ts, a
nd c
erta
inly
do
not e
xhau
st th
e po
ssib
ilitie
s fo
rin
stru
ctio
n. A
fter
man
y of
thes
e ex
ampl
es c
onne
ctio
n bo
xes
are
incl
uded
,hi
ghlig
htin
g in
tegr
atio
n po
ssib
ilitie
s, s
o th
at r
eade
rs c
an a
ppre
ciat
e th
e po
-te
ntia
l int
erac
tion
betw
een
the
stan
dard
s. F
or m
any
of th
e st
anda
rds
ther
ear
e al
so e
xam
ples
of
"Par
ent P
artn
ersh
ip P
roje
cts"
whi
ch a
re s
peci
fica
lly f
o-cu
sed
on in
crea
sing
par
enta
l inv
olve
men
t.
Follo
win
g th
e st
anda
rds
are
sam
ple
perf
orm
ance
ass
essm
ent t
asks
.T
hese
task
s ill
ustr
ate
in d
etai
l how
the
stan
dard
s ar
e ap
plie
d an
d as
sess
ed,
and
incl
ude
sam
ples
of
actu
al s
tude
nt w
ork
at s
ever
al le
vels
of
abili
ty, s
o th
atre
ader
s ca
n ap
prec
iate
wha
t the
se s
tand
ards
look
like
in th
e cl
assr
oom
. The
com
mis
sion
fel
t tha
t it w
as e
ssen
tial n
ot o
nly
to s
how
that
it w
ill b
e fe
asib
lefo
r te
ache
rs to
beg
in w
ith th
ese
stan
dard
s an
d de
velo
p ne
w u
nits
and
new
asse
ssm
ents
, but
als
o to
indi
cate
the
kind
s of
task
s w
hich
mig
ht b
e ex
pect
edin
a f
utur
e st
ate
asse
ssm
ent.
viii
The
Con
tinui
ng C
halle
nge
"How
doe
s it
happ
en th
at e
very
one
take
s so
zea
lous
an
inte
rest
inth
e af
fair
s of
his
tow
nshi
p, h
is c
ount
y, a
nd th
e w
hole
sta
te a
s if
they
wer
e hi
sow
n?"
aske
d th
e Fr
ench
trav
elle
r A
lexi
s de
Toc
quev
ille
duri
ng h
is c
eleb
rate
dvi
sit t
o A
mer
ica
in th
e ni
nete
enth
cen
tury
. He
answ
ered
him
self
by
obse
rv-
ing
that
"it
is b
ecau
se e
very
one
, in
his
sphe
re, t
akes
an
activ
e pa
rt in
the
gove
rnm
ent o
f so
ciet
y."
Our
com
mitm
ent t
o de
moc
ratic
idea
ls a
nd o
ur c
om-
mon
iden
tity
are
bein
g m
ore
stri
ngen
tly te
sted
eac
h ye
ar. F
acin
g th
e tw
enty
-fi
rst c
entu
ry, A
mer
ican
s m
ust b
e pr
epar
ed to
dea
l with
incr
easi
ngly
com
plex
issu
es a
t hom
e an
d ac
ross
a r
apid
ly c
hang
ing
wor
ld. F
or m
ore
than
200
yea
rs,
skep
tics
have
sug
gest
ed th
at o
ur e
xper
imen
t in
entr
ustin
g th
e ca
re o
f th
e re
-pu
blic
to o
ur c
itize
ns is
for
edoo
med
to f
ailu
re, a
nd th
at o
ur d
iffe
renc
es to
ohe
avily
out
wei
gh o
ur c
omm
on b
onds
, but
Am
eric
an c
itize
ns h
ave
repe
ated
lypr
oven
thos
e sk
eptic
s w
rong
.
The
rep
ublic
is s
till n
ot p
erfe
ct; w
e ha
ve m
uch
yet t
o do
, as
will
our
child
ren
in th
eir
time.
Citi
zens
hip
educ
atio
n th
roug
h th
e so
cial
stu
dies
cur
-ri
culu
m in
our
pub
lic s
choo
ls r
emai
ns a
cri
tical
ele
men
t in
prep
arin
g th
em to
assu
me
thei
r re
spon
sibi
litie
s. T
hese
sta
ndar
ds r
epre
sent
a b
egin
ning
rat
her
than
an
end.
Sev
eral
yea
rs o
f in
vest
igat
ion
have
led
us to
this
initi
al id
entif
i-ca
tion
of w
hat s
tude
nts
shou
ld k
now
and
be
able
to d
o in
ord
er to
mee
t the
chal
leng
e la
id d
own
by B
enja
min
Fra
nklin
. The
com
mis
sion
is n
ow r
elyi
ngon
the
teac
hers
, par
ents
, and
citi
zens
of
Del
awar
e to
join
us
inim
plem
entin
gth
em. I
f w
e ar
e su
cces
sful
, the
pro
cess
of
impl
emen
tatio
n w
ill b
e dy
nam
icra
ther
than
sta
tic, c
oope
rativ
e ra
ther
than
dic
tate
d fr
om a
bove
. As
Art
hur
Schl
esin
ger
Jr. r
ecen
tly s
ugge
sted
, "th
e A
mer
ican
iden
tity
will
nev
er b
e fi
xed
and
fina
l; it
will
alw
ays
be in
the
mak
ing.
" T
he s
ame
conc
lusi
on a
pplie
s to
thes
e st
anda
rds.
Csi
ix
9
Impl
icat
ions
of
Ado
ptio
n:A
Com
mitm
ent t
o O
ur C
hild
ren
We
have
atte
mpt
ed to
cre
ate
a fr
amew
ork
for
Soci
al S
tudi
es e
du-
catio
n w
hich
is c
halle
ngin
g an
d su
ppor
ts th
e id
eal o
f pr
epar
ing
youn
gpe
ople
to b
ecom
e ef
fect
ive
citiz
ens.
Del
awar
e's
adop
tion
of th
is c
ur-
ricu
lum
fra
mew
ork
will
hav
e de
cide
d im
plic
atio
ns f
or o
ur c
hild
ren,
our
scho
ols,
and
our
sta
te. N
ew k
inds
of
asse
ssm
ent w
ill r
equi
re a
ret
hink
-in
g of
inst
ruct
ion.
New
inst
ruct
iona
l met
hods
will
req
uire
new
tool
s.Sp
ecif
ic p
opul
atio
ns o
f st
uden
tssp
ecia
l edu
catio
n, g
ifte
d an
d ta
lent
ed,
or th
ose
who
spe
ak E
nglis
h as
a s
econ
d la
ngua
gew
ill r
equi
re a
ssis
-ta
nce
or a
ccom
mod
atio
n to
hel
p th
em m
eet o
r ex
ceed
thes
e st
anda
rds.
If th
ese
stan
dard
s an
d th
e as
sess
men
ts w
hich
fol
low
are
to h
ave
a po
si-
tive
impa
ct in
the
upco
min
g ye
ars,
then
it is
nec
essa
ry to
mak
e th
e fu
n-da
men
tal i
mpl
icat
ions
of
thei
r ad
optio
n cl
ear
from
the
star
t.
We
assu
me
that
lear
ning
in D
elaw
are
clas
sroo
ms
will
be
activ
era
ther
than
pas
sive
. The
tran
sfer
of
fact
ual k
now
ledg
e th
roug
h fo
rmal
pres
enta
tion
will
alw
ays
be n
eces
sary
, but
thes
e st
anda
rds
also
req
uire
an e
mph
asis
on
criti
cal a
naly
sis,
pro
blem
-sol
ving
, and
app
licat
ion
ofkn
owle
dge.
Ass
essm
ents
will
cen
ter
on s
tude
nts
dem
onst
ratin
gpr
ofic
ienc
ies
rath
er th
an s
elec
ting
corr
ect a
nsw
ers,
but
thes
e st
anda
rds
cann
ot s
impl
y be
han
ded
to te
ache
rs, w
ho a
re th
en e
xpec
ted
to m
anu-
fact
ure
inst
ruct
iona
l mir
acle
s w
ithou
t mat
eria
ls o
r su
ppor
t. St
uden
tsm
ust b
e pr
ovid
ed w
ith th
e m
ater
ials
with
whi
ch to
lear
n, a
nd te
ache
rsth
e m
ater
ials
with
whi
ch to
teac
h. G
iven
our
cha
rge
to p
rodu
ce w
orld
-cl
ass
cont
ent s
tand
ards
, how
ever
, we
did
not w
ant t
o di
lute
our
vis
ion
of w
hat s
houl
d be
don
e to
pre
pare
Del
awar
e's
child
ren
by a
ccep
ting
curr
ent l
imita
tions
. We
are
sugg
estin
g in
thes
e st
anda
rds
that
ther
e is
no h
ighe
r ci
vic
resp
onsi
bilit
y fo
r ou
r pu
blic
sch
ools
than
the
prep
ara-
tion
of e
ffec
tive
citiz
ens,
and
that
impl
ies
the
nece
ssity
for
insu
ring
that
the
reso
urce
s ex
ist t
o di
scha
rge
this
res
pons
ibili
ty.
Tra
inin
g an
d ot
her
form
s of
teac
her
supp
ort m
ust b
e pr
ovid
edto
mak
e th
e ad
optio
n of
thes
e st
anda
rds
a re
ality
. Cre
atin
g ne
w u
nits
or
perf
orm
ance
ass
essm
ent t
asks
will
be
extr
emel
y ch
alle
ngin
g. I
t req
uire
s
time
for
rese
arch
and
ref
lect
ion,
inpu
t fro
m c
onte
nt-a
rea
expe
rts,
and
the
oppo
rtun
ity to
test
idea
s in
the
clas
sroo
m. T
here
is m
ater
ial c
ur-
rent
ly a
vaila
ble
that
can
be
adap
ted
for
use
with
thes
e st
anda
rds,
and
man
y D
elaw
are
teac
hers
will
fin
d el
emen
ts o
f th
eir
curr
ent p
ract
ices
alre
ady
antic
ipat
e th
em, b
ut th
e fi
rst y
ears
aft
er a
dopt
ion
can
be e
x-pe
cted
to m
ake
grea
t dem
ands
on
staf
f m
embe
rs. T
he s
tate
, the
dis
-tr
icts
, and
the
citiz
ens
of D
elaw
are
mus
t sup
port
the
teac
hers
dur
ing
that
tim
e. S
taff
dev
elop
men
t nee
ds to
be
emph
asiz
ed, a
nd in
stitu
tions
whi
ch tr
ain
new
teac
hers
will
hav
e to
rev
iew
thei
r ow
n pr
actic
es in
ligh
tof
thes
e st
anda
rds.
With
out s
uch
effo
rts,
thes
e st
anda
rds
run
the
risk
of
beco
min
g ad
mir
able
inte
llect
ual g
oals
whi
ch h
ave
little
rel
evan
ce in
our
clas
sroo
ms.
Ach
ievi
ng th
ese
stan
dard
s w
ill a
lso
requ
ire
a co
mm
itmen
t fro
mD
elaw
are
stud
ents
and
thei
r pa
rent
s. S
tude
nts
have
to c
ome
to s
choo
lpr
epar
ed to
lear
n, p
repa
red
to a
ccep
t a m
ajor
sha
re o
f th
e re
spon
sibi
lity
for
thei
r ow
n ed
ucat
ion.
Hig
h st
anda
rds
impl
y ac
coun
tabi
lity
in te
rms
of b
ehav
ior,
pro
cess
, and
con
tent
. Par
ents
are
an
inte
gral
par
t of
citiz
en-
ship
edu
catio
n as
wel
l. M
eetin
g th
ese
stan
dard
s w
ill r
equi
re th
eir
ac-
tive
assi
stan
ce, f
rom
par
ticip
atio
n in
teac
her
conf
eren
ces
to h
elpi
ng w
ithpr
ojec
ts, f
rom
exp
ectin
g a
cons
iste
nt e
ffor
t at h
omew
ork
to v
isiti
ngcl
asse
s an
d sh
arin
g th
eir
own
expe
rien
ces.
Fina
lly, t
he c
omm
issi
on h
as a
ssum
ed th
at th
e ul
timat
e re
spon
-si
bilit
y fo
r in
stru
ctio
n w
ill r
emai
n in
the
com
mitt
ed a
nd c
ompe
tent
han
dsof
Del
awar
e te
ache
rs. S
tate
con
tent
sta
ndar
ds p
rovi
de a
ben
chm
ark
byw
hich
to m
easu
re p
rogr
ess,
but
our
teac
hers
hav
e to
bre
athe
life
into
thos
e st
anda
rds
and
tran
sfor
m th
em in
to a
mea
ning
ful c
urri
culu
m. T
hetr
aditi
onal
inte
llect
ual a
nd c
reat
ive
auto
nom
y of
Del
awar
e's
teac
hers
will
hav
e to
be
supp
orte
d at
the
sam
e tim
e w
e ch
alle
nge
them
to g
reat
erex
celle
nce.
Thi
s is
the
only
way
that
the
Firs
t Sta
te w
ill b
e ab
le to
an-
swer
the
cont
inui
ng c
halle
nge
of e
duca
ting
resp
onsi
ble
citiz
ens
who
can
be e
ntru
sted
with
the
futu
re o
f ou
r na
tion.
CIV
ICS
Civ
ics
dire
ctly
add
ress
es c
itize
nshi
p ed
ucat
ion
with
in th
e co
ntex
t of
polit
ical
sys
tem
s. S
tude
nts
stud
yth
e as
sum
ptio
ns u
pon
whi
ch g
over
nmen
ts a
re f
ound
ed, a
nd th
e or
gani
zatio
ns a
nd s
trat
egie
s go
vern
men
tsem
ploy
to a
chie
ve th
eir
goal
s. W
ith s
peci
fic
resp
ect t
o th
e U
nite
d St
ates
, stu
dent
s le
arn
the
unde
rlyi
ngpr
inci
ples
of
repr
esen
tativ
e de
moc
racy
, the
con
stitu
tiona
l sep
arat
ion
of p
ower
s, a
nd th
e ru
le o
f la
w. T
hey
need
to c
ompr
ehen
d th
at a
n es
sent
ial p
rem
ise
of r
epre
sent
ativ
e de
moc
racy
is th
e w
illin
gnes
s of
citi
zens
topl
ace
a hi
gh p
rem
ium
on
thei
r ow
n pe
rson
al r
espo
nsib
ility
for
par
ticip
atio
n in
soc
ial d
ecis
ion-
mak
ing.
Stu
-de
nts
deve
lop
the
skill
s w
hich
citi
zens
mus
t pos
sess
in o
rder
to d
isch
arge
thos
e re
spon
sibi
litie
s w
hile
pro
-te
ctin
g th
eir
righ
ts a
nd th
e ri
ghts
of
othe
rs. T
he s
tudy
of
civi
cs p
repa
res
stud
ents
to tr
ansl
ate
thei
r be
liefs
into
act
ions
and
thei
r id
eas
into
pol
icie
s.
Civ
ics
Stan
dard
One
: Stu
dent
s w
ill e
xam
ine
the
stru
ctur
ean
d pu
rpos
es o
f go
vern
men
ts w
ith s
peci
fic
emph
asis
on
con-
stitu
tiona
l dem
ocra
cy [
Gov
ernm
ent]
.
Gov
ernm
ents
exi
st a
nd a
re in
stitu
ted
for
spec
ific
pur
pose
s an
dem
ploy
a v
arie
ty o
f or
gani
zatio
nal s
truc
ture
s to
pur
sue
thei
r ob
ject
ives
.C
onst
itutio
nal d
emoc
racy
atte
mpt
s to
bal
ance
indi
vidu
al f
reed
om w
ithth
e ne
eds
of th
e so
ciet
y as
a w
hole
. Am
eric
an c
itize
ns n
eed
a ba
sic
unde
r-st
andi
ng o
f th
e st
ruct
ure
of d
iffe
rent
for
ms
of g
over
nmen
t and
a d
etai
led
know
ledg
e of
a c
onst
itutio
nal d
emoc
racy
.
The
com
plex
ity o
f th
e st
anda
rd w
ill in
crea
se a
t eac
h su
ccee
ding
gra
decl
uste
r:
K-3
:St
uden
ts w
ill u
nder
stan
d th
at le
ader
s ar
e so
met
imes
cho
-se
n by
ele
ctio
n, a
nd th
at e
lect
ed o
ffic
ials
are
exp
ecte
d to
rep
rese
ntth
e in
tere
sts
of th
e pe
ople
who
ele
cted
them
.
K-3
:St
uden
ts w
ill u
nder
stan
d th
at p
ositi
ons
of a
utho
rity
,w
heth
er e
lect
ed, a
ppoi
nted
, or
fam
ilial
, car
ry r
espo
nsib
ilitie
s an
dsh
ould
be
resp
ecte
d.
4-5:
Stud
ents
will
und
erst
and
that
gov
ernm
ents
hav
e a
vari
-et
y of
str
uctu
res
and
exis
t for
man
y pu
rpos
es a
nd th
at in
Am
eric
ath
ese
are
expl
aine
d in
the
Uni
ted
Stat
es a
nd S
tate
con
stitu
tions
.1
4-5:
Stud
ents
will
und
erst
and
that
the
Uni
ted
Stat
es g
over
n-m
ent i
s di
vide
d in
to e
xecu
tive,
legi
slat
ive,
and
judi
cial
bra
nche
s,ea
ch w
ith s
peci
fic
resp
onsi
bilit
ies
and
pow
ers.
6-8:
Stud
ents
will
und
erst
and
that
gov
ernm
ents
hav
e th
epo
wer
to m
ake
and
enfo
rce
law
s an
d re
gula
tions
, lev
y ta
xes,
con
-du
ct f
orei
gn p
olic
y, a
nd m
ake
war
.
6-8:
Stud
ents
will
ana
lyze
the
diff
eren
t fun
ctio
ns o
f fe
dera
l,st
ate,
and
loca
l gov
ernm
ents
in th
e U
nite
d St
ates
and
exa
min
eth
e re
ason
s fo
r th
e di
ffer
ent o
rgan
izat
iona
l str
uctu
res
each
leve
lof
gov
ernm
ent e
mpl
oys.
9-12
:St
uden
ts w
ill a
naly
ze th
e w
ays
in w
hich
the
stru
ctur
ean
d pu
rpos
es o
f di
ffer
ent g
over
nmen
ts a
roun
d th
e w
orld
ref
lect
diff
erin
g id
eolo
gies
, cul
ture
s, v
alue
s, a
nd h
isto
ries
. a3
CIV
ICS
Civ
ics
Stan
dard
Tw
o: S
tude
nts
will
und
erst
and
the
prin
-ci
ples
and
idea
ls u
nder
lyin
g th
e A
mer
ican
pol
itica
l sys
tem
[Pol
itics
].
The
Am
eric
an p
oliti
cal s
yste
m w
as in
tent
iona
lly c
reat
ed to
res
t on
afo
unda
tion
of in
divi
dual
libe
rty,
fre
edom
of
relig
ion,
rep
rese
ntat
ive
dem
oc-
racy
, equ
al o
ppor
tuni
ty, a
nd e
qual
pro
tect
ion
unde
r th
e la
w. T
hese
pri
n-ci
ples
and
idea
ls a
re c
odif
ied
in th
e U
nite
d St
ates
Con
stitu
tion,
the
Bill
of
Rig
hts,
and
oth
er s
igni
fica
nt d
ocum
ents
. Und
erst
andi
ng, a
chie
ving
, and
upho
ldin
g th
em r
epre
sent
s a
maj
or c
halle
nge
to e
ach
succ
eedi
ng g
ener
atio
nof
Am
eric
an c
itize
ns.
The
com
plex
ity o
f th
e st
anda
rd w
ill in
crea
se a
t eac
h su
ccee
ding
gra
de c
lus-
ter:
K-3
:St
uden
ts w
ill u
nder
stan
d th
at r
espe
ct f
or o
ther
s, th
eir
opin
ions
, and
thei
r pr
oper
ty is
a f
ound
atio
n of
civ
il so
ciet
y in
the
Uni
ted
Stat
es.
4-5:
Stud
ents
will
und
erst
and
that
the
prin
cipl
e of
"du
e pr
o-ce
ss"
mea
ns th
at th
e go
vern
men
t mus
t fol
low
its
own
rule
s w
hen
taki
ng a
ctio
ns a
gain
st a
citi
zen.
4-5:
Stud
ents
will
und
erst
and
that
a s
ocie
ty b
ased
on
the
idea
lof
indi
vidu
al li
bert
y re
quir
es a
com
mitm
ent o
n th
e pa
rt o
f its
citi
-ze
ns to
the
prin
cipl
es o
f ci
vic
resp
onsi
bilit
y an
d pe
rson
al c
ivili
ty.
6-8:
Stud
ents
will
und
erst
and
that
the
conc
ept o
f m
ajor
ity r
ule
does
not
mea
n th
at th
e ri
ghts
of
min
oriti
es m
ay b
e di
sreg
arde
dan
d w
ill e
xam
ine
and
appl
y th
e pr
otec
tions
acc
orde
d th
ose
mi-
nori
ties
in th
e A
mer
ican
pol
itica
l sys
tem
.
6-8:
Stud
ents
will
und
erst
and
the
prin
cipl
es a
nd c
onte
nt o
f m
a-jo
r A
mer
ican
sta
te p
aper
s su
ch a
s th
e D
ecla
ratio
n of
Ind
epen
denc
e;U
nite
d St
ates
Con
stitu
tion
(inc
ludi
ng th
e B
ill o
f R
ight
s); a
nd th
eFe
dera
list P
aper
s.
2
9-12
:St
uden
ts w
ill e
xam
ine
and
anal
yze
the
extr
a-C
onst
itutio
nal
role
that
pol
itica
l par
ties
play
in A
mer
ican
pol
itics
.
9-12
:St
uden
ts w
ill u
nder
stan
d th
at th
e fu
nctio
ning
of
the
gov-
ernm
ent i
s a
dyna
mic
pro
cess
whi
ch c
ombi
nes
the
form
al b
alan
ces
of p
ower
inco
rpor
ated
in th
e C
onst
itutio
n w
ith tr
aditi
ons,
pre
ce-
dent
s, a
nd in
terp
reta
tions
whi
ch h
ave
evol
ved
over
the
past
200
year
s.
CIV
ICS
Civ
ics
Stan
dard
Thr
ee: S
tude
nts
will
und
erst
and
the
resp
onsi
bilit
ies,
rig
hts,
and
pri
vile
ges
of U
nite
dSt
ates
citi
zens
[C
itize
nshi
p].
The
pol
itica
l, re
ligio
us, a
nd e
cono
mic
fre
edom
s pr
ovid
ed to
Am
eric
an c
itize
ns a
re a
ccom
pani
ed b
y th
e re
spon
sibi
lity
of a
ctiv
e ci
vic
part
icip
atio
n at
the
indi
vidu
al, c
omm
unity
, sta
te, a
nd n
atio
nal l
evel
s.E
ffec
tive
citiz
ens
need
to u
nder
stan
d th
e de
dica
tion
and
com
mitm
ent
nece
ssar
y to
saf
egua
rd th
ose
righ
ts f
or th
emse
lves
and
fut
ure
gene
ra-
tions
, as
wel
l as
the
pote
ntia
l con
sequ
ence
s of
inac
tion.
The
y sh
ould
also
be
able
to d
istin
guis
h be
twee
n ri
ghts
and
pri
vile
ges.
The
com
plex
ity o
f th
e st
anda
rd w
ill in
crea
se a
t eac
h su
ccee
ding
gra
decl
uste
r:
K-3
:St
uden
ts w
ill u
nder
stan
d th
at A
mer
ican
citi
zens
hav
edi
stin
ct r
espo
nsib
ilitie
s (s
uch
as v
otin
g), r
ight
s (s
uch
as f
ree
spee
ch a
nd f
reed
om o
f re
ligio
n), a
nd p
rivi
lege
s (s
uch
as d
riv-
ing)
.
4-5:
Stud
ents
will
iden
tify
the
fund
amen
tal r
ight
s of
all
Am
eric
an c
itize
ns a
s en
umer
ated
in th
e B
ill o
f R
ight
s.
4-5:
Stud
ents
will
app
ly th
e pr
otec
tions
gua
rant
eed
in th
eB
ill o
f R
ight
s to
an
anal
ysis
of
ever
yday
situ
atio
ns.
6-8:
Stud
ents
will
und
erst
and
that
civ
il ri
ghts
sec
ure
polit
i-ca
l fre
edom
whi
le p
rope
rty
righ
ts s
ecur
e ec
onom
ic f
reed
om a
ndth
at b
oth
are
esse
ntia
l pro
tect
ions
for
Uni
ted
Stat
es c
itize
ns.
6-8:
Stud
ents
will
und
erst
and
that
Am
eric
an c
itize
nshi
p in
-cl
udes
res
pons
ibili
ties
such
as
votin
g, ju
ry d
uty,
obe
ying
the
law
,se
rvic
e in
the
arm
ed f
orce
s w
hen
requ
ired
, and
pub
lic s
ervi
ce.
3
9-12
:St
uden
ts w
ill u
nder
stan
d th
at c
itize
ns a
re in
divi
dual
ly r
e-sp
onsi
ble
for
keep
ing
them
selv
es in
form
ed a
bout
pub
lic p
olic
y is
-su
es o
n th
e lo
cal,
stat
e, a
nd f
eder
al le
vels
; par
ticip
atin
g in
the
civi
cpr
oces
s; a
nd u
phol
ding
the
law
s of
the
land
.
CIV
ICS
Civ
ics
Stan
dard
Fou
r: S
tude
nts
will
dev
elop
and
em
ploy
the
civi
c sk
ills
nece
ssar
y fo
r ef
fect
ive,
par
ticip
ator
y ci
ti-ze
nshi
p [P
artic
ipat
ion]
.
The
inte
nt to
par
ticip
ate
in th
e A
mer
ican
pol
itica
l sys
tem
mus
t be
mat
ched
with
the
spec
ific
ski
lls n
eces
sary
to b
e ef
fect
ive.
Suc
h sk
ills
in-
clud
e bu
t are
not
lim
ited
to: r
egis
teri
ng to
vot
e; in
tera
ctin
g su
cces
sful
lyw
ith g
over
nmen
t age
ncie
s; o
rgan
izin
g an
d w
orki
ng in
civ
ic g
roup
s; r
e-se
arch
ing
and
advo
catin
g a
posi
tion;
or
serv
ing
in a
n of
fice
of
publ
ic tr
ust.
The
com
plex
ity o
f th
e st
anda
rd w
ill in
crea
se a
t eac
h su
ccee
ding
gra
decl
uste
r:
K-3
:St
uden
ts w
ill a
cqui
re th
e sk
ills
nece
ssar
y fo
r pa
rtic
ipat
-in
g in
a g
roup
, inc
ludi
ng d
efin
ing
an o
bjec
tive,
div
idin
g re
spon
-si
bilit
ies,
and
wor
king
coo
pera
tivel
y.
4-5:
Stud
ents
will
und
erst
and
that
in o
rder
to s
elec
t eff
ectiv
ele
ader
s, c
itize
ns h
ave
to b
ecom
e in
form
ed a
bout
can
dida
tes'
qua
li-fi
catio
ns a
nd th
e is
sues
of
the
day.
4-5:
Stud
ents
will
iden
tify
and
empl
oy th
e fo
rmal
and
info
r-m
al m
etho
ds b
y w
hich
dem
ocra
tic g
roup
s fu
nctio
n.
6-8:
Stud
ents
will
fol
low
the
actio
ns o
f el
ecte
d of
fici
als,
and
unde
rsta
nd a
nd e
mpl
oy th
e m
echa
nism
s fo
r co
mm
unic
atin
g w
ithth
em w
hile
in o
ffic
e.
9-12
:St
uden
ts w
ill d
evel
op a
nd e
mpl
oy th
e sk
ills
nece
ssar
y to
wor
k w
ith g
over
nmen
t pro
gram
s an
d ag
enci
es.
9-12
:St
uden
ts w
ill u
nder
stan
d th
e pr
oces
s of
wor
king
with
ina
polit
ical
par
ty, a
com
mis
sion
eng
aged
in e
xam
inin
g pu
blic
pol
icy,
or a
citi
zen'
s gr
oup.
4
EC
ON
OM
ICS
Eco
nom
ics
anal
yzes
how
indi
vidu
als
and
soci
etie
s pr
oduc
e, a
lloca
te, d
istr
ibut
e, a
nd e
xpen
d re
sour
ces.
Stud
ents
lear
n to
exa
min
e th
e in
here
nt r
elat
ions
hip
betw
een
cost
s an
d be
nefi
ts, a
nd th
e va
lues
ass
ocia
ted
with
them
. An
unde
rsta
ndin
g of
eco
nom
ic p
rinc
iple
s, w
hole
eco
nom
ies,
and
the
inte
ract
ions
bet
wee
n di
f-fe
rent
type
s of
eco
nom
ies
help
s st
uden
ts c
ompr
ehen
d th
e m
ovem
ent a
nd e
xcha
nge
of in
form
atio
n, c
apita
l,an
d pr
oduc
ts a
cros
s th
e gl
obe.
Citi
zens
nee
d to
be
able
to a
sses
s th
e im
pact
of
mar
ket i
nflu
ence
s an
dgo
vern
men
tal a
ctio
ns o
n th
e ec
onom
y in
whi
ch th
ey li
ve. T
he s
tudy
of
econ
omic
s eq
uips
them
to m
ake
pers
onal
eco
nom
ic c
hoic
es, a
nd to
par
ticip
ate
resp
onsi
bly
and
effe
ctiv
ely
in s
ocia
l dec
isio
n-m
akin
g as
citi
-ze
ns in
an
incr
easi
ngly
com
petit
ive
and
inte
rdep
ende
nt g
loba
l eco
nom
y.
Eco
nom
ics
Stan
dard
One
: Stu
dent
s w
ill a
naly
ze th
e po
tent
ial
cost
s an
d be
nefi
ts o
f pe
rson
al e
cono
mic
cho
ices
in a
mar
ket
econ
omy
[Mic
roec
onom
ics]
.
Indi
vidu
als,
as
wel
l as
fam
ilies
, com
mun
ities
, and
soc
ietie
s as
aw
hole
, mus
t mak
e ch
oice
s in
thei
r ac
tiviti
es a
nd c
onsu
mpt
ion
of g
oods
and
serv
ices
bec
ause
the
reso
urce
s av
aila
ble
to s
atis
fy w
ants
are
lim
ited.
The
ava
ilabi
lity
of th
ese
reso
urce
s in
a m
arke
t eco
nom
y is
dep
ende
nt o
nch
ange
s in
tech
nolo
gy, c
osts
, dem
and,
and
gov
ernm
ent i
nter
vent
ion.
Mak
ing
effe
ctiv
e pe
rson
al e
cono
mic
cho
ices
req
uire
s a
com
pari
son
of th
eco
st o
f a
give
n re
sour
ce w
ith th
e be
nefi
ts g
aine
d by
its
acqu
isiti
on.
The
com
plex
ity o
f th
e st
anda
rd w
ill in
crea
se a
t eac
h su
ccee
ding
gra
decl
uste
r:
K-3
:St
uden
ts w
ill u
nder
stan
d th
at in
divi
dual
s an
d fa
mili
esw
ith li
mite
d re
sour
ces
unde
rtak
e a
wid
e va
riet
y of
act
iviti
es to
satis
fy th
eir
wan
ts.
K-3
:St
uden
ts w
ill a
pply
the
conc
ept t
hat e
cono
mic
cho
ices
re-
quir
e th
e ba
lanc
ing
of c
osts
incu
rred
with
ben
efits
rec
eive
d.
4-5:
Stud
ents
will
und
erst
and
that
pri
ces
in a
mar
ket e
cono
my
are
dete
rmin
ed b
y th
e in
tera
ctio
n of
sup
ply
and
dem
and,
with
gove
rnm
ents
inte
rven
ing
to d
eal w
ith m
arke
t fai
lure
s.
5
4 0
4-5:
Stud
ents
will
und
erst
and
that
con
sum
ers
and
prod
ucer
sm
ake
econ
omic
cho
ices
bas
ed o
n su
pply
, dem
and,
acc
ess
to m
ar-
kets
, and
the
actio
ns o
f th
e go
vern
men
t.
6-8:
Stud
ents
will
ana
lyze
how
cha
nges
in te
chno
logy
, cos
ts, a
ndde
man
d in
tera
ct in
com
petit
ive
mar
kets
to d
eter
min
e or
cha
nge
the
pric
e of
goo
ds a
nd s
ervi
ces.
9-12
:St
uden
ts w
ill d
emon
stra
te h
ow in
divi
dual
eco
nom
ic c
hoic
esar
e m
ade
with
in th
e co
ntex
t of
a m
arke
t eco
nom
y in
whi
ch m
arke
tsin
flue
nce
the
prod
uctio
n an
d di
stri
butio
n of
goo
ds a
nd s
ervi
ces.
4
EC
ON
OM
ICS
Eco
nom
ics
Stan
dard
Tw
o: S
tude
nts
will
exa
min
e th
e in
ter-
actio
n of
indi
vidu
als,
fam
ilies
, com
mun
ities
, bus
ines
ses,
and
gove
rnm
ents
in a
mar
ket e
cono
my
[Mac
roec
onom
ics]
.
Mar
ket e
cono
mie
s ar
e de
pend
ent o
n th
e cr
eatio
n an
d us
e of
mon
eyto
fac
ilita
te e
xcha
nge.
Such
eco
nom
ies
are
ther
efor
e tie
d to
the
role
of
bank
s an
d fi
nanc
ial i
nstit
utio
ns, t
he c
ause
s an
d ef
fect
s of
infl
atio
n, u
nem
-pl
oym
ent,
and
busi
ness
cyc
les.
Gov
ernm
ent a
ctio
ns s
uch
as ta
xatio
n, s
pend
-in
g, r
egul
atio
n, a
nd f
isca
l pol
icy
also
infl
uenc
e th
e op
erat
ion
of m
arke
tec
onom
ies.
Und
erst
andi
ng th
e in
tera
ctio
n of
thes
e fa
ctor
s is
ess
entia
l to
com
preh
endi
ng th
e fu
nctio
n of
mar
ket e
cono
mie
s as
a w
hole
.
The
com
plex
ity o
f th
e st
anda
rd w
ill in
crea
se a
t eac
h su
ccee
ding
gra
decl
uste
r:
K-3
:St
uden
ts w
ill u
nder
stan
d ho
w b
arte
r, m
oney
, and
oth
erm
edia
are
em
ploy
ed to
fac
ilita
te th
e ex
chan
ge o
f re
sour
ces,
goo
ds,
and
serv
ices
.
4-5:
Stud
ents
will
und
erst
and
the
role
of
bank
s an
d ot
her
fi-
nanc
ial i
nstit
utio
ns in
the
econ
omy.
6-8:
Stud
ents
will
ana
lyze
the
role
of
mon
ey a
nd b
anki
ng in
the
econ
omy,
and
the
way
s in
whi
ch g
over
nmen
t tax
es a
nd s
pend
-in
g af
fect
the
func
tioni
ng o
f m
arke
t eco
nom
ies.
9-12
:St
uden
ts w
ill d
evel
op a
n un
ders
tand
ing
of h
ow e
cono
mie
sfu
nctio
n as
a w
hole
, inc
ludi
ng th
e ca
uses
and
eff
ects
of
infl
atio
n,un
empl
oym
ent,
busi
ness
cyc
les,
and
mon
etar
y an
d fi
scal
pol
icie
s.
426
43
EC
ON
OM
ICS
Eco
nom
ics
Stan
dard
Thr
ee: S
tude
nts
will
und
erst
and
dif-
fere
nt ty
pes
of e
cono
mic
sys
tem
s an
d ho
w th
ey c
hang
e[E
cono
mic
sys
tem
s].
Met
hods
of
prod
uctio
n, d
istr
ibut
ion,
and
exc
hang
e va
ry in
dif
fer-
ent e
cono
mic
sys
tem
s; a
ltern
ativ
e ec
onom
ic s
yste
ms
will
hav
e ad
vant
ages
and
disa
dvan
tage
s w
hen
com
pare
d to
eac
h ot
her.
