Math
Number Sense, Concepts, and Operations
Standard 1:
The student understands the different ways numbers are represented and used in the real world. (MA.A.1.4)
1. associates verbal names, written word names, and standard numerals with integers, rational numbers, irrational numbers, real numbers, and complex numbers.
2. understands the relative size of integers, rational numbers, irrational numbers, and real numbers.
3. understands concrete and symbolic representations of real and complex numbers in real-world situations.
4. understands that numbers can be represented in a variety of equivalent forms, including integers, fractions, decimals, percents, scientific notation,exponents, radicals, absolute value, and logarithms.
Standard 2:
The student understands number systems. (MA.A.2.4)
1. understands and uses the basic concepts of limits and infinity.
2. understands and uses the real number system.
3. understands the structure of the complex number system.
Standard 3:
The student understands the effects of operations on numbers and the relationships among these operations, selects appropriate operations, and computes for problem solving. (MA.A.3.4)
1. understands and explains the effects of addition, subtraction, multiplication, and division on real numbers, including square roots, exponents, and appropriate inverse relationships.
2. selects and justifies alternative strategies, such as using properties of numbers, including inverse, identity, distributive, associative, transitive, that of results.
Standard 5:
The student understands and applies theories related to numbers. (MA.A.5.4)
1. applies special number relationships such as sequences and series to real-world problems.
Measurement
Standard 1:
The student measures quantities in the real world and uses the measures to solve problems. (MA.B.1.4)
1. uses concrete and graphic models to derive formulas for finding perimeter, area, surface area, circumference, and volume of two- and three-dimensional shapes, including rectangular solids, cylinders, cones, and pyramids.
2. uses concrete and graphic models to derive formulas for finding rate, distance, time, angle measures, and arc lengths.
3. relates the concepts of measurement to similarity and proportionality in real-world situations.
Standard 2:
The student compares, contrasts, and converts within systems of measurement (both standard/nonstandard and metric/customary). (MA.B.2.4)
1. selects and uses direct (measured) or indirect (not measured) methods of measurement as appropriate.
2. solves real-world problems involving rated measures (miles per hour, feet per second).
relationships to solve real-world and mathematical problems including ratio, proportion, and properties of right triangle trigonometry.
2. using a rectangular coordinate system (graph), applies and algebraically verifies properties of two and three-dimensional figures, including distance, midpoint, slope, parallelism, and perpendicularity.
Algebraic Thinking
Standard 1:
The student describes, analyzes, and generalizes a wide variety of patterns, relations, and functions. (MA.D.1.4)
1. describes, analyzes, and generalizes relationships, patterns, and functions using words, symbols, variables, tables, and graphs.
2. determines the impact when changing parameters of given functions.
Standard 2:
The student uses expressions, equations, inequalities, graphs, and formulas to represent and interpret situations. (MA.D.2.4)
1. represents real-world problem situations using finite graphs, matrices, sequences, series, and recursive relations.
2. uses systems of equations and inequalities to solve real-world problems graphically, algebraically, and with matrices.
Data Analysis and Probability
Standard 1:
The student understands and uses the tools of data analysis for managing information. (MA.E.1.4)
1. interprets data that has been collected, organized, and displayed in charts, tables, and plots.
2. calculates measures of central tendency (mean, median, and mode) and dispersion (range, standard deviation, and variance) for complex sets of data and determines the most meaningful measure to describe the data.
3. analyzes real-world data and makes predictions of larger populations by applying formulas to calculate measures of central tendency and dispersion using the sample population data, and using appropriate technology, including calculators and computers.
Standard 3:
The student estimates measurements in real-world problem situations. (MA.B.3.4)
1. solves real-world and mathematical problems involving estimates of measurements, including length, time, weight/mass, temperature, money, perimeter, area, and volume, and estimates the effects of measurement errors on calculations.
Standard 4:
The student selects and uses appropriate units and instruments for measurement to achieve the degree of precision and accuracy required in real-world situations.
