Academic & Student Services
Model Academic Standards - Social Studies
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| A. GEOGRAPHY: PEOPLE, PLACES, AND ENVIRONMENTS | ||
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A.12.1
Use various types of atlases and appropriate vocabulary to describe the
physical attributes
of a place or region, employing such concepts as climate, plate tectonics, volcanism, and landforms, and to describe the human attributes, employing such concepts as demographics, birth and death rates, doubling time, emigration, and immigration |
B.1. Demonstrate ability to use geographic tools and resources (e.g., maps, atlases, data bases, and spatial data) | 3.A. Synthesize information from maps and other representations of the earth |
| A.12.2 Analyze information generated from a computer about a place, including statistical sources, aerial and satellite images, and three-dimensional models |
B.1.
Demonstrate ability to use geographic tools and resources (e.g.,
maps, atlases, data bases, and spatial data)
B.2. Demonstrate ability to analyze and correlate data through the use of conventional historical, comparative, and quantitative research techniques (using, e.g. tables, graphs, and basic statistics) |
3.A. Synthesize information from maps and other representations of the earth |
| A.12.3 Construct mental maps of the world and the world's regions and draw maps from memory showing major physical and human features |
B.1.
Demonstrate ability to use geographic tools and resources (e.g.,
maps, atlases, data bases, and spatial data)
B.3. Show awareness of the variety of sources used as evidence by social scientists and humanists, including print material, statistics, paintings, sculpture, architecture, film, music, photographs, and other artifacts |
3.A. Synthesize information from maps and other representations of the earth |
| A.12.4 Analyze the short-term and long-term effects that major changes in population in various parts of the world have had or might have on the environment |
A.11.
Recognize differences among major regions of the United States and among
major regions of the world
*C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways. |
3.A.
Synthesize information from maps and other representations of the earth
3.B. Explain the relationship among various regions and global patterns of geographic phenomenon 3.C. Compare how people create places that reflect culture, human needs, government policy and current values and ideals as they design and build special structures 3.D. Assess ways that historical events have been influenced by, and have influenced, physical and human geographical factors in local, regional, national and global settings 3.E. Analyze social and economic effects of environmental changes and crises resulting from natural phenomena 3.F. Evaluate alternative policies for the use of land and other resources in communities, regions and the world |
| A.12.5 Use a variety of geographic information and resources to analyze and illustrate the ways in which the unequal global distribution of natural resources influences trade and shapes economic patterns |
A.11.
Recognize differences among major regions of the United States and among
major regions of the world
A.12. Explain how the scarcity of productive resources requires the development of economic systems to make decisions about how goods and services are produced and distributed B.1. Demonstrate ability to use geographic tools and resources (e.g., maps, atlases, data bases, and spatial data) B.2. Demonstrate ability to analyze and correlate data through the use of conventional historical, comparative, and quantitative research techniques (using, e.g. tables, graphs, and basic statistics) B.3. Show awareness of the variety of sources used as evidence by social scientists and humanists, including print material, statistics, paintings, sculpture, architecture, film, music, photographs, and other artifacts A.11. Recognize differences among major regions of the United States and among major regions of the world A.12. Explain how the scarcity of productive resources requires the development of economic systems to make decisions about how goods and services are produced and distributed |
3.A.
Synthesize information from maps and other representations of the earth
7.A. Explain how scarcity of productive resources (human, capital, technological and natural) requires economic systems to make opportunity costs decisions |
| A.12.6 Collect and analyze geographic information to examine the effects that a geographic or environmental change in one part of the world, such as volcanic activity, river diversion, ozone depletion, air pollution, deforestation, or desertification, may have on other parts of the world |
A.11.
Recognize differences among major regions of the United States and among
major regions of the world
A.12. Explain how the scarcity of productive resources requires the development of economic systems to make decisions about how goods and services are produced and distributed B.1. Demonstrate ability to use geographic tools and resources (e.g., maps, atlases, data bases, and spatial data) B.2. Demonstrate ability to analyze and correlate data through the use of conventional historical, comparative, and quantitative research techniques (using, e.g. tables, graphs, and basic statistics) A.11. Recognize differences among major regions of the United States and among major regions of the world A.12. Explain how the scarcity of productive resources requires the development of economic systems to make decisions about how goods and services are produced and distributed *C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways. |
3.E. Analyze social and economic effects of environmental changes and crises resulting from natural phenomena |
| A.12.7 Collect relevant data to analyze the distribution of products among global markets and the movement of people among regions of the world |
A.11.
