Learning Targets Aligned to the Social Studies Competencies
Transcript of Learning Targets Aligned to the Social Studies Competencies
Social
Studies
Graduation Standard #1 - History Evaluate a variety of sources to apply knowledge of major eras, enduring themes, turning points and historical influences to analyze the forces of continuity and change in the community, the state, the United States and the world.
Graduation Standard #2 - Geography Analyze the physical, human and environmental geography of Georgia, the United States and various regions of the world to evaluate the interdependent relationships and challenges facing human systems in the past, present and future.
Graduation Standard #3 - Government Apply understanding of the ideals and purposes of founding documents, the principles and structures of the constitutional government in the United States, and the American political system to analyze interrelationships among civics, government and politics in the past and present in Georgia, the United States and the world.
Graduation Standard #4 - Economics Apply the concepts and processes from economics to issues of personal finance and economic issues in local, state, national and global markets.
Graduation Standard #5 - Application of Social Studies Processes, Knowledge, Skills and Civic Engagement Question, research, present and defend discipline-based processes and knowledge from civics, government, economics, geography and history in authentic contexts as well as apply the attributes of a responsible and active citizen to affect a real world issue based on
a local need.
Sample Learning Targets Aligned to the Henry County
Graduation Competencies
Middle Grades
6-8
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Identify major historical events. K2. Arrange major historical events in
chronological order. K3. Identify the causes/effects of historical
events. K4. Identify important people and places in a
specific historical event.
Student Friendly Learning Targets: K1. I can identify major historical events. K2. I can arrange major historical events in
chronological order. K3. I can match causes and effects of historical
events. K4. I can identify the important people and places
from a specific historical event.
REASONING: R1. Compare and contrast historical figures that
contribute to change or continuity in history. R2. Describe how historical events impacted
changes in a region. R3. Describe how historical events impacted
continuity in a region. R4. Draw conclusions about change or
continuity from different time periods.
Student Friendly Learning Targets: R1. I can compare and contrast historical people
that contribute to change or continuity in history. R2. I can describe how historical events created
changes in a region. R3. I can describe how historical events impacted
continuity in a region. R4. I can draw conclusions about change or
continuity from different time periods.
PERFORMANCE SKILLS: S1. Demonstrate understanding of historical
development. S2. Give an example of a historical time period
that shows extended continuity and support with evidence.
S3. Present different viewpoints from various time periods.
S4. Present understanding of a primary document or image from the time period.
Student Friendly Learning Targets: S1. I can demonstrate understanding of historical
development. S2. I can give an example of a historical time period
that shows extended continuity and show evidence.
S3. I can present different viewpoints from various time periods.
S4. I can present understanding of a primary document or image from the time period.
History 1a Evaluate effectiveness and impact of historical events and
developments as examples of change and or continuity.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Identify individuals and groups who are
historically significant. K2. Match the historically significant person
with a group. K3. Identify the major developments of
important individuals and groups. K4. State why certain developments of
individuals and groups are historically important.
Student Friendly Learning Targets: K1. I can identify major historical individuals and
groups. K2. I can match major historical people and their
organizations. K3. I can identify major developments of important
individuals and groups. K4. I can state why certain developments of
individuals and groups are historically important.
REASONING: R1. Ask questions about the individuals and
groups, then answer them. R2 Analyze why certain individuals are
important to the group. R3. Infer something about an organization
based on an important historical person they include.
R4. Make predictions and draw conclusions about an organization’s future based on its position on significant events.
Student Friendly Learning Targets: R1. I can ask questions about individuals and
groups. R2. I can answer questions about individuals and
groups. R3. I can describe why some individuals are
important to the group. R4. I can infer something about an organization
based on an important historical person they include.
R5. I can make predictions about an organization’s future based on its position on significant events.
R6. I can draw conclusions about an organization’s future based on its position on significant events.
PERFORMANCE SKILLS: S1. Demonstrate understanding of historical
individuals and groups. S2. Give an example of a historical
organization with significant individuals and support with evidence.
S3. Present different viewpoints from various time periods.
S4. Demonstrate understanding of a primary document or image from the time period.
Student Friendly Learning Targets: S1. I can demonstrate understanding of historical
individuals and groups. S2. I can give an example of a historical
organization with significant individuals and support with evidence.
S3. I can present different viewpoints from various time periods.
S4. I can demonstrate understanding of a primary document or image from the time period.