Eco
nom
ic s
yste
ms
may
chan
ge o
ver
time,
and
in th
e m
odem
wor
ld it
is im
port
ant t
o un
ders
tand
the
proc
ess
of c
hang
e, e
spec
ially
whe
n no
n-m
arke
t eco
nom
ies
are
in tr
an-
sitio
n to
mar
ket e
cono
mie
s. S
uch
tran
sitio
ns p
rese
nt b
oth
oppo
rtun
ities
and
chal
leng
es f
or A
mer
ican
citi
zens
.
The
com
plex
ity o
f th
e st
anda
rd w
ill in
crea
se a
t eac
h su
ccee
ding
gra
de c
lus-
ter:
K-3
:St
uden
ts w
ill id
entif
y hu
man
wan
ts a
nd th
e va
riou
s re
-so
urce
s an
d st
rate
gies
whi
ch h
ave
been
use
d to
sat
isfy
them
ove
rtim
e.
4-5:
Stud
ents
will
iden
tify
diff
eren
t mea
ns o
f pr
oduc
tion,
dis
-tr
ibut
ion,
and
exc
hang
e us
ed w
ithin
eco
nom
ic s
yste
ms
in d
iffe
r-en
t tim
es a
nd p
lace
s.
6-8:
Stud
ents
will
dem
onst
rate
the
way
s in
whi
ch th
e m
eans
of p
rodu
ctio
n, d
istr
ibut
ion,
and
exc
hang
e in
dif
fere
nt e
cono
mic
syst
ems
have
a r
elat
ions
hip
to c
ultu
ral v
alue
s, r
esou
rces
, and
tech
-no
logi
es.
9-12
:St
uden
ts w
ill a
naly
ze th
e w
ide
rang
e of
opp
ortu
nitie
s an
dco
nseq
uenc
es r
esul
ting
from
the
curr
ent t
rans
ition
s fr
om c
omm
and
to m
arke
t eco
nom
ies
in m
any
coun
trie
s.
4 4
7
4 5
EC
ON
OM
ICS
Eco
nom
ics
Stan
dard
Fou
r: S
tude
nts
will
exa
min
e th
e pa
t-te
rns
and
resu
lts o
f in
tern
atio
nal t
rade
[In
tern
atio
nal t
rade
].
Nat
ions
with
dif
fere
nt e
cono
mic
sys
tem
s of
ten
spec
ializ
e an
d be
-co
me
inte
rdep
ende
nt a
s a
resu
lt of
inte
rnat
iona
l tra
de. T
his
trad
e is
af-
fect
ed b
y na
tiona
l eff
orts
to e
ncou
rage
or
disc
oura
ge th
e ex
chan
ge o
f co
m-
mod
ities
, exc
hang
e ra
tes,
and
the
flow
of
inte
rnat
iona
l inv
estm
ent.
As
mar
kets
ext
end
beyo
nd p
oliti
cal b
orde
rs, i
t is
esse
ntia
l for
Am
eric
an c
iti-
zens
to d
evel
op a
n un
ders
tand
ing
of in
tern
atio
nal t
rade
in o
rder
to m
ake
effe
ctiv
e ch
oice
s in
allo
catin
g th
eir
own
reso
urce
s.
The
com
plex
ity o
f th
e st
anda
rd w
ill in
crea
se a
t eac
h su
ccee
ding
gra
decl
uste
r:
K-3
:St
uden
ts w
ill u
nder
stan
d th
at th
e ex
chan
ge o
f go
ods
and
serv
ices
aro
und
the
wor
ld c
reat
es e
cono
mic
inte
rdep
ende
nce
be-
twee
n pe
ople
in d
iffe
rent
pla
ces.
4-5:
Stud
ents
will
dem
onst
rate
how
inte
rnat
iona
l tra
de li
nks
coun
trie
s ar
ound
the
wor
ld a
nd c
an im
prov
e th
e ec
onom
ic w
el-
fare
of
natio
ns.
6-8:
Stud
ents
will
exa
min
e ho
w n
atio
ns w
ith d
iffe
rent
eco
nom
icsy
stem
s sp
ecia
lize
and
beco
me
inte
rdep
ende
nt th
roug
h tr
ade
and
how
gov
ernm
ent p
olic
ies
allo
w e
ither
fre
e or
res
tric
ted
trad
e.
9-12
:St
uden
ts w
ill a
naly
ze a
nd in
terp
ret t
he in
flue
nce
of th
e di
s-tr
ibut
ion
of th
e w
orld
's r
esou
rces
, pol
itica
l sta
bilit
y, n
atio
nal e
f-fo
rts
to e
ncou
rage
or
disc
oura
ge tr
ade,
and
the
flow
of
inve
stm
ent
on p
atte
rns
of in
tern
atio
nal t
rade
.
4 6
84
7
GE
OG
RA
PHY
Citi
zens
sho
uld
poss
ess
a kn
owle
dge
of g
eogr
aphy
and
an
abili
ty to
app
ly a
geo
grap
hica
l per
spec
-tiv
e to
life
situ
atio
ns. A
ll ph
ysic
al p
heno
men
a an
d hu
man
act
iviti
es e
xist
in s
pace
as
wel
l as
time.
Geo
gra-
phy
stud
ies
the
rela
tions
hips
of
peop
le, p
lace
s, a
nd e
nvir
onm
ents
fro
m th
e pe
rspe
ctiv
e of
whe
re th
ey o
c-cu
r, w
hy th
ey a
re th
ere,
and
wha
t mea
ning
thos
e lo
catio
ns h
ave
for
us. C
itize
ns w
ith th
e kn
owle
dge
and
pers
pect
ives
of
geog
raph
y un
ders
tand
the
envi
ronm
enta
l and
hum
an p
roce
sses
that
sha
pe th
e E
arth
'ssu
rfac
e, a
nd r
ecog
nize
the
cultu
rally
dis
tinct
ive
way
s pe
ople
inte
ract
with
the
natu
ral w
orld
to p
rodu
ceun
ique
pla
ces.
An
appr
ecia
tion
of th
e na
ture
of
thei
r w
orld
and
thei
r pl
ace
in it
will
bet
ter
prep
are
citiz
ens
for
a ph
ysic
al e
nvir
onm
ent m
ore
thre
aten
ed a
nd a
glo
bal e
cono
my
mor
e C
ompe
titiv
e an
d in
terc
onne
cted
.
Geo
grap
hy S
tand
ard
One
: Stu
dent
s w
ill d
evel
op a
per
sona
lge
ogra
phic
fra
mew
ork,
or
"men
tal m
ap,"
and
und
erst
and
the
uses
of
map
s an
d ot
her
geo-
grap
hics
[M
APS
].
A m
enta
l map
is a
per
son'
s in
tern
aliz
ed p
ictu
re o
f a
part
of
the
Ear
th's
surf
ace.
It h
elps
mak
e se
nse
of th
e w
orld
by
stor
ing
and
reca
lling
info
rma-
tion
abou
t the
pat
tern
s of
the
Ear
th's
hum
an a
nd n
atur
al f
eatu
res.
A w
ell-
deve
lope
d m
enta
l map
is a
gre
at a
sset
in u
nder
stan
ding
loca
l, na
tiona
l, an
dw
orld
eve
nts.
Stu
dent
s ne
ed to
dev
elop
men
tal m
aps
whi
ch r
efle
ct th
e re
la-
tive
loca
tion
and
know
ledg
e of
maj
or la
ndfo
rms
and
clim
atic
zon
es, h
uman
settl
emen
ts, p
oliti
cal d
ivis
ions
, and
eco
nom
ic a
ctiv
ities
at l
ocal
, sta
te, n
a-tio
nal,
and
wor
ld s
cale
s. S
tude
nts
also
nee
d to
dev
elop
the
abili
ty to
cre
ate,
use,
and
inte
rpre
t map
s an
d ot
her
geo-
grap
hics
cru
cial
to a
naly
zing
and
sol
v-in
g ge
ogra
phic
pro
blem
s.
The
com
plex
ity o
f th
e st
anda
rd w
ill in
crea
se a
t eac
h su
ccee
ding
gra
de c
lus-
ter:
K-3
:St
uden
ts w
ill u
nder
stan
d th
e na
ture
and
use
s of
map
s,gl
obes
, and
oth
er g
eo-g
raph
ics.
G9
BE
ST
CO
PY
AV
AIL
AB
LE
4-5:
Stud
ents
will
dem
onst
rate
dev
elop
men
t of
men
tal m
aps
ofD
elaw
are
and
of th
e U
nite
d St
ates
whi
ch in
clud
e th
e re
lativ
e lo
ca-
tion
and
char
acte
rist
ics
of m
ajor
phy
sica
l fea
ture
s, p
oliti
cal d
ivis
ions
,an
d hu
man
set
tlem
ents
.
6-8:
Stud
ents
will
dem
onst
rate
men
tal m
aps
of th
e w
orld
and
its
sub-
regi
ons
whi
ch in
clud
e th
e re
lativ
e lo
catio
n an
d ch
arac
teri
stic
s of
maj
or p
hysi
cal f
eatu
res,
pol
itica
l div
isio
ns, a
nd h
uman
set
tlem
ents
.
9-12
:St
uden
ts w
ill id
entif
y ge
ogra
phic
pat
tern
s w
hich
em
erge
whe
n co
llect
ed d
ata
is m
appe
d, a
nd a
naly
ze m
appe
d pa
ttern
sth
roug
h th
e ap
plic
atio
n of
suc
h co
mm
on g
eogr
aphi
c pr
inci
ples
as
Hie
rarc
hy (
patte
rns
at a
det
aile
d sc
ale
may
be
rela
ted
topa
ttern
s at
a m
ore
gene
ral s
cale
)A
cces
sibi
lity
(how
eas
ily o
ne p
lace
can
be
reac
hed
from
anot
her)
Dif
fusi
on (
how
peo
ple
or th
ings
mov
e in
cer
tain
dir
ec-
tions
at c
erta
in s
peed
s)C
ompl
imen
tari
ty (
the
mut
ual e
xcha
nge
of p
eopl
e or
goo
dsam
ong
plac
es u
sual
ly o
ccur
s ov
er th
e sh
orte
st p
ossi
ble
dis-
tanc
es)
9-12
:St
uden
ts w
ill a
pply
the
anal
ysis
of
map
ped
patte
rns
to th
eso
lutio
n of
pro
blem
s.
4 9
GE
OG
RA
PHY
Geo
grap
hy S
tand
ard
Tw
o: S
tude
nts
will
dev
elop
a k
now
ledg
eof
the
way
s hu
man
s m
odif
y an
d re
spon
d to
the
natu
ral e
nvi-
ronm
ent [
EN
VIR
ON
ME
NT
].
The
rel
atio
nshi
p be
twee
n hu
man
nee
ds a
nd th
e na
tura
l env
iron
men
tis
fun
dam
enta
l to
life.
Hum
ans
mod
ify
the
envi
ronm
ent i
n cu
ltura
lly d
is-
tinct
ive
way
s as
they
res
pond
to th
e re
sour
ce o
ppor
tuni
ties
and
risk
s pr
esen
tin
the
phys
ical
wor
ld. T
o un
ders
tand
this
rel
atio
nshi
p, s
tude
nts
mus
t kno
wof
the
maj
or p
roce
sses
whi
ch s
hape
the
wor
ld in
to d
istin
ctiv
e ph
ysic
al e
nvi-
ronm
ents
, and
gai
n aw
aren
ess
of th
e op
port
uniti
es a
nd li
mita
tions
to h
u-m
an a
ctio
n pr
esen
ted
by th
ose
envi
ronm
ents
.
The
com
plex
ity o
f th
e st
anda
rd w
ill in
crea
se a
t eac
h su
ccee
ding
gra
decl
uste
r:
K-3
:St
uden
ts w
ill d
istin
guis
h di
ffer
ent t
ypes
of
clim
ate
and
land
-fo
rms
and
expl
ain
why
they
occ
ur.
4-5:
Stud
ents
will
app
ly a
kno
wle
dge
of to
pogr
aphy
, clim
ate,
soils
, and
veg
etat
ion
of D
elaw
are
and
the
Uni
ted
Stat
es to
und
er-
stan
d ho
w h
uman
soc
iety
alte
rs, a
nd is
aff
ecte
d by
, the
phy
sica
l en-
viro
nmen
t.
6-8:
Stud
ents
will
app
ly a
kno
wle
dge
of th
e m
ajor
pro
cess
essh
apin
g na
tura
l env
iron
men
ts to
und
erst
and
how
dif
fere
nt p
eopl
esha
ve c
hang
ed a
nd b
een
affe
cted
by,
phy
sica
l env
iron
men
ts in
the
wor
ld's
sub
-reg
ions
.
9-12
:St
uden
ts w
ill u
nder
stan
d th
e E
arth
's p
hysi
cal e
nvir
onm
ent
as a
set
of.
inte
rcon
nect
ed s
yste
ms
(eco
syst
ems)
and
the
way
s hu
-m
ans
have
per
ceiv
ed, r
eact
ed to
, and
cha
nged
env
iron
men
ts a
t lo-
cal t
o gl
obal
sca
les.
GE
OG
RA
PHY
Geo
grap
hy S
tand
ard
Thr
ee: S
tude
nts
will
dev
elop
an
unde
r-st
andi
ng o
f th
e di
vers
ity o
f hu
man
cul
ture
and
the
uniq
uena
ture
of
plac
es [
PLA
CE
S].
Cul
tura
l dif
fere
nces
pro
duce
pat
tern
s of
div
ersi
ty in
lang
uage
, rel
i-gi
on, e
cono
mic
act
ivity
, soc
ial c
usto
m, a
nd p
oliti
cal o
rgan
izat
ion
acro
ss th
eE
arth
's s
urfa
ce.
Plac
es r
efle
ct th
e cu
lture
of
the
inha
bita
nts
as w
ell a
s th
ew
ays
that
cul
ture
has
cha
nged
ove
r tim
e. P
lace
s al
so r
efle
ct th
e co
nnec
tions
and
flow
of
info
rmat
ion,
goo
ds a
nd id
eas
with
oth
er p
lace
s. S
tude
nts
who
will
live
in a
n in
crea
sing
ly in
terc
onne
cted
wor
ld n
eed
an u
nder
stan
ding
of
the
proc
esse
s w
hich
pro
duce
dis
tinct
ive
plac
es a
nd h
ow th
ose
plac
es c
hang
eov
er ti
me.
The
com
plex
ity o
f th
e st
anda
rd w
ill in
crea
se a
t eac
h su
ccee
ding
gra
decl
uste
r:
K-3
:St
uden
ts w
ill id
entif
y ty
pes
of h
uman
set
tlem
ent,
conn
ec-
tions
bet
wee
n se
ttlem
ents
, and
the
type
s of
act
iviti
es f
ound
in e
ach.
4-5:
Stud
ents
will
und
erst
and
the
reas
ons
for
the
loca
tions
of
hum
an a
ctiv
ities
and
set
tlem
ents
and
the
rout
es c
onne
ctin
g th
em in
Del
awar
e an
d in
the
Uni
ted
Stat
es.
6-8:
Stud
ents
will
iden
tify
and
expl
ain
the
maj
or c
ultu
ral p
at-
tern
s of
hum
an a
ctiv
ity in
the
wor
ld's
sub
-reg
ions
.
9-12
:St
uden
ts w
ill u
nder
stan
d th
e pr
oces
ses
whi
ch r
esul
t in
dis-
tinct
ive
cultu
res,
eco
nom
ic a
ctiv
ity, a
nd s
ettle
men
t for
m in
par
ticu-
lar
loca
tions
acr
oss
the
wor
ld.
211
GE
OG
RA
PHY
Geo
grap
hy S
tand
ard
Four
: Stu
dent
s w
ill d
evel
op a
n un
der-
stan
ding
of
the
char
acte
r an
d us
e of
reg
ions
and
the
conn
ec-
tions
bet
wee
n an
d am
ong
them
[R
EG
ION
S].
Reg
ions
are
are
as c
onta
inin
g pl
aces
with
com
mon
cha
ract
eris
tics.
The
y ar
e a
maj
or w
ay w
e si
mpl
ify
a ge
ogra
phic
ally
-com
plex
wor
ld. R
egio
nsca
n be
use
d fo
r an
alys
is a
nd s
ynth
esis
. The
y ha
ve p
ract
ical
app
licat
ions
as
in p
oliti
cal a
dmin
istr
atio
n or
org
aniz
ing
econ
omic
beh
avio
r. U
nder
stan
ding
regi
ons
and
thei
r us
e w
ill a
llow
stu
dent
s to
bet
ter
anal
yze
and
pred
ict p
at-
tern
s an
d co
nnec
tions
bet
wee
n an
d am
ong
peop
le, p
lace
s, a
nd e
nvir
onm
ents
.
The
com
plex
ity o
f th
e st
anda
rd w
ill in
crea
se a
t eac
h su
ccee
ding
gra
decl
uste
r:
K-3
:St
uden
ts w
ill u
se th
e co
ncep
ts o
f pl
ace
and
regi
on to
ex-
plai
n si
mpl
e pa
ttern
s of
con
nect
ions
bet
wee
n an
d am
ong
plac
esac
ross
the
coun
try
and
the
wor
ld.
4-5:
Stud
ents
will
app
ly g
eogr
aphi
c sk
ills
to d
evel
op a
pro
file
of
the
loca
l com
mun
ity b
y pl
acin
g it
in th
e co
ntex
t of
phys
ical
, cul
-tu
ral,
and
othe
r ty
pes
of r
egio
ns.
6-8:
Stud
ents
will
und
erst
and
the
proc
esse
s af
fect
ing
the
loca
-tio
n of
eco
nom
ic a
ctiv
ities
in d
iffe
rent
wor
ld r
egio
ns.
6-8:
Stud
ents
will
exp
lain
how
con
flic
t and
coo
pera
tion
amon
gpe
ople
con
trib
utes
to th
e di
visi
on o
f th
e E
arth
's s
urfa
ce in
to d
istin
c-tiv
e cu
ltura
l reg
ions
and
pol
itica
l ter
rito
ries
.
9-12
:St
uden
ts w
ill a
pply
kno
wle
dge
of th
e ty
pes
of r
egio
ns a
ndm
etho
ds o
f dr
awin
g bo
unda
ries
to in
terp
ret t
he E
arth
's c
hang
ing
com
plex
ity.
HIS
TO
RY
His
tory
org
aniz
es e
vent
s an
d ph
enom
ena
in te
rms
of w
hen
they
occ
ur. S
tude
nts
stud
y th
e w
ays
inw
hich
indi
vidu
als
and
soci
etie
s ha
ve c
hang
ed a
nd in
tera
cted
ove
r tim
e. T
hey
prac
tice
the
skill
s of
gat
heri
nghi
stor
ical
dat
a, a
nd e
xam
inin
g, a
naly
zing
, and
inte
rpre
ting
thes
e da
ta. T
hey
lear
n to
org
aniz
e ev
ents
thro
ugh
chro
nolo
gies
, and
to s
ugge
st a
nd e
valu
ate
caus
e-an
d-ef
fect
rel
atio
nshi
ps a
mon
g th
ose
even
ts. B
efor
e ch
oos-
ing
a po
sitio
n or
act
ing,
citi
zens
nee
d to
be
able
to r
esea
rch
issu
es in
ord
er to
und
erst
and
the
effe
ct o
f hi
stor
i-ca
l dev
elop
men
ts a
nd tr
ends
on
cont
emp6
rary
eve
nts.
The
stu
dy o
f hi
stor
y em
pow
ers
them
to f
orm
rea
son-
able
con
clus
ions
abo
ut th
e po
tent
ial c
onse
quen
ces
of a
vaila
ble
optio
ns.
His
tory
Sta
ndar
d O
ne: S
tude
nts
will
em
ploy
chr
onol
ogic
alco
ncep
ts in
ana
lyzi
ng h
isto
rica
l phe
nom
ena
[Chr
onol
ogy]
.
His
tori
cal i
nqui
ry is
not
lim
ited
to th
e st
udy
of s
peci
fic
even
ts, b
utm
ay a
lso
focu
s on
idea
s or
tren
ds w
hich
ext
end
acro
ss s
pace
and
tim
e. T
heco
ntin
uing
mig
ratio
ns o
f a
popu
latio
n, th
e de
velo
pmen
t of
a re
ligio
n or
aph
iloso
phy,
or
the
grad
ual c
hang
e in
the
soci
al s
tatu
s of
a p
artic
ular
gro
upal
l rep
rese
nt p
ossi
ble
subj
ects
for
inve
stig
atio
n. S
uch
inve
stig
atio
ns d
epen
dhe
avily
on
the
abili
ty to
con
stru
ct a
ccur
ate
chro
nolo
gies
and
dra
w lo
gica
lco
nclu
sion
s re
gard
ing
caus
e an
d ef
fect
.
The
com
plex
ity o
f th
e st
anda
rd w
ill in
crea
se a
t eac
h su
ccee
ding
gra
decl
uste
r:
K-3
:St
uden
ts w
ill u
se c
lock
s, c
alen
dars
, sch
edul
es, a
nd w
ritte
nre
cord
s to
rec
ord
or lo
cate
eve
nts
in ti
me.
4-5:
Stud
ents
will
stu
dy h
isto
rica
l eve
nts
and
pers
ons
with
in a
give
n tim
e-fr
ame
in o
rder
to c
reat
e a
chro
nolo
gy a
nd id
entif
y re
-la
ted
caus
e-an
d-ef
fect
fac
tors
.
6-8:
Stud
ents
will
exa
min
e hi
stor
ical
mat
eria
ls r
elat
ing
to a
par
-tic
ular
reg
ion,
soc
iety
, or
them
e; a
naly
ze c
hang
e ov
er ti
me,
and
mak
elo
gica
l inf
eren
ces
conc
erni
ng c
ause
and
eff
ect.
13
9-12
:St
uden
ts w
ill a
naly
ze h
isto
rica
l mat
eria
ls to
trac
e th
e de
vel-
opm
ent o
f an
idea
or
tren
d ac
ross
spa
ce o
r ov
er a
pro
long
ed p
erio
dof
tim
e in
ord
er to
exp
lain
pat
tern
s of
his
tori
cal c
ontin
uity
and
chan
ge.
HIS
TO
RY
His
tory
Sta
ndar
d T
wo:
Stu
dent
s w
ill g
athe
r, e
xam
ine,
and
anal
yze
hist
oric
al d
ata
[Ana
lysi
s].
The
bas
ic s
ourc
es o
f hi
stor
y ar
e th
e do
cum
ents
and
art
ifac
ts c
reat
edin
the
past
, whi
ch p
rovi
de d
irec
t evi
denc
e of
his
tori
cal p
heno
men
a. S
yste
m-
atic
col
lect
ion
of s
uch
mat
eria
ls a
s ar
e av
aila
ble
is a
pre
requ
isite
for
his
tori
-ca
l res
earc
h. C
ritic
al e
xam
inat
ion
of h
isto
rica
l mat
eria
ls r
equi
res
logi
cal a
naly
-si
s, a
n ap
prec
iatio
n of
con
text
, and
an
unde
rsta
ndin
g of
the
prin
cipl
es o
fev
iden
ce.
The
com
plex
ity o
f th
e st
anda
rd w
ill in
crea
se a
t eac
h su
ccee
ding
gra
decl
uste
r:
K-3
:St
uden
ts w
ill u
se a
rtif
acts
and
doc
umen
ts to
gat
her
info
r-m
atio
n ab
out t
he p
ast.
4-5:
Stud
ents
will
iden
tify
artif
acts
and
doc
umen
ts a
s ei
ther
pri
-m
ary
or s
econ
dary
sou
rces
of
hist
oric
al d
ata
from
whi
ch h
isto
rica
lac
coun
ts a
re c
onst
ruct
ed.
4-5:
Stud
ents
will
exa
min
e hi
stor
ical
mat
eria
ls r
elat
ing
to a
par
-tic
ular
reg
ion,
soc
iety
, or
them
e; c
hron
olog
ical
ly a
rran
ge th
em, a
ndan
alyz
e ch
ange
ove
r tim
e.
6-8:
Stud
ents
will
mas
ter
the
basi
c re
sear
ch s
kills
nec
essa
ry to
cond
uct a
n in
depe
nden
t inv
estig
atio
n of
his
tori
cal p
heno
men
a.
6-8:
Stud
ents
will
exa
min
e hi
stor
ical
doc
umen
ts, a
rtif
acts
, and
othe
r m
ater
ials
, and
ana
lyze
them
in te
rms
of c
redi
bilit
y, a
s w
ell a
sth
e pu
rpos
e, p
ersp
ectiv
e, o
r po
int o
f vi
ew f
or w
hich
they
wer
e co
n-st
ruct
ed.
9-12
:St
uden
ts w
ill d
evel
op a
nd im
plem
ent e
ffec
tive
rese
arch
str
at-
egie
s fo
r in
vest
igat
ing
a gi
yen
hist
oric
al to
pic.
14
5 C
.,
9-12
:St
uden
ts w
ill e
xam
ine
and
anal
yze
prim
ary
and
seco
ndar
yso
urce
s in
ord
er to
dif
fere
ntia
te b
etw
een
hist
oric
al f
acts
and
his
tori
-ca
l int
erpr
etat
ions
.
HIS
TO
RY
His
tory
Sta
ndar
d T
hree
: Stu
dent
s w
ill in
terp
ret h
isto
rica
l dat
a[I
nter
pret
atio
n].
His
tori
ans
colle
ct a
nd a
naly
ze b
oth
prim
ary
and
seco
ndar
y so
urce
sin
ord
er to
des
crib
e, c
ompa
re, a
nd in
terp
ret h
isto
rica
l phe
nom
ena.
The
sam
eph
enom
enon
or
even
t may
be
pres
ente
d fr
om a
var
iety
of
pers
pect
ives
by
diff
eren
t his
tori
ans
beca
use
they
cho
ose
diff
eren
t que
stio
ns to
gui
de th
eir
inqu
irie
s, m
ay h
ave
vari
ed a
cces
s to
his
tori
cal m
ater
ials
, ana
lyze
thos
e so
urce
sdi
ffer
ently
, and
are
led
by th
eir
own
belie
fs a
nd p
oint
s of
vie
w to
wei
ghca
uses
in d
istin
ct m
anne
rs. A
ny c
ompa
riso
n or
eva
luat
ion
of c
ompe
ting
hist
oric
al in
terp
reta
tions
has
to ta
ke th
ese
fact
ors
into
acc
ount
.
The
com
plex
ity o
f th
e st
anda
rd w
ill in
crea
se a
t eac
h su
ccee
ding
gra
decl
uste
r:
K-3
:St
uden
ts w
ill u
nder
stan
d th
at h
isto
rica
l acc
ount
s ar
e co
n-st
ruct
ed b
y dr
awin
g lo
gica
l inf
eren
ces
from
art
ifac
ts a
nd d
ocum
ents
.
4-5:
Stud
ents
will
exp
lain
why
his
tori
cal a
ccou
nts
of th
e sa
me
even
t som
etim
es d
iffe
r an
d w
ill r
elat
e th
is e
xpla
natio
n to
the
evi-
denc
e pr
esen
ted
or th
e po
int-
of-v
iew
of
the
auth
or.
6-8:
Stud
ents
will
com
pare
dif
fere
nt h
isto
rian
s' d
escr
iptio
ns o
fth
e sa
me
soci
etie
s in
ord
er to
exa
min
e ho
w th
e ch
oice
of
ques
tions
and
use
of s
ourc
es m
ay a
ffec
t the
ir c
oncl
usio
ns.
9-12
:St
uden
ts w
ill c
ompa
re c
ompe
ting
hist
oric
al n
arra
tives
, by
cont
rast
ing
diff
eren
t his
tori
ans'
cho
ice
of q
uest
ions
, use
and
cho
ice
of s
ourc
es, p
ersp
ectiv
es, b
elie
fs, a
nd p
oint
s of
vie
w, i
n or
der
to d
em-
onst
rate
how
thes
e fa
ctor
s co
ntri
bute
to d
iffe
rent
inte
rpre
tatio
ns.
6 0
15
HIS
TO
RY
His
tory
Sta
ndar
d Fo
ur: S
tude
nts
will
dev
elop
his
tori
cal
know
ledg
e of
maj
or e
vent
s an
d ph
enom
ena
in w
orld
, Uni
ted
Stat
es, a
nd D
elaw
are
hist
ory
[Con
tent
].
An
orga
nize
d m
enta
l fra
mew
ork
of e
vent
s, p
eopl
e, tr
ends
, and
oth
erhi
stor
ical
phe
nom
ena
is e
ssen
tial t
o un
ders
tand
ing,
eva
luat
ing,
and
con
stru
ct-
ing
hist
oric
al in
terp
reta
tions
. Suc
h a
fram
ewor
k al
low
s us
to d
raw
logi
cal
infe
renc
es c
once
rnin
g th
e co
ntin
uing
impa
ct o
f th
e pa
st o
n th
e pr
esen
t. In
-di
vidu
al p
erio
ds, r
egio
ns, o
r ev
ents
sho
uld
not b
e st
udie
d in
isol
atio
n bu
tra
ther
in c
ompa
riso
n to
one
ano
ther
. Nor
sho
uld
the
broa
d sw
eep
of e
vent
sor
an
emph
asis
on
lead
ers,
gre
at w
orks
, and
piv
otal
eve
nts
obsc
ure
the
im-
port
ance
of
seek
ing
to u
nder
stan
d th
e ev
eryd
ay li
fe o
f or
dina
ry p
eopl
e in
othe
r tim
es a
nd p
lace
s.
The
com
plex
ity o
f th
e st
anda
rd w
ill in
crea
se a
t eac
h su
ccee
ding
gra
de c
lus-
ter:
K-3
:St
uden
ts w
ill d
evel
op a
n un
ders
tand
ing
of th
e si
mila
ritie
sbe
twee
n fa
mili
es n
ow a
nd in
the
past
, inc
ludi
ng:
Dai
ly li
fe to
day
and
in o
ther
tim
esC
ultu
ral o
rigi
ns o
f cu
stom
s an
d be
liefs
aro
und
the
wor
ld
K-3
:St
uden
ts w
ill d
evel
op a
n aw
aren
ess
of m
ajor
eve
nts
and
peop
le in
Uni
ted
Stat
es a
nd D
elaw
are
hist
ory.
Who
live
s he
re a
nd h
ow d
id th
ey g
et h
ere?
(im
mig
rant
s,de
mog
raph
ics,
eth
nic
and
relig
ious
gro
ups)
Impo
rtan
t peo
ple
in o
ur p
ast
Dif
fere
nt k
inds
of
com
mun
ities
in D
elaw
are
and
the
Uni
ted
Stat
es
4-5:
Stud
ents
will
dev
elop
an
unde
rsta
ndin
g of
Del
awar
e hi
s-to
ry a
nd it
s co
nnec
tions
with
Uni
ted
Stat
es h
isto
ry, i
nclu
ding
:N
ativ
e A
mer
ican
inha
bita
nts
befo
re E
urop
ean
cont
act
Exp
lora
tion
and
settl
emen
t (16
09-1
775)
From
the
Firs
t Sta
te to
the
Civ
il W
ar (
1776
-186
5)G
row
th o
f co
mm
erce
, ind
ustr
y, tr
ansp
orta
tion,
and
agr
i-cu
lture
(18
65-1
945)
Mod
em D
elaw
are
(194
5-pr
esen
t)
4-5:
Stud
ents
will
dev
elop
an
unde
rsta
ndin
g of
sel
ecte
d th
emes
in U
nite
d St
ates
his
tory
, inc
ludi
ng:
Who
are
the
Am
eric
an p
eopl
e? (
dem
ogra
phic
s, im
mig
ra-
tion) H
ow d
id th
e U
nite
d St
ates
dev
elop
its
form
of
gove
rn-
men
t?H
ow h
ave
adva
nces
in te
chno
logy
cha
nged
our
live
s?Im
port
ant p
eopl
e in
Am
eric
an h
isto
ry
6-8:
Stud
ents
will
dev
elop
an
unde
rsta
ndin
g of
pre
-ind
ustr
ial
Uni
ted
Stat
es h
isto
ry a
nd it
s co
nnec
tions
to D
elaw
are
hist
ory,
in-
clud
ing:
Thr
ee w
orld
s m
eet (
Beg
inni
ngs
to 1
620)
Col
oniz
atio
n an
d Se
ttlem
ent (
1585
-176
3)R
evol
utio
n an
d th
e N
ew N
atio
n (1
754-
1820
s)E
xpan
sion
and
Ref
orm
(18
01-1
861)
Civ
il W
ar a
nd R
econ
stru
ctio
n (1
850-
1877
)
6-8:
Stud
ents
will
dev
elop
an
unde
rsta
ndin
g of
anc
ient
and
me-
diev
al w
orld
his
tory
, and
the
cont
inui
ng in
flue
nce
of m
ajor
civ
iliza
-tio
ns, i
nclu
ding
:T
he b
egin
ning
s of
hum
an s
ocie
tyE
arly
civ
iliza
tions
and
pas
tora
l peo
ples
(4,
000-
1,00
0 B
C)
Cla
ssic
al tr
aditi
ons,
maj
or r
elig
ions
, and
gre
at e
m-
pire
s (1
,000
BC
-300
AD
)E
xpan
ding
zon
es o
f ex
chan
ge a
nd e
ncou
nter
(30
0-1,
000A
D)
Inte
nsif
ied
hem
isph
eric
inte
ract
ions
(1,
000-
1,50
0 A
D)
411/
6216
63
HIS
TO
RY
His
tory
Sta
ndar
d Fo
ur: (
cont
inue
d)
9-12
:St
uden
ts w
ill d
evel
op a
n un
ders
tand
ing
of m
oder
n U
nite
dSt
ates
his
tory
, its
con
nect
ions
to b
oth
Del
awar
e an
d w
orld
his
tory
,in
clud
ing:
Civ
il W
ar a
nd R
econ
stru
ctio
n (1
850-
1877
)D
evel
opm
ent o
f an
indu
stri
aliz
ed n
atio
n (1
870-
1900
)E
mer
genc
e of
mod
ern
Am
eric
a (1
890-
1930
)G
reat
Dep
ress
ion
and
Wor
ld W
ar I
I (1
929-
1945
)Po
stw
ar U
nite
d St
ates
(19
45-e
arly
197
0s)
Con
tem
pora
ry U
nite
d St
ates
(19
68-p
rese
nt)
9-12
:St
uden
ts w
ill d
evel
op a
n un
ders
tand
ing
of r
ecen
t and
mod
-er
n w
orld
his
tory
and
its
conn
ectio
ns to
Uni
ted
Stat
es h
isto
ry, i
n-cl
udin
g:In
tens
ifie
d he
mis
pher
ic in
tera
ctio
ns (
1,00
0-1,
500
AD
)E
xplo
ratio
ns, c
onta
ct, a
nd in
tera
ctio
ns a
cros
s th
ew
orld
(14
50-1
770)
Rev
olut
ions
, ide
olog
ies,
and
tech
nolo
gica
l cha
nge
(175
0-19
14)
The
20t
h C
entu
ry w
orld
(19
00-p
rese
nt)
17
65
CIV
ICS
-G
RA
DE
S K
-3
STA
ND
AR
D
Civ
ics
Stan
dard
One
: Stu
dent
s w
ill e
xam
-in
e th
e st
ruct
ure
and
purp
oses
of
gove
rn-
men
ts w
ith s
peci
fic
emph
asis
on
cons
titu-
tiona
l dem
ocra
cy [
Gov
ernm
ent]
.
K-3
:St
uden
ts w
ill u
nder
stan
d th
at le
ader
sar
e so
met
imes
cho
sen
by e
lect
ion,
and
that
elec
ted
offi
cial
s ar
e ex
pect
ed to
rep
rese
nt th
ein
tere
sts
of th
e pe
ople
who
ele
cted
them
.
K-3
:St
uden
ts w
ill u
nder
stan
d th
at p
osi-
tions
of
auth
ority
, whe
ther
ele
cted
, app
oint
ed,
or f
amili
al, c
arry
res
pons
ibili
ties
and
shou
ldbe
res
pect
ed.
6G
SAM
PLE
AC
TIV
ITY
Aft
er r
eadi
ng o
r lis
teni
ng to
a d
emon
stra
tion
of h
ow a
per
son
in a
utho
rity
gai
ned
his/
her
offi
ce, s
tude
nts
coul
d be
ask
ed to
iden
tify
the
mea
ns o
f se
lect
ion
as e
ither
ele
ctio
n, a
p-po
intm
ent,
or f
amily
-rel
ated
[G
over
nmen
t].