(MA.B.4.4)
1. determines the level of accuracy and precision, including absolute and relative errors or tolerance, required in real-world measurement situations.
2. selects and uses appropriate instruments, technology, and techniques to measure quantities in order to achieve specified degrees of accuracy in a problem situation.
Geometry and Spatial Sense
Standard 1:
The student describes, draws, identifies, and analyzes two- and three-dimensional shapes. (MA.C.1.4)
1. uses properties and relationships of geometric shapes to construct formal and informal proofs.
Standard 2:
The student visualizes and illustrates ways in which shapes can be combined, subdivided, and changed.
(MA.C.2.4)
1. understands geometric concepts such as perpendicularity, parallelism, tangency, congruency, similarity, reflections, symmetry, and transformations including flips, slides, turns, enlargements, rotations, and fractals.
2. analyzes and applies geometric relationships involving planar cross-sections (the intersection of a plane and a three-dimensional figure).
Standard 3:
The student uses coordinate geometry to locate objects in both two and three dimensions and to describe objects algebraically. (MA.C.3.4)
Represents and applies geometric properties and relationships to solve real-world and mathematical problems including ratio, proportion, and properties of right triangle trigonometry.
Standard 2:
The student identifies patterns and makes predictions from an orderly display of data using concepts of probability and statistics. (MA.E.2.4)
1. determines probabilities using counting procedures, tables, tree diagrams, and formulas for permutations and combinations.
2. determines the probability for simple and compound events as well as independent and dependent events.
Standard 3:
The student uses statistical methods to make inferences and valid arguments about real-world situations.
1. designs and performs real-world statistical experiments that involve more than one variable, then analyzes results and reports findings.
2. explains the limitations of using statistical techniques and data in making inferences and valid arguments.
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Science
The Nature of Matter
Standard
1:
The student understands that all matter has observable,measurable properties. (SC.A.1.4)
1. knows that the electron configuration in atoms determines how a substance reacts and how much energy is involved in its reactions.
2. knows that the vast diversity of the properties of materials is primarily due to variations in the forces that hold molecules together.
3. knows that a change from one phase of matter to another involves a gain or loss of energy.
4. experiments and determines that the rates of reaction among atoms and molecules depend on the concentration, pressure, and temperature of the reactants and the presence or absence of catalysts.
5. knows that connections (bonds) form between substances when outer-shell electrons are either transferred or shared between their atoms, changing the properties of substances.
Standard 2:
The student understands the basic principles of atomic theory. (SC.A.2.4)
1. knows that the number and configuration of electrons will equal the number of protons in an electrically neutral atom and when an atom gains or loses electrons, the charge is unbalanced.
2. knows the difference between an element, a molecule, and a compound.
3. knows that a number of elements have heavier, unstable nuclei that decay, spontaneously giving off smaller particles and waves that result in a small loss of mass and release a large amount of energy.
4. knows that nuclear energy is released when small, light atoms are fused into heavier ones.
5. knows that elements are arranged into groups and families based on similarities in electron structure and that their physical and chemical properties can be predicted.
6. understands that matter may act as a wave, a particle, or something else entirely different with its own characteristic behavior.
Energy
Standard 1:
The student recognizes that energy may be changed in form with varying efficiency. (SC.B.1.4)
1. understands how knowledge of energy is fundamental to all the scientific disciplines (e.g., the energy required for biological processes in living organisms and the energy required for the building, erosion, and rebuilding of the Earth).
2. understands that there is conservation of mass and energy when matter is transformed.
3. knows that temperature is a measure of the average translational kinetic energy of motion of the molecules in an object.
4. knows that as electrical charges oscillate, they create time-varying electric and magnetic fields that propagate away from the source as an electromagnetic wave.
5. knows that each source of energy presents advantages and disadvantages to its use in society (e.g., political and economic implications may determine a society’s selection of renewable or nonrenewable energy sources).
