High School Social Studies OLS Standards

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Complexity c

Complexity b

Complexity a

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Complexity c

Complexity b

Complexity a

Government and the Economy

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Ohio’s State and Local Governments

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Role of the People

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Complexity c

Complexity b

Complexity a

Structure and Functions of the Federal Government

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Complexity c

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Structure and Functions of the Federal Government

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Basic Principles of the U.S. Constitution

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Civic Participation and Skills

Opportunities for civic engagement within the structures of government are made possible through political and public policy processes.

Identify steps that need to be taken in order to make a positive change in the school or local community.

Contribute to planning or participating in a group activity to make a change in the school or community.

Actively participate in a group activity to make a change in the school.

Between Complexity b and c:

Understand that there is a planning process to organize civic action toward change (determine the problem, determine causes, explore solutions, gather input, present their idea(s), make group decision, engage in the selected action).

Brainstorm ways students could work together to make changes in the school

Identify a desired change in the school community.

Engage in a group decision making process in the classroom.

Actively participate/engage in a group activity.

Constitutional amendments have provided for civil rights, such as suffrage, for disenfranchised groups.

Describe the constitutional amendments that have provided civil rights for disenfranchised groups in the U.S.

Identify the constitutional amendments that have provided rights for disenfranchised groups.

Select a right added to the U.S. Constitution in order to provide for disenfranchised groups.

Identify constitutional rights that have been extended to groups of people who have been disenfranchised.

Identify people whose rights were limited e.g., women, African-Americans, impoverished, and 18-20 year olds (15th, 19th, 24 th , and 26th Amendments).

Engage in learning around constitutional amendments.

Constitutional amendments have altered provisions for the structure and functions of the federal government.

Explain how constitutional amendments have altered the structure and function of the federal government.

Identify a constitutional amendment that has altered the structure and function of the government.

Identify an amendment to the Constitution.

Amendments are used to change the U.S. Constitution.

Understand that amendments are used to make changes to or clarify how government functions.

Match historic events to specific amendments (a health concern/assassination of the president led to the amendment, including presidential successions or FDR was elected four times and led to the amendment, including presidential term limits).

Identify historical amendments to structures and functions of federal government (12th Amendment - separate ballot for president and vice president, 23rd - DC. electoral votes, 22nd - presidential term limit, 25th - presidential successions).

Outline the two possible processes to make amendments to the U.S. Constitution.

Participate in discussions about why changes to rules and laws may be necessary.

Identify that federal governmental documents containing laws cannot be changed unless the amendment process is completed.

Define an amendment as a minor change in a document.

Engage in learning around constitutional amendments.

Engage in conversations about changes in rules or routines.

Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities.

Explain ways the different people/groups in government can limit each other’s powers (e.g., checks and balances).

Explain how the three branches of the government work together.

Match the branches of government with one of their respective duties.

Identify local, state, and federal personnel linked to each of the three branches (e.g., local - police - executive branch).

Identify the leaders of each of the three branches (e.g., president - executive Branch).

Match each branch of government to the building where it operates.

Identify the three branches of government.

Identify that governments help society run (e.g., trash collection, voting, military-national security).

Engage with personnel linked to the three branches of government.

The political process creates a dynamic interaction among the three branches of government in addressing current issues.

Given an event, explain how it creates a dynamic interaction among the three branches of government (e.g., checks and balances).

Explain a political process that creates a dynamic interaction between the three branches of government (e.g., checks and balances).

Identify governments as the source of laws that protect the people by addressing current issues.

Identify the roles or actions of the branches of government in a news story about a current issue.

Recognize the three branches of government as legislative, executive, and judicial.

Choose a story from a news source about a law.

Engage with a news source around a current issue.

In the United States, people have rights which protect them from undue governmental interference. Rights carry responsibilities, which help define how people use their rights and which require respect for the rights of others.

Given a right from the U.S. Constitution, explain the right and the responsibilities

Identify a right in the U.S. Constitution that affects high school students (e.g., voting age of 18, I turn 18 next month).

Identify a right as provided by the U.S. Constitution.

Define responsibilities as the expectation to use individual rights in ways that respect the rights of others.

Define rights as personal freedoms protected by laws that balance individual rights and the good of the community (freedom within limits).

Identify rights and responsibilities students have within the classroom, home, and community.

Self-advocate for own rights.

Engage in actions that respect the rights of others.

Historically, the United States has struggled with majority rule and the extension of minority rights. As a result of this struggle, the government has increasingly extended civil rights to marginalized groups and broadened opportunities for participation.

Explain the constitutional amendments that explicitly affect marginalized groups in the United States (e.g., women’s suffrage, civil rights, voting rights).

Identify constitutional amendments that affect marginalized groups in the United States (e.g., 14th, 15th, 19th and 24th Amendments).

Identify a constitutional amendment that increases opportunities for civic participation.

Understand that civil rights have been extended to marginalized groups over time.

Define civil rights as rights protected by the U.S. Constitution. Civil rights include the right to vote and other opportunities for civic participation.

Define marginalized groups as people who are discriminated against and denied rights others have.

Engage in civic participation opportunities through freedoms of expression, press, assembly, and petition.

As a framework for the state, the Ohio Constitution has similarities and differences to the federal Constitution; it was changed in 1851 to address difficulties governing the state.

Compare and contrast the Ohio Constitution with the federal Constitution to identify similarities that protect the people of Ohio.

Explain how the Ohio Constitution works together with the federal Constitution to protect people in Ohio.

Select ways the Ohio Constitution protects the needs of the people.

Identify the differences between the Ohio and U.S. Constitutions, such as election of judges, term limits for legislators, and ability to make laws through public action.

Recognize that the Ohio and U.S. Constitutions established three branches of government: legislative, executive, and judicial.

Identify the U.S. Constitution as the supreme law of the land. State and local laws can exceed, but not contradict federal law.

Understand that there are multiple levels of government in a federal system (e.g., federal, state, local).

Create a timeline that includes the adoption of the U.S. Constitution and the adoption of Ohio’s Constitution.

Understand that constitutions establish the structure and function of governments and the role of citizens in their government.

Engage in learning experiences referencing the Ohio Constitution

Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities.

Identify steps that need to be taken to make a positive change in the school or local community.

Contribute to planning or participating in a group activity to make a change in the school or community.

Actively participate in a group activity to make a change in the school.

Understand that rights come with responsibilities using local and state examples (e.g., participating in community meetings, sharing your point of view with local leaders, volunteering at public events, voting).

Identify problems that are directly affecting learners and their families in the local community.

Define responsibilities as the expectation to use individual rights in ways that respect the rights of others.

Engage in a classroom job that requires personal responsibility.

A variety of entities within the three branches of government, at all levels, address public policy issues which arise in domestic and international affairs.

Describe an entity within the three branches of government at the federal, state and local levels.

Identify an entity within the three branches of government at the federal, state and local levels.

Match an entity with its appropriate branch of government.

Define public policy as matters of discussion and debate related to needs of the community.

Understand that multiple groups (entities) make decisions within the three branches of government. Entities could include committees, boards, and departments.

Recognize the three branches of government: legislative, executive, and judicial.

Match community/local and state leaders with their entity.

Identify key community and state leaders.

Engage in respectful discussions around public policy.

Individuals and organizations play a role within federal, state, and local governments in helping to determine public (domestic and foreign) policy.

Research and explain ways individuals and organizations play a role in shaping federal, state or local policy.

Identify ways an individual or organization plays a role in shaping federal, state and local policy.

Identify ways an individual plays a role in shaping federal, state and local policy (e.g., voting).

Match public officials (e.g., mayor, assemblyman) or government entities (e.g., school board, board of health) with examples of public policy issues for which they are responsible.

Recognize ways to inform policy decisions, including campaigning for candidates, conducting a letter writing campaign, participating in public demonstrations, attending and offering comments at a public meeting, providing testimony before a committee, or meeting with elected officials.

Understand that citizens who support a common cause may join an organization to amplify their voice and influence elected officials.

Identify ways to engage in civic participation (e.g., voting, attending meetings, volunteering, communicating with elected representatives, participating in political demonstrations, volunteer with local agencies (e.g., libraries, police stations, fire stations, public health clinics).

Identify civic participation as a role an individual can play to shape public policy.

Sort public policy issues as local, state, or federal.

Engage with public officials and/or public policy issues.

Political parties, interest groups, and the media provide opportunities for civic involvement through various means.

Research political parties, interest groups, and media outlets that provide opportunities for civic involvement through various means.

Identify the various means through which a political party, interest group, or media outlet provides opportunities for civic involvement.

Match a political party, interest group, or media outlet with its symbol (e.g., the Republican elephant, the Democratic donkey).

Create a symbol to represent their classroom or other group.

Participate in a classroom vote.

Engage with people who have similar ideas/interests.

The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits.

Research and explain what the federal government uses tax dollars for (e.g., infrastructure, education, defense, healthcare).

Match federal organizations or agencies supported by federal tax money with the services of the organization or agency.

Identify federal organizations or agencies that are supported by federal tax money.

Identify the fiscal tools the federal government can use to influence the economy, including tax rates, spending, and regulation.

Understand that the federal government can raise or lower taxes to impact the economy. For instance, raising taxes will increase the cost of goods and services, eventually making purchases more expensive for consumers.

Understand that the federal government can increase or decrease spending to influence the economy. For instance, the government could spend more funds on highways, resulting in more jobs available for workers.

Understand economic policy as the management of wealth and resources of a country or region.

Recognize the federal government’s role in maintaining a stable economy.

Understand economic policy as the management of wealth and resources of a country or region.

Understand economy as a system that organizes exchange of money, goods and services, and producers and consumers.

Engage as a producer or consumer.

The Federal Reserve System uses monetary tools to regulate the nation’s money supply and moderate the effects of expansion and contraction in the economy

Explain the purpose of the Federal Reserve (e.g., who, what, where, and how it works; what it does).

Identify the three main functions of the Federal Reserve.

Match the Federal Reserve with its purpose.

Understand that the Federal Reserve System makes decisions that impact the economy. For example, the Federal Reserve System sets the minimum amount of money banks must keep on hand. Raising or reducing the reserve requirement influences how much money is in circulation.

Understand that the Federal Reserve System works to maintain economic stability. For instance, keeping prices from rising or falling too fast or making sure banks have enough money to pay their customers During the Great Depression many banks did not have enough money on hand.

Engage with currency

Issues can be analyzed through the critical use of credible sources.

Select and/or use relevant and credible informational sources to investigate a current issue.

Use two related credible sources of information to describe a current issue.

Recognize a credible source of information that describes a current issue or issues.

Identify features of credible sources (qualifications of the writer/author, purpose of the content, agreement with other credible sources, use of supporting evidence, disclosure of biases due to affiliation(s).

Recognize that credible sources convey accurate information supported by evidence.

Understand that sources of information are not always credible.

Engage in the use of information from a variety of sources.

The processes of persuasion, compromise, consensus building, and negotiation contribute to the Democratic process.

Explain the processes of persuasion, compromise, consensus building, or negotiation and how they contribute to the Democratic process.

Choose one of the following processes (persuasion, compromise, consensus building, or negotiation) and provide an example of how it can contribute to the Democratic process.

Match one of the following processes (persuasion, compromise, consensus building, or negotiation) to its appropriate situation.

Understand that persuasion and negotiation are used to influence others to change their opinion.

Understand that compromise is a decision-making process where both parties give something up and experience a benefit from the final decision.

Understand that a consensus decision is not a majority vote, but a group decision all participants can accept.

Participate in a vote to reach a group decision. Then, participate in a group discussion to reach a consensus decision. Identify the differences.

Contribute to a group decision by respectfully sharing own opinion.

Determine own opinion on a given topic.

Engage in a process to come to a group decision.

As the supreme law of the land, the U.S. Constitution incorporates basic principles which help define the government of the United States as a federal republic, including its structure, powers, and relationship with the governed.

Explain basic principles of government in the United States (e.g., separation of powers, checks and balances, federalism).

Identify key principles of the U.S. Constitution that provide the structure to the government of the United States.

Identify the U.S. Constitution is related to the creation of the government in the United States.

Understand that the Constitution outlines the laws or rules of the United States.

Identify the 1787 signing of the Constitution on a timeline of American history.

Engage with a timeline that includes documents in American history.

Engage with historic paintings or other representations of the Constitutional Convention.

Engage with replica of the U.S. Constitution.

The Federalist Papers and the Anti-Federalist Papers framed the national debate over the basic principles of government encompassed by the Constitution of the United States and led to the adoption of the Bill of Rights.

Research and explain (who, what, where, when, how/why) a primary source that discusses the basic principles of the U.S. government that led to the adoption of the Bill of Rights.

Research and explain (who, what, where, when, how/why) a primary source that discusses the basic principles of the U.S. government that led to the adoption of the Bill of Rights.

Identify a primary source that discusses the basic principles of the U.S. government that led to the adoption of the Bill of Rights.

Understand that the papers included letters, news columns, and pamphlets written by multiple authors expressing their views about federal government.

Match the ideas of strong central government vs. states’ and individual rights to the correct set of papers.

Identify primary sources as Federalist (strong central government) and Anti-Federalist (power to the states and individual freedoms) Papers.

