Grade 8 Social Studies OLS Standards

Social studies skills

Personal financial literacy

interpret a supply-and-demand graph using supply-and-demand schedules.

Economics

The student understands the concepts of scarcity and opportunity costs. The student is expected to:

explain why scarcity and choice are basic economic problems faced by every society;

describe how societies answer the basic economic questions: what to produce, how to produce, and for whom to produce;

describe the economic factors of production: land, labor, capital, and entrepreneurship; and

interpret a production-possibilities curve and apply the concepts of opportunity costs and scarcity.

The student understands key components of economic growth. The student is expected to:

analyze how productivity relates to growth;

analyze how technology relates to growth; and

analyze how trade relates to growth.

The student understands the role of money in an economy. The student is expected to:

describe the functions of money;

describe the characteristics of money, including commodity money, fiat money, and representative money; and

analyze the positive and negative aspects of barter, currency, and debit cards.

The student understands the role of the Federal Reserve System in establishing monetary policy. The student is expected to:

explain the structure of the Federal Reserve System;

analyze the three basic tools used to implement U.S. monetary policy, including reserve requirements, the discount rate and the federal funds rate target, and open-market operations;

explain how the actions of the Federal Reserve System affect the nation's money supply; and

describe the current role of the U.S. dollar in trade in the world market and analyze how that has changed over time, in particular since departing from the gold standard in 1971.

The student understands the role that the government plays in the U.S. free enterprise system. The student is expected to:

describe the role of government in the U.S. free enterprise system and the changes in that role over time; and

analyze the costs and benefits of U.S. economic policies, rules, and regulations related to the economic goals of economic growth, stability, full employment, freedom, security, equity (equal opportunity versus equal outcome), and efficiency.

The student understands the economic impact of fiscal policy decisions at the local, state, and national levels. The student is expected to:

identify types of taxes at the local, state, and national levels and the economic importance of each;

explain the categories of revenues and expenditures in the U.S. federal budget; and

analyze the impact of fiscal policy decisions on the economy.

The student understands types of business ownership. The student is expected to:

explain the characteristics of sole proprietorships, partnerships, and corporations; and

analyze the advantages and disadvantages of sole proprietorships, partnerships, and corporations.

The student understands the role of financial markets/institutions in saving, borrowing, and capital formation. The student is expected to:

explain the functions of financial institutions and how they affect households and businesses;

explain how the amount of savings in an economy is the basis of capital formation;

analyze the role of interest and risk in allocating savings to its most productive use; and

examine the types of accounts available to consumers from financial institutions and the risks, monetary costs, and benefits of maintaining these accounts.

The student understands the role of individuals in financial markets. The student is expected to:

develop strategies to become a low-risk borrower by improving and understanding one's personal credit score.

assess ways to be a wise investor in the stock market and in other personal investment options such as developing a personal retirement plan;

explain how to begin a savings program;

demonstrate how to maintain a checking account, including reconciling a bank statement;

identify the types of loans available to consumers;

explain the responsibilities and obligations of borrowing money; and

The student applies critical-thinking skills to analyze the costs and benefits of personal financial decisions. The student is expected to:

examine ways to avoid and eliminate credit card debt;

evaluate the costs and benefits of declaring personal bankruptcy;

evaluate the costs and benefits of buying insurance; and

evaluate the costs and benefits of charitable giving.

The student understands how to provide for basic needs while living within a budget. The student is expected to:

evaluate the costs and benefits of renting a home versus buying a home; and

assess the financial aspects of making the transition from renting to home ownership.

The student understands the interaction of supply, demand, and price. The student is expected to:

understand the effect of changes in price on the quantity demanded and quantity supplied;

identify the non-price determinants that create changes in supply and demand, which result in a new equilibrium price; and

The student understands the various methods available to pay for college and other postsecondary education and training. The student is expected to:

understand how to complete the Free Application for Federal Student Aid (FAFSA) provided by the United States Department of Education;

research and evaluate various scholarship opportunities such as those from state governments, schools, employers, individuals, private companies, nonprofits, and professional organizations;

analyze and compare student grant options;

analyze and compare student loan options, including private and federal loans; and

research and evaluate various work-study program opportunities.