6. knows that the first law of thermodynamics relates the transfer of energy to the work done and the heat transferred.
7. knows that the total amount of usable energy always decreases, even though the total amount of energy is conserved in any transfer.
Standard 2:
The student understands the interaction of matter and energy. (SC.B.2.4)
1. knows that the structure of the universe is the result of interactions involving fundamental particles (matter) and basic forces (energy) and that evidence suggests that the universe contains all of the matter and energy that ever existed.
Force and Motion
Standard 1:
The student understands that types of motion may be described, measured, and predicted. (SC.C.1.4)
1. knows that all motion is relative to whatever frame of reference is chosen and that there is no absolute frame of reference from which to observe all motion.
2. knows that any change in velocity is an acceleration.
Standard 2:
The student understands that the types of force that act on an object and the effect of that force can be described, measured, and predicted. (SC.C.2.4)
1. knows that acceleration due to gravitational force is proportional to mass and inversely proportional to the square of the distance between the objects.
2. knows that electrical forces exist between any two charged objects.
3. describes how magnetic force and electrical force are two aspects of a single force.
4. knows that the forces that hold the nucleus of an atom together are much stronger than electromagnetic force and that this is the reason for the great amount of energy released from the nuclear reactions in the sun and other stars.
5. knows that most observable forces can be traced to electric forces acting between atoms or molecules.
6. explains that all forces come in pairs commonly called action and reaction.
Processes that Shape the Earth
Standard 1:
The student recognizes that processes in the lithosphere, atmosphere, hydrosphere, and biosphere interact to shape the Earth. (SC.D.1.4)
1. knows how climatic patterns on Earth result from an interplay of many factors (Earth’s topography, its rotation on its axis, solar radiation, the transfer of heat energy where the atmosphere interfaces with lands and oceans, and wind and ocean currents).
2. knows that the solid crust of Earth consists of slow-moving, separate plates that float on a denser, molten layer of Earth and that these plates interact with each other, changing the Earth’s surface in many ways (e.g., forming mountain ranges and rift valleys, causing earthquake and volcanic activity, and forming undersea mountains that can become ocean islands).
3. knows that changes in Earth’s climate, geological activity, and life forms may be traced and compared.
4. knows that Earth’s systems and organisms are the result of a long, continuous change over time.
Standard 2:
The student understands the need for protection of the natural systems on Earth. (SC.D.2.4)
1. understands the interconnectedness of the systems on Earth and the quality of life.
Earth and Space
Standard 1:
The student understands the interaction and organization in the Solar System and the universe and how this affects life on Earth. (SC.E.1.4)
1. understands the relationships between events on Earth and the movements of the Earth, its moon, the other planets, and the sun.
2. knows how the characteristics of other planets and satellites are similar to and different from those of the Earth.
3. knows the various reasons that Earth is the only planet in our Solar System that appears to be capable of supporting life as we know it.
Standard 2:
The student recognizes the vastness of the universe and the Earth’s place in it. (SC.E.2.4)
1. knows that the stages in the development of three categories of stars are based on mass: stars that have the approximate mass of our sun, stars that are two-to-three-stellar masses and develop into neutron stars, and stars that are five-to-six-stellar masses and develop into black holes.
2. identifies the arrangement of bodies found within and outside our galaxy.
3. knows astronomical distance and time.
4. understands stellar equilibrium.
5. knows various scientific theories on how the universe was formed.
6. knows the various ways in which scientists collect and generate data about our universe (e.g., Xray telescopes, computer simulations of gravitational systems, nuclear reactions, space probes, and supercollider simulations).
7. knows that mathematical models and computer simulations are used in studying evidence from many sources to form a scientific account of the universe.
Processes of Life
Standard
The student describes patterns of structure and function in living things. (SC.F.1.4)
1. knows that the body processes involve specific biochemical reactions governed by biochemical principles.