History 1b Use questions generated about individuals and groups to analyze
why they, and the developments they shaped, are seen as historically significant.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Identify individuals of this historical era. K2. Identify factors that influenced the people
of this era. K3. Match factors to people that seem
influenced by them.
Student Friendly Learning Targets: K1. I can identify individuals of this historical era. K2. I can identify factors that influenced the people
of this era. K3. I can match factors to people that seem
influenced by them.
REASONING: R1. Infer how some factors could be an
influence on people of the era. R2 Analyze why certain individuals in a
specific era may have certain perspectives.
R3. Consider a significant person in history and describe how multiple factors influence their perspective.
Student Friendly Learning Targets: R1. I can infer how some factors could be an
influence on people of the era. R2. I can analyze why certain individuals may
have certain perspectives. R3. I can consider a significant person in history
and describe how multiple factors influence their perspective.
PERFORMANCE SKILLS: S1. Demonstrate understanding of how factors
influence the perspective of people in this era.
S2. Present competing factors that could influence people in an era.
S3. Demonstrate understanding of an influential primary document or image from the time period.
Student Friendly Learning Targets: S1. I can demonstrate understanding of how
factors influence the perspective of people in this era.
S2. I can present competing factors that could influence people in an era.
S3. I can present understanding of an influential primary document or image from the time period.
History 1c Analyze multiple factors that influenced the perspectives of people
during different historical eras.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Identify individuals of this historical era. K2. Identify important historical sources of this
era. K3. Identify who created the sources
discussed in this era. K4. Describe the possible bias, perspective, or
intention within a historical document of this era.
Student Friendly Learning Targets: K1. I can identify individuals of this historical era. K2. I can identify important historical sources of this
era. K3. I can identify who created the sources from this
era. K4. I can describe the possible bias, perspective, or
intention within a historical document of this era.
REASONING: R1. Infer how certain people may perceive the
world in the era of study. R2 Analyze why people created a historical
source from this era of study. R3. Consider a significant person or group in
history and explain how their experiences led up to the creation of a specific historical source from the era of study.
Student Friendly Learning Targets: R1. I can infer how certain people may perceive the
world in the era of study. R2. I can analyze why people created a historical
source from this era of study. R3. I can explain how a significant person or
group’s experiences led up to the creation of a specific historical source from the era of study.
PERFORMANCE SKILLS: S1. Demonstrate understanding of how
people’s perspectives shaped the historical sources that they created.
S2. Present competing perspectives that influenced people’s creation of historical sources from this era.
S3. Connect how people’s perspectives influenced the creation of a historical source.
Student Friendly Learning Targets: S1. I can demonstrate understanding of how
people’s perspectives shaped the historical sources that they created.
S2. I can present competing perspectives that influenced people’s creation of historical sources from this era.
S3. I can connect how people’s perspectives influenced the creation of a historical source.
History 1d Describe how people’s perspectives shaped the
historical sources they created.
Ultimate Element Type: Skill
KNOWLEDGE: K1. Identify important historical records of this
historical era. K2. Identify a variety of historical sources of
this era. K3. Identify possible limitations in the historical
sources of study.
Student Friendly Learning Targets: K1. I can identify important historical records of this
historical era. K2. I can identify a variety of historical sources of
this era. K3. I can identify possible limitations in the
historical sources of study.
REASONING: R1. Analyze numerous historical sources and
state their limitations. R2 Identify missing information from the
historical record after reviewing different kinds of historical sources.
R3. Explain the possible limitations in historical record based on evidence collected from
different historical sources.
Student Friendly Learning Targets: R1. I can analyze numerous historical sources and
state their limitations. R2. I can identify missing from the historical record
after reviewing different kinds of historical sources.
R3. I can explain the possible limitations in historical record based on evidence collected from different historical sources.
PERFORMANCE SKILLS: S1. Teach about the possible limitations in the
historical record based on evidence collected from different kinds of historical sources.
S2. Present possible reasons for specific limitations in the historical record based on evidence collected from different kinds of historical sources.
Student Friendly Learning Targets: S1. I can teach about the possible limitations in the
historical record based on evidence collected from different kinds of historical sources.
S2. I can present possible reasons for specific limitations in the historical record based on evidence collected from different kinds of historical sources.