Define a primary source as a first-hand account of an event.

Identify public speaking and writing as a way to participate in a debate.

Define debate as a public discussion that offers views from opposing sides on a given topic.

Identify an appropriate way to express agreement/ disagreement with a rule or law.

Recall a time when you agreed/disagreed with a rule or law.

Engage to share an opinion about a rule or law.

Constitutional government in the United States has changed over time as a result of amendments to the U.S. Constitution, Supreme Court decisions, legislation, and informal practices.

Explain how and why the U.S. Constitution has been or can be changed.

Identify a specific change to the U.S. Constitution resulting from informal practices.

Identify a method of change to the U.S. Constitution.

Identify Supreme Court decisions as a method to change how our government works or acts.

Identify legislation as a method to change how the government acts on the ideas of the Constitution.

Amendments are used to change the U.S. Constitution.

Define amendment as a change to a document.

Propose a change to the classroom rules.

Engage in conversations about changes in rules or expected behavior.

The Bill of Rights was drafted to ensure the protection of civil liberties of the people and place limits on the federal government.

Summarize a civil liberty protected in the Bill of Rights.

Identify a civil liberty listed in the Bill of Rights and its definition.

Match an amendment to the civil liberty it protects (e.g., 1st amendment to Freedom of Speech, Religion, Press, Petition and Assembly).

Identify that the First Amendment lists civil liberties protected by the US Constitution.

Understand that the Bill of Rights consists of 10 amendments to the U.S. Constitution.

Engage with a replica of the U.S. Constitution, focusing on the Bill of Rights.

Engage in freedom of speech by expressing oneself using any modality.

The constitutional amendments, known collectively as the Reconstruction Amendments, extended new constitutional protections to African Americans, though the struggle to fully achieve equality would continue.

Describe the constitutional amendments added during the Reconstruction period.

Identify the United States constitutional amendments added during the Reconstruction period.

Select a right added to the U.S. Constitution during the Reconstruction period.

Associate specific amendments with the extension of rights to all African-Americans (Reconstruction Amendments: 13th Amendment - prohibited slavery, 14th Amendment - citizenship and protection for all persons, 15th Amendment - voting rights).

Identify the focus of the Reconstruction Amendments as African-American rights.

Amendments are added to the Constitution in response to societal/political changes.

Identify a marginalized group of people during the time of Reconstruction

Identify marginalized groups of people in today’s society.

Discuss a time when individuals felt/were left out.

Actively engage or actively participate as a demonstration of equality.

Learning Progression

Complexity c

Complexity b

Complexity a

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United States and the Post–Cold War World (1991–Present)

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Complexity c

Complexity b

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Social Transformation in the United States (1945–1994)

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The Cold War (1945–1991)

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From Isolation to World War (1930–1945)

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Foreign Affairs from Imperialism to Post–World War I (1898–1930)

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Industrialization and Progressivism

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Founding Documents

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Historical Thinking

The use of primary and secondary sources of information includes an examination of the credibility of each source.

Explain the difference between a primary and secondary source.

Distinguish between credibility within primary and secondary sources (e.g., newspapers are likely credible; personal blogs are less likely to be credible).

Identify a credible source of information.

Identify features of credible sources (qualifications of the writer/author, purpose of the content, agreement with other credible sources, use of supporting evidence, disclosure of biases due to affiliation(s)).

Recognize that credible sources convey accurate information supported by evidence.

Understand that sources of information are not always credible.

Engage in the use of information from a variety of sources.

Identify a source of information as a primary or secondary source.

Identify features of secondary sources (written after the event, author summarizing events, author not present at event, refer to source information, describe primary sources).

Identify features of primary sources (author’s perspective using “I,” “we;” created at the time of the event; eyewitness account).

Engage with primary sources, such as photographs, diary entries, or letters.

Immigration, internal migration, and urbanization transformed American life.

Distinguish between immigration and internal migration and explain why a person might migrate or immigrate.

Identify why a person might migrate to another region of the U.S.

Identify the meanings of immigration and migration.

Understand that cities grew during industrialization because workers moved from rural to urban areas (migration).

Understand that immigrants moved to the U.S. because of the availability of manufacturing jobs and land (immigration).

Sort images/representations of rural and urban areas during industrialization.

Discuss difference between rural (farming, population spread out, small towns) and urban (cities, taller buildings, factories, crowded, pollution).

Identify internal migration as movement within a county to a different permanent residence.

Identify if the local community is more rural or more urban.

Engage with individuals within school or community who have immigrated or migrated into the local community.

Continued settlement by Americans in the west intensified conflict with American Indians and reinforced the policy of the reservation system.

Explain how Westward Expansion affected American Indians.

Identify why Americans continued to move west.

Identify the meaning of settlement.

Understand that U.S. settlements spread into American Indian territories from east to west, north from the Florida peninsula, west to east via California, and from south to north via Mexico and Texas

Utilize a physical map of the U.S. to identify areas east of the Mississippi River and west of the Mississippi River.

Visually/physically move images or objects representing groups of people across the U.S. map to show the movement of American Indians and new settlers over time

Identify the regional cultural groups of American Indians living west of the Mississippi prior to Westward Expansion.

Identify regional cultural groups of American Indians living east of the Mississippi prior to European settlement of North America.

Identify western states on a map of the U.S.

Identify west on a compass rose.

Engage with physical maps of the U.S.

Following Reconstruction, old political and social structures reemerged, and racial discrimination was institutionalized.

Describe racial discrimination practices in post Reconstruction America.

Define a separate-but-equal practice that was institutionalized with the passage of the Jim Crow laws.

Identify the meaning of racial discrimination.

Following the removal of federal troops from the South in 1877, identify that racial discrimination began to rise again in the South.

Understand that racial discrimination included social and political separation of the races.

Understand that racial discrimination is unjust treatment of a person or group based on race (a group united by common skin color or other characteristic).

Identify two previous time periods in American history as the Civil War (1860-1865) and Reconstruction (1865-1877), which left the country with continuing racial tensions.

Locate the states that are in the North and South.

Identify Southern states on a map of the U.S.

Identify south on a compass rose.

Discuss/identify a time when students felt they were treated unfairly based on physical traits or how they look.

Engage with maps showing the North and South.

Engage in simulations of equality and inequality through the even/uneven distribution of an item (e.g., food, manipulatives) among students.

The Progressive era was an effort to address the ills of American society stemming from industrial capitalism, urbanization and political corruption.

Describe an ill of American society during the Progressive era and its proposed solution.

Categorize ills of American society as stemming from industrial capitalism, urbanization, or political corruption.

Identify one American societal ill that stems from industrial capitalism, urbanization, and/or political corruption.

Link American ills from urbanization to the solutions, such as Pure Food and Drug Act, Meat Inspection Act.

Link American ills from industrial capitalism to the solutions, such as anti-trust acts, creation of Federal Reserve to control the nation’s money supply and regulate the banking system

Link American ills from political corruption to the solutions, such as 17th Amendment (direct election of U.S. Senators), 19th Amendment (women’s suffrage), introduction of reforms to make the political process more democratic.

Identify American ills from urbanization using examples, such as illiteracy, spread of disease, unsafe food, poverty.

Identify American ills from industrial capitalism using examples, such as pollution, dangerous working conditions, unemployment, and child labor.

Identify American ills from political corruption using examples, such as bribery, favoritism, discrimination.

Define the progressive era (1890s to the 1920s) as period of social activism and reform in response to industrialization.

Understand that industrialization was a period of rapid advancement in technology and manufacturing.

Identify that problems may arise in communities that undergo rapid change.

Identify that problems in society require solutions.

Understand that citizens work together to influence their government to solve problems.

Understand that citizens work together to identify problems and propose solutions.

Engage with others to solve a problem.

As a result of overseas expansion, the Spanish-American War and World War I, the United States emerged as a world power.

Explain how the United States had economic prosperity after World War I when the European countries had to focus on rebuilding.

Define the benefits of fighting a war “not on American soil.”

Identify the meaning of “a world power.”

Identify characteristics of U.S. after World War I that made the U.S. a world power, including ports around the world, economic strength, lack of damage from war (as in Europe).

Define “world power” as a country that has significant influence in international affairs

Identify that World War I was fought in Europe and not on American soil.

View a political map of Europe to understand that Europe is made up of multiple countries with different priorities.

Understand that the United States wanted to expand into Hawaii and take control of Puerto Rico and Philippines from Spain to create naval ports and expand trade.

Utilize political maps to show location of Philippines and Hawaii in the Pacific Ocean.

Identify Puerto Rico, Philippines, and Hawaii on a world map.

Identify the globe or world map as containing continents and countries.

Engage with representations of contents and countries linked to a world map.

After World War I, the United States pursued efforts to maintain peace in the world. However, as a result of the national debate over the Versailles Treaty ratification and the League of Nations, the United States moved away from the role of world peacekeeper and limited its involvement in international affairs.

Identify a reason why the United States adopted a policy of isolationism after World War I.

Define isolationism.

Identify the purpose of a treaty.

Link loss of American lives in WWI, and economic cost of war as reasons to adopt isolationism.

Identify the Treaty of Versailles as the end of WWI.

Understand the League of Nations was created to encourage world peace in Europe. The U.S. chose to be isolated and did not join the league.

Define isolationism as a policy of remaining apart from other countries and avoid involvement in international affairs.

Treaties and international organizations allow two or more countries to work together to achieve common goals.

Describe how leaders represent citizens in the local, national and international community.

Engage in an agreement with a classmate or group.

Racial intolerance, anti-immigrant attitudes, and the Red Scare contributed to social unrest after World War I.

Explain how a negative political cartoon might affect social unrest and violence.

Describe how negative stereotypes affect a group or community

Distinguish political posters, cartoons, and presentations from non-political posters, cartoons and presentations.

Link the spread of racial intolerance, anti-immigrant attitudes, and fear of communism with social conflict and violence.

Link the rise of nationalism (extreme form of the feeling of superiority over other countries) to racial intolerance, anti- immigrant attitudes and fear of communism.

Identify the fear of communism as the Red Scare.

Understand that intolerance, stereotypes, and fear were spread through newspapers, posters, cartoons, speeches, and other media.

Understand that racial intolerance included social and political separation of the races.

Understand that intolerance and discrimination are the result of negative attitudes about a person or group based on race (a group united by common skin color or other characteristic), ethnicity, country of origin, or religious or political beliefs.

In response to intolerance people can advocate for greater acceptance and equity.

Understand that intolerance, stereotypes, and fear contribute to discrimination of other groups of people today (persons with disabilities).

Understand that one’s own actions, words, and artistic representations can convey both negative stereotypes and positive attitudes about others.

Engage with reproductions of media from the time.

An improved standard of living for many— combined with technological innovations in communication, transportation, and industry— resulted in social and cultural changes and tensions.

Explain how advancements in technology contributed to social change between World War I and World War II.

Describe causes and effects of the advancement of the automobile industry on society.

Identify a technological advancement that influenced social change between World War I and World War II.

Link advancements in technology with increased spread of ideas, leisure time, and engagement with media (e.g., movies, newsreels, radio, newspapers, magazines)

Identify technological innovations of the time, including commercial radio broadcasts, automobiles, expansion of roads, movies, wire service, beginning of air travel, increased access to electric lights, factory work, and appliances.

Understand that technological innovation can offer both benefits and drawbacks.

Engage in the use of technology that emerged as a result of this time of innovation.

Movements, such as the Harlem Renaissance, AfricanAmerican migration, women’s suffrage, and Prohibition all contributed to social change.

Explain how movements, such as the Harlem Renaissance, African-American migration, women’s suffrage, and Prohibition all contributed to social change.

Define the Harlem Renaissance, AfricanAmerican migration, women’s suffrage, and Prohibition.

Identify pictures relevant to the Harlem Renaissance, African-American migration, women’s suffrage and Prohibition.

Identify the Harlem Renaissance as an intellectual, social, and artistic movement centered in the African American community of Harlem, NY (e.g., music, literature, painting, public social events).

Identify African American migration as the movement of African Americans from rural south to northern cities for job opportunities and social freedoms.

Identify women’s suffrage as the effort to expand voting rights to women, resulting in the 19th Amendment.

Identify Prohibition as a movement to ban production and sale of alcohol, resulting in the 18th Amendment.

Identify that emerging tensions and intolerance from earlier eras led to the need for social change.

Identify with groups of people involved in social change movements.

Engage with images or objects representing movements for social change.

The Great Depression was caused, in part, by the federal government’s monetary policies, stock-market speculation, and increasing consumer debt. The role of the federal government expanded as a result of the Great Depression.

Explain one reason for the Great Depression.

Describe life during the Great Depression.

Identify the Great Depression as a time when millions of people were unemployed and had little money.

Understand that during the Great Depression the role of the federal government expanded in an effort to create jobs (e.g., government hired workers for construction projects) and regulate the economy (e.g., Federal Deposit Insurance Corporation FDIC).

Understand that prior to the Great Depression the federal government provided little regulation of the banking system, leading to high corporate and consumer debt.

Identify the Great Depression as an economic crisis resulting from the lack of regulation of the economy by the federal government.

Understand that a banking panic arises when many customers lose confidence in the banks at the same time and demand their deposits in cash; Banks do not have enough cash to meet the demand and need to take out loans and often fail (go out of business).