Recognize differences among major regions of the United States and among
major regions of the world
A.12. Explain how the scarcity of productive resources requires the development of economic systems to make decisions about how goods and services are produced and distributed B.1. Demonstrate ability to use geographic tools and resources (e.g., maps, atlases, data bases, and spatial data) B.2. Demonstrate ability to analyze and correlate data through the use of conventional historical, comparative, and quantitative research techniques (using, e.g. tables, graphs, and basic statistics) A.11. Recognize differences among major regions of the United States and among major regions of the world A.12. Explain how the scarcity of productive resources requires the development of economic systems to make decisions about how goods and services are produced and distributed |
7.A. Explain how scarcity of productive resources (human, capital, technological and natural) requires economic systems to make opportunity costs decisions |
| A.12.8 Identify the world's major ecosystems and analyze how different economic, social, political, religious, and cultural systems have adapted to them |
A.8.
Discuss patterns of governmental authority in countries other than
the United States in relation to their differing historical, geographical,
cultural and social circumstances
A.10. Demonstrate knowledge of major world religions and belief systems A.11. Recognize differences among major regions of the United States and among major regions of the world A.12. Explain how the scarcity of productive resources requires the development of economic systems to make decisions about how goods and services are produced and distributed B.3. Show awareness of the variety of sources used as evidence by social scientists and humanists, including print material, statistics, paintings, sculpture, architecture, film, music, photographs, and other artifacts *C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways.. |
3.C. Compare how people create places that reflect culture, human needs, government policy and current values and ideals as they design and build special structures |
| A.12.9 Identify and analyze cultural factors, such as human needs, values, ideals, and public policies, that influence the design of places, such as an urban center, an industrial park, a public project, or a planned neighborhood |
B.1.
Demonstrate ability to use geographic tools and resources (e.g.,
maps, atlases, data bases, and spatial data)
B.2. Demonstrate ability to analyze and correlate data through the use of conventional historical, comparative, and quantitative research techniques (using, e.g. tables, graphs, and basic statistics) B.3. Show awareness of the variety of sources used as evidence by social scientists and humanists, including print material, statistics, paintings, sculpture, architecture, film, music, photographs, and other artifacts *C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways.. |
3.C.
Compare how people create places that reflect culture, human needs, government
policy and current values and ideals as they design and build special structures
3.F. Evaluate alternative policies for the use of land and other resources in communities, regions and the world |
| A.12.10 Analyze the effect of cultural ethics and values in various parts of the world on scientific and technological development |
B.1.
Demonstrate ability to use geographic tools and resources (e.g.,
maps, atlases, data bases, and spatial data)
*C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways.. |
3.C. Compare how people create places that reflect culture, human needs, government policy and current values and ideals as they design and build special structures |
| A.12.11 Describe scientific and technological development in various regions of the world and analyze the ways in which development affects environment and culture |
A.6.
Recognize the principal eras in the history of western civilization
from Greek and Roman times to the present, identifying elements used in
conventional periodization; show a knowledge of the basic chronologies
of world history
A.11. Recognize differences among major regions of the United States and among major regions of the world *C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways.. |
8.A.
Analyze how science and technology influence the core values, beliefs and
attitudes of society and how core values, beliefs and attitudes of society
shape scientific and technological change
8.E. Illustrate how science and technology have transformed the physical world and our understanding of human-environment interactions, time, space and place |
| A.12.12 Assess the advantages and disadvantages of selected land use policies in the local community, Wisconsin, the United States, and the world | A.11. Recognize differences among major regions of the United States and among major regions of the world | 3.F. Evaluate alternative policies for the use of land and other resources in communities, regions and the world |
| A.12.13 Give examples and analyze conflict and cooperation in the establishment of cultural regions and political boundaries |
A.11.
Recognize differences among major regions of the United States and among
major regions of the world
*C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways. |
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| B. HISTORY: TIME, CONTINUITY, AND CHANGE | ||
| B.12.1 Explain different points of view on the same historical event, using data gathered from various sources, such as letters, journals, diaries, newspapers, government documents, and speeches | B.3. Show awareness of the variety of sources used as evidence by social scientists and humanists, including print material, statistics, paintings, sculpture, architecture, film, music, photographs, and other artifacts |
1.D.
Analyze various cultural perspectives on the same event or issue
2.E. Evaluate meaning of readings and their importance to the subject being studied |
| B.12.2 Analyze primary and secondary sources related to a historical question to evaluate their relevance, make comparisons, integrate new information with prior knowledge, and come to a reasoned conclusion |
B.2.
Demonstrate ability to analyze and correlate data through the use of conventional
historical, comparative, and quantitative research techniques (using,
e.g. tables, graphs, and basic statistics)
B.3. Show awareness of the variety of sources used as evidence by social scientists and humanists, including print material, statistics, paintings, sculpture, architecture, film, music, photographs, and other artifacts |
2.E.
Evaluate meaning of readings and their importance to the subject being
studied
11.A. Use a variety of sources of evidence including primary and secondary |
| B.12.3 Recall, select, and analyze significant historical periods and the relationships among them |
A.1.