2. knows that body structures are uniquely designed and adapted for their function.
3. knows that membranes are sites for chemical synthesis andessential energy conversions.
4. understands that biological systems obey the same laws of conservation as physical systems.
5. knows that complex interactions among the different kinds of molecules in the cell cause distinct cycles of activity governed by proteins.
6. knows that separate parts of the body communicate with each other using electrical and/or chemical signals.
7. knows that organisms respond to internal and external stimuli.
8. knows that cell behavior can be affected by molecules from other parts of the organism or even from other organisms.
Standard 2:
The student understands the process and importance of genetic diversity. (SC.F.2.4)
1. understands the mechanisms of asexual and sexual reproduction and knows the different genetic advantages and disadvantages of asexual and sexual reproduction.
2. knows that every cell contains a "blueprint" coded in DNA molecules that specify how proteins are assembled to regulate cells.
3. understands the mechanisms of change (e.g., mutation and natural selection) that lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity.
How Living Things Interact with Their Environment
Standard 1:
The student understands the competitive, interdependent, cyclic nature of living things in the environment. (SC.G.1.4)
1. knows of the great diversity and interdependence of living things.
2. understands how the flow of energy through an ecosystem made up of producers, consumers, and decomposers carries out the processes of life and that some energy dissipates as heat and is not recycled.
3. knows that the chemical elements that make up the molecules of living things are combined and recombined in different ways.
Standard 2:
The student understands the consequences of using limited natural resources. (SC.G.2.4)
1. knows that layers of energy-rich organic materials have been gradually turned into great coal beds and oil pools (fossil fuels) by the pressure of the overlying earth and that humans burn fossil fuels to release the stored energy as heat and carbon dioxide.
2. knows that changes in a component of an ecosystem will have unpredictable effects on the entire system but that the components of the system tend to react in a way that will restore the ecosystem to its original condition.
3. understands how genetic variation of offspring contributes to population control in an environment and that natural selection ensures that those who are best adapted to their surroundings survive to reproduce.
4. knows that the world ecosystems are shaped by physical factors that limit their productivity.
5. understands that the amount of life any environment can support is limited and that human activities can change the flow of energy and reduce the fertility of the Earth.
6. knows the ways in which humans today are placing their environmental support systems at risk (e.g., rapid human population growth, environmental degradation, and resource depletion).
The Nature of Science
Standard 1:
The student uses the scientific processes and habits of mind to solve problems. (SC.H.1.4)
1. knows that investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories.
2. knows that from time to time, major shifts occur in the scientific view of how the world works, but that more often the changes that take place in the body of scientific knowledge are small modifications of prior knowledge.
3. understands that no matter how well one theory fits observations, a new theory might fit them as well or better, or might fit a wider range of observations, because in science, the testing, revising, and occasional discarding of theories, new and old, never ends and leads to an increasingly better understanding of how things work in the world, but not to absolute truth.
4. knows that scientists in any one research group tend to see things alike and that therefore scientific teams are expected to seek out the possible sources of bias in the design of their investigations and in their data analysis.
5. understands that new ideas in science are limited by the context in which they are conceived, are often rejected by the scientific establishment, sometimes spring from unexpected findings, and usually grow slowly from many contributors.
6. understands that, in the short run, new ideas that do not mesh well with mainstream ideas in science often encounter vigorous criticism and that, in the long run, theories are judged by how they fit with other theories, the range of observations they explain, how well they explain observations,and how effective they are in predicting new findings.
7. understands the importance of a sense of responsibility, a commitment to peer review, truthful reporting of the methods and outcomes of investigations, and making the public aware of the findings.
Standard 2:
The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.4)
1. knows that scientists assume that the universe is a vast system in which basic rules exist that may range from very simple to extremely complex, but that scientists operate on the belief that the rules can be discovered by careful, systemic study.