Giv
en a
par
ticul
ar p
ositi
on o
f au
thor
ity (
Pres
iden
t of
the
Uni
ted
Stat
es, s
choo
l pri
ncip
al),
stud
ents
cou
ld b
e as
ked
to c
ondu
ct r
esea
rch
by r
eadi
ng li
brar
y bo
oks,
talk
ing
with
adu
lts,
or in
terv
iew
ing
som
eone
in th
at p
ositi
on in
ord
er to
dev
elop
a li
st o
f re
spon
sibi
litie
s an
dpo
wer
s fo
r th
e of
fice
in q
uest
ion
[Gov
ernm
ent]
.
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
mig
ht h
ave
thei
r pa
rent
s he
lp th
em id
entif
y th
eir
maj
or e
lect
ed o
ffic
ials
. Dur
ing
an e
lect
ion
year
they
cou
ld c
lip p
ictu
res
from
cam
paig
nlit
erat
ure
and
new
spap
ers,
as
wel
l as
obse
rve
lead
ers
on te
levi
sion
[G
over
nmen
t].
Usi
ng n
ewsp
aper
or
mag
azin
e ph
otog
raph
s, s
tude
nts
coul
d as
sem
ble
a co
llage
or
a se
t of
flas
h ca
rds
of m
ajor
gov
ernm
ent l
eade
rs, i
nclu
ding
the
Pres
iden
t, Su
prem
e C
ourt
, im
por-
tant
Sen
ator
s an
d C
ongr
essm
en, t
he G
over
nor,
and
loca
l pol
itica
l lea
ders
[G
over
nmen
t].
Thi
s ac
tivity
cou
ld b
e co
mbi
ned
or p
aral
lele
d w
ith a
his
tory
act
ivity
in w
hich
stu
dent
sco
llect
ed im
ages
of
maj
or h
isto
rica
l eve
nts
(e.g
., si
gnin
g of
the
Dec
lara
tion
of I
ndep
en-
denc
e).
Stud
ents
mig
ht b
e as
ked
to w
rite
a jo
b de
scri
ptio
n fo
r te
ache
rs a
nd s
tude
nts
whi
ch d
em-
onst
rate
s an
und
erst
andi
ng o
f ba
sic
resp
onsi
bilit
ies
[Gov
ernm
ent;
citiz
ensh
ip].
18
..
CIV
ICS
-G
RA
DE
S K
-3ST
AN
DA
RD
Civ
ics
Stan
dard
Tw
o: S
tude
nts
will
und
er-
stan
d th
e pr
inci
ples
and
idea
ls u
nder
lyin
gth
e A
mer
ican
pol
itica
l sys
tem
[Po
litic
s].
K-3
:St
uden
ts w
ill u
nder
stan
d th
at r
espe
ctfo
r ot
hers
, the
ir o
pini
ons,
and
thei
r pr
oper
ty is
a fo
unda
tion
of c
ivil
soci
ety
in th
e U
nite
dSt
ates
.
00
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht r
ead
or li
sten
to a
sto
ry w
hich
des
crib
es h
ow a
n in
divi
dual
was
trea
ted
unfa
irly
bec
ause
he
or s
he w
as d
iffe
rent
in s
ome
way
(su
ch a
s "T
he U
gly
Duc
klin
g" o
r"B
eaut
y an
d th
e B
east
"), a
nd th
en e
xpla
in w
hy in
divi
dual
dif
fere
nces
sho
uld
not b
e th
eba
sis
for
disc
rim
inat
ion
[Pol
itics
].
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
coul
d be
ass
igne
d to
wat
ch th
e ni
ghtly
new
s w
ithth
eir
pare
nts
and
disc
uss
the
polit
ical
pro
cess
es th
ey o
bser
ve, p
ossi
bly
answ
erin
g qu
es-
tions
pro
vide
d by
the
teac
her
[Pol
itics
].
Stud
ents
cou
ld e
ngag
e-in
a c
lass
dis
cuss
ion
to d
eter
min
e ru
les
whi
ch w
ould
saf
egua
rdth
e ri
ghts
and
pro
pert
y of
all
stud
ents
in th
e cl
ass.
Ind
ivid
ual s
tude
nts
wou
ld th
en c
reat
ea
pict
ure
or p
oste
r w
hich
sho
wed
a s
ituat
ion
in w
hich
the
rule
s m
ight
pro
tect
som
eone
,an
d th
en e
xpla
in th
e st
ory
behi
nd th
at p
ictu
re a
nd w
hy th
at s
afeg
uard
was
impo
rtan
t[P
oliti
cs].
196
9
CIV
ICS
-G
RA
DE
S K
-3ST
AN
DA
RD
Civ
ics
Stan
dard
Thr
ee: S
tude
nts
will
unde
rsta
nd th
e re
spon
sibi
litie
s, r
ight
s,an
d pr
ivile
ges
of U
nite
d St
ates
citi
zens
[Citi
zens
hip]
.
K-3
:St
uden
ts w
ill u
nder
stan
d th
at A
mer
i-ca
n ci
tizen
s ha
ve d
istin
ct r
espo
nsib
ilitie
s (s
uch
as v
otin
g), r
ight
s (s
uch
as f
ree
spee
ch a
nd f
ree-
dom
of
relig
ion)
, and
pri
vile
ges
(suc
h as
dri
v-in
g).
73
SAM
PLE
AC
TIV
ITY
Stud
ents
cou
ld b
e di
vide
d in
to g
roup
s an
d gi
ven
a lis
t com
pose
d of
item
s w
hich
mig
htbe
def
ined
eith
er a
s ri
ghts
, res
pons
ibili
ties,
or
priv
ilege
s. T
he s
tude
nts
wou
ld d
iscu
ssea
ch, a
nd th
en c
ateg
oriz
e th
em a
s ri
ghts
or
resp
onsi
bilit
ies.
Eac
h gr
oup
wou
ld th
en b
ere
spon
sibl
e fo
r de
term
inin
g th
e di
ffer
ence
am
ong
the
thre
e [C
itize
nshi
p; p
artic
ipat
ion]
.
Thi
s ki
nd o
f ac
tivity
, whi
ch r
equi
res
stud
ents
to a
naly
ze ty
pes
of it
ems
and
draw
con
clu-
sion
s ab
out t
heir
cat
egor
izat
ion
uses
the
sam
e ki
nds
of r
easo
ning
as
an e
cono
mic
s ac
tiv-
ity w
hich
intr
oduc
es c
ost/b
enef
it an
alys
is.
Thr
ough
rol
e-pl
ayin
g, a
rt, o
r ot
her
dem
onst
ratio
ns, s
tude
nts
coul
d sh
ow h
ow a
cts
like
thef
t or
vand
alis
m h
urt o
ther
peo
ple,
and
exp
lain
why
they
are
wro
ng [
Citi
zens
hip]
.
Aft
er in
terv
iew
ing
or li
sten
ing
to tw
o pe
ople
pre
sent
ing
oppo
sing
vie
wpo
ints
on
som
eis
sue,
stu
dent
s co
uld
be a
sked
to s
umm
ariz
e ea
ch p
ositi
on [
Citi
zens
hip]
.
Thi
s ac
tivity
cou
ld b
e co
nnec
ted
to H
isto
ry S
tand
ard
Tw
o if
the
view
s pr
esen
ted
wer
eth
ose
of h
isto
rica
l per
sona
ges.
A li
st o
f oc
cupa
tions
of
adul
ts k
now
n to
the
clas
s m
ight
be
gene
rate
d, a
nd s
tude
nts
wou
ldbe
ask
ed to
exp
lain
how
eac
h co
ntri
bute
s to
the
life
of th
e co
mm
unity
and
to th
e su
ppor
tof
fam
ilies
[C
itize
nshi
p; p
oliti
cs].
Thi
s ac
tivity
wou
ld a
lso
conn
ect w
ith E
cono
mic
s St
anda
rds
One
and
Tw
o.
20
71
CIV
ICS
-G
RA
DE
S K
-3ST
AN
DA
RD
Civ
ics
Stan
dard
Fou
r: S
tude
nts
will
dev
elop
and
empl
oy th
e ci
vic
skill
s ne
cess
ary
for
ef-
fect
ive,
par
ticip
ator
y ci
tizen
ship
[Pa
rtic
ipa-
tion]
.
K-3
:St
uden
ts w
ill a
cqui
re th
e sk
ills
nece
s-sa
ry f
or p
artic
ipat
ing
in a
gro
up, i
nclu
ding
de-
fini
ng a
n ob
ject
ive,
div
idin
g re
spon
sibi
litie
s,an
d w
orki
ng c
oope
rativ
ely.
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht b
e as
ked
to e
xpla
in s
ever
al w
ays
in w
hich
a g
roup
cou
ld c
hoos
e a
lead
er(t
akin
g tu
rns,
dra
win
g st
raw
s, v
otin
g, c
onse
nsus
), a
nd d
emon
stra
te e
ach
proc
ess
thro
ugh
role
-pla
y [P
artic
ipat
ion]
.
Stud
ents
mig
ht b
e as
ked
to p
artic
ipat
e in
a c
oope
rativ
e gr
oup
char
ged
with
a s
peci
fic
resp
onsi
bilit
y (p
lann
ing
a cl
ass
activ
ity, o
rgan
izin
g m
ater
ials
for
a p
roje
ct, e
tc.)
. Aft
erco
mpl
etin
g th
e ta
sk, e
ach
stud
ent w
ould
be
aske
d to
des
crib
e th
e co
ntri
butio
n m
ade
byev
ery
grou
p m
embe
r, a
s w
ell a
s th
e pr
oces
s or
rul
es u
sed
for
wor
k as
sign
men
ts, d
ecis
ion-
mak
ing,
and
rep
ortin
g [P
artic
ipat
ion]
.
21
73
EC
ON
OM
ICS
-G
RA
DE
S K
-3ST
AN
DA
RD
Eco
nom
ics
Stan
dard
One
: Stu
dent
s w
ill a
na-
lyze
the
pote
ntia
l cos
ts a
nd b
enef
its o
f pe
r-so
nal e
cono
mic
cho
ices
in a
mar
ket e
cono
my
[Mic
roec
onom
ics]
.
K-3
:St
uden
ts w
ill u
nder
stan
d th
at in
di-
vidu
als
and
fam
ilies
with
lim
ited
reso
urce
sun
dert
ake
a w
ide
vari
ety
of a
ctiv
ities
to s
at-
isfy
thei
r w
ants
.
K-3
:St
uden
ts w
ill a
pply
the
conc
ept t
hat
econ
omic
cho
ices
req
uire
the
bala
ncin
g of
cos
tsin
curr
ed w
ith b
enef
its r
ecei
ved.
74
SAM
PLE
AC
TIV
ITY
Usi
ng a
pri
ce li
st p
rovi
ded
by th
e te
ache
r, e
ach
stud
ent m
ight
be
aske
d to
pre
pare
a b
ud-
get f
or a
cla
ssro
om p
arty
with
a f
ixed
max
imum
exp
endi
ture
. Aft
er li
sten
ing
to th
e pl
ans
of c
lass
mat
es, t
he s
tude
nt m
ight
be
aske
d to
iden
tify
wha
t eac
h pe
rson
val
ued
mos
t on
the
men
u, a
nd w
hat i
tem
s w
ere
"giv
en u
p" in
ord
er to
sta
y w
ithin
the
budg
et[M
icro
econ
omic
s].
Mat
h St
anda
rds
3 (M
ath
Rea
soni
ng)
and
4 (M
ath
Con
nect
ions
) w
ould
bot
h su
ppor
t thi
sac
tivity
.
Stud
ents
cou
ld b
e as
ked
to li
st a
s m
any
stra
tegi
es a
s po
ssib
le th
at f
amili
es m
ight
use
toac
quir
e fo
od (
wor
k fo
r m
oney
and
buy
at t
he s
uper
mar
ket;
gard
en; f
ish
and
hunt
, etc
.),
and
then
iden
tify
whi
ch o
f th
ese
stra
tegi
es w
ould
be
mor
e lik
ely
to b
e pu
rsue
d in
rur
al,
urba
n, o
r su
burb
an a
rea
[Mic
roec
onom
ics]
.
Thi
s ac
tivity
con
nect
s w
ith G
eogr
aphy
Sta
ndar
d T
hree
.
Stud
ents
cou
ld m
ake
a lis
t of
all t
he th
ings
they
wou
ld li
ke to
buy
with
in th
e ne
xt m
onth
,an
d re
sear
ch h
ow m
uch
each
item
wou
ld c
ost.
The
n ea
ch s
tude
nt w
ould
be
give
n a
fixe
dam
ount
of
"mon
ey"
and
be to
ld to
pur
chas
e as
man
y of
the
item
s on
the
list a
s po
ssib
le.
Nex
t, st
uden
ts w
ould
be
give
n tw
ice
the
orig
inal
am
ount
and
then
hal
f th
e or
igin
al a
mou
ntto
mak
e si
mila
r lis
ts. F
rom
the
thre
e re
sulti
ng li
sts,
stu
dent
s w
ould
ass
ign
prio
ritie
s to
each
item
on
the
list (
cost
/ben
efit
anal
ysis
) [M
icro
econ
omic
s].
For
a co
ncur
rent
geo
grap
hy a
ctiv
ity, s
tude
nts
mig
ht a
lso
iden
tify
on a
map
all
the
plac
esin
thei
r co
mm
unity
or
regi
on th
at th
ey f
ind
thes
e re
sour
ces.
Aft
er r
eadi
ng S
omet
hing
Spe
cial
for
Me
by V
era
Will
iam
s, s
tude
nts
coul
d an
alyz
e th
edi
ffer
ent a
ltern
ativ
e us
es R
osa
had
for
her
birt
hday
mon
ey, a
nd e
xpla
in w
hy R
osa
had
tom
ake
a ch
oice
. Stu
dent
s w
ould
sta
te w
heth
er R
osa
mad
e a
good
or
bad
choi
ce, a
nd s
up-
port
thes
e an
swer
s. S
tude
nts
mig
ht a
lso
keep
a d
iary
of
choi
ces
they
hav
e fa
ced
for
one
wee
k. F
or e
ach
dile
mm
a, th
ey c
ould
sta
te w
hy th
ey h
ad to
mak
e a
choi
ce a
nd th
eir
deci
-si
on. A
t the
end
of
the
wee
k, e
ach
stud
ent w
ould
ree
xam
ine
his
or h
er d
ecis
ions
, and
use
cost
-ben
efit
anal
ysis
to d
eter
min
e if
the
deci
sion
s w
ere
good
one
s [M
icro
econ
omic
s].
22
411
STA
ND
AR
D
EC
ON
OM
ICS
-G
RA
DE
S K
-3
Eco
nom
ics
Stan
dard
Tw
o: S
tude
nts
will
ex-
amin
e th
e in
tera
ctio
n of
indi
vidu
als,
fam
ilies
,co
mm
uniti
es, b
usin
esse
s, a
nd g
over
nmen
ts in
a m
arke
t eco
nom
y [M
acro
econ
omic
s].
K-3
:St
uden
ts w
ill u
nder
stan
d ho
w b
arte
r,m
oney
, and
oth
er m
edia
are
em
ploy
ed to
fa-
cilit
ate
the
exch
ange
of
reso
urce
s, g
oods
, and
serv
ices
.
SAM
PLE
AC
TIV
ITY
Stud
ents
cou
ld p
artic
ipat
e in
a c
lass
room
sim
ulat
ion
whe
rein
they
use
scr
ip, c
hip,
or
othe
rsy
mbo
ls f
or tr
ade.
The
y w
ould
kee
p re
cord
s of
how
muc
h "m
oney
" th
ey h
ad, a
nd h
owm
uch
was
pai
d fo
r ea
ch it
em b
ough
t or
sold
. Stu
dent
s co
uld
spec
ulat
e at
the
end
of th
eex
erci
se o
n w
hat k
inds
of
item
s w
ork
bette
r fo
r ex
chan
ge, a
nd c
ompa
re th
e ea
se o
f ba
rter
and
mon
ey e
cono
mie
s [M
acro
econ
omic
s].
Thi
s ac
tivity
cou
ld b
e co
ordi
nate
d w
ith a
his
tory
act
ivity
, whe
rein
stu
dent
s w
ould
exa
m-
ine
diff
eren
t coi
ns o
r ty
pes
of p
aper
mon
ey w
hich
hav
e be
en u
sed
thro
ugho
ut A
mer
ican
and
Wor
ld h
isto
ry, i
nclu
ding
item
s su
ch a
s ol
d ba
nkno
tes,
pie
ces
of e
ight
, or
wam
pum
.
Stud
ents
mig
ht g
ener
ate
a lis
t of
need
s an
d w
ants
for
a f
amily
in th
eir
area
and
com
pare
itw
ith li
sts
for
fam
ilies
fro
m o
ther
reg
ions
. The
list
cou
ld b
e ill
ustr
ated
with
pic
ture
s or
aco
llage
of
phot
ogra
phs.
Eac
h st
uden
t wou
ld th
en lo
ok f
or d
iffe
renc
es in
the
item
s on
the
lists
for
eac
h re
gion
, and
pre
sent
an
oral
exp
lana
tion
of w
hy h
e or
she
thin
ks th
ere
is a
diff
eren
ce. S
tude
nts
coul
d w
ork
in s
mal
l gro
ups
to s
ugge
st p
ossi
ble
stra
tegi
es th
at f
ami-
lies
mig
ht u
se to
pro
vide
as
man
y of
thes
e w
ants
as
poss
ible
[M
acro
econ
omic
s].
Thi
s ac
tivity
con
nect
s w
ith G
eogr
aphy
Sta
ndar
d Fo
ur, a
nd m
ight
be
atta
ched
to a
his
tory
activ
ity b
y us
ing
fam
ilies
fro
m o
ther
tim
es a
s w
ell a
s ot
her
plac
es f
or th
e co
mpa
riso
n. I
tle
nds
itsel
f to
an
expl
orat
ion
of th
e ov
eral
l cul
tura
l con
text
s in
whi
ch f
amili
es a
roun
d th
ew
orld
live
. 23
EC
ON
OM
ICS
-G
RA
DE
S K
-3ST
AN
DA
RD
Eco
nom
ics
Stan
dard
Thr
ee: S
tude
nts
will
unde
rsta
nd d
iffe
rent
type
s of
eco
nom
icsy
stem
s an
d ho
w th
ey c
hang
e [E
cono
mic
syst
ems]
.
K-3
:St
uden
ts w
ill id
entif
y hu
man
wan
tsan
d th
e va
riou
s re
sour
ces
and
stra
tegi
es w
hich
have
bee
n us
ed to
sat
isfy
them
ove
r tim
e.
SAM
PLE
AC
TIV
ITY
Gro
ups
of s
tude
nts
mig
ht b
e gi
ven
bags
of
art s
uppl
ies
and
recy
cled
item
s. G
roup
s w
ould
have
to u
se th
e ite
ms
to p
rodu
ce a
pro
duct
that
som
eone
wou
ld w
ant.
Gro
ups
mus
t dec
ide
wha
t to
prod
uce,
how
they
will
pro
duce
it, a
nd w
ho w
ill g
et th
e fi
nal p
rodu
ct. S
tude
nts
wou
ldex
plai
n th
at th
ese
basi
c ec
onom
ic q
uest
ions
mus
t be
answ
ered
due
to s
carc
ityth
ere
are
not
reso
urce
s en
ough
to p
rodu
ce e
noug
h fo
r ev
eryo
ne. T
hen
the
teac
her
mig
ht p
repa
re b
oxes
la-
bele
d W
HA
T, H
OW
, and
FO
R W
HO
M. S
tude
nts
wou
ld c
ut o
ut p
ictu
res
show
ing
"wha
t"de
cisi
ons,
"ho
w"
deci
sion
s, a
nd "
for
who
m"
deci
sion
s. W
orki
ng in
pai
rs, s
tude
nts
wou
ld p
lace
thei
r pi
ctur
es in
the
corr
ect b
oxes
and
exp
lain
thei
r de
cisi
ons
[Eco
nom
ic s
yste
ms]
.
Aft
er r
eadi
ng A
rthu
r's F
unny
Mon
ey b
y L
illia
n H
oban
, stu
dent
s co
uld
disc
uss
how
Art
hur
answ
ered
the
thre
e ba
sic
econ
omic
que
stio
nsw
hat,
how
, and
for
who
m?
Aft
er r
eadi
ng O
x-C
art M
an b
y D
onal
d H
all,
the
stud
ents
cou
ld d
ecid
e ho
w th
e fa
rmer
fig
ured
out
his
ans
wer
s to
thes
e qu
estio
ns. U
sing
a V
enn
diag
ram
, the
stu
dent
s co
uld
dete
rmin
e w
hat w
as s
imila
r or
diff
eren
t abo
ut h
ow A
rthu
r an
d th
e fa
rmer
ans
wer
ed th
ese
ques
tions
[E
cono
mic
sys
tem
s].
Stud
ents
mig
ht d
iscu
ss th
e im
port
ance
of
spec
ial c
lass
room
jobs
, and
how
eac
h st
uden
t who
perf
orm
s a
spec
ific
job
is a
spe
cial
ist p
rodu
cing
a s
ervi
ce th
e cl
ass
need
s. S
tude
nts
mig
ht w
rite
the
nam
e of
a s
peci
alis
t on
a ca
rd a
nd ta
pe th
ese
nam
es to
them
selv
es. T
hey
wou
ld s
tand
in a
circ
le a
nd e
ach
wou
ld in
turn
exp
lain
how
he
or s
he r
elie
s on
ano
ther
wor
ker
in th
e ci
rcle
. As
this
is d
one,
a b
all o
f ya
m is
pas
sed
betw
een
the
stud
ents
, eve
ntua
lly b
uild
ing
up a
larg
e in
ter-
conn
ectin
g w
eb. S
tude
nts
coul
d di
scus
s ho
w th
ey d
epen
d on
one
ano
ther
and
dem
onst
rate
this
by
tugg
ing
on th
e ya
m. T
o de
mon
stra
te w
hat w
ould
hap
pen
if o
ne o
r m
ore
stud
ent w
ork-
ers
did
not d
o th
eir
jobs
, the
teac
her
coul
d cu
t a p
iece
of
the
yam
con
nect
ing
two
wor
kers
[Eco
nom
ic s
yste
ms;
inte
rnat
iona
l tra
de].
Aft
er g
ener
atin
g a
list o
f sp
ecia
lists
upo
n w
hom
they
dep
end
at s
choo
l, at
hom
e, o
r in
the
com
mun
ity, s
tude
nts
coul
d us
e ar
t sup
plie
s to
dra
w th
ese
and
glue
the
illus
trat
ions
to to
ngue
depr
esso
rs. S
tude
nts
wou
ld th
en ta
ke tu
rns
play
ing
"Gue
ss th
e Sp
ecia
list,"
by
hold
ing
the
pupp
ets
behi
nd th
eir
back
s an
d gi
ving
clu
es u
ntil
othe
r st
uden
ts g
uess
that
spe
cial
ist's
rol
e.W
hen
a st
uden
t gue
sses
the
spec
ialis
t, he
or
she
then
exp
lain
s ho
w th
e sc
hool
, hom
e, o
rco
mm
unity
dep
ends
on
this
spe
cial
ist t
o co
mpl
ete
her
job,
and
tells
wha
t wou
ld h
appe
n if
she
did
not d
o he
r jo
b. T
he s
tude
nt w
ho c
orre
ctly
gue
sses
the
spec
ialis
t the
n go
es to
the
fron
t of
the
room
to g
ive
clue
s to
oth
er s
tude
nts
[Eco
nom
ic s
yste
ms;
inte
rnat
iona
l tra
de].
24
7 3
0E
CO
NO
MIC
S-
GR
AD
ES
K-3
STA
ND
AR
DSA
MPL
E A
CT
IVIT
Y
Eco
nom
ics
Stan
dard
Fou
r: S
tude
nts
will
exam
ine
the
patte
rns
and
resu
lts o
f in
tern
a-tio
nal t
rade
[In
tern
atio
nal t
rade
].
K-3
:St
uden
ts w
ill u
nder
stan
d th
at th
e ex
-ch
ange
of
good
s an
d se
rvic
es a
roun
d th
e w
orld
crea
tes
econ
omic
inte
rdep
ende
nce
betw
een
peop
le in
dif
fere
nt p
lace
s.
80
Stud
ents
wou
ld b
e as
sign
ed a
spe
cifi
c co
mm
odity
(sh
irts
, sho
es, j
ewel
ry, e
tc.)
, and
wou
ldth
en g
o ar
ound
thei
r cl
assr
oom
det
erm
inin
g w
here
in th
e w
orld
thos
e ite
ms
wer
e m
ade
e.g.
, how
man
y sh
oes
from
Ita
ly, P
olan
d, o
r B
razi
l. T
hen
each
stu
dent
wou
ld ta
ke a
nou
tline
wor
ld m
ap a
nd f
ind
the
loca
tion
from
whi
ch e
ach
of th
ese
com
mod
ities
is p
ro-
duce
d, a
rid
draw
a li
ne f
rom
that
cou
ntry
to th
e U
nite
d St
ates
[In
tern
atio
nal t
rade
].
Thi
s ev
ent w
ould
nat
ural
ly c
onne
ct w
ith d
evel
opin
g a
basi
c ge
ogra
phic
aw
aren
ess
and
the
abili
ty to
use
map
s.
25
81
GE
OG
RA
PHY
-G
RA
DE
S K
-3ST
AN
DA
RD
Geo
grap
hy S
tand
ard
One
: Stu
dent
s w
illde
velo
p a
pers
onal
geo
grap
hic
fram
ewor
k,or
"m
enta
l map
," a
nd u
nder
stan
d th
e us
esof
map
s an
d ot
her
geo-
grap
hics
[M
APS
].
K-3
:St
uden
ts w
ill u
nder
stan
d th
e na
ture
and
uses
of
map
s, g
lobe
s, a
nd o
ther
geo
-gr
aphi
cs.
82
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht b
e as
ked
to c
ompa
re a
ir p
hoto
s w
ith d
iffe
rent
kin
ds o
f m
aps
of th
e lo
cal
area
(ro
ad m
ap, t
opog
raph
ical
map
, pop
ulat
ion
dist
ribu
tion
map
) to
com
pare
use
s an
dun
ders
tand
map
-mak
ing
tech
niqu
es [
Map
s].
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
coul
d cr
eate
a "
hist
ory"
map
of
thei
r liv
es m
arki
ngth
eir
birt
hpla
ce, d
iffe
rent
pla
ces
they
hav
e liv
ed, a
nd p
lace
s to
whi
ch th
ey h
ave
trav
eled
.D
iffe
rent
col
ored
sta
rs o
r ot
her
sym
bols
cou
ld b
e ut
ilize
d to
iden
tify
cate
gori
es o
f pl
aces
[Map
s].
Stud
ents
cou
ld u
se a
map
and
fol
low
a d
irec
ted
rout
e th
roug
h th
e lo
cal c
omm
unity
of
thei
r sc
hool
, whi
ch w
ould
hel
p th
em u
nder
stan
d th
e us
e of
com
pass
poi
nt a
nd m
ap s
cale
[Map
s].
Stud
ents
mig
ht b
e as
ked
to lo
cate
thei
r ho
met
owns
on
a st
ate
map
, Del
awar
e on
a U
.S.
map
, and
the
Uni
ted
Stat
es o
n a
wor
ld m
ap [
Map
s].
Usi
ng s
pher
ical
obj
ects
, suc
h as
bal
loon
s or
Sty
rofo
am b
alls
, stu
dent
s m
ight
con
stru
ct a
glob
e, a
nd la
bel t
he e
quat
or, t
he p
ole,
the
prim
e m
erid
ian,
and
the
cont
inen
ts a
nd o
cean
s[M
aps]
.
Stud
ents
mig
ht m
ake
a m
ap f
rom
mem
ory
of th
e jo
urne
y to
sch
ool (
or th
e jo
urne
y fr
omcl
assr
oom
to th
e ca
fete
ria)
, and
then
com
pare
that
map
with
thos
e of
oth
er s
tude
nts
todi
scus
s ho
w e
ach
is d
iffe
rent
and
why
cer
tain
fea
ture
s m
ay b
e co
mm
on [
Map
s].
26
83
GE
OG
RA
PHY
-G
RA
DE
S K
-3
STA
ND
AR
D
Geo
grap
hy S
tand
ard
Tw
o: S
tude
nts
will
de-
velo
p a
know
ledg
e of
the
way
s hu
man
sm
odif
y an
d re
spon
d to
the
natu
ral e
nvir
on-
men
t [E
NV
IRO
NM
EN
T].
K-3
:St
uden
ts w
ill d
istin
guis
h di
ffer
ent
type
s of
clim
ate
and
land
form
s an
d ex
plai
nw
hy th
ey o
ccur
.
94
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht p
rodu
ce m
odel
s or
dra
win
gs o
f va
riou
s la
ndfo
rms
(mou
ntai
n, h
ill, r
iver
,pl
ain,
etc
. ) a
nd e
xpla
in in
sim
ple
term
s ho
w th
ese
feat
ures
wer
e fo
rmed
[E
nvir
onm
ent]
.
Obs
ervi
ng d
iffe
renc
es in
wea
ther
pat
tern
s ov
er a
long
per
iod
of ti
me,
stu
dent
s w
ould
desc
ribe
the
obse
rved
dat
a in
gra
phic
for
m a
nd th
en r
elat
e se
ason
al d
iffe
renc
es o
bser
ved
with
sea
sona
l cha
nges
in c
loth
ing
and
activ
ity [
Env
iron
men
t].
The
gra
phic
al r
epre
sent
atio
n fe
atur
e of
this
act
ivity
rel
ates
to th
e Sc
ienc
e an
d M
athe
mat
-ic
s st
anda
rds.
Stud
ents
cou
ld in
vest
igat
e w
ays
wat
er is
use
d to
day,
and
whe
re o
ur w
ater
com
es f
rom
.T
hey
wou
ld th
en c
ompa
re th
is in
form
atio
n w
ith w
ater
use
and
sou
rces
of
wat
er in
the
past
[E
nvir
onm
ent]
.
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
mig
ht e
nlis
t the
ir p
aren
ts a
nd o
ther
fam
ily m
em-
bers
in r
ecor
ding
hom
e w
ater
usa
ge f
or s
ever
al d
ays,
and
com
pare
thei
r fa
mili
es' u
sage
with
sta
te a
nd n
atio
nal a
vera
ges
[Env
iron
men
t].
Aft
er c
lass
ifyi
ng a
ser
ies
of p
hoto
s by
clim
atic
reg
ion,
stu
dent
s m
ight
be
aske
d to
iden
tify
vege
tatio
n, a
nim
al li
fe, t
ypes
of
hum
an a
ctiv
ity, a
nd to
pogr
aphi
c fe
atur
es li
kely
to b
efo
und
in e
ach
clim
atic
reg
ion.
The
y w
ould
then
loca
te th
ese
diff
eren
t clim
ates
on
a w
orld
map
and
exp
lore
whe
ther
how
far
a p
lace
is f
rom
the
ocea
n, o
r fr
om th
e po
les
or e
quat
or,
help
s to
exp
lain
clim
atic
dif
fere
nces
[E
nvir
onm
ent]
.
27
85
GE
OG
RA
PHY
-G
RA
DE
S K
-3
STA
ND
AR
D
Geo
grap
hy S
tand
ard
Thr
ee: S
tude
nts
will
deve
lop
an u
nder
stan
ding
of
the
dive
rsity
of h
uman
cul
ture
and
the
uniq
ue n
atur
e of
plac
es [
PLA
CE
S].
K-3
:St
uden
ts w
ill id
entif
y ty
pes
of h
uman
settl
emen
t, co
nnec
tions
bet
wee
n se
ttlem
ents
,an
d th
e ty
pes
of a
ctiv
ities
fou
nd in
eac
h.
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht b
e as
ked
to u
se p
hoto
s, m
ovie
clip
s, b
ooks
and
oth
er m
ater
ial t
o ga
ther
info
rmat
ion
abou
t citi
es, t
owns
, sub
urba
n se
ttlem
ent a
nd r
ural
are
as in
the
Uni
ted
Stat
esan
d ar
ound
the
wor
ld. T
hey
wou
ld th
en d
escr
ibe
the
size
, bui
ldin
g st
yles
, eco
nom
ic a
ndcu
ltura
l act
ivity
of
each
type
of
settl
emen
t [Pl
aces
].
If th
is in
quir
y w
as e
xten
ded
to th
e ty
pes
of p
rodu
cts
peop
le p
rodu
ce o
r co
nsum
e, it
wou
ldal
so m
eet t
he K
-3 e
cono
mic
s st
anda
rd.
Stud
ents
cou
ld b
e as
ked
to e
xam
ine
a st
ate
high
way
map
to c
ount
the
num
ber
of c
ities
,to
wns
, and
vill
ages
. The
y w
ould
then
com
pare
the
num
ber
and
size
of
the
road
s, r
ail-
road
s, a
nd o
ther
tran
spor
tatio
n lin
ks b
etw
een
the
settl
emen
ts a
nd s
pecu
late
on
the
type
sof
goo
d sh
ippe
d by
eac
h tr
ansp
orta
tion
link
[Pla
ces]
.
Thi
s in
quir
y al
so r
elat
es to
the
K-3
eco
nom
ics
stan
dard
whe
n th
e ty
pes
of g
oods
car
ried
isco
nsid
ered
.
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
coul
d m
ap tr
ips
to o
ther
set
tlem
ents
take
n by
the
fam
ilies
of
stud
ents
in th
e cl
ass
duri
ng th
e pa
st m
onth
, gat
her
info
rmat
ion
abou
t the
rea
-so
ns f
or tr
avel
, and
ded
uce
that
set
tlem
ents
dep
end
upon
eac
h ot
her
[Pla
ces]
.
Com
pari
ng p
hoto
grap
hs o
f sm
all t
owns
and
vill
ages
in v
ario
us r
egio
ns o
f th
e U
nite
dSt
ates
, stu
dent
s m
ight
iden
tify
the
way
s in
whi
ch th
ey a
re d
istin
ctiv
e [P
lace
s].
28
8687
GE
OG
RA
PHY
-G
RA
DE
S K
-3
STA
ND
AR
D
Geo
grap
hy S
tand
ard
Four
: Stu
dent
s w
illde
velo
p an
und
erst
andi
ng o
f th
e ch
arac
ter
and
use
of r
egio
ns a
nd th
e co
nnec
tions
be-
twee
n an
d am
ong
them
[R
EG
ION
S].
K-3
:St
uden
ts w
ill u
se th
e co
ncep
ts o
f pl
ace
and
regi
on to
exp
lain
sim
ple
patte
rns
of c
on-
nect
ions
bet
wee
n an
d am
ong
plac
es a
cros
s th
eco
untr
y an
d th
e w
orld
.
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht b
e as
sign
ed to
exa
min
e th
e lo
cal c
omm
unity
, ana
lyzi
ng th
e na
tura
l env
i-ro
nmen
t and
the
hum
an a
ctiv
ities
whi
ch ta
ke p
lace
ther
e. T
hey
wou
ld th
en d
raw
and
expl
ain
boun
dari
es b
etw
een
dist
rict
s or
nei
ghbo
rhoo
ds, a
nd c
ompa
re w
hat m
akes
any
stud
ent's
hom
e di
ffer
ent f
rom
oth
er p
lace
s [R
egio
ns].
Stud
ents
mig
ht b
e as
ked
to u
se m
aps
of w
orld
clim
atic
reg
ions
to p
redi
ct th
e ty
pe o
f cl
oth-
ing,
hou
sing
, out
door
act
ivity
, etc
., w
hich
mig
ht b
e fo
und
in a
spe
cifi
ed a
rea.
The
y w
ould
then
inve
stig
ate
thro
ugh
refe
renc
es to
see
if th
ose
pred
ictio
ns a
re c
orre
ct [
Reg
ions
].