The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

analyze economic information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

create economic models, including production-possibilities curves, circular-flow charts, and supply-and-demand graphs, to analyze economic concepts or issues;

explain a point of view on an economic issue;

analyze and evaluate a variety of economic information from primary and secondary sources for validity, credibility, accuracy, bias, propaganda, point of view, and frame of reference;

evaluate economic data using charts, tables, graphs, and maps; and

formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning for an intended audience and purpose.

The student communicates in written, oral, and visual forms. The student is expected to:

use social studies terminology correctly;

create written, oral, and visual presentations of economic information using effective communication skills, including proper citations and avoiding plagiarism; and

apply foundational language skills to engage in civil discourse about economics topics, including those with multiple perspectives.

The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

The student understands the reasons for international trade and its importance to the United States and the global economy. The student is expected to:

apply the concepts of absolute and comparative advantages;

compare the effects of free trade and trade barriers on economic activities, including the benefits and costs of participating in international trade; and

analyze the effects of changes in exchange rates on imports and exports.

The student understands free enterprise, socialist, and communist economic systems. The student is expected to:

explain the basic characteristics of economic systems, including property rights, incentives, economic freedom, competition, and the role of government;

contrast current and historic examples of the free enterprise system, socialism, and communism using the basic characteristics of economic systems; and

analyze the contributions of various economic philosophers, including Friedrich Hayek, Milton Friedman, John Maynard Keynes, and Adam Smith, and their impact on the U.S. free enterprise system.

The student understands the basic characteristics and benefits of the U.S. free enterprise system. The student is expected to:

explain the benefits of the U.S. free enterprise system, including individual freedom of consumers and producers, variety of goods, responsive prices, investment opportunities, and the creation of wealth; and

analyze recent changes in the basic characteristics, including private property, incentives, economic freedom, competition, and the limited role of government, of the U.S. economy.

The student understands the right to own, use, and dispose of private property. The student is expected to:

analyze the costs and benefits of the purchase, use, or disposal of personal and business property; and

identify and evaluate examples of restrictions that the government places on the use of business and individual property.

The student understands the circular-flow model of the economy. The student is expected to:

interpret the roles of resource owners and firms in a circular-flow model of the economy and provide real-world examples to illustrate elements of the model; and

explain how government actions affect the circular-flow model.

The student understands types of market structures. The student is expected to:

describe characteristics and give examples of pure competition, monopolistic competition, oligopoly, and monopoly; and

identify regulations that apply to the establishment and operation of various types of market structures.

The student understands key economic measurements. The student is expected to:

interpret economic data, including unemployment rate, gross domestic product, gross domestic product per capita as a measure of national wealth, and rate of inflation; and

analyze business cycles using key economic indicators.

History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

A) identify the major eras in U.S. history through 1877, including colonization, revolution, creation and ratification of the Constitution, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects; and

(B) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.

10) Geography. The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to:

10)(A) locate places and regions directly related to major eras and turning points in the United States during the 17th, 18th, and 19th centuries;

10)(B) compare places and regions of the United States in terms of physical and human characteristics; and

10)(C) analyze the effects of physical and human geographic factors such as weather, landforms, waterways, transportation, and communication on major historical events in the United States.

11) Geography. The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century. The student is expected to:

11)(A) analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States; and

11)(B) describe the positive and negative consequences of human modification of the physical environment of the United States.

12) Economics. The student understands why various sections of the United States developed different patterns of economic activity through 1877. The student is expected to:

12)(A) identify economic differences among different regions of the United States;

12)(B) explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery; and

12)(C) analyze the causes and effects of economic differences among different regions of the United States at selected times.