Map sequential events of the Great Depression (people use banks for loans and savings, stock market crashes, people lose faith in banks, people request their savings in cash, banks call back loan monies to pay out cash from savings, banks sell all assets to cover cash savings, no money to cover cash payouts, banks begin to fail, people can’t pay their bills because they can’t access their money, people lose assets, businesses fail, workers lose jobs).

Understand that prior to the Great Depression banks were independent and decided how much money to loan and to whom.

Understand that consumers can request loans from banks (credit) in which they will have to pay the money back over time with interest.

Understand that people deposit money from earnings into banks with access to use their money at any time.

Understand that people have wants and needs that require money.

Understand how causes lead to effects using classroom examples.

Compare lifestyles with and without employment.

Engage with tools used in banking.

Historians develop theses and use evidence to support or refute positions.

Develop a thesis to support or refute a position.

Given a thesis, identify a piece of evidence that supports it.

Identify a thesis statement or main idea of a historical text.

Interpret historical evidence to draw a conclusion and write a thesis.

Construct a thesis that summarizes a position and the evidence supporting it.

Research evidence to answer a question about history.

Historians ask questions about history and look for evidence to answer those questions.

Understand that students of history are historians and develop expertise.

Understand that a historian is a professional in the field of historical research and education.

Engage in learning about historical information.

During the 1930s, the U.S. government attempted to distance the country from earlier interventionist policies in the Western Hemisphere, as well as retain an isolationist approach to events in Europe and Asia until the beginning of WWII.

Describe the events that brought the United States into World War II.

List one pro-isolationist argument and one pro-interventionist argument.

Identify the results of an agreement or disagreement.

Understand that the U.S. government changed foreign affairs policies from interventionist (WWI), to isolationist (post WWI), back to interventionist (WWII).

Identify that interventionist and isolationist are opposite approaches to foreign affairs.

Define isolationism as a policy of remaining apart from other countries and avoid involvement in international affairs.

Define interventionist policies as involvement in the affairs of other countries to attain a favorable outcome.

Discuss choices to intervene or ignore around an observed problem.

Define the root terms isolation and intervention.

Describe a time when you worked alone and a time when you worked together with others in a group.

Engage by giving attention to an observed problem.

United States policy and mobilization of its economic and military resources during World War II affected American society. Despite mistreatment, marginalized groups played important roles in the war effort while continuing to protest unfair treatment.

Explain how the mobilization of resources during World War II affected American society.

Describe what rationing of supplies might mean to a family.

Identify an example of rationing.

Opportunities in the workplace expanded for women and minorities.

Recognize that African Americans participated in military and other war efforts yet continued to be discriminated against at home.

Understand that the U.S. prioritized resources for use by the military in fighting WWII, resulting in shortages and rationing at home.

Identify people as resources used in the war effort.

Define rationing as conserving resources by allotting fixed amounts of resources during a shortage.

Identify effects that might emerge with shortages of food, water, housing, etc.

Identify the needs required to maintain a home and family (shelter, food, electricity, water, etc.).

Engage with objects or images representing resources that might have been limited during WWII.

Use of atomic weapons changed the nature of war, altered the balance of power and began the nuclear age.

Explain how atomic weapons and world superpowers are related.

Define nuclear age.

Identify the highly destructive weapon created in the nuclear age.

Recognize that the U.S. became more powerful internationally after the use of two atomic weapons that ended WWII.

Understand that the use of atomic weapons represented a significant increase in destructive power and military strength.

During the nuclear age, superpowers were defined as countries that had atomic weapons.

Define nuclear age as beginning in 1945 with the first use of atomic weapons and an increase in the use of nuclear energy.

Relate nuclear to the nucleus of an atom.

Engage with images showing atomic weapons tests (mushroom cloud).

Engage with images showing the rings of destruction from an atomic weapon.

The United States followed a policy of containment during the Cold War in response to the spread of communism.

Describe how the United States tried to contain communism during the Cold War

Explain the difference between communism and democracy.

Identify a communist country and a democratic country from the Cold War era.

Define policy of containment as efforts to limit the spread of communism to additional countries.

Define communism as a political system wherein all property is publicly owned by the people collectively and controlled by the government.

Define democracy as a political system wherein the government is elected by citizens.

Label map of prominent countries as communist or democratic.

Engage with maps showing countries as communist or democratic.

The Second Red Scare and McCarthyism reflected Cold War fears in American society.

Explain reasons for Cold War fears.

Explain what the term cold in Cold War means.

Identify people who were influential during the Cold War.

Recognize that the Cold War was a state of conflict between primarily the U.S. and the U.S.S.R. during which no direct military action was taken.

Understand that the Second Red Scare was a renewed fear of communism during which Americans felt that communists were secretly working and living in the U.S.

Identify U.S. Senator McCarthy as the instigator of attempts to identify suspected communists operating inside the U.S.

Recall a time when someone experienced being wrongly accused.

Understand that accusations of communist activity destroyed some personal lives and professional careers.

Observe hostility present in the McCarthy hearings.

Engage in watching documentary footage related to the McCarthy hearings.

The Cold War and conflicts in Korea and Vietnam influenced domestic and international politics.

Explain how Korea and/or Vietnam exemplified the policy of containment during the Cold War.

Explain what “cold war” means.

Identify countries involved in the Korean and/or Vietnam wars.

Recognize that U.S. involvement in Vietnam angered many Americans who protested openly.

Understand that the U.S. intervened in conflicts in both Korea and Vietnam in an effort to stop the spread of communism.

Define containment as efforts to limit the spread of communism to additional countries.

Define the conflict between U.S. and the U.S.S.R. as competing for global power and influence.

Recognize that the Cold War was a state of conflict between primarily the U.S. and the U.S.S.R. during which no direct military action was taken.

Define conflict as a serious disagreement or argument.

Locate Korea and Vietnam on a map.

Engage with maps during discussions about the Cold War era.

Following World War II, the United States experienced a struggle for racial and gender equality and the expansion of civil rights.

Explain how African Americans and women continued their efforts to gain their civil rights following World War II.

Identify a famous African American and/ or woman and their contributions to post– World War II society.

Identify a right of women, African Americans or minorities were fighting for during the civil rights era.

Investigate protest methods used by marginalized groups, including court actions, non-violent protests, militarized organizations, and legislative processes.

Understand that the U.S. Constitution protects the rights of all citizens, but some citizens were denied their rights in practice (e.g., poll taxes, literacy tests, limited voting participation).

Understand that civil rights have been extended to marginalized groups over time.

Define civil rights as rights protected by the U.S. Constitution. Civil rights include the right to vote and other opportunities for civic participation.

Identify that civil rights apply to all marginalized groups, including individuals with disabilities.

Identify rights students have within the classroom, home, and community.

Self-advocate for own rights.

Engage in actions that respect the rights of others.

The postwar economic boom and advances in science and technology produced changes in American life.

Explain how advancements in technology contributed to changes in society after World War II.

Identify a post–World War II technology and explain how it improved a way of life.

Identify a technological advancement that influenced society following World War II.

Trace examples of change in medicine, power, transportation, and/or communications in America from 1945-1994, using timelines when possible.

Organize images/representations of the advances in automobile technology from earliest invention to modern.

Identify a technology used in the classroom.

Discuss examples of technology improving the lives of people with disabilities.

Engage with images/representations of automobiles across time.

Engage with images/representations of advertisements of new products in the immediate post-WWII era (circa 1945-1960).

The continuing population flow from cities to suburbs, the internal migrations from the Rust Belt to the Sun Belt, and the increase in immigration resulting from passage of the 1965 Immigration Act have had social and political effects.

Identify and research one immigrant group; explain where they settled and what they did (e.g., home, work).

Identify causes and effects of the migrations from the Rust Belt to the Sun Belt.

Match Rust Belt and Sun belt with their definitions.

Understand that different regions of the U.S. grew during this time because workers moved from the Rust Belt (northern cities that previously were heavily industrialized) to new economic opportunities in the South and Southwest.

Understand that more immigrants came to the U.S. from different regions (e.g., Asia, Africa, Latin America) because of the changes in immigration laws (e.g., easing of quotas, addition of work visas, refugees and asylum seekers).

Sort images/representations of urban (apartment living, buses, subways, parks) and suburban (planned neighborhoods, driveways, cars, backyards) life.

Identify internal migration as movement within a county to a different permanent residence.

Identify if the local community is more rural, suburban, or urban.

Engage with maps that depict different regions of U.S.

Engage with individuals within school or community who have immigrated or migrated into the local community

Political debates focused on the extent of the role of government in the economy, environmental protection, social welfare and national security.

Identify differences in political beliefs between Republicans and Democrats.

Match political parties with their views on major topics (e.g., the economy, the environment, social welfare.)

Identify the two major political parties.

Understand that political beliefs of each party have changed over time.

Understand the general differences between the two parties views on major topics, such as economy. (Democratic - active role for the government in regulating the economy vs Republican - minimal role for the government in regulating the economy).

Recognize that candidates for political office share their views during debates and public events.

Identify the symbols of the Democratic and Republican parties.

Engage with other students in talking about (debating) a school issue.

Historians analyze cause, effect, sequence, and correlation in historical events, including multiple causation and long- and short-term causal relations.

Create a sequence of historical events, including the cause and result of this event.

Use a source to create a sequence of events in history (e.g., interviews, videos, books).

Given two or more historical events, place the events in the order they occurred.

Recognize that historic events have short-term and long-term causes (multiple causation).

Using a timeline, identify the long term cause of a specific historic event.

Using a timeline, identify an immediate effect/short-term effect following a historic event.

Events from history can be organized on a timeline.

Recall personal examples of cause and effect.

Engage in activities involving the use of a timeline.

Engage in cause and effect experiences.

Improved global communications, international trade, transnational business organizations, overseas competition, and the shift from manufacturing to service industries have impacted the American economy.

Describe a post–Cold War technological development and its impact.

Describe the growth and use of computers in one or more facet(s) of daily life.

Identify computers and how they are used, and describe how they affect daily life.

Track interaction or use of computers through a typical day in the life of a student.

Understand that many products sold in the United State are manufactured in other countries. Use an example like automobiles to discuss how parts may come from multiple countries and be assembled in Ohio.

Understand that the use of computers and the Internet have increased international communication, trade, and business.

Discuss how computer technology has improved the lives of people with disabilities.

Understand that the use of computers have changed in this time period from large businesses to personal/home/ classroom uses.

Engage with representations of computers and people using computers.

Focusing on domestic policy, the United States faces ongoing social, political, national security and economic challenges in the post–Cold War era and following the attacks on September 11, 2001.

Explain the effects of the 2001 attacks on the United States, and describe subsequent changes in its domestic.

Describe the significance of the 2001 attacks on the United States.

Identify the places that were targeted in the September 2001 attacks.

Recognize that after the September 11 attacks, Islamophobia (fear of Islam) and fear of domestic terrorism increased.

Understand that after the September 11 attacks the American government sought to balance citizens’ freedoms with the need for additional security.

Define domestic policy as a nation’s strategy for dealing with problems and challenges within the country.

Locate New York City and Washington, D.C. on a map of the U.S.

Engage with images of the September 11 memorials.

Focusing on foreign policy, the United States faces ongoing economic, political, military, and social challenges in the post–Cold War era and following the attacks of September 11, 2001.

Identify a current foreign policy issue, and evaluate how that issue affects the United States.

Identify a current foreign policy issue.

Identify a current school or community issue.

Define foreign policy as a nation’s strategy for dealing with other nations.

Define an issue as a problem or challenge to be solved.

Locate the United States on a political world map or globe. Recognize other countries as foreign in relation to the United States.

Engage with a political map of the world.

The Declaration of Independence elaborates on the rights and role of the people in building the foundations of the American nation through the principles of unalienable rights and consent of the people.

State the three unalienable rights in the Declaration of Independence and define “consent of the people.

State the three unalienable rights in the Declaration of Independence.

Identify one of the unalienable rights in the Declaration of Independence.

Define rights as personal freedoms with limits.

Read/listen to the second paragraph of the Declaration, “We hold these truths...,” focusing in on life, liberty, and the pursuit of happiness.

Engage with a replica of the Declaration of Independence, focusing on the names and signatures.

The Northwest Ordinance elaborates on the rights and role of the people in building the foundations of the American nation through its establishment of natural rights and setting up educational institutions.

Explain the importance of the Northwest Ordinance in establishing educational institutions.

Identify a right listed in the Northwest Ordinance that is not in the Declaration of Independence that relates to life, liberty, or the pursuit of happiness.

Identify a right listed in the Northwest Ordinance.

Understand that the Northwest Ordinance outlined rights and responsibilities of settlers in the new territory.

Define rights as personal freedoms established by laws found in the Northwest Ordinance.

Identify rights and responsibilities students have within the classroom, home, and community.

Self-advocate for own rights.

Engage in actions that respect the rights of others.

The U.S. Constitution established the foundations of the American nation and the relationship between the people and their government.

Explain why the U.S. Constitution was written.

Match the branches of the federal government to their roles.

Identify the branches of the federal government.

Identify the leaders of each of the three branches (e.g., president - executive branch).