Stud
ents
mig
ht b
e as
ked
to g
athe
r ev
iden
ce o
f in
tera
ctio
n be
twee
n th
eir
hom
etow
ns a
ndot
her
plac
es in
the
wor
ld, s
uch
as c
loth
ing
wor
n, m
ail r
ecei
ved,
goo
ds in
sto
res,
etc
. Thi
sin
form
atio
n co
uld
be m
appe
d, a
nd u
sing
sim
ple
conc
epts
of
dist
ance
, dir
ectio
n, a
vaila
ble
mea
ns o
f tr
ansp
ort,
and
cultu
ral o
r hi
stor
ical
ass
ocia
tions
bet
wee
n pl
aces
they
cou
ld e
x-pl
ain
the
map
ped
patte
rns
whi
ch e
mer
ge [
Reg
ions
].
A s
imila
r ac
tivity
is d
escr
ibed
in th
e K
-3 e
cono
mic
s st
anda
rds
addr
essi
ng th
e na
ture
of
inte
rnat
iona
l tra
de.
29
89
HIS
TO
RY
- G
RA
DE
S K
-3
STA
ND
AR
D
His
tory
Sta
ndar
d O
ne: S
tude
nts
will
em
-pl
oy c
hron
olog
ical
con
cept
s in
ana
lyzi
nghi
stor
ical
phe
nom
ena
[Chr
onol
ogy]
.
K-3
:St
uden
ts w
ill u
se c
lock
s, c
alen
dars
,sc
hedu
les,
and
wri
tten
reco
rds
to r
ecor
d or
lo-
cate
eve
nts
in ti
me.
9 0
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht r
ecor
d te
mpe
ratu
re r
eadi
ngs,
as
wel
l as
obse
rvat
ions
of
clou
ds a
nd w
eath
erco
nditi
ons
over
sev
eral
mon
ths
and
draw
con
clus
ions
abo
ut g
ener
al tr
ends
bas
ed o
n th
eir
obse
rvat
ions
[C
hron
olog
y].
Thi
s ac
tivity
con
nect
s w
ith M
ath
Stan
dard
Tw
o (C
omm
unic
atio
ns)
and
Scie
nce
Stan
dard
Four
(A
tmos
pher
ic D
ynam
ics)
.
Aft
er r
eadi
ng o
r he
arin
g a
folk
tale
, bio
grap
hy, o
r hi
stor
ical
nar
rativ
e, s
tude
nts
coul
d be
ask
edto
ret
ell o
r dr
amat
ize
the
stor
y w
ith th
e ev
ents
in th
e co
rrec
t seq
uenc
e [C
hron
olog
y].
Thi
s ac
tivity
con
nect
s w
ith E
nglis
h/L
angu
age
Art
s St
anda
rd 4
(L
itera
ry K
now
ledg
e).
Giv
en a
wri
tten
sche
dule
for
a p
rofe
ssio
nal o
r sc
hool
spo
rts
team
, stu
dent
s m
ight
con
stru
ct a
trav
el it
iner
ary
for
the
team
. Usi
ng a
map
of
Nor
th A
mer
ica
and
an a
tlas,
the
stud
ents
cou
ldth
en p
lot t
he p
roba
ble
trav
el r
oute
for
the
team
ove
r a
two-
wee
k pe
riod
[C
hron
olog
y].
Thi
s ac
tivity
can
be
clos
ely
tied
in w
ith G
eogr
aphy
Sta
ndar
d O
ne.
Giv
en a
set
of
phot
ogra
phs
of th
e sa
me
com
mun
ity ta
ken
from
the
sam
e va
ntag
e po
int a
ttw
enty
-yea
r in
terv
als,
stu
dent
s w
ould
exa
min
e th
em in
ord
er to
mak
e a
list o
f ch
ange
sw
hich
occ
urre
d be
twee
n ea
ch p
ictu
re a
nd s
pecu
late
on
how
thei
r liv
es m
ight
hav
e be
endi
ffer
ent d
urin
g an
y of
the
peri
ods
repr
esen
ted
[Chr
onol
ogy;
ana
lysi
s].
Stud
ents
mig
ht u
se a
wri
tten
sche
dule
of
clas
sroo
m a
ctiv
ities
to h
elp
them
pre
dict
wha
t avi
sito
r co
uld
expe
ct to
see
if s
he v
isite
d th
e cl
assr
oom
on
a ra
ndom
ly c
hose
n da
y at
any
give
n ho
ur [
Chr
onol
ogy]
.
Stud
ents
mig
ht c
ompi
le a
sch
edul
e of
pla
nned
eve
nts
duri
ng a
fter
-sch
ool h
ours
for
the
cour
se o
f a
wee
k (T
V s
how
swhe
n th
ey a
re o
n; f
amily
trip
s an
d ev
ents
) [C
hron
olog
y].
Thi
s ac
tivity
wou
ld c
oord
inat
e ea
sily
with
a g
eogr
aphy
act
ivity
whi
ch r
equi
red
the
stu-
dent
s to
trac
e on
a m
ap th
e va
riou
s tr
ips
take
n in
the
cour
se o
f a
wee
k.
30
HIS
TO
RY
- G
RA
DE
S K
-3
STA
ND
AR
D
His
tory
Sta
ndar
d T
wo:
Stu
dent
s w
illga
ther
, exa
min
e, a
nd a
naly
ze h
isto
rica
l dat
a[A
naly
sis]
.
K-3
:St
uden
ts w
ill u
se a
rtif
acts
and
doc
u-m
ents
to g
athe
r in
form
atio
n ab
out t
he p
ast.
SAM
PLE
AC
TIV
ITY
Giv
en a
col
lect
ion
of to
ys, g
ames
, and
chi
ldre
n's
liter
atur
e fr
om a
noth
er ti
me,
stu
dent
sm
ight
be
aske
d to
dra
w c
oncl
usio
ns a
bout
the
lives
and
act
iviti
es o
f ch
ildre
n liv
ing
then
[Ana
lysi
s; c
onte
nt].
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
mig
ht c
olle
ct th
e ite
ms
for
the
activ
ity li
sted
abo
vefr
om p
aren
ts o
r gr
andp
aren
ts, i
nclu
ding
exp
lana
tions
of
rule
s or
usa
ge.
Vie
win
g a
colle
ctio
n of
old
pho
togr
aphs
, map
s, o
r ae
rial
pho
togr
aphs
fro
m th
e lo
cal a
rea
orsc
hool
bui
ldin
g, s
tude
nts
coul
d be
ask
ed to
iden
tify
chan
ges
in c
loth
ing,
bui
ldin
g st
yles
,la
nd u
se, a
nd te
chno
logy
whi
ch h
ave
occu
rred
sin
ce th
e ph
otos
wer
e ta
ken
[Ana
lysi
s].
Stud
ents
mig
ht b
e gi
ven
a "h
isto
ry b
ox"
cont
aini
ng a
rtif
acts
bel
ongi
ng to
a s
peci
fied
tim
e,an
d as
ked
to m
ake
dedu
ctio
ns c
once
rnin
g th
e fu
nctio
n an
d fo
rm o
f th
e ob
ject
s an
d w
hat
they
tell
us a
bout
life
in th
e pa
st [
Ana
lysi
s].
Stud
ents
cou
ld c
onst
ruct
a ti
me
caps
ule
in w
hich
they
pla
ce a
rtif
acts
and
doc
umen
ts w
hich
they
fee
l wou
ld s
erve
as
an a
ccur
ate
guid
e to
life
in th
e la
te tw
entie
th c
entu
ry f
or f
utur
est
uden
ts [
Ana
lysi
s; in
terp
reta
tion]
.
Stud
ents
mig
ht li
sten
to e
xam
ples
of
popu
lar
danc
e m
usic
fro
m v
ario
us p
erio
ds a
nd a
t-te
mpt
to p
lace
them
in c
hron
olog
ical
seq
uenc
e [A
naly
sis]
.
Giv
en o
ne ty
pe o
f te
chno
logy
(m
etho
ds o
f m
easu
ring
tim
e; tr
ansp
orta
tion
mod
es; l
ight
-in
g, e
tc.)
, stu
dent
s m
ight
be
aske
d to
fir
st p
lace
them
in c
hron
olog
ical
ord
er, a
nd th
en to
disc
uss
way
s in
whi
ch e
ach
part
icul
ar it
em m
ight
hav
e af
fect
ed e
very
day
life
in a
giv
enpe
riod
[A
naly
sis;
chr
onol
ogy]
.
Scie
nce
Stan
dard
1 (
Scie
nce
and
Tec
hnol
ogy)
wou
ld a
lso
supp
ort t
his
activ
ity.
31
S3
HIS
TO
RY
- G
RA
DE
S K
-3
STA
ND
AR
D
His
tory
Sta
ndar
d T
hree
: Stu
dent
sw
ill in
-te
rpre
t his
tori
cal d
ata
[Int
erpr
etat
ion]
.
K-3
:St
uden
ts w
ill u
nder
stan
d th
at h
isto
ri-
cal a
ccou
nts
are
cons
truc
ted
by d
raw
ing
logi
-ca
l inf
eren
ces
from
art
ifac
ts a
nd d
ocum
ents
.
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht b
e gi
ven
seve
ral a
rtif
acts
or
docu
men
ts c
once
rnin
g an
his
tori
cal e
vent
from
whi
ch th
ey w
ould
hav
e to
cre
ate
a st
ory
cons
iste
nt w
ith th
eir
sour
ces.
The
n st
uden
tsw
ould
be
an a
dditi
onal
pie
ce o
f so
urce
mat
eria
l and
ask
ed to
mod
ify
thei
r st
ory
toac
coun
t for
its
pres
ence
. Thi
s co
uld
be r
epea
ted
seve
ral t
imes
, and
then
stu
dent
s w
ould
be a
sked
to c
ompa
re th
eir
firs
t eff
ort w
ith th
e la
st o
ne [
Inte
rpre
tatio
n].
Aft
er s
tudy
ing
the
life
of a
fam
ous
pers
on f
rom
the
past
, stu
dent
s co
uld
be a
sked
to p
ack
a po
uch
with
obj
ects
whi
ch w
ould
sug
gest
impo
rtan
tat
trib
utes
or
acco
mpl
ishm
ents
of
that
per
son,
and
mak
e an
ora
l pre
sent
atio
n su
ppor
ting
thei
r ch
oice
s [I
nter
pret
atio
n].
Stud
ents
mig
ht b
e gi
ven
a ba
g of
"ev
iden
ce"
gath
ered
in a
moc
k-tr
ial o
f G
oldi
lock
s or
Jac
k(o
f th
e B
eans
talk
) fo
r tr
espa
ssin
g an
d de
stru
ctio
n of
pro
pert
y. T
hey
wou
ld th
em h
ave
toin
terp
ret w
heth
er o
r no
t a c
ase
coul
d be
mad
e fo
rthe
cha
ract
er's
gui
lt or
inno
cenc
e ba
sed
on th
at e
vide
nce
[Int
erpr
etat
ion]
.
Such
an
activ
ity c
onne
cts
with
Civ
ics
Stan
dard
One
.
Aft
er r
eadi
ng o
r lis
teni
ng to
sto
ries
abo
ut f
amili
es in
oth
er ti
mes
and
cul
ture
s, s
tude
nts
mig
ht f
irst
cre
ate
a lis
t of
the
maj
or d
iffe
renc
esbe
twee
n th
eir
own
fam
ilies
and
thos
e in
the
stor
y, a
nd th
en c
reat
e th
eir
own
stor
ies
abou
t wha
t lif
e m
ight
hav
e be
en li
keha
d th
eybe
en b
orn
in a
for
eign
cou
ntry
or
anot
her
time
[Int
erpr
etat
ion;
con
tent
].
32
HIS
TO
RY
- G
RA
DE
S K
-3ST
AN
DA
RD
His
tory
Sta
ndar
d Fo
ur: S
tude
nts
will
de-
velo
p hi
stor
ical
kno
wle
dge
of m
ajor
eve
nts
and
phen
omen
a in
wor
ld, U
nite
d St
ates
, and
Del
awar
e hi
stor
y [C
onte
nt].
K-3
:St
uden
ts w
ill d
evel
op a
n un
ders
tand
-in
g of
the
sim
ilari
ties
betw
een
fam
ilies
now
and
in th
e pa
st, i
nclu
ding
:D
aily
life
toda
y an
d in
oth
er ti
mes
Cul
tura
l ori
gins
of
cust
oms
and
belie
fs a
roun
d th
e w
orld
K-3
:St
uden
ts w
ill d
evel
op a
n aw
aren
ess
ofm
ajor
eve
nts
and
peop
le in
Uni
ted
Stat
es a
ndD
elaw
are
hist
ory.
Who
live
s he
re a
nd h
ow d
id th
ey g
ethe
re?
(im
mig
rant
s, d
emog
raph
ics,
eth
-ni
c an
d re
ligio
us g
roup
s)Im
port
ant p
eopl
e in
our
pas
tD
iffe
rent
kin
ds o
f co
mm
uniti
es in
Del
awar
e an
d th
e U
nite
d St
ates
9 G
SAM
PLE
AC
TIV
ITY
Stud
ents
cou
ld b
e as
ked
to c
ompa
re th
e re
spon
sibi
litie
s of
a c
olon
ial h
ouse
wif
e w
ith th
ero
le o
f th
eir
own
mot
her
or c
areg
iver
[C
onte
nt; a
naly
sis]
.
Pare
nt P
artn
ersh
ip P
roje
ct: A
par
ent o
r gr
andp
aren
t mig
ht b
e in
terv
iew
ed a
bout
how
thei
r fa
mily
has
cha
nged
ove
r tim
e, o
r w
hat m
ajor
eve
nts
in th
e w
orld
hav
e af
fect
ed th
emth
e m
ost [
Con
tent
].
Stud
ents
mig
ht b
e ex
pect
ed to
pre
pare
a c
olla
ge o
f na
tiona
l and
/or
inte
rnat
iona
l hol
i-da
ys w
hich
dep
icts
the
peop
le o
r ev
ents
pri
mar
ily a
ssoc
iate
d w
ith th
em [
Con
tent
].
Stud
ents
cou
ld c
onst
ruct
a m
onth
ly h
olid
ay c
alen
dar,
illu
stra
ted
with
a d
raw
ing,
pho
to-
grap
h, o
r po
em e
xpre
ssin
g th
e sp
ecia
l sig
nifi
canc
e of
a p
artic
ular
hol
iday
[C
onte
nt].
Stud
ents
mig
ht p
repa
re a
n ill
ustr
ated
han
dboo
k on
the
Am
eric
an f
lag,
whi
ch e
xpla
ined
its o
rigi
n an
d si
gnif
ican
ce, a
s w
ell a
s si
mpl
e fl
ag e
tique
tte [
Con
tent
].
339
7
CIV
ICS
-G
RA
DE
S 4-
5
STA
ND
AR
D
Civ
ics
Stan
dard
One
: Stu
dent
s w
ill e
xam
-in
e th
e st
ruct
ure
and
purp
oses
of
gove
rn-
men
ts w
ith s
peci
fic
emph
asis
on
cons
titu-
tiona
l dem
ocra
cy [
Gov
ernm
ent]
.
4-5:
Stud
ents
will
und
erst
and
that
gov
ern-
men
ts h
ave
a va
riet
y of
str
uctu
res
and
exis
tfo
r m
any
purp
oses
and
that
in A
mer
ica
thes
ear
e ex
plai
ned
in th
e U
nite
d St
ates
and
Sta
teco
nstit
utio
ns.
4-5:
Stud
ents
will
und
erst
and
that
the
Uni
ted
Stat
es g
over
nmen
t is
divi
ded
into
ex-
ecut
ive,
legi
slat
ive,
and
judi
cial
bra
nche
s, e
ach
with
spe
cifi
c re
spon
sibi
litie
s an
d po
wer
s.
SAM
PLE
AC
TIV
ITY
Stud
ents
cou
ld c
reat
e a
diag
ram
whi
ch e
xpla
ins
the
stru
ctur
e of
the
Fede
ral g
over
nmen
tun
der
the
U. S
. Con
stitu
tion.
The
n th
e cl
ass
wou
ld b
reak
up
into
fou
r gr
oups
(on
e ea
chfo
r th
e ex
ecut
ive,
sen
ate,
hou
se, a
nd ju
dici
ary)
and
def
ine
the
pow
ers
of th
at b
ranc
h or
sub-
bran
ch [
Gov
ernm
ent]
.
Thi
s ac
tivity
cou
ld e
asily
be
tied
to a
his
tory
act
ivity
if th
e st
uden
ts w
ere
requ
ired
to d
eter
-m
ine
diff
eren
ces
in th
ese
offi
ces
whe
n th
e C
onst
itutio
n w
as w
ritte
n an
d no
w (
e.g.
, how
the
Pres
iden
t and
Vic
e-Pr
esid
ent a
re e
lect
ed o
r th
e nu
mbe
r of
con
gres
smen
in th
e H
ouse
of R
epre
sent
ativ
es).
Stud
ents
cou
ld b
e as
ked
to id
entif
y th
e pu
rpos
es o
f th
e U
nite
d St
ates
gov
ernm
ent a
s ou
t-lin
ed in
the
Prea
mbl
e to
the
Con
stitu
tion,
and
then
giv
e ex
ampl
es o
f ho
w e
ach
mig
ht b
eac
com
plis
hed
by th
e go
vern
men
t (e.
g., e
stab
lish
just
ice
thro
ugh
the
cour
ts; p
rovi
de f
orth
e co
mm
on d
efen
se th
roug
h th
e ar
med
for
ces,
etc
.) [
Gov
ernm
ent]
.
Usi
ng th
e St
ate
Con
stitu
tion
and
othe
r so
urce
s as
a g
uide
, stu
dent
s co
uld
rese
arch
cur
rent
mem
bers
of
the
thre
e br
anch
es o
f go
vern
men
t in
orde
r to
dev
elop
job
desc
ript
ions
for
aD
elaw
are
gove
rnor
, Sup
rem
e C
ourt
just
ice,
sen
ator
, or
repr
esen
tativ
e. T
hey
mig
ht th
envi
sit t
he s
tate
gov
ernm
ent c
ompl
ex in
Dov
er a
nd id
entif
y th
e se
ats
of th
e ex
ecut
ive,
judi
-ci
al, o
r le
gisl
ativ
e br
anch
es in
Del
awar
e go
vern
men
t. Fi
nally
, eac
h st
uden
t cou
ld s
elec
ton
e m
embe
r of
the
stat
e go
vern
men
t, in
terv
iew
that
per
son,
and
exp
lain
how
he/
she
cont
ribu
tes
to li
fe in
the
stat
e [G
over
nmen
t].
34
99
CIV
ICS
-G
RA
DE
S 4-
5ST
AN
DA
RD
Civ
ics
Stan
dard
Tw
o: S
tude
nts
will
und
er-
stan
d th
e pr
inci
ples
and
idea
ls u
nder
lyin
gth
e A
mer
ican
pol
itica
l sys
tem
[Po
litic
s].
4-5:
Stud
ents
will
und
erst
and
that
the
prin
-ci
ple
of "
due
proc
ess"
mea
ns th
at th
e go
vern
-m
ent m
ust f
ollo
w it
s ow
n ru
les
whe
n ta
king
actio
ns a
gain
st a
citi
zen.
4-5:
Stud
ents
will
und
erst
and
that
a s
oci-
ety
base
d on
the
idea
l of
indi
vidu
al li
bert
y re
-qu
ires
a c
omm
itmen
t on
the
part
of
its c
itize
nsto
the
prin
cipl
es o
f ci
vic
resp
onsi
bilit
y an
d pe
r-so
nal c
ivili
ty.
100
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht e
xam
ine
spec
ific
eve
nts
prec
edin
g th
e A
mer
ican
Rev
olut
ion
(i.e
., th
e B
os-
ton
Mas
sacr
e, th
e Q
uart
erin
g A
ct, t
he Q
uebe
c A
ct, e
tc.)
, and
rel
ate
thes
e to
spe
cifi
c gu
ar-
ante
es w
hich
wer
e in
clud
ed in
the
Bill
of
Rig
hts
[Pol
itics
].
Thi
s ac
tivity
con
nect
s w
ith H
isto
ry S
tand
ards
Thr
ee a
nd F
our.
Stud
ents
cou
ld e
xam
ine
the
Bill
of
Rig
hts
to s
ee h
ow e
xten
sive
a li
st o
f ri
ghts
they
can
find
in th
e fi
rst t
en a
men
dmen
ts. E
ach
stud
ent w
ould
then
pic
k ou
t a p
artic
ular
rig
ht a
ndcr
eate
a s
tory
abo
ut h
ow s
omeo
ne m
ight
be
hurt
if th
ey d
id n
ot h
ave
this
rig
ht [
Polit
ics]
.
An
exam
inat
ion
of s
choo
l and
cla
ssro
om r
ules
cou
ld b
e th
e ba
sis
for
stud
ents
to in
vest
i-ga
te th
e co
ncep
t of
due
proc
ess.
The
stu
dent
s w
ould
try
to d
eter
min
e w
hat r
espo
nsib
ili-
ties
thes
e ru
les
plac
e on
thos
e w
ho e
nfor
ce th
em (
e.g.
, to
hear
witn
esse
s; in
vest
igat
e ev
i-de
nce
fair
ly, a
llow
an
appe
al o
f de
cisi
ons)
. The
y w
ould
then
try
to f
igur
e ou
t how
not
havi
ng d
ue p
roce
ss r
ight
s w
eake
ns a
ll ot
her
righ
ts [
Polit
ics;
par
ticip
atio
n].
Dur
ing
any
elec
tion
year
, stu
dent
s co
uld
brea
k in
to g
roup
s an
d re
sear
ch th
e ba
ckgr
ound
and
posi
tions
of
cand
idat
es in
nat
iona
l, st
ate,
and
loca
l ele
ctio
ns. E
ach
stud
ent o
r gr
oup
of s
tude
nts
wou
ld b
e m
ade
resp
onsi
ble
for
com
pilin
g a
scra
pboo
k co
ntai
ning
cam
paig
npa
raph
erna
lia a
nd n
ews
item
s co
ncer
ning
that
can
dida
te. S
tude
nts
wou
ld e
ach
be r
e-qu
ired
to p
repa
re a
nd p
rese
nt a
spe
ech,
son
g, o
r ad
whi
ch w
ould
atte
mpt
to c
onvi
nce
othe
rs to
vot
e fo
r th
eir
cand
idat
e. T
he a
ctiv
ity w
ould
cul
min
ate
the
day
befo
re th
e re
alel
ectio
n w
ith a
moc
k el
ectio
n in
the
clas
sroo
m [
Polit
ics,
par
ticip
atio
n; c
itize
nshi
p].
A g
eogr
aphy
act
ivity
cou
ld b
e cr
eate
d to
go
alon
g w
ith th
is a
ctiv
ity w
hich
req
uire
d st
u-de
nts
to c
reat
e a
map
whi
ch s
how
ed v
ario
us e
lect
oral
dis
tric
ts in
the
stat
e or
nat
ion,
and
indi
catin
g on
the
map
whe
re th
ere
wer
e el
ectio
ns a
nd w
ho th
e ca
ndid
ates
fro
m e
ach
part
y w
ere.
Stu
dent
s co
uld
even
pre
pare
a b
efor
e an
d af
ter
map
and
use
it a
s th
e ba
sis
for
wri
ting
a ne
wsc
ast a
bout
the
elec
tion.
3510
CIV
ICS
-G
RA
DE
S 4-
5ST
AN
DA
RD
Civ
ics
Stan
dard
Thr
ee: S
tude
nts
will
unde
rsta
nd th
e re
spon
sibi
litie
s, r
ight
s,an
d pr
ivile
ges
of U
nite
d St
ates
citi
zens
[Citi
zens
hip]
.
4-5:
Stud
ents
will
iden
tify
the
fund
amen
-ta
l rig
hts
of a
ll A
mer
ican
citi
zens
as
enum
er-
ated
in th
e B
ill o
f R
ight
s.
4-5:
Stud
ents
will
app
ly th
e pr
otec
tions
guar
ante
ed in
the
Bill
of
Rig
hts
to a
n an
alys
isof
eve
ryda
y si
tuat
ions
.
1_02
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht id
entif
y in
divi
dual
s an
d/or
gro
ups
with
in th
eir
com
mun
ity w
ho w
ork
for
the
com
mon
goo
d on
a v
olun
tary
bas
is (
civi
c as
soci
atio
ns; b
oost
er c
lubs
; hos
pita
l vol
-un
teer
s, c
hurc
h ch
ariti
es; v
olun
teer
fir
e an
d re
scue
wor
kers
) an
d de
scri
be th
e co
ntri
bu-
tions
mad
e, a
s w
ell a
s th
e re
ason
s pe
ople
giv
e fo
r vo
lunt
eeri
ng th
eir
time
[Citi
zens
hip]
.
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
mig
ht ta
ke a
list
of
clas
sroo
m r
ules
and
res
pons
ibili
-tie
s ho
me
and
sit d
own
with
thei
r pa
rent
s to
com
pare
them
with
hom
e ru
les
and
resp
on-
sibi
litie
s. T
his
wou
ld p
rom
pt a
stu
dent
dis
cuss
ion
of s
imila
ritie
s an
d di
ffer
ence
s be
twee
nth
e tw
o se
ts o
f ru
les
[Citi
zens
hip]
.
361
3
STA
ND
AR
D
CIV
ICS
-G
RA
DE
S 4-
5
Civ
ics
Stan
dard
Fou
r: S
tude
nts
will
dev
elop
and
empl
oy th
e ci
vic
skill
s ne
cess
ary
for
ef-
fect
ive,
par
ticip
ator
y ci
tizen
ship
[Pa
rtic
ipa-
tion]
.
4-5:
Stud
ents
will
und
erst
and
that
in o
rder
to s
elec
t eff
ectiv
e le
ader
s, c
itize
ns h
ave
to b
e-co
me
info
rmed
abo
ut c
andi
date
s' q
ualif
icat
ions
and
the
issu
es o
f th
e da
y.
4-5:
Stud
ents
will
iden
tify
and
empl
oy th
efo
rmal
and
info
rmal
met
hods
by
whi
ch d
emo-
crat
ic g
roup
s fu
nctio
n.
1C 4
SAM
PLE
AC
TIV
ITY
Vie
win
g a
nigh
tly n
ewsc
ast o
r re
adin
g a
new
spap
er e
ach
day
for
two
wee
ks, s
tude
nts
mig
ht ta
bula
te a
list
of
the
issu
es w
hich
wer
e co
vere
d m
ost f
requ
ently
, and
then
dis
cuss
with
fam
ily m
embe
rs w
hich
item
s dr
ew th
e m
ost i
nter
est a
nd w
hy [
Part
icip
atio
n].
If th
e st
uden
ts a
lso
map
ped
the
loca
tions
men
tione
d in
new
s st
orie
s, th
is w
ould
con
nect
with
Geo
grap
hy S
tand
ard
One
.
Stud
ents
mig
ht c
ondu
ct a
pub
lic o
pini
on s
urve
y in
the
scho
ol o
r co
mm
unity
on
an is
sue
of lo
cal,
stat
e, o
r na
tiona
l int
eres
t, ex
pres
s th
e re
sults
in g
raph
ic f
orm
, and
rep
ort t
here
sults
in a
new
s ar
ticle
, vid
eo p
rese
ntat
ion,
or
oral
rep
ort [
Part
icip
atio
n; c
itize
nshi
p; p
oli-
tics]
.
Thi
s ac
tivity
con
nect
s w
ith M
ath
Stan
dard
Tw
o (M
ath
Com
mun
icat
ions
) an
d E
nglis
h/L
angu
age
Art
s St
anda
rd T
wo.
Stud
ents
mig
ht o
rgan
ize
thei
r cl
ass,
ele
ct o
ffic
ers,
sel
ect s
tand
ing
com
mitt
ees
with
on-
goin
g re
spon
sibi
litie
s, a
nd s
peci
al c
omm
ittee
s fo
r sp
ecif
ic p
roje
cts;
they
mig
ht a
lso
elec
t are
pres
enta
tive
to s
tude
nt c
ounc
il. E
ach
stud
ent s
elec
ted
for
a po
sitio
n w
ould
be
resp
on-
sibl
e fo
r de
velo
ping
a jo
b de
scri
ptio
n an
d pr
ovid
ing
peri
odic
rep
orts
of
thei
r pr
ogre
ss to
clas
smat
es [
Part
icip
atio
n].
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
mig
ht a
ttend
a s
choo
l boa
rd o
r lo
cal g
over
nmen
tm
eetin
g w
ith a
par
ent a
nd g
ive
a re
port
on
the
even
t [Pa
rtic
ipat
ion]
.
3711
5
EC
ON
OM
ICS
-G
RA
DE
S 4-
5ST
AN
DA
RD
Eco
nom
ics
Stan
dard
One
: Stu
dent
s w
ill a
na-
lyze
the
pote
ntia
l cos
ts a
nd b
enef
its o
f pe
r-so
nal e
cono
mic
cho
ices
in a
mar
ket e
cono
my
[Mic
roec
onom
ics]
.
4-5:
Stud
ents
will
und
erst
and
that
pri
ces
in a
mar
ket e
cono
my
are
dete
rmin
ed b
y th
ein
tera
ctio
n of
sup
ply
and
dem
and,
with
gov
-er
nmen
ts in
terv
enin
g to
dea
l with
mar
ket f
ail-
ures
.
4-5:
Stud
ents
will
und
erst
and
that
con
-su
mer
s an
d pr
oduc
ers
mak
e ec
onom
ic c
hoic
esba
sed
on s
uppl
y, d
eman
d, a
cces
s to
mar
kets
,an
d th
e ac
tions
of
the
gove
rnm
ent.
1 C
6
SAM
PLE
AC
TIV
ITY
Usi
ng th
e "m
ini-
soci
ety"
mod
el, s
tude
nts
mig
ht b
e as
ked
to d
ecid
e on
a p
rodu
ct to
pro
-du
ce a
nd s
ell w
ithin
the
clas
sroo
m m
arke
t [M
icro
econ
omic
s].
Stud
ents
cou
ld b
e as
ked
to d
o a
surv
ey to
fin
d ou
t how
man
y tim
es a
wee
k th
e av
erag
est
uden
t buy
s a
cert
ain
com
mod
ity (
ice
crea
m, v
ideo
ren
tals
, etc
.), a
nd th
en d
raw
a c
oncl
u-si
on a
bout
how
thes
e ra
tes
of p
urch
ase
wou
ld b
e af
fect
ed if
the
pric
e in
crea
sed
by 1
0%,
50%
, or
100%
[M
icro
econ
omic
s].
38
EC
ON
OM
ICS
-G
RA
DE
S 4-
5ST
AN
DA
RD
Eco
nom
ics
Stan
dard
Tw
o: S
tude
nts
will
ex-
amin
e th
e in
tera
ctio
n of
indi
vidu
als,
fam
ilies
,co
mm
uniti
es, b
usin
esse
s, a
nd g
over
nmen
ts in
a m
arke
t eco
nom
y [M
acro
econ
omic
s].
4-5:
Stud
ents
will
und
erst
and
the
role
of
bank
s an
d ot
her
fina
ncia
l ins
titut
ions
in th
eec
onom
y.
1 r
Q
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht b
e as
ked
to e
xam
ine
the
deci
sion
s m
ade
by D
elaw
are
farm
ers
conc
erni
ng w
hich
cro
psto
pla
nt, a
nd th
en s
pecu
late
on
how
impr
oved
tran
spor
tatio
n sy
stem
s or
acc
ess
to m
arke
ts m
ight
affe
ct th
ose
deci
sion
s [M
acro
econ
omic
s].
Thi
s ac
tivity
con
nect
s w
ith G
eogr
aphy
Sta
ndar
ds T
wo
and
Thr
ee.
Ano
ther
"m
ini-
soci
ety"
pro
ject
mig
ht in
volv
e a
"bar
ter
day"
on
whi
ch n
o m
oney
is u
sed.
Stu
dent
sw
ould
kee
p a
reco
rd o
f ho
w m
any
sale
s th
ey m
ade,
and
how
man
y go
ods
or s
ervi
ces
they
wer
e ab
leto
pui
thas
e, a
nd c
ompa
re th
is to
day
s w
hen
mon
ey w
as u
sed.
Stu
dent
s w
ould
then
ana
lyze
the
impa
ct o
n th
eir
clas
sroo
m e
cono
my
if m
oney
was
elim
inat
ed a
nd th
ey b
arte
red
for
all g
oods
and
serv
ices
pro
duce
d. S
tude
nts
mig
ht w
rite
a d
iary
ent
ry o
n "A
Day
in M
y L
ife
with
out M
oney
"[M
acro
econ
omic
s].
To
desc
ribe
the
cost
s an
d be
nefi
ts o
f go
vern
men
t reg
ulat
ion
on th
e pr
oduc
tion
of g
oods
and
ser
vice
s,st
uden
ts c
ould
for
m te
ams
to p
rodu
ce f
rien
dshi
p pi
ns. E
ach
team
wou
ld p
rodu
ce a
s m
any
pins
as
poss
ible
in a
thre
e-m
inut
e pr
oduc
tion
peri
od. A
t the
end
of
prod
uctio
n, e
ach
team
tota
ls th
e nu
mbe
rof
hig
h qu
ality
pin
s pr
oduc
ed a
nd d
eter
min
es th
e la
bor
cost
per
pin
. Thi
s pr
oces
s w
ould
be
repe
ated
for
at le
ast t
wo
roun
ds. F
or th
e ne
xt r
ound
the
teac
her
wou
ld a
nnou
nce
that
the
gove
rnm
ent h
addi
scov
ered
that
pro
long
ed c
onta
ct w
ith th
e be
ads
used
to m
ake
frie
ndsh
ip p
ins
coul
d ca
use
a se
vere
skin
ras
h. F
or th
e w
orke
rs' s
afet
y an
d w
elfa
re, t
he g
over
nmen
t pas
sed
a re
gula
tion
requ
irin
g pr
otec
-tiv
e gl
oves
whe
n w
orki
ng w
ith b
eads
. Usi
ng p
last
ic g
love
s , t
eam
s w
ould
then
rep
eat t
he p
rodu
ctio
nac
tivity
Stu
dent
s w
ould
ana
lyze
the
data
for
all
roun
ds a
nd d
iscu
ss th
e co
sts
(wha
t is
sacr
ific
ed)
and
the
bene
fits
(w
hat i
s ga
ined
) fr
om g
over
nmen
t reg
ulat
ion.
Aft
er d
iscu
ssin
g th
e be
nefi
ts a
nd c
osts
,st
uden
ts c
ould
sel
ect a
gov
ernm
ent r
egul
atio
n th
at a
ffec
ts th
em (
seat
bel
ts, p
ollu
tion
regu
latio
n, f
ood
and
drug
test
ing,
etc
.) a
nd a
naly
ze th
e co
sts
and
bene
fits
of
thos
e re
gula
tions
. [M
acro
econ
omic
s].
Stud
ents
cou
ld in
vest
igat
e th
e va
riou
s ta
xes
used
to p
rovi
de s
uppo
rt f
or lo
cal s
choo
ls, a
nd f
or e
ach
tax
sugg
est a
pos
sibl
e ef
fect
the
tax
mig
ht h
ave
on p
erso
nal e
cono
mic
dec
isio
ns (
e.g.
, hig
h pr
oper
ty ta
xes
mig
ht d
isco
urag
e ho
me
owne
rshi
p) in
ord
er to
exa
min
e th
e ap
plic
atio
n of
cos
t-be
nefi
t ana
lysi
s to
gove
rnm
ent p
olic
y-m
akin
g [M
acro
econ
omic
s].
Thi
s ac
tivity
not
onl
y en
cour
ages
a c
ivic
s co
nnec
tion,
but
if s
tude
nts
wer
e en
cour
aged
to e
xam
ine
how
Am
eric
an c
omm
uniti
es in
the
past
(e.
g., c
olon
ial N
ew E
ngla
nd)
supp
orte
d pu
blic
edu
catio
n it
wou
ld a
lso
supp
ort t
he h
isto
ry s
tand
ard.
39
EC
ON
OM
ICS
-G
RA
DE
S 4-
5ST
AN
DA
RD
Eco
nom
ics
Stan
dard
Thr
ee: S
tude
nts
will
unde
rsta
nd d
iffe
rent
type
s of
eco
nom
icsy
stem
s an
d ho
w th
ey c
hang
e [E
cono
mic
syst
ems]
.