13) Economics. The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:

13)(A) analyze the economic effects of the War of 1812; and

13)(B) identify the economic factors that brought about rapid industrialization and urbanization.

14) Economics. The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

14)(A) explain why a free enterprise system of economics developed in the new nation, including minimal government regulation, taxation, and property rights; and

14)(B) describe the characteristics and the benefits of the U.S. free enterprise system through 1877.

15) Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to:

15)(A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, and the Federalist Papers, on the U.S. system of government;

15)(B) summarize the strengths and weaknesses of the Articles of Confederation;

15)(C) identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights;

15)(D) analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and

15)(E) explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, and John Locke in the development of selfgovernment in colonial America.

16) Government. The student understands the purpose of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to:

16)(A) summarize the purposes for amending the U.S. Constitution; and

16)(B) describe the impact of the 13th, 14th, and 15th amendments.

17) Government. The student understands the dynamic nature of the powers of the national government and state governments in a federal system. The student is expected to:

17)(A) analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason, and explain how their debates exemplify civil discourse; and

17)(B) explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War.

18) Government. The student understands the impact of landmark Supreme Court cases. The student is expected to:

18)(A) identify the origin of judicial review;

18)(B) summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden; and

18)(C) evaluate the impact of the landmark Supreme Court decision Dred Scott v. Sandford on life in the United States.

19) Citizenship. The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

19)(A) define and give examples of unalienable rights;

19)(B) summarize rights guaranteed in the Bill of Rights; and

19)(C) identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries.

History. The student understands the causes of exploration and colonization eras. The student is expected to:

(2)(A) identify reasons for English, Spanish, and French exploration and colonization of North America; and

(2) (B) compare political, economic, religious, and social reasons for the establishment of the 13 English colonies

20) Citizenship. The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:

20)(A) evaluate the contributions of the Founding Fathers as models of civic virtue; and

20)(B) analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax.

21) Citizenship. The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

21)(A) identify different points of view of political parties and interest groups on important historical issues;

21)(B) describe the importance of free speech and press in a constitutional republic; and

21)(C) summarize historical events in which compromise resulted in a resolution such as the Missouri Compromise, the Compromise of 1850, and the Kansas-Nebraska Act.

22) Citizenship. The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

22)(A) analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln; and

22)(B) describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, Susan B. Anthony, and Elizabeth Cady Stanton.

23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:

23)(A) identify racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration;

23)(B) explain how urbanization contributed to conflicts resulting from differences in religion, social class, and political beliefs;

23)(C) identify ways conflicts between people from various racial, ethnic, and religious groups were addressed;

23)(D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity; and

23)(E) identify the political, social, and economic contributions of women to American society.

24) Culture. The student understands the major reform movements of the 19th century. The student is expected to:

24)(A) describe and evaluate the historical development of the abolition movement, including activities that focused attention on the moral ills of slavery; and

24)(B) evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, the labor reform movement, and care of the disabled.

25) Culture. The student understands the impact of religion on the American way of life. The student is expected to:

25)(A) trace the development of religious freedom in the United States;

25)(B) describe religious influences on social movements, including the impact of the first and second Great Awakenings; and

25)(C) analyze the impact of the First Amendment guarantees of religious freedom on the American way of life.

26) Culture. The student understands the relationship between the arts and the times during which they were created. The student is expected to:

26)(A) identify examples of American art, music, and literature that reflect society in different eras such as the Hudson River School artists, the "Battle Hymn of the Republic," transcendental literature; and

26)(B) analyze the relationship between the arts and continuity and change in the American way of life.

27) Science, technology, and society. The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

27)(A) explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, the telegraph, and interchangeable parts;

27)(B) analyze how technological innovations changed the way goods were manufactured and distributed, nationally and internationally; and

27)(C) analyze how technological innovations brought about economic growth such as the development of the factory system and the construction of the Transcontinental Railroad.