2. knows that scientists control conditions in order to obtain evidence, but when that is not possible for practical or ethical reasons, they try to observe a wide range of natural occurrences to discern patterns.
Standard 3:
The student understands that science, technology, and society are interwoven and interdependent. (SC.H.3.4)
1. knows that performance testing is often conducted using small-scale models, computer simulations, or analogous systems to reduce the chance of system failure.
2. knows that technological problems often create a demand for new scientific knowledge and that new technologies make it possible for scientists to extend their research in a way that advances science.
3. knows that scientists can bring information, insights, and analytical skills to matters of public concern and help people understand the possible causes and effects of events.
4. knows that funds for science research come from federal government agencies, industry, and private foundations and that this funding often influences the areas of discovery.
5. knows that the value of a technology may differ for different people and at different times.
6. knows that scientific knowledge is used by those who engage in design and technology to solve practical problems, taking human values and limitations into account.
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English
Reading
1. Use reading strategies effectively to construct meaning from a range of technical, informative, and literary texts.
LA.A.1.4.1 select and use prereading strategies that are appropriate to the text, such as discussion, making predictions, brainstorming, generating questions, and previewing to anticipate content, purpose, and organization of a reading selection.
LA.A.1.4.2 select and use strategies to understand words and text, and to make and confirm inferences from what is read, including interpreting diagrams, graphs, and statistical illustrations.
LA.A.1.4.3 refine vocabulary for interpersonal, academic, and workplace situations, including figurative, idiomatic, and technical meanings.
LA.A.1.4.4 apply a variety of response strategies, including rereading, note taking, summarizing, outlining, writing a formal report, and relating what is read to his or her own experiences and feelings.
LA.A.2.4.1 determine the main idea and identify relevant details, methods of development, and their effectiveness in a variety of types of written material.
LA.A.2.4.2 determine the author’s purpose and point of view and their effects on text.
LA.A.2.4.4 locate, gather, analyze, and evaluate written information for a variety of purposes, including research projects, real-world tasks, and self-improvement.
LA.A.2.4.5 identify devices of persuasion and methods of appeal and their effectiveness.
LA.A.2.4.6 select and use appropriate study and research skills and tools according to the type of information being gathered or organized, including almanacs, government publications, microfiche, news sources, and information services.
LA.A.2.4.7 analyze the validity and reliability of primary source information and use the information appropriately.
LA.A.2.4.8 synthesize information from multiple sources to draw conclusions.
Writing
Use process writing strategies effectively to meet the needs of a variety of audiences, writers, and types of information being communicated.
LA.B.1.4.1 select and use appropriate prewriting strategies, such as brainstorming, graphic organizers, and outlining.
LA.B.1.4.2 draft and revise writing that• is focused, purposeful, and reflects insight into the writing situation;
- has an organizational pattern that provides for a logical progression of ideas;
- has effective use of transitional devices that contribute to a sense of completeness;
- has support that is substantial, specific, relevant, and concrete;
- demonstrates a commitment to and involvement with the subject;
- uses creative writing strategies as appropriate to the purpose of the paper;
- demonstrates a mature command of language with precision of expression;
- has varied sentence structure; and
- has few, if any, convention errors in mechanics, usage, punctuation, and spelling.
LA.B.1.4.3 produce final documents that have been edited for
- correct spelling;
- correct punctuation, including commas, colons, and common use of semicolons;
- correct capitalization;
- correct sentence formation;
- correct instances of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of fragments for effect; and
- correct formatting that appeals to readers, including appropriate use of a variety of graphics, tables, charts, and illustrations in both standard and innovative forms.
LA.B.2.4.2 organize information using appropriate systems.
LA.B.2.4.3 write fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding style, tone, level of detail, and organization.
Speaking, Listening, and Viewing
Select and use appropriate speaking, listening, and viewing skills to clarify and interpret meaning in both formal and informal situations.
LA.C.1.4.1 select and use appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and take action in career-related situations.