Identify personnel linked to each of the three branches (e.g., local - police - executive branch).

Match each branch of government to the building where it operates.

Identify the 3 branches of government.

Identify that governments help society run (voting, military-national security).

Engage with personnel linked to the three branches of government.

The debate presented by the Federalist and Anti-Federalist Papers over protections for individuals and limits on government power resulted in the Bill of Rights. The Bill of Rights provides constitutional protections for individual liberties and limits on governmental power.

Identify the limits of government provided by the Bill of Rights.

Explain why the Bill of Rights was written.

Identify a right provided by the Bill of Rights.

Identify that the First Amendment lists rights protected by the U.S. Constitution.

Understand that the Bill of Rights consists of 10 amendments to the U.S. Constitution.

Engage with a replica of the U.S. Constitution, focusing on the Bill of Rights.

Engage in freedom of speech by expressing oneself using any modality.

The rise of corporations, heavy industry, mechanized farming, and technological innovations transformed the American economy from an agrarian to an increasingly urban industrial society.

Explain why urban living became more popular after the rise of heavy industry, mechanized farming and technological innovations.

Identify how a technological innovation made life more efficient (e.g., mechanized assembly lines made production more efficient).

Identify a technological innovation that made life more efficient (e.g., telephone, light bulb, washing machine, airplane).

Identify the Industrial Age as happening between 1750- 1900.

Participate in an assembly line simulation (similar to task boxes) given a visual outline/task analysis of the Process, including the final product. In order to understand efficiency, complete the task as an individual and compare the process to the assembly line approach.

Participate in an assembly line simulation (similar to task boxes) given a visual outline/task analysis of the process, including the final product. Each student takes on one specific step in the process.

Match the cause of needing more products across a wider span of the U.S. with development of new technological innovation.

Organize representations of telephones (or other technology example) from earliest invention to modern.

Recognize that the technological tools we have today have changed over time as needs arose.

Technological innovations have been created by inventors.

Recognize that the technological tools we have today have not always been around.

Engage with representations of different types of telephones across time.

Engage with technological innovations from this time period using modern examples (e.g., lights, phone).

The rise of industrialization led to a rapidly expanding workforce. Labor organizations grew amidst unregulated working conditions, laissez-faire policies toward big business, and violence toward supporters of organized labor.

Describe what a labor union represents for positive and negative influences on industrialization.

Identify a grievance a labor employee might have.

Identify a career that might be associated with a labor union.

Workers felt the need to protect themselves and joined together to create unions.

Compare the viewpoints of laborers and employers about improving working conditions.

Understand that working conditions were not originally regulated by the government therefore many factories were hazardous, workers worked long hours, wages were low, children worked in factories, and more.

Use research to identify specific working conditions/ hazards laborers encountered during industrialization.

Understand that industrialization was a period of rapid advancement in technology and manufacturing.

Engage in the selections (objects, images, graphics) that represent safety items used to protect workers today.

Learning Progression

Complexity c

Complexity b

Complexity a

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Complexity b

Complexity a

Learning Progression

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Complexity b

Complexity a

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Complexity b

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Global Economy

Learning Progression

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Learning Progression

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Learning Progression

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Complexity b

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National Security and International Diplomacy

Learning Progression

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Complexity b

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Technology

Learning Progression

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Complexity b

Complexity a

Learning Progression

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Complexity b

Complexity a

Learning Progression

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Complexity b

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Sustainability

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

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Complexity b

Complexity a

Learning Progression

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Complexity a

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Civic Participation and Skills

Learning Progression

Complexity c

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Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Global Connections

Trade, alliances, treaties, and international organizations contribute to the increasing interconnectedness of nations and peoples in the 21st century.

Provide examples of treaties that increased interconnectedness of nations and/or peoples.

Define alliance.

Identify reasons why groups of people might trade.

Identify/demonstrate personal alliances.

Identify international items that may be traded.

Identify trade groups.

Identify/define international.

Identify/define trade.

Engage in trade activities.

Modern instances of genocide and ethnic cleansing present individual, organizational, and national issues related to the responsibilities of participants and non-participants.

Research and describe one modern instance of genocide and how an individual, organization or nation responded.

Define genocide.

Identify one region that has experienced a modern instance of genocide.

Between Complexity a and b:

Identify individuals, groups, or organizations that might intervene to respond to/prevent genocide.

Identify groups of people (e.g., religious, national, racial or other cultural characteristics) that have been targeted with genocide.

Identify causes of genocide (acknowledge that social/ cultural beliefs vary about rights and can create conflict).

Identify groups of people in society (e.g. religious, national, racial, or other cultural characteristics).

Identify/define genocide: involves the systematic extermination of a group of people based upon specific religious, national, racial, or other cultural characteristics.

Identify historical examples of genocide.

Engage with news or information about modern genocide.

Decisions about human activities made by individuals and societies have implications for both current and future generations, including intended and unintended consequences.

Identify several human activities and their consequences for future generations (e.g., energy use, food production, environmental damage).

Identify multiple human activities that have a positive impact on ecological, social, or economic systems in the community.

Identify a human activity that has a positive impact on ecological, Social, or economic systems in the community.

Between Complexity a and b:

Identify current and future generations.

Sort pictures or other representations showing the effects of specific human choices (ecological, social, or economic).

Identify economic impacts (individual, local, and national) of human activity.

Identify social impacts (inclusion with equity vs. marginalization) of human activity.

Identify ecological impacts (affecting environment, or organisms) of human activity.

Identify a consequence of a specific choice.

Differentiate between individual choice vs. group/society choice.

Identify cause and effect related to a specific human decision/activity.

Identify present and future dates on a timeline.

Identify human activities.

Engage in choice/decision during activity

Sustainability issues are interpreted and treated differently by people viewing them from various political, economic, and cultural perspectives.

Compare and contrast viewpoints of various political, economic, and cultural groups on sustainability issues.

Match sustainability issues to the populations they most affect.

Identify a sustainability issue.

Identify a sustainability issue that may occur if needs in any one area are not met.

Show the link/connection between economic, social, and environmental sustainability (e.g. f the environment is rich with resources, then physical needs can be met, and if physical needs are met, then mental health needs can be better met) or (e.g., agricultural practices, energy use, population growth).

Identify/define sustainability (uphold physical or mental needs). Sustainability focuses on meeting present needs without compromising the ability of future generations to meet their needs.

Identify/define sustainability (uphold physical or mental needs). Sustainability focuses on meeting present needs without compromising the ability of future generations to meet their needs.

Identify that some choices can continue to meet a personal need (sustainable). Some choices can only meet present personal needs but not future needs (limited/non- renewable).

Identify a choice to meet a personal physical or mental need.

Communicate when a physical or social/mental need must be addressed.

Engage in getting a physical or mental need fulfilled.

International associations and nongovernmental organizations offer means of collaboration to address sustainability issues on local, national, and international levels.

Compare and contrast viewpoints of various political, economic and cultural groups on sustainability issues.

Match sustainability issues to the populations they most affect.

Identify a sustainability issue.

Match needs/issues addressed with who the need/issue affects.

Match needs/issues addressed by one or more organizations/associations.

Identify international associations (Institute for Sustainable Development; Climate Action Network (CAN); and Global Hunger Alliance).

Identify non-governmental organization (e.g., Greenpeace International, Rainforest Alliance, and Sierra Club).

Identify that some choices can continue to meet a personal need (sustainable). Some choices can only meet present personal needs but not future needs (limited/non- renewable).

Identify a need/issue at the national or international level.

Identify a local need/issue.

Identify a choice to meet a personal physical or mental need.

Communicate when a physical or social/mental need must be addressed.

Engage in collaborative interaction

Engage in getting a physical or mental need fulfilled.

The development and use of technology influences economic, political, ethical, and social issues.

Describe how the use of technology can influence economic, political, ethical, and/or social issues.

Identify ways that the use of technology can influence economic, political, ethical, and/or social issues.

Identify a technology tool that has influenced economic and/or social issues.

Identify the link between advances in technologies and economic, (e.g., outsourcing) political, (e.g., capital punishment), ethical (e.g., terrorism), and social events (e.g., social media) over time.

Identify that some individuals/groups may have more access to technology than others.

Map the advancements in different types of technology across a timeline.

Recognize that the technological tools we have today have changed over time as needs arose.

Recognize that the technological tools we have today have not always been around.

Identify technologies used for communication, production of resources, etc.

Engage in the use of technology for communication.

Engage with different types of technology.

Technologies inevitably involve trade-offs between costs and benefits. Decisions about the use of products and systems can result in intended and unintended consequences.

technology and its positive or negative consequences (e.g., benefit to human needs, cost factors in development).

Identify technological advances and the associated benefits to society (e.g., medical advances, new energy sources, computer technologies).

Match a technological advancement and its benefit to society (e.g., a defibrillator and the heart).

Between Complexity a and b:

Identify/define costs as negative outcomes as a result of the technological advancement.

Identify/define benefits as positive outcomes as a result of the technological advancement.

Identify the progression of a technological advancement over time (e.g., communication, transportation, agriculture, etc.).

Identify a problem where a technological advancement provided benefit over time.

Identify examples of technology improving the lives of people with disabilities.

Identify technologies used in the classroom, home, or community.

Engage with technologies that provide access.

Nations seek to ensure the security of their geographic territories, political institutions, economic systems, and ways of life. Maintaining security has political, social, and economic costs, in services or products, creation of ethnic enclaves.

Research and describe governmental organizations that work to protect national security.

Identify a governmental organization that works to protect national security and explain what it does.

Identify a governmental organization that works to protect national security.

Identify/define national security.

Identify the services provided by the government to maintain national security (e.g., military, law enforcement, border security).

Identify things that make one feel safe.

Identify rules and regulations at the state level designed to keep everyone safe.

Identify safety rules for the community.

Identify safety rules for the home.

Identify safety rules in the school.

Identify safety rules related to personal self-protection.

Communicate preferences to address safety concerns.

Participate in safety routines.

Engage in safety drills.

Economic, political, and social differences between global entities can lead to conflict unless mitigated through diplomacy or cooperative efforts.

Explain how diplomatic efforts mitigate conflict.

Define diplomacy.

Identify a global organization that works to reduce conflicts.

Between Complexity b and c:

Identify/define diplomacy as the skill of managing international relations.

Understand that organizations exist at the international level to engage in the same processes of conflict resolution (e.g., United Nations, international conferences, World Trade Organization, etc.).

Identify conflict resolution systems/organizations at the school, local community (e.g. teacher, principal, trusted adult, police, 911, etc.).

Acknowledge that within economic, political, and social groups’ beliefs vary and that can lead to conflict

Match conflict scenarios with possible diplomatic responses.

Identify types of conflict that might happen at home.

Identify types of conflict that might happen at school

Communicate in agreement and in disagreement with respect.

Identify non-verbal responses that indicate both agreement and disagreement.

Use a variety of communication modes to express disagreement.

Engage in conflict resolution experiences.

Individuals and organizations work within, or outside of, established systems of power, authority and governance to influence their own security and the security of others.

Research and describe international and national organization s that work to protect national security.

Identify an international or national organization that works to protect national security and explain what it does.

Identify an international or national organization that works to protect national security.

Identify organizations that provide international security (e.g., United Nations; International Court of Justice; North Atlantic Treaty Organization; Organization of American States; Association of Southeast Asian Nations; and African Union).

Identify/define national security.

Identify the services provided by the government to maintain national security (e.g., military, law enforcement, border security).

Identify things that make one feel safe.

Identify rules and regulations at the state level designed to keep everyone safe.

Identify safety rules for the community.

Identify safety rules for the home.

Identify safety rules in the school.

Identify safety rules related to personal self-protection.

Communicate preferences to address safety concerns

Participate in safety routines.

Engage with authority figures from the local community.

Engage in safety drills.

Engage with authority figures at school.

Engage with authority figures at home

The global economy creates advantages and disadvantages for different segments of the world’s population.

Compare and contrast advantages and disadvantag es to different segments of the population due to the global economy.

Describe a possible advantage or disadvantage for a segment of the population due to the global economy.

Identify a possible disadvantage for a segment of the population due to the global economy.

Identify areas of the world (by location) where there might be economic advantage or disadvantage based on the global economy

Define/identify images or objects that are associated with economy (the wealth and resources of a country or region, especially in terms of the production and consumption of goods and services).

Identify characteristics of segments of the world that are disadvantaged (can use visual images).

Identify characteristics of segments of the world that are advantaged (can use visual images).

Discuss the meaning of ‘the local economy’ - who is involved, what activities are included.

Compare the differences between personal economies in the local area - income varies, expenses vary, costs vary - some have more some have less.

Identify/discuss the aspects of a personal economy (e.g., expenses, income, budget, savings, etc.).

Identify money/wealth linked with the term economy.

Engage with maps and globes.

Engage with money

Advances in communications technology have profound effects on the ability of governments, interest groups, individuals, and the media to share information across national and cultural borders.

Explain how advances in communicatio n technology can make communicatio n easier.

Identify several advances in communications technology (e.g., telegraph, telephone, Internet).

Identify one advancement in communication s technology (e.g., telegraph, telephone, Internet).

Identify governments, interest groups and individuals who may engage with media.

