8th Grade Social Studies. U.S. National Standards U.S. National Standards

U.S. National Standards for Eighth Grade Social Studies

N.NCSS. National Curriculum Standards for Social Studies (NCSS)

NCSS.1. CULTURE

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF CULTURE AND CULTURAL DIVERSITY.

1.1. KNOWLEDGE - Learners will understand:

1.1.6. That culture may change in response to changing needs, concerns, social, political, and geographic conditions.

Women's RightsIn 1848, leaders of what became the Women’s Rights Movement invited Americans to attend the Seneca Falls Convention to discuss the need for women to have the rights of suffrage (voting), education, and others. They devised a document, modeled after the Declaration of Independence, of resolutions promoting women’s civil rights. The “Declaration of Sentiments” was written by Elizabeth Cady Stanton. Read more...iWorksheets :4Study Guides :1

NCSS.2. TIME, CONTINUITY, AND CHANGE

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF THE PAST AND ITS LEGACY.

2.1. KNOWLEDGE - Learners will understand:

2.1.1. The study of the past provides a representation of the history of communities, nations, and the world.

Medieval EuropeThe document entitled “The Articles of Confederation” was the first governing document of the United States. The Articles of Confederation made the laws regarding how the newly united colonies handled and shared money, reacted to war, and settled disputes. Once the Articles were in use, it became clear that some additions needed to be made for effective governance. Some new Acts were added to the Articles of Confederation. The Land Ordinance of 1785 was an example of this. Read more...iWorksheets :3Study Guides :1

The Renaissance in EuropeWhat do you know about the Renaissance in Europe? The European Renaissance was a time of social, scientific, artistic, and religious rebirth. From 1463 to 1650, inventors, artists, philosophers, and scientists created and brought to light new ideas and perspectives that changed the shape of society and daily life. Read more...iWorksheets :4Study Guides :1

The Protestant ReformationAfter the Renaissance, there was a change in thought throughout Europe. The Catholic Church was having financial problems and its role with several Kings and governments had changed; it was claimed that the Church had too much influence, and that clergy members were receiving indulgences or gifts in exchange for important Church Sacraments, such as forgiveness of sins. One man, Martin Luther, challenged the Church and their actions. Read more...iWorksheets :3Study Guides :1

The Scientific RevolutionFreeThe Scientific Revolution changed the way that many people saw the world. The work of scientists and philosophers revolutionized the beliefs that had been accepted for hundreds, sometimes thousands, of years. Some notable leaders of the Scientific Revolution are Isaac Newton, Galileo, Nicholas Copernicus, and Andreas Vesalius among others. Read more...iWorksheets :3Study Guides :1

European Exploration and SettlementEuropean exploration in North America began with Christopher Columbus’ discovery of what he thought was Asia. Since that time, there have many attempts by Europeans to settle in America, some successful, others not. There are many reasons why Europeans settled outside of Europe. Political, social, and economic forces encouraged the exploration of the New World, and money was almost always a motivating factor in the settlement of new colonies. Read more...iWorksheets :4Study Guides :1

The AztecsThe Aztecs lived in the area that is now Mexico, and were one of the largest Mesoamerican societies. The Aztecs were a complex society with a governmental structure advanced for their time. The Aztecs were also known for their religious ceremonies and great temples that were built to honor their gods. The Aztecs believed in human sacrifice and were quite brutal in the sacrificial rites. Read more...iWorksheets :3Study Guides :1

The MayaIn the 1st century, a group of people called the Maya rose to civilization in Central and South America. Their society was very interactive and organized around individual city states, each with their own governmental system. They created a system of writing which consisted of individual symbols to represent sounds and words. Read more...iWorksheets :3Study Guides :1

The IncasThe Incas were a civilization that lived in South America, the largest civilization to have existed in that region up to the time of their rule. The Incan people conquered much of South America using force and warfare, but treated those they conquered quite well. The Incas lacked the use of wheeled vehicles. They lacked animals to ride and draft animals that could pull wagons. Read more...iWorksheets :3Study Guides :1

World War IDuring the first half of the 20th century, European countries were struggling for control over land and sea. Many countries wanted to establish new colonies in newly discovered territory, which led to power struggles across Europe. Technological advancements also attributed to the beginning of World War I. Read more...iWorksheets :4Study Guides :1

World War IIAfter World War I and the Great Depression, many countries all over the world were trying to come back from an economic recession. Adolf Hitler, the leader of a party developed a philosophy for Germany and ignore the Treaty of Versailles. Soon, Germany was at war with many European countries and so began the reign of the Nazi Party. Germany soon invaded Poland and World War II was set in motion. Read more...iWorksheets :4Study Guides :1

The Cold WarDuring and after World War II, tension between the United States and the USSR grew. Stalin was disappointed in many of the United States' decisions regarding post-war aid and nuclear research. As a result of this, the Soviet Union had little trust in the United states and President Truman. Read more...iWorksheets :4Study Guides :1

The Vietnam WarThe Vietnam War was a war fought over decades in the mid to late 20th century. It is considered to be connected to the Cold War, and many of the causes of the conflict have roots imbedded in the fear of the spread of Communism that was at the front of the Cold War. Ho Chi Minh, the leader of North Vietnam, wanted independence for Vietnam and a Communist-run government. Read more...iWorksheets :4Study Guides :1

The New MillenniumGlobal conflicts have increased over time and the United States has seen the effects of this in the new millennium. On September 11th, 2001 the World Trade Center and the Pentagon were targets of terrorist attacks. As a result of this, the United States declared a “War on Terror” and has since seen the loss of many American lives. Read more...iWorksheets :3Study Guides :1

2.1.2. Concepts such as: chronology, causality, change, conflict, complexity, multiple perspectives, primary and secondary sources, and cause and effect.

The American RevolutionIn the second half of the 18th century, the colonies began to seek independence from Great Britain. One of the main causes of the Revolutionary War was the colonist’s reaction to the taxes being placed on the necessary goods and activities of the colonies. The Revolutionary War began in 1775, when colonial militias began to fight against the British army. Read more...iWorksheets :4Study Guides :1

Moving Southward and WestwardManifest Destiny was the idea that the United States was destined to expand from the Atlantic to the Pacific. This motivated the government to acquire lands in the Oregon Territory as well as in areas that became Texas, Florida, and California. Many people started to move west in hope of a better life. The California Gold Rush triggered a large movement of people to California. Read more...iWorksheets :3Study Guides :1

Causes of the Civil WarFreeIn the 1800's, America was expanding and gaining new territories. The issue of slavery was everywhere and there was much conflict over whether or not the new territories should be slave states or not. Read more...iWorksheets :3Study Guides :1

Reconstruction after the Civil WarThe years after the Civil War were dedicated to trying to resolve the problems that were not only the cause of the war but were aggravated by four years of fighting between the Union and the Confederacy. Read more...iWorksheets :4Study Guides :1

The Roaring TwentiesThe 1920’s were a time of social, economical, and political change in the United States. After World War I, the economy changed drastically. Men and women began to raise their standards of living, spending money on new technologies that they put on credit. Cars began to become a huge influence on society, and soon millions of people owned Ford’s invention. Read more...iWorksheets :3Study Guides :1

The Great DepressionIn the last years of the decade commonly referred to as the Roaring Twenties, the United States saw a great gap between the rich and the poor citizens. Businesses and corporations were booming and productivity rose. However, increased production and decreased consumption took its toll and eventually the American people saw a drastic fall in the stock market. The stock market crash virtually ruined the American economy of the time and the greater part of the next decade was spent trying to reverse the damage. Read more...iWorksheets :4Study Guides :1

Environmental ChangesThe issue of global warming has been the cause of much debate in the past fifty years. Greenhouse gases, overpopulation, fossil fuel usage, and deforestation have been at the top of the list of reasons that the world’s environment is changing for the worse. Many plants and animals are becoming extinct due to these environmental changes. Industrialization and overpopulation have caused a decrease in land available for other species. Read more...iWorksheets :3Study Guides :1

2.1.3. That learning about the past requires the interpretation of sources, and that using varied sources provides the potential for a more balanced interpretive record of the past.

2.1.4. That historical interpretations of the same event may differ on the basis of such factors as conflicting evidence from varied sources, national or cultural perspectives, and the point of view of the researcher.

2.1.5. Key historical periods and patterns of change within and across cultures (e.g., the rise and fall of ancient civilizations, the development of technology, the rise of modern nation-states, and the establishment and breakdown of colonial systems).

