learning targets aligned to the social studies competencies

Social

Studies

Graduation Standard #1 - History Evaluate a variety of sources to apply knowledge of major eras, enduring themes, turning points and historical influences to analyze the forces of continuity and change in the community, the state, the United States and the world.

Graduation Standard #2 - Geography Analyze the physical, human and environmental geography of Georgia, the United States and various regions of the world to evaluate the interdependent relationships and challenges facing human systems in the past, present and future.

Graduation Standard #3 - Government Apply understanding of the ideals and purposes of founding documents, the principles and structures of the constitutional government in the United States, and the American political system to analyze interrelationships among civics, government and politics in the past and present in Georgia, the United States and the world.

Graduation Standard #4 - Economics Apply the concepts and processes from economics to issues of personal finance and economic issues in local, state, national and global markets.

Graduation Standard #5 - Application of Social Studies Processes, Knowledge, Skills and Civic Engagement Question, research, present and defend discipline-based processes and knowledge from civics, government, economics, geography and history in authentic contexts as well as apply the attributes of a responsible and active citizen to affect a real world issue based on

a local need.

Sample Learning Targets Aligned to the Henry County

Graduation Competencies

Middle Grades

6-8

Ultimate Element Type: Reasoning

KNOWLEDGE: K1. Identify major historical events. K2. Arrange major historical events in

chronological order. K3. Identify the causes/effects of historical

events. K4. Identify important people and places in a

specific historical event.

Student Friendly Learning Targets: K1. I can identify major historical events. K2. I can arrange major historical events in

chronological order. K3. I can match causes and effects of historical

events. K4. I can identify the important people and places

from a specific historical event.

REASONING: R1. Compare and contrast historical figures that

contribute to change or continuity in history. R2. Describe how historical events impacted

changes in a region. R3. Describe how historical events impacted

continuity in a region. R4. Draw conclusions about change or

continuity from different time periods.

Student Friendly Learning Targets: R1. I can compare and contrast historical people

that contribute to change or continuity in history. R2. I can describe how historical events created

changes in a region. R3. I can describe how historical events impacted

continuity in a region. R4. I can draw conclusions about change or

continuity from different time periods.

PERFORMANCE SKILLS: S1. Demonstrate understanding of historical

development. S2. Give an example of a historical time period

that shows extended continuity and support with evidence.

S3. Present different viewpoints from various time periods.

S4. Present understanding of a primary document or image from the time period.

Student Friendly Learning Targets: S1. I can demonstrate understanding of historical

development. S2. I can give an example of a historical time period

that shows extended continuity and show evidence.

S3. I can present different viewpoints from various time periods.

S4. I can present understanding of a primary document or image from the time period.

History 1a Evaluate effectiveness and impact of historical events and

developments as examples of change and or continuity.


KNOWLEDGE: K1. Identify individuals and groups who are

historically significant. K2. Match the historically significant person

with a group. K3. Identify the major developments of

important individuals and groups. K4. State why certain developments of

individuals and groups are historically important.

Student Friendly Learning Targets: K1. I can identify major historical individuals and

groups. K2. I can match major historical people and their

organizations. K3. I can identify major developments of important

individuals and groups. K4. I can state why certain developments of

individuals and groups are historically important.

REASONING: R1. Ask questions about the individuals and

groups, then answer them. R2 Analyze why certain individuals are

important to the group. R3. Infer something about an organization

based on an important historical person they include.

R4. Make predictions and draw conclusions about an organization’s future based on its position on significant events.

Student Friendly Learning Targets: R1. I can ask questions about individuals and

groups. R2. I can answer questions about individuals and

groups. R3. I can describe why some individuals are

important to the group. R4. I can infer something about an organization

based on an important historical person they include.

R5. I can make predictions about an organization’s future based on its position on significant events.

R6. I can draw conclusions about an organization’s future based on its position on significant events.

PERFORMANCE SKILLS: S1. Demonstrate understanding of historical

individuals and groups. S2. Give an example of a historical

organization with significant individuals and support with evidence.

S3. Present different viewpoints from various time periods.

S4. Demonstrate understanding of a primary document or image from the time period.

Student Friendly Learning Targets: S1. I can demonstrate understanding of historical

individuals and groups. S2. I can give an example of a historical

organization with significant individuals and support with evidence.

S3. I can present different viewpoints from various time periods.

S4. I can demonstrate understanding of a primary document or image from the time period.

History 1b Use questions generated about individuals and groups to analyze

why they, and the developments they shaped, are seen as historically significant.


KNOWLEDGE: K1. Identify individuals of this historical era. K2. Identify factors that influenced the people

of this era. K3. Match factors to people that seem

influenced by them.

Student Friendly Learning Targets: K1. I can identify individuals of this historical era. K2. I can identify factors that influenced the people

of this era. K3. I can match factors to people that seem

influenced by them.