Compare the speed in which verbal communication or other historic example and online media technology-based media travel nationally.

Identify media used to share information nationally.

Identify technologies used for communication.

Engage in the use of technology for communication.

Trade agreements, multinational organizations, embargoes, and protectionism impact markets.

Describe a product produced in the United States that is consumed in another country.

Identify a product produced in the United States and other countries.

Define trade agreements.

Identify a trade agreement as two or more countries agreeing on terms (e.g., the tariffs or taxes on goods) that helps them trade with each other.

Identify that some trades cross the globe.

Track a product from time of manufacturing/harvest to time of consumption.

Make an agreement with a partner.

Sort products by country of origin (where manufactured or harvested).

Identify the country of origin for a specific product.

Identify that products come from all over the world.

Engage with products.

Engage in a trade.

The distribution of wealth and economic power among countries changes over time.

Research and describe a country that has experienced economic change over time.

Identify various countries that have experienced economic change over time (errorless choice - all have).

Identify a country that has experienced economic change over time. (errorless choice - all have)

Identify the current economic status of a given country

Review images of a specific area, region, and country. Do they indicate wealth or poverty?

Map the economic changes for an individual or a local business over time.

Discuss the meaning of ‘the local economy’ - who is involved, what activities are included?

Identify countries on a map.

Compare the differences between personal economies in the local area - income varies, expenses vary, costs vary - some have more some have less.

Identify/discuss the aspects of a personal economy (e.g., expenses, income, budget, savings, etc.).

Identify money/wealth linked with the term economy.

Engage with money.

Engage with maps/globes.

Engage with timelines.

The global economy creates interdependence so that economic circumstances in one country impact events in other countries.

Explain how a given economic circumstance in one country might impact events in another country.

Define economic interdependence.

Identify two countries that currently experience economic interdependence.

Identify that economic interdependence occurs when economic decisions (e.g., choices to buy or sell certain products) and activities (e.g., trading) in one country impact economies in other countries.

Identify the difference between independence (selfsustaining) and interdependence (relying on one another).

Identify products/resources that one country produces that another country does not produce.

Identify products produced in a given country.

Discuss the meaning of ‘the local economy’ - who is involved, what activities are included?

Identify countries on a map.

Compare the differences between personal economies in the local area - income varies, expenses vary, costs vary - some have more some have less.

Identify/discuss the aspects of a personal economy (e.g., expenses, income, budget, savings, etc.).

Identify money/wealth linked with the term economy.

Engage with money.

Engage with maps/globes.

Individuals can evaluate media messages that are constructed using particular tools, characteristics, and conventions for unique purposes. Different communication methods affect how people define and act on issues.

Research and explain the purpose of various types of media messages (e.g., news articles, letters to the editor, social networking sites, weather reports).

Distinguish between different topics communicated by media (e.g., news, sports, weather, entertainment).

Identify different forms of media (e.g., television, Internet, radio).

Identify tools that can be used to evaluate media.

Identify different ways to evaluate messages (e.g. conventions, media type, style, point of view, audience, tone, organization, etc.).

Identify messages that have or have not been evaluated before sending.

Match specific message with specific purpose.

Compare a personal thought/message with a formal communication.

Identify a personal message to communicate belief on specific issue.

Identify different methods used to communicate.

Engage in communication with others.

Individuals can assess how effective communicators address diverse audiences.

Evaluate how effective communicat ors address diverse audiences.

Identify one way that communicators address diverse audiences.

Define diversity.

Between a and c

Identify ways a communicator may address the needs of different audiences.

Match personal diverse characteristics as a communicator with different audiences (one example of making connections).

Between b and c:

Recognize the diverse characteristics in others.

Recognize the diverse characteristics in self

Identify characteristics of self (mode of communication, culture, ethnic group, gender, etc.).

Individuals can identify, assess, and evaluate world events, engage in deliberative civil debate and influence public processes to address global issues.

Express an opinion on a current topic and support it with reasons and clear evidence.

Explain how individuals can influence global issues.

Express an opinion on a current topic and give one piece of supporting evidence.

Identify ways an individual can influence a current event.

Express an opinion on a current topic.

Identify a current event.

Identify different ways to take action to influence a global issue (express opinion, engage in a friendly debate, etc.).

Identify own personal belief related to a global issue.

Distinguish between fact vs. opinion.

Distinguish between personal, local, state and global events.

Engage in identification or review of current event.

Engage in viewing or listening to media that shares global events/issues.

Effective civic participation involves identifying problems or dilemmas, proposing appropriate solutions, formulating action plans and assessing the positive and negative results of actions taken.

in a group project to research a current topic and propose solutions.

Identify information on a current topic to help solve a problem.

Identify information related to a current issue.

Match problems and possible solutions.

Identify reliable sources to gather research information on a given problem/issue.

Identify information that is solution oriented.

Identify sources of information related to specific problem.

Identify problem or dilemma in our world today.

Identify a problem in your home, school, or local community.

Engage in civic participation activities.

Engage in local class/group problem solving.

Individuals can participate through nongovernmental organizations to help address humanitarian needs.

Provide examples of nongovernmental organizations that address humanitarian needs.

Define non-governmental organization.

Identify a nongovernmental organization.

Between Complexity b and a:

Define/identify humanitarian needs (threats to human life, human suffering, and insults to human dignity).

Identify natural disasters where needs may arise.

Identify man-made disasters (war, terrorism, fire, etc.).

Identify types of insults to human dignity (anything that interrupts the right to life, liberty or pursuit of happiness).

Sort governmental and non-governmental organizations.

Identify governmental organizations (military, police, courts, etc.).

Identify what is needed to live happily.

Engage in making life choices.

Engage in choice activities.

Civil and Human Rights

Compare basic human rights in the United States to the rights of people living in different countries (e.g., voting rights, freedom of speech, religious freedom, access to education).

Identify basic rights in the United States (e.g., voting rights, property rights, First Amendment rights, rights relating to equal opportunity).

Identify rights students have in school/family/ community.

Acknowledge that social/cultural beliefs vary about rights.

Match beliefs/practices within specific social/cultural groups.

Identify social/cultural groups represented in globally.

Identify who is protected within the civil and human rights under U.S. government (everyone).

Identify the rights provided by our government.

Identify civil and human rights as life, liberty or pursuit of happiness.

Identify what is needed to live happily.

Identify personal preferences to pursue happiness.

Engage in making life choices.

Engage in choice activities.

Nations and international organizations pursue their own interests on issues related to civil and human rights, resulting in both conflict and cooperation, particularly as it relates to injustices against minority groups.

Compare and contrast reasons one country may or may not pursue interests in another country (e.g., human and civil rights, economic interests).

Identify reasons one country may or may not pursue interests in another country (e.g., human and civil rights, economic interests).

Identify a basic human right as defined by a nation or international organization.

Identify international organizations (Doctors without Borders, Children’s International, Red Cross, Unicef, etc.).

Identify national organization (U.S. government, Children’s Defense Fund, Bill and Melinda Gates Foundation, etc.).

Identify civil and human rights as life, liberty, or pursuit of happiness.

Identify what is needed to live happily.

Identify personal preferences to pursue happiness.

Engage in making life choices.

Engage in choice activities.

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Risk Management

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Credit and Debit

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Saving and Investing

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Financial Responsibility and Money Management

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Working and Learning

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Global Economy

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Government and the Economy

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Economic Decision-Making and Skills

Economists analyze multiple sources of data to predict trends, make inferences, and arrive at conclusions.

Summarize the roles of an economist.

Identify a job an economist does.

Match a description of a job to an economist.

Understand that economists use multiple sources of information, such as charts and research to draw conclusions.

Understand that charts portray information in various formats and combinations of formats, including pictures, diagrams, and graphs.

Identify charts or graphs used by economists.

Identify sources of data that an economist may use to make decisions.

Identify local economists.

Identify the work/skills of an economist.

Engage with charts and data that show economic trends.

Government actions, such as tariffs, quotas, subsidies, trade agreements, and membership in multinational economic organizations, significantly impact international trade.

Research and explain a trade agreement that the United States has with another country.

Define a tariff and a trade agreement.

Identify exports and imports.

Understand that goods (ex. cars) can be both imported and exported.

Determine if a good is an import.

Define export as a good that is made in the United States and purchased in another country.

Identify locations where products are made on a map.

Locate where a product is manufactured on a product label.

Identify money as currency used to trade for products or services.

Identify why a person would want to trade.

Identify what it means to trade.

Engage in a trade with another person.

Indicate a want or need.

Income is determined by many factors, including individual skills and abilities, work ethic, and market conditions.

Create a plan to attain the skills/ knowledge necessary for a specific job.

Identify jobs that match personal interests and skills.

Identify behaviors that are necessary for successful employment.

Participate in a mock interview.

Research jobs of interest to identify required skills.

Understand that working at a job can provide income to pay for wants and needs.

Identify income as earning from working.

Identify employment as a means to earn money to pay for wants and needs.

Identify reasons why people work.

Match required skills with specific jobs.

Identify own skill-sets.

Identify personal interests.

Identify skills that all people that work need.

Identify employer vs. employee.

Dress appropriately for given work task or employer expectations.

Ask and answer questions.

Complete assigned tasks.

Follow given directions.

Arrive on time.

Communicate with others.

Engage with others (peers, co-workers, community members, etc.).

Employee earning statements include information about gross wages, benefits, taxes, and other deductions.

Identify dollar amounts for gross wages, benefits, taxes, and other deductions on an earnings statement.

Distinguish between income and deductions on an employee earning statement.

Identify the amount of “take home wages” on a paycheck or earning statement.

Identify income and deductions on a pay stub.

Identify a pay stub (employee earning statements) as an official record showing income, deductions, and withholdings from a job.

Identify the steps involved in transferring a paycheck into cash or credit in an account (banking).

Participate in a job or activity that earns money or a reward.

Identify the hourly rate or salary paid for specific job/ contract.

Identify take home pay/income/wage as money coming from an employer for working.

Identify a wage as money earned for a job.

Engage with a sample pay stub.

Engage with money.

Financial decision-making involves considering alternatives by examining costs and benefits.

Create a simulated personal financial plan that includes short- and longterm goals.

Create a simple personal financial plan that includes considerations for money needed for routine expenses and saving for particular needs and wants.

Categorize needs and wants as part of a financial planning process.

Identify a budget as a financial planning process or an individual’s plan for using money.

Identify needs as a higher priority in a budget over wants.

Identify needs as goods or services that are required (e.g. food, clothing, and shelter).

Identify wants as goods or services that are not necessary, but that we desire or wish for.

Sort images of goods and services as either wants or needs.

Identify a want.

Identify a specific need.

Indicate when something is needed.

Engage with representations of wants and needs.

A personal financial plan includes financial goals and a budget, including spending on goods and services, savings and investments, insurance, and philanthropy.

Create a simulated personal budget that includes income, monthly expenses, and other expenses (e.g., clothing, recreation, grooming items, home needs, food).

Create a simple budget that includes identified income and expense amounts.

Plan for a purchase decision based on a set amount of money available.

Identify expenses that would need to be listed in a budget.

Identify money taken out to use for purchases/expenses as expenses/debits.

Identify money added to an account as income.

Determine if you can make a purchase based on a set amount of money available.

Identify money available in an account/wallet/purse/credit card.

Identify the purchase price for identified wants.

List various wants that students can imagine buying

Identify a budget.

Engage with representations of wants and needs.

Engage with money.

Different payment methods have advantages and disadvantages.

Describe the advantages and disadvantages of making purchases with cash or credit.

Match the advantages and disadvantages of purchasing with cash/ check or credit card.

Identify ways to make purchases (e.g., cash, credit cards, checks).

Identify that some forms of money require fees for use.

Identify that some businesses only accept some methods of payment.

Understand that cash, credit cards, and checks all represent money.

Identify that different forms of payment may be accepted by a store.

Engage with representations of checks, credit cards, and cash/current.

Saving and investing help to build wealth.

Create a plan for saving money based on income and expenses.

Identify strategies for saving money (e.g., select cheaper item, budget, choose not to purchase, compare prices, use coupons, etc.).

Identify locations to store saved money (e.g., piggy bank, bank account).

Identify priorities for spending money, such as food and rent as high or low priority (need or want).

Identify a want, identify the price, save for the item.

Sort money into saving or spending monies based on a sample budget.

Determine how much money you can save based on income and expenses in a budget.

Identify a budget as a plan for money use.

Identify that money not spent can be saved for later use

Identify a bank as a location to save money.

Engage with an object, such as a piggy bank/wallet/purse where money may be kept.

Savings can serve as a buffer against economic hardship.

Identify causes of economic hardship and explain how savings can serve as a buffer against these hardships.

Identify needs or wants that are “purchases for now” and “things to save for.”

Describe reasons for saving money.

Identify reasons that a person may have to spend the money they have saved (e.g. car or home repair, increased bills, emergency, etc.).

Identify savings as a resource during economic hardship.

Given images of goods and services, match them to either “purchases for now” or “things to save for.”

Engage with representations of “purchases for now” or “things to save for.”

Sort examples of wants and needs.

Identify types of economic hardship (e.g. loss of job, high costs of needs, medical emergency, extreme debt, etc.).

Listen to a story about a character who experiences an economic hardship.