MesopotamiaThe area that is called Mesopotamia is an ancient region of land located between the Tigris and Euphrates rivers that saw the rise of many civilizations. Because of the relationship to the two rivers, these civilizations, like many modern-day cities, thrived culturally. The Sumerians are credited with the creation of the first system of writing, irrigation, an advanced knowledge of mathematics, and the twelve month calendar. Read more...iWorksheets :3Study Guides :1

EgyptAncient Egypt refers to the people and area surrounding the Nile River in Africa. This period of history called Ancient Egypt extends beyond the 3000 BC-1200 BC era. During this time period, Ancient Egypt saw the rise of the Early Dynastic Period to the fall of the New Kingdom. Many things happened during those times, such as the creation of the pyramids, the creation of paper, and the growth of a writing system called hieroglyphics. Read more...iWorksheets :3Study Guides :1

Ancient IsraelThe history of Ancient Israel is documented in one of the world’s most widely read books: the Bible. This history is told through the lives of famous biblical characters as well as remains and inscriptions found in the Middle East. Abraham, Isaac, and Jacob, the three founding patriarchs of Israel, settled in Canaan almost four thousand years ago. The people of Canaan were divided into tribes and were ruled by judges. Read more...iWorksheets :3Study Guides :1

PhoeniciaPhoenicia (1000-300 BC) was an ancient civilization in Asia that was made up of a number of city-states. The most prominent city-state in Phoenicia was Carthage, a city that is still a part of Asia. The Phoenicians were a polytheistic culture and celebrated many gods and goddesses. Phoenicia was well known for the extensive trading network they established during their rise as a civilization. Read more...iWorksheets :3Study Guides :1

Ancient GreeceTo define Ancient Greece (800-200 BC) is to define an area that surrounds the modern-day country of Greece and the culture that it represents. In ancient times, the city-states of Greece expanded their culture and influence to many other places. Ancient Greece is also well known for its contributions to literature, art, science and mathematics. Read more...iWorksheets :3Study Guides :1

Ancient RomeAncient Rome (500 BC-500 AD) is characterized by many different leaders, governments and events. The history of ancient Rome spans a number of centuries, and is divided into three main categories: the Roman Kingdom, the Roman Republic, and the Roman Empire. Ancient Rome is also known for many famous leaders. Caesar, Augustus, Constantine and Nero are just a few of the historic figures that led to the expansion of Rome. Read more...iWorksheets :3Study Guides :1

Ancient ChinaFreeThe history of Ancient China spans thousands of years and a number of different dynasties. Certain Chinese dynasties lasted hundreds of years, while others were overthrown and replaced quickly by new leaders. Despite this, much of Chinese culture and religion was steadfast. Read more...iWorksheets :3Study Guides :1

MexicoMexico is a country located in North America; it neighbors the United States to the South and shares a border that spans from California to Texas. While parts of Mexico are home to snow covered mountains, the country is also known for its beautiful beaches and lush rainforests. After the Spanish exploration of the Americas, Mexico was under Spanish rule until they declared independence in the 19th century. Read more...iWorksheets :4Study Guides :1

2.1.7. The contributions of key persons, groups, and events from the past and their influence on the present.

CanadaCanada has a rich history of being home to many aboriginal peoples, including Indian tribes and the Inuit. When European explorers began to reach Canada, they found a land rich in resources and began to settle in this area of North America. Read more...iWorksheets :4Study Guides :1

Central AmericaCentral America is the small isthmus that separates the Pacific Ocean and Caribbean Sea, and connects North America and South America. It is made up of these seven countries: Belize, Guatemala, El Salvador, Honduras, Nicaragua, Panama, Costa Rica. Central America is considered a Mesoamerican civilization. Read more...iWorksheets :3Study Guides :1

South AmericaSouth America includes twelve sovereign states: Argentina, Bolivia, Brazil, Chile, Colombia, Ecuador, Guyana, Paraguay, Peru, Suriname, Uruguay, Venezuela, and French Guiana (a part of France). In addition, the ABC islands of the Kingdom of the Netherlands, the Falkland Islands, (a British Overseas Territory), Trinidad and Tobago, and Panama may also be considered part of South America. Read more...iWorksheets :3

2.1.8. The history of democratic ideals and principles, and how they are represented in documents, artifacts and symbols.

The United States ConstitutionThe United States Constitution is a document created by a group of delegates to the Constitutional Convention after the United States declared its independence from Great Britain. The need for a governing document other than the Articles of Confederation was growing clear to the Constitutional Congress, and so they came together to devise a new document. The Constitution is the absolute law in the United States and has been that way since 1789. Read more...iWorksheets :4Study Guides :1

2.1.9. The influences of social, geographic, economic, and cultural factors an the history of local areas, states, nations, and the world.

2.2. PROCESSES - Learners will be able to:

2.2.2. Identify and use a variety of primary and secondary sources for reconstructing the past, such as documents, letters, diaries, maps, textbooks, photos, and other sources.

Geographic Map TermsThere are many geographical settings that make up the earth’s surface. Many of these characteristics can be seen on maps as well as from satellites because of their size. Many land formations are a result of weather and time, and often they can co-exist with one another. Read more...iWorksheets :3Study Guides :1

Geographic ToolsThroughout history, many different tools have been used to transfer graphical information. Graphs, charts, and maps are a few ways that we can represent ideas and places. Read more...iWorksheets :3Study Guides :1

2.2.3. Research and analyze past periods, events, and issues, using a variety of primary sources (e.g., documents, letters, artifacts, and testimony) as well as secondary sources; validate and weigh evidence for claims, and evaluate the usefulness and degree of reliability of sources to develop a supportable interpretation.

NCSS.3. PEOPLE, PLACES, AND ENVIRONMENTS

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF PEOPLE, PLACES, AND ENVIRONMENTS.

3.1. KNOWLEDGE - Learners will understand:

3.1.1. The theme of people, places, and environments involves the study of the relationships between human populations in different locations and geographic phenomena such as climate, vegetation, and natural resources.

3.1.2. Concerts such as: location, region, place, and migration, as well as human and physical systems.

3.1.3. Past and present changes in physical systems, such as seasons, climate, and weather, and the water cycle, in both national and global contexts.

3.1.5. The concept of regions identifies links between people in different locations according to specific criteria (e.g., physical, economic, social, cultural, or religious).

3.1.6. Patterns of demographic and political change, and cultural diffusion in the past and present (e.g., changing national boundaries, migration, and settlement, and the diffusion of and changes in customs and ideas).

3.1.7. Human modifications of the environment.

3.1.8. Factors that contribute to cooperation and conflict among peoples of the nation and world, including language, religion, and political beliefs.

3.1.9. The use of a variety of maps, globes, graphic representations, and geospatial technologies to help investigate the relationships among people, places, and environments.

3.2. PROCESSES - Learners will be able to:

3.2.2. Research, organize, analyze, synthesize, and evaluate information from atlases, data bases, grid systems, charts, graphs, maps, geospatial technologies, and other tools to interpret relationships among geographic factors and historic events.

3.2.3. Acquire, organize, and analyze information and use geographic tools to draw conclusions about historic or current national and global environmental change.

3.2.5. Identify and interpret ''push'' and ''pull'' factors involved in the migrations of people in this nation and other parts of the world.

3.2.6. Evaluate the consequences of human actions in environmental terms.

3.3. PRODUCTS - Learners demonstrate understanding by:

3.3.2. Constructing a map depicting the historical expansion of a nation or empire that demonstrates an understanding of relative location, distance, direction, boundaries, major physical features, size, and shape.

3.3.6. Graphing patterns of human migration in a selected place on the globe.

NCSS.5. INDIVIDUALS, GROUPS, AND INSTITUTIONS

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF INTERACTIONS AMONG INDIVIDUALS, GROUPS, AND INSTITUTIONS.

5.1. KNOWLEDGE - Learners will understand:

5.1.2. Concepts such as: mores, norms, status, role, socialization, ethnocentrism, cultural diffusion, competition, cooperation, conflict, race, ethnicity, and gender.

5.1.5. That groups and institutions change over time.

5.1.8. That when two or more groups with differing norms and beliefs interact, accommodation or conflict may result.

5.2. PROCESSES - Learners will be able to:

5.2.2. Analyze the effects of interactions between and among individuals, groups, and institutions.

5.2.3. Identify and analyze the impact of tensions between and among individuals, groups, and institutions.

5.2.6. Analyze the role of institutions in furthering both continuity and change.

NCSS.6. POWER, AUTHORITY, AND GOVERNANCE

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF HOW PEOPLE CREATE, INTERACT WITH, AND CHANGE STRUCTURES OF POWER, AUTHORITY, AND GOVERNANCE.

6.1. KNOWLEDGE - Learners will understand:

6.1.1. Rights are guaranteed in the U.S. Constitution, the supreme law of the land.

6.1.2. Fundamental ideas that are the foundation of American constitutional democracy (including those of the U.S. Constitution, popular sovereignty, the rule of law, separation of powers, checks and balances, minority rights, the separation of church and state, and Federalism).

6.1.3. Fundamental values of constitutional democracy (e.g., the common good, liberty, justice, equality, and individual dignity).

6.2. PROCESSES - Learners will be able to:

6.2.2. Examine persistent issues involving the rights of individuals and groups in relation to the general welfare.

Civil RightsThe American Civil Rights Movement developed as many worked to ensure equality and civil rights for many groups, mainly African Americans. Despite being citizens in theory, many black citizens were not granted the same constitutional rights as other American citizens. Read more...iWorksheets :4Study Guides :1

6.2.3. Compare and analyze the ways in which groups and nations respond to the richness of unity and diversity, as well as tensions and conflicts associated with unity and diversity.

6.2.4. Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation among groups and nations.

6.2.5. Evaluate the role of technology as it contributes to conflict and cooperation among nations and groups, and as it contributes to or detracts from systems of power, authority, and governance.

NCSS.7. PRODUCTION, DISTRIBUTION, AND CONSUMPTION

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF HOW PEOPLE ORGANIZE FOR THE PRODUCTION, DISTRIBUTION, AND CONSUMPTION OF GOODS AND SERVICES.

7.1. KNOWLEDGE - Learners will understand:

7.1.1. Individuals, government, and society experience scarcity because human wants and needs exceed what can be produced from available resources.