LA.C.1.4.2 describe, evaluate, and expand personal preferences in listening to fiction, drama, literary nonfiction, and informational presentations.
LA.C.1.4.3 use effective strategies for informal and formal discussions, including listening actively and reflectively, connecting to and building on the ideas of a previous speaker, and respecting the viewpoints of others.
LA.C.1.4.4 identify bias, prejudice, or propaganda in oral messages.
LA.C.2.4.1 determine main concept and supporting details in order to analyze and evaluate nonprint media messages.
LA.C.2.4.2 understand factors that influence the effectiveness of nonverbal cues used in nonprint media, such as the viewer’s past experiences and preferences, and the context in which the cues are resented.
LA.C.3.4.1 use volume, stress, pacing, enunciation, eye contact, and gestures that meet the needs of the audience and topic.
LA.C.3.4.2 select and use a variety of speaking strategies to clarify meaning and to reflect understanding, interpretation, application, and evaluation of content, processes, or experiences (including asking relevant questions when necessary, making appropriate and meaningful comments, and making insightful observations).
LA.C.3.4.3 use details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain.
LA.C.3.4.4 apply oral communication skills to interviews, group presentations, formal presentations, and impromptu situations.
LA.C.3.4.5 develop and sustain a line of argument and provide appropriate support.
Literature
Understand the common features of a variety of literary forms.
LA.E.1.4.1 identify the characteristics that distinguish literary forms.
LA.E.1.4.3 identify universal themes prevalent in the literature of all cultures.
LA.E.1.4.4 understand the characteristics of major types of drama.
LA.E.1.4.5 understand the different stylistic, thematic, and technical qualities present in the literature of different cultures and historical periods.
Language
Respond critically and aesthetically to literature.
LA.A.2.4.3 describe and evaluate personal preferences regarding fiction and nonfiction.
LA.E.2.4.1 analyze the effectiveness of complex elements of plot, such as setting, major events, problems, conflicts, and resolutions.
LA.E.2.4.2 understand the relationships between and among elements of literature, including characters, plot, setting, tone, point of view, and theme.
LA.E.2.4.3 analyze poetry for the ways in which poets inspire the reader to share emotions, such as the use of imagery, personification, and figures of speech, including simile and metaphor; and the use of sound, such as rhyme, rhythm, repetition, and alliteration.
LA.E.2.4.6 recognize and explain those elements in texts that prompt a personal response, such as connections between one’s own life and the characters, events, motives, and causes of conflict in texts.
Demonstrate understanding and use of appropriate language for effective visual, oral, and written communication.
LA.D.1.4.1 apply an understanding that language and literature are primary means by which culture is transmitted.
LA.D.1.4.2 make appropriate adjustments in language use for social, academic, and life situations, demonstrating sensitivity to gender and cultural bias.
LA.D.2.4.1 understand specific ways in which language has shaped the reactions, perceptions, and beliefs of the local, national, and global communities.
LA.D.2.4.2 understand the subtleties of literary devices and techniques in the comprehension and creation of communication.
Media
Select and use a variety of electronic media to create, revise, retrieve, and verify information.
LA.B.2.4.1 write text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of content, processes, and experiences from a variety of media.
LA.B.2.4.2 organize information using appropriate systems.
LA.B.2.4.4 select and use a variety of electronic media, such as the Internet, information services, and desktop-publishing software programs, to create, revise, retrieve, and verify information.
Demonstrate understanding of the impact of mass media and the regulations that govern its use.
LA.D.2.4.5 critically analyze specific elements of mass media with regard to the extent to which they enhance or manipulate information.
LA.D.2.4.6 understand that laws control the delivery and use of media to protect the rights of authors and the rights of media owners.
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Social Studies
Time, Continuity, and Change [History]
Standard 1:
The student understands historical chronology and the historical perspective. (SS.A.1.4)
1. understands how ideas and beliefs, decisions, and chance events have been used in the process of writing and interpreting history.