Different costs and benefits are associated with saving and investing alternatives.

Identify purposes of saving or investing.

List some alternatives to traditional savings.

Identify one alternative to traditional savings.

Between a and b:

Identify a money market account or money market deposit account is a deposit account that pays interest based on current interest rates in the money markets.

Identify a CD as a savings account through a financial institution where you agree to deposit your money for a certain length of time and receive a slightly higher interest rate than a typical savings account.

Identify pros and cons to savings options:

Identify options to save money for later use (e.g. savings account, investments, CD, money market account, piggy bank, hide at home, etc.).

Identify saving as a way to gather small amounts of money over time to make a more expensive purchase.

Identify savings as extra money set aside to be used later.

Identify items we want but can’t buy now - not enough money.

Engage with money

Banks, brokerages and insurance companies provide access to investments, such as certificates of deposit, stocks, bonds and mutual funds.

Identify basic ways to save money (e.g., savings account, bonds, annuities) and the advantages and limitations of each.

Identify procedures to create and use a savings account.

Identify the purpose of a bank.

Between the general standard and Complexity a:

Identify professionals or businesses that help people save and plan the use of money.

Participate in a simulated or real experience using a savings account.

Identify where and how to open a savings account.

Identify income, expenses, and savings in a budget.

Identify a budget as a first step in a plan to save money.

Identify the purpose of a bank.

Visit a bank.

Engage with representations of money.

Reading financial reports (e.g., bank statements, stock market reports, mutual fund statements) enables individuals to make and analyze decisions about personal finances.

Compare and contrast financial reports and their use for personal financial decisions.

Match a financial report to its purpose (e.g., bank statement is for my own personal bank account; the stock-market report describes the stock market.

Identify a financial report used to make informative decisions about personal finances (e.g., a bank statement).

Identify financial reports as linked to checking, savings, or investment accounts.

Gather financial information about a familiar company from a financial report.

Identify familiar companies within a stock market or other financial report.

Identify local companies that provide goods and services.

Identify on a bank statement how much money is immediately available to use for a purchase.

Choose the correct financial document that shows how much money an individual has in their checking or savings accounts.

Engage with various financial reports, such as bank statements and stock market reports.

Engage with a news report that provides updated stock market information.

There are costs and benefits associated with various sources of credit available from different types of financial institutions.

Describe the advantages and disadvantages of different ways to borrow money (e.g., credit card, bank, family loan).

Identify different ways to borrow money.

Identify one method of borrowing money.

Identify that businesses make money in fees from loaning money.

Identify both costs and benefits associated with borrowing money.

List possible sources of a loan (e.g., bank, credit card, family loan).

List reasons why an individual may want/need to borrow money (e.g., purchase a car or house).

Return a desired item after borrowing.

Borrow a desired item.

Identify a desired item.

Engage with images of credit cards.

Engage with money.

Credit and debt can be managed to maintain credit worthiness.

Determine whether a financial choice will increase or decrease credit worthiness.

Locate the interest rate and the minimum payment on a credit-card statement.

Identify a choice that increases credit worthiness.

Define credit worthiness as the borrowers’ ability to repay a loan.

Engage in a discussion about what trustworthiness means on a personal basis (e.g., in terms of borrowing something from a friend).

Identify that skipping payments or late payments result in more fees and lower credit rating/score.

Identify that paying bills on time builds trustworthiness and higher credit rating/score.

Identify that the borrower agrees to pay extra money (interest) back to the lender in a contract.

Understand that borrowing money is an agreement between the lender and the borrower.

Identify that money that is borrowed generally comes with fees/costs/interest.

Identify fees on a bill or statement.

Define the credit limit as the maximum amount of credit to spend.

Identify the credit limit on a credit card statement.

Identify the payment due on a bill.

Identify a credit card statement (bill) vs. a bank statement.

Identify credit as having possible interest costs when used.

Identify that using cash requires no interest unless borrowed.

Identify the currency when purchasing items with cash or credit.

Make a purchase decision based on a set amount of money available.

Engage with representations of credit cards.

Engage with money.

Consumer protection laws provide financial safeguards.

Provide an example of how consumer protection laws provide financial safeguards.

Identify the purpose of consumer protection laws.

Identify meaning of law.

Understand that economic laws require lenders to clearly state the terms of a loan agreement (e.g., truth in lending).

Identify that not following rules or laws may result in consequences.

Understand that rules/laws protect people and their rights.

Identify that banks/lenders have rules to follow.

Identify that banks have rules/laws that consumers must follow.

Identify individuals as consumers.

Identify classroom rules that are meant to protect students.

Follow local rules/laws.

Engage in identifying local rules.

Property and liability insurance protect against risks associated with use of property.

Identify and describe different types of insurance and the benefits covered by each (e.g., property, car).

Match different types of insurance to their benefits (e.g., car/car accident, property insurance).

Identify one or more reasons to use property or accident insurance.

Identify insurance as a paid expense by a consumer as an agreement or promise for the insurer to help replace or repair damaged valuables.

Define insurance as an agreement that is paid for by the consumer to protect their home and car or other valuables.

Identify what might happen if a valuable is lost, stolen, or damaged without insurance.

Identify that insurance helps to replace or repair valuables if damaged.

Identify how valuables might be lost, stolen, or damaged.

Sort items as more valuable or less valuable.

Identify that the higher the price the more valuable.

List items of value to the student and the student’s family.

Engage with images of valuables that an individual may insure, such as a car, jewelry, or house.

Health, disability, and life insurance protect against risks associated with increased expenses and loss of income.

Identify and describe different types of insurance and the benefits covered by each (e.g., health, life).

Match different types of insurance to their benefits (e.g., disability, life, health).

Identify one or more reasons to use health insurance.

Identify different types of insurance that can be purchased (e.g., life insurance-can help families pay for their expenses after an insured family member dies, disability insurance-can help workers pay for their expenses if they have been hurt at work, health insurance can be purchased by a consumer to help pay for medical costs, such as doctor visits, medication, hospitalization, etc..

Identify that some employment opportunities offer health insurance as part of the work contract.

Identify medical costs that health insurance may help to pay for.

Identify that medical expenses can be quite costly - beyond most budget limits.

Identify that medical expenses can be paid for by individuals or insurance.

Share a time when you needed medical care

Engage with images of people receiving health care.

Steps can be taken to safeguard one’s personal financial information and reduce the risk of loss.

Describe reasons to safeguard personal financial information.

Identify ways to keep financial information safe (e.g., don’t share personal financial information with others, store checkbook in desk, protect computer passwords).

Identify safe locations to carry personal money (e.g., wallet, purse).

Participate in discussion about if students share too much personal information, another person may “steal” their identity.

Discuss the need for keeping money or other important objects safe when leaving home.

Identify personal information students may share with friends (e.g., birthday) versus what information students should not share (e.g., lunch account number, passwords).

Sort information that students may share with friends and personal information that should not be shared.

Engage with tools used to carry money and keep it safe.

Engage with representations of safe places for students to keep objects of value.

People cannot have all the goods and services they want and, as a result, must choose some things and give up others.

Provide examples of economic decisions based on a scenario involving the concepts of tradeoff, opportunity cost or scarcity.

Describe how goods are produced and/or services are provided based on the wants and/or needs of consumers.

Distinguish between goods and services.

Sort images into goods or services.

Identify goods as any item that can be purchased and is touchable, such as pens, apples, and clothes.

Identify services as an activity or assistance provided by other people, such as the barber, doctor, or sales clerk.

Engage with images of service providers and with goods.

Different economic systems (e.g., traditional, market, command, mixed) use different methods to allocate limited resources.

Compare and contrast the different economic systems (e.g., traditional, market, command, mixed).

Identify the different economic systems (e.g., traditional, market, command, mixed).

Identify an economic system.

Identify economic system as the way in which a country divides resources and distributes goods and services.

Understand that a mixed market includes elements of a market system and command economic system.

Understand that a traditional economic system uses customs and beliefs to distribute resources through bartering or trading.

Understand that a market economic system uses individual choices of buyers and sellers to distribute resources through supply and demand.

Understand that a command economic system uses the government to distribute resources through centralized planning.

Identify government agencies linked to our economic system.

Participate in making a purchase.

Engage with buyers and sellers.

Markets exist when consumers and producers interact. When supply or demand changes, market prices adjust. Those adjustments send signals and provide incentives to consumers and producers to change their own decisions.

Describe how prices are determined by the interaction of supply and demand.

Identify items that are readily available and/or items that are scarce in the local community.

Identify an item that is readily available.

Understand that scarcity can be seen in local produce and may reflect the local growing season or high demand.

Identify why pumpkins available in the fall and not spring.

Identify scarcity as a limited supply of a good.

Identify the location with the best price for a specific item.

Compare prices across two or more locations.

Identify locations where specific items can be purchased.

Engage with images of locally grown items, such as corn, pumpkins, and tomatoes.

Competition among sellers lowers costs and prices, and encourages producers to produce more of what consumers are willing and able to buy. Competition among buyers increases prices and allocates goods and services to those people who are willing and able to pay the most for them.

Research a product over time and explain how competition affected its price (e.g., computers, cars, houses, cameras, etc.).

Identify how competition has changed a given product over time.

Identify a product that has changed over time due to competition

Identify competition as companies making similar products and updating their product for the lowest possible cost to attract the most buyers.

Understand that when many companies create the same product, they are competing against each other.

Identify both price and product features as attracting consumers.

Identify changes a company might make to attract consumers.

Order images of cars or other products on a timeline to identify changes in the design and features.

Select a preferred product to research development over time.

Engage with images of cars or other products from different eras.

A nation’s overall level of economic well-being is determined by the interaction of spending and production decisions made by all households, firms, government agencies, and others in the economy. Economic well-being can be assessed by analyzing economic indicators gathered by the government.

Summarize how various economic factors influence a nation’s economy.

Identify economic factors that influence a nation’s economy.

Identify an economic factor that influences a nation’s economy.

Understand that one factor that influences a nation’s economic well-being is the ability and willingness of consumers to buy products.

Identify one factor that influences a nation’s economic well-being (the ability of producers to make products to sell).

Identify a product a business sells to others.

Identify products a specific business may purchase.

Identify work people do as a product that contributes to our economy.

Identify items most households purchase.

Exchange money to make a purchase.

Select an item for purchase.

Engage with money.

Economic policy decisions made by governments result in both intended and unintended consequences.

Research an economic policy decision or government regulation and explain a consequence.

Identify one consequence of a given economic policy decision or government regulation.

Match an economic policy decision or government regulation with a consequence.

Identify examples of both intended and unintended effects of local government decision (e.g., lowering the speed limit near the school has the intended effect of keeping children safe and has the unintended effect of increasing traffic on neighboring streets as drivers avoid the school).

Identify the two types of consequences of government regulations: intended or unintended (e.g. promoting safety but also have unintended consequences, such as making products more expensive).

Identify why government regulations/economic policy are needed.

Identify a personal choice and the intended and unintended consequences.

Identify that consequences of a decision can be both intended (planned, or hoped for) and unintended (or unexpected).

Identify an economic policy/government regulation.

Engage in following local, state, or national rules.

Engage in choice making.

When regions and nations use comparative advantage to produce at the lowest cost and then trade with others, production, consumption, and interdependence increase.

Compare products produced in various regions or nations to determine the advantages.

Identify goods imported to or exported from the United States.

Identify a good imported to the United States.

Understand that some goods are not available locally and are imported.

Define import as a good that is brought into the country.

Match images of goods with their source (local/regional vs. outside the United States).

Sort goods and services.

Identify a service that is provided in the local community.

Participate in providing a service to others.

Identify a good that is produced in the local community.

Engage with locally produced goods.

World Geography

Contemporary World Issues

Economics and Financial Literacy

Modern World History

American Government

American History

Opportunities for civic engagement within the structures of government are made possible through political and public policy processes.

Constitutional amendments have provided for civil rights such as suffrage for disenfranchised groups.

Constitutional amendments have altered provisions for the structure and functions of the federal government.

Law and public policy are created and implemented by three branches of government; each functions with its own set of powers and responsibilities.

The political process creates a dynamic interaction among the three branches of government in addressing current issues.

In the United States, people have rights that protect them from undue governmental interference. Rights carry responsibilities that help define how people use their rights and that require respect for the rights of others.

Historically, the United States has struggled with majority rule and the extension of minority rights. As a result of this struggle, the government has increasingly extended civil rights to marginalized groups and broadened opportunities for participation.

As a framework for the state, the Ohio Constitution has similarities and differences to the federal Constitution; it was changed in 1851 to address difficulties governing the state.

Individuals in Ohio have a responsibility to assist state and local governments as they address relevant and often controversial problems that directly affect their communities.

A variety of entities within the three branches of government, at all levels, address public policy issues that arise in domestic and international affairs.

Individuals and organizations play a role within federal, state and local governments in helping to determine public (domestic and foreign) policy.

Political parties, interest groups and the media provide opportunities for civic involvement through various means.

The federal government uses spending and tax policy to maintain economic stability and foster economic growth. Regulatory actions carry economic costs and benefits.

The Federal Reserve System uses monetary tools to regulate the nation's money supply and moderate the effects of expansion and contraction in the economy.