28) Science, technology, and society. The student understands the impact of scientific discoveries and technological innovations on daily life in the United States. The student is expected to:

28)(A) compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history; and

28)(B) identify examples of how industrialization changed life in the United States.

29) Social studies skills. The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

29)(A) differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the United States;

29)(B) analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

29)(C) organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

29)(D) identify bias and points of view created by the historical context surrounding an event;

29)(E) formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning related to a social studies topic;

(29)(F) evaluate a variety of historical and contemporary sources for validity, credibility, bias, and accuracy;

29)(G) create a visual representation of historical information such as thematic maps, graphs, and charts representing various aspects of the United States; and

29)(H) pose and answer questions about geographic distributions and patterns shown on maps, graphs, and charts.

(3) History. The student understands the foundations of representative government in the United States. The student is expected to:

(3)(A) explain the reasons for the growth of representative government and institutions during the colonial period;

(3)(B) analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government; and

(3)(C) describe how religion and virtue contributed to the growth of representative government in the American colonies.

30) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

30)(A) use social studies terminology correctly;

30)(B) use effective written communication skills, including proper citations and avoiding plagiarism;

(30)(C) create written, oral, and visual presentations of social studies information; and

30)(D) apply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives

31) Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

31)(A) describe governmental and democratic processes such as voting, due process, and caucuses using simulations and models; and

31)(B) use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

(4) History. The student understands significant political and economic issues of the revolutionary and Constitutional eras. The student is expected to:

(4)(A) analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War;

(4)(B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Crispus Attucks, King George III, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington;

(4)(C) explain the issues surrounding important events of the American Revolution, including declaring independence; fighting the battles of Lexington and Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783; and

(4)(D) analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise.

(5) History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:

(5)(A) describe major domestic problems faced by the leaders of the new republic, including maintaining national security, creating a stable economic system, and setting up the court system;

(5)(B) explain the effects of the Fugitive Slave Act of 1793;

C) summarize arguments regarding protective tariffs, taxation, and the banking system;

D) explain the origin and development of American political parties;

(E) explain the causes, important events, and effects of the War of 1812;

(F) identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine;

G) explain the impact of the election of Andrew Jackson, including expanded suffrage; and

H) analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears.

(6) History. The student understands westward expansion and its effects on the political, economic, and social development of the nation. The student is expected to:

7) History. The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to:

7)(A) analyze the impact of tariff policies on sections of the United States before the Civil War;

7)(B) compare the effects of political, economic, and social factors on slaves and free Blacks

(7)(C) analyze the impact of the Fugitive Slave Act of 1850 on slavery, free Blacks, and abolitionists;

D) analyze the impact of slavery on different sections of the United States; and

E) identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of John Quincy Adams

8) History. The student understands individuals, issues, and events of the Civil War. The student is expected to:

8)(A) explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar;

8)(B) explain the central role of the expansion of slavery in causing sectionalism, disagreement over states' rights, and the Civil War;

8)(C) explain significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln; and

8)(D) analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address

9) History. The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

9)(A) evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments;

9)(B) explain the impact of the election of African Americans from the South such as Hiram Rhodes Revels; and

9)(C) explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups.

6)(A) explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States;

6)(B) analyze the westward growth of the nation, including the Louisiana Purchase and Manifest Destiny; and

6)(C) explain the causes and effects of the U.S.- Mexican War and their impact on the United States.

The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to:

identify the major eras in U.S. history through 1877, including colonization, revolution, creation and ratification of the Constitution, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects; and

explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.

The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to:

locate places and regions directly related to major eras and turning points in the United States during the 17th, 18th, and 19th centuries;

compare places and regions of the United States in terms of physical and human characteristics; and

analyze the effects of physical and human geographic factors such as weather, landforms, waterways, transportation, and communication on major historical events in the United States.