EconomicsThe functions of an economy depend largely on the goods and services that are created by the producers. In any economy, the consumers are the people who buy or exchange money or goods, and without the demand or need for goods the economy would be unsuccessful. The difference in the cost of retail sale and the cost of production is the meaning of profit for a business, and is also the goal of producers and businesses. Read more...iWorksheets :3Study Guides :1

7.1.3. The economic choices that people make have both present and future consequences.

7.1.4. Economic incentives affect people's behavior and may be regulated by rules or laws.

7.1.5. That banks and other financial institutions channel funds from savers to borrowers and investors.

7.1.6. The economic gains that result from specialization and exchange as well as the trade offs.

7.1.7. How markets bring buyers and sellers together to exchange goods and services.

7.1.8. How goods and services are allocated in a market economy through the influence of prices on decisions about production and consumption.

7.2. PROCESSES - Learners will be able to:

7.2.2. Compare their own economic decisions with those of others, and consider the wider consequences of those decisions for groups, communities, the nation, and beyond.

7.2.4. Describe the role that financial institutions play among savers, borrowers, and investors.

7.2.6. Gather and analyze data on economic issues, and use critical thinking in making recommendations on economic policies.

NCSS.8. SCIENCE, TECHNOLOGY, AND SOCIETY

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF RELATIONSHIPS AMONG SCIENCE, TECHNOLOGY, AND SOCIETY.

8.1. KNOWLEDGE - Learners will understand:

8.1.2. Society often turns to science and technology to solve problems.

8.1.4. Science and technology have had both positive and negative impacts upon individuals, societies, and the environment in the past and present.

8.1.5. Science and technology have changed peoples' perceptions of the social and natural world, as well as their relationship to the land, economy and trade, their concept of security, and their major daily activities.

8.1.6. Values, beliefs, and attitudes that have been influenced by new scientific and technological knowledge (e.g., invention of the printing press, conceptions of the universe, applications of atomic energy, and genetic discoveries).

8.2. PROCESSES - Learners will be able to:

8.2.1. Ask and find answers to questions about the ways in which science and technology affect peoples' lives today in different places, and have done so in the past.

8.2.3. Seek and evaluate varied perspectives when weighing how specific applications of science and technology have impacted individuals and society.

8.2.4. Review sources to identify the purposes, points of view, biases, and intended audiences of reports and discussions of science and technology.

8.2.5. Select, organize, evaluate, and communicate information about the impact of science or technology on a society today or in the past.

8.3. PRODUCTS - Learners demonstrate understanding by:

8.3.1. Discussing current and past issues involving science and technology, and their consequences for society.

NCSS.9. GLOBAL CONNECTIONS

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF GLOBAL CONNECTIONS AND INTERDEPENDENCE.

9.1. KNOWLEDGE - Learners will understand:

9.1.1. Global connections have existed in the past and increased rapidly in current times.

9.1.2. Global factors such as cultural, economic, and political connections are changing the places in which people live (e.g., through trade, migration, increased travel, and communication).

9.1.3. Spatial relationships that relate to ongoing global issues (e.g., pollution, poverty, disease, and conflict) affect the health and well-being of Earth and its inhabitants.

9.1.4. Global problems and possibilities are not generally caused or developed by any one nation.

9.2. PROCESSES - Learners will be able to:

9.2.1. Ask and find answers to questions about the ways in which people and societies are connected globally today and were connected in the past.

9.2.4. Analyze examples of conflict, cooperation, and interdependence among groups, com-munities, regions, societies, and nations.

9.2.6. Explore the causes, consequences, and possible solutions related to persistent, current, and emerging global issues, such as health, resource allocation, economic development, and environmental quality.

9.2.7. Describe and explain the relationships and tensions between national sovereignty and global interests in such matters as territorial rights, natural resources, trade, the different uses of technology, and the welfare of people.

NCSS.10. CIVIC IDEALS AND PRACTICES

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE EXPERIENCES THAT PROVIDE FOR THE STUDY OF THE IDEALS, PRINCIPLES, AND PRACTICES OF CITIZENSHIP IN A DEMOCRATIC REPUBLIC.

10.1. KNOWLEDGE - Learners will understand:

10.1.2. Concepts and ideals such as: individual dignity, liberty, justice, equality, individual rights, responsibility, majority and minority rights, and civil dissent.

10.1.3. Key practices involving the rights and responsibilities of citizenship and the exercise of citizenship (e.g., respecting the rule of law and due process, voting, serving on a jury, researching issues, making informed judgments, expressing views on issues, and collaborating with others to take civic action).

10.1.5. Key documents and excerpts from key sources that define and support democratic ideals and practices (e.g., the U.S. Declaration of Independence, the U.S. Constitution, the Gettysburg Address, the Letter from Birmingham Jail; and international documents such as the Declaration of the Rights of Man, and the Universal Declaration of the Rights of Children).

The Civil WarAfter Lincoln was elected in 1860, southern states seceded from the Union in an effort to uphold their stance on slavery. During the war, the Confederacy continued to own slaves and support slavery. After many devastating battles and thousands of casualties, the Civil War ended but many problems that existed before the commencement of battle still existed. However, slaves were officially free and the economies of the North and South were in a new era of growth. Read more...iWorksheets :4Study Guides :1

10.1.6. The origins and function of major institutions and practices developed to support democratic ideals and practices.

10.2. PROCESSES - Learners will be able to:

10.2.8. Evaluate the significance of public opinion and positions of policymakers in influencing public policy development and decision-making.

10.2.9. Evaluate the degree to which public policies and citizen behaviors reflect or foster their stated democratic ideals.

N.NSCG. National Standards for Civics and Government (NSCG)

I.A. What are civic life, politics, and government? What is civic life? What is politics? What is government? Why are government and politics necessary? What purposes should government serve?

I.A.2. Necessity and purposes of government. Students should be able to evaluate, take, and defend positions on why government is necessary and the purposes government should serve. To achieve this standard, students should be able to

I.A.2.2. Evaluate competing ideas about the purposes government should serve, e.g.,

I.A.2.2.f. Promoting a particular religion

I.C. What are civic life, politics, and government? What are the nature and purposes of constitutions?

I.C.1. Concepts of ''constitution.'' Students should be able to explain alternative uses of the term constitution'' and to distinguish between governments with a constitution and a constitutional government. To achieve this standard, students should be able to

I.C.1.1. Distinguish among the following uses of the term constitution

I.C.1.1.b. Constitution as a document

I.C.1.1.c. Constitution as a higher law limiting the powers of government, i.e., a constitutional or limited government

I.C.1.3. Identify historical and contemporary nations with constitutions that in reality do limit power, e.g., United States, United Kingdom, Germany, Japan, Botswana, Chile

I.C.2. Purposes and uses of constitutions. Students should be able to explain the various purposes constitutions serve. To achieve this standard, students should be able to

I.C.2.1. Explain how constitutions

I.C.2.1.a. Set forth the purposes of government

I.C.2.1.b. Describe the way a government is organized and how power is allocated

I.C.2.1.c. Define the relationship between a people and their government

I.C.2.3. Describe historical and contemporary examples of how constitutions have been used to protect individual rights and promote the common good, e.g., United States Constitution ''Congress shall make no law respecting an establishment of religion, (First Amendment) ...,'' ''The right of citizens of the United States to vote shall not be denied...on account of sex (Nineteenth Amendment).''

I.D. What are civic life, politics, and government? What are alternative ways of organizing constitutional governments?

I.D.2. Confederal, federal, and unitary systems. Students should be able to explain the advantages and disadvantages of confederal, federal, and unitary systems of government. To achieve this standard, students should be able to

I.D.2.2. Identify examples of confederal, federal, and unitary systems in the history of the United States, e.g.,

I.D.2.2.a. Confederal system--the United States under the Articles of Confederation and the Confederate States of America

Colonial SettlementEurope was a leader in the settlement of colonies in America. Although their attempts were not always successful, by the turn of the 17th century they had a pretty firm start in the New World. Jamestown, the first successful settlement, was founded in 1607 by a stock company searching for gold. Read more...iWorksheets :4Study Guides :1

The Articles of ConfederationThe Articles of Confederation and Perpetual Union was an agreement among the 13 original states of the United States of America that served as its first constitution. The Articles of Confederation made the laws regarding how the newly united colonies handles and shared money, reacted to war, and settled disputes. Once the Articles were in use, it became clear that some additions needed to be made for effective governance. Read more...iWorksheets :4Study Guides :1

II.A. What are the foundations of the American political system? What is the American idea of constitutional government?

II.A.1. The American idea of constitutional government. Students should be able to explain the essential ideas of American constitutional government. To achieve this standard, students should be able to

II.A.1.1. Explain essential ideas of American constitutional government as expressed in the Declaration of Independence, the Constitution, and other writings, e.g.,

II.A.1.1.b. The Constitution is a higher law that authorizes a government of limited powers

II.A.1.1.c. The purposes of government, as stated in the Preamble to the Constitution, are to form a more perfect union; establish justice; insure domestic tranquility; provide for the common defense; promote the general welfare; secure the blessings of liberty to ourselves and our posterity

II.A.1.2. Explain how the following provisions of the United States Constitution give government the power it needs to fulfill the purposes for which it was established

II.A.1.2.a. Delegated or enumerated powers, e.g., to lay and collect taxes, to make treaties, to decide cases and controversies between two or more states (Articles I, II & III)

II.A.1.2.b. The general welfare provision (Article I, Section 8)

II.A.1.2.c. The necessary and proper clause (Article I, Section 8, Clause 18)

II.A.1.3. Explain the means of limiting the powers of government under the United States Constitution

II.A.1.3.c. Bill of Rights

II.A.1.4. Explain how specific provisions of the United States Constitution, including the Bill of Rights, limit the powers of government in order to protect the rights of individuals, e.g., habeas corpus; trial by jury; ex post facto; freedom of religion, speech, press, and assembly; equal protection of the law; due process of law; right to counsel

II.A.1.5. Evaluate, take, and defend positions on current issues involving constitutional protection of individual rights, such as

II.A.1.5.b. Separation of church and state, e.g., school vouchers, prayer in public schools

II.A.1.5.d. Search and seizure, e.g., warrantless searches

II.B. What are the foundations of the American political system? What are the distinctive characteristics of American society?