Issues can be analyzed through the critical use of credible sources.

The processes of persuasion, compromise, consensus building and negotiation contribute to the democratic process.

As the supreme law of the land, the U.S. Constitution incorporates basic principles that help define the government of the United States as a federal republic including its structure, powers and relationship with the governed.

The Federalist Papers and the Anti-Federalist Papers framed the national debate over the basic principles of government encompassed by the Constitution of the United States.

Constitutional government in the United States has changed over time as a result of amendments to the U.S. Constitution, Supreme Court decisions, legislation and informal practices.

The Bill of Rights was drafted in response to the national debate over the ratification of the Constitution of the United States.

The constitutional amendments known collectively as the Reconstruction Amendments extended new constitutional protections to African Americans, though the struggle to fully achieve equality would continue.

The use of primary and secondary sources of information includes an examination of the credibility of each source.

Immigration, internal migration and urbanization transformed American life.

Continued settlement by Americans in the West intensified conflict with American Indians and reinforced the policy of the reservation system.

Following Reconstruction, old political and social structures reemerged and racial discrimination was institutionalized.

The Progressive era was an effort to address the ills of American society stemming from industrial capitalism, urbanization and political corruption.

As a result of overseas expansion, the Spanish-American War and World War I, the United States emerged as a world power.

After World War I, the United States pursued efforts to maintain peace in the world. However, as a result of the national debate over the Versailles Treaty ratification and the League of Nations, the United States moved away from the role of world peacekeeper and limited its involvement in international affairs.

Racial intolerance, anti-immigrant attitudes and the Red Scare contributed to social unrest after World War I.

An improved standard of living for many, combined with technological innovations in communication, transportation and industry, resulted in social and cultural changes and tensions.

Movements such as the Harlem Renaissance, African-American migration, women's suffrage and Prohibition all contributed to social change.

The Great Depression was caused, in part, by the federal government's monetary policies, stock market speculation, and increasing consumer debt. The role of the federal government expanded as a result of the Great Depression.

Historians develop theses and use evidence to support or refute positions.

During the 1930s, the U.S. government attempted to distance the country from earlier interventionist policies in the Western Hemisphere as well as retain an isolationist approach to events in Europe and Asia until the beginning of World War II.

United States policy and mobilization of its economic and military resources during World War II affected American society. Despite mistreatment, marginalized groups played important roles in the war effort while continuing to protest unfair treatment.

Use of atomic weapons changed the nature of war, altered the balance of power and began the nuclear age.

The United States followed a policy of containment during the Cold War in response to the spread of communism.

The Second Red Scare and McCarthyism reflected Cold War fears in American society.

The Cold War and conflicts in Korea and Vietnam influenced domestic and international politics.

The collapse of communist governments in Eastern Europe and the U.S.S.R. brought an end to the Cold War.

Following World War II, the United States experienced a struggle for racial and gender equality and the extension of civil rights.

The postwar economic boom and advances in science and technology, produced changes in American life.

The continuing population flow from cities to suburbs, the internal migrations from the Rust Belt to the Sun Belt, and the increase in immigration resulting from passage of the 1965 Immigration Act have had social and political effects.

Historians analyze cause, effect, sequence and correlation in historical events, including multiple causation and long-and short-term causal relations.

Political debates focused on the extent of the role of government in the economy, environmental protection, social welfare and national security.

Improved global communications, international trade, transnational business organizations, overseas competition and the shift from manufacturing to service industries have impacted the American economy.

The United States faced new political, national security and economic challenges in the post-Cold War world and following the attacks on September 11, 2001.

Focusing on foreign policy, the United States faces ongoing economic, political, military, and social challenges in the post-Cold War era and following the attacks of September 11, 2001.

The Declaration of Independence elaborates on the rights and role of the people in building the foundations of the American nation through the principles of unalienable rights and consent of the people.

The Northwest Ordinance elaborates on the rights and role of the people in building the foundations of the American nation through its establishment of natural rights and setting up educational institutions.

The U.S. Constitution established the foundations of the American nation and the relationship between the people and their government.

The debate presented by the Federalist and Anti-Federalist Papers over protections for individuals and limits on government power resulted in the Bill of Rights. The Bill of Rights provides constitutional protections for individual liberties and limits on governmental power.

The rise of corporations, heavy industry, mechanized farming and technological innovations transformed the American economy from an agrarian to an increasingly urban industrial society.

The rise of industrialization led to a rapidly expanding workforce. Labor organizations grew amidst unregulated working conditions, laissez-faire policies toward big business, and violence toward supporters of organized labor.

Trade, alliances, treaties and international organizations contribute to the increasing interconnectedness of nations and peoples in the 21st century.

Modern instances of genocide and ethnic cleansing present individual, organizational and national issues related to the responsibilities of participants and non-participants.

Decisions about human activities made by individuals and societies have implications for both current and future generations, including intended and unintended consequences.

Sustainability issues are interpreted and treated differently by people viewing them from various political, economic and cultural perspectives.

International associations and non-governmental organizations offer means of collaboration to address sustainability issues on local, national and international levels.

The development and use of technology influences economic, political, ethical and social issues.

Technologies inevitably involve trade-offs between costs and benefits. Decisions about the use of products and systems can result in intended and unintended consequences.

Nations seek to ensure the security of their geographic territories, political institutions, economic systems and ways of life. Maintaining security has political, social and economic costs.

Economic, political and social differences between global entities can lead to conflict unless mitigated through diplomacy or cooperative efforts.

Individuals and organizations work within, or outside of, established systems of power, authority and governance to influence their own security and the security of others.

The global economy creates advantages and disadvantages for different segments of the world's population.

Advances in communications technology have profound effects on the ability of governments, interest groups, individuals and the media to share information across national and cultural borders.

Trade agreements, multinational organizations, embargoes and protectionism impact markets.

The distribution of wealth and economic power among countries changes over time.

The global economy creates interdependence so that economic circumstances in one country impact events in other countries.

Individuals can evaluate media messages that are constructed using particular tools, characteristics and conventions for unique purposes. Different communication methods affect how people define and act on issues.

Individuals can assess how effective communicators address diverse audiences.

Individuals can identify, assess and evaluate world events, engage in deliberative civil debate and influence public processes to address global issues.

Effective civic participation involves identifying problems or dilemmas, proposing appropriate solutions, formulating action plans, and assessing the positive and negative results of actions taken.

Individuals can participate through non-governmental organizations to help address humanitarian needs.

Beliefs about civil and human rights vary among social and governmental systems.

Nations and international organizations pursue their own interests on issues related to civil and human rights, resulting in both conflict and cooperation particularly as it relates to injustices against minority groups.

Economists analyze multiple sources of data to predict trends, make inferences and arrive at conclusions.

Government actions, such as tariffs, quotas, subsidies, trade agreements and membership in multinational economic organizations, significantly impact international trade.

Income is determined by many factors including individual skills and abilities, work ethic and market conditions.

Employee earning statements include information about gross wages, benefits, taxes and other deductions.

Financial decision-making involves considering alternatives by examining costs and benefits.

A personal financial plan includes financial goals and a budget, including spending on goods and services, savings and investments, insurance and philanthropy.

Different payment methods have advantages and disadvantages.

Saving and investing help to build wealth.

Savings can serve as a buffer against economic hardship.

Different costs and benefits are associated with saving and investing alternatives.

Banks, brokerages and insurance companies provide access to investments such as certificates of deposit, stocks, bonds and mutual funds.

Reading financial reports (bank statements, stock market reports, mutual fund statements) enables individuals to make and analyze decisions about personal finances.

There are costs and benefits associated with various sources of credit available from different types of financial institutions.

Credit and debt can be managed to maintain credit worthiness.

Consumer protection laws provide financial safeguards.

Property and liability insurance protect against risks associated with use of property.

Health, disability and life insurance protect against risks associated with increased expenses and loss of income.

Steps can be taken to safeguard one's personal financial information and reduce the risk of loss.

People cannot have all the goods and services they want and, as a result, must choose some things and give up others.

Different economic systems (traditional, market, command, and mixed) utilize different methods to allocate limited resources.

Markets exist when consumers and producers interact. When supply or demand changes, market prices adjust. Those adjustments send signals and provide incentives to consumers and producers to change their own decisions.

Competition among sellers lowers costs and prices, and encourages producers to produce more of what consumers are willing and able to buy. Competition among buyers increases prices and allocates goods and services to those people who are willing and able to pay the most for them.

A nation's overall level of economic well-being is determined by the interaction of spending and production decisions made by all households, firms, government agencies and others in the economy. Economic well-being can be assessed by analyzing economic indicators gathered by the government.

Economic policy decisions made by governments result in both intended and unintended consequences.

When regions and nations use comparative advantage to produce at the lowest cost and then trade with others, production, consumption and interdependence increase.

The use of primary and secondary sources of information includes an examination of the credibility of each source.

Imperialism involved land acquisition, extraction of raw materials, spread of Western values and direct political control.

The consequences of imperialism were viewed differently by the colonizers and the colonized.

Advances in technology, communication and transportation improved lives, but also had negative consequences.

The causes of World War I included militarism, imperialism, nationalism and alliances.

The consequences of World War I and the worldwide depression set the stage for the Russian Revolution, the rise of totalitarianism, aggressive Axis expansion and the policy of appeasement which in turn led to World War II.

Oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust during World War II.

World War II devastated most of Europe and Asia, led to the occupation of Eastern Europe and Japan, and began the atomic age.

The United States and the Soviet Union became superpowers and competed for global influence.

Treaties and agreements at the end of World War II changed national boundaries and created multinational organizations.

Religious diversity, the end of colonial rule and rising nationalism have led to regional conflicts in the Middle East.

Historians develop theses and use evidence to support or refute positions.

Postwar global politics led to the rise of nationalist movements in Africa and Southeast Asia.

Political and social struggles have resulted in expanded rights and freedoms for women and indigenous peoples.

The break-up of the Soviet Union ended the Cold War and created challenges for its former allies, the former Soviet republics, Europe, the United States and the non-aligned world.

Regional and ethnic conflicts in the post-Cold War era have resulted in acts of terrorism, genocide and ethnic cleansing.

Political and cultural groups have struggled to achieve self-governance and self-determination.

Emerging economic powers and improvements in technology have created a more interdependent global economy.

Proliferation of nuclear weapons has created a challenge to world peace.

The rapid increase of global population, coupled with an increase in life expectancy and mass migrations have created societal and governmental challenges.

Environmental concerns, impacted by population growth and heightened by international competition for the world's energy supplies, have resulted in a new environmental consciousness and a movement for the sustainability of the world's resources.

Historians analyze cause, effect, sequence, and correlation in historical events, including multiple causation and long-and short-term causal relations.

The Scientific Revolution impacted religious, political, and cultural institutions by challenging how people viewed the world.

Enlightenment ideas regarding human nature and society challenged religious authority, absolute rule and mercantilism.

Enlightenment ideas on the relationship of the individual and the government influenced the American and French Revolutions.

The American and French Revolutions influenced Latin American revolutions for independence.

Industrialization had social, political and economic effects on Western Europe and the world.

Imperial expansion had political, economic and social roots.

Properties and functions of geographic representations (e.g., maps, globes, graphs, diagrams, Internet-based mapping applications, geographic information systems, global positioning systems, remote sensing, and geographic visualizations) affect how they can be used to represent, analyze and interpret geographic patterns and processes.

Activities and patterns of trade and communication create interdependence among countries in different regions (e.g., seed corn grown in Iowa and planted in South America, high-definition televisions manufactured in Japan and viewed in the United States, news outlets from many countries available around the world via the Internet, instant access to data affects stock markets in different countries).

Criteria are used to organize regions and as the criteria change, the identified regions change (e.g., types of economic activities, ethnic groups, natural vegetation).

The characteristics of regions change over time and there are consequences related to those changes (e.g., industrial belt to rust belt, pristine locations to tourist attractions, colony to independent state).

There are interconnections within and among physical and human regions (e.g., river systems, transportation linkages, common currency).

Regions are used as a basis to analyze global geographic issues (e.g., desertification, political disputes, economic unions).

Patterns of settlement change over time in terms of functions, sizes, and spatial patterns (e.g., a canal town becomes an industrial city, a rural area becomes a transportation hub, cities merge into a megalopolis).

Urbanization provides opportunities and challenges for physical and human systems in cities and their surrounding regions (e.g., development of suburbs, loss of habitat, central markets, squatter settlements on city outskirts, regional specialization in services or products, creation of ethnic enclaves).

Globalization has shaped new cultural, economic, and political ideas and entities (e.g., universal human rights, European Union, terrorist networks).

Globalization has cultural, economic, physical and political consequences (e.g., Internet access increases availability of information, outsourcing leads to regional unemployment, development of infrastructure impacts local ecosystems and economies, computer hacking into sensitive data bases leads to insecurity).

Global trade and communication systems reduce the effect of time on the distribution of goods, services, and information (e.g., reliance on local foods versus global trade in perishable foods, online brokering versus personal brokers, Internet access versus library access).

Geographic representations and geospatial technologies are used to investigate, analyze and communicate the results of geographic problem solving.