History 1e Investigate possible limitations in the historical record based on
evidence collected from different kinds of historical sources.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Identify important historical events in the
era of study. K2. Identify causes of the important historical
events in the era of study. K3. Match up causes with events in the era of
study. K4. Describe multiple causes and effects of
events and developments in the era of study.
K5. Identify the relationship between historical events and multiple causes and effects
Student Friendly Learning Targets: K1. I can identify important historical events in the
era of study. K2. I can identify causes of the important historical
events in the era of study. K3. I can match up causes with events in the era of
study. K4. I can describe multiple causes and effects of
events and developments in the era of study. K5. I can identify the relationship between historical
events and multiple causes and effects
REASONING: R1. Analyze multiple causes and effects of
events and developments in the past. R2. Report on events and developments in the
past that have multiple causes. R3. Examine multiple cause-effect relationships
that have shaped history.
Student Friendly Learning Targets: R1. I can analyze multiple causes and effects of
events and developments in the past. R2. I can report on events and developments in the
past that have multiple causes. R3. I can examine multiple cause-effect
relationships that have shaped history.
PERFORMANCE SKILLS: S1. Connect the causes and effects of past
events and developments to the present. S2. Present multiple causes and effects of
events and developments in the past.
Student Friendly Learning Targets: S1. I can connect the causes and effects of past
events and developments to the present. S2. I can present multiple causes and effects of
events and developments in the past.
History 1f Explain multiple causes and effects of events and
developments in the past.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Locate the major locations within an area of
study on a physical map. K2. Locate the major locations within an area of
study on a political map. K3. List examples of a variety of geographic tools.
Student Friendly Learning Targets: K1. I can locate the major locations in a region of study
on a physical map. K2. I can locate the major locations in a region of study
on a political map. K3. I can give examples of a variety of geographic tools.
REASONING: R1. Explain how the regions of the area of study
are related in terms of location. R2. Explain how the regions of the area of study
are related in terms of physical features, and political boundaries.
R3. Evaluate how the different regions affect one another in terms of location.
R4. Evaluate how the different regions affect one another in terms of physical features and political boundaries.
Student Friendly Learning Targets: R1. I am able to explain how the regions of the area of
study are related in terms of location. R2. I can explain how the regions of the area of study
are related in terms of physical features and political boundaries.
R3. I am able to explain how different regions affect each other in terms of location.
R4. I am able to explain how the different regions affect one another in terms of physical features and political boundaries.
PERFORMANCE SKILLS: S1. Use a variety of geographic tools such as
maps, globes, graphs, charts to compare the major regions of the Earth and their major physical features and political boundaries.
Student Friendly Learning Targets: S1. I can use a variety of geographic tools such as
maps, globes, graphs, charts to compare major regions of the Earth and their major physical features and political boundaries.
Geography 2a Compare the major regions of the Earth and their major
physical features and political boundaries using a variety of geographic tools.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Identify the various types of sources. K2. Identify the cultural characteristics in a
region of study. K3. List the 3 basic economic questions (What
goods and services will be produced? How will goods and services be produced? Who will consume the goods and services?).
K4. Identify the 3 types of economies: market, command, and traditional.
Student Friendly Learning Targets: K1. I can identify a primary source, secondary
source, tertiary source. K2. I can identify the major cultural characteristics
(religions, languages, ethnic groups, etc…) in a region of study.
K3. I can list the 3 basic economic questions (What goods and services will be produced? How will goods and services be produced? Who will consume the goods and services?).
K4. I am able to identify the 3 types of economies: market, command, and traditional.
REASONING: R1. Describe the importance of using a variety
of sources and their importance. R2. Explain how the cultures of a region are
shaped and how they influence the area. R3. Evaluate how the factors of production
impact economies around the world and influence the daily lives of people both near and far.
R4. Explain how countries around the world answer the economic questions and how this influences both the environment and the daily lives of people both near and far.
R5. Explain the major differences in the 3 economic systems and how their decisions influence both the environment and the daily lives of people both near and far.
Student Friendly Learning Targets: R1. I can explain why using a variety of sources is
important. R2. I can explain how the blending of cultures
impacts the development of a regions. R3. I am able to describe the factors of production
and how they impact the daily lives of people both near and far.
R4. I can explain how the different economic systems answer the 3 basic questions.
R5. I can compare and contrast the 3 economic systems (traditional, command, market, and mixed).
R6. I can explain how economic decisions influence people and the environment.