The student understands the physical characteristics of North America and how humans adapted to and modified the environment through the mid-19th century. The student is expected to:

analyze how physical characteristics of the environment influenced population distribution, settlement patterns, and economic activities in the United States; and

describe the positive and negative consequences of human modification of the physical environment of the United States.

The student understands why various sections of the United States developed different patterns of economic activity through 1877. The student is expected to:

identify economic differences among different regions of the United States;

explain reasons for the development of the plantation system, the transatlantic slave trade, and the spread of slavery; and

analyze the causes and effects of economic differences among different regions of the United States at selected times.

The student understands how various economic forces resulted in the Industrial Revolution in the 19th century. The student is expected to:

analyze the economic effects of the War of 1812; and

identify the economic factors that brought about rapid industrialization and urbanization.

The student understands the origins and development of the free enterprise system in the United States. The student is expected to:

explain why a free enterprise system of economics developed in the new nation, including minimal government regulation, taxation, and property rights; and

describe the characteristics and the benefits of the U.S. free enterprise system through 1877.

The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to:

identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, and the Federalist Papers, on the U.S. system of government;

summarize the strengths and weaknesses of the Articles of Confederation;

identify colonial grievances listed in the Declaration of Independence and explain how those grievances were addressed in the U.S. Constitution and the Bill of Rights;

analyze how the U.S. Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and

explain the role of significant individuals such as Thomas Hooker, Charles de Montesquieu, and John Locke in the development of self-government in colonial America.

The student understands the purpose of changing the U.S. Constitution and the impact of amendments on American society. The student is expected to:

summarize the purposes for amending the U.S. Constitution; and

describe the impact of the 13th, 14th, and 15th amendments.

The student understands the dynamic nature of the powers of the national government and state governments in a federal system. The student is expected to:

analyze the arguments of the Federalists and Anti-Federalists, including those of Alexander Hamilton, Patrick Henry, James Madison, and George Mason, and explain how their debates exemplify civil discourse; and

explain constitutional issues arising over the issue of states' rights, including the Nullification Crisis and the Civil War.

The student understands the impact of landmark Supreme Court cases. The student is expected to:

identify the origin of judicial review;

summarize the issues, decisions, and significance of landmark Supreme Court cases, including Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden; and

evaluate the impact of the landmark Supreme Court decision Dred Scott v. Sandford on life in the United States.

The student understands the rights and responsibilities of citizens of the United States. The student is expected to:

define and give examples of unalienable rights;

summarize rights guaranteed in the Bill of Rights; and

identify examples of responsible citizenship, including obeying rules and laws, staying informed on public issues, voting, and serving on juries.

The student understands the causes of exploration and colonization eras. The student is expected to:

identify reasons for English, Spanish, and French exploration and colonization of North America; and

compare political, economic, religious, and social reasons for the establishment of the 13 English colonies.

The student understands the importance of voluntary individual participation in the democratic process. The student is expected to:

evaluate the contributions of the Founding Fathers as models of civic virtue; and

analyze reasons for and the impact of selected examples of civil disobedience in U.S. history such as the Boston Tea Party and Henry David Thoreau's refusal to pay a tax.

The student understands the importance of the expression of different points of view in a constitutional republic. The student is expected to:

identify different points of view of political parties and interest groups on important historical issues;

describe the importance of free speech and press in a constitutional republic; and

summarize historical events in which compromise resulted in a resolution such as the Missouri Compromise, Compromise of 1850, and Kansas-Nebraska Act.

The student understands the importance of effective leadership in a constitutional republic. The student is expected to:

analyze the leadership qualities of elected and appointed leaders of the United States such as George Washington, John Marshall, and Abraham Lincoln; and

describe the contributions of significant political, social, and military leaders of the United States such as Frederick Douglass, John Paul Jones, Susan B. Anthony, and Elizabeth Cady Stanton.