REASONING: R1. Infer how some factors could be an

influence on people of the era. R2 Analyze why certain individuals in a

specific era may have certain perspectives.

R3. Consider a significant person in history and describe how multiple factors influence their perspective.

Student Friendly Learning Targets: R1. I can infer how some factors could be an

influence on people of the era. R2. I can analyze why certain individuals may

have certain perspectives. R3. I can consider a significant person in history

and describe how multiple factors influence their perspective.

PERFORMANCE SKILLS: S1. Demonstrate understanding of how factors

influence the perspective of people in this era.

S2. Present competing factors that could influence people in an era.

S3. Demonstrate understanding of an influential primary document or image from the time period.

Student Friendly Learning Targets: S1. I can demonstrate understanding of how

factors influence the perspective of people in this era.

S2. I can present competing factors that could influence people in an era.

S3. I can present understanding of an influential primary document or image from the time period.

History 1c Analyze multiple factors that influenced the perspectives of people

during different historical eras.


KNOWLEDGE: K1. Identify individuals of this historical era. K2. Identify important historical sources of this

era. K3. Identify who created the sources

discussed in this era. K4. Describe the possible bias, perspective, or

intention within a historical document of this era.

Student Friendly Learning Targets: K1. I can identify individuals of this historical era. K2. I can identify important historical sources of this

era. K3. I can identify who created the sources from this

era. K4. I can describe the possible bias, perspective, or

intention within a historical document of this era.

REASONING: R1. Infer how certain people may perceive the

world in the era of study. R2 Analyze why people created a historical

source from this era of study. R3. Consider a significant person or group in

history and explain how their experiences led up to the creation of a specific historical source from the era of study.

Student Friendly Learning Targets: R1. I can infer how certain people may perceive the

world in the era of study. R2. I can analyze why people created a historical

source from this era of study. R3. I can explain how a significant person or

group’s experiences led up to the creation of a specific historical source from the era of study.

PERFORMANCE SKILLS: S1. Demonstrate understanding of how

people’s perspectives shaped the historical sources that they created.

S2. Present competing perspectives that influenced people’s creation of historical sources from this era.

S3. Connect how people’s perspectives influenced the creation of a historical source.

Student Friendly Learning Targets: S1. I can demonstrate understanding of how

people’s perspectives shaped the historical sources that they created.

S2. I can present competing perspectives that influenced people’s creation of historical sources from this era.

S3. I can connect how people’s perspectives influenced the creation of a historical source.

History 1d Describe how people’s perspectives shaped the

historical sources they created.

Ultimate Element Type: Skill

KNOWLEDGE: K1. Identify important historical records of this

historical era. K2. Identify a variety of historical sources of

this era. K3. Identify possible limitations in the historical

sources of study.

Student Friendly Learning Targets: K1. I can identify important historical records of this

historical era. K2. I can identify a variety of historical sources of

this era. K3. I can identify possible limitations in the

historical sources of study.

REASONING: R1. Analyze numerous historical sources and

state their limitations. R2 Identify missing information from the

historical record after reviewing different kinds of historical sources.

R3. Explain the possible limitations in historical record based on evidence collected from

different historical sources.

Student Friendly Learning Targets: R1. I can analyze numerous historical sources and

state their limitations. R2. I can identify missing from the historical record

after reviewing different kinds of historical sources.

R3. I can explain the possible limitations in historical record based on evidence collected from different historical sources.

PERFORMANCE SKILLS: S1. Teach about the possible limitations in the

historical record based on evidence collected from different kinds of historical sources.

S2. Present possible reasons for specific limitations in the historical record based on evidence collected from different kinds of historical sources.

Student Friendly Learning Targets: S1. I can teach about the possible limitations in the

historical record based on evidence collected from different kinds of historical sources.

S2. I can present possible reasons for specific limitations in the historical record based on evidence collected from different kinds of historical sources.

History 1e Investigate possible limitations in the historical record based on

evidence collected from different kinds of historical sources.


KNOWLEDGE: K1. Identify important historical events in the

era of study. K2. Identify causes of the important historical

events in the era of study. K3. Match up causes with events in the era of

study. K4. Describe multiple causes and effects of

events and developments in the era of study.

K5. Identify the relationship between historical events and multiple causes and effects

Student Friendly Learning Targets: K1. I can identify important historical events in the

era of study. K2. I can identify causes of the important historical

events in the era of study. K3. I can match up causes with events in the era of

study. K4. I can describe multiple causes and effects of

events and developments in the era of study. K5. I can identify the relationship between historical

events and multiple causes and effects

REASONING: R1. Analyze multiple causes and effects of

events and developments in the past. R2. Report on events and developments in the

past that have multiple causes. R3. Examine multiple cause-effect relationships

that have shaped history.