Recognize the principal significance and chronological sequence of major
events, movements and personalities in the political and diplomatic
history of the British North American colonies to 1776 and the United
States thereafter
A.6. Recognize the principal eras in the history of western civilization from Greek and Roman times to the present, identifying elements used in conventional periodization; show a knowledge of the basic chronologies of world history |
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| B.12.4 Assess the validity of different interpretations of significant historical events | B.2. Demonstrate ability to analyze and correlate data through the use of conventional historical, comparative, and quantitative research techniques (using, e.g. tables, graphs, and basic statistics) | |
| B.12.5 Gather various types of historical evidence, including visual and quantitative data, to analyze issues of freedom and equality, liberty and order, region and nation, individual and community, law and conscience, diversity and civic duty; form a reasoned conclusion in the light of other possible conclusions; and develop a coherent argument in the light of other possible arguments |
A.5.
Discuss the concepts of class, race, ethnicity, and gender
in the analysis of society, Characterize the major ethnic and racial
groups that compose the population of the United States, identifying
their linguistic, religious, and other cultural differences, the chronology
of their arrival in North America, and their main regional and national
influences within the United States, Describe how the following have affected
the status of women in various cultures of the world, including
the United States: 1) increasing numbers of women in the economy; 2) the
rebirth of an organized women's movements; 3) traditional definitions of
women's roles
B.2. Demonstrate ability to analyze and correlate data through the use of conventional historical, comparative, and quantitative research techniques (using, e.g. tables, graphs, and basic statistics) |
10.E. Advocate position |
| B.12.6 Select and analyze various documents that have influenced the legal, political, and constitutional heritage of the United States |
A.1.
Recognize the principal significance and chronological sequence of major
events, movements and personalities in the political and diplomatic
history of the British North American colonies to 1776 and the United
States thereafter
A.2. Distinguish among the powers assigned to the executive, legislative, and judicial branches of the government in the U.S. Constitution, and between the areas of responsibility assigned to the state and federal governments; identify significant changes that have altered the foregoing through judicial interpretation and other developments A.3. Describe the processes for choosing political and governmental leaders in the United States, including formal constitutional and other conventional procedures, and the role of such major elements in American political culture as political parties, interest groups, traditional images and values, and the media B.3. Show awareness of the variety of sources used as evidence by social scientists and humanists, including print material, statistics, paintings, sculpture, architecture, film, music, photographs, and other artifacts |
10.C. Evaluate how original governmental principles/practices have survived |
| B.12.7 Identify major works of art and literature produced in the United States and elsewhere in the world and explain how they reflect the era in which they were created |
A.6.
Recognize the principal eras in the history of western civilization
from Greek and Roman times to the present, identifying elements used in
conventional periodization; show a knowledge of the basic chronologies
of world history
B.3. Show awareness of the variety of sources used as evidence by social scientists and humanists, including print material, statistics, paintings, sculpture, architecture, film, music, photographs, and other artifacts |
9.A. Relate how language, art, music, belief systems and other cultural elements can facilitate global understanding or cause misunderstanding |
| B.12.8 Recall, select, and explain the significance of important people, their work, and their ideas in the areas of political and intellectual leadership, inventions, discoveries, and the arts, within each major era of Wisconsin, United States, and world history |
A.1.
Recognize the principal significance and chronological sequence of major
events, movements and personalities in the political and diplomatic
history of the British North American colonies to 1776 and the United
States thereafter
A.6. Recognize the principal eras in the history of western civilization from Greek and Roman times to the present, identifying elements used in conventional periodization; show a knowledge of the basic chronologies of world history B.3. Show awareness of the variety of sources used as evidence by social scientists and humanists, including print material, statistics, paintings, sculpture, architecture, film, music, photographs, and other artifacts |
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| B.12.9 Select significant changes caused by technology, industrialization, urbanization, and population growth, and analyze the effects of these changes in the United States and the world |
A.6.
Recognize the principal eras in the history of western civilization
from Greek and Roman times to the present, identifying elements used in
conventional periodization; show a knowledge of the basic chronologies
of world history
*C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways.. |
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| B.12.10 Select instances of scientific, intellectual, and religious change in various regions of the world at different times in history and discuss the impact those changes had on beliefs and values |
A.6.
Recognize the principal eras in the history of western civilization
from Greek and Roman times to the present, identifying elements used in
conventional periodization; show a knowledge of the basic chronologies
of world history
A.10. Demonstrate knowledge of major world religions and belief systems |
8.A. Analyze how science and technology influence the core values, beliefs and attitudes of society and how core values, beliefs and attitudes of society shape scientific and technological change |
| B.12.11 Compare examples and analyze why governments of various countries have sometimes sought peaceful resolution to conflicts and sometimes gone to war | A.9. Recognize in chronological order the major wars of the twentieth century, and alliances of nations that preceded and emerged from the wars, and the principal international organizations that have been founded to resolve disputes and promote concord and cooperation among nations |
9.B.