2. identifies and understands themes in history that cross scientific, economic, and cultural boundaries.
3. evaluates conflicting sources and materials in the interpretation of a historical event or episode.
4. uses chronology, sequencing, patterns, and periodization to examine interpretations of an event.
Standard 2:
The student understands the world from its beginnings to the time of the Renaissance. (SS.A.2.4)
1. understands the early physical and cultural development of humans.
2. understands the rise of early civilizations and the spread of agriculture in Mesopotamia, Egypt, and the Indus Valley.
3. understands the emergence of civilization in China, southwest Asia, and the Mediterranean basin.
4. understands significant aspects of the econoic, political, and social systems of ancient Greece and the cultural contributions of that civilization.
5. understands the significant features of the political, economic, and social systems of ancient Rome and the cultural legacy of that civilization.
6. understands features of the theological and cultural conflict between the Muslim world and Christendom and the resulting religious, political, and economic competition in the Mediterranean region.
7. understands the development of the political, social, economic, and religious systems of European civilization during the Middle Ages.
8. understands cultural, religious, political, and technological developments of civilizations in Asia and Africa.
9. understands significant social, cultural, and religious features of India, and India’s conflict with the Moslem Turks.
10. understands significant cultural, religious, and economic features of civilizations in Mesoamerica and Andean South America.
11. understands political and cultural features of the Mongol Empire and the Empire’s impact on Eurasian peoples.
Standard 3: The student understands Western and Eastern civilization since the Renaissance. (SS.A.3.4)
1. understands the significant political and economic transformations and significant cultural and scientific events in Europe during the Renaissance.
2. understands significant religious and societal issues from the Renaissance through the Reformation.
3. understands the significant economic, political, and cultural interactions among the peoples of Africa, Europe, Asia, and the Americas during the Age of Discovery and the European expansion.
4. knows the significant ideas and texts of Buddhism, Christianity, Hinduism, Islam, and Judaism, their spheres of influence in the age of expansion, and their reforms in the 19th century.
5. understands the significant scientific and social changes from the Age of Reason through the Age of Enlightenment.
6. understands transformations in the political and social realms from the Age of Absolutism through the Glorious Revolution to the French Revolution.
7. understands significant political developments in Europe in the 19th century.
8. understands the effects of the Industrial Revolution.
9. analyzes major historical events of the first half of the 20th century.
10. understands the political, military, and economic events since the 1950s that have had a significant impact on international relations.
Standard 4:
The student understands U.S. history to 1880. (SS.A.4.4)
1. understands the economic, social, and political interactions between Native American tribes and European settlers during the Age of Discovery.
2. understands how religious, social, political, and economic developments shaped the settlement patterns of the North American colonies.
3. understands the significant military and political events that took place during the American Revolution.
4. understands the political events that defined the Constitutional period.
5. understands the significant political events that took place during the early national period.
6. understands the military and economic events of the Civil War and Reconstruction.
Standard 5:
The student understands U.S. history from 1880 to the present day. (SS.A.5.4)
1. knows the causes of the Industrial Revolution and its economic, political, and cultural effects on American society.
2. understands the social and cultural impact of immigrant groups and individuals on American society after 1880.
3. understands significant events leading up to the United States involvement in World War I and the political, social, and economic results of that conflict in Europe and the United States.
4. understands social transformations that took place in the 1920s and 1930s, the principal political and economic factors that led to the Great Depression, and the legacy of the Depression in American society.
5. knows the origins and effects of the involvement of the United States in World War II.
6. understands the political events that shaped the development of United States foreign policy since World War II and knows the characteristics of that policy.
7. understands the development of federal civil rights and voting rights since the 1950s and the social and political implications of these events.
8. knows significant political events and issues that have shaped domestic policy decisions in contemporary America.