4-5:
Stud
ents
will
iden
tify
diff
eren
t mea
nsof
pro
duct
ion,
dis
trib
utio
n, a
nd e
xcha
nge
used
with
in e
cono
mic
sys
tem
s in
dif
fere
nt ti
mes
and
plac
es.
110
4)
SAM
PLE
AC
TIV
ITY
The
teac
her
mig
ht b
ring
one
can
dy b
ar to
cla
ss a
nd a
sk h
ow m
any
stud
ents
wou
ld li
ke to
eat i
t. W
hen
stud
ents
dis
cove
red
that
sca
rcity
exi
sted
the
wan
ts f
or th
e ca
ndy
bar
are
grea
ter
than
the
reso
urce
sthe
y w
ould
hav
e to
off
er p
ossi
ble
solu
tions
to th
e pr
oble
m.
Stud
ents
mig
ht s
ugge
st d
ivid
ing
the
cand
y ba
r eq
ually
(eq
ualit
aria
nism
); r
affl
ing
the
priz
e(c
hanc
e); t
he te
ache
r de
cidi
ng (
com
man
d); o
r au
ctio
ning
it o
ff (
mar
ket s
olut
ion)
. Thi
sw
ould
lead
to a
dis
cuss
ion
of th
e ad
vant
ages
and
dis
adva
ntag
es o
f di
stri
butin
g al
ly g
oods
and
serv
ices
by
usin
g an
y on
e of
thes
e al
tern
ativ
es. E
vent
ually
the
stud
ents
wou
ld v
ote
for
one
met
hod
to b
e em
ploy
ed in
dis
trib
utin
g th
e ca
ndy
bar;
they
mig
ht r
elat
e th
e di
ffer
-en
t dis
trib
utio
n al
tern
ativ
es to
var
ious
eco
nom
ies
arou
nd th
e w
orld
(i.e
., co
mm
and
solu
-tio
n to
Cub
a's
econ
omic
sys
tem
or
the
auct
ion
syst
em to
the
U.S
. sys
tem
) [E
cono
mic
sys
-te
ms;
inte
rnat
iona
l tra
de].
Mea
ns o
f pr
oduc
tion,
dis
trib
utio
n, a
nd e
xcha
nge
of a
gric
ultu
ral c
omm
oditi
es a
nd m
anu-
fact
ured
pro
duct
s in
use
in D
elaw
are
duri
ng c
olon
ial t
imes
mig
ht b
e co
ntra
sted
with
thos
eem
ploy
ed to
day.
As
a pa
rt o
f th
is a
ctiv
ity, s
tude
nts
mig
ht v
isit
the
Dic
kins
on m
ansi
on,
Hag
ley
Mus
eum
, or
Del
awar
e A
gric
ultu
ral M
useu
m [
Eco
nom
ic s
yste
ms]
.
Thi
s ac
tivity
con
nect
s w
ith H
isto
ry S
tand
ards
One
and
Fou
r, a
s w
ell a
s G
eogr
aphy
Sta
n-da
rds
Tw
o an
d T
hree
, as
wel
l as
Scie
nce
Stan
dard
One
(Sc
ienc
e an
d T
echn
olog
y).
4011
1
EC
ON
OM
ICS
- G
RA
DE
S 4-
5
STA
ND
AR
D
Eco
nom
ics
Stan
dard
Fou
r: S
tude
nts
will
exam
ine
the
patte
rns
and
resu
lts o
f in
tern
a-tio
nal t
rade
[In
tern
atio
nal t
rade
].
4-5:
Stud
ents
will
dem
onst
rate
how
inte
r-na
tiona
l tra
de li
nks
coun
trie
s ar
ound
the
wor
ldan
d ca
n im
prov
e th
e ec
onom
ic w
elfa
re o
f na
-tio
ns.
112
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht e
xam
ine
the
good
s an
d se
rvic
es p
rodu
ced
with
in th
e A
mer
ican
col
onie
spr
ior
to th
e R
evol
utio
nary
War
, and
then
eva
luat
e th
e va
riou
s re
stri
ctio
ns o
n tr
ade
whi
chw
ere
part
of
the
Bri
tish
colo
nial
rel
atio
nshi
p w
ith th
e co
loni
es. T
hey
coul
d cr
eate
map
san
d ch
arts
whi
ch d
emon
stra
ted
how
this
pol
icy
mig
ht b
enef
it in
divi
dual
s an
d bu
sine
sses
in G
reat
Bri
tain
and
lim
it ec
onom
ic c
hoic
es in
the
colo
nies
. The
map
s an
d ch
arts
sho
uld
also
add
ress
the
ques
tion
of w
ho b
enef
ited
mos
t fro
m th
e po
licie
s, w
ho th
e le
ast [
Inte
rna-
tiona
l tra
de; m
icro
econ
omic
s].
Whi
le th
is a
ctiv
ity h
as o
bvio
us g
eogr
aphi
c an
d hi
stor
y co
nnec
tions
, it i
s al
so a
men
able
toan
exa
min
atio
n of
the
role
of
gove
rnm
ent a
nd th
e ri
ghts
and
res
pons
ibili
ties
of c
itize
nsun
der
the
civi
cs s
tand
ard.
Stud
ents
mig
ht s
tudy
the
cust
oms
and
trad
ition
s of
the
Nan
ticok
es, t
he L
eni L
enap
e, a
ndot
her
Nor
th A
mer
ican
trib
es in
the
peri
od b
efor
e E
urop
ean
cont
act i
n or
der
to d
eter
min
eth
e w
ays
in w
hich
atti
tude
s to
war
d la
nd o
wne
rshi
p, th
e us
e of
bar
ter
and
med
ia o
f ex
-ch
ange
, and
div
isio
ns o
f pr
oduc
tion
labo
r w
ere
cultu
rally
dis
tinct
ive
and
affe
cted
rel
a-tio
ns b
etw
een
thes
e gr
oups
and
Eur
opea
n co
loni
sts
[Eco
nom
ic s
yste
ms]
.
Thi
s ac
tivity
is c
lose
ly r
elat
ed to
His
tory
Sta
ndar
d Fo
ur a
nd G
eogr
aphy
Sta
ndar
d T
hree
.
Stud
ents
mig
ht in
vest
igat
e th
e liv
es o
f fa
rmer
s in
New
Eng
land
, the
mid
dle
colo
nies
,tid
ewat
er V
irgi
nia,
and
coa
stal
Sou
th C
arol
ina
at th
e tim
e of
the
Con
stitu
tiona
l Con
ven-
tion
in o
rder
to u
nder
stan
d th
e us
e of
sla
ve, i
nden
ture
d, a
nd f
ree
labo
r an
d ho
w th
ese
labo
r sy
stem
s m
ight
hav
e af
fect
ed p
oliti
cal a
ttitu
des
of d
eleg
ates
and
thei
r co
nstit
uent
s[E
cono
mic
sys
tem
s].
Thi
s ac
tivity
inte
grat
es w
ell w
ith H
isto
ry S
tand
ard
Four
.
411
3
GE
OG
RA
PHY
-G
RA
DE
S 4-
5ST
AN
DA
RD
Geo
grap
hy S
tand
ard
One
: Stu
dent
s w
illde
velo
p a
pers
onal
geo
grap
hic
fram
ewor
k,or
"m
enta
l map
," a
nd u
nder
stan
d th
e us
esof
map
s an
d ot
her
geo-
grap
hics
[M
APS
].
4-5:
Stud
ents
will
dem
onst
rate
dev
elop
-m
ent o
f m
enta
l map
s of
Del
awar
e an
d of
the
Uni
ted
Stat
es w
hich
incl
ude
the
rela
tive
loca
-tio
n an
d ch
arac
teri
stic
s of
maj
or p
hysi
cal f
ea-
ture
s, p
oliti
cal d
ivis
ions
, and
hum
an s
ettle
-m
ents
.
114
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht b
e ex
pect
ed to
iden
tify
on a
n ou
tline
map
maj
or f
eatu
res
of th
e ph
ysic
alen
viro
nmen
t, su
ch a
s m
ajor
riv
er s
yste
ms,
oce
ans
and
seas
, mou
ntai
n sy
stem
s, d
eser
ts,
plat
eaux
, and
pla
ins
for
the
Uni
ted
Stat
es a
nd f
or D
elaw
are
[Map
s].
Stud
ents
mig
ht b
e ex
pect
ed to
iden
tify
on a
n ou
tline
map
impo
rtan
t hum
an s
ettle
men
tsan
d po
litic
al d
ivis
ions
with
in th
e U
nite
d St
ates
and
Del
awar
e [M
aps]
.
Stud
ents
mig
ht p
rodu
ce r
ough
ske
tch
map
s of
Del
awar
e an
d th
e U
nite
d St
ates
fro
mm
emor
y. T
he m
aps
need
not
dis
play
pre
cise
bou
ndar
ies
or u
nifo
rm s
cale
, bu
t sho
uld
corr
ectly
iden
tify
the
rela
tive
loca
tion
of f
eatu
res
[Map
s].
Stud
ents
mig
ht b
e as
ked
to d
emon
stra
te a
nd/o
r ex
plai
n th
e re
latio
nshi
p be
twee
n m
aps
and
glob
es, a
nd e
xpla
in w
hy a
ll m
aps
are
dist
orte
d im
ages
of
the
info
rmat
ion
disp
laye
don
the
glob
e [M
aps]
.
Thi
s ac
tivity
is c
ompa
tible
with
the
Mat
hem
atic
s St
anda
rd E
ight
: Spa
tial S
ense
and
Ge-
omet
ry.
Kno
wle
dge
of th
e ba
sic
elem
ents
of
map
s (e
.g.,
title
, leg
end,
sca
le, e
tc.)
mig
ht b
e de
mon
-st
rate
d by
cri
tiqui
ng lo
cal h
ighw
ay m
aps.
Stu
dent
s co
uld
use
a gr
id s
yste
m to
iden
tify
loca
tions
on
the
map
and
then
use
the
scal
e to
mea
sure
the
dist
ance
bet
wee
n tw
o pl
aces
[Map
s].
Aft
er r
eadi
ng a
nar
rativ
e, s
tude
nts
mig
ht b
e as
ked
to c
reat
e a
sket
ch m
ap to
illu
stra
te th
est
ory
(e.g
., m
ake
a m
ap s
how
ing
the
mov
emen
t of
a fa
mily
of
duck
s as
des
crib
ed in
"Mak
e W
ay f
or D
uckl
ings
") [
Map
s].
Thi
s us
e of
lite
ratu
re r
elat
es g
eogr
aphy
to th
e E
nglis
h/L
angu
age
Art
s St
anda
rds.
42
GE
OG
RA
PHY
-G
RA
DE
S 4-
5
STA
ND
AR
D
Geo
grap
hy S
tand
ard
Tw
o: S
tude
nts
will
de-
velo
p a
know
ledg
e of
the
way
s hu
man
sm
odif
y an
d re
spon
d to
the
natu
ral e
nvir
on-
men
t [E
NV
IRO
NM
EN
T].
4-5:
Stud
ents
will
app
ly a
kno
wle
dge
ofto
pogr
aphy
, clim
ate,
soi
ls, a
nd v
eget
atio
n of
Del
awar
e an
d th
e U
nite
d St
ates
to u
nder
stan
dho
w h
uman
soc
iety
alte
rs, a
nd is
aff
ecte
d by
,th
e ph
ysic
al e
nvir
onm
ent.
116
SAM
PLE
AC
TIV
ITY
In s
elec
ting
the
best
loca
tion
for
vari
ous
econ
omic
act
iviti
es o
r sp
ortin
g ev
ents
, stu
dent
sw
ould
be
expe
cted
to b
ase
thei
r de
cisi
ons
on d
ata
from
topo
grap
hic
or c
limat
ic m
aps,
clim
ogra
phs,
sta
tistic
al d
ata,
etc
., an
d gi
ve r
easo
ns f
or th
e si
te s
elec
ted
[Env
iron
men
t].
Thi
s ac
tivity
cou
ld s
uppo
rt th
e E
cono
mic
s St
anda
rd a
t thi
s le
vel b
y ex
amin
ing
the
inte
r-ac
tion
of in
divi
dual
s, c
omm
uniti
es, a
nd b
usin
esse
s.
On
map
s sh
owin
g to
pogr
aphy
and
clim
ate,
stu
dent
s m
ight
spe
cula
te o
n th
e pr
obab
le s
ourc
esof
wat
er f
or ir
riga
tion,
dri
nkin
g, in
dust
rial
and
rec
reat
iona
l use
in v
ario
us r
egio
ns o
f th
eU
nite
d St
ates
and
in th
e lo
cal a
rea.
The
y w
ould
then
eva
luat
e th
eir
conc
lusi
ons
with
a m
apof
hum
an s
ettle
men
ts, a
nd id
entif
y ad
apta
tions
and
impa
ct o
f w
ater
use
[E
nvir
onm
ent]
.
Stud
ents
cou
ld c
ompa
re e
arly
and
mod
ern
map
s of
any
maj
or p
ort c
ity o
r pr
omin
ent
coas
tal f
eatu
re, s
uch
as C
ape
Hen
lope
n, a
nd o
ffer
rea
sons
for
the
chan
ges
in w
ater
fron
t or
coas
tline
ove
r tim
e [E
nvir
onm
ent]
.
Thi
s ac
tivity
wou
ld le
ad in
to H
isto
ry S
tand
ard
Four
, whi
ch c
onsi
ders
the
earl
y se
ttlem
ent
hist
ory
of D
elaw
are.
Stud
ents
mig
ht m
atch
pic
ture
s of
dif
fere
nt ty
pes
of v
eget
atio
n w
ith a
Uni
ted
Stat
es m
apof
clim
ates
[E
nvir
onm
ent]
.
Stud
ents
mig
ht b
e in
vite
d to
con
side
r th
e w
ays
in w
hich
the
char
acte
r of
Del
awar
e's
phys
i-ca
l env
iron
men
t (in
clud
ing
envi
ronm
enta
l haz
ards
) lim
its o
r co
nstr
ains
stu
dent
s' e
very
-da
y liv
es: w
ork,
rec
reat
ion,
pla
ce o
f re
side
nce,
etc
. The
y w
ould
then
con
side
r ho
w th
elis
t mig
ht c
hang
e an
d lif
e m
ight
be
diff
eren
t if
the
stud
ent m
oved
to a
noth
er p
art i
n th
eU
nite
d St
ates
[E
nvir
onm
ent]
.
Thi
s ac
tivity
coi
ncid
es w
ith th
e Sc
ienc
e St
anda
rd E
ight
con
side
ring
the
inte
ract
ions
of
hum
ans
and
thei
r en
viro
nmen
t
4311
7
GE
OG
RA
PHY
-G
RA
DE
S 4-
5
STA
ND
AR
D
Geo
grap
hy S
tand
ard
Thr
ee: S
tude
nts
will
deve
lop
an u
nder
stan
ding
of
the
dive
rsity
of h
uman
cul
ture
and
the
uniq
ue n
atur
e of
plac
es [
PLA
CE
S].
4-5:
Stud
ents
will
und
erst
and
the
reas
ons
for
the
loca
tions
of
hum
an a
ctiv
ities
and
set
tle-
men
ts a
nd th
e ro
utes
con
nect
ing
them
in D
ela-
war
e an
d in
the
Uni
ted
Stat
es.
113
SAM
PLE
AC
TIV
ITY
Stud
ents
cou
ld b
e as
ked
to e
xpla
in h
ow th
e fo
unde
rs o
f a
settl
emen
t mig
ht h
ave
eval
u-at
ed a
site
in te
rms
of it
s re
sour
ces
and
envi
ronm
enta
l cha
ract
eris
tics
rela
tive
to th
eir
need
san
d av
aila
ble
tech
nolo
gy. T
hen
they
wou
ld e
xpla
in h
ow th
ey w
ould
hav
e ev
alua
ted
the
situ
atio
n of
the
plac
e (e
.g.,
its p
roxi
mity
to r
esou
rces
, mar
kets
, opp
ortu
nitie
s, e
tc.)
[Pl
aces
].
Thi
s ac
tivity
rel
ates
to b
oth
the
His
tory
and
Eco
nom
ics
stan
dard
s.
Stud
ents
mig
ht d
escr
ibe
how
cha
ngin
g te
chno
logy
, res
ourc
es, e
tc.,
can
affe
ct s
ettle
men
ts,
and
how
pla
ces
com
pete
to m
aint
ain
thei
r im
port
ance
und
er c
hang
ing
cond
ition
s [P
lace
s].
Thi
s ac
tivity
rel
ates
to th
e de
velo
pmen
t of
Del
awar
e's
hist
ory
outli
ned
in H
isto
ry S
tan-
dard
Fou
r.
Com
pari
ng a
map
of
colo
nial
trad
e in
Del
awar
e w
ith a
pre
sent
day
map
, stu
dent
s m
ight
expl
ain
chan
ges
in r
oad
patte
rns,
wat
er tr
ansp
ort p
atte
rns,
por
t fac
ilitie
s, a
nd s
ettle
men
tsin
term
s of
cha
ngin
g te
chno
logy
[Pl
aces
].
Thi
s ac
tivity
cou
ld b
e in
tegr
ated
with
eith
er a
n E
cono
mic
s or
His
tory
act
ivity
, esp
ecia
lly if
stud
ents
exa
min
ed th
e di
ffer
ent t
ypes
of
prod
ucts
whi
ch w
ere
prod
uced
and
tran
spor
ted
in e
ach
era.
An
activ
ity m
ight
hav
e st
uden
ts m
ake
sket
ch m
aps
of th
e sa
me
area
(e.
g., s
choo
l and
neig
hbor
hood
), a
nd th
en c
ompa
re th
e m
aps
and
disc
uss
the
reas
ons
why
per
cept
ions
of
the
sam
e pl
ace
diff
er [
Plac
es].
Stud
ents
mig
ht e
xam
ine
a m
ap o
f po
pula
tion
dist
ribu
tion
in D
elaw
are,
or
the
Uni
ted
Stat
es,
and
offe
r re
ason
s fo
r ar
eas
of d
ense
and
rel
ativ
ely
spar
se s
ettle
men
t; th
en th
ey c
ould
ex-
amin
e hi
stor
ical
map
s of
pop
ulat
ion
dist
ribu
tion
and
cons
ider
why
cha
nges
hav
e oc
curr
ed[P
lace
s].
1
Thi
s ac
tivity
sup
port
s H
isto
ry S
tand
ard
One
, con
cern
ing
deve
lopm
ent o
f a
chro
nolo
gica
lco
ncep
t.
44
113
STA
ND
AR
D
GE
OG
RA
PHY
-G
RA
DE
S 4-
5
Geo
grap
hy S
tand
ard
Four
: Stu
dent
s w
illde
velo
p an
und
erst
andi
ng o
f th
e ch
arac
ter
and
use
of r
egio
ns a
nd th
e co
nnec
tions
be-
twee
n an
d am
ong
them
[R
EG
ION
S].
4-5:
Stud
ents
will
app
ly g
eogr
aphi
c sk
ills
to d
evel
op a
pro
file
of
the
loca
l com
mun
ity b
ypl
acin
g it
in th
e co
ntex
t of
phys
ical
, cul
tura
l,an
d ot
her
type
s of
reg
ions
.
120
SAM
PLE
AC
TIV
ITY
Usi
ng a
n at
las,
stu
dent
s m
ight
dev
elop
a li
st o
f ch
arac
teri
stic
s w
hich
app
ly to
the
loca
l re-
gion
(ra
infa
ll pa
ttern
s, p
opul
atio
n di
stri
butio
n, to
pogr
aphy
, etc
.), a
nd f
ind
othe
r re
gion
s in
the
wor
ld w
ith s
imila
r ch
arac
teri
stic
s [R
egio
ns].
Stud
ents
mig
ht c
ompa
re th
e ho
me
plac
es o
f im
mig
rant
s to
Del
awar
e, e
ither
toda
y or
in th
epa
st, w
ith th
e pr
ofile
of
the
loca
l are
a. T
hey
wou
ld th
en id
entif
y ad
just
men
ts in
divi
dual
s or
fam
ilies
mig
ht h
ave
to m
ake
in m
ovin
g fr
om o
ne r
egio
n to
ano
ther
[R
egio
ns].
Thi
s ac
tivity
rel
ates
to H
isto
ry S
tand
ard
Four
, con
cern
ing
the
earl
y hi
stor
y of
Del
awar
e se
ttlem
ent.
Stud
ents
mig
ht b
e as
ked
to e
xpla
in c
hang
es in
the
use
of la
nd in
a c
omm
unity
ove
r tim
e, u
sing
air
phot
os, h
isto
rica
l doc
umen
ts, i
nter
view
s w
ith r
epre
sent
ativ
e ci
tizen
s, e
tc.,
in o
rder
to d
eter
min
ew
hat m
akes
the
com
mun
ity d
istin
ctiv
e, o
r si
mila
r to
oth
ers
in th
e re
gion
[R
egio
ns].
Stud
ents
mig
ht w
rite
a s
tory
abo
ut th
e co
nseq
uenc
es f
or th
e co
mm
unity
if it
was
com
plet
ely
cut
off
for
thre
e da
ys f
rom
the
rest
of
the
wor
ld: n
o fu
el, n
o fo
od f
rom
the
outs
ide,
no
mai
l, et
c.[R
egio
ns].
Thi
s ac
tivity
rel
ates
to th
e C
ivic
s st
anda
rd w
hich
add
ress
es th
e ri
ghts
and
res
pons
ibili
ties
ofci
tizen
s. S
tude
nts
coul
d co
nsid
er w
hat,
if a
nyth
ing,
hap
pens
to th
e ri
ghts
of
citiz
ens
whe
nth
e co
mm
unity
is u
nder
str
ess.
Stud
ents
mig
ht c
ompi
le a
list
of
loca
l bus
ines
ses
and
serv
ices
; the
n th
ey w
ould
map
a s
elec
-tio
n an
d tr
y to
exp
lain
thei
r lo
catio
n in
term
s of
why
som
e es
tabl
ishm
ents
clu
ster
, and
oth
ers
are
attr
acte
d to
loca
te n
ext t
o th
eir
mar
kets
or
othe
r su
pplie
rs [
Reg
ions
].
Thi
s ac
tivity
rel
ates
to E
cono
mic
s St
anda
rd T
wo
Usi
ng th
e ye
llow
pag
es o
r ci
ty d
irec
tori
es, s
tude
nts
coul
d co
mpa
re th
e re
latio
nshi
p be
twee
n ty
pes
of s
ervi
ces
and
the
size
of
the
settl
emen
t (e.
g., c
ompa
re th
e lo
catio
n of
hos
pita
ls, d
octo
rs o
ffic
es,
drug
sto
res,
and
ban
ks in
Sus
sex
coun
ty c
omm
uniti
es);
they
cou
ld th
en d
o th
e sa
me
for
serv
ices
,su
ch a
s hi
gh s
choo
ls, e
lem
enta
ry s
choo
ls, f
ire
stat
ions
, pol
ice
stat
ions
, etc
. [R
egio
ns].
45
121
HIS
TO
RY
- G
RA
DE
S 4-
5
STA
ND
AR
D
His
tory
Sta
ndar
d O
ne: S
tude
nts
will
em
-pl
oy c
hron
olog
ical
con
cept
s in
ana
lyzi
nghi
stor
ical
phe
nom
ena
[Chr
onol
ogy]
.
4-5:
Stud
ents
will
stu
dy h
isto
rica
l eve
nts
and
pers
ons
with
in a
giv
en ti
me-
fram
e in
or-
der
to c
reat
e a
chro
nolo
gy a
nd id
entif
y re
late
dca
use-
and-
effe
ct f
acto
rs. '2
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht b
e as
ked
to s
elec
t a s
igni
fica
nt f
igur
e fr
om D
elaw
are
hist
ory
and
rese
arch
the
peri
od o
f hi
s or
her
life
to d
isco
ver
wha
t eve
nts
that
per
son
mig
ht h
ave
witn
esse
d or
par
tici-
pate
d in
. The
n th
e st
uden
ts w
ould
com
pile
a li
st o
f th
at in
divi
dual
's c
onte
mpo
rari
es th
roug
h-ou
t the
res
t of
the
Uni
ted
Stat
es a
nd in
sel
ecte
d ot
her
regi
ons
of th
e w
orld
[C
hron
olog
y;co
nten
t].
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
mig
ht p
erfo
rm a
sim
ilar
proj
ect t
o th
e ac
tivity
list
edab
ove,
but
usi
ng s
omeo
ne f
rom
thei
r ow
n fa
mily
tree
s. T
he c
ompi
led
list c
ould
incl
ude
even
ts th
at w
ere
impo
rtan
t to
the
fam
ily a
nd m
ajor
his
tori
cal e
vent
s w
hich
mig
ht h
ave
af-
fect
ed th
em.
Aft
er r
eadi
ng th
e po
em "
For
the
Wan
t of
a H
orse
shoe
Nai
l," s
tude
nts
coul
d be
ask
ed to
list
the
even
ts d
escr
ibed
in th
e po
em in
thei
r ow
n w
ords
and
then
iden
tify
the
caus
e-an
d-ef
fect
fact
ors
impl
ied
in th
e w
ork.
Hav
ing
done
so,
stu
dent
s m
ight
be
aske
d w
heth
er o
r no
t the
yag
ree
with
the
sugg
estio
n th
at th
e en
tire
king
dom
was
lost
bec
ause
of
the
loss
of
the
sing
leho
rses
hoe
nail,
and
to e
xpla
in w
hy o
r w
hy n
ot [
Chr
onol
ogy;
ana
lysi
s; in
terp
reta
tion]
.
Stud
ents
mig
ht r
ead
Judi
th V
iors
t's A
nd T
hen
Wha
t Hap
pene
d, P
aul R
ever
e? a
nd c
reat
e a
time-
line
or "
flip
boo
k" s
how
ing
the
mos
t im
port
ant e
vent
s in
pro
per
sequ
ence
[C
hron
olog
y].
Thi
s ac
tivity
ties
in c
lose
ly w
ith E
nglis
h/L
angu
age
Art
s St
anda
rd F
our.
Stud
ents
mig
ht e
xam
ine
desc
ript
ions
, map
s, d
raw
ings
, or
phot
os o
f se
vera
l Del
awar
e co
m-
mun
ities
rep
rese
ntin
g di
ffer
ent c
hron
olog
ical
per
iods
in o
rder
to a
naly
ze w
ays
in w
hich
thos
eco
mm
uniti
es h
ave
chan
ged.
Gro
ups
mig
ht b
e as
sign
ed to
con
cent
rate
on
spec
ific
are
as s
uch
as tr
ansp
orta
tion,
tech
nolo
gy, f
amily
livi
ng, o
r w
orki
ng [
Chr
onol
ogy;
ana
lysi
s; c
onte
nt].
An
econ
omic
s ac
tivity
mig
ht b
e in
tegr
ated
with
this
his
tory
act
ivity
if s
tude
nts
wer
e as
ked
toco
ncen
trat
e on
exa
min
ing
the
econ
omic
cho
ices
peo
ple
mig
ht h
ave
to m
ake
in a
ny o
f th
ese
com
mun
ities
.
46
HIS
TO
RY
- G
RA
DE
S 4-
5
STA
ND
AR
D
His
tory
Sta
ndar
d T
wo:
Stu
dent
s w
illga
ther
, exa
min
e, a
nd a
naly
ze h
isto
rica
l dat
a[A
naly
sis]
.
4-5:
Stud
ents
will
iden
tify
artif
acts
and
docu
men
ts a
s ei
ther
pri
mar
y or
sec
onda
ryso
urce
s of
his
tori
cal d
ata
from
whi
ch h
isto
ri-
cal a
ccou
nts
are
cons
truc
ted.
4-5:
Stud
ents
will
exa
min
e hi
stor
ical
mat
e-ri
als
rela
ting
to a
par
ticul
ar r
egio
n, s
ocie
ty, o
rth
eme;
chr
onol
ogic
ally
arr
ange
them
, and
ana
-ly
ze c
hang
e ov
er ti
me.
1 r
4
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht c
onst
ruct
a m
useu
m d
ispl
ay w
hich
incl
udes
pri
mar
y an
d se
cond
ary
sour
ces
for
the
them
e m
ater
ial.
Top
ics
coul
d in
clud
e su
ch it
ems
as f
avor
ite s
port
s, c
hang
esin
clo
thin
g st
yles
, or
the
life
of a
wel
l-kn
own
indi
vidu
al [
Ana
lysi
s].
Aft
er e
xam
inin
g hi
stor
ical
acc
ount
s ab
out C
aesa
r R
odne
y's
ride
, stu
dent
s m
ight
then
com
pare
the
cont
ent o
f se
vera
l poe
ms
with
the
hist
oric
al e
vide
nce
[Ana
lysi
s; c
onte
nt].
Stud
ents
cou
ld in
vest
igat
e a
spec
ific
his
tori
cal l
egen
d (G
eorg
e W
ashi
ngto
n an
d th
e ch
erry
tree
; the
trav
els
of J
ohnn
y A
pple
seed
; the
adv
entu
res
of D
avy
Cro
cket
t, et
c.),
and
det
er-
min
e th
e fa
ctua
l bas
is (
if a
ny)
for
the
spec
ific
dee
ds o
f th
e pe
ople
in q
uest
ion
[Ana
lysi
s;in
terp
reta
tion]
.
Stud
ents
cou
ld r
ead
abou
t the
his
tory
of
a E
urop
ean
coun
try
imm
edia
tely
bef
ore
larg
enu
mbe
rs o
f its
citi
zens
imm
igra
ted
to p
re-R
evol
utio
nary
Am
eric
a an
d an
alyz
e w
hy p
eopl
eliv
ing
ther
e at
that
tim
e m
ight
hav
e be
en m
otiv
ated
to m
igra
te. D
iffe
rent
stu
dent
s or
grou
ps m
ight
con
cent
rate
on
spec
ific
cou
ntri
es, a
nd th
en th
e cl
ass
as a
who
le w
ould
at-
tem
pt to
dra
w lo
gica
l inf
eren
ces
conc
erni
ng im
mig
ratio
n pa
ttern
s as
a w
hole
, as
wel
l as
to c
ompa
re o
vera
ll im
mig
ratio
n pa
ttern
s w
ith im
mig
ratio
n to
Del
awar
e [A
naly
sis;
inte
r-pr
etat
ion;
con
tent
].
Thi
s ac
tivity
wou
ld c
ombi
ne w
ith a
geo
grap
hy a
ctiv
ity if
the
stud
ents
als
o lo
cate
d th
epr
imar
y pl
aces
in th
e U
nite
d St
ates
to w
hich
thos
e im
mig
rant
s ca
me.
Dif
fere
nt s
tude
nts
stud
ying
dif
fere
nt g
roup
s w
ould
slo
wly
bui
ld u
p a
mor
e co
mpl
ete
map
dep
ictin
g im
mi-
grat
ion
patte
rns.
47
1
HIS
TO
RY
- G
RA
DE
S 4-
5
STA
ND
AR
D
His
tory
Sta
ndar
d T
hree
: Stu
dent
s w
ill in
-te
rpre
t his
tori
cal d
ata
[Int
erpr
etat
ion]
.
4-5:
Stud
ents
will
exp
lain
why
his
tori
cal
acco
unts
of
the
sam
e ev
ent s
omet
imes
dif
fer
and
will
rel
ate
this
exp
lana
tion
to th
e ev
iden
cepr
esen
ted
or th
e po
int-
of-v
iew
of
the
auth
or.
126
SAM
PLE
AC
TIV
ITY
Aft
er r
eadi
ng s
ever
al a
ccou
nts
of th
e B
attle
of
Tre
nton
(a
diar
y en
try
from
a p
artic
ipan
t, a
new
spap
er a
ccou
nt, a
text
book
des
crip
tion,
or
othe
rs),
stu
dent
s co
uld
be a
sked
to lo
ok f
orsi
mila
ritie
s an
d di
ffer
ence
s. T
hen
the
stud
ents
cou
ld b
e as
ked
to g
ive
an e
xpla
natio
n fo
rdi
ffer
ence
s no
ted,
bas
ed o
n po
int o
f vi
ew o
r ac
cess
to in
form
atio
n [I
nter
pret
atio
n; c
on-
tent
].
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
mig
ht p
ick
a si
ngle
his
tori
cal e
vent
or
pers
on a
ndin
terv
iew
thei
r pa
rent
s, g
rand
pare
nts,
and
oth
er f
amily
mem
bers
to d
eter
min
e th
eir
opin
-io
ns o
n th
e su
bjec
t. T
hen
in c
lass
the
stud
ents
cou
ld e
xam
ine
the
diff
eren
t res
pons
es a
ndsu
gges
t how
dif
fere
nt p
erso
nal p
ersp
ectiv
es m
ight
hav
e le
d to
dif
fere
nt in
terp
reta
tions
[Int
erpr
etat
ion]
.
Usi
ng d
raw
ings
, pai
ntin
gs, o
ral h
isto
ries
, and
lite
rary
sou
rces
whi
ch il
lust
rate
the
expe
ri-
ence
s of
Afr
ican
-Am
eric
ans
in th
e 18
th a
nd 1
9th
cent
urie
s, s
tude
nts
mig
ht w
rite
an
essa
yab
out t
heir
str
uggl
e to
ret
ain
cultu
ral c
ohes
ion
with
in th
e co
nfin
es o
f sl
aver
y [I
nter
pret
a-tio
n; c
onte
nt].
Thi
s ac
tivity
cou
ld b
e ex
tend
ed to
a s
imila
r co
nsid
erat
ion
of A
sian
s w
orki
ng in
the
Am
eri-
can
wes
t, N
ativ
e-A
mer
ican
s fi
ndin
g th
emse
lves
res
tric
ted
to r
eser
vatio
ns, o
r im
mig
rant
sfr
om r
ural
sec
tions
of
Eur
ope
who
fou
nd th
emse
lves
livi
ng in
citi
es, a
nd w
ould
pro
mot
ea
grea
ter
unde
rsta
ndin
g of
div
erse
cul
tura
l con
text
s.
48
4. a
HIS
TO
RY
- G
RA
DE
S 4-
5ST
AN
DA
RD
His
tory
Sta
ndar
d Fo
ur: S
tude
nts
will
de-
velo
p hi
stor
ical
kno
wle
dge
of m
ajor
eve
nts
and
phen
omen
a in
wor
ld, U
nite
d St
ates
, and
Del
awar
e hi
stor
y [C
onte
nt].
4-5:
Stud
ents
will
dev
elop
an
unde
rsta
nd-
ing
of D
elaw
are
hist
ory
and
its c
onne
ctio
nsw
ith U
nite
d St
ates
his
tory
, inc
ludi
ng:
Nat
ive
Am
eric
an in
habi
tant
s be
fore
Eur
opea
n co
ntac
tE
xplo
ratio
n an
d se
ttlem
ent
(160
9-17
75)
From
the
Firs
t Sta
te to
the
Civ
il W
ar(1
776-
1865
)G
row
th o
f co
mm
erce
, ind
ustr
y,tr
ansp
orta
tion,
and
agr
icul
ture
(186
5-19
45)
Mod
em D
elaw
are
(194
5-pr
esen
t)
4-5:
Stud
ents
will
dev
elop
an
unde
rsta
nd-
ing
of s
elec
ted
them
es in
Uni
ted
Stat
es h
isto
ry,
incl
udin
g: Who
are
the
Am
eric
an p
eopl
e?(d
emog
raph
ics,
imm
igra
tion)
How
did
the
Uni
ted
Stat
es d
evel
opits
for
m o
f go
vern
men
t?H
ow h
ave
adva
nces
in te
chno
logy
chan
ged
our
lives
?Im
port
ant p
eopl
e in
Am
eric
an h
isto
ry
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht v
isit
the
"tou
ch-i
t" r
oom
at t
he W
inte
rthu
r M
useu
m to
exa
min
e ar
tifac
tsfr
om th
e co
loni
al p
erio
d. T
hey
coul
d be
ask
ed to
gue
ss w
hat m
any
of th
em w
ere,
and
how
they
wer
e us
ed. T
hen,
as
stud
ents
dis
cove
red
the
real
pur
pose
of
the
item
s (e
ither
thro
ugh
pict
ures
, dem
onst
ratio
ns, o
r gu
ided
exp
erim
enta
tion)
they
wou
ld c
reat
e a
re-
port
, a ta
lk, o
r a
post
er s
how
ing
how
life
wou
ld h
ave
been
dif
fere
nt f
or th
em if
they
had
to u
tiliz
e th
ese
impl
emen
ts [
Con
tent
; ana
lysi
s].