PERFORMANCE SKILLS: PS1. Use information from various sources to
explain how the lives of people are impacted by economic decisions and their environment.
Student Friendly Learning Targets: PS1. I am able to use information from various
sources to explain how the lives of people are impacted by economic decisions and their environment.
Geography 2b Using information from multiple sources, determine how cultural patterns and economic decisions influence the
environments and the daily lives of people in both nearby and distant places.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. List the major environmental concerns of a
region of study. K2. List the major natural resources in a region
of study. K3. Identify the cultural characteristics of a
region of study. K4. Define and cite examples of physical
resources in region of study. K5. Identify ways humans modify the
environment.
Student Friendly Learning Targets: K1. I can list the major environmental concerns of a
region of study. K2. I can list the major natural resources in a region
of study. K3. I can identify the cultural characteristics of a
region of study. K4. I can define physical resources of a region of
study. K5. I can give examples of physical resources of a
region of study. K6. I can identify ways (positive and negative)
humans modify the environment.
REASONING: R1. Explain how natural resources in a region
impact population distribution. R2. Explain how natural resources in a region
impact transportation. R3. Explain how natural resources in a region
impact job availability. R4. Explain how cultural characteristics of a
region influence the resources and physical systems in the area.
Student Friendly Learning Targets: R1. I can explain how natural resources in a region
impact population distribution. R2. I can explain how natural resources in a region
impact transportation. R3. I can explain how natural resources in a region
impact job availability. R4. I can explain how cultural characteristics of a
region influence the resources and physical systems in the area.
PERFORMANCE SKILLS: S1. N/A
Student Friendly Learning Targets: S1. N/A
Geography 2c Differentiate how the interaction between human and
physical systems can have positive and negative consequences on the cultural characteristics and physical
resources of places.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Cite factors (political, environmental, social
and economic) that cause movement of people, products and ideas.
K2. List examples of cooperation among various regions in the world.
K3. List examples of conflict among various regions in the world.
K4. Identify changes on a map or region due to either cooperation or conflict.
Student Friendly Learning Targets: K1. I can cite factors (political, environmental,
social and economic) that cause movement of people, products and ideas.
K2. I can list examples of cooperation among various regions in the world.
K3. I can list examples of conflict among various regions of the world.
K4. I can identify the changes on a map or region due to either cooperation or conflict.
REASONING: R1. Classify examples of the movement of
people, products and ideas. R2. Explain how cooperation and conflict
among regions in the world impacts the distribution of land.
R3. Explain how/why regions of the world have been occupied by various people groups as a result of cooperation or conflict.
R4. Analyze and interpret various maps, charts and/or diagrams to track and draw conclusions about the movement and interactions of various people and groups in Georgia, the United States, and other regions around the world.
Student Friendly Learning Targets: R1. I can classify examples of the movement of
people, products and ideas. R2. I am able to explain how cooperation and
conflict among regions in the world impacts the distribution of land.
R3. I am able to explain how/why regions of the world have been occupied by various people groups as a result of cooperation or conflict.
R4. I can analyze and interpret various maps, charts and/or diagrams to track and draw conclusions about the movement and interactions of various people and groups in Georgia, the United States, and other regions around the world.
PERFORMANCE SKILLS: S1. N/A
Student Friendly Learning Targets: S1. N/A
Geography 2d Draw conclusions about why the forces of cooperation and
conflict, as well as the movement and interactions of various people groups, have influenced the division and
control of the Earth’s surface historically and in the present.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Describe how power is attained in a specific
state, country or region. K2. Describe the powers and responsibilities of
citizens in a specific state, country or region.
K3. Define and identify interest groups in Georgia, the United States and other regions around the world.
K4. Describe the powers and responsibilities of interest groups in a specific state, country or region.
K5. Describe the powers and responsibilities of media in a specific state, country or region.
Student Friendly Learning Targets: K1. I can describe how power is attained in a
specific state, country or region. K2. I can identify the powers and responsibilities of
citizens in a specific state, country or region. K3. I can define and identify different interest
groups Georgia, the United States and other regions around the world.
K4. I can describe the powers and responsibilities of interest groups in a specific state, country or region.
K5. I can describe the powers and responsibilities of media in a specific state, country or region.
REASONING: R1. Distinguish between the powers and
responsibilities of citizens in Georgia, the United States and other regions around the world.
R2. Explain the power and responsibilities that interest groups have in the governments of Georgia, the United States and other regions around the world.