Student Friendly Learning Targets: R1. I can analyze multiple causes and effects of

events and developments in the past. R2. I can report on events and developments in the

past that have multiple causes. R3. I can examine multiple cause-effect

relationships that have shaped history.

PERFORMANCE SKILLS: S1. Connect the causes and effects of past

events and developments to the present. S2. Present multiple causes and effects of

events and developments in the past.

Student Friendly Learning Targets: S1. I can connect the causes and effects of past

events and developments to the present. S2. I can present multiple causes and effects of

events and developments in the past.

History 1f Explain multiple causes and effects of events and

developments in the past.


KNOWLEDGE: K1. Locate the major locations within an area of

study on a physical map. K2. Locate the major locations within an area of

study on a political map. K3. List examples of a variety of geographic tools.

Student Friendly Learning Targets: K1. I can locate the major locations in a region of study

on a physical map. K2. I can locate the major locations in a region of study

on a political map. K3. I can give examples of a variety of geographic tools.

REASONING: R1. Explain how the regions of the area of study

are related in terms of location. R2. Explain how the regions of the area of study

are related in terms of physical features, and political boundaries.

R3. Evaluate how the different regions affect one another in terms of location.

R4. Evaluate how the different regions affect one another in terms of physical features and political boundaries.

Student Friendly Learning Targets: R1. I am able to explain how the regions of the area of

study are related in terms of location. R2. I can explain how the regions of the area of study

are related in terms of physical features and political boundaries.

R3. I am able to explain how different regions affect each other in terms of location.

R4. I am able to explain how the different regions affect one another in terms of physical features and political boundaries.

PERFORMANCE SKILLS: S1. Use a variety of geographic tools such as

maps, globes, graphs, charts to compare the major regions of the Earth and their major physical features and political boundaries.

Student Friendly Learning Targets: S1. I can use a variety of geographic tools such as

maps, globes, graphs, charts to compare major regions of the Earth and their major physical features and political boundaries.

Geography 2a Compare the major regions of the Earth and their major

physical features and political boundaries using a variety of geographic tools.


KNOWLEDGE: K1. Identify the various types of sources. K2. Identify the cultural characteristics in a

region of study. K3. List the 3 basic economic questions (What

goods and services will be produced? How will goods and services be produced? Who will consume the goods and services?).

K4. Identify the 3 types of economies: market, command, and traditional.

Student Friendly Learning Targets: K1. I can identify a primary source, secondary

source, tertiary source. K2. I can identify the major cultural characteristics

(religions, languages, ethnic groups, etc…) in a region of study.

K3. I can list the 3 basic economic questions (What goods and services will be produced? How will goods and services be produced? Who will consume the goods and services?).

K4. I am able to identify the 3 types of economies: market, command, and traditional.

REASONING: R1. Describe the importance of using a variety

of sources and their importance. R2. Explain how the cultures of a region are

shaped and how they influence the area. R3. Evaluate how the factors of production

impact economies around the world and influence the daily lives of people both near and far.

R4. Explain how countries around the world answer the economic questions and how this influences both the environment and the daily lives of people both near and far.

R5. Explain the major differences in the 3 economic systems and how their decisions influence both the environment and the daily lives of people both near and far.

Student Friendly Learning Targets: R1. I can explain why using a variety of sources is

important. R2. I can explain how the blending of cultures

impacts the development of a regions. R3. I am able to describe the factors of production

and how they impact the daily lives of people both near and far.

R4. I can explain how the different economic systems answer the 3 basic questions.

R5. I can compare and contrast the 3 economic systems (traditional, command, market, and mixed).

R6. I can explain how economic decisions influence people and the environment.

PERFORMANCE SKILLS: PS1. Use information from various sources to

explain how the lives of people are impacted by economic decisions and their environment.

Student Friendly Learning Targets: PS1. I am able to use information from various

sources to explain how the lives of people are impacted by economic decisions and their environment.

Geography 2b Using information from multiple sources, determine how cultural patterns and economic decisions influence the

environments and the daily lives of people in both nearby and distant places.


KNOWLEDGE: K1. List the major environmental concerns of a

region of study. K2. List the major natural resources in a region

of study. K3. Identify the cultural characteristics of a

region of study. K4. Define and cite examples of physical

resources in region of study. K5. Identify ways humans modify the

environment.

Student Friendly Learning Targets: K1. I can list the major environmental concerns of a

region of study. K2. I can list the major natural resources in a region

of study. K3. I can identify the cultural characteristics of a

region of study. K4. I can define physical resources of a region of

study. K5. I can give examples of physical resources of a

region of study. K6. I can identify ways (positive and negative)

humans modify the environment.

REASONING: R1. Explain how natural resources in a region

impact population distribution. R2. Explain how natural resources in a region

impact transportation. R3. Explain how natural resources in a region

impact job availability. R4. Explain how cultural characteristics of a

region influence the resources and physical systems in the area.