Critique the conditions and motivations that contribute to conflict, cooperation
and interdependence among groups, societies and nations
9.E. Evaluate the relationships and tensions between national sovereignty and global interests |
| B.12.12 Analyze the history, culture, tribal sovereignty, and current status of the American Indian tribes and bands in Wisconsin | A.5. Discuss the concepts of class, race, ethnicity, and gender in the analysis of society, Characterize the major ethnic and racial groups that compose the population of the United States, identifying their linguistic, religious, and other cultural differences, the chronology of their arrival in North America, and their main regional and national influences within the United States, Describe how the following have affected the status of women in various cultures of the world, including the United States: 1) increasing numbers of women in the economy; 2) the rebirth of an organized women's movements; 3) traditional definitions of women's roles | |
| B.12.13 Analyze examples of ongoing change within and across cultures, such as the development of ancient civilizations; the rise of nation-states; and social, economic, and political revolutions | A.6. Recognize in chronological order the major wars of the twentieth century, and alliances of nations that preceded and emerged from the wars, and the principal international organizations that have been founded to resolve disputes and promote concord and cooperation among nations | |
| B.12.14 Explain the origins, central ideas, and global influence of religions, such as Buddhism, Islam, Hinduism, Judaism, and Christianity | A.10. Demonstrate knowledge of major world religions and belief systems | |
| B.12.15 Identify a historical or contemporary event in which a person was forced to take an ethical position, such as a decision to go to war, the impeachment of a president, or a presidential pardon and explain the issues involved | *C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways. | |
| B.12.16 Describe the purpose and effects of treaties, alliances, and international organizations that characterize today's interconnected world | A.9. Recognize in chronological order the major wars of the twentieth century, and alliances of nations that preceded and emerged from the wars, and the principal international organizations that have been founded to resolve disputes and promote concord and cooperation among nations | 9.G. Evaluate the role of international and multinational organizations in the global arena |
| B.12.17 Identify historical and current instances when national interests and global interests have seemed to be opposed and analyze the issues involved | A.9. Recognize in chronological order the major wars of the twentieth century, and alliances of nations that preceded and emerged from the wars, and the principal international organizations that have been founded to resolve disputes and promote concord and cooperation among nations |
9.C.
Evaluate the effects of changing technologies on the global community
9.G. Evaluate the role of international and multinational organizations in the global arena |
| B.12.18 Explain the history of slavery, racial and ethnic discrimination, and efforts to eliminate discrimination in the United States and elsewhere in the world |
A.1.
Recognize the principal significance and chronological sequence of major
events, movements and personalities in the political and diplomatic
history of the British North American colonies to 1776 and the United
States thereafter
A.4. Discuss the sources and history of civil rights in the political system of the United States, recognizing distinctions between ideas of natural and civil rights, and identifying issues and competing interests in debates over human and civil rights A.5. Discuss the concepts of class, race, ethnicity, and gender in the analysis of society, Characterize the major ethnic and racial groups that compose the population of the United States, identifying their linguistic, religious, and other cultural differences, the chronology of their arrival in North America, and their main regional and national influences within the United States, Describe how the following have affected the status of women in various cultures of the world, including the United States: 1) increasing numbers of women in the economy; 2) the rebirth of an organized women's movements; 3) traditional definitions of women's roles |
11.G. Evaluate the role of bias in perpetuating a stereotype |
| C. POLITICAL SCIENCE AND CITIZENSHIP: POWER, AUTHORITY, GOVERNANCE, AND RESPONSIBILITY | ||
| C.12.1 Identify the sources, evaluate the justification, and analyze the implications of certain rights and responsibilities of citizens | A.4. Discuss the sources and history of civil rights in the political system of the United States, recognizing distinctions between ideas of natural and civil rights, and identifying issues and competing interests in debates over human and civil rights | 6.A. Examine issues involving the rights, roles and status of individuals in relation to the general welfare |
| C.12.2 Describe how different political systems define and protect individual human rights |
A.7.
Demonstrate an ability to compare and contrast the various political
theories including socialism, communism, fascism, totalitarianism,
and democracy
A.8. Discuss patterns of governmental authority in countries other than the United States in relation to their differing historical, geographical, cultural and social circumstances |
6.A.
Examine issues involving the rights, roles and status of individuals in
relation to the general welfare
6.B. Analyze the acquisition, use and justification of government powers 6.C. Evaluate the conditions, actions, and motivations that contribute to conflict and cooperation within and among nations 9.F. Assess policies which affect the concerns, standards, and conflicts related to universal human rights |
| C.12.3 Trace how legal interpretations of liberty, equality, justice, and power, as identified in the Constitution, the Bill of Rights, and other Constitutional Amendments, have changed and evolved over time | A.2. Distinguish among the powers assigned to the executive, legislative, and judicial branches of the government in the U.S. Constitution, and between the areas of responsibility assigned to the state and federal governments; identify significant changes that have altered the foregoing through judicial interpretation and other developments |
6.B.