R3. Explain the power and responsibilities that the media has in the governments of Georgia, the United States and other regions around the world.
Student Friendly Learning Targets: R1. I can compare and contrast the powers and
responsibilities of citizens in Georgia, the United States and/or other places around the world.
R2. I can explain how interest groups influence governments.
R3. I can explain how the media influences governments.
PERFORMANCE SKILLS: S1. Lead a discussion after reading primary
and secondary sources with the intent on deepening my understanding of how citizens, interest groups and the media participate in government and non-government situations.
S2. Participates in a range of collaborative discussions with diverse partners on appropriate topics, texts, and issues, posing questions that appropriately connect the idea.
Student Friendly Learning Targets: S1. I can lead a discussion after reading primary
and secondary sources with the intent on deepening my understanding of how citizens, interest groups and the media participate in government and non-government situations.
S2. I can effectively present a comparison of the powers and responsibilities citizens, interest groups, and the media have in governments in Georgia, the United States, and other regions around the world.
Government 3a Distinguish between the powers and responsibilities of citizens, political parties, interest groups, and the
media in a variety of governmental and non-governmental contexts.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Define constitutions, laws, treaties, and
international agreements. K2. Explain the purpose of constitutions, laws,
treaties, and international agreements. K3. Identify what is outlined in constitutions, laws,
treaties, and international agreements of Georgia, the United States, and various regions around the world.
Student Friendly Learning Targets: K1. I can define constitution, laws, treaties, and
international agreements. K2. I can explain the origins and purposes of
constitutions, laws, treaties, and international agreements.
K3. I can identify what is outlined in constitutions, laws, treaties, and international agreements of Georgia, the United States, and various regions around the world.
REASONING: R1. Analyze factors that influence the origin and
purposes of constitutions, laws, treaties, and international agreements.
R2. Describe what happens if citizens or governments do not adhere to constitutions, laws, treaties, and/or international agreements.
R3. Analyze the origins and purposes of constitutions, laws, treaties, and international agreements of the governments of Georgia, the United States, and other regions around the world.
R4. Determine how constitutions, laws, treaties, and international agreements impact society over a specific time period, and/or how they change over time.
Student Friendly Learning Targets: R1. I can explain how people and/or events influence the
origin or purpose of constitutions, laws, treaties, and international agreements.
R2. I can describe what happens if citizens or governments do not follow constitutions, laws, treaties, and/or international agreements.
R3. I can compare and contrast the origins and purposes of the constitutions, laws, treaties, and international agreements of the governments of Georgia, the United States, and other regions around the world.
R4. I know how constitutions, laws, treaties, and international agreements impact places during a specific time period, or how they change over time.
PERFORMANCE SKILLS: S1. Predict outcomes or make inferences based
on analyzing primary and secondary sources. S2. Use constitutions, laws, treaties, and
international agreements as evidence to advocate for or against change and/or continuity in Georgia, the United States, and/or other regions around the world
S3. Participates in a range of collaborative discussions with diverse partners on appropriate topics, texts, and issues, posing questions that appropriately connect the idea.
Student Friendly Learning Targets: S1. I can read primary and secondary sources with the
intent on deepening my understanding of the origins and purposes of constitutions, laws, treaties, and international agreements.
S2. I can effectively speak for or against change using evidence from constitutions, laws, treaties, and /or international agreements.
S3 I can participate in discussions with classmates about topics, texts, and issues and ask questions that reflect deeper thinking about the content.
Government 3b Interpret the origins, purposes, and impact of
constitutions, laws, treaties, and international
agreements.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Define the powers and limits of the
branches of government for Georgia and the United States.
K2. Identify how power is distributed in the governments of Georgia, the United States, and other countries.
K3. Describe the powers and limitations of government officials in Georgia, the United States, and other countries.
K4. I can identify the powers and limitations of bureaucracies in Georgia, the United States, and other countries.
Student Friendly Learning Targets: K1. I can define the powers and restrictions of the
three branches of government in Georgia and the United States.
K2. I can identify who has the power in the governments in Georgia, the United States, and other countries.
K3. I can describe the powers and restrictions of government officials in Georgia, the United States, and other countries.
K4. I can identify the powers and restrictions of the non-elected officials in Georgia, the United States, and other countries.
REASONING: R1. Analyze the powers and limits of the three
branches of government and public officials in Georgia and the United States.