Student Friendly Learning Targets: R1. I can explain how natural resources in a region

impact population distribution. R2. I can explain how natural resources in a region

impact transportation. R3. I can explain how natural resources in a region

impact job availability. R4. I can explain how cultural characteristics of a

region influence the resources and physical systems in the area.

PERFORMANCE SKILLS: S1. N/A

Student Friendly Learning Targets: S1. N/A

Geography 2c Differentiate how the interaction between human and

physical systems can have positive and negative consequences on the cultural characteristics and physical

resources of places.


KNOWLEDGE: K1. Cite factors (political, environmental, social

and economic) that cause movement of people, products and ideas.

K2. List examples of cooperation among various regions in the world.

K3. List examples of conflict among various regions in the world.

K4. Identify changes on a map or region due to either cooperation or conflict.

Student Friendly Learning Targets: K1. I can cite factors (political, environmental,

social and economic) that cause movement of people, products and ideas.

K2. I can list examples of cooperation among various regions in the world.

K3. I can list examples of conflict among various regions of the world.

K4. I can identify the changes on a map or region due to either cooperation or conflict.

REASONING: R1. Classify examples of the movement of

people, products and ideas. R2. Explain how cooperation and conflict

among regions in the world impacts the distribution of land.

R3. Explain how/why regions of the world have been occupied by various people groups as a result of cooperation or conflict.

R4. Analyze and interpret various maps, charts and/or diagrams to track and draw conclusions about the movement and interactions of various people and groups in Georgia, the United States, and other regions around the world.

Student Friendly Learning Targets: R1. I can classify examples of the movement of

people, products and ideas. R2. I am able to explain how cooperation and

conflict among regions in the world impacts the distribution of land.

R3. I am able to explain how/why regions of the world have been occupied by various people groups as a result of cooperation or conflict.

R4. I can analyze and interpret various maps, charts and/or diagrams to track and draw conclusions about the movement and interactions of various people and groups in Georgia, the United States, and other regions around the world.

PERFORMANCE SKILLS: S1. N/A

Student Friendly Learning Targets: S1. N/A

Geography 2d Draw conclusions about why the forces of cooperation and

conflict, as well as the movement and interactions of various people groups, have influenced the division and

control of the Earth’s surface historically and in the present.


KNOWLEDGE: K1. Describe how power is attained in a specific

state, country or region. K2. Describe the powers and responsibilities of

citizens in a specific state, country or region.

K3. Define and identify interest groups in Georgia, the United States and other regions around the world.

K4. Describe the powers and responsibilities of interest groups in a specific state, country or region.

K5. Describe the powers and responsibilities of media in a specific state, country or region.

Student Friendly Learning Targets: K1. I can describe how power is attained in a

specific state, country or region. K2. I can identify the powers and responsibilities of

citizens in a specific state, country or region. K3. I can define and identify different interest

groups Georgia, the United States and other regions around the world.

K4. I can describe the powers and responsibilities of interest groups in a specific state, country or region.

K5. I can describe the powers and responsibilities of media in a specific state, country or region.

REASONING: R1. Distinguish between the powers and

responsibilities of citizens in Georgia, the United States and other regions around the world.

R2. Explain the power and responsibilities that interest groups have in the governments of Georgia, the United States and other regions around the world.

R3. Explain the power and responsibilities that the media has in the governments of Georgia, the United States and other regions around the world.

Student Friendly Learning Targets: R1. I can compare and contrast the powers and

responsibilities of citizens in Georgia, the United States and/or other places around the world.

R2. I can explain how interest groups influence governments.

R3. I can explain how the media influences governments.

PERFORMANCE SKILLS: S1. Lead a discussion after reading primary

and secondary sources with the intent on deepening my understanding of how citizens, interest groups and the media participate in government and non-government situations.

S2. Participates in a range of collaborative discussions with diverse partners on appropriate topics, texts, and issues, posing questions that appropriately connect the idea.

Student Friendly Learning Targets: S1. I can lead a discussion after reading primary

and secondary sources with the intent on deepening my understanding of how citizens, interest groups and the media participate in government and non-government situations.

S2. I can effectively present a comparison of the powers and responsibilities citizens, interest groups, and the media have in governments in Georgia, the United States, and other regions around the world.

Government 3a Distinguish between the powers and responsibilities of citizens, political parties, interest groups, and the

media in a variety of governmental and non-governmental contexts.


KNOWLEDGE: K1. Define constitutions, laws, treaties, and

international agreements. K2. Explain the purpose of constitutions, laws,

treaties, and international agreements. K3. Identify what is outlined in constitutions, laws,

treaties, and international agreements of Georgia, the United States, and various regions around the world.

Student Friendly Learning Targets: K1. I can define constitution, laws, treaties, and

international agreements. K2. I can explain the origins and purposes of

constitutions, laws, treaties, and international agreements.