Analyze the acquisition, use and justification of government powers
10.C. Evaluate how original governmental principles/practices have survived |
| C.12.4 Explain the multiple purposes of democratic government, analyze historical and contemporary examples of the tensions between those purposes, and illustrate how governmental powers can be acquired, used, abused, or legitimized |
A.2.
Distinguish among the powers assigned to the executive, legislative, and
judicial branches of the government in the U.S. Constitution, and
between the areas of responsibility assigned to the state and federal governments;
identify significant changes that have altered the foregoing through judicial
interpretation and other developments
A.3. Describe the processes for choosing political and governmental leaders in the United States, including formal constitutional and other conventional procedures, and the role of such major elements in American political culture as political parties, interest groups, traditional images and values, and the media |
6.B.
Analyze the acquisition, use and justification of government powers
10.C. Evaluate how original governmental principles/practices have survived |
| C.12.5 Analyze different theories of how governmental powers might be used to help promote or hinder liberty, equality, and justice, and develop a reasoned conclusion |
A.7.
Demonstrate an ability to compare and contrast the various political
theories including socialism, communism, fascism, totalitarianism,
and democracy
A.8. Discuss patterns of governmental authority in countries other than the United States in relation to their differing historical, geographical, cultural and social circumstances |
6.A.
Examine issues involving the rights, roles and status of individuals in
relation to the general welfare
6.B. Analyze the acquisition, use and justification of government powers |
| C.12.6 Identify and analyze significant political benefits, problems, and solutions to problems related to federalism and the separation of powers | A.2. Distinguish among the powers assigned to the executive, legislative, and judicial branches of the government in the U.S. Constitution, and between the areas of responsibility assigned to the state and federal governments; identify significant changes that have altered the foregoing through judicial interpretation and other developments | |
| C.12.7 Describe how past and present American political parties and interest groups have gained or lost influence on political decision-making and voting behavior |
A.1.
Recognize the principal significance and chronological sequence of major
events, movements and personalities in the political and diplomatic
history of the British North American colonies to 1776 and the United
States thereafter
A.3. Describe the processes for choosing political and governmental leaders in the United States, including formal constitutional and other conventional procedures, and the role of such major elements in American political culture as political parties, interest groups, traditional images and values, and the media |
10.F. Describe the processes necessary to effect change in government policy |
| C.12.8 Locate, organize, analyze, and use information from various sources to understand an issue of public concern, take a position, and communicate the position |
B.2.
Demonstrate ability to analyze and correlate data through the use of conventional
historical, comparative, and quantitative research techniques (using,
e.g. tables, graphs, and basic statistics)
B.3. Show awareness of the variety of sources used as evidence by social scientists and humanists, including print material, statistics, paintings, sculpture, architecture, film, music, photographs, and other artifacts *C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways.. |
10.D.
Articulate democratic values and principles used to form opinions on issues
10.E. Advocate position |
| C.12.9 Identify and evaluate the means through which advocates influence public policy, and identify ways people may participate effectively in community affairs and the political process | *C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways.. | 10.F. Describe the processes necessary to effect change in government policy |
| C.12.10 Evaluate the ways in which public opinion can be used to influence and shape public policy | A.3. Describe the processes for choosing political and governmental leaders in the United States, including formal constitutional and other conventional procedures, and the role of such major elements in American political culture as political parties, interest groups, traditional images and values, and the media | 10.F. Describe the processes necessary to effect change in government policy |
| C.12.11 Explain the United States' relationship to other nations and its role in international organizations, such as the United Nations, North Atlantic Treaty Organization, World Bank, International Monetary Fund, and North American Free Trade Agreement | A.9. Recognize in chronological order the major wars of the twentieth century, and alliances of nations that preceded and emerged from the wars, and the principal international organizations that have been founded to resolve disputes and promote concord and cooperation among nations |
6.C.
Evaluate the conditions, actions, and motivations that contribute to conflict
and cooperation within and among nations
9.G. Evaluate the role of international and multinational organizations in the global arena |
| C.12.12 Describe and evaluate ideas of how society should be organized and political power should be exercised, including the ideas of monarchism, anarchism, socialism, fascism, and communism; compare these ideas to those of representative democracy; and assess how such ideas have worked in practice |
A.7.
Demonstrate an ability to compare and contrast the various political
theories including socialism, communism, fascism, totalitarianism,
and democracy
A.8. Discuss patterns of governmental authority in countries other than the United States in relation to their differing historical, geographical, cultural and social circumstances |
|
| C.12.13 Explain and analyze how different political and social movements have sought to mobilize public opinion and obtain governmental support in order to achieve their goals | A.3. Describe the processes for choosing political and governmental leaders in the United States, including formal constitutional and other conventional procedures, and the role of such major elements in American political culture as political parties, interest groups, traditional images and values, and the media | |
| C.12.14 Describe and analyze the origins and consequences of slavery, genocide, and other forms of persecution, including the Holocaust |
A.5.