II.B.1. Distinctive characteristics of American society. Students should be able to identify and explain the importance of historical experience and geographic, social, and economic factors that have helped to shape American society. To achieve this standard, students should be able to

II.B.1.1. Explain important factors that have helped shape American society

II.B.1.1.b. Religious freedom

II.B.1.1.d. A history of slavery

The Abolitionist MovementThe Abolitionist Movement started with the denunciation of slavery by the Quakers of Pennsylvania, a religion community of believers in equality and peace. After their public resistance to slavery, many other groups of people joined their fight for the abolition of slavery. Read more...iWorksheets :4Study Guides :1

II.B.1.1.e. Relative geographic isolation

II.B.1.1.h. Effects of a frontier

The AlamoThe Alamo was a fort in Texas that became the defining point of a conflict between Texan-Americans and the Republic of Mexico. The Texans were part of Mexico but wanted to be part of the United States. A major battle in this conflict happened at the Alamo on March 6, 1836. Today it is a museum in the Alamo Plaza Historic District. Read more...iWorksheets :3Study Guides :1

II.B.1.1.i. Large scale immigration

II.B.3. Diversity in American society. Students should be able to evaluate, take, and defend positions on the value and challenges of diversity in American life. To achieve this standard, students should be able to

II.B.3.3. Explain why conflicts have arisen from diversity, using historical and contemporary examples, e.g., North/South conflict; conflict about land, suffrage, and other rights of Native Americans; Catholic/Protestant conflicts in the nineteenth century; conflict about civil rights of minorities and women; present day ethnic conflict in urban settings

The Jackson AgeAndrew Jackson was an influential leader in the 19th century, known for many reforms to the American government and society during his presidency. President Jackson is credited for the founding of the Democratic Party. Read more...iWorksheets :3Study Guides :1

II.C. What are the foundations of the American political system? What is American political culture?

II.C.1. American identity. Students should be able to explain the importance of shared political values and principles to American society. To achieve this standard, students should be able to

II.C.1.2. Identify basic values and principles Americans share as set forth in such documents as the Declaration of Independence, the United States Constitution, the Gettysburg Address

II.C.2. The character of American political conflict. Students should be able to describe the character of American political conflict and explain factors that usually prevent violence or that lower its intensity. To achieve this standard, students should be able to

II.C.2.1. Describe political conflict in the United States both historically and at present, such as conflict about

II.C.2.1.a. Geographic and sectional interests

II.C.2.1.b. Slavery and indentured servitude

II.C.2.1.d. Extending the franchise

II.C.2.1.e. Extending civil rights to all Americans

II.C.2.1.f. The role of religion in American public life

II.C.2.1.g. Engaging in wars

The New Government in OperationAfter the signing of the Constitution, the leaders and citizens of the United States had many goals and aspirations for the growth of the nation. One type of growth was the interest in expanding the existing boundaries of the new country. The first of these initiatives was the Louisiana Purchase, under President Thomas Jefferson. Read more...iWorksheets :3Study Guides :1

II.C.2.2. Explain some of the reasons why political conflict in the United States, with notable exceptions such as the Civil War, labor unrest, civil rights struggles, and the opposition to the war in Vietnam generally has been less divisive than in many other nations. These include

II.C.2.2.a. A shared respect for the Constitution and its principles

II.D. What are the foundations of the American political system? What values and principles are basic to American constitutional democracy?

II.D.1. Fundamental values and principles. Students should be able to explain the meaning and importance of the fundamental values and principles of American constitutional democracy. To achieve this standard, students should be able to

II.D.1.1. Identify fundamental values and principles as expressed in

II.D.1.1.a. Basic documents, e.g., Declaration of Independence and United States Constitution

II.D.1.1.b. Significant political speeches and writings, e.g., The Federalist, Washington's Farewell Address, Lincoln's Gettysburg Address, King's ''I Have a Dream'' speech

II.D.1.1.c. Individual and group actions that embody fundamental values and principles, e.g., suffrage and civil rights movements

II.D.1.3. Explain the meaning and importance of the following fundamental principles of American constitutional democracy

II.D.1.3.a. Popular sovereignty--the concept that ultimate political authority rests with the people who create and can alter or abolish governments

II.D.1.3.b. Constitutional government which includes the rule of law; representative institutions; shared powers; checks and balances; individual rights; separation of church and state; federalism; civilian control of the military

II.D.2. Conflicts among values and principles in American political and social life. Students should be able to evaluate, take, and defend positions on issues in which fundamental values and principles are in conflict. To achieve this standard, students should be able to

II.D.2.1. Describe conflicts among fundamental values and principles and give historical and contemporary examples of these conflicts, such as

II.D.2.1.a. Conflicts between liberty and equality, e.g., liberty to exclude others from private clubs and the right of individuals to be treated equally

II.D.3. Disparities between ideals and reality in American political and social life. Students should be able to evaluate, take, and defend positions on issues concerning ways and means to reduce disparities between American ideals and realities. To achieve this standard, students should be able to

II.D.3.3. Explain, using historical and contemporary examples, discrepancies between American ideals and the realities of political and social life in the United States, e.g., the ideal of equal justice for all and the reality that the poor may not have equal access to the judicial system.

II.D.3.4. Describe historical and contemporary efforts to reduce discrepancies between ideals and the reality of American public life, e.g., abolition, suffrage, civil rights, and environmental protection movements

III.A. How does the government established by the constitution embody the purposes, values, and principles of American democracy? How are power and responsibility distributed, shared, and limited in the government established by the United States Constitution?

III.A.1. Distributing, sharing, and limiting powers of the national government. Students should be able to explain how the powers of the national government are distributed, shared, and limited. To achieve this standard, students should be able to

III.A.1.1. Explain how the three opening words of the Preamble to the Constitution, ''We the People...,'' embody the principle of the people as sovereign--the ultimate source of authority

III.A.2. Sharing of powers between the national and state governments. Students should be able to explain how and why powers are distributed and shared between national and state governments in the federal system. To achieve this standard, students should be able to

III.A.2.2. Describe how some powers are shared between the national and state governments, e.g., power to tax, borrow money, regulate voting

III.A.2.5. Explain how and why the United States Constitution provides that laws of the national government and treaties are the supreme law of the land

III.B. How does the government established by the constitution embody the purposes, values, and principles of American democracy? What does the national government do?

III.B.1. Major responsibilities for domestic and foreign policy. Students should be able to explain the major responsibilities of the national government for domestic and foreign policy. To achieve this standard, students should be able to

III.B.1.1. Identify historical and contemporary examples of important domestic policies, e.g., Pure Food and Drug Act, Environmental Protection Act, civil rights laws, child labor laws, minimum wage laws, Aid to Families with Dependent Children, Social Security

III.B.1.2. Explain how and why domestic policies affect their lives

III.B.1.3. Identify historical and contemporary examples of important foreign policies, e.g., Monroe Doctrine, Marshall Plan, immigration acts, foreign aid, arms control, promoting democracy and human rights throughout the world

ExpansionismOver the past two centuries, the Unites States has sought to expand its territories both in North America and other parts of the world. While one of the biggest reasons for this is to continue economic growth, during the end of the 19th century and the beginning of the 20th, America found itself in a position to demonstrate its strength by intervening in other countries. Read more...iWorksheets :4Study Guides :1

III.B.2. Financing government through taxation. Students should be able to explain the necessity of taxes and the purposes for which taxes are used. To achieve this standard, students should be able to

III.B.2.1. Explain why taxation is necessary to pay for government

III.B.2.2. Identify provisions of the United States Constitution that authorize the national government to collect taxes, i.e., Article One, Sections 7 and 8; Sixteenth Amendment

III.B.2.3. Identify major sources of revenue for the national government, e.g., individual income taxes, social insurance receipts (Social Security and Medicare), borrowing, taxes on corporations and businesses, estate and excise taxes, tariffs on foreign goods

III.B.2.4. Identify major uses of tax revenues received by the national government, e.g., direct payment to individuals (Social Security, Medicaid, Medicare, Aid to Families with Dependent Children), national defense, interest on the federal debt, interstate highways

III.C. How does the government established by the constitution embody the purposes, values, and principles of American democracy? How are state and local governments organized and what do they do?

III.C.1. State governments. Students should be able to explain why states have constitutions, their purposes, and the relationship of state constitutions to the federal constitution. To achieve this standard, students should be able to

III.C.1.3. Identify and explain the basic similarities and differences between their state constitution and the United States Constitution

III.C.1.4. Explain why state constitutions and state governments cannot violate the United States Constitution

III.C.2. Organization and responsibilities of state and local governments. Students should be able to describe the organization and major responsibilities of state and local governments. To achieve this standard, students should be able to

III.C.2.3. Identify major sources of revenue for state and local governments, e.g., property, sales, and income taxes; fees and licenses; taxes on corporations and businesses; borrowing

III.E. How does the government established by the constitution embody the purposes, values, and principles of American democracy? What is the place of law in the American constitutional system?