The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to:

identify racial, ethnic, and religious groups that settled in the United States and explain their reasons for immigration;

explain how urbanization contributed to conflicts resulting from differences in religion, social class, and political beliefs;

identify ways conflicts between people from various racial, ethnic, and religious groups were addressed;

analyze the contributions of people of various racial, ethnic, and religious groups to our national identity; and

identify the political, social, and economic contributions of women to American society.

The student understands the major reform movements of the 19th century. The student is expected to:

describe and evaluate the historical development of the abolition movement, including activities that focused attention on the moral ills of slavery; and

evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, the labor reform movement, and care of the disabled.

The student understands the impact of religion on the American way of life. The student is expected to:

trace the development of religious freedom in the United States;

describe religious influences on social movements, including the impact of the first and second Great Awakenings; and

analyze the impact of the First Amendment guarantees of religious freedom on the American way of life.

The student understands the relationship between the arts and the times during which they were created. The student is expected to:

identify examples of American art, music, and literature that reflect society in different eras such as the Hudson River School artists, the "Battle Hymn of the Republic," and transcendental literature; and

analyze the relationship between the arts and continuity and change in the American way of life.

The student understands the impact of science and technology on the economic development of the United States. The student is expected to:

explain the effects of technological and scientific innovations such as the steamboat, the cotton gin, the telegraph, and interchangeable parts;

analyze how technological innovations changed the way goods were manufactured and distributed, nationally and internationally; and

analyze how technological innovations brought about economic growth such as the development of the factory system and the construction of the Transcontinental Railroad.

The student understands the impact of scientific discoveries and technological innovations on daily life in the United States. The student is expected to:

compare the effects of scientific discoveries and technological innovations that have influenced daily life in different periods in U.S. history; and

identify examples of how industrialization changed life in the United States.

The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about the United States;

analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

identify bias and points of view created by the historical context surrounding an event;

formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning related to a social studies topic;

evaluate a variety of historical and contemporary sources for validity, credibility, bias, and accuracy;

create a visual representation of historical information such as thematic maps, graphs, and charts representing various aspects of the United States; and

pose and answer questions about geographic distributions and patterns shown on maps, graphs, and charts.

The student understands the foundations of representative government in the United States. The student is expected to:

explain the reasons for the growth of representative government and institutions during the colonial period;

analyze the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government; and

describe how religion and virtue contributed to the growth of representative government in the American colonies.

The student communicates in written, oral, and visual forms. The student is expected to:

use social studies terminology correctly;

use effective written communication skills, including proper citations and avoiding plagiarism;

create written, oral, and visual presentations of social studies information; and

apply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives.

The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

describe governmental and democratic processes such as voting, due process, and caucuses using simulations and models; and

use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

The student understands significant political and economic issues of the revolutionary and Constitutional eras. The student is expected to:

analyze causes of the American Revolution, including the Proclamation of 1763, the Intolerable Acts, the Stamp Act, mercantilism, lack of representation in Parliament, and British economic policies following the French and Indian War;

explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Crispus Attucks, King George III, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington;

explain the issues surrounding important events of the American Revolution, including declaring independence; fighting the battles of Lexington and Concord, Saratoga, and Yorktown; enduring the winter at Valley Forge; and signing the Treaty of Paris of 1783; and

analyze the issues of the Constitutional Convention of 1787, including the Great Compromise and the Three-Fifths Compromise.

The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to:

describe major domestic problems faced by the leaders of the new republic, including maintaining national security, creating a stable economic system, and setting up the court system;

explain the effects of the Fugitive Slave Act of 1793;

summarize arguments regarding protective tariffs, taxation, and the banking system;

explain the origin and development of American political parties;

explain the causes, important events, and effects of the War of 1812;

identify the foreign policies of presidents Washington through Monroe and explain the impact of Washington's Farewell Address and the Monroe Doctrine;

explain the impact of the election of Andrew Jackson, including expanded suffrage; and

analyze the reasons for the removal and resettlement of Cherokee Indians during the Jacksonian era, including the Indian Removal Act, Worcester v. Georgia, and the Trail of Tears.