K3. I can identify what is outlined in constitutions, laws, treaties, and international agreements of Georgia, the United States, and various regions around the world.

REASONING: R1. Analyze factors that influence the origin and

purposes of constitutions, laws, treaties, and international agreements.

R2. Describe what happens if citizens or governments do not adhere to constitutions, laws, treaties, and/or international agreements.

R3. Analyze the origins and purposes of constitutions, laws, treaties, and international agreements of the governments of Georgia, the United States, and other regions around the world.

R4. Determine how constitutions, laws, treaties, and international agreements impact society over a specific time period, and/or how they change over time.

Student Friendly Learning Targets: R1. I can explain how people and/or events influence the

origin or purpose of constitutions, laws, treaties, and international agreements.

R2. I can describe what happens if citizens or governments do not follow constitutions, laws, treaties, and/or international agreements.

R3. I can compare and contrast the origins and purposes of the constitutions, laws, treaties, and international agreements of the governments of Georgia, the United States, and other regions around the world.

R4. I know how constitutions, laws, treaties, and international agreements impact places during a specific time period, or how they change over time.

PERFORMANCE SKILLS: S1. Predict outcomes or make inferences based

on analyzing primary and secondary sources. S2. Use constitutions, laws, treaties, and

international agreements as evidence to advocate for or against change and/or continuity in Georgia, the United States, and/or other regions around the world


Student Friendly Learning Targets: S1. I can read primary and secondary sources with the

intent on deepening my understanding of the origins and purposes of constitutions, laws, treaties, and international agreements.

S2. I can effectively speak for or against change using evidence from constitutions, laws, treaties, and /or international agreements.

S3 I can participate in discussions with classmates about topics, texts, and issues and ask questions that reflect deeper thinking about the content.

Government 3b Interpret the origins, purposes, and impact of

constitutions, laws, treaties, and international

agreements.


KNOWLEDGE: K1. Define the powers and limits of the

branches of government for Georgia and the United States.

K2. Identify how power is distributed in the governments of Georgia, the United States, and other countries.

K3. Describe the powers and limitations of government officials in Georgia, the United States, and other countries.

K4. I can identify the powers and limitations of bureaucracies in Georgia, the United States, and other countries.

Student Friendly Learning Targets: K1. I can define the powers and restrictions of the

three branches of government in Georgia and the United States.

K2. I can identify who has the power in the governments in Georgia, the United States, and other countries.

K3. I can describe the powers and restrictions of government officials in Georgia, the United States, and other countries.

K4. I can identify the powers and restrictions of the non-elected officials in Georgia, the United States, and other countries.

REASONING: R1. Analyze the powers and limits of the three

branches of government and public officials in Georgia and the United States.

R2. Analyze the powers and limits of bureaucracies in Georgia, the United States, and other countries.

R3. Analyze how power is distributed in Georgia, the United States, and other countries.

Student Friendly Learning Targets: R1. I can compare and contrast the powers and

restrictions of the three branches of government and public officials in Georgia and the United States.

R2. I can compare and contrast the powers and restrictions of elected and non-elected officials in Georgia, the United States, and other countries.

R3. I can compare and contrast who has the power in Georgia, the United States, and other countries.

PERFORMANCE SKILLS: S1. Participate in discussions, simulations,

and/or debates that reflect the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in Georgia, the United States, and other countries.

S2. Analyze and examine primary and secondary documents that reflect the powers and limits of the three branches of government, public officials, and bureaucracies at different levels of government in Georgia, the United States, and other countries.

Student Friendly Learning Targets: S1. I can discuss or debate about official

documents and other written material that reflect the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in Georgia, the United States, and other countries.

S2. I can participate in discussions, role play activities, and/or debates that reflect the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in Georgia, the United States, and other countries.

Government 3c Analyze similarities and differences of the powers and

limits of the three branches of government, public officials, and bureaucracies at different levels in Georgia, the United States, and other countries.


KNOWLEDGE: K1. Identify the ideas and principles in the

founding documents of Georgia, the United States, and other countries.

Student Friendly Learning Targets: K1. I can identify the ideas and principles in the

documents that created Georgia, the United States, and other countries.

REASONING: R1. Explain how the ideas and principles in the

founding documents of Georgia, the United States, and other countries can influence their social and political systems.

R2. Provide examples of how the ideas and principles in the founding documents of Georgia, the United States, and other countries have influenced their social and political systems.

Student Friendly Learning Targets: R1. I can explain how the ideas and principles in

the documents that created Georgia, the United States, and other countries influence the day-to-day lives of the people and their governments.

R2. I can provide examples of how the ideas and principles in the documents that created Georgia the United States and other countries have influenced the day-to-day lives of the people and their governments.