R2. Analyze the powers and limits of bureaucracies in Georgia, the United States, and other countries.
R3. Analyze how power is distributed in Georgia, the United States, and other countries.
Student Friendly Learning Targets: R1. I can compare and contrast the powers and
restrictions of the three branches of government and public officials in Georgia and the United States.
R2. I can compare and contrast the powers and restrictions of elected and non-elected officials in Georgia, the United States, and other countries.
R3. I can compare and contrast who has the power in Georgia, the United States, and other countries.
PERFORMANCE SKILLS: S1. Participate in discussions, simulations,
and/or debates that reflect the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in Georgia, the United States, and other countries.
S2. Analyze and examine primary and secondary documents that reflect the powers and limits of the three branches of government, public officials, and bureaucracies at different levels of government in Georgia, the United States, and other countries.
Student Friendly Learning Targets: S1. I can discuss or debate about official
documents and other written material that reflect the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in Georgia, the United States, and other countries.
S2. I can participate in discussions, role play activities, and/or debates that reflect the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in Georgia, the United States, and other countries.
Government 3c Analyze similarities and differences of the powers and
limits of the three branches of government, public officials, and bureaucracies at different levels in Georgia, the United States, and other countries.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Identify the ideas and principles in the
founding documents of Georgia, the United States, and other countries.
Student Friendly Learning Targets: K1. I can identify the ideas and principles in the
documents that created Georgia, the United States, and other countries.
REASONING: R1. Explain how the ideas and principles in the
founding documents of Georgia, the United States, and other countries can influence their social and political systems.
R2. Provide examples of how the ideas and principles in the founding documents of Georgia, the United States, and other countries have influenced their social and political systems.
Student Friendly Learning Targets: R1. I can explain how the ideas and principles in
the documents that created Georgia, the United States, and other countries influence the day-to-day lives of the people and their governments.
R2. I can provide examples of how the ideas and principles in the documents that created Georgia the United States and other countries have influenced the day-to-day lives of the people and their governments.
PERFORMANCE SKILLS: S1. Lead a discussion that examines primary
and secondary sources that include the ideas and principles in the founding documents of Georgia, the United States, and other countries as evidence to answer constructed response or essay questions.
S2. Participates in a range of collaborative discussions with diverse partners on appropriate topics, texts, and issues, posing questions that appropriately connect the idea.
Student Friendly Learning Targets: S1. I can lead a discussion that looks at information
either created during the time period, or years later, about the ideas and principles in the documents that created Georgia, the United States, and other countries as evidence to answer constructed response or essay questions.
S2. I can discuss the ideas and principles in the documents that created Georgia, the United States, and other countries focusing on how they influence the day-to-day lives of people and governments.
Government 3d Apply ideas and principles contained in the founding documents of the United States, and explain how they
influence the social and political system.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Identify the fundamental economic
questions of what to produce, how to produce, and for whom to produce.
K2. Define productive resources.
Student Friendly Learning Targets: K1. I can Identify the fundamental economic
questions of what to produce, how to produce, and for whom to produce.
K2. I can define productive resources.
REASONING: R1. Explain how individuals, businesses and
societies answer the fundamental questions of economic of what to produce, how to produce, and for whom to produce.
R2. Identify and compare multiple perspectives on economic decisions.
R3. Explain that choices people make are relative and differ across individuals and societies.
R4. Explain the factors that determine how societies decide what to produce and how to produce it.
R5. I can predict present and future consequences of purchasing an item made locally or imported.
R6. Evaluate economic decisions based on consequences.
R7. I can explain how economic decisions affect the well-being of individuals, businesses, and society.
Student Friendly Learning Targets: R1. I can explain how individuals, businesses and
societies answer the fundamental questions of economic of what to produce, how to produce, and for whom to produce.
R2. I can Identify and compare multiple perspectives on economic decisions.
R3. I can explain that choices people make are relative and differ across individuals and societies.
R4. I can explain the factors that determine how societies decide what to produce and how to produce it.
R5. I can predict present and future consequences of purchasing an item made locally or imported.
R6. I can evaluate economic decisions based on consequences.
R7. I can explain how economic decisions affect the well-being of individuals, businesses, and society.