The student understands westward expansion and its effects on the political, economic, and social development of the nation. The student is expected to:

explain how the Northwest Ordinance established principles and procedures for orderly expansion of the United States;

analyze the westward growth of the nation, including the Louisiana Purchase and Manifest Destiny; and

explain the causes and effects of the U.S.-Mexican War and their impact on the United States.

The student understands how political, economic, and social factors led to the growth of sectionalism and the Civil War. The student is expected to:

analyze the impact of tariff policies on sections of the United States before the Civil War;

compare the effects of political, economic, and social factors on slaves and free Blacks;

analyze the impact of the Fugitive Slave Act of 1850 on slavery, free Blacks, and abolitionists;

analyze the impact of slavery on different sections of the United States; and

identify the provisions and compare the effects of congressional conflicts and compromises prior to the Civil War, including the role of John Quincy Adams.

The student understands individuals, issues, and events of the Civil War. The student is expected to:

explain the roles played by significant individuals during the Civil War, including Jefferson Davis, Ulysses S. Grant, Robert E. Lee, and Abraham Lincoln, and heroes such as congressional Medal of Honor recipients William Carney and Philip Bazaar;

explain the central role of the expansion of slavery in causing sectionalism, disagreement over states' rights, and the Civil War;

explain significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln; and

analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address.

The student understands the effects of Reconstruction on the political, economic, and social life of the nation. The student is expected to:

evaluate legislative reform programs of the Radical Reconstruction Congress and reconstructed state governments;

explain the impact of the election of African Americans from the South such as Hiram Rhodes Revels; and

explain the economic, political, and social problems during Reconstruction and evaluate their impact on different groups.

Social studies skills

Science, technology, and society

Culture

Citizenship

Government

Economics

Geography

History

The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to:

analyze significant physical features and environmental conditions that have influenced the past and migration patterns and have shaped the distribution of culture groups today; and

trace the spatial diffusion of phenomena such as the Columbian Exchange or the diffusion of American popular culture and describe the effects on regions of contact.

The student understands the distribution, characteristics, and interactions of the economic systems in the world. The student is expected to:

describe the forces that determine the distribution of goods and services in traditional, free enterprise, socialist, and communist economic systems;

classify countries along the economic spectrum between free enterprise and communism;

compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus commercial agriculture or cottage industries versus commercial industries; and

compare global trade patterns over time and analyze the implications of globalization, including outsourcing and free trade zones.

The student understands how geography influences economic activities. The student is expected to:

understand the connections between levels of development and economic activities (primary, secondary, tertiary, and quaternary);

identify the factors affecting the location of different types of economic activities, including subsistence and commercial agriculture, manufacturing, and service industries; and

assess how changes in climate, resources, and infrastructure (technology, transportation, and communication) affect the location and patterns of economic activities.

The student understands the economic importance of, and issues related to, the location and management of resources. The student is expected to:

analyze how the creation, distribution, and management of key natural resources affects the location and patterns of movement of products, money, and people; and

evaluate the geographic and economic impact of policies related to the development, use, and scarcity of natural resources such as regulations of water.

The student understands the spatial characteristics of a variety of global political units. The student is expected to:

interpret maps to explain the division of land, including man-made and natural borders, into separate political units such as cities, states, or countries; and

compare maps of voting patterns and political boundaries to make inferences about the distribution of political power.

The student understands the processes that influence political divisions, relationships, and policies. The student is expected to:

analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions;

compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries; and

analyze the human and physical factors that influence control of territories and resources, conflict/war, and international relations of sovereign nations such as China, the United States, Japan, and Russia and international organizations such as the United Nations (UN) and the European Union (EU).

The student understands how different points of view influence the development of public policies and decision-making processes at national and international levels. The student is expected to:

identify and give examples of different points of view that influence the development of public policies and decision-making processes at national and international levels; and

explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs, including nationalism and patriotism.