Discuss the concepts of class, race, ethnicity, and gender
in the analysis of society, Characterize the major ethnic and racial
groups that compose the population of the United States, identifying
their linguistic, religious, and other cultural differences, the chronology
of their arrival in North America, and their main regional and national
influences within the United States, Describe how the following have affected
the status of women in various cultures of the world, including
the United States: 1) increasing numbers of women in the economy; 2) the
rebirth of an organized women's movements; 3) traditional definitions of
women's roles
A.6. Recognize the principal eras in the history of western civilization from Greek and Roman times to the present, identifying elements used in conventional periodization; show a knowledge of the basic chronologies of world history |
|
| C.12.15 Describe the evolution of movements to assert rights by people with disabilities, ethnic and racial groups, minorities, and women |
A.4.
Discuss the sources and history of civil rights in the political
system of the United States, recognizing distinctions between ideas of
natural and civil rights, and identifying issues and competing interests
in debates over human and civil rights
A.5. Discuss the concepts of class, race, ethnicity, and gender in the analysis of society, Characterize the major ethnic and racial groups that compose the population of the United States, identifying their linguistic, religious, and other cultural differences, the chronology of their arrival in North America, and their main regional and national influences within the United States, Describe how the following have affected the status of women in various cultures of the world, including the United States: 1) increasing numbers of women in the economy; 2) the rebirth of an organized women's movements; 3) traditional definitions of women's roles |
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| D. ECONOMICS: PRODUCTION, DISTRIBUTION, EXCHANGE, CONSUMPTION | ||
| D.12.1 Explain how decisions about spending and production made by households, businesses, and governments determine the nation's levels of income, employment, and prices | A.12. Explain how the scarcity of productive resources requires the development of economic systems to make decisions about how goods and services are produced and distributed |
7.B.
Analyze the role that supply and demand, prices, incentives and profits
play in a competitive market system
7.D. Illustrate the relationship between economic institutions such as households, businesses and the government |
| D.12.2 Use basic economic concepts (such as supply and demand; production, distribution, and consumption; labor, wages, and capital; inflation and deflation; market economy and command economy) to compare and contrast local, regional, and national economies across time and at the present time | A.12. Explain how the scarcity of productive resources requires the development of economic systems to make decisions about how goods and services are produced and distributed |
7.A.
Explain how scarcity of productive resources (human, capital, technological
and natural) requires economic systems to make opportunity cost decisions
7.B. Analyze the role that supply and demand, prices, incentives and profits play in a competitive market system 7.E. Compare and contrast economic systems 7.H. Apply economic concepts and reasoning when evaluating historical and contemporary social developments and issues |
| D.12.3 Analyze and evaluate the role of Wisconsin and the United States in the world economy | A.12. Explain how the scarcity of productive resources requires the development of economic systems to make decisions about how goods and services are produced and distributed | 7.I. Differentiate between domestic and global economic systems and explain how the two interact |
| D.12.4 Explain and evaluate the effects of new technology, global economic interdependence, and competition on the development of national policies and on the lives of individuals and families in the United States and the world | A.12. Explain how the scarcity of productive resources requires the development of economic systems to make decisions about how goods and services are produced and distributed |
7.I.
Differentiate between domestic and global economic systems and explain
how the two interact
8.A. Analyze how science and technology influence the core values, beliefs and attitudes of society and how core values, beliefs and attitudes of society shape scientific and technological change |
| D.12.5 Explain how federal budgetary policy and the Federal Reserve System's monetary policies influence overall levels of employment, interest rates, production, and prices | 7.F. Learner can analyze the role of specialization in relationship to productivity, marketing and banking | |
| D.12.6 Use economic concepts to analyze historical and contemporary questions about economic development in the United States and the world | *C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways.. | 7.H. Apply economic concepts and reasoning when evaluating historical and contemporary social developments and issues |
| D.12.7 Compare, contrast, and evaluate different types of economies (traditional, command, market, and mixed) and analyze how they have been affected in the past by specific social and political systems and important historical events | A.12. Explain how the scarcity of productive resources requires the development of economic systems to make decisions about how goods and services are produced and distributed |
7.E.