Stud
ents
cou
ld c
onst
ruct
a D
elaw
are
"Fac
t Boo
k" w
hich
incl
uded
impo
rtan
t ind
ivid
uals
and
sign
ific
ant e
vent
s fr
om D
elaw
are
hist
ory.
The
n th
ey c
ould
sha
re w
ith th
eir
clas
s-m
ates
thei
r re
ason
s fo
r in
clud
ing
each
item
[C
onte
nt; a
naly
sis]
.
491
9
CIV
ICS
- G
RA
DE
S 6-
8
STA
ND
AR
D
Civ
ics
Stan
dard
One
: Stu
dent
s w
ill e
xam
-in
e th
e st
ruct
ure
and
purp
oses
of
gove
rn-
men
ts w
ith s
peci
fic
emph
asis
on
cons
titu-
tiona
l dem
ocra
cy [
Gov
ernm
ent]
.
6-8:
Stud
ents
will
und
erst
and
that
gov
ern-
men
ts h
ave
the
pow
er to
mak
e an
d en
forc
ela
ws
and
regu
latio
ns, l
evy
taxe
s, c
ondu
ct f
or-
eign
pol
icy,
and
mak
e w
ar.
6-8:
Stud
ents
will
ana
lyze
the
diff
eren
tfu
nctio
ns o
f fe
dera
l, st
ate,
and
loca
l gov
ern-
men
ts in
the
Uni
ted
Stat
es a
nd e
xam
ine
the
reas
ons
for
the
diff
eren
t org
aniz
atio
nal s
truc
-tu
res
each
leve
l of
gove
rnm
ent e
mpl
oys.
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht c
ompa
re th
e m
anne
r in
whi
ch a
hea
d of
sta
te a
cqui
res
pow
er in
dif
fere
ntpo
litic
al s
yste
ms
(e.g
., Pr
esid
ent o
f th
e U
nite
d St
ates
, Cha
irm
anof
the
Com
mun
ist P
arty
in th
e Pe
ople
's R
epub
lic o
f C
hina
) [G
over
nmen
t].
Stud
ents
cou
ld in
vest
igat
e th
e ki
nds
of la
ws
and
regu
latio
ns th
at lo
cal,
stat
e, a
nd f
eder
algo
vern
men
ts e
nact
. Giv
en a
list
of
poss
ible
law
s, s
tude
nts
wou
ld b
reak
up
into
gro
ups
and
rese
arch
whi
ch le
vel o
f go
vern
men
t was
the
appr
opri
ate
one
to d
eal w
ith th
e is
sue
[Gov
ernm
ent]
.
50
130
131
CIV
ICS
-G
RA
DE
S 6-
8ST
AN
DA
RD
Civ
ics
Stan
dard
Tw
o: S
tude
nts
will
und
er-
stan
d th
e pr
inci
ples
and
idea
ls u
nder
lyin
gth
e A
mer
ican
pol
itica
l sys
tem
[Po
litic
s].
6-8:
Stud
ents
will
und
erst
and
that
the
con-
cept
of
maj
ority
rul
e do
es n
ot m
ean
that
the
righ
ts o
f m
inor
ities
may
be
disr
egar
ded
and
will
exa
min
e an
d ap
ply
the
prot
ectio
ns a
c-co
rded
thos
e m
inor
ities
in th
e A
mer
ican
pol
iti-
cal s
yste
m.
6-8:
Stud
ents
will
und
erst
and
the
prin
-ci
ples
and
con
tent
of
maj
or A
mer
ican
sta
te p
a-pe
rs s
uch
as th
e D
ecla
ratio
n of
Ind
epen
denc
e;U
nite
d St
ates
Con
stitu
tion
(inc
ludi
ng th
e B
illof
Rig
hts)
; and
the
Fede
ralis
t Pap
ers.
SAM
PLE
AC
TIV
ITY
Stud
ents
cou
ld e
xam
ine
the
Con
stitu
tion
and
the
Bill
of
Rig
hts
to d
eter
min
e w
hich
saf
e-gu
ards
pro
tect
pol
itica
l rig
hts,
and
whi
ch o
nes
prot
ect p
rope
rty
[Pol
itics
].
Thi
s ac
tivity
cou
ld b
e cl
osel
y tie
d to
a h
isto
ry a
ctiv
ity c
once
rnin
g ea
rly
U. S
. his
tory
inw
hich
the
stud
ents
then
rel
ated
eac
h of
the
prot
ectio
ns th
ey f
ound
to th
e hi
stor
ical
issu
eth
at p
rom
pted
the
fram
ers
to in
clud
e it
(e.g
., no
qua
rter
ing
of s
oldi
ers
in p
riva
te h
omes
bein
g in
clud
ed b
ecau
se th
e B
ritis
h di
d so
pri
or to
the
Am
eric
an R
evol
utio
n).
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
mig
ht in
terv
iew
thei
r fa
mili
es c
once
rnin
g th
e po
liti-
cal a
nd p
rope
rty
righ
ts p
rote
ctio
ns th
ey e
njoy
und
er th
e C
onst
itutio
n an
d B
ill o
f R
ight
s.U
sing
this
info
rmat
ion
they
mig
ht w
rite
a s
tory
abo
ut th
eir
fam
ily's
life
if o
ne o
r m
ore
ofth
ese
prot
ectio
ns d
id n
ot e
xist
[Po
litic
s].
Stud
ents
cou
ld e
xam
ine
the
Del
awar
e St
ate
Con
stitu
tion
and
note
the
sim
ilari
ties
and
diff
eren
ces
betw
een
that
doc
umen
t and
the
U.S
. Con
stitu
tion;
bas
ed o
n kn
owle
dge
of th
efe
dera
l sys
tem
they
mig
ht s
ugge
st s
ome
reas
ons
for
thes
e di
ffer
ence
s [P
oliti
cs].
51L
, 3
CIV
ICS
- G
RA
DE
S 6-
8ST
AN
DA
RD
Civ
ics
Stan
dard
Thr
ee: S
tude
nts
will
unde
rsta
nd th
e re
spon
sibi
litie
s, r
ight
s,an
d pr
ivile
ges
of U
nite
d St
ates
citi
zens
[Citi
zens
hip]
.
6-8:
Stud
ents
will
und
erst
and
that
civ
ilri
ghts
sec
ure
polit
ical
fre
edom
whi
le p
rope
rty
righ
ts s
ecur
e ec
onom
ic f
reed
oman
d th
at b
oth
are
esse
ntia
l pro
tect
ions
for
Uni
ted
Stat
esci
ti-
zens
.
6-8:
Stud
ents
will
und
erst
and
that
Am
eri-
can
citiz
ensh
ip in
clud
es r
espo
nsib
ilitie
ssu
chas
vot
ing,
jury
dut
y, o
beyi
ng th
e la
w, s
ervi
cein
the
arm
ed f
orce
s w
hen
requ
ired
, and
pub
licse
rvic
e.
SAM
PLE
AC
TIV
ITY
The
que
stio
n of
"W
hat d
oes
it ta
ke to
mak
e a
good
citi
zen?
" co
uld
be d
ebat
ed b
y in
di-
vidu
als
or g
roup
s in
ord
er to
exp
lore
the
nece
ssity
of
civi
c pa
rtic
ipat
ion
in s
ocie
ty. S
tu-
dent
s m
ight
then
wri
te e
ssay
s co
ncer
ning
one
or
two
resp
onsi
bilit
ies
whi
ch e
xpla
in th
ere
ason
s w
hy c
itize
ns s
houl
d pe
rfor
m a
spe
cifi
c re
spon
sibi
lity
(e.g
., vo
ting)
and
the
cons
e-
quen
ces
of la
rge
segm
ents
of th
e po
pula
tion
not d
oing
so
[Citi
zens
hip;
par
ticip
atio
n].
Pare
nt P
artn
ersh
ip P
roje
ct: T
he a
ctiv
ity a
bove
mig
ht b
e ex
tend
ed b
y in
terv
iew
ing
pare
nts
on "
Wha
t doe
s it
take
to m
ake
a go
od c
itize
n?"
and
deve
lop
alis
t of
pare
ntal
ans
wer
s in
orde
r to
sea
rch
for
com
mon
cha
ract
eris
tics
[Citi
zens
hip;
par
ticip
atio
n].
Stud
ents
wor
king
in g
roup
s m
ight
mak
e a
list o
f th
e te
n m
ost i
mpo
rtan
t pub
lic is
sues
toA
mer
ican
teen
ager
s. T
hen
each
stu
dent
wou
ld b
e as
sign
ed o
ne o
r tw
o is
sues
on
the
list t
ore
sear
ch, e
vent
ually
res
ultin
g in
a b
rief
ing
for
the
rem
aind
er o
f th
e gr
oup
on th
e st
atus
ofth
at is
sue
in te
rms
of p
endi
ng le
gisl
atio
n or
gov
ernm
ent p
olic
y. E
ach
grou
p w
ould
then
sele
ct o
ne is
sue
to r
esea
rch
mor
e th
orou
ghly
in o
rder
to p
repa
re a
pos
ition
pap
er w
hich
mig
ht b
e us
ed to
infl
uenc
e th
e de
cisi
on o
f a
legi
slat
or o
r go
vern
men
t age
nt [
Citi
zens
hip;
part
icip
atio
n].
525
CIV
ICS
-G
RA
DE
S 6-
8ST
AN
DA
RD
Civ
ics
Stan
dard
Fou
r: S
tude
nts
will
dev
elop
and
empl
oy th
e ci
vic
skill
s ne
cess
ary
for
effe
c-tiv
e, p
artic
ipat
ory
citiz
ensh
ip [
Part
icip
atio
n].
6-8:
Stud
ents
will
fol
low
the
actio
ns o
fel
ecte
d of
fici
als,
and
und
erst
and
and
empl
oyth
e m
echa
nism
s fo
r co
mm
unic
atin
g w
ith th
emw
hile
in o
ffic
e.
126
SAM
PLE
AC
TIV
ITY
Aft
er s
elec
ting
an im
port
ant p
oliti
cal i
ssue
(e.
g., h
ealth
car
e, in
com
e ta
xes,
env
iron
men
t,et
c.),
stu
dent
s w
ould
then
exa
min
e ne
ws
repo
rts
to f
ind
out w
hat p
ositi
on d
iffe
rent
of-
fice
-hol
ders
take
on
the
issu
e. E
ach
stud
ent s
houl
d th
en r
esea
rch
the
issu
e an
d pr
epar
e a
lette
r to
one
of
the
offi
ce-h
olde
rs a
dvoc
atin
g a
part
icul
ar c
ours
e of
act
ion.
[Pa
rtic
ipat
ion]
.
Thi
s ac
tivity
and
an
econ
omic
s ac
tivity
whi
ch e
xplo
res
mon
ey a
nd ta
xatio
n co
uld
easi
lybe
link
ed to
geth
er.
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
mig
ht d
evel
op a
que
stio
nnai
re o
n a
give
n po
litic
alis
sue
whi
ch w
ould
be
used
in in
terv
iew
ing
fam
ily a
nd n
eigh
bors
, or
even
use
the
sam
equ
estio
ns r
epor
ted
in n
ewsp
aper
or
tele
visi
on p
olls
in o
rder
to c
ompa
re th
e re
sults
. The
stud
ents
and
thei
r pa
rent
s co
uld
then
cha
rt th
e re
sults
and
sha
re th
em w
ith lo
cal l
egis
la-
tors
[Pa
rtic
ipat
ion]
.
53
1S7
EC
ON
OM
ICS
-G
RA
DE
S 6-
8ST
AN
DA
RD
Eco
nom
ics
Stan
dard
One
: Stu
dent
s w
ill a
na-
lyze
the
pote
ntia
l cos
ts a
nd b
enef
its o
f pe
r-so
nal e
cono
mic
cho
ices
in a
mar
ket e
cono
my
[Mic
roec
onom
ics]
.
6-8:
Stud
ents
will
ana
lyze
how
cha
nges
inte
chno
logy
, cos
ts, a
nd d
eman
d in
tera
ct in
com
-pe
titiv
e m
arke
ts to
det
erm
ine
or c
hang
e th
epr
ice
of g
oods
and
ser
vice
s.
SAM
PLE
AC
TIV
ITY
Gro
ups
of s
tude
nts
mig
ht b
e to
ld th
at th
ey h
ave
been
str
ande
d on
an
isla
nd. E
ach
grou
pw
ould
be
give
n a
spec
ifie
d am
ount
of
land
, lab
or, a
nd c
apita
l res
ourc
es, a
list
of
wha
t is
need
ed to
sur
vive
, and
how
muc
h of
eac
h re
sour
ce is
nee
ded
to m
eet t
he g
roup
's w
ants
.N
ot a
ll gr
oups
, how
ever
, wou
ld r
ecei
ve th
e sa
me
reso
urce
s.St
uden
ts w
ould
then
be
face
d w
ith m
akin
g ch
oice
s co
ncer
ning
the
use
of th
eir
limite
d re
sour
ces
to m
eet t
he g
roup
'sw
ants
. Aft
er th
e in
itial
rou
nd, g
roup
s w
ould
be
allo
wed
to tr
ade
with
eac
h ot
her
and
revi
se th
eir
deci
sion
s [M
icro
econ
omic
s].
Wor
king
in te
ams,
stu
dent
s co
uld
be a
sked
to im
agin
e th
at th
ey w
ere
Eur
opea
ns li
ving
inth
e 17
th o
r 18
th c
entu
ries
. The
y w
ould
stu
dy th
e ec
onom
ic r
esou
rces
of
the
vari
ous
Am
eri-
can
colo
nies
in o
rder
to g
athe
r in
form
atio
n to
cre
ate
a pr
omot
iona
l cam
paig
n to
con
vinc
eth
eir
neig
hbor
s to
leav
e fo
r a
part
icul
ar c
olon
y [M
icro
econ
omic
s].
Thi
s ac
tivity
wou
ld c
onne
ct w
ith H
isto
ry S
tand
ard
Four
.
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
mig
ht u
se s
choo
l lun
ch m
enus
and
go
shop
ping
with
thei
r pa
rent
s to
det
erm
ine
how
muc
h it
wou
ld c
ost t
o du
plic
ate
thes
e sa
me
lunc
hes
at th
e in
divi
dual
leve
l. T
his
info
rmat
ion
mig
ht b
e pr
esen
ted
on a
com
para
tive
char
t[M
icro
econ
omic
s].
54
STA
ND
AR
D
EC
ON
OM
ICS
-G
RA
DE
S 6-
8
Eco
nom
ics
Stan
dard
Tw
o: S
tude
nts
will
ex-
amin
e th
e in
tera
ctio
n of
indi
vidu
als,
fam
ilies
,co
mm
uniti
es, b
usin
esse
s, a
nd g
over
nmen
ts in
a m
arke
t eco
nom
y [M
acro
econ
omic
s].
6-8:
Stud
ents
will
ana
lyze
the
role
of
mon
ey a
nd b
anki
ng in
the
econ
omy,
and
the
way
s in
whi
ch g
over
nmen
t tax
es a
nd s
pend
-in
g af
fect
the
func
tioni
ng o
f m
arke
t eco
nom
ies.
140
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht g
athe
r in
form
atio
n co
ncer
ning
the
econ
omic
cos
t of
hom
eles
snes
s to
thei
rci
ty o
r to
wn,
and
then
res
earc
h va
riou
s po
tent
ial p
olic
ies
for
redu
cing
or
elim
inat
ing
the
prob
lem
. The
y w
ould
then
be
aske
d to
eva
luat
e ea
ch p
oten
tial s
olut
ion
in te
rms
of it
sbe
nefi
ts (
redu
ctio
n in
cri
me,
une
mpl
oym
ent,
or h
unge
r) a
nd it
s co
sts
(tax
incr
ease
s, s
hel-
ters
in r
esid
entia
l nei
ghbo
rhoo
ds, l
arge
r go
vern
men
tal b
urea
ucra
cies
). T
hey
wou
ld p
rese
ntth
eir
info
rmat
ion
in th
e fo
rm o
f a
repo
rt a
nd r
ecom
men
datio
n on
pol
icy
to th
e ci
ty c
oun-
cil [
Mac
roec
onom
ics]
.
Asi
de f
rom
the
obvi
ous
Civ
ics
conn
ectio
n of
this
act
ivity
, stu
dent
s w
ould
hav
e to
em
ploy
stat
istic
s w
hich
rel
ate
to th
e M
ath
Stan
dard
s in
ord
er to
ana
lyze
thei
r da
ta.
Stud
ents
cou
ld b
e ra
ndom
ly g
iven
pie
ces
of m
acar
oni t
o us
e as
mon
ey, a
nd w
ould
then
part
icip
ate
in a
n au
ctio
n of
thre
e ite
ms
(pen
cil,
mar
ker,
and
an
appl
e). T
he f
inal
pri
ce in
mac
aron
is w
ould
be
reco
rded
for
eac
h ite
m. S
tude
nts
wou
ld b
e gi
ven
addi
tion
mac
aron
ian
d id
entic
al it
ems
wou
ld b
e au
ctio
ned
in a
sec
ond
roun
d. S
tude
nts
wou
ld c
ompa
re th
epr
ices
for
the
item
s in
the
two
roun
ds a
nd o
ffer
an
expl
anat
ion
(inf
latio
n) f
or th
e in
crea
sein
pri
ces.
The
n st
uden
ts c
ould
take
a s
peci
fic
"mar
ket b
aske
t" o
f go
ods
that
a s
peci
fic
allo
wan
ce m
ight
hav
e pu
rcha
sed
in 1
990.
Giv
en a
list
of
pric
e in
crea
ses
for
each
yea
rth
erea
fter
, stu
dent
s w
ould
det
erm
ine
how
infl
atio
n w
ould
aff
ect t
heir
buy
ing
pow
er if
thei
r al
low
ance
s re
mai
ned
cons
tant
ove
r th
e pe
riod
[M
acro
econ
omic
s].
Stud
ents
mig
ht in
terv
iew
hou
seho
ld m
embe
rs in
ord
er to
det
erm
ine
the
pric
es a
t whi
chpa
rent
s, g
rand
pare
nts,
or
othe
r fa
mily
mem
bers
pur
chas
ed s
peci
fied
goo
ds w
hen
they
wer
e te
enag
ers.
Stu
dent
s w
ould
then
com
pare
the
cost
s of
bei
ng a
teen
ager
toda
y w
ithth
at o
f be
ing
a te
enag
er in
the
past
[M
acro
econ
omic
s].
55
t _AL
EC
ON
OM
ICS
- G
RA
DE
S 6-
8ST
AN
DA
RD
Eco
nom
ics
Stan
dard
Thr
ee: S
tude
nts
will
unde
rsta
nd d
iffe
rent
type
s of
eco
nom
icsy
stem
s an
d ho
w th
ey c
hang
e[E
cono
mic
syst
ems]
.
6-8:
Stud
ents
will
dem
onst
rate
the
way
sin
whi
ch th
e m
eans
of
prod
uctio
n, d
istr
ibu-
tion,
and
exc
hang
e in
dif
fere
nt e
cono
mic
sys
-te
ms
have
a r
elat
ions
hip
to c
ultu
ral v
alue
s,re
sour
ces,
and
tech
nolo
gies
. 142
SAM
PLE
AC
TIV
ITY
Stud
ents
cou
ld g
athe
r in
form
atio
n an
d ev
alua
te d
ata
from
var
ious
sou
rces
to d
escr
ibe
the
econ
omy
of a
par
ticul
arna
tion.
Usi
ng th
is d
ata
they
cou
ld m
ake
a ca
se f
or c
lass
ifyi
ng th
atec
onom
y as
mar
ket,
mix
ed, o
rcom
man
d [E
cono
mic
sys
tem
s].
As
stud
ents
res
earc
hed
diff
eren
t nat
ions
they
cou
ld p
ost t
heir
res
ults
on
a m
ap, a
nd th
usde
velo
p a
com
preh
ensi
ve p
ictu
re o
f th
e ec
onom
ies
in a
giv
en r
egio
n.
Stud
ents
mig
ht d
evel
op a
set
of
ques
tions
whi
ch m
ight
be
used
to m
ake
a co
mpa
riso
nbe
twee
n di
ffer
ent t
ypes
of
econ
omie
s an
d ga
ther
eco
nom
ic d
ata
to a
nsw
er th
ese
ques
tions
(e.g
., U
.S. a
nd S
wed
en; T
aiw
an a
nd th
e Pe
ople
's R
epub
licof
Chi
na).
The
y co
uld
then
expl
ain
way
s in
whi
ch th
e qu
estio
ns o
r ca
tego
ries
use
d in
such
a c
ompa
riso
n m
ight
bia
s
the
com
pari
son
[Eco
nom
ic s
yste
ms]
.
5614
3
EC
ON
OM
ICS
- G
RA
DE
S 6-
8
STA
ND
AR
D
Eco
nom
ics
Stan
dard
Fou
r: S
tude
nts
will
exam
ine
the
patte
rns
and
resu
lts o
f in
tern
a-tio
nal t
rade
[In
tern
atio
nal t
rade
].
6-8:
Stud
ents
will
exa
min
e ho
w n
atio
nsw
ith d
iffe
rent
eco
nom
ic s
yste
ms
spec
ializ
e an
dbe
com
e in
terd
epen
dent
thro
ugh
trad
e an
dho
w g
over
nmen
t pol
icie
s al
low
eith
er f
ree
orre
stri
cted
trad
e.
SAM
PLE
AC
TIV
ITY
Aft
er e
xam
inin
g th
e C
hine
se a
nd J
apan
ese
rest
rict
ions
on
exte
rnal
trad
e in
the
18th
and
19th
cen
turi
es, s
tude
nts
mig
ht s
ugge
st c
onse
quen
ces
antic
ipat
ed b
y th
e ru
lers
of
thes
eco
untr
ies
if a
dvan
ced
tech
nolo
gica
l pro
duct
s w
ere
allo
wed
fre
e ac
cess
into
the
coun
try
[Int
erna
tiona
l tra
de].
Stud
ents
mig
ht id
entif
y th
e m
ajor
dep
osits
of
natu
ral r
esou
rces
in A
fric
a an
d A
sia
whi
chdr
ew th
e at
tent
ion
of E
urop
ean
expl
orer
s an
d tr
ader
s in
the
14th
-18t
h ce
ntur
ies.
The
yw
ould
then
iden
tify
the
prod
ucts
whi
ch E
urop
ean
natio
ns e
xcha
nged
for
thos
e re
sour
ces,
and
anal
yze
how
the
exch
ange
aff
ecte
d ea
ch tr
adin
g pa
rtne
r in
eco
nom
ic, p
oliti
cal,
and
cultu
ral t
erm
s [I
nter
natio
nal t
rade
].
Thi
s ac
tivity
wou
ld in
tegr
ate
wel
l with
alm
ost a
ny r
egio
nal s
tudy
con
ceiv
ed to
mee
t the
hist
ory
stan
dard
.
Wor
king
in g
roup
s, s
tude
nts
coul
d be
ass
igne
d th
e ro
les
of a
shi
p ow
ner,
a d
istil
ler
ofru
m, a
fem
ale
colo
nist
and
a p
lant
atio
n ow
ner
in th
e B
ritis
h W
est I
ndie
s. E
ach
wou
ldgi
ve te
stim
ony
befo
re th
e B
oard
of
Tra
de a
nd P
lant
atio
ns s
uppo
rtin
g hi
s or
her
pos
ition
on w
heth
er f
ree
trad
e sh
ould
be
esta
blis
hed
betw
een
the
Bri
tish
colo
nies
in A
mer
ica
and
the
Fren
ch W
est I
ndie
s [I
nter
natio
nal t
rade
].
Thi
s ac
tivity
clo
sely
rel
ates
to H
isto
ry S
tand
ard
Four
.
57
145
GE
OG
RA
PHY
-G
RA
DE
S 6-
8ST
AN
DA
RD
Geo
grap
hy S
tand
ard
One
: Stu
dent
s w
illde
velo
p a
pers
onal
geo
grap
hic
fram
ewor
k,or
"m
enta
l map
," a
nd u
nder
stan
d th
e us
esof
map
s an
d ot
her
geo-
grap
hics
[M
APS
].
6-8:
Stud
ents
will
dem
onst
rate
men
tal m
aps
of th
e w
orld
and
its
sub-
regi
ons
whi
ch in
clud
eth
e re
lativ
e lo
catio
n an
d ch
arac
teri
stic
s of
maj
orph
ysic
al f
eatu
res,
pol
itica
l div
isio
ns, a
nd h
uman
settl
emen
ts.
146
SAM
PLE
AC
TIV
ITY
On
an o
utlin
e m
ap, s
tude
nts
coul
d dr
aw th
e m
ajor
fea
ture
s of
the
phys
ical
env
iron
men
t(p
rinc
ipal
hig
hlan
ds, p
lain
s, r
iver
sys
tem
s) a
nd p
rinc
ipal
set
tlem
ents
and
pol
itica
l uni
tsfo
r on
e of
the
wor
ld's
reg
ions
. The
y w
ould
then
giv
e re
ason
s w
hy th
e fe
atur
es s
elec
ted
for
the
map
wer
e in
clud
ed (
and
othe
rs n
ot),
and
spe
cula
te o
n th
e re
ason
s fo
r th
e lo
catio
nof
nat
ural
and
hum
an f
eatu
res
[Map
s].
Stud
ents
mig
ht b
e as
ked
to p
rodu
ce r
ough
ske
tch
map
s of
one
of
the
wor
ld's
reg
ions
fro
mm
emor
y (t
hese
map
s ne
ed n
ot b
e pr
ecis
e in
bou
ndar
ies
or s
cale
, but
sho
uld
disp
lay
cor-
rect
rel
ativ
e lo
catio
n be
twee
n fe
atur
es s
how
n) [
Map
s].
Stud
ents
cou
ld b
e ch
alle
nged
to e
xpla
in th
e po
ssib
le r
easo
ns f
or d
iffe
renc
es a
mon
g a
set
of w
orld
map
s dr
awn
from
mem
ory
by s
tude
nts
from
dif
fere
nt p
arts
of
the
wor
ld [
Map
s].
Stud
ents
mig
ht a
pply
thei
r kn
owle
dge
of th
e w
orld
's r
egio
ns to
iden
tify
the
prob
able
loca
tion
of la
ndsc
apes
dis
play
ed in
a s
et o
f ph
otog
raph
s or
sat
ellit
e im
ages
, and
then
prov
ide
reas
ons
for
the
loca
tion
chos
en [
Map
s].
Stud
ents
cou
ld b
e ex
pect
ed to
plo
t an
expl
orer
's (
or m
oder
n tr
avel
ler's
) ro
ute
on a
map
,us
ing
a lis
t of
loca
tions
des
crib
ed o
nly
by la
titud
e an
d lo
ngitu
de. T
hen
they
wou
ld u
seth
emat
ic a
tlas
map
s of
topo
grap
hy, p
hysi
cal f
eatu
res,
pop
ulat
ion
dens
ity, c
ultu
re a
nd la
n-gu
age,
to w
rite
a d
escr
iptio
n of
the
peop
le a
nd la
ndsc
apes
enc
ount
ered
alo
ng th
e ro
ute
[Map
s].
58
147
41,
110
STA
ND
AR
D
GE
OG
RA
PHY
-G
RA
DE
S 6-
8
Geo
grap
hy S
tand
ard
Tw
o: S
tude
nts
will
de-
ire
lop
a kn
owle
dge
of th
e w
ays
hum
ans
mod
ify
and
resp
ond
to th
e na
tura
l env
iron
-m
ent [
EN
VIR
ON
ME
NT
].
6-8:
Stud
ents
will
app
ly a
kno
wle
dge
of th
em
ajor
pro
cess
es s
hapi
ng n
atur
al e
nvir
onm
ents
to u
nder
stan
d ho
w d
iffe
rent
peo
ples
hav
ech
ange
d an
d be
en a
ffec
ted
by, p
hysi
cal e
nvi-
ronm
ents
in th
e w
orld
's s
ub-r
egio
ns.
SAM
PLE
AC
TIV
ITY
Aft
er d
evel
opin
g an
env
iron
men
tal p
rofi
le o
f a
plac
e, s
tude
nts
wou
ld u
se th
eir
know
ledg
eof
the
forc
es w
hich
sha
pe to
pogr
aphy
(te
cton
ic f
orce
s an
d er
osio
n) a
nd c
limat
e (d
ispe
rsal
of
sola
r en
ergy
in th
e at
mos
pher
e an
d oc
eans
) to
exp
lain
the
char
acte
rist
ics
of th
e lo
cal e
nvir
on-
men
t. [E
nvir
onm
ent]
.
Thi
s ac
tivity
rep
rese
nts
a ca
se e
xam
ple
of S
cien
ce S
tand
ard
Five
, con
cern
ing
forc
es th
at s
hape
the
eart
h an
d at
mos
pher
ic d
ynam
ics.
Stud
ents
mig
ht u
se th
e co
ncep
t of
a sy
stem
(a
set o
f lin
ked
caus
es)
to d
escr
ibe
how
the
eart
his
mov
ed a
nd r
esha
ped
by r
iver
s an
d st
ream
s, o
r ho
w th
e at
mos
pher
e an
d oc
eans
are
inte
r-re
late
d. T
hey
wou
ld th
en p
rovi
de e
xam
ples
of
way
s hu
nian
s ha
ve a
ttem
pted
to r
egul
ate
orad
apt t
o th
ese
natu
ral f
orce
s [E
nvir
onm
ent]
.
Thi
s ac
tivity
is s
tron
gly
rela
ted
to S
cien
ce S
tand
ard
Five
, con
cern
ing
forc
es th
at s
hape
the
eart
h an
d at
mos
pher
ic d
ynam
ics.
Stud
ents
cou
ld b
e as
ked
to e
xpla
in th
e ca
uses
for
mon
soon
sea
sons
(or
oth
er d
istin
ctiv
ecl
imat
ic o
ccur
renc
e) a
nd id
entif
y th
e pa
rts
of th
e w
orld
whe
re th
ey o
ccur
. The
y co
uld
de-
scri
be w
ays
in w
hich
peo
ple
have
ada
pted
to th
is c
limat
ic p
heno
men
on [
Env
iron
men
t].
Dra
win
g a
wor
ld m
ap w
hich
illu
stra
tes
area
s of
hig
h ea
rthq
uake
act
ivity
, stu
dent
s co
uld
use
it to
com
pare
with
a m
ap o
f te
cton
ic p
late
s an
d ex
plai
n th
e re
ason
s fo
r th
e cl
ose
asso
ciat
ion
of th
e tw
o m
aps.
The
y m
ight
com
pare
bot
h m
aps
with
map
s of
pop
ulat
ion
dens
ity a
ndex
plai
n ho
w h
uman
s ha
ve a
dapt
ed to
sei
smic
act
ivity
[E
nvir
onm
ent]
.
Aga
in, t
his
prov
ides
a g
ood
exam
ple
to a
lso
supp
ort S
cien
ce S
tand
ard
Five
, con
cern
ing
forc
esw
hich
sha
pe th
e ea
rth.
Stud
ents
mig
ht b
e as
ked
to e
xam
ine
agri
cultu
ral p
ract
ices
in s
ever
al o
f th
e w
orld
's s
ub-
regi
ons
in o
rder
to id
entif
y pr
actic
es w
hich
aff
ect t
he e
nvir
onm
ent t
hrou
gh in
crea
sing
ero
-si
on b
y w
ind
and
wat
er, d
eple
ting
unde
rgro
und
rese
rves
, cut
ting
dow
n fo
rest
s, e
tc.,
to id
en-
tify
prac
tices
whi
ch c
onse
rve
wat
er a
nd to
psoi
l [E
nvir
onm
ent]
.
59
149
GE
OG
RA
PHY
-G
RA
DE
S 6-
8
STA
ND
AR
D
Geo
grap
hy S
tand
ard
Thr
ee: S
tude
nts
will
deve
lop
an u
nder
stan
ding
of
the
dive
rsity
of h
uman
cul
ture
and
the
uniq
ue n
atur
e of
plac
es [
PLA
CE
S].
6-8:
Stud
ents
will
iden
tify
and
expl
ain
the
maj
or c
ultu
ral p
atte
rns
of h
uman
act
ivity
inth
e w
orld
's s
ub-r
egio
ns. 15
0
SAM
PLE
AC
TIV
ITY
Usi
ng th
emat
ic m
aps
of r
elig
ion,
lang
uage
, pol
itica
l aff
iliat
ion,
and
eco
nom
ic a
ctiv
ity to
iden
tify
plac
es w
ith s
imila
r cu
lture
, stu
dent
s co
uld
draw
bou
ndar
ies
arou
nd th
ese
plac
esan
d ex
plai
n th
e or
igin
of
thes
e di
stin
ctiv
e cu
lture
s [P
lace
s].
Stud
ents
mig
ht b
e as
ked
to u
se th
e co
ncep
t of
cultu
ral h
eart
h (t
he c
ore
area
whe
re a
cul
-tu
re w
as f
irst
for
med
) an
d m
ap th
e di
rect
ion
and
inte
nsity
of
the
spre
ad o
f cu
ltura
l tra
itsto
sur
roun
ding
pla
ces
(e.g
., th
e sp
read
of
Chr
istia
nity
or
Isla
m.)
The
y co
uld
then
exp
lain
how
the
cultu
ral t
rait
was
spr
ead
and
why
its
diff
usio
n fo
llow
ed s
ome
path
s w
hile
avo
id-
ing
othe
rs [
Plac
es].
Thi
s ac
tivity
sup
port
s H
isto
ry S
tand
ard
Four
, con
cern
ing
anci
ent a
nd m
edie
val w
orld
his
tory
An
activ
ity m
ight
req
uire
stu
dent
s to
map
the
open
ings
of
a m
ovie
in th
e w
orld
's m
ajor
citie
s an
d co
ntra
st th
e w
ays
cultu
ral d
iffu
sion
occ
urs
toda
y w
ith th
e m
etho
ds o
f cu
ltura
lsp
read
in th
e pa
st [
Plac
es].
Usi
ng th
e In
tern
et to
obt
ain
desc
ript
ions
by
peop
le in
dif
fere
nt p
arts
of
the
wor
ld o
f w
hat
they
mea
n by
com
mon
wor
ds a
bout
pla
ces,
suc
h as
"be
autif
ul"
or "
ugly
" st
uden
ts c
ould
com
pare
thes
e de
scri
ptio
ns a
nd e
xpla
in r
easo
ns f
or th
e di
ffer
ent i
deas
abo
ut p
lace
s [P
lace
s].
Stud
ents
mig
ht b
e as
ked
to c
ompi
le a
ser
ies
of p
hoto
grap
hs w
hich
sho
w o
ne b
uild
ing,
stru
ctur
e, o
r st
atue
whi
ch s
ymbo
lizes
a p
artic
ular
city
in d
iffe
rent
par
ts o
f th
e w
orld
[Pla
ces]
.
Stud
ents
mig
ht b
e as
ked
to p
repa
re a
bri
efin
g pa
per
for
a co
mpa
ny a
bout
to s
end
empl
oy-
ees
over
seas
. In
it th
ey m
ight
mak
e re
com
men
datio
ns o
n la
ngua
ge, r
elig
ion,
clo
thin
g,an
d di
et to
be
expe
cted
in a
spe
cifi
c pl
ace,
or
com
pare
this
pla
ce w
ith p
lace
s w
hich
mig
htbe
fam
iliar
to a
n A
mer
ican
em
ploy
ee [
Plac
es].
By
exte
ndin
g th
is b
rief
ing
to in
clud
e lo
cal l
aws
and
gove
rnm
ent s
truc
ture
, thi
s ac
tivity
wou
ld a
lso
addr
ess
the
civi
cs s
tand
ards
.
60
151
GE
OG
RA
PHY
- G
RA
DE
S 6-
8
STA
ND
AR
D
Geo
grap
hy S
tand
ard
Four
: Stu
dent
s w
illde
velo
p an
und
erst
andi
ng o
f th
e ch
arac
ter
and
use
of r
egio
ns a
nd th
e co
nnec
tions
be-
twee
n an
d am
ong
them
[R
EG
ION
S].