The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to:

describe distinctive cultural patterns and landscapes associated with different places in Texas, the United States, and other regions of the world and how these patterns influenced the processes of innovation and diffusion;

describe elements of culture, including language, religion, beliefs, institutions, and technologies; and

describe life in a variety of urban and rural areas in the world to compare political, economic, social, and environmental changes.

The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to:

describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive;

describe central ideas and spatial distribution of major religious traditions, including Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism;

compare economic, political, or social opportunities in different cultures for underrepresented populations such as women and ethnic and religious minorities; and

evaluate the experiences and contributions of diverse groups to multicultural societies.

The student understands the ways in which cultures change and maintain continuity. The student is expected to:

analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion;

assess causes and effects of conflicts between groups of people, including modern genocides and terrorism;

identify examples of cultures that maintain traditional ways, including traditional economies; and

evaluate the spread of cultural traits to find examples of cultural convergence and divergence such as the spread of democratic ideas, language, foods, technology, or global sports.

The student understands the impact of technology and human modifications on the physical environment. The student is expected to:

evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment;

analyze ways technological innovations such as air conditioning and desalinization have allowed humans to adapt to places; and

analyze the environmental, economic, and social impacts of advances in technology on agriculture and natural resources.

History. The student understands how people, places, and environments have changed over time and the effects of these changes. The student is expected to:

describe the human and physical characteristics of the same regions at different periods of time to analyze relationships between past events and current conditions; and

explain how changes in societies such as population shifts, technological advancements, and environmental policies have led to diverse uses of physical features over time such as terrace farming, dams, and polders.

The student understands how current technology affects human interaction. The student is expected to:

describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and

examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development.

The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:V

analyze and evaluate a variety of the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps for validity, utility, credibility, bias, and accuracy;

identify places of contemporary geopolitical significance on a map;

create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change;

analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections over time;

identify different points of view about an issue or current topic; and

formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning for an intended audience and purpose.

The student communicates in written, oral, and visual forms. The student is expected to:

create appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships;

generate summaries, generalizations, and thesis statements supported by evidence;

use social studies terminology correctly;

create original work using effective written communication skills, including proper citations and understanding and avoiding plagiarism; and

apply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives.

The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

explain governmental and democratic processes such as voting, due process, and caucuses using simulations and models;

plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results;

use case studies and GIS to identify contemporary challenges and to answer real-world questions; and

use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

The student understands how physical processes shape patterns in the physical environment. The student is expected to:

explain weather conditions and climate in relation to annual changes in Earth-Sun relationships;

describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil-building processes; and

describe how physical processes such as hurricanes, El Niño, earthquakes, and volcanoes affect the lithosphere, atmosphere, hydrosphere, and biosphere.

The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to:

explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions;

describe different landforms such as plains, mountains, and islands and the physical processes that cause their development; and

explain the influence of climate on the distribution of biomes in different regions.

The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to:

analyze how the character of a place is related to its political, economic, social, and cultural elements; and

interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the levels as defined by the Human Development Index.

The student understands the types, patterns, and processes of settlement. The student is expected to:

locate and describe human and physical features that influence the size and distribution of settlements; and

explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability of resources, and economic activities.

The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to:

analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future population trends;

explain how physical geography and push and pull forces, including political, economic, social, and environmental conditions, affect the routes and flows of human migration;

describe trends in world population growth and distribution; and

analyze how globalization affects connectivity, standard of living, pandemics, and loss of local culture.

The student understands how people, places, and environments are connected and interdependent. The student is expected to:

compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology;

analyze the consequences of extreme weather and other natural disasters such as El Niño, floods, tsunamis, and volcanoes on people and their environment; and

evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/nonrenewable resources.

The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to:

identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a region; and

describe different types of regions, including formal, functional, and perceptual regions.