Human modifications of the physical environment in one place often lead to changes in other places (e.g., construction of a dam provides downstream flood control, construction of a city by-pass reduces commercial activity in the city center, implementation of dry farming techniques in a region leads to new transportation links and hubs).

Human societies use a variety of strategies to adapt to the opportunities and constraints presented by the physical environment (e.g., farming in flood plains and terraced farming, building hydroelectric plants by waterfalls and constructing hydroelectric dams, using solar panels as heat source and using extra insulation to retain heat).

Physical processes influence the formation and distribution of renewable, non-renewable, and flow resources (e.g., tectonic activity plays a role in the formation and location of fossil fuels, erosion plays a role in the formation of sedimentary rocks, rainfall patterns affect regional drainage patterns).

There are costs and benefits of using renewable, non-renewable, and flow resources (e.g., availability, sustainability, environmental impact, expense).

Human interaction with the environment is affected by cultural characteristics (e.g., plowing with oxen or with tractors, development of water resources for industry or recreation, resource conservation or development).

Physical, cultural, economic, and political factors contribute to human migrations (e.g., drought, religious conflicts, job opportunities, immigration laws).

Human migrations impact physical and human systems (e.g., stress on food supplies in refugee camps, removal of natural obstacles to movement, harvest productivity and migrant labor, calls for an official language in countries with high immigration, reduction in city tax revenues due to urban emigration).

Globalization (1991–Present)

The Cold War (1945–1991)

Achievements and Crises (1900–1945)

Imperialism (1800–1914)

Age of Enlightenment

Historical Thinking

The use of primary and secondary sources of information includes an examination of the credibility of each source.

Imperialism involved land acquisition, extraction of raw materials, spread of Western values and direct political control.

Give examples of land acquisition, extraction of raw materials, spread of Western values, and direct political control (e.g., missionaries, rubber acquisition).

Categorize examples of land acquisition, extraction of raw materials, spread of Western values, and direct political control (e.g., missionaries, rubber acquisition).

Identify an example of Imperialism.

The consequences of Imperialism were viewed differently by the colonizers and the colonized.

Provide one example of how Imperialism was viewed by the colonizers and the colonized.

Determine whether a given historical document from the Imperialist era was written by the colonizers or the colonized.

Identify a colonizing region and a colonized region.

Advances in technology, communication and transportation improved lives but also had negative consequences.

Describe a positive and a negative impact of advancements in technology, communication or transportation during the early 20th century.

List several advancements in technology during the early 20th century.

Identify an advancement in technology, communication or transportation during the early 20th century.

The causes of World War I included militarism, imperialism, nationalism and alliances.

Describe the main causes of World War I (i.e., militarism, imperialism, nationalism and alliances).

Identify the main causes of World War I (i.e., militarism, imperialism, nationalism and alliances).

Identify the meaning of war (e.g., two countries fighting with each another).

The consequences of World War I and the worldwide depression set the stage for the Russian Revolution, the rise of totalitarianism, aggressive Axis expansion and the policy of appeasement, which in turn led to World War II.

Describe three causes of World War II (e.g., the Russian Revolution, totalitarianism, aggressive Axis expansion, appeasement).

Define totalitarianism and appeasement.

Identify one consequence of World War I.

Oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust during World War II.

Explain how oppression and discrimination resulted in the Armenian Genocide during World War I and the Holocaust during World War II.

Provide examples of oppression during World War II.

Identify an example of oppression during World War II.

World War II devastated most of Europe and Asia, led to the occupation of Eastern Europe and Japan, and began the atomic age.

Identify reasons for post–WWII territorial occupation of Eastern Europe.

Identify countries that occupied Eastern Europe and Japan.

Identify an area that was occupied after World War II.

The United States and the Soviet Union became superpowers and competed for global influence.

Explain key differences between the United States and the Soviet Union in the decades following World War II (e.g., government and economic systems)

Describe the relationship between the United States and the Soviet Union in the decades following World War II (e.g., the Cold War)

Identify the United States and Soviet Union (or Russia) on a globe or map.

Treaties and agreements at the end of World War II changed national boundaries and created multinational organizations.

Explain how World War II contributed to the creation of East and West Germany.

Explain what the United Nations does.

Identify the purpose of a treaty.

Religious diversity, the end of colonial rule and rising nationalism have led to regional conflicts in the Middle East.

Explain causes of historic regional conflicts in the Middle East.

Identify countries that have been involved in historic regional conflicts in the Middle East.

Identify a country in the Middle East.

Explain the difference between a primary and secondary source.

Identify a credible source of information.

Distinguish between a primary and secondary source.

Historians develop theses and use evidence to support or refute positions.

Postwar global politics led to the rise of nationalist movements in Africa and Southeast Asia.

Research and summarize a nationalist movement in Africa or Southeast Asia.

Define nationalism.

Identify a country that experienced a nationalist movement following World War II.

Political and social struggles have resulted in expanded rights and freedoms for women and indigenous peoples.

Match political and/or social struggles with the resulting expanded rights and/or freedoms for women and/or indigenous peoples.

Define indigenous.

Identify a group who fought for expanded rights and freedoms (e.g., women or indigenous groups, such as Aboriginal Australians, Native Africans, American Indians).

The breakup of the Soviet Union ended the Cold War and created challenges for its former allies, the former Soviet republics, Europe, the United States and the non-aligned world.

Describe an impact resulting from the breakup of the Soviet Union.

List multiple countries that formerly belonged to the Soviet Union.

Identify a country that formerly belonged to the Soviet Union.

Regional and ethnic conflicts in the post–Cold War era have resulted in acts of terrorism, genocide and ethnic cleansing.

Link a post– Cold War act of terrorism, genocide or ethnic cleansing with a regional or ethnic conflict.

Define terrorism, genocide and ethnic cleansing.

Identify an example of terrorism.

Political and cultural groups have struggled to achieve self-governance and self-determination.

Identify several political groups that struggled to achieve selfgovernance and describe their struggles.

Identify several political and cultural groups that have struggled to achieve self-governance.

Identify a political or cultural group that has struggled to achieve self-governance.

Emerging economic powers and improvements in technology have created a more interdependent global economy.

Explain how an emerging economic power or an improvement in technology has created a more interdependent global economy.

Define interdependence.

Identify an emerging economic power.

Proliferation of nuclear weapons has created a challenge to world peace.

Explain how the proliferation of nuclear weapons has created a challenge to world peace.

Identify countries besides the United States and Russia that have nuclear weapons.

Identify a country that has nuclear weapons.

The rapid increase of global population, coupled with rising life expectancy and mass migrations, has created societal and governmental challenges.

Explain the relationship between increased life expectancy and the global population.

Identify causes of global societal challenges (e.g., increased global population, increased life expectancy, mass migrations).

Match definitions to the terms global population and life expectancy

Environmental concerns, impacted by population growth and heightened by international competition for the world’s energy supplies, have resulted in a new environmental consciousness and a movement for the sustainability of the world’s resources.

Develop a thesis to support or refute a position.

Identify a piece of evidence that supports a given thesis.

Match evidence with the thesis it supports.

Historians analyze cause, effect, sequence and correlation in historical events, including multiple causation and long- and short-term causal relations.

Describe the cause or result of a historical event and a possible alternate course of action.

Identify the cause and result of a given historical event.

Identify a historical event occurring before or after another given event.

The Scientific Revolution impacted religious, political and cultural institutions by challenging how people viewed the world.

Explain how new ideas from the Scientific Revolution changed existing governments and religious institutions.

Describe an old idea that was challenged or disproven during the Scientific Revolution.

Identify one major individual, idea or invention from the Scientific Revolution.

Enlightenment ideas regarding human nature and society challenged religious authority, absolute rule and mercantilism.

Describe how one major Enlightenment idea challenged traditional ways of thinking.

Distinguish between the Enlightenment and other major historical periods (e.g., the Industrial Revolution, the Cold War).

Identify one major Enlightenment idea.

Enlightenment ideas on the relationship of the individual and the government influenced the American and French Revolutions.

Identify how individual rights changed after the American Revolution.

Compare individuals and governments.

Identify one of the Rights of Man.

The American and French Revolutions influenced Latin American revolutions for independence.

Explain similarities between the American and French revolutions.

Describe what a (political) revolution is.

Identify a Latin American country that experienced a political revolution as a result of the American and French revolutions.

Industrialization had social, political and economic effects on Western Europe and the world.

Describe one social, political or economic impact of industrialization on Western Europe.

Define industrialization.

Identify one Western European country.

Imperial expansion had political, economic and social roots.

Describe political, economic and social reasons for Imperial expansion.

Identify a reason for Imperial expansion.

Identify an Imperialist country.

Learning Progression

Complexity c

Complexity b

Complexity a

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Complexity b

Complexity a

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Complexity a

Globalization

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Complexity b

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Human Settlement

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Region

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Complexity b

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Complexity b

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Movement

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Complexity a

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Environment and Society

Learning Progression

Complexity c

Complexity b

Complexity a

Learning Progression

Complexity c

Complexity b

Complexity a

Spatial Thinking and Skills

Properties and functions of geographic representations (e.g., maps, globes, graphs, diagrams, Internet-based mapping applications, geographic information systems, global positioning systems, remote sensing, geographic visualizations) affect how they can be used to represent, analyze, and interpret geographic patterns and processes.

Define the properties and functions of a geographic representation (e.g., maps, globes, graphs, diagrams, Internetbased mapping applications, geographic information systems, remote sensing, geographic visualizations).

Identify the properties and functions of a specific map to determine its purpose (e.g., weather, location, store locations, bus line).

Sort maps based on their purpose.

Recognize and use features of maps (e.g., compass rose, key or legend, scale, title).

Understand that different geographic representations are used for different purposes.

Utilize a map of the school or local community to get from one place to another.

Locate emergency exit map in the classroom and practice the route.

Engage with multiple forms of geographic representations (e.g., maps, globes, Internet-based maps, global positioning systems).

Engage with various forms of maps (e.g., political, relief maps, satellite images, topography map, road map, bus map).

Activities and patterns of trade and communication create interdependence among countries in different regions (e.g., seed corn grown in Iowa and planted in South America, high-definition televisions manufactured in Japan and viewed in the United States, news outlets from many countries available around the world via the Internet, instant access to data affecting stock markets in different countries).

Explain how a commonly used product is produced used, and supported in different parts of the world.

Illustrate the interdependence using a common product or business. (e.g., vehicle made from different parts around the world).

Identify items that have been made in another country.

Identify countries the U.S. relies upon to supply goods we do not make or grow here (e.g., China, Mexico, Germany, India, Brazil).

Define interdependence as a mutual reliance between two or more countries based on trade. Nations rely on other nations for the goods they do not produce for themselves.

Explain why people in Ohio purchase items made in other countries (e.g., reduced prices, resources local to other country, agricultural climate).

Use a world map to identify origin of items produced in other countries.

Engage with items labeled as produced in other countries.

Criteria are used to organize regions and as the criteria change, the identified regions change (e.g., types of economic activities, ethnic groups, natural vegetation).

Define the characteristics (formal, functional, and perceptual) of an identified region.

Describe physical and human characteristics of the local region.

Identify human or physical characteristics of the local region.

Understand that the world can be organized into regions using different characteristics like land formations (mountains, desert), climate (polar, temperate), or economic activities (industrial, agricultural).

Identify physical characteristics of regions using pictures or other representations (desert, mountains, bodies of water, forest).

Define regions as areas of the world having definable characteristics but not always fixed boundaries.

Engage with representations of the physical environment, possibly through tactile interaction with water, soil, sand, and rocks, and hot and cold air temperature, to connect with the idea of different earth surfaces.

The characteristics of regions change over time and there are consequences related to those changes (e.g., industrial belt to rust belt, pristine locations to tourist attractions, colony to independent state).

Explain ways that a region changes due to human activity (e.g., industrial belt to rust belt, pristine locations to tourist attractions, colony to independent state)

Identify changes that have occurred in various regions over time.

Identify a change that has occurred in a given region over time.

Identify a consequence of a change in the local region.

Identify characteristics of the local region that have changed over time (urbanization, ethnic communities).

Define regions as areas of the world having definable characteristics, but not always fixed boundaries.

Engage with representations of the local community as it has changed over time.

There are interconnections within and among physical and human regions (e.g., river systems, transportation linkages, common currency).

Compare and contrast the interconnections among physical and human regions the characteristics of an identified region.

Describe physical and human characteristics of a region.

Identify human or physical characteristics of a region.

Discuss how ‘human’ characteristics of a region, like roads and bridges, can connect people within a physical region like the Great Lakes region (e.g., multiple bridges and tunnels connect Detroit to Windsor).

Understand that the world can be organized into regions using different characteristics like land formations (mountains, desert), climate (polar, temperate), or economic activities (industrial, agricultural).

Identify physical characteristics of regions using pictures or other representations (desert, mountains, bodies of water, forest).

Define regions as areas of the world having definable characteristics, but not always fixed boundaries.

Engage with geographic representations of world regions.

Engage with representations of the physical environment, possibly through tactile interaction with water, soil, sand, and rocks, and hot and cold air temperature, to connect with the idea of different earth surfaces.

Regions are used as a basis to analyze global geographic issues (e.g., desertification, political disputes, economic unions).

Research and explain how a region is impacted by geographical issues.