III.E.3. Judicial protection of the rights of individuals. Students should be able to evaluate, take, and defend positions on current issues regarding judicial protection of individual rights. To achieve this standard, students should be able to

III.E.3.1. Explain the basic concept of due process of law, i.e., government must use fair procedures to gather information and make decisions in order to protect the rights of individuals and the interests of society

III.E.3.2. Explain the importance to individuals and to society of major due process protections

III.E.3.2.a. Habeas corpus

III.E.3.2.b. Presumption of innocence

III.E.3.2.c. Fair notice

III.E.3.2.d. Impartial tribunal

III.E.3.2.e. Speedy and public trials

III.E.3.2.f. Right to counsel

III.E.3.2.g. Trial by jury

III.E.3.2.h. Right against self-incrimination

III.E.3.2.i. Protection against double jeopardy

III.E.3.2.j. Right of appeal

III.E.3.3. Explain why due process rights in administrative and legislative procedures are essential for the protection of individual rights and the maintenance of limited government, e.g., the right to adequate notice of a hearing that may affect one's interests, the right to counsel in legislative hearings

III.F. How does the government established by the constitution embody the purposes, values, and principles of American democracy? How does the American political system provide for choice and opportunities for participation?

III.F.1. The public agenda. Students should be able to explain what is meant by the public agenda and how it is set. To achieve this standard, students should be able to

III.F.1.2. Describe how the public agenda is shaped by political leaders, interest groups, the media, state and federal courts, individual citizens

III.F.3. Political parties, campaigns, and elections. Students should be able to explain how political parties, campaigns, and elections provide opportunities for citizens to participate in the political process. To achieve this standard, students should be able to

III.F.3.1. Describe the role of political parties

Progressive EraOne of the biggest reform goals was the process in which government officials were elected. This, along with the need for government involvement in reform, were two of the motivating factors for people such as Eugene Debs, Susan B. Anthony and W.E.B. DuBois to become leaders during the Progressive Era. Read more...iWorksheets :3Study Guides :1

III.F.4. Associations and groups. Students should be able to explain how interest groups, unions, and professional organizations provide opportunities for citizens to participate in the political process. To achieve this standard, students should be able to

III.F.4.1. Describe the historical roles of prominent associations and groups in local, state, or national politics, e.g., abolitionists, suffragists, labor unions, agricultural organizations, civil rights groups, religious organizations

III.F.5. Forming and carrying out public policy. Students should be able to explain how public policy is formed and carried out at local, state, and national levels and what roles individuals can play in the process. To achieve this standard, students should be able to

III.F.5.1. Define public policy and identify examples at local, state, and national levels

III.F.5.2. Describe how public policies are formed and implemented

IV.A. What is the relationship of the United States to other nations and to world affairs? How is the world organized politically?

IV.A.2. Interaction among nation-states. Students should be able to explain how nation-states interact with each other. To achieve this standard, students should be able to

IV.A.2.1. Describe the most important means nation-states use to interact with one another

IV.A.2.1.b. Diplomacy

IV.A.2.1.f. Military force and the threat of force

IV.A.2.2. Explain reasons for the breakdown of order among nation-states, e.g., conflicts about national interests, ethnicity, and religion; competition for resources and territory; absence of effective means to enforce international law

IV.A.2.3. Explain the consequences of the breakdown of order among nation-states

IV.A.3. United States' relations with other nation-states. Students should be able to explain how United States foreign policy is made and the means by which it is carried out. To achieve this standard, students should be able to

IV.A.3.2. Describe various means used to attain the ends of United States foreign policy, e.g., diplomacy; economic, military, and humanitarian aid; treaties; trade agreements; incentives; sanctions; military intervention; covert action

IV.A.3.3. Identify important current foreign policy issues and evaluate the means the United States is using to deal with them

IV.A.4. International organizations. Students should be able to explain the role of major international organizations in the world today. To achieve this standard, students should be able to

IV.A.4.1. Describe the purposes and functions of major governmental international organizations, e.g., UN, NATO, OAS, World Court

IV.B. What is the relationship of the United States to other nations and to world affairs? How has the United States influenced other nations and how have other nations influenced American politics and society?

IV.B.1. Impact of the American concept of democracy and individual rights on the world. Students should be able to describe the influence of American political ideas on other nations. To achieve this standard, students should be able to

IV.B.1.1. Describe the impact on other nations of the American Revolution and of the values and principles expressed in the Declaration of Independence and the United States Constitution, including the Bill of Rights

V.B. What are the roles of the citizen in American democracy? What are the rights of citizens?

V.B.1. Personal rights. Students should be able to evaluate, take, and defend positions on issues involving personal rights. To achieve this standard, students should be able to

V.B.1.2. Identify the major documentary sources of personal rights, e.g., Declaration of Independence, United States Constitution, including the Bill of Rights, state constitutions

V.B.1.3. Explain the importance to the individual and to society of such personal rights as

V.B.1.3.a. Freedom of conscience and religion

V.B.2. Political rights. Students should be able to evaluate, take, and defend positions on issues involving political rights. To achieve this standard, students should be able to

V.B.2.1. Identify political rights, e.g., the right to vote, petition, assembly, freedom of press

V.B.2.2. Explain the meaning of political rights as distinguished from personal rights, e.g., the right of free speech for political discussion as distinct from the right of free speech to express personal tastes and interests, the right to register to vote as distinct from the right to live where one chooses

V.B.2.3. Identify major statements of political rights in documents such as the Declaration of Independence, United States Constitution, including the Bill of Rights, state constitutions, and civil rights legislation

V.B.2.4. Explain the importance to the individual and society of such political rights as

V.B.2.4.a. Freedom of speech, press, assembly, and petition

V.B.2.5. Identify and evaluate contemporary issues that involve political rights, e.g., hate speech, fair trial, free press

V.B.3. Economic rights. Students should be able to evaluate, take, and defend positions on issues involving economic rights. To achieve this standard, students should be able to

V.B.3.1. Identify important economic rights, e.g., the right to own property, choose one's work, change employment, join a labor union, establish a business

V.B.3.2. Identify statements of economic rights in the United States Constitution, e.g., requirement of just compensation, contracts, copyright, patents

V.B.3.3. Explain the importance to the individual and to society of such economic rights as the right to

V.B.3.3.c. Join labor unions and professional associations

V.B.3.3.d. Establish and operate a business

V.B.4. Scope and limits of rights. Students should be able to evaluate, take, and defend positions on issues regarding the proper scope and limits of rights. To achieve this standard, students should be able to

V.B.4.1. Explain what is meant by the ''scope and limits'' of a right, e.g., the scope of one's right to free speech in the United States is extensive and protects almost all forms of political expression. The right to free speech, however, can be limited if and when that speech seriously harms or endangers others

V.B.4.4. Identify and evaluate positions on a contemporary conflict between rights, e.g., right to a fair trial and right to a free press, right to privacy and right to freedom of expression

V.E. What are the roles of the citizen in American democracy? How can citizens take part in civic life?

V.E.3. Forms of political participation. Students should be able to describe the means by which Americans can monitor and influence politics and government. To achieve this standard, students should be able to

V.E.3.1. Explain how Americans can use the following means to monitor and influence politics and government at local, state, and national levels

V.E.3.1.e. Joining political parties, interest groups, and other organizations that attempt to influence public policy and elections

V.E.3.2. Describe historical and current examples of citizen movements seeking to promote individual rights and the common good, e.g., abolition, suffrage, labor and civil rights movements

Industrial GrowthAfter the Civil War and Reconstruction, the United States began to see a rise in industry and the growth of businesses. The Transcontinental Railroad, the first railroad to span the United States from Atlantic to Pacific, opened up the opportunity for social and economical growth towards the West. Read more...iWorksheets :3Study Guides :1

V.E.4. Political leadership and public service. Students should be able to explain the importance of political leadership and public service in a constitutional democracy. To achieve this standard, students should be able to

V.E.4.6. Evaluate the role of ''the loyal opposition'' in a constitutional democracy

N.NCSE. National Content Standards in Economics (NCSE)

NCSE.1. Scarcity

Students will understand that productive resources are limited. Therefore, people cannot have all the goods and services they want; as a result, they must choose some things and give up others. Students will be able to use this knowledge to identify what they gain and what they give up when they make choices.

1.1. At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:

1.1.1. Scarcity is the condition of not being able to have all of the goods and services that one wants. It exists because human wants for goods and services exceed the quantity of goods and services that can be produced using all available resources. Scarcity is experienced by individuals, governments, and societies.

1.1 At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:

1.1.2. Making good choices should involve trading off the expected value of one opportunity against the expected value of its best alternative.

1.1.3. The choices people make have both present and future consequences.

1.1.4. The evaluation of choices and opportunity costs is subjective; such evaluations differ across individuals and societies.

NCSE.2. Decision Making

Students will understand that effective decision making requires comparing the additional costs of alternatives with the additional benefits. Many choices involve doing a little more or a little less of something: few choices are “all or nothing” decisions. Students will be able to use this knowledge to make effective decisions as consumers, producers, savers, investors, and citizens.