PERFORMANCE SKILLS: S1. Plan and develop a solution to an
economic problem which affects the well-being of individuals, businesses, and society
Student Friendly Learning Targets: S1. I can plan and develop a solution to an
economic problem which affects the well-being of individuals, businesses, and society
Economics 4a Explain how economic decision affect the well-being of
individuals, business, and society.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Define the function of various economic
and political systems. K2. Define and explain scarcity, supply and
demand. K3. Define trade barriers, such as tariffs,
quotas, and embargos. K4. Identify key factors that impact economic
growth.
Student Friendly Learning Targets: K1. I can identify the different types of economic
and political systems. K2. I can define scarcity, supply and demand. K3. I can define different types of trade barriers. K4. I can identify the factors that impact economic
growth.
REASONING: R1. Explain the role of entrepreneurship within
various economic systems. R2. Explain how the role of government,
business, trade, taxes, and financial institutions affects various financial markets.
R3. Explain how different political systems answer the basic economic question of what, how, and for whom to produce.
R4. Compare and contrast the cons and benefits of trade between countries.
R5. Describe how human environmental interaction, location, climate, and resources impact trade.
R6. Describe the factors that affect production, distribution, and consumption of goods/services produced by a society.
R7. Evaluate the effectiveness of key economic systems and processes including government, trade, taxes and financial institutions on economic growth.
R8. Analyze the relationship between human capital, investment capital and GDP.
R9. I can analyze the benefits and barriers to trade.
Student Friendly Learning Targets: R1. I can explain the role of entrepreneurship within
various economic systems. R2. I can explain how the role of government,
business, trade, taxes, and financial institutions affects various financial markets.
R3. I can explain how different political systems answer the basic economic question of what, how, and for whom to produce.
R4. I can compare and contrast the cons and benefits of trade between countries.
R5. I can describe how human environmental interaction, location, climate, and resources impact trade.
R6. I can describe the factors that affect production, distribution, and consumption of goods/services produced by a society.
R7. I can evaluate the effectiveness of key economic systems and processes including government, trade, taxes and financial institutions on economic growth.
R8. I can analyze the relationship between human capital, investment capital, and GDP.
R9. I can analyze the benefits and barriers to trade.
PERFORMANCE SKILLS: S1. Create a chart describing key characteristic
of various economic and political systems.
Student Friendly Learning Targets: S1. I can create a chart describing key
characteristic of various economic and political systems.
Economics 4b Compare and contrast the functions and roles of key
economic structures and processes including government, taxes, businesses, trade and financial institutions.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Define personal money management
choice in terms of income, spending, credit, saving, and investing.
K2. Define supply, demand, and competition to determine price.
K3. Identify factors to consider when deciding what to buy and save.
K4. Identify and describe patterns as it relates to personal spending and saving decisions.
Student Friendly Learning Targets: K1. I can define personal money management
choice in terms of income, spending, credit, saving, and investing.
K2. I can define supply, demand, and competition to determine price.
K3. I can Identify factors to consider when deciding what to buy and save.
K4. I can Identify and describe patterns as it relates to personal spending and saving decisions.
REASONING: R1. Explain the relationship of work, wages,
income, expenses, and budgets as they relate to personal finance.
R2. Evaluate the consequences of personal spending and saving.
R3. Explain the influence of supply, demand, and competition to determine price.
R4. Explain the patterns that impact personal spending and saving choices.
R5. Explain how supply, demand, and competition interact to determine price.
R6. Explain how economic choices I make affect my standard of living.
R7. Compare and contrast the difference between income, spending, credit, saving and investing.
S8. Analyze a budget and describe the financial consequences when people choose to do the things they think are best for them.
S9. Evaluate the benefits and cost of spending and saving.
S10. Examine how individuals compare price and quality when selecting goods and services to buy.
S11. Analyze the factors that contribute to price and quality of goods.
S12. Compare multiple perspectives on an economic decision.
Student Friendly Learning Targets: R1. I can explain the relationship of work, wages,
income, expenses, and budgets as they relate to personal finance.
R2. I can evaluate the consequences of personal spending and saving.
R3. I can explain the influence of supply, demand, and competition to determine price.
R4. I can explain the patterns that impact personal spending and saving choices.
R5. I can explain how supply, demand, and competition interact to determine price.
R6. I can explain how economic choices I make affect my standard of living.
R7. I can compare and contrast the difference between income, spending, credit, saving and investing.
S8. I can analyze a budget and describe the financial consequences when people choose to do the things they think are best for them.
S9. I can evaluate the benefits and cost of spending and saving.