6-8:
Stud
ents
will
und
erst
and
the
proc
esse
saf
fect
ing
the
loca
tion
of e
cono
mic
act
iviti
es in
diff
eren
t wor
ld r
egio
ns.
6-8:
Stud
ents
will
exp
lain
how
con
flic
t and
coop
erat
ion
amon
g pe
ople
con
trib
utes
to th
edi
visi
on o
f th
e E
arth
's s
urfa
ce in
to d
istin
ctiv
ecu
ltura
l reg
ions
and
pol
itica
l ter
rito
ries
.
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
htm
ap th
e lo
catio
n of
diff
eren
t typ
es o
f ec
onom
ic a
ctiv
ities
(ag
ricu
lture
,in
dust
ry, s
ervi
ces)
and
dra
w b
ound
ary
lines
to d
ecid
e w
here
reg
ions
of
com
mon
eco
-no
mic
act
ivity
are
fou
nd. T
hey
coul
d th
en s
pecu
late
abo
ut th
e so
rts
of e
xcha
nges
of
good
san
d m
ater
ials
whi
ch m
ight
occ
ur b
etw
een
thes
e ec
onom
ic r
egio
ns, a
nd th
e ro
utes
and
type
s of
tran
spor
tatio
n us
ed [
Reg
ions
].
Thi
s ac
tivity
rel
ates
to th
e E
cono
mic
s St
anda
rd O
ne, c
once
rnin
g co
sts
and
bene
fits
of
choi
ces
in a
mar
ket e
cono
my.
Stud
ents
use
new
s re
port
s, h
isto
rica
l dat
a, th
emat
ic m
aps,
res
ourc
e su
rvey
s an
dae
rial
pho
tos
to r
epor
t on
a cu
rren
t bor
der
disp
ute
betw
een
natio
ns. T
he r
epor
t sho
uld
expl
ore
the
reas
ons
for
the
disp
ute,
the
hist
ory
of th
e co
nflic
t, an
d su
gges
t pos
sibl
e so
lu-
tions
[R
egio
ns].
Stud
ents
mig
ht b
e as
ked
to s
elec
t an
inte
rnat
iona
l reg
iona
l coo
pera
tive
vent
ure,
suc
h as
an in
tern
atio
nal r
iver
nav
igat
ion
syst
em, a
nd id
entif
y th
e ad
vant
ages
and
pitf
alls
of
such
vent
ures
for
the
part
ies
invo
lved
[R
egio
ns].
Thi
s ac
tivity
con
nect
s w
ith E
cono
mic
s St
anda
rd T
hree
.
61-2
-, 3
HIS
TO
RY
- G
RA
DE
S 6-
8
STA
ND
AR
D
His
tory
Sta
ndar
d O
ne: S
tude
nts
will
em
-pl
oy c
hron
olog
ical
con
cept
s in
ana
lyzi
nghi
stor
ical
phe
nom
ena
[Chr
onol
ogy]
.
6-8:
Stud
ents
will
exa
min
e hi
stor
ical
ma-
teri
als
rela
ting
to a
par
ticul
ar r
egio
n, s
ocie
ty,
or th
eme;
ana
lyze
cha
nge
over
tim
e, a
nd m
ake
logi
cal i
nfer
ence
s co
ncer
ning
cau
se a
nd e
ffec
t.
154
SAM
PLE
AC
TIV
ITY
Em
ploy
ing
diff
eren
t cal
enda
r sy
stem
s (G
rego
rian
, Isl
amic
, Heb
raic
, Chi
nese
, etc
.) to
cre
-at
e al
tern
ate
time-
lines
of
sign
ific
ant e
vent
s in
wor
ld h
isto
ry, s
tude
nts
wou
ld o
ffer
rea
-so
ns w
hy th
e di
ffer
ence
s in
the
way
s th
at c
ultu
res
reco
rd ti
me
mig
ht a
ffec
t per
cept
ion
ofev
ents
[C
hron
olog
y; a
naly
sis;
con
tent
].
Stud
ents
mig
ht tr
ace
the
mov
emen
ts o
f pa
stor
al p
eopl
es (
e.g.
, the
Heb
rew
s, T
urks
, Hun
s,or
Mon
gols
) by
exa
min
ing
refe
renc
es to
them
in th
e ch
rono
logi
es o
f ot
her
peop
les,
and
use
thes
e re
fere
nces
to b
uild
a ti
me-
line
spec
ific
ally
for
the
grou
p ch
osen
. [C
hron
olog
y].
Thi
s ac
tivity
cou
ld e
asily
inco
rpor
ate
a m
appi
ng a
ctiv
ity c
onsi
sten
t with
Geo
grap
hy S
tan-
dard
One
. 62
15 5
HIS
TO
RY
- G
RA
DE
S 6-
8
STA
ND
AR
D
His
tory
Sta
ndar
d T
wo:
Stu
dent
s w
illga
ther
, exa
min
e, a
nd a
naly
ze h
isto
rica
l dat
a[A
naly
sis]
.
6-8:
Stud
ents
will
mas
ter
the
basi
c re
sear
chsk
ills
nece
ssar
y to
con
duct
an
inde
pend
ent i
n-ve
stig
atio
n of
his
tori
cal p
heno
men
a.
6-8:
Stud
ents
will
exa
min
e hi
stor
ical
doc
u-m
ents
, art
ifac
ts, a
nd o
ther
mat
eria
ls, a
nd a
na-
lyze
them
in te
rms
of c
redi
bilit
y, a
s w
ell a
s th
epu
rpos
e, p
ersp
ectiv
e, o
r po
int o
f vi
ew f
orw
hich
they
wer
e co
nstr
ucte
d.
156
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht b
e as
ked
to c
ompa
re a
n au
tobi
ogra
phic
al n
arra
tive
with
sev
eral
his
tori
cal
asse
ssm
ents
of
the
subj
ect i
n or
der
to a
naly
ze th
e cr
edib
ility
of
the
auto
biog
raph
y [A
naly
sis]
.
Aft
er e
xam
inin
g m
aps
and
acco
unts
of
wes
twar
d m
igra
tions
in th
e U
nite
d St
ates
dur
ing
the
19th
cen
tury
, stu
dent
s m
ight
cre
ate
a m
ap w
hich
sho
ws
the
patte
rns
and
exte
nt o
fth
ose
mig
ratio
ns o
n a
deca
de b
y de
cade
bas
is [
Ana
lysi
s].
Thi
s ac
tivity
con
nect
s w
ith G
eogr
aphy
Sta
ndar
d O
ne.
Stud
ents
mig
ht r
ead
a se
ries
of
lette
rs o
r do
cum
ents
wri
tten
by a
sig
nifi
cant
his
tori
cal
pers
onag
e an
d su
gges
t pos
sibl
e m
otiv
atio
ns f
or w
ritin
g th
e do
cum
ents
or
the
obje
ctiv
esto
war
d w
hich
the
docu
men
ts w
ere
aim
ed (
e.g.
, let
ters
of
Abi
gail
Ada
ms
or F
rede
rick
Dou
glas
s; th
e le
tters
of
St. P
aul;
the
philo
soph
ical
wri
tings
of
Con
fuci
us, M
enci
us, a
ndL
ao-T
'ze)
[A
naly
sis;
con
tent
].
Thi
s ac
tivity
wou
ld c
ompl
emen
t atta
inm
ent o
f th
e C
ivic
s st
anda
rd if
the
indi
vidu
als
cho-
sen
expr
esse
d th
eir
opin
ions
and
bel
iefs
abo
ut f
unda
men
tal q
uest
ions
of
polic
y, g
over
n-m
ent,
or c
itize
nshi
p.
Aft
er e
xam
inin
g re
pres
enta
tive
sam
ples
of
poet
ry, f
olk-
tale
s, d
ram
a, o
r lit
erat
ure
from
seve
ral d
iffe
rent
wor
ld c
ivili
zatio
ns (
or f
rom
one
soc
iety
at d
iffe
rent
per
iods
), s
tude
nts
mig
ht a
naly
ze th
em f
or s
imila
ritie
s in
them
e an
d st
ruct
ure
[Ana
lysi
s; c
onte
nt].
Thi
s ac
tivity
lend
s its
elf
to a
gre
ater
them
e of
exp
lori
ng th
e co
mm
onal
ties
of d
iffe
rent
cultu
res,
and
it m
ight
be
poss
ible
to h
ave
stud
ents
bri
ng f
rom
hom
e ex
ampl
es f
rom
thei
row
n fa
mily
trad
ition
s.
Stud
ents
mig
ht e
xam
ine
the
philo
soph
y, li
tera
ture
, rel
igio
n, a
nd a
rtw
ork
of a
n an
cien
tci
viliz
atio
n an
d lo
ok f
or p
ersi
sten
t the
mes
and
infl
uenc
es o
n th
e m
oder
n w
orld
(e.
g.,
Gre
ek id
eas
abou
t dem
ocra
cy, C
onfu
cian
phi
loso
phy,
Rom
an la
ws,
Mus
lim a
rchi
tect
ure)
[Ana
lysi
s; in
terp
reta
tion;
con
tent
].
63
BE
ST
CO
PY
AV
AIL
AB
LE
157
HIS
TO
RY
- G
RA
DE
S 6-
8
STA
ND
AR
D
His
tory
Sta
ndar
d T
hree
: Stu
dent
s w
ill in
-te
rpre
t his
tori
cal d
ata
[Int
erpr
etat
ion]
.
6-8:
Stud
ents
will
com
pare
dif
fere
nt h
isto
-ri
ans'
des
crip
tions
of
the
sam
e so
ciet
ies
in o
r-de
r to
exa
min
e ho
w th
e ch
oice
of
ques
tions
and
use
of s
ourc
es m
ay a
ffec
t the
ir c
oncl
usio
ns.
1.53
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht r
ead
expl
anat
ions
for
the
decl
ine
and
fall
of th
e R
oman
Em
pire
(or
Han
Chi
na)
and
crea
te a
cha
rt w
hich
sho
ws
the
diff
eren
t fac
tors
em
phas
ized
by
each
his
tori
an.
The
n th
e st
uden
ts m
ight
eac
h ha
ve to
giv
e a
brie
f ta
lk d
etai
ling
thei
r in
divi
dual
rea
sons
for
supp
ortin
g a
part
icul
ar f
acto
r as
dec
isiv
e [I
nter
pret
atio
n].
Aft
er w
atch
ing
the
mov
ie "
Get
tysb
urg,
" st
uden
ts m
ight
then
be
assi
gned
in g
roup
s to
revi
ew d
iffe
rent
acc
ount
s of
the
battl
e, w
ritte
n by
par
ticip
ants
and
his
tori
ans.
Eac
h gr
oup
wou
ld th
en c
ompa
re th
ese
acco
unts
to th
e na
rrat
ive
pres
ente
d in
the
mov
ie, a
nd o
ffer
aco
nclu
sion
abo
ut th
e in
terp
retiv
e vi
ewpo
int o
f th
e m
ovie
[In
terp
reta
tion]
.
Usi
ng a
sou
rce
like
The
Nor
th R
epor
ts th
e C
ivil
War
and
The
Sou
th R
epor
ts th
e C
ivil
War
,st
uden
ts m
ight
com
pare
new
spap
er c
over
age
in d
iffe
rent
reg
ions
of
the
sam
e ev
ents
. Sm
all
grou
ps o
f st
uden
ts m
ight
eac
h be
giv
en o
ne o
r tw
o ne
wsp
aper
acc
ount
s of
Abr
aham
Lin
coln
's e
lect
ion
or th
e bo
mba
rdm
ent o
f Fo
rt S
umte
r to
use
as
sour
ce m
ater
ial t
o co
n-st
ruct
a b
rief
nar
rativ
e ac
coun
t. T
hen
stud
ents
cou
ld e
xcha
nge
narr
ativ
es o
f th
e sa
me
even
ts w
ritte
n fr
om d
iffe
rent
sou
rce
mat
eria
ls in
ord
er to
inve
stig
ate
the
diff
eren
ces
inin
terp
reta
tion
[Int
erpr
etat
ion]
.
64
HIS
TO
RY
- G
RA
DE
S 6-
8ST
AN
DA
RD
His
tory
Sta
ndar
d Fo
ur: S
tude
nts
will
de-
velo
p hi
stor
ical
kno
wle
dge
of m
ajor
eve
nts
and
phen
omen
a in
wor
ld, U
nite
d St
ates
, and
Del
awar
e hi
stor
y [C
onte
nt].
6-8:
Stud
ents
will
dev
elop
an
unde
rsta
nd-
ing
of p
re-i
ndus
tria
l Uni
ted
Stat
es h
isto
ry a
ndits
con
nect
ions
to D
elaw
are
hist
ory,
incl
udin
g:T
hree
wor
lds
mee
t (B
egin
ning
s to
1620
)C
olon
izat
ion
and
Settl
emen
t(1
585-
1763
)R
evol
utio
n an
d th
e N
ew N
atio
n(1
754-
1820
s)E
xpan
sion
and
Ref
orm
(18
01-1
861)
Civ
il W
ar a
nd R
econ
stru
ctio
n(1
850-
1877
)
6-8:
Stud
ents
will
dev
elop
an
unde
rsta
nd-
ing
of a
ncie
nt a
nd m
edie
val w
orld
his
tory
, and
the
cont
inui
ng in
flue
nce
of m
ajor
civ
iliza
tions
,in
clud
ing:
The
beg
inni
ngs
of h
uman
soc
iety
Ear
ly c
ivili
zatio
ns a
nd p
asto
ral
peop
les
(4,0
00-1
,000
BC
)C
lass
ical
trad
ition
s, m
ajor
rel
igio
ns,
and
grea
t em
pire
s (1
,000
BC
-300
AD
)E
xpan
ding
zon
es o
f ex
chan
ge a
nden
coun
ter
(300
-1,0
00 A
D)
Inte
nsif
ied
hem
isph
eric
inte
ract
ions
(1,0
00-1
,500
AD
)
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht c
ompi
le a
tabl
e co
mpa
ring
dif
fere
nt f
orm
s of
soc
ial a
nd p
oliti
cal i
nstit
u-tio
ns (
indi
vidu
als,
fam
ilies
, com
mun
ities
, gov
ernm
ents
, etc
.) in
the
prim
ary
anci
ent c
ivi-
lizat
ions
, and
wri
te a
n es
say
sugg
estin
g bo
th u
nder
lyin
g si
mila
ritie
s an
d fu
ndam
enta
ldi
ffer
ence
s [C
onte
nt].
Stud
ents
mig
ht b
e as
ked
to c
ompa
re th
e re
latio
nshi
p of
gov
ernm
ent a
nd r
elig
ion
in tw
oor
mor
e m
ajor
civ
iliza
tions
(E
gypt
, Rom
an E
mpi
re, C
hina
, Isl
amic
Ara
b, e
tc.)
and
sug
gest
spec
ific
rea
sons
why
dif
fere
nt m
ajor
ity r
elig
ions
mig
ht h
ave
diff
eren
t rel
atio
nshi
ps to
the
secu
lar
orga
niza
tion
of th
e ci
viliz
atio
n [C
onte
nt].
Stud
ents
mig
ht in
vest
igat
e th
e ri
se o
f C
hris
tiani
ty in
the
Rom
an E
mpi
re f
ollo
win
g th
ebr
eakd
own
of th
e Pa
x R
oman
a. A
fter
exa
min
ing
the
narr
ativ
e of
eve
nts
from
the
pers
e-cu
tions
of
Dio
clet
ian
to th
e co
nver
sion
of
Just
inia
n, s
tude
nts
mig
ht b
e as
ked
to c
ompi
le a
list o
f ev
ents
whi
ch w
ere
pivo
tal i
n th
e in
crea
sing
Chr
istia
niza
tion
of th
e la
te R
oman
Em
pire
[C
onte
nt].
6516
1
CIV
ICS
-G
RA
DE
S 9-
12
STA
ND
AR
D
Civ
ics
Stan
dard
One
: Stu
dent
s w
ill e
xam
-in
e th
e st
ruct
ure
and
purp
oses
of
gove
rn-
men
ts w
ith s
peci
fic
emph
asis
on
cons
titu-
tiona
l dem
ocra
cy [
Gov
ernm
ent]
.
9-12
:St
uden
ts w
ill a
naly
ze th
e w
ays
inw
hich
the
stru
ctur
e an
d pu
rpos
es o
f di
ffer
ent
gove
rnm
ents
aro
und
the
wor
ld r
efle
ct d
iffe
r-in
g id
eolo
gies
, cul
ture
s, v
alue
s, a
nd h
isto
ries
.
162
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht r
esea
rch
a co
urt c
ase
whi
ch h
as a
ppea
red
in th
e na
tiona
l pre
ss, o
utlin
ing
the
role
s of
law
enf
orce
men
t off
icia
ls, p
rose
cuto
rs, l
awye
rs, j
udge
, and
jury
in th
e pr
oces
sof
the
case
; eva
luat
e th
e pr
oces
s in
term
s of
the
righ
ts o
f so
ciet
y, th
e vi
ctim
, and
the
ac-
cuse
d [G
over
nmen
t; ci
tizen
ship
].
Bas
ed o
n kn
owle
dge
of th
e cu
lture
of
a gi
ven
regi
on, s
tude
nts
mig
ht b
e as
ked
to id
entif
yw
ays
in w
hich
the
gove
rnm
enta
l sys
tem
in p
lace
eith
er r
einf
orce
s or
con
flic
ts w
ith c
ul-
tura
l val
ues
(e.g
., st
ring
ent g
over
nmen
t atte
mpt
s to
enf
orce
bir
th c
ontr
ol in
Chi
na, g
ov-
ernm
enta
l res
pons
e to
incr
easi
ngly
fem
inis
t upp
er a
nd u
pper
-mid
dle
clas
s w
omen
inK
uwai
t) [
Gov
ernm
ent]
.
Thi
s ac
tivity
con
nect
s w
ith G
eogr
aphy
Sta
ndar
d Fo
ur (
Reg
ions
).
Pare
nt P
artn
ersh
ip P
roje
ct: A
fter
stu
dyin
g th
e fu
nctio
ns o
f go
vern
men
t, st
uden
ts c
ould
talk
with
thei
r pa
rent
s an
d lis
t the
way
s th
at g
over
nmen
t inf
luen
ces
thei
r fa
mili
es, c
ateg
o-ri
zing
ser
vice
s, p
rote
ctio
ns, r
estr
ictio
ns, e
tc. [
Gov
ernm
ent]
.
Stud
ents
mig
ht id
entif
y a
prob
lem
whi
ch m
ight
bes
t be
solv
ed th
roug
h in
tern
atio
nal c
o-op
erat
ion;
res
earc
h an
y ef
fort
s w
hich
are
alr
eady
.und
erw
ay to
add
ress
the
prob
lem
; and
sugg
est a
com
preh
ensi
ve p
lan
by w
hich
the
prob
lem
mig
ht b
e m
ore
succ
essf
ully
ad-
dres
sed
(e.g
., re
fuge
es a
nd d
ispl
aced
per
sons
, env
iron
men
tal d
amag
e, p
ande
mic
dis
ease
)[G
over
nmen
t; pa
rtic
ipat
ion]
.
66
CIV
ICS
-G
RA
DE
S 9-
12ST
AN
DA
RD
Civ
ics
Stan
dard
Tw
o: S
tude
nts
will
und
er-
stan
d th
e pr
inci
ples
and
idea
ls u
nder
lyin
gth
e A
mer
ican
pol
itica
l sys
tem
[Po
litic
s].
9-12
:St
uden
ts w
ill e
xam
ine
and
anal
yze
the
extr
a-C
onst
itutio
nal r
ole
that
pol
itica
l par
ties
play
in A
mer
ican
pol
itics
.
9-12
:St
uden
ts w
ill u
nder
stan
d th
at th
e fu
nc-
tioni
ng o
f th
e go
vern
men
t is
a dy
nam
ic p
ro-
cess
whi
ch c
ombi
nes
the
form
al b
alan
ces
ofpo
wer
inco
rpor
ated
in th
e C
onst
itutio
n w
ithtr
aditi
ons,
pre
cede
nts,
and
inte
rpre
tatio
nsw
hich
hav
e ev
olve
d ov
er th
e pa
st 2
00 y
ears
.
164
SAM
PLE
AC
TIV
ITY
Stud
ents
cou
ld p
ick
a pa
rtic
ular
pol
icy
issu
e to
fol
low
dur
ing
the
year
and
trac
k it
thro
ugh
new
s ac
coun
ts a
nd r
esea
rch
done
in th
e lib
rary
. As
the
year
pro
gres
sed,
eac
h st
uden
tw
ould
be
resp
onsi
ble
for
deve
lopi
ng a
pos
ition
on
the
issu
e an
d a
stra
tegy
for
get
ting
legi
slat
ion
enac
ted
whi
ch w
as c
onsi
sten
t with
thei
r vi
ews.
Thi
s w
ould
incl
ude
an e
xam
i-na
tion
of p
arty
pla
tfor
ms
and
the
spee
ches
of
indi
vidu
al la
w-m
aker
s to
see
who
wou
ldbe
sym
path
etic
to th
eir
posi
tion
and
loca
ting
com
mun
ity o
r sp
ecia
l int
eres
t gro
ups
whi
chch
ampi
on th
at c
ause
. The
y w
ould
be
resp
onsi
ble
for
crea
ting
a pu
blic
info
rmat
ion
pre-
sent
atio
n de
sign
ed to
win
oth
er p
eopl
e to
thei
r po
sitio
n [P
oliti
cs; p
artic
ipat
ion]
.
If s
tude
nts
wer
e as
ked
to c
onsi
der
the
dist
ribu
tion
of v
iew
poin
ts o
n th
e is
sue
thro
ugho
utth
e U
nite
d St
ates
and
pre
sent
that
info
rmat
ion
in g
eogr
aphi
c te
rms,
or
to p
ick
an is
sue
with
an
obvi
ous
econ
omic
impa
ct, t
hen
this
act
ivity
cou
ld b
e in
tegr
ated
acr
oss
seve
ral
stan
dard
s.
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
mig
ht d
evel
op a
que
stio
nnai
re o
n co
ntro
vers
ial S
u-pr
eme
Cou
rt d
ecis
ions
, con
side
ring
bot
h op
inio
ns a
nd im
pact
, and
use
this
sur
vey
toga
ther
opi
nion
s fr
om th
eir
fam
ilies
and
nei
ghbo
rs [
Polit
ics]
.
67
165
CIV
ICS
-G
RA
DE
S 9-
12ST
AN
DA
RD
Civ
ics
Stan
dard
Thr
ee: S
tude
nts
will
unde
rsta
nd th
e re
spon
sibi
litie
s, r
ight
s,an
d pr
ivile
ges
of U
nite
d St
ates
citi
zens
[Citi
zens
hip]
.
9-12
:St
uden
ts w
ill u
nder
stan
d th
at c
itize
nsar
e in
divi
dual
ly r
espo
nsib
le f
or k
eepi
ng th
em-
selv
es in
form
ed a
bout
pub
lic p
olic
y is
sues
on
the
loca
l, st
ate,
and
fed
eral
leve
ls; p
artic
ipat
-in
g in
the
civi
c pr
oces
s; a
nd u
phol
ding
the
law
sof
the
land
.
166
SAM
PLE
AC
TIV
ITY
Stud
ents
cou
ld e
xam
ine
the
func
tions
of
gove
rnm
ent a
nd p
riva
te o
rgan
izat
ions
by
com
-pi
ling
a "C
itize
ns' H
andb
ook.
" T
his
hand
book
wou
ld in
clud
e sp
ecif
ic in
stru
ctio
ns o
nsu
ch p
roce
sses
as
how
to r
egis
ter
to v
ote,
how
to f
ile in
com
e ta
xes,
how
to a
pply
for
abu
sine
ss li
cens
e, h
ow to
file
a c
laim
in s
mal
l cla
ims
cour
t, or
how
to a
pply
for
a b
ank
loan
to b
uy a
car
[C
itize
nshi
p; p
artic
ipat
ion]
.
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
coul
d sh
are
the
hand
book
s pr
oduc
ed a
bove
with
thei
r pa
rent
s to
see
how
use
r-fr
iend
ly th
e en
d-pr
oduc
t was
[C
itize
nshi
p; g
over
nmen
t].
A r
eadi
ng o
f va
riou
s Su
prem
e C
ourt
dec
isio
ns (
or e
xcer
pts)
wou
ld a
llow
stu
dent
s to
ex-
amin
e th
e or
igin
al in
tent
of
the
5th
Am
endm
ent a
nd h
ow th
e co
ncep
t of
"due
pro
cess
"ha
s ev
olve
d ov
er ti
me.
The
em
phas
is w
ould
be
plac
ed o
n dr
awin
g co
nclu
sion
s ab
out t
hew
ays
in w
hich
suc
h de
cisi
ons
wer
e ei
ther
aff
ecte
d by
pub
lic o
pini
on a
t the
tim
e or
dro
veso
ciet
y in
a d
iffe
rent
dir
ectio
n [C
itize
nshi
p; g
over
nmen
t].
Thi
s pr
ojec
t als
o ad
dres
ses
His
tory
Sta
ndar
d O
ne (
Chr
onol
ogy)
.
6816
7
CIV
ICS
-G
RA
DE
S 9-
12ST
AN
DA
RD
Civ
ics
Stan
dard
Fou
r: S
tude
nts
will
de-
velo
p an
d em
ploy
the
civi
c sk
ills
nece
ssar
yfo
r ef
fect
ive,
par
ticip
ator
y ci
tizen
ship
[Pa
r-tic
ipat
ion]
.
9-12
:St
uden
ts w
ill d
evel
op a
nd e
mpl
oy th
esk
ills
nece
ssar
y to
wor
k w
ith g
over
nmen
t pro
-gr
ams
and
agen
cies
.
9-12
:St
uden
ts w
ill u
nder
stan
d th
e pr
oces
sof
wor
king
with
in a
pol
itica
l par
ty, a
com
mis
-si
on e
ngag
ed in
exa
min
ing
publ
ic p
olic
y, o
r a
citiz
en's
gro
up.
16
SAM
PLE
AC
TIV
ITY
Dur
ing
an e
lect
ion
year
, stu
dent
s m
ight
exa
min
e th
e m
eans
by
whi
ch c
andi
date
s m
ake
thei
r vi
ews
know
n to
the
vote
rs. T
hey
mig
ht m
onito
r th
e fr
eque
ncy
and
type
s of
can
di-
date
app
eara
nces
(de
bate
s, in
terv
iew
s, e
tc.)
and
the
type
of
med
ia c
over
age
they
rec
eive
.St
uden
ts c
ould
als
o m
onito
r th
e co
sts
of c
ampa
igns
at v
ario
us le
vels
(i.e
., lo
cal,
stat
e,na
tiona
l off
ices
). E
ach
stud
ent m
ight
trac
k on
e ca
ndid
ate,
and
the
clas
s re
sults
cou
ld b
eco
mpa
red
afte
r th
e el
ectio
n is
ove
r [P
artic
ipat
ion]
.
Stud
ents
mig
ht a
naly
ze a
n is
sue
of lo
cal i
mpo
rtan
ce a
nd w
rite
an
edito
rial
or
lette
r to
the
edito
r su
gges
ting
a so
lutio
n (e
.g.,
mod
ific
atio
n of
the
Coa
stal
Zon
e A
ct, p
ropo
sed
user
'sfe
e fo
r lo
cal r
ecre
atio
nal f
acili
ties,
ado
ptio
n of
a b
uild
ing
code
) [P
artic
ipat
ion]
.
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
coul
d co
nduc
t res
earc
h in
to f
amily
and
nei
ghbo
r-ho
od v
otin
g pa
ttern
s, d
eter
min
ing
who
is r
egis
tere
d to
vot
e, w
ho v
otes
, and
wha
t kin
dsof
ele
ctio
ns d
raw
the
larg
est t
urn-
out [
Part
icip
atio
n].
69
169
EC
ON
OM
ICS
-G
RA
DE
S 9-
12ST
AN
DA
RD
Eco
nom
ics
Stan
dard
One
: Stu
dent
s w
ill a
na-
lyze
the
pote
ntia
l cos
ts a
nd b
enef
its o
f pe
r-so
nal e
cono
mic
cho
ices
in a
mar
ket e
cono
my
[Mic
roec
onom
ics]
.
9-12
:St
uden
ts w
ill d
emon
stra
te h
ow in
di-
vidu
al e
cono
mic
cho
ices
are
mad
e w
ithin
the
cont
ext o
f a
mar
ket e
cono
my
in w
hich
mar
-ke
ts in
flue
nce
the
prod
uctio
n an
d di
stri
butio
nof
goo
ds a
nd s
ervi
ces.
170
SAM
PLE
AC
TIV
ITY
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
coul
d ta
lk w
ith th
eir
pare
nts
abou
t fam
ily b
udge
ts,
cons
ider
ing
both
"fi
xed"
and
"di
scre
tiona
ry"
item
s. T
hey
coul
d de
term
ine
how
man
yho
urs
of w
ork
at a
par
ticul
ar w
age
wer
e ne
cess
ary
to p
ay f
or e
ach.
Stu
dent
s m
ight
eve
nob
tain
a f
ictio
nal j
ob b
y us
ing
the
adve
rtis
emen
t sec
tion
of th
e ne
wsp
aper
and
pla
n th
eir
own
budg
et u
sing
the
"mon
ey"
earn
ed [
Mic
roec
onom
ics]
.
Stud
ents
sho
uld
be g
iven
a f
ixed
am
ount
of
"inc
ome"
for
inve
stm
ent p
urpo
ses,
and
al-
low
ed to
cre
ate
a po
rtfo
lio o
f st
ocks
, bon
ds, a
nd o
ther
inve
stm
ents
whi
ch th
ey w
ould
then
follo
w th
roug
hout
the
year
, tra
ding
to m
axim
ize
thei
r pr
ofits
. Cap
ital g
ains
taxe
s an
dbr
oker
com
mis
sion
s sh
ould
be
asse
ssed
on
any
exch
ange
s. E
ach
stud
ent w
ould
kee
p a
jour
nal w
hich
not
onl
y re
cord
ed th
eir
trad
es b
ut a
lso
docu
men
ted
thei
r st
rate
gies
of
in-
vest
ing.
At t
he e
nd o
f th
e ye
ar, s
tude
nts
wou
ld m
ake
oral
pre
sent
atio
ns o
f th
eir
port
fo-
lios,
with
an
expl
anat
ion
of th
eir
choi
ces
[Mic
roec
onom
ics]
.
Giv
en a
bud
get f
or th
e sc
hool
pro
m, s
tude
nts
wou
ld ta
ke d
ata
on e
xpen
ses
for
vari
ous
prom
loca
tions
, ban
ds, f
ood
and
deco
ratio
ns a
nd d
ecid
e ho
w to
allo
cate
the
budg
et. A
nym
oney
not
use
d fo
r th
e pr
om c
ould
be
save
d fo
r an
othe
r cl
ass
func
tion.
Stu
dent
s w
ould
then
dis
cuss
how
this
pro
blem
is s
imila
r to
bud
get d
ecis
ions
mad
e by
thei
r fa
mili
es, t
hesc
hool
dis
tric
t, an
d th
e lo
cal g
over
nmen
t [M
icro
econ
omic
s].
Giv
en a
fic
tiona
l new
s ac
coun
t of
the
U.S
. gov
ernm
ent d
ecid
ing
to r
educ
e si
gnif
ican
tlyth
e am
ount
of
suga
r w
hich
may
be
impo
rted
eac
h ye
ar, s
tude
nts
coul
d an
alyz
e th
e ef
fect
sof
this
dec
isio
n on
oth
er m
arke
ts s
uch
as d
omes
tic s
ugar
, can
dy, c
orn,
and
the
suga
r m
ar-
ket i
n th
e C
arib
bean
. Usi
ng th
is e
xper
ienc
e, s
tude
nts
coul
d be
ass
igne
d to
fin
d a
new
spa-
per
artic
le s
how
ing
a ch
ange
in a
spe
cifi
c m
arke
t and
them
per
form
an
anal
ysis
of
the
effe
cts
this
cha
nge
mig
ht h
ave
on o
ther
mar
kets
[M
icro
econ
omic
s].
70
EC
ON
OM
ICS
-G
RA
DE
S 9-
12ST
AN
DA
RD
Eco
nom
ics
Stan
dard
Tw
o: S
tude
nts
will
ex-
amin
e th
e in
tera
ctio
n of
indi
vidu
als,
fam
ilies
,co
mm
uniti
es, b
usin
esse
s, a
nd g
over
nmen
ts in
a m
arke
t eco
nom
y [M
acro
econ
omic
s].
9-12
:St
uden
ts w
ill d
evel
op a
n un
ders
tand
-in
g of
how
eco
nom
ies
func
tion
as a
who
le, i
n-cl
udin
g th
e ca
uses
and
eff
ects
of
infl
atio
n, u
n-em
ploy
men
t, bu
sine
ss c
ycle
s, a
nd m
onet
ary
and
fisc
al p
olic
ies.
72
SAM
PLE
AC
TIV
ITY
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
coul
d tr
ace
fam
ily e
cono
mic
his
tori
es, s
tart
ing
with
the
depr
essi
on a
nd f
ollo
win
g fa
mily
for
tune
s to
det
erm
ine
how
the
depr
essi
on, i
nfla
tion,
unem
ploy
men
t, bu
sine
ss c
ycle
s, o
r m
onet
ary
polic
ies
had
a di
rect
impa
ct o
n th
em[M
acro
econ
omic
s].
Aft
er a
n ex
amin
atio
n of
the
role
of
the
Fede
ral R
eser
ve in
reg
ulat
ing
the
mon
ey s
uppl
yan
d in
tere
st r
ates
, stu
dent
s w
ould
be
pres
ente
d w
ith e
cono
mic
sce
nari
os a
nd w
ould
hav
eto
ana
lyze
them
in te
rms
of li
kely
act
ions
by
the
Fede
ral R
eser
ve [
Mac
roec
onom
ics;
eco
-no
mic
sys
tem
s].
Thi
s ac
tivity
wou
ld r
elat
e ve
ry w
ell t
o a
hist
ory
activ
ity w
hich
pre
sent
ed e
cono
mic
situ
a-tio
ns in
rec
ent U
. S. h
isto
ry a
nd e
xplo
red
wha
t the
Fed
eral
Res
erve
did
in r
espo
nse
to th
em.
71
173
EC
ON
OM
ICS
-G
RA
DE
S 9-
12ST
AN
DA
RD
Eco
nom
ics
Stan
dard
Thr
ee: S
tude
nts
will
unde
rsta
nd d
iffe
rent
type
s of
eco
nom
icsy
stem
s an
d ho
w th
ey c
hang
e [E
cono
mic
syst
ems]
.
9-12
:St
uden
ts w
ill a
naly
ze th
e w
ide
rang
eof
opp
ortu
nitie
s an
d co
nseq
uenc
es r
esul
ting
from
the
curr
ent t
rans
ition
s fr
om c
omm
and
tom
arke
t eco
nom
ies
in m
any
coun
trie
s.
174
SAM
PLE
AC
TIV
ITY
Stud
ents
cou
ld g
athe
r in
form
atio
n ab
out t
he c
urre
nt s
tate
of
the
U. S
. eco
nom
y fr
om n
ews
or g
over
nmen
t sou
rces
and
then
inte
rpre
t tha
t dat
a in
term
s of
the
phas
es o
f th
e bu
sine
sscy
cle.
Tha
t ana
lysi
s co
uld
then
be
used
to m
ake
pred
ictio
ns a
bout
the
stat
e of
the
econ
omy
six
mon
ths
in th
e fu
ture
, whi
ch w
ould
be
kept
and
com
pare
d to
the
real
per
form
ance
of
the
econ
omy.
Stu
dent
s w
ould
then
atte
mpt
to p
rovi
de r
easo
ns f
or th
e su
cces
s or
fai
lure
of
thei
r pr
edic
tions
[E
cono
mic
sys
tem
s].