Compare and contrast economic systems
7.G. Compare how values and beliefs influence economic decisions in different societies |
| D.12.8 Explain the basic characteristics of international trade, including absolute and comparative advantage, barriers to trade, exchange rates, and balance of trade | ||
| D.12.9 Explain the operations of common financial instruments (such as stocks and bonds) and financial institutions (such as credit companies, banks, and insurance companies) | ||
| D.12.10 Analyze the ways in which supply and demand, competition, prices, incentives, and profits influence what is produced and distributed in a competitive market system | A.12. Explain how the scarcity of productive resources requires the development of economic systems to make decisions about how goods and services are produced and distributed | 7.B. Analyze the role that supply and demand, prices, incentives and profits play in a competitive market system |
| D.12.11 Explain how interest rates are determined by market forces that influence the amount of borrowing and saving done by investors, consumers, and government officials | ||
| D.12.12 Compare and contrast how values and beliefs, such as economic freedom, economic efficiency, equity, full employment, price stability, security, and growth, influence decisions in different economic systems | A.12. Explain how the scarcity of productive resources requires the development of economic systems to make decisions about how goods and services are produced and distributed | |
| D.12.13 Describe and explain global economic interdependence and competition, using examples to illustrate their influence on national and international policies |
A.12.
Explain how the scarcity of productive resources requires the development
of economic systems to make decisions about how goods and services
are produced and distributed
*C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways.. |
7.I. Differentiate between domestic and global economic systems and explain how the two interact |
| D.12.14 Analyze the economic roles of institutions, such as corporations and businesses, banks, labor unions, and the Federal Reserve System | A.12. Explain how the scarcity of productive resources requires the development of economic systems to make decisions about how goods and services are produced and distributed | 7.D. Illustrate the relationship between economic institutions such as households, businesses and the government |
| E. THE BEHAVIORAL SCIENCES: INDIVIDUALS, INSTITUTIONS, AND SOCIETY | ||
| E.12.1 Summarize research that helps explain how the brain's structure and function influence learning and behavior | ||
| E.12.2 Explain how such factors as physical endowment and capabilities, family, gender, ethnicity, religion, socioeconomic status, attitudes, beliefs, work, and motivation contribute to individual identity and development | A.5. Discuss the concepts of class, race, ethnicity, and gender in the analysis of society, Characterize the major ethnic and racial groups that compose the population of the United States, identifying their linguistic, religious, and other cultural differences, the chronology of their arrival in North America, and their main regional and national influences within the United States, Describe how the following have affected the status of women in various cultures of the world, including the United States: 1) increasing numbers of women in the economy; 2) the rebirth of an organized women's movements; 3) traditional definitions of women's roles | 4.A. Critique the ways family, religion, gender, ethnicity, nationality, socioeconomic status and other group and cultural influences contribute to an awareness of self and others |
| E.12.3 Compare and describe similarities and differences in the ways various cultures define individual rights and responsibilities, including the use of rules, folkways, mores, and taboos | A.5. Discuss the concepts of class, race, ethnicity, and gender in the analysis of society, Characterize the major ethnic and racial groups that compose the population of the United States, identifying their linguistic, religious, and other cultural differences, the chronology of their arrival in North America, and their main regional and national influences within the United States, Describe how the following have affected the status of women in various cultures of the world, including the United States: 1) increasing numbers of women in the economy; 2) the rebirth of an organized women's movements; 3) traditional definitions of women's roles | |
| E.12.4 Analyze the role of economic, political, educational, familial, and religious institutions as agents of both continuity and change, citing current and past examples | 5.E. Evaluate the role of institutions in furthering both continuity and change | |
| E.12.5 Describe the ways cultural and social groups are defined and how they have changed over time | A.5. Discuss the concepts of class, race, ethnicity, and gender in the analysis of society, Characterize the major ethnic and racial groups that compose the population of the United States, identifying their linguistic, religious, and other cultural differences, the chronology of their arrival in North America, and their main regional and national influences within the United States, Describe how the following have affected the status of women in various cultures of the world, including the United States: 1) increasing numbers of women in the economy; 2) the rebirth of an organized women's movements; 3) traditional definitions of women's roles | 5.C. Analyze group and institutional influences on people, events and elements of culture in both historical and contemporary settings |
| E.12.6 Analyze the means by which and extent to which groups and institutions can influence people, events, and cultures in both historical and contemporary settings |
A.5.
Discuss the concepts of class, race, ethnicity, and gender
in the analysis of society, Characterize the major ethnic and racial
groups that compose the population of the United States, identifying
their linguistic, religious, and other cultural differences, the chronology
of their arrival in North America, and their main regional and national
influences within the United States, Describe how the following have affected
the status of women in various cultures of the world, including
the United States: 1) increasing numbers of women in the economy; 2) the
rebirth of an organized women's movements; 3) traditional definitions of
women's roles
*C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways. |
5.C. Analyze group and institutional influences on people, events and elements of culture in both historical and contemporary settings |
| E.12.7 Use scientific methods to assess the influence of media on people's behavior and decisions |
B.2.