S10. I can examine how individuals compare price and quality when selecting goods and services to buy.
S11. I can analyze the factors that contribute to price and quality of goods.
S12. I can compare multiple perspectives on an economic decision.
PERFORMANCE SKILLS: S1. Create a budget for personal spending and
saving.
Student Friendly Learning Targets: S1. I can create a budget for personal spending
and saving.
Economics 4c Recognize and explain patterns and consequences in
personal spending and saving decisions including work, wages, income, expenses, and budgets as they relate to the
study of personal financial choices.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Define specialization, trade, exports and
imports, inflation, GDP, unemployment, production and income.
K2. Identify the factors that impact economic growth.
Student Friendly Targets: K1. I can define specialization, trade, exports and
imports, inflation, GDP, unemployment, production and income.
K2. I can Identify the factors that impact economic growth.
REASONING: R1. Draw conclusions from data in maps,
tables, charts and graphs. R2. Compare economic data and assess its
impact on economic growth. R3. Make future economic predictions from
data sets. S4. Compare economic data sets to identify
relationships and draw conclusions. S5. Interpret data regarding key economic
factors and explain its relationship to economic growth.
Student Friendly Targets: R1. I can draw conclusions from data in maps,
tables, charts and graphs. R2. I can compare economic data and assess its
impact on economic growth. S3. I can make future economic predictions from
data sets. S4. I can compare economic data sets to identify
relationships and draw conclusions. S5. I can interpret data regarding key economic
factors and explain it relationship to economic growth.
Performance Skill: S1. N/A
Student Friendly Targets: S1. N/A
Economics 4d Using appropriate data, evaluate the state of employment,
unemployment, inflation, total production, income, and economic growth in the economy.
Ultimate Element Type: Skill
KNOWLEDGE: K1. Identify important historical sources in the
era of study. K2. Identify the maker, date, place of origin,
intended audience, and purpose of a historical source.
K3. List the ways a historical source could be utilized.
Student Friendly Learning Targets: K1. I can identify important historical sources in the
era of study. K2. I can identify the maker, date, place of origin,
intended audience, and purpose of a historical source.
K3. I can list the ways a historical source could be utilized.
REASONING: R1. Evaluate the relevancy and utility of a
historical source based on information such as maker, date, place of origin, intended audience, and purpose.
R2 Connect and relate the ideas and concepts within a historical source to current events.
Student Friendly Learning Targets: R1. I can analyze multiple causes and effects of
events and developments in the past. R2. I can connect and relate the ideas and
concepts within a historical source to current events.
PERFORMANCE SKILLS: S1. Present the relevancy and utility of a
historical source based on information such as maker, date, place of origin, intended audience, and purpose.
S2. Debate about which historical source is more relevant from the era of study considering information such as maker, date, place of origin, intended audience, and purpose.
Student Friendly Learning Targets: S1. I can pPresent the relevancy and utility of a
historical source based on information such as maker, date, place of origin, intended audience, and purpose.
S2. I can debate about which historical source is more relevant from the era of study considering information such as maker, date, place of origin, intended audience, and purpose.
Application of Social
Studies Processes,
Knowledge, Skills and
Civic Engagement 5a
Evaluate the relevancy and utility of a historical source based on information
such as maker, date, place of origin,
intended audience, and purpose.
Ultimate Element Type: Skill
KNOWLEDGE: K1. Identify evidence in specified texts, images,
videos, and/or documents that support a coherent argument provided about the past.
K2. Identify the steps in writing a coherent argumentative response or essay about the past.
Student Friendly Learning Targets: K1. I can identify evidence in text, images, videos,
or documents that are for or against an argument about the past.
K2. I can identify the steps in writing an essay or response, which makes sense, for or against an argument about the past.
REASONING: R1. Differentiate what evidence drawn from
texts, images, videos, and/or documents supports or refutes an argument about the past.
R2. Examine and explain alternative arguments about the past.
Student Friendly Learning Targets: R1. I can tell the difference between evidence that
supports my argument and evidence that goes against my argument, about the past.
R2. I can find and explain other arguments that reflect the same topic about the past.
PERFORMANCE SKILLS: S1. Use evidence drawn from texts, images,
videos, and/or documents to write a coherent argument about the past.
S2. Debate with another person, using evidence from texts, images, videos, and/or documents about the past.
S3. Conduct research using primary and secondary sources about past historical events.
Student Friendly Learning Targets: S