Stud
ents
cou
ld e
xam
ine
the
reun
ific
atio
n of
Ger
man
y in
term
s of
the
com
para
tive
eco-
nom
ic d
islo
catio
ns c
ause
d to
bot
h ha
lves
of
the
coun
try
whe
n th
e co
mm
and
econ
omy
ofth
e fo
rmer
Eas
t Ger
man
y co
llaps
ed; t
hey
coul
d th
en w
rite
an
essa
y w
hich
exp
lore
s th
eec
onom
ic h
opes
and
fea
rs o
f G
erm
ans
on b
oth
side
s of
the
form
er b
orde
r [E
cono
mic
syst
ems;
inte
rnat
iona
l tra
de].
72
EC
ON
OM
ICS
-G
RA
DE
S 9-
12
STA
ND
AR
D
Eco
nom
ics
Stan
dard
Fou
r: S
tude
nts
will
exam
ine
the
patte
rns
and
resu
lts o
f in
tern
a-tio
nal t
rade
[In
tern
atio
nal t
rade
].
9-12
:St
uden
ts w
ill a
naly
ze a
nd in
terp
ret t
hein
flue
nce
of th
e di
stri
butio
n of
the
wor
ld's
re-
sour
ces,
pol
itica
l sta
bilit
y, n
atio
nal e
ffor
ts to
enco
urag
e or
dis
cour
age
trad
e, a
nd th
e fl
owof
inve
stm
ent o
n pa
ttern
s of
inte
rnat
iona
ltr
ade.
SAM
PLE
AC
TIV
ITY
Thr
ough
an
inve
stig
atio
n of
U. S
. for
eign
trad
e, s
tude
nts
wou
ld id
entif
y A
mer
ica'
s pr
in-
cipa
l tra
ding
par
tner
s an
d ev
alua
te th
e ex
tent
to w
hich
trad
e ba
rrie
rs h
ave
infl
uenc
edpa
ttern
s of
impo
rts
and
expo
rts.
The
bal
ance
of
trad
e be
twee
n m
ajor
trad
ing
part
ners
coul
d be
gra
phed
and
com
pare
d to
tari
ff p
olic
ies
[Int
erna
tiona
l tra
de].
Stud
ents
cou
ld p
artic
ipat
e in
a c
oncu
rren
t civ
ics
activ
ity w
hich
req
uire
d th
em to
pre
sent
evid
ence
and
rec
omm
enda
tions
at a
moc
k co
ngre
ssio
nal h
eari
ng o
n tr
ade
polic
y.
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
coul
d de
term
ine
the
prod
ucts
and
ser
vice
s pr
ovid
edby
the
com
pani
es, b
usin
esse
s, o
r ag
enci
es in
whi
ch th
eir
fam
ilies
wor
k, a
nd w
here
thes
epr
oduc
ts o
r se
rvic
es a
re s
old
or d
eliv
ered
. The
y co
uld
then
exp
lore
inte
rnat
iona
l tra
depo
licie
s an
d de
bate
s in
ord
er to
det
erm
ine
whi
ch c
ould
hav
e an
impa
ct o
n th
e jo
bs/p
ro-
fess
ions
of
thei
r fa
mili
es [
Inte
rnat
iona
l Tra
de].
If th
e re
sults
wer
e m
appe
d to
iden
tify
patte
rns,
this
act
ivity
wou
ld c
onne
ct w
ith G
eogr
a-ph
y St
anda
rds
One
and
Fou
r.
,7
073
GE
OG
RA
PHY
-G
RA
DE
S 9-
12ST
AN
DA
RD
Geo
grap
hy S
tand
ard
One
: Stu
dent
s w
illde
velo
p a
pers
onal
geo
grap
hic
fram
ewor
k,or
"m
enta
l map
," a
nd u
nder
stan
d th
e us
esof
map
s an
d ot
her
geo-
grap
hics
[M
APS
].
9-12
:St
uden
ts w
ill id
entif
y ge
ogra
phic
pat
-te
rns
whi
ch e
mer
ge w
hen
colle
cted
dat
a is
map
ped,
and
ana
lyze
map
ped
patte
rns
thro
ugh
the
appl
icat
ion
of s
uch
com
mon
geo
-gr
aphi
c pr
inci
ples
as
Hie
rarc
hy (
patte
rns
at a
det
aile
dsc
ale
may
be
rela
ted
to p
atte
rns
at a
mor
e ge
nera
l sca
le)
Acc
essi
bilit
y (h
ow e
asily
one
pla
ceca
n be
rea
ched
fro
m a
noth
er)
Dif
fusi
on (
how
peo
ple
or th
ings
mov
e in
cer
tain
dir
ectio
ns a
t cer
tain
spee
ds)
Com
plim
enta
rity
(th
e m
utua
l ex-
chan
ge o
f pe
ople
or
good
s am
ong
plac
es u
sual
ly o
ccur
s ov
er th
e sh
ort-
est p
ossi
ble
dist
ance
s)
9-12
:St
uden
ts w
ill a
pply
the
anal
ysis
of
map
ped
patte
rns
to th
e so
lutio
n of
pro
blem
s.
1 73
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht o
bser
ve g
eogr
aphi
c pa
ttern
s in
the
fiel
d, a
sk g
eogr
aphi
c qu
estio
ns a
ndas
sem
ble
and
orga
nize
col
lect
ed d
ata
in m
appe
d or
oth
er a
ppro
pria
te g
raph
ical
for
m.
The
y w
ould
then
pro
duce
an
oral
or
wri
tten
repo
rt e
xpla
inin
g th
e ge
ogra
phic
pat
tern
sdi
spla
yed
[Map
s].
Bas
ed o
n a
know
ledg
e of
the
prop
ertie
s of
map
s an
d ot
her
geo-
grap
hics
, stu
dent
s co
uld
sele
ct th
e m
ost s
uita
ble
form
to d
ispl
ay d
ata
colle
cted
abo
ut a
par
ticul
ar c
omm
unity
is-
sue,
suc
h as
the
loca
tion
of a
sch
ool,
a ne
w h
ighw
ay, o
r a
bus
rout
e [M
aps]
.
Thi
s ac
tivity
cou
ld b
e lin
ked
with
a c
ivic
s ac
tivity
if s
tude
nts
also
had
to r
esea
rch
the
orga
niza
tions
res
pons
ible
for
dec
idin
g be
twee
n di
ffer
ent p
lans
and
for
mat
thei
r pr
esen
ta-
tions
acc
ordi
ng to
the
stan
dard
s re
quir
ed o
f th
ose
agen
cies
.
Aft
er g
athe
ring
sur
vey
and
map
dat
a w
hich
rep
rese
nts
thei
r cl
assm
ates
res
iden
tial p
ref-
eren
ces
at lo
cal,
natio
nal,
or g
loba
l sca
les,
stu
dent
s co
uld
anal
yze
the
fact
ors
whi
ch in
flu-
ence
peo
ple'
s pr
efer
ence
s ab
out w
here
to li
ve a
nd th
eir
deci
sion
to m
ove
[Map
s; p
lace
s].
74
GE
OG
RA
PHY
-G
RA
DE
S 9-
12
STA
ND
AR
D
Geo
grap
hy S
tand
ard
Tw
o: S
tude
nts
will
de-
velo
p a
know
ledg
e of
the
way
s hu
man
sm
odif
y an
d re
spon
d to
the
natu
ral e
nvir
on-
men
t [E
NV
IRO
NM
EN
T].
9-12
:St
uden
ts w
ill u
nder
stan
d th
e E
arth
'sph
ysic
al e
nvir
onm
ent a
s a
set o
f in
terc
onne
cted
syst
ems
(eco
syst
ems)
and
the
way
s hu
man
sha
ve p
erce
ived
, rea
cted
to, a
nd c
hang
ed e
nvi-
ronm
ents
at l
ocal
to g
loba
l sca
les.
80
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht e
xpla
in h
ow th
e in
tera
ctio
ns o
f th
e w
orld
's a
tmos
pher
ic a
nd h
ydro
logi
csy
stem
s pr
oduc
e di
ffer
ent e
nvir
onm
ents
in h
igh-
latit
ude
inte
rior
con
tinen
tal l
ocat
ions
and
low
-lat
itude
, mar
itim
e lo
catio
ns [
Env
iron
men
t].
Thi
s ac
tivity
rel
ates
to S
cien
ce S
tand
ard
Five
(E
arth
Sys
tem
s).
Stud
ents
cou
ld u
nder
take
res
earc
h w
hich
hel
ps th
em u
nder
stan
d ho
w te
chno
logy
and
hum
an n
eeds
hav
e al
tere
d a
part
icul
ar e
cosy
stem
, suc
h as
the
Eve
rgla
des,
and
how
nat
u-ra
l env
iron
men
ts p
lace
con
stra
ints
on
hum
an a
ctiv
ity [
Env
iron
men
t].
Stud
ents
mig
ht id
entif
y th
e w
ays
in w
hich
the
loca
l com
mun
ity m
odif
ied
the
loca
l phy
si-
cal e
nvir
onm
ent (
e.g.
, riv
ers
dam
med
, tre
es c
ut d
own,
ani
mal
s hu
nted
) on
e hu
ndre
d ye
ars
ago.
The
y co
uld
then
con
tras
t the
way
the
com
mun
ity is
cur
rent
ly a
lteri
ng th
e sa
me
envi
-ro
nmen
t and
con
side
r th
e lik
ely
futu
re e
nvir
onm
enta
l cha
nges
[E
nvir
onm
ent]
.
Thi
s ac
tivity
rel
ates
to S
cien
ce S
tand
ard
Eig
ht (
Env
iron
men
t).
Stud
ents
cou
ld b
e as
ked
to e
valu
ate
the
diff
eren
t way
s hu
man
s in
var
ious
par
ts o
f th
ew
orld
use
the
sam
e na
tura
l res
ourc
e (e
.g.,
anim
al m
anur
e). T
hey
coul
d th
en c
ontr
ast
with
the
diff
eren
t way
s hu
man
s re
act t
o th
e sa
me
natu
ral h
azar
ds (
e.g.
, vol
cani
c er
up-
tions
) [E
nvir
onm
ent]
.
Thi
s ac
tivity
rel
ates
to E
cono
mic
s St
anda
rd T
hree
(E
cono
mic
Sys
tem
s).
Aft
er c
ondu
ctin
g an
env
iron
men
tal i
mpa
ct s
tudy
on
the
resu
lt of
a p
ropo
sed
high
way
or
rail
line,
stu
dent
s co
uld
mak
e a
reco
mm
enda
tion
as to
whe
ther
or
not t
he p
roje
ct s
houl
dgo
for
war
d, a
nd if
so,
wha
t rou
te s
houl
d be
fol
low
ed to
lim
it en
viro
nmen
tal e
ffec
ts [
En-
viro
nmen
t].
75
181
GE
OG
RA
PHY
-G
RA
DE
S 9-
12
STA
ND
AR
D
Geo
grap
hy S
tand
ard
Thr
ee: S
tude
nts
will
deve
lop
an u
nder
stan
ding
of
the
dive
rsity
of h
uman
cul
ture
and
the
uniq
ue n
atur
e of
plac
es [
PLA
CE
S].
9-12
:St
uden
ts w
ill u
nder
stan
d th
e pr
o-ce
sses
whi
ch r
esul
t in
dist
inct
ive
cultu
res,
eco
-no
mic
act
ivity
, and
set
tlem
ent f
orm
in p
artic
u-la
r lo
catio
ns a
cros
s th
e w
orld
. I 8
°
SAM
PLE
AC
TIV
ITY
Usi
ng o
bser
vatio
n of
the
built
and
nat
ural
ly-o
ccur
ring
env
iron
men
t, po
etry
, pai
ntin
g, li
t-er
atur
e, e
cono
mic
, his
tori
cal,
and
soci
al in
form
atio
n to
und
erst
and
a pe
ople
's s
ense
of
plac
e, s
tude
nts
coul
d co
nvey
the
resu
lt in
a n
arra
tive
or a
rtis
tic f
orm
. Con
side
r th
e di
ffer
-en
t way
s pe
ople
val
ue p
lace
s [P
lace
s].
Thi
s ac
tivity
has
a s
tron
g re
latio
nshi
p to
lite
rary
inte
rpre
tatio
n as
soci
ated
with
the
En-
glis
h/L
angu
age
Art
s St
anda
rds
Stud
ents
mig
ht a
pply
the
conc
ept o
f "s
ense
of
plac
e" to
the
solu
tion
of a
pra
ctic
al p
rob-
lem
, suc
h as
eva
luat
ing
prop
osal
s to
attr
act t
ouri
sts
to a
rec
reat
iona
l com
mun
ity [
Plac
es].
Stud
ents
cou
ld b
e as
ked
to c
onsi
der
the
idea
l loc
atio
n fo
r se
lect
ed b
usin
esse
s (e
.g.,
a de
-pa
rtm
ent s
tore
) in
a to
wn
or c
ity, a
nd p
rodu
ce a
map
sho
win
g ho
w th
e bu
sine
ss h
as c
hang
edits
loca
tion
over
tim
e, a
nd e
xpla
in w
hy th
e ch
ange
s ha
ve o
ccur
red
[Pla
ces]
.
Thi
s ac
tivity
con
nect
s to
Eco
nom
ics
Stan
dard
One
(M
icro
econ
omic
s).
Usi
ng a
eria
l pho
tos
or o
ld a
nd c
onte
mpo
rary
map
s, s
tude
nts
coul
d pr
oduc
e a
sum
mar
ym
ap o
f th
e ar
ea e
ncom
pass
ed b
y a
city
or
tow
n ov
er ti
me
and
expl
ain
the
reas
ons
for
the
dire
ctio
n ex
pans
ion
has
take
n [P
lace
s].
Stud
ents
mig
ht c
ompa
re tw
o pl
aces
with
sim
ilar
envi
ronm
ents
and
dis
sim
ilar
cultu
res.
Stu
-de
nts
mig
ht b
egin
by
care
fully
cat
alog
ing
the
sim
ilari
ties
of th
e ph
ysic
al e
nvir
onm
ents
. The
nth
ey w
ould
look
at w
ays
in w
hich
the
two
cultu
res
inte
ract
ed w
ith a
nd m
odif
ied
thos
e en
vi-
ronm
ents
, com
pilin
g a
list o
f di
ssim
ilar
resp
onse
s to
sim
ilar
chal
leng
es, s
uch
as f
ood
supp
lyor
tran
spor
tatio
n [P
lace
s].
A c
ultu
ral c
onte
xt p
ersp
ectiv
e w
ould
be
enco
urag
ed b
y th
is a
ctiv
ity,/
espe
cial
ly if
stu
dent
sex
amin
ed th
e w
ays
in w
hich
eac
h po
pula
tion'
s re
spon
se to
env
iron
men
t was
sha
ped
by th
eir
dist
inct
cul
ture
, bas
ed o
n la
ngua
ge, c
ultu
ral o
rigi
ns, r
espo
nse
to E
urop
ean
colo
nial
ism
, ett.
76
GE
OG
RA
PHY
-G
RA
DE
S 9-
12ST
AN
DA
RD
Geo
grap
hy S
tand
ard
Four
: Stu
dent
s w
illde
velo
p an
und
erst
andi
ng o
f th
e ch
arac
ter
and
use
of r
egio
ns a
nd th
e co
nnec
tions
be-
twee
n an
d am
ong
them
[R
EG
ION
S].
9-12
:St
uden
ts w
ill a
pply
kno
wle
dge
of th
ety
pes
of r
egio
ns a
nd m
etho
ds o
f dr
awin
gbo
unda
ries
to in
terp
ret t
he E
arth
's c
hang
ing
com
plex
ity.
184
SAM
PLE
AC
TIV
ITY
Usi
ng a
map
of
Am
eric
an v
otin
g pa
ttern
s in
pas
t ele
ctio
ns, s
tude
nts
mig
ht d
evel
op a
repo
rt c
once
rnin
g th
e us
e of
dif
fere
nt ty
pes
of r
egio
ns in
und
erst
andi
ng h
ow v
otin
g w
orks
and
its c
onse
quen
ces.
The
rep
ort w
ould
con
side
r th
e va
lue
of c
hoos
ing
diff
eren
t typ
es o
fre
gion
s: u
nifo
rm (
the
sam
e fr
om b
orde
r to
bor
der,
suc
h as
a v
otin
g di
stri
ct w
here
all
vote
sco
unt t
he s
ame)
, nod
al (
the
cent
er is
the
mos
t im
port
ant,
the
peri
pher
y le
ss s
igni
fica
nt,
such
as
Dov
er a
nd it
s su
rrou
ndin
g se
rvic
e ar
ea),
and
per
cept
ual (
a re
gion
onl
y in
peo
ple'
sm
inds
, suc
h as
div
idin
g D
elaw
are
into
two
regi
ons
nort
h an
d so
uth
of th
e C
anal
) [R
e-gi
ons]
.
Usi
ng a
map
of
the
loca
l are
a an
d pl
ottin
g di
ffer
ent t
ypes
of
regi
ons,
suc
h as
city
and
coun
ty p
oliti
cal b
ound
arie
s, z
ip c
odes
, sch
ool d
istr
icts
, and
new
spap
er d
eliv
ery
area
s,st
uden
ts m
ight
con
side
r th
e im
plic
atio
ns o
f ov
erla
ppin
g bo
unda
ries
on
indi
vidu
al h
ouse
-ho
lds,
and
sug
gest
an
impr
oved
and
sim
plif
ied
set o
f bo
unda
ries
[R
egio
ns].
Stud
ents
mig
ht b
e as
ked
to r
edra
w th
e m
ap o
f co
ngre
ssio
nal d
istr
icts
in a
sta
te s
o as
tofa
vor
one
part
y or
opi
nion
in o
rder
to e
xam
ine
the
conc
ept o
f ge
rrym
ande
ring
[R
egio
ns].
Thi
s ac
tivity
add
ress
es th
e na
ture
of
"ger
rym
ande
ring
" an
d de
mon
stra
tes
the
geog
raph
i-ca
l und
erpi
nnin
gs o
f re
dist
rict
ing,
and
the
dece
nnia
l iss
ue w
hich
fal
ls u
nder
Civ
ics
Stan
-da
rd O
ne.
Stud
ents
cou
ld b
e as
ked
to a
pply
the
conc
ept o
f re
gion
to th
e so
lutio
n of
pra
ctic
al p
rob-
lem
s, s
uch
as th
e lo
catio
n of
pub
lic li
brar
ies
base
d on
atte
ndan
ce b
ound
arie
s, o
r as
sess
ing
the
impa
ct o
f aq
uife
r re
char
ge r
egio
ns o
n zo
ning
land
for
new
hou
sing
dev
elop
men
ts[R
egio
ns]. 77
185
HIS
TO
RY
- G
RA
DE
S 9-
12
STA
ND
AR
D
His
tory
Sta
ndar
d O
ne: S
tude
nts
will
em
-pl
oy c
hron
olog
ical
con
cept
s in
ana
lyzi
nghi
stor
ical
phe
nom
ena
[Chr
onol
ogy]
.
9-12
:St
uden
ts w
ill a
naly
ze h
isto
rica
l mat
e-ri
als
to tr
ace
the
deve
lopm
ent o
f an
idea
or
tren
d ac
ross
spa
ce o
r ov
er a
pro
long
ed p
erio
dof
tim
e in
ord
er to
exp
lain
pat
tern
s of
his
tori
-ca
l con
tinui
ty a
nd c
hang
e.
SAM
PLE
AC
TIV
ITY
Stud
ents
cou
ld tr
ace
and
anal
yze
the
tren
ds in
imm
igra
tion
to th
e U
nite
d St
ates
dur
ing
the
past
cen
tury
. The
y w
ould
col
lect
imm
igra
tion
stat
istic
s fr
om c
ensu
s da
ta in
ord
er to
dete
rmin
e at
ten-
year
inte
rval
s th
e m
ain
sour
ces
of f
orei
gn im
mig
ratio
n in
to th
e U
nite
dSt
ates
, and
com
pare
this
dat
a w
ith n
arra
tives
of
U. S
. his
tory
in o
rder
to f
ind
out w
hen
maj
or e
vent
s oc
curr
ed w
hich
eith
er s
timul
ated
or
disc
oura
ged
imm
igra
tion,
as
wel
l as
exam
inin
g th
e hi
stor
ies
of th
e co
untr
ies
prov
idin
g th
e la
rges
t num
ber
of im
mig
rant
s in
agi
ven
deca
de in
ord
er to
fin
d ou
t wha
t mig
ht h
ave
been
occ
urri
ng in
that
cou
ntry
to m
ake
peop
le w
ant t
o le
ave.
Thi
s da
ta c
ould
be
colle
cted
and
pre
sent
ed in
a s
erie
s of
map
s or
char
ts, a
ccom
pani
ed b
y an
ora
l or
wri
tten
pres
enta
tion
of th
e fi
ndin
gs [
Chr
onol
ogy;
ana
ly-
sis;
con
tent
].
Thi
s ac
tivity
wou
ld le
nd it
self
to li
nkag
e w
ith a
geo
grap
hy a
ctiv
ity, g
iven
the
need
to u
sege
ogra
phic
pri
ncip
les
to a
ssis
t in
the
anal
ysis
of
the
data
, and
map
s to
mak
e th
e pr
esen
tatio
n.
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
mig
ht a
lso
perf
orm
the
activ
ity li
sted
abo
ve a
ndre
late
it to
the
imm
igra
tion
and
trav
els
of th
eir
own
fam
ilies
. [C
hron
olog
y].
Stud
ents
cou
ld d
evel
op a
ser
ies
of p
aral
lel t
ime-
lines
to c
ompa
re th
e ex
peri
ence
s of
var
i-ou
s et
hnic
gro
ups
(Afr
ican
-Am
eric
an, N
ativ
e-A
mer
ican
, Asi
an-A
mer
ican
) in
Am
eric
anhi
stor
y; th
en th
ey c
ould
wri
te a
n an
alys
is w
hich
gen
eral
izes
abo
ut b
oth
a co
mm
on h
eri-
tage
and
und
erly
ing
cultu
ral d
iffe
renc
es [
Chr
onol
ogy;
ana
lysi
s].
Stud
ents
mig
ht c
ompi
le a
rep
rese
ntat
ive
colle
ctio
n of
quo
tatio
ns, e
ssay
s, n
arra
tives
, and
othe
r do
cum
ents
con
cern
ing
the
wom
en s
uffr
age
and
wom
en's
rig
hts
mov
emen
ts a
ndw
rite
an
essa
y tr
acin
g th
e ev
olut
ion
of th
e m
ajor
pol
itica
l arg
umen
ts a
nd s
trat
egie
s em
-pl
oyed
at v
ario
us ti
mes
to a
cqui
re th
e ri
ght t
o vo
te f
or w
omen
[C
hron
olog
y].
78
186
187
HIS
TO
RY
- G
RA
DE
S 9-
12
STA
ND
AR
D
His
tory
Sta
ndar
d T
wo:
Stu
dent
s w
illga
ther
, exa
min
e, a
nd a
naly
ze h
isto
rica
l dat
a[A
naly
sis]
.
9-12
:St
uden
ts w
ill d
evel
op a
nd im
plem
ent
effe
ctiv
e re
sear
ch s
trat
egie
s fo
r in
vest
igat
ing
agi
ven
hist
oric
al to
pic.
9-12
:St
uden
ts w
ill e
xam
ine
and
anal
yze
prim
ary
and
seco
ndar
y so
urce
s in
ord
er to
dif
-fe
rent
iate
bet
wee
n hi
stor
ical
fac
ts a
nd h
isto
ri-
cal i
nter
pret
atio
ns.
0t)
SAM
PLE
AC
TIV
ITY
Follo
win
g an
exa
min
atio
n of
his
tori
cal d
ocum
ents
rel
atin
g to
Civ
il R
ight
s er
a, s
tude
nts
coul
d w
rite
an
anal
ysis
of
the
mot
ivat
ions
of
both
pro
pone
nts
and
oppo
nent
s of
civ
ilri
ghts
legi
slat
ion
in th
e 19
50s
and
1960
s. T
hen
they
wou
ld r
ead
seve
ral p
ublis
hed
inte
r-pr
etat
ions
and
com
pare
it w
ith th
e on
es th
ey h
ad w
ritte
n [A
naly
sis]
.
Stud
ents
cou
ld e
xam
ine
new
s co
vera
ge o
f a
maj
or w
orld
eve
nt in
whi
ch th
e U
nite
d St
ates
has
been
invo
lved
in d
iffe
rent
sou
rces
fro
m a
roun
d th
e w
orld
(e.
g., L
ondo
n T
imes
, Int
er-
natio
nal H
eral
d-T
ribu
ne, H
ong
Kon
g D
aily
) an
d an
alyz
e th
e di
ffer
ence
s in
cov
erag
e in
term
s of
dif
fere
nt n
atio
nal,
polit
ical
, or
cultu
ral p
ersp
ectiv
es o
n th
e is
sue
[Ana
lysi
s].
Thi
s ac
tivity
cou
ld s
erve
as
the
basi
s fo
r a
fully
inte
grat
ed s
ocia
l stu
dies
lear
ning
eve
ntw
hich
inco
rpor
ated
Civ
ics,
Geo
grap
hy, a
nd E
cono
mic
s as
wel
l as
His
tory
as
inte
llect
ual
tool
s fo
r ex
amin
ing
a pr
oble
m o
r is
sue.
Stud
ents
cou
ld b
e as
ked
to s
elec
t an
hist
oric
al e
vent
and
per
form
the
initi
al r
esea
rch
nec-
essa
ry to
det
erm
ine
prim
ary
and
seco
ndar
y so
urce
s w
hich
mig
ht b
e lo
cate
d co
ncer
ning
it.A
fter
rea
ding
sev
eral
acc
ount
s of
neg
otia
tions
ove
r th
e T
reat
y of
Ver
saill
es in
191
9,th
ey c
ould
gen
erat
e lis
ts o
f pe
ople
invo
lved
who
mig
ht h
ave
wri
tten
diar
ies,
lette
rs, m
em-
oirs
, or
publ
ic p
aper
s de
taili
ng th
eir
own
part
icip
atio
n an
d pe
rson
al im
pres
sion
s. T
hese
lists
wou
ld th
en b
e co
mpa
red
to b
iblio
grap
hies
in s
econ
dary
inte
rpre
tatio
ns, l
ibra
ry c
ata-
logs
, or
on-l
ine
com
pute
r se
arch
es to
det
erm
ine
the
exis
tenc
e an
d av
aila
bilit
y of
thos
eso
urce
s. S
tude
nts
wou
ld th
en e
xam
ine
the
com
pile
d lis
t of
prim
ary
sour
ces
and
pres
ent
an o
ral a
naly
sis
of th
e re
sear
ch p
ossi
bilit
ies
and
limita
tions
for
stu
dyin
g th
is c
onfe
renc
e(e
.g.,
stud
ents
mig
ht d
isco
ver
that
the
only
fir
stha
nd G
erm
an a
ccou
nts
of th
e co
nfer
ence
have
not
bee
n tr
ansl
ated
into
Eng
lish,
and
that
they
will
ther
efor
e be
dep
ende
nt o
n th
eim
pres
sion
s of
oth
er d
iplo
mat
s or
sec
onda
ry s
ourc
es to
rec
onst
ruct
the
Ger
man
exp
eri-
ence
at V
ersa
illes
) [A
naly
sis;
inte
rpre
tatio
n; c
onte
nt].
Stud
ents
mig
ht r
ead
a se
cond
ary
inte
rpre
tatio
n of
the
deba
te o
ver
ratif
icat
ion
of th
e U
.S.
Con
stitu
tion
and
com
pare
that
inte
rpre
tatio
n to
sel
ectio
ns f
rom
the
Fede
ralis
t and
Ant
ifed
eral
ist p
aper
s in
ord
er to
ass
ess
the
accu
racy
of
the
inte
rpre
tatio
n [A
naly
sis]
.
79
HIS
TO
RY
- G
RA
DE
S 9-
12
STA
ND
AR
D
His
tory
Sta
ndar
d T
hree
: Stu
dent
s w
ill in
-te
rpre
t his
tori
cal d
ata
[Int
erpr
etat
ion]
.
9-12
:St
uden
ts w
ill c
ompa
re c
ompe
ting
his-
tori
cal n
arra
tives
, by
cont
rast
ing
diff
eren
t his
-to
rian
s' c
hoic
e of
que
stio
ns, u
se a
nd c
hoic
e of
sour
ces,
per
spec
tives
, bel
iefs
, and
poi
nts
ofvi
ew, i
n or
der
to d
emon
stra
te h
ow th
ese
fac-
tors
con
trib
ute
to d
iffe
rent
inte
rpre
tatio
ns.
SAM
PLE
AC
TIV
ITY
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
mig
ht r
esea
rch
and
wri
te a
fam
ily h
isto
ry, u
sing
gene
olog
ical
evi
denc
e an
d in
terv
iew
s, a
nd p
uttin
g th
is h
isto
ry in
to th
e co
ntex
t of
larg
erhi
stor
ical
eve
nts
[Int
erpr
etat
ion]
.
Stud
ents
mig
ht r
ead
thre
e di
ffer
ing
inte
rpre
tatio
ns o
f R
econ
stru
ctio
n, g
ener
ate
a lis
t of
ques
tions
and
sou
rces
whi
ch m
ight
hav
e be
en u
sed
by e
ach
auth
or to
fra
me
an in
terp
reta
-tio
n of
the
peri
od, a
nd p
rese
nt a
n an
alys
is o
f th
e va
ryin
g pe
rspe
ctiv
es o
f th
e au
thor
s [I
n-te
rpre
tatio
n; c
onte
nt].
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
coul
d as
k th
eir
pare
nts,
gra
ndpa
rent
s, a
nd o
ther
fam
ily m
embe
rs to
list
the
ten
mos
t im
port
ant h
isto
rica
l eve
nts
in th
eir
lives
and
exp
lain
the
impa
ct o
f th
ese
even
ts. T
he d
iffe
rent
list
s co
uld
be b
roug
ht in
to c
lass
to s
erve
as
the
basi
s of
a d
iscu
ssio
n of
dif
feri
ng p
ersp
ectiv
es in
inte
rpre
ting
hist
ory
[Int
erpr
etat
ion]
.
Stud
ents
mig
ht r
ead
diff
eren
t his
tori
cal i
nter
pret
atio
ns o
f a
maj
or e
vent
in r
ecen
t wor
ldhi
stor
y an
d dr
aw lo
gica
l inf
eren
ces
conc
erni
ng h
ow th
e qu
estio
ns a
sked
by
the
hist
oria
nsw
ere
infl
uenc
ed b
y th
e tim
e in
whi
ch th
ey w
rote
. For
exa
mpl
e, s
tude
nts
mig
ht b
e as
-si
gned
to g
athe
r ac
coun
ts c
once
rnin
g th
e vi
ctor
y of
the
Com
mun
ists
in C
hina
dur
ing
the
late
194
0's.
The
se a
ccou
nts
wou
ld th
en b
e pl
aced
in c
hron
olog
ical
ord
er b
y da
te o
f co
m-
posi
tion,
and
the
stud
ents
wou
ld r
ead
them
, gen
erat
ing
for
each
a li
st o
f th
e as
sum
ptio
ns,
maj
or q
uest
ions
, and
con
clus
ions
of
the
auth
ors.
The
n th
e st
uden
ts w
ould
res
earc
h bo
thth
e au
thor
s an
d th
eir
times
, and
atte
mpt
in a
n or
al o
r w
ritte
n pr
esen
tatio
n to
det
erm
ine
whe
ther
ther
e is
a r
elat
ions
hip
betw
een
chan
ging
inte
rpre
tatio
ns a
nd th
e tim
es in
whi
chth
e au
thor
s w
rote
(e.
g., c
ompa
ring
acc
ount
s w
ritte
n in
the
late
195
0's
with
thos
e cr
eate
d in
the
late
197
0's)
[In
terp
reta
tion;
ana
lysi
s; c
onte
nt].
Stud
ents
mig
ht b
e as
ked
to e
xam
ine
a cu
rren
t nat
iona
l or
inte
rnat
iona
l eve
nt a
nd il
lus-
trat
e th
e ea
se o
r di
ffic
ulty
of
obta
inin
g pr
imar
y an
d se
cond
ary
sour
ces.
The
y m
ight
indi
-ca
te th
e be
nefi
ts a
s w
ell a
s th
e lim
itatio
ns o
f cu
rren
t eve
nt a
naly
sis
com
pare
d to
res
earc
h-in
g ea
rlie
r hi
stor
ical
eve
nts.
Par
t of
the
assi
gnm
ent m
ight
incl
ude
spec
ulat
ing
on h
owsu
ch a
n ev
ent a
nd it
s co
ntex
t mig
ht b
e vi
ewed
by
futu
re h
isto
rian
s [I
nter
pret
atio
n].
80
C)
4
HIS
TO
RY
- G
RA
DE
S 9-
12ST
AN
DA
RD
His
tory
Sta
ndar
d Fo
ur: S
tude
nts
will
de-
velo
p hi
stor
ical
kno
wle
dge
of m
ajor
eve
nts
and
phen
omen
a in
wor
ld, U
nite
d St
ates
, and
Del
awar
e hi
stor
y [C
onte
nt].
9-12
:St
uden
ts w
ill d
evel
op a
n un
ders
tand
ing
of m
odem
Uni
ted
Stat
es h
isto
ry, i
ts c
onne
ctio
ns to
both
Del
awar
e an
d w
orld
his
tory
, inc
ludi
ng:
Civ
il W
ar a
nd R
econ
stru
ctio
n(1
850-
1877
)D
evel
opm
ent o
f an
indu
stri
aliz
edna
tion
(187
0-19
00)
Em
erge
nce
of m
oder
n A
mer
ica
(189
0-19
30)
Gre
at D
epre
ssio
n an
d W
orld
War
II
(192
9-19
45)
Post
war
Uni
ted
Stat
es (
1945
-ear
ly19
70s)
Con
tem
pora
ry U
nite
d St
ates
(196
8-pr
esen
t)
9-12
:St
uden
ts w
ill d
evel
op a
n un
ders
tand
-in
g of
rec
ent a
nd m
oder
n w
orld
his
tory
and
its
conn
ectio
ns to
Uni
ted
Stat
es h
isto
ry, i
nclu
ding
:In
tens
ifie
d he
mis
pher
ic in
tera
ctio
ns(1
,000
-1,5
00 A
D)
Exp
lora
tions
, con
tact
, and
inte
rac-
tions
acr
oss
the
wor
ld (
1450
-177
0)R
evol
utio
ns, i
deol
ogie
s, a
nd te
chno
logi
-ca
l cha
nge
(175
0-19
14)
The
20t
h C
entu
ry w
orld
(19
00-
pres
ent)
SAM
PLE
AC
TIV
ITY
Stud
ents
mig
ht c
reat
e a
slid
e sh
ow a
ccom
pani
ed b
y a
mus
ical
sco
re to
illu
stra
te a
par
ticu-
lar
era
or e
vent
. One
stu
dent
mig
ht, f
or e
xam
ple,
cho
ose
the
Civ
il R
ight
s m
ovem
ent,
and
com
pile
a s
erie
s of
illu
stra
tions
fro
m p
rote
st m
arch
es, m
eetin
gs, c
ondi
tions
in s
egre
gate
dsc
hool
s, e
tc.,
and
then
pho
togr
aph
them
for
slid
es. N
ext t
he s
tude
nt w
ould
sel
ect a
nap
prop
riat
e pi
ece
of p
erio
d m
usic
and
seq
uenc
e th
e sl
ides
into
a f
ive-
min
ute
pres
enta
tion
[Con
tent
; int
erpr
etat
ion]
.
Pare
nt P
artn
ersh
ip P
roje
ct: S
tude
nts
mig
ht in
terv
iew
par
ents
, gra
ndpa
rent
s, o
r ot
her
fam
ily m
embe
rs to
cre
ate
a "T
op T
en"
list o
f m
usic
, mov
ies,
TV
pro
gram
s, o
r fa
vori
teat
hlet
es f
rom
a g
iven
dec
ade,
and
then
res
earc
h th
ose
item
s to
pro
vide
bac
kgro
und
on th
eso
cial
his
tory
of
the
peri
od a
nd c
ritiq
ue o
f fi
lms
for
hist
oric
al a
ccur
acy.
[C
onte
nt].
81
113
D
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