2.1. At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:

2.1.1. To determine the best level of consumption of a product, people must compare the additional benefits with the additional costs of consuming a little more or a little less.

2.1 At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:

2.1.2. Marginal benefit is the change in total benefit resulting from an action. Marginal cost is the change in total cost resulting from an action.

2.1.3. As long as the marginal benefit of an activity exceeds the marginal cost, people are better off doing more of it; if the marginal cost exceeds the marginal benefit, they are better off doing less of it.

2.1.4. Many people have a tendency to be impatient, choosing immediate consumption over saving for the future.

2.2 At the completion of Grade 8, students will use this knowledge to:

2.2.3. Apply the concepts of marginal benefit and marginal cost to reducing pollution.

NCSE.3. Allocation

Students will understand that different methods can be used to allocate goods and services. People acting individually or collectively must choose which methods to use to allocate different kinds of goods and services. Students will be able to use this knowledge to evaluate different methods of allocating goods and services, by comparing the benefits to the costs of each method.

3.1. At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:

3.1.1. Scarcity requires the use of some distribution method to allocate goods, services, and resources, whether the method is selected explicitly or not.

3.1 At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:

3.1.2. There are essential differences between a market economy, in which allocations result from individuals making decisions as buyers and sellers, and a command economy, in which resources are allocated according to central authority.

3.1.4. National economies vary in the extent to which they rely on government directives (central planning) and signals (prices) from private markets to allocate scarce goods, services, and productive resources.

3.1.5. As consumers, people use resources in different ways to satisfy different wants. Productive resources can be used in different ways to produce different goods and services.

3.2 At the completion of Grade 8, students will use this knowledge to:

3.2.5. List the resources used to produce some item and identify other items that could have been made from these resources. Repeat the exercise for household production.

NCSE.4. Incentives

Students will understand that people usually respond predictably to positive and negative incentives. Students will be able to use this knowledge to identify incentives that affect people’s behavior and explain how incentives affect their own behavior.

4.1. At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:

4.1.1. Responses to incentives are usually predictable because people normally pursue their self-interest or deviate from their self-interest in consistent ways.

4.1 At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:

4.1.2. Changes in incentives usually cause people to change their behavior in predictable ways.

4.1.3. Incentives can be monetary or non-monetary, or both.

NCSE.6. Specialization

Students will understand that when individuals, regions, and nations specialize in what they can produce at the lowest cost and then trade with others, both production and consumption increase. Students will be able to use this knowledge to explain how they can benefit themselves and others by developing special skills and strengths.

6.1 At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:

6.1.2. Like trade among individuals within one country, international trade promotes specialization and division of labor and increases the productivity of labor, output and consumption.

6.1.3. As a result of growing international economic interdependence, economic conditions and policies in one nation increasingly affect economic conditions and policies in other nations.

6.2 At the completion of Grade 8, students will use this knowledge to:

6.2.2. Explain how the process of specialization and division of labor results in increased productivity of labor, output, and overall consumption.

NCSE.7. Markets and Prices

Students will understand that a market exists when buyers and sellers interact. This interaction determines market prices and thereby allocates scarce goods and services. Students will be able to use this knowledge to identify markets in which they have participated as a buyer and as a seller and describe how the interaction of all buyers and sellers influences prices. Also, predict how prices change when there is either a shortage or surplus of the product available.

7.2 At the completion of Grade 8, students will use this knowledge to:

7.2.4. Identify examples of products for which the price fell because sellers did not sell all they had produced at the initial price; identify examples of other products for which the price rose because consumers wanted to buy more than producers were producing at the initial price.

NCSE.10. Institutions

Students will understand that institutions evolve and are created to help individuals and groups accomplish their goals. Banks, labor unions, markets, corporations, legal systems, and not-for-profit organizations are examples of important institutions. A different kind of institution, clearly defined and enforced property rights, is essential to a market economy. Students will be able to use this knowledge to describe the roles of various economic institutions and explain the importance of property rights in a market economy.

10.1 At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:

10.1.2. Banks and other financial institutions channel funds from savers to borrowers and investors.

10.1.3. Labor unions have influenced laws created in market economies and, through the process of collective bargaining with employers, labor unions represent some workers in negotiations involving wages, fringe benefits, and work rules.

10.2 At the completion of Grade 8, students will use this knowledge to:

10.2.3. Read about the establishment of a labor union and explain why it emerged, how it influenced the U.S. economy, and what procedures it used to gain benefits for its members and workers in general.

NCSE.11. Money and Inflation

Students will understand that money makes it easier to trade, borrow, save, invest, and compare the value of goods and services. The amount of money in the economy affects the overall price level. Inflation is an increase in the overall price level that reduces the value of money. Students will be able to use this knowledge to explain how their lives would be more difficult in a world with no money, or in a world where money sharply lost its value.

11.1. At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:

11.1.1. As a store of value, money makes it easier for people to save and defer consumption until the future.

11.1 At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:

11.1.2. As a unit of account, money is used to compare the market value of different goods and services.

11.1.3. Money encourages specialization by decreasing the costs of exchange.

NCSE.14. Entrepreneurship

Students will understand that entrepreneurs take on the calculated risk of starting new businesses, either by embarking on new ventures similar to existing ones or by introducing new innovations. Entrepreneurial innovation is an important source of economic growth. Students will be able to use this knowledge to identify the risks and potential returns to entrepreneurship, as well as the skills necessary to engage in it. Understand the importance of entrepreneurship and innovation to economic growth, and how public policies affect incentives for and, consequently, the success of entrepreneurship in the United States.

14.1. At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:

14.1.1. Entrepreneurs compare the expected benefits of entering a new enterprise with the expected costs.

14.1 At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:

14.1.2. Entrepreneurs organize resources to produce goods and services because they expect to earn profits.

14.1.3. Entrepreneurs (as well as other sellers) earn profits when the revenues they receive from selling the products they sell are greater than the costs of production.

14.1.4. Entrepreneurs (as well as other sellers) incur losses when the revenues they receive from selling the products they sell do not cover the costs of production.

14.1.5. In addition to profits, entrepreneurs respond to other incentives, including the opportunity to be their own boss, the chance to achieve recognition, and the satisfaction of creating new products or improving existing ones. In addition to financial losses, other disincentives to which entrepreneurs respond include the responsibility, long hours, and stress of running a business.

NCSE.16. Role of Government and Market Failure

Students will understand that there is an economic role for government in a market economy whenever the benefits of a government policy outweigh its costs. Governments often provide for national defense, address environmental concerns, define and protect property rights, and attempt to make markets more competitive. Most government policies also have direct or indirect effects on people’s incomes. Students will be able to use this knowledge to identify and evaluate the benefits and costs of alternative public policies, and assess who enjoys the benefits and who bears the costs.

16.1 At the completion of Grade 8, students will know the Grade 4 benchmarks for this standard, and also that:

16.1.3. Most federal government tax revenue comes from personal income and payroll taxes. Payments to Social Security recipients, the costs of national defense and homeland security, medical expenditures (such as Medicare), transfers to state and local governments, and interest payments on the national debt constitute the bulk of federal government spending.

16.2 At the completion of Grade 8, students will use this knowledge to:

16.2.4. Compare the various sources of state and local revenues and various categories of state and local expenditures in their state and community with those of the U.S. federal government.

N.NCHS. National Center for History in Schools (NCHS)

NCHS.HT. Historical Thinking Standards

HT.1. Chronological Thinking

HT.1.B. Identify the temporal structure of a historical narrative or story.

HT.1.F. Reconstruct patterns of historical succession and duration; explain historical continuity and change.

HT.2. Historical Comprehension

HT.2.B. Reconstruct the literal meaning of a historical passage.

Colonial LifeLife in the new colonies was often challenging. While the settlers were free from the restrictions of life in European society, they also did not have the amenities of European life in the 1600s. Many families in the colonies worked on a small farm. The roles of society in colonial America were clearly defined. Men were the decision-makers, and women were in a supporting role. Read more...iWorksheets :3Study Guides :1

The Nation Grows and ExpandsAround the turn of the 19th century, many changes were occurring in the United States. The industrialization of what had previously been rural and agricultural land led to a different lifestyle for many people. Read more...iWorksheets :4Study Guides :1

The Erie CanalDuring the 18th and 19th century, there was a need for more advanced ways of trade and travel in the United States. One method of travel, by waterway, had proved successful in other parts of the world. The Erie Canal was America’s answer to the need for transportation across New York. Read more...iWorksheets :3Study Guides :1

HT.2.C. Identify the central question(s) the historical narrative addresses.

HT.3. Historical Analysis and Interpretation

HT.3.A. Compare and contrast differing sets of ideas.

HT.3.C. Analyze cause-and-effect relationships and multiple causation, including the importance of the individual, the influence of ideas.

HT.3.D. Draw comparisons across eras and regions in order to define enduring issues.

HT.3.G. Challenge arguments of historical inevitability.

HT.3.H. Hold interpretations of history as tentative.

HT.4. Historical Research Capabilities

HT.4.A. Formulate historical questions.

HT.5. Historical Issues-Analysis and Decision-Making

HT.5.A. Identify issues and problems in the past.

HT.5.C. Identify relevant historical antecedents.

NCHS.USH. United States History Content Standards

USH.1. Era 1: Three Worlds Meet (Beginnings to 1620)

USH.1.1. Comparative characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450.