PERFORMANCE SKILLS: S1. Lead a discussion that examines primary

and secondary sources that include the ideas and principles in the founding documents of Georgia, the United States, and other countries as evidence to answer constructed response or essay questions.


Student Friendly Learning Targets: S1. I can lead a discussion that looks at information

either created during the time period, or years later, about the ideas and principles in the documents that created Georgia, the United States, and other countries as evidence to answer constructed response or essay questions.

S2. I can discuss the ideas and principles in the documents that created Georgia, the United States, and other countries focusing on how they influence the day-to-day lives of people and governments.

Government 3d Apply ideas and principles contained in the founding documents of the United States, and explain how they

influence the social and political system.


KNOWLEDGE: K1. Identify the fundamental economic

questions of what to produce, how to produce, and for whom to produce.

K2. Define productive resources.

Student Friendly Learning Targets: K1. I can Identify the fundamental economic

questions of what to produce, how to produce, and for whom to produce.

K2. I can define productive resources.

REASONING: R1. Explain how individuals, businesses and

societies answer the fundamental questions of economic of what to produce, how to produce, and for whom to produce.

R2. Identify and compare multiple perspectives on economic decisions.

R3. Explain that choices people make are relative and differ across individuals and societies.

R4. Explain the factors that determine how societies decide what to produce and how to produce it.

R5. I can predict present and future consequences of purchasing an item made locally or imported.

R6. Evaluate economic decisions based on consequences.

R7. I can explain how economic decisions affect the well-being of individuals, businesses, and society.

Student Friendly Learning Targets: R1. I can explain how individuals, businesses and

societies answer the fundamental questions of economic of what to produce, how to produce, and for whom to produce.

R2. I can Identify and compare multiple perspectives on economic decisions.

R3. I can explain that choices people make are relative and differ across individuals and societies.

R4. I can explain the factors that determine how societies decide what to produce and how to produce it.

R5. I can predict present and future consequences of purchasing an item made locally or imported.

R6. I can evaluate economic decisions based on consequences.

R7. I can explain how economic decisions affect the well-being of individuals, businesses, and society.

PERFORMANCE SKILLS: S1. Plan and develop a solution to an

economic problem which affects the well-being of individuals, businesses, and society

Student Friendly Learning Targets: S1. I can plan and develop a solution to an

economic problem which affects the well-being of individuals, businesses, and society

Economics 4a Explain how economic decision affect the well-being of

individuals, business, and society.


KNOWLEDGE: K1. Define the function of various economic

and political systems. K2. Define and explain scarcity, supply and

demand. K3. Define trade barriers, such as tariffs,

quotas, and embargos. K4. Identify key factors that impact economic

growth.

Student Friendly Learning Targets: K1. I can identify the different types of economic

and political systems. K2. I can define scarcity, supply and demand. K3. I can define different types of trade barriers. K4. I can identify the factors that impact economic

growth.

REASONING: R1. Explain the role of entrepreneurship within

various economic systems. R2. Explain how the role of government,

business, trade, taxes, and financial institutions affects various financial markets.

R3. Explain how different political systems answer the basic economic question of what, how, and for whom to produce.

R4. Compare and contrast the cons and benefits of trade between countries.

R5. Describe how human environmental interaction, location, climate, and resources impact trade.

R6. Describe the factors that affect production, distribution, and consumption of goods/services produced by a society.

R7. Evaluate the effectiveness of key economic systems and processes including government, trade, taxes and financial institutions on economic growth.

R8. Analyze the relationship between human capital, investment capital and GDP.

R9. I can analyze the benefits and barriers to trade.

Student Friendly Learning Targets: R1. I can explain the role of entrepreneurship within

various economic systems. R2. I can explain how the role of government,

business, trade, taxes, and financial institutions affects various financial markets.

R3. I can explain how different political systems answer the basic economic question of what, how, and for whom to produce.

R4. I can compare and contrast the cons and benefits of trade between countries.

R5. I can describe how human environmental interaction, location, climate, and resources impact trade.

R6. I can describe the factors that affect production, distribution, and consumption of goods/services produced by a society.

R7. I can evaluate the effectiveness of key economic systems and processes including government, trade, taxes and financial institutions on economic growth.

R8. I can analyze the relationship between human capital, investment capital, and GDP.

R9. I can analyze the benefits and barriers to trade.

PERFORMANCE SKILLS: S1. Create a chart describing key characteristic

of various economic and political systems.

Student Friendly Learning Targets: S1. I can create a chart describing key

characteristic of various economic and political systems.

Economics 4b Compare and contrast the functions and roles of key

economic structures and processes including government, taxes, businesses, trade and financial institutions.


KNOWLEDGE: K1. Define personal money management

choice in terms of income, spending, credit, saving, and investing.

K2. Define supply, demand, and competition to determine price.

K3. Identify factors to consider when deciding what to buy and save.