Demonstrate ability to analyze and correlate data through the use of conventional
historical, comparative, and quantitative research techniques (using,
e.g. tables, graphs, and basic statistics)
*C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways. |
11.D. Assess bias in print and nonprint sources related to a prescribed topic |
| E.12.8 Analyze issues of cultural assimilation and cultural preservation among ethnic and racial groups in Wisconsin, the United States, and the world |
A.5.
Discuss the concepts of class, race, ethnicity, and gender
in the analysis of society, Characterize the major ethnic and racial
groups that compose the population of the United States, identifying
their linguistic, religious, and other cultural differences, the chronology
of their arrival in North America, and their main regional and national
influences within the United States, Describe how the following have affected
the status of women in various cultures of the world, including
the United States: 1) increasing numbers of women in the economy; 2) the
rebirth of an organized women's movements; 3) traditional definitions of
women's roles
*C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways.. |
|
| E.12.9 Defend a point of view related to an ethical issue such as genetic engineering, declaring conscientious objector status, or restricting immigration | *C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways. |
11.B.
Demonstrate critical and creative thinking skills relating to social, occupational
and personal issues
11.C. Demonstrate receptiveness to differing viewpoints |
| E.12.10 Describe a particular culture as an integrated whole and use that understanding to explain its language, literature, arts, traditions, beliefs, values, and behaviors | B.3. Show awareness of the variety of sources used as evidence by social scientists and humanists, including print material, statistics, paintings, sculpture, architecture, film, music, photographs, and other artifacts | |
| E.12.11 Illustrate and evaluate ways in which cultures resolve conflicting beliefs and practices | ||
| E.12.12 Explain current and past efforts of groups and institutions to eliminate prejudice and discrimination against racial, ethnic, religious, and social groups such as women, children, the elderly, and individuals who are disabled |
A.4.
Discuss the sources and history of civil rights in the political
system of the United States, recognizing distinctions between ideas of
natural and civil rights, and identifying issues and competing interests
in debates over human and civil rights
A.5. Discuss the concepts of class, race, ethnicity, and gender in the analysis of society, Characterize the major ethnic and racial groups that compose the population of the United States, identifying their linguistic, religious, and other cultural differences, the chronology of their arrival in North America, and their main regional and national influences within the United States, Describe how the following have affected the status of women in various cultures of the world, including the United States: 1) increasing numbers of women in the economy; 2) the rebirth of an organized women's movements; 3) traditional definitions of women's roles |
|
| E.12.13 Compare the ways in which a universal theme is expressed artistically in three different world cultures | B.3. Show awareness of the variety of sources used as evidence by social scientists and humanists, including print material, statistics, paintings, sculpture, architecture, film, music, photographs, and other artifacts | |
| E.12.14 Use the research procedures and skills of the behavioral sciences (such as gathering, organizing, and interpreting data from several sources) to develop an informed position on an issue |
B.2.
Demonstrate ability to analyze and correlate data through the use of conventional
historical, comparative, and quantitative research techniques (using,
e.g. tables, graphs, and basic statistics)
B.3. Show awareness of the variety of sources used as evidence by social scientists and humanists, including print material, statistics, paintings, sculpture, architecture, film, music, photographs, and other artifacts *C. Integrative Applications: Students should also, in their social studies curriculum, be encouraged to complete a major project to demonstrate ability to apply their knowledge and skills in integrative and analytical ways.. |
5.B. Use modes of inquiry drawn from behavior science and social theory |
| E.12.15 Identify the skills needed to work effectively alone, in groups, and in institutions | 4.B. Demonstrate independent and cooperative work within groups to accomplish goals | |
| E.12.16 Identify and analyze factors that influence a person's mental health | 4.D. Summarize factors that contribute to and damage mental/emotional health | |
| E.12.17 Examine and describe various belief systems that exist in the world, such as democracy, socialism, and capitalism |
A.7.
Demonstrate an ability to compare and contrast the various political
theories including socialism, communism, fascism, totalitarianism,
and democracy
A.10. Demonstrate knowledge of major world religions and belief systems |
|
*C. = This competency included a list of topics that would be appropriate for an integrative application project. They are listed below. The alignment is with a project option rather than with a content competency. Project topics:
- Compare and contrast the impact of race, class, ethnicity, and gender on the histories of U.S. and other cultures;
- Compare and contrast the definition, role and significance of citizenship in the history of the U.S. and other countries;
- Discuss the significance of geography in the development of cultures with specific reference both to the U.S. and other areas of the world;
- Apply economic reasoning to help explain historical and current developments and issues, distinguishing between and showing the interaction of the U.S. domestic economy and the global economy;
- Explain how major world religious systems and philosophical schools affect the way people react to crises and dilemmas;
- Describe the interconnections among cultural, political, social and technological, and environmental change accounting for and resulting from the emergence of modern industrial economies in the United States and the world; and
- Use social science methods in such disciplines as anthropology, sociology, and psychology to analyze historical and contemporary issues.
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dpi\new matrix\social studies standards=cba-wtcs.doc