People, Places, and Environments [Geography]
Standard 1:
The student understands the world in spatial terms. (SS.B.1.4)
1. uses a variety of maps, geographic technologies including geographic information systems (GIS) and satellite-produced imagery, and other advanced graphic representations to depict geographic problems.
2. understands the advantages and disadvantages of using maps from different sources and different points of view.
3. uses mental maps of physical and human features of the world to answer complex geographic questions.
4. understands how cultural and technological characteristics can link or divide regions.
5. understands how various factors affect people’s mental maps.
Standard 2:
The student understands the interactions of people and the physical environment. (SS.B.2.4)
1. understands how social, cultural, economic, and environmental factors contribute to the dynamic nature of regions.
2. understands past and present trends in human migration and cultural interaction and their impact on physical and human systems.
3. understands how the allocation of control of the Earth’s surface affects interactions between people in different regions.
4. understands the global impact of human changes in the physical environment.
5. knows how humans overcome "limits to growth" imposed by physical systems.
6. understands the relationships between resources and the exploration, colonization, and settlement of different regions of the world.
7. understands the concept of sustainable development.
Government and the Citizen [Civics and Government]
Standard 1:
The student understands the structure, functions, and purposes of government and how the principles and values of American democracy are reflected in American constitutional government. (SS.C.1.4)
1. understands the nature of political authority and the nature of the relationship between government and civil society in limited governments (e.g. constitutional democracies) and unlimited governments (e.g. totalitarian regimes).
2. understands the ideas that led to the creation of limited government in the United States (e.g., ideas of natural rights philosophy, and the concept of popular sovereignty).
3. understands how the overall design and specific features of the Constitution prevent the abuse of power by aggregating power at the national, state, and local levels; dispersing power among different levels of government; and using a system of checks and balances (e.g., federalism).
4. understands the role of special interest groups, political parties, the media, public opinion, and majority/ minority conflicts on the development of public policy and the political process.
Standard 2:
The student understands the role of the citizen in American democracy. (SS.C.2.4)
1. develops and defines his or her own political beliefs and tendencies.
2. assesses the role that his or her own political behavior plays in determining the flow of power through our political system and for resolving conflicts in a pluralistic society.
3. understands issues of personal concern: the rights and responsibilities of the individual under the U.S. Constitution, the importance of civil liberties, the role of conflict resolution and compromise, and issues involving ethical behavior in politics.
4. understands the distinction between citizens and noncitizens (aliens) and the process by which aliens may become citizens.
5. understands how personal, political, and economic rights are secured by constitutional government and by such means as the rule of law, checks and balances, an independent judiciary, and a vigilant citizenry.
6. understands the argument that personal, political, and economic rights reinforce each other.
7. knows the points at which citizens can monitor or influence the process of public policy formation.
Economics
Standard 1:
The student understands how scarcity requires individuals and institutions to make choices about how to use resources. (SS.D.1.4)
1. understands how many financial and nonfinancial factors (e.g., cultural traditions, profit, and risk) motivate consumers, producers, workers, savers, and investors to allocate their scarce resources differently.
2. understands credit history and the positive and negative impacts that credit can have on an individual’s financial life.
Standard 2:
The student understands the characteristics of different economic systems and institutions. (SS.D.2.4)
1. understands how wages and prices are determined in market, command, tradition-based, and mixed economic systems and how economic systems can be evaluated by their ability to achieve broad social goals such as freedom, efficiency, equity, security, and growth.
2. understands how price and quantity demanded relate, how price and quantity supplied relate, and how price changes or controls affect distribution and allocation in the economy.
3. understands how government taxes, policies, and programs affect individuals, groups, businesses, and regions.
4. understands how United States fiscal policies and monetary policies reinforce or offset each other and how they effect levels of economic activity, the money supply of the country, and the well being of individuals, businesses, regions and the nation.
5. understands basic terms and indicators associated with levels of economic performance and the state of the economy.
6. understands factors that have led to increased international interdependence and basic concepts associated with trade between nations.
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