K4. Identify and describe patterns as it relates to personal spending and saving decisions.

Student Friendly Learning Targets: K1. I can define personal money management

choice in terms of income, spending, credit, saving, and investing.

K2. I can define supply, demand, and competition to determine price.

K3. I can Identify factors to consider when deciding what to buy and save.

K4. I can Identify and describe patterns as it relates to personal spending and saving decisions.

REASONING: R1. Explain the relationship of work, wages,

income, expenses, and budgets as they relate to personal finance.

R2. Evaluate the consequences of personal spending and saving.

R3. Explain the influence of supply, demand, and competition to determine price.

R4. Explain the patterns that impact personal spending and saving choices.

R5. Explain how supply, demand, and competition interact to determine price.

R6. Explain how economic choices I make affect my standard of living.

R7. Compare and contrast the difference between income, spending, credit, saving and investing.

S8. Analyze a budget and describe the financial consequences when people choose to do the things they think are best for them.

S9. Evaluate the benefits and cost of spending and saving.

S10. Examine how individuals compare price and quality when selecting goods and services to buy.

S11. Analyze the factors that contribute to price and quality of goods.

S12. Compare multiple perspectives on an economic decision.

Student Friendly Learning Targets: R1. I can explain the relationship of work, wages,

income, expenses, and budgets as they relate to personal finance.

R2. I can evaluate the consequences of personal spending and saving.

R3. I can explain the influence of supply, demand, and competition to determine price.

R4. I can explain the patterns that impact personal spending and saving choices.

R5. I can explain how supply, demand, and competition interact to determine price.

R6. I can explain how economic choices I make affect my standard of living.

R7. I can compare and contrast the difference between income, spending, credit, saving and investing.

S8. I can analyze a budget and describe the financial consequences when people choose to do the things they think are best for them.

S9. I can evaluate the benefits and cost of spending and saving.

S10. I can examine how individuals compare price and quality when selecting goods and services to buy.

S11. I can analyze the factors that contribute to price and quality of goods.

S12. I can compare multiple perspectives on an economic decision.

PERFORMANCE SKILLS: S1. Create a budget for personal spending and

saving.

Student Friendly Learning Targets: S1. I can create a budget for personal spending

and saving.

Economics 4c Recognize and explain patterns and consequences in

personal spending and saving decisions including work, wages, income, expenses, and budgets as they relate to the

study of personal financial choices.


KNOWLEDGE: K1. Define specialization, trade, exports and

imports, inflation, GDP, unemployment, production and income.

K2. Identify the factors that impact economic growth.

Student Friendly Targets: K1. I can define specialization, trade, exports and

imports, inflation, GDP, unemployment, production and income.

K2. I can Identify the factors that impact economic growth.

REASONING: R1. Draw conclusions from data in maps,

tables, charts and graphs. R2. Compare economic data and assess its

impact on economic growth. R3. Make future economic predictions from

data sets. S4. Compare economic data sets to identify

relationships and draw conclusions. S5. Interpret data regarding key economic

factors and explain its relationship to economic growth.

Student Friendly Targets: R1. I can draw conclusions from data in maps,

tables, charts and graphs. R2. I can compare economic data and assess its

impact on economic growth. S3. I can make future economic predictions from

data sets. S4. I can compare economic data sets to identify

relationships and draw conclusions. S5. I can interpret data regarding key economic

factors and explain it relationship to economic growth.

Performance Skill: S1. N/A

Student Friendly Targets: S1. N/A

Economics 4d Using appropriate data, evaluate the state of employment,

unemployment, inflation, total production, income, and economic growth in the economy.


KNOWLEDGE: K1. Identify important historical sources in the

era of study. K2. Identify the maker, date, place of origin,

intended audience, and purpose of a historical source.

K3. List the ways a historical source could be utilized.

Student Friendly Learning Targets: K1. I can identify important historical sources in the

era of study. K2. I can identify the maker, date, place of origin,

intended audience, and purpose of a historical source.

K3. I can list the ways a historical source could be utilized.

REASONING: R1. Evaluate the relevancy and utility of a

historical source based on information such as maker, date, place of origin, intended audience, and purpose.

R2 Connect and relate the ideas and concepts within a historical source to current events.

Student Friendly Learning Targets: R1. I can analyze multiple causes and effects of

events and developments in the past. R2. I can connect and relate the ideas and

concepts within a historical source to current events.

PERFORMANCE SKILLS: S1. Present the relevancy and utility of a


S2. Debate about which historical source is more relevant from the era of study considering information such as maker, date, place of origin, intended audience, and purpose.

Student Friendly Learning Targets: S1. I can pPresent the relevancy and utility of a


S2. I can debate about which historical source is more relevant from the era of study considering information such as maker, date, place of origin, intended audience, and purpose.