USH.1.1D. The student understands the differences and similarities among Africans, Europeans, and Native Americans who converged in the western hemisphere after 1492.

USH.1.2. How early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples.

USH.1.2A. The student understands the stages of European oceanic and overland exploration, amid international rivalries, from the 9th to 17th centuries.

USH.1.2B. The student understands the Spanish and Portuguese conquest of the Americas.

USH.2. Era 2: Colonization and Settlement (1585-1763)

USH.2.1. Why the Americas attracted Europeans, why they brought enslaved Africans to their colonies, and how Europeans struggled for control of North America and the Caribbean.

USH.2.1A. The student understands how diverse immigrants affected the formation of European colonies.

USH.2.1B. The student understands the European struggle for control of North America.

USH.2.2. How political, religious, and social institutions emerged in the English colonies.

USH.2.2B. The student understands religious diversity in the colonies and how ideas about religious freedom evolved.

USH.2.2C. The student understands social and cultural change in British America.

USH.3. Era 3: Revolution and the New Nation (1754-1820s)

USH.3.1. The causes of the American Revolution, the ideas and interests involved in forging the revolutionary movement, and the reasons for the American victory.

USH.3.1A. The student understands the causes of the American Revolution.

USH.3.1B. The student understands the principles articulated in the Declaration of Independence.

USH.3.1C. The student understands the factors affecting the course of the war and contributing to the American victory.

USH.3.2. The impact of the American Revolution on politics, economy, and society.

USH.3.2A. The student understands revolutionary government-making at national and state levels.

USH.3.2B. The student understands the economic issues arising out of the Revolution.

USH.3.3. The institutions and practices of government created during the Revolution and how they were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights.

USH.3.3B. The student understands the guarantees of the Bill of Rights and its continuing significance.

USH.4. Era 4: Expansion and Reform (1801-1861)

USH.4.1. United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans.

USH.4.1A. The student understands the international background and consequences of the Louisiana Purchase, the War of 1812, and the Monroe Doctrine.

USH.4.1B. The student understands federal and state Indian policy and the strategies for survival forged by Native Americans.

USH.4.1C. The student understands the ideology of Manifest Destiny, the nation's expansion to the Northwest, and the Mexican-American War.

USH.4.2. How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions.

USH.4.2A. The student understands how the factory system and the transportation and market revolutions shaped regional patterns of economic development.

USH.4.2C. The student understands how antebellum immigration changed American society.

USH.4.2D. The student understands the rapid growth of "the peculiar institution" after 1800 and the varied experiences of African Americans under slavery.

USH.4.2E. The student understands the settlement of the West.

USH.4.3. The extension, restriction, and reorganization of political democracy after 1800.

USH.4.3A. The student understands the changing character of American political life in "the age of the common man."

USH.4.3B. The student understands how the debates over slavery influenced politics and sectionalism.

USH.4.4. The sources and character of cultural, religious, and social reform movements in the antebellum period.

USH.4.4A. The student understands the abolitionist movement.

USH.4.4B. The student understands how Americans strived to reform society and create a distinct culture.

USH.4.4C. The student understands changing gender roles and the ideas and activities of women reformers.

USH.5. Era 5: Civil War and Reconstruction (1850-1877)

USH.5.1. The causes of the Civil War.

USH.5.1A. The student understands how the North and South differed and how politics and ideologies led to the Civil War.

USH.5.2. The course and character of the Civil War and its effects on the American people.

USH.5.2A. The student understands how the resources of the Union and Confederacy affected the course of the war.

USH.5.2B. The student understands the social experience of the war on the battlefield and homefront.

USH.5.3. How various reconstruction plans succeeded or failed.

USH.5.3A. The student understands the political controversy over Reconstruction.

USH.5.3B. The student understands the Reconstruction programs to transform social relations in the South.

USH.5.3C. The student understands the successes and failures of Reconstruction in the South, North, and West.

USH.6. Era 6: The Development of the Industrial United States (1870-1900)

USH.6.1. How the rise of corporations, heavy industry, and mechanized farming transformed the American people.

USH.6.1A. The student understands the connections among industrialization, the advent of the modern corporation, and material well-being.

USH.6.1C. The student understands how agriculture, mining, and ranching were transformed.

USH.6.2. Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity.

USH.6.2C. The student understands how new cultural movements at different social levels affected American life.

USH.6.3. The rise of the American labor movement and how political issues reflected social and economic changes.

USH.6.3A. The student understands how the "second industrial revolution" changed the nature and conditions of work.

USH.6.3B. The student understands the rise of national labor unions and the role of state and federal governments in labor conflicts.

USH.6.3C. The student understands how Americans grappled with social, economic, and political issues.

USH.6.4. Federal Indian policy and United States foreign policy after the Civil War.

USH.6.4B. The student understands the roots and development of American expansionism and the causes and outcomes of the Spanish-American War.

USH.7. Era 7: The Emergence of Modern America (1890-1930)

USH.7.1. How Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption.

USH.7.1A. The student understands the origin of the Progressives and the coalitions they formed to deal with issues at the local and state levels.

USH.7.1B. The student understands Progressivism at the national level.

USH.7.1C. The student understands the limitations of Progressivism and the alternatives offered by various groups.

USH.7.2. The changing role of the United States in world affairs through World War I.

USH.7.2A. The student understands how the American role in the world changed in the early 20th century.

USH.7.2B. The student understands the causes of World War I and why the United States intervened.

USH.7.2C. The student understands the impact at home and abroad of the United States involvement in World War I.

USH.7.3. How the United States changed from the end of World War I to the eve of the Great Depression.

USH.7.3A. The student understands social tensions and their consequences in the postwar era.

USH.7.3C. The student understands how new cultural movements reflected and changed American society.

USH.7.3D. The student understands politics and international affairs in the 1920s.

USH.8. Era 8: The Great Depression and World War II (1929-1945)

USH.8.1. The causes of the Great Depression and how it affected American society.

USH.8.1A. The student understands the causes of the crash of 1929 and the Great Depression.

USH.8.1B. The student understands how American life changed during the 1930s.

USH.8.2. How the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state.

USH.8.2A. The student understands the New Deal and the presidency of Franklin D. Roosevelt.

USH.8.2B. The student understands the impact of the New Deal on workers and the labor movement.

USH.8.2C. The student understands opposition to the New Deal, the alternative programs of its detractors, and the legacy of the New Deal.

USH.8.3. The causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs.

USH.8.3A. The student understands the international background of World War II.

USH.8.3B. The student understands World War II and how the Allies prevailed.

USH.9. Era 9: Postwar United States (1945 to early 1970s)

USH.9.2. How the Cold War and conflicts in Korea and Vietnam influenced domestic and international politics.

USH.9.2A. The student understands the international origins and domestic consequences of the Cold War.

USH.9.2B. The student understands United States foreign policy in Africa, Asia, the Middle East, and Latin America.

USH.9.2C. The student understands the foreign and domestic consequences of U.S. involvement in Vietnam.

USH.9.3. Domestic policies after World War II.

USH.9.3A. The student understands the political debates of the post-World War II era.

USH.9.4. The struggle for racial and gender equality and the extension of civil liberties.

USH.9.4A. The student understands the “Second Reconstruction” and its advancement of civil rights.

USH.10. Era 10: Contemporary United States (1968 to the present)

USH.10.1. Recent developments in foreign and domestic politics.

USH.10.1B. The student understands domestic politics in contemporary society.

USH.10.1C. The student understands major foreign policy initiatives.

USH.10.2. Economic, social, and cultural developments in contemporary United States.

USH.10.2A. The student understands economic patterns since 1968.

NCHS.WH. World History Content Standards

WH.2. Era 2: Early Civilizations and the Emergence of Pastoral Peoples, 4000-1000 BCE

WH.2.1. The major characteristics of civilization and how civilizations emerged in Mesopotamia, Egypt, and the Indus valley.

WH.2.1A. The student understands how Mesopotamia, Egypt, and the Indus valley became centers of dense population, urbanization, and cultural innovation in the fourth and third millennia BCE.

WH.2.1B. The student understands how commercial and cultural interactions contributed to change in the Tigris-Euphrates, Indus, and Nile regions.

WH.2.2. How agrarian societies spread and new states emerged in the third and second millennia BCE.

WH.2.2A. The student understands how civilization emerged in northern China in the second millennium BCE.

WH.2.2B. The student understands how new centers of agrarian society arose in the third and second millennia BCE.

WH.2.3. The political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE.

WH.2.3B. The student understands the social and cultural effects that militarization and the emergence of new kingdoms had on peoples of Southwest Asia and Egypt in the second millennium BCE.

WH.2.4. Major trends in Eurasia and Africa from 4000-1000 BCE.

WH.2.4A. The student understands major trends in Eurasia and Africa from 4000 to 1000 BCE.

WH.3. Era 3: Classical Traditions, Major Religions, and Giant Empires, 1000 BCE-300 CE

WH.3.1. Innovation and change from 1000-600 BCE horses, ships, iron, and monotheistic faith.

WH.3.1B. The student understands the emergence of Judaism and the historical significance of the Hebrew kingdoms.

WH.3.1C. The student understands how states developed in the upper Nile valley and Red Sea region and how iron technology contributed to the expansion of agricultural societies in Sub-Saharan Africa.

WH.3.2. The emergence of Aegean civilization and how interrelations developed among peoples of the eastern Mediterranean and Southwest Asia, 600-200 BCE.

WH.3.2A. The student understands the achievements and limitations of the democratic institutions that developed in Athens and other Aegean city-states.

WH.3.2B. The student understands the major cultural achievements of Greek civilization.

WH.3.2C. The student understands the development of the Persian (Achaemenid) empire and the consequences of its conflicts with the Greeks.

WH.3.2D. The student understands Alexander of Macedon’s conquests and the interregional character of Hellenistic society and culture.

WH.3.3. How major religions and large-scale empires arose in the Mediterranean basin, China, and India, 500 BCE-300 CE.

WH.3.3A. The student understands the causes and consequences of the unification of the Mediterranean basin under Roman rule.

WH.3.3B. The student understands the emergence of Christianity in the context of the Roman Empire.

WH.3.3C. The student understands how China became unified under the early imperial dynasties.

WH.3.4. The development of early agrarian civilizations in Mesoamerica.

WH.3.4A. The student understands the achievements of Olmec civilization.

WH.3.5. Major global trends from 1000 BCE-300 CE.

WH.3.5A. The student understands major global trends from 1000 BCE to 300 CE.

WH.4. Era 4: Expanding Zones of Exchange and Encounter, 300-1000 CE

WH.4.1. Imperial crises and their aftermath, 300-700 CE.

WH.4.1A. The student understands the decline of the Roman and Han empires.

WH.4.1B. The student understands the expansion of Christianity and Buddhism beyond the lands of their origin.

WH.4.1D. The student understands the expansion of Hindu and Buddhist traditions in Southeast Asia in the first millennium CE.

WH.4.2. Causes and consequences of the rise of Islamic civilization in the 7th-10th centuries.

WH.4.2C. The student understands the consolidation of the Byzantine state in the context of expanding Islamic civilization.

WH.4.4. The search for political, social, and cultural redefinition in Europe, 500-1000 CE.

WH.4.4A. The student understands the foundations of a new civilization in Western Christendom in the 500 years following the breakup of the western Roman Empire.

WH.4.4B. The student understands the coalescence of political and social order in Europe.

WH.4.6. The rise of centers of civilization in Mesoamerica and Andean South America in the first millennium CE.

WH.4.6A. The student understands the origins, expansion, and achievements of Maya civilization.

WH.4.7. Major global trends from 300-1000 CE.

WH.4.7A. The student understands major global trends from 300 to 1000 CE.

WH.5. Era 5: Intensified Hemispheric Interactions 1000-1500 CE

WH.5.1. The maturing of an interregional system of communication, trade, and cultural exchange in an era of Chinese economic power and Islamic expansion.

WH.5.1C. The student understands how pastoral migrations and religious reform movements between the 11th and 13th centuries contributed to the rise of new states and the expansion of Islam.

WH.5.1D. The student understands how interregional communication and trade led to intensified cultural exchanges among diverse peoples of Eurasia and Africa.

WH.5.2. The redefining of European society and culture, 1000-1300 CE.

WH.5.2A. The student understands feudalism and the growth of centralized monarchies and city-states in Europe.

WH.5.2B. The student understands the expansion of Christian Europe after 1000.

WH.5.2C. The student understands the patterns of social change and cultural achievement in Europe’s emerging civilizations.

WH.5.5. Patterns of crisis and recovery in Afro-Eurasia, 1300-1450

WH.5.5B. The student understands transformations in Europe following the economic and demographic crises of the 14th century.

WH.5.6. The expansion of states and civilizations in the Americas, 1000-1500.

WH.5.6A. The student understands the development of complex societies and states in North America and Mesoamerica.

WH.5.6B. The student understands the development of the Inca empire in Andean South America.

WH.5.7. Major global trends from 1000-1500 CE.

WH.5.7A. The student understands major global trends from 1000 to 1500 CE.

WH.6. Era 6: The Emergence of the First Global Age, 1450-1770

WH.6.2. How European society experienced political, economic, and cultural transformations in an age of global intercommunication, 1450-1750.

WH.6.2A. The student understands demographic, economic, and social trends in Europe.

WH.6.2B. The student understands the Renaissance, Reformation, and Catholic Reformation.

WH.6.2D. The student understands how the Scientific Revolution contributed to transformations in European society.

WH.6.4. Economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas, 1500-1750.

WH.6.4A. The student understands how states and peoples of European descent became dominant in the Americas between the 16th and 18th centuries.

WH.6.6. Major global trends from 1450-1770.

WH.6.6A. The student understands major global trends from 1450 to 1770.

WH.7. Era 7: An Age of Revolutions, 1750-1914

WH.7.2. The causes and consequences of the agricultural and industrial revolutions, 1700-1850.

WH.7.2C. The student understands the causes and consequences of the abolition of the trans-Atlantic slave trade and slavery in the Americas.

WH.7.4. Patterns of nationalism, state-building, and social reform in Europe and the Americas, 1830-1914.

WH.7.4D. The student understands the political, economic, and social transformations in the Americas in the 19th century.

WH.7.5. Patterns of global change in the era of Western military and economic domination, 1800-1914.

WH.7.5A. The student understands connections between major developments in science and technology and the growth of industrial economy and society.

WH.7.6. Major global trends from 1750-1914.

WH.7.6A. The student understands major global trends from 1750 to 1914.

WH.8. Era 8: A Half-Century of Crisis and Achievement, 1900-1945

WH.8.1. Reform, revolution, and social change in the world economy of the early century.

WH.8.1A. The student understands the world industrial economy emerging in the early 20th century.

WH.8.1B. The student understands the causes and consequences of important resistance and revolutionary movements of the early 20th century.

WH.8.2. The causes and global consequences of World War I.

WH.8.2A. The student understands the causes of World War I.

WH.8.2B. The student understands the global scope, outcome, and human costs of the war.

WH.8.2C. The student understands the causes and consequences of the Russian Revolution of 1917.

WH.8.3. The search for peace and stability in the 1920s and 1930s.

WH.8.3A. The student understands postwar efforts to achieve lasting peace and social and economic recovery.

WH.8.3C. The student understands the interplay between scientific or technological innovations and new patterns of social and cultural life between 1900 and 1940.

WH.8.3D. The student understands the interplay of new artistic and literary movements with changes in social and cultural life in various parts of the world in the post-war decades.

WH.8.4. The causes and global consequences of World War II.

WH.8.4A. The student understands the causes of World War II.

WH.8.4B. The student understands the global scope, outcome, and human costs of the war.

WH.8.5. Major global trends from 1900 to the end of World War II.

WH.8.5A. The student understands major global trends from 1900 to the end of World War II.

WH.9. Era 9: The 20th Century Since 1945: Promises and Paradoxes

WH.9.1. How post-World War II reconstruction occurred, new international power relations took shape, and colonial empires broke up.

WH.9.1A. The student understands major political and economic changes that accompanied post-war recovery.

WH.9.1B. The student understands why global power shifts took place and the Cold War broke out in the aftermath of World War II.

WH.9.2. The search for community, stability, and peace in an interdependent world.

WH.9.2A. The student understands how population explosion and environmental change have altered conditions of life around the world.

WH.9.2B. The student understands how increasing economic interdependence has transformed human society.

WH.9.2D. The student understands major sources of tension and conflict in the contemporary world and efforts that have been made to address them.

WH.9.2E. The student understands major worldwide scientific and technological trends of the second half of the 20th century.

WH.9.3. Major global trends since World War II.

WH.9.3A. The student understands major global trends since World War II.

Standards

NewPath Learning resources are fully aligned to US Education Standards. Select a standard below to view correlations to your selected resource:

U.S. National StandardsAlabama Courses of StudyAlaska Content and Performance StandardsArizona's College and Career Ready StandardsArkansas Curriculum FrameworksCalifornia Content StandardsColorado Academic Standards (CAS)Common Core State StandardsConnecticut Core StandardsDelaware Standards and InstructionFlorida StandardsGeorgia Standards of ExcellenceHawaii Content and Performance StandardsIdaho Content StandardsIllinois Learning StandardsIndiana Academic StandardsIowa CoreKansas Academic StandardsKentucky Academic StandardsLouisiana Academic StandardsMaine Learning ResultsMaryland College and Career-Ready StandardsMaryland StandardsMassachusetts Curriculum FrameworksMichigan Academic StandardsMinnesota Academic StandardsMississippi College & Career Readiness StandardsMissouri Learning StandardsMontana Content StandardsNebraska Core Academic Content StandardsNevada Academic Content StandardsNew Hampshire College and Career Ready StandardsNew Jersey Common Core StandardsNew Jersey Student Learning StandardsNew Mexico Content StandardsNew York State Learning Standards and Core CurriculumNorth Carolina Standard Course of StudyNorth Dakota Academic Content StandardsOhio Learning StandardsOklahoma Academic StandardsOregon Academic Content StandardsP21's Framework for 21st CenturyPennsylvania Core and Academic StandardsRhode Island World-Class StandardsSouth Carolina Standards & LearningSouth Dakota Content StandardsTennessee Academic StandardsTexas Assessments of Academic Readiness (STAAR)Texas Essential Knowledge and Skills (TEKS)Utah Core StandardsVermont Framework of Standards and LearningVirgin Islands Common Core StandardsVirginia Standards of LearningWashington DC Academic StandardsWashington State K–12 Learning Standards and GuidelinesWest Virginia College and Career Readiness StandardsWisconsin Academic StandardsWyoming Content and Performance Standards

U.S. National Standards 8th Grade Social Studies Activities