Application of Social

Studies Processes,

Knowledge, Skills and

Civic Engagement 5a

Evaluate the relevancy and utility of a historical source based on information

such as maker, date, place of origin,

intended audience, and purpose.


KNOWLEDGE: K1. Identify evidence in specified texts, images,

videos, and/or documents that support a coherent argument provided about the past.

K2. Identify the steps in writing a coherent argumentative response or essay about the past.

Student Friendly Learning Targets: K1. I can identify evidence in text, images, videos,

or documents that are for or against an argument about the past.

K2. I can identify the steps in writing an essay or response, which makes sense, for or against an argument about the past.

REASONING: R1. Differentiate what evidence drawn from

texts, images, videos, and/or documents supports or refutes an argument about the past.

R2. Examine and explain alternative arguments about the past.

Student Friendly Learning Targets: R1. I can tell the difference between evidence that

supports my argument and evidence that goes against my argument, about the past.

R2. I can find and explain other arguments that reflect the same topic about the past.

PERFORMANCE SKILLS: S1. Use evidence drawn from texts, images,

videos, and/or documents to write a coherent argument about the past.

S2. Debate with another person, using evidence from texts, images, videos, and/or documents about the past.

S3. Conduct research using primary and secondary sources about past historical events.

Student Friendly Learning Targets: S1. I can write an essay or response to support an

argument about the past. S2. I can discuss or debate using factual evidence

to support my argument about the past. S3. I can research to collect evidence from primary

and secondary sources to support an argument about the past.


Studies Processes,


Civic Engagement 5b

Utilize applicable evidence into a coherent

argument about the past.


KNOWLEDGE: K1. Identify appropriate deliberative processes

(questioning, researching, presenting, debating).

K2. Explain how certain deliberative processes are appropriate for different settings.

Student Friendly Learning Targets: K1. I can identify appropriate deliberative processes

(questioning, researching, presenting, debating).

K2. I can explain how certain deliberative processes are appropriate for different settings.

REASONING: R1. Analyze the setting in order to select the

appropriate deliberative process.

Student Friendly Learning Targets: R1. I can critically examine an issue and weigh the

reasons for and against a course of action. R2. I can form opinions on critical issues. R3. I can incorporate others’ viewpoints into my own

opinion. R4. I can make informed decisions. R5. I can consider and synthesize others’

viewpoints.

PERFORMANCE SKILLS: S1. Participate in discussions using democratic

method of judgment.

Student Friendly Learning Targets: S1. I can listen to others’ viewpoints. S2. I can express my own opinion(s) to others. S3. I can respond to diversity in opinion. S4. I can resolve conflict.


Studies Processes,


Civic Engagement 5c

Compare deliberative processes used by a

wide variety of groups in various settings.


KNOWLEDGE: K1. Identify and present evidence to support an

idea or topic. K2. Prepare a position statement defending

one side of a debate. K3. Locate information to support a particular

topic of personal interest. K4. Recognize how to access information from

different media formats K5. Define and explain decisions in terms of

perspective, civic virtues, democratic principle.

K6. Define civic responsibility and global citizenry

K7. Identify the process for addressing issues and problems within a society.

K8. Explain the process of civilian participation in various political systems

K9. Identify and explain issues or problems that impact individuals, governments, and global societies.

Student Friendly Targets: K1. I can Identify and present evidence to support

an idea or topic. K2. I can prepare a position statement defending

one side of a debate. K3. I can locate information to support a particular

topic of personal interest. K4. I know how to access information from different

media formats. K5. I can define and explain decisions in terms of

perspective, civic virtues, democratic principle. K6. I can define civic responsibility and global

citizenry. K7. I can Identify the process for addressing issues

and problems within a society. K8. I can explain the process of civilian participation

in various political systems K9. I can Identify and explain issues or problems

that impact individuals, governments, and global societies

REASONING: R1. Analyze supporting details used to

determine theme or central idea. R2. Determine the evidence that supports the

explicit analysis of a particular issue. R3. Integrate information taken from various

media, formats, or text.

Student Friendly Targets: R1. I can analyze supporting details used to

determine theme or central idea. R2. I can determine the evidence that supports the

explicit analysis of a particular issue. R3. I can integrate information taken from various

media, formats, or text.

Performance Skill: S1. Demonstrate understanding of a topic or

issue using information from various media formats, including primary and secondary sources.

Student Friendly Targets: S1. I can demonstrate understanding of a topic by

using information from various media formats, including primary and secondary sources.

S2. I can research both sides of an issue and prepare a position statement defending my decision.


Studies Processes,


Civic Engagement 5d

Make and support decisions based on personal interests and perspective, civic virtues, and democratic principle when people address issues and problems in

government and civil society.

S2. After researching both sides of an issue prepare a position statement defending one side of an issue.

learning targets aligned to the social studies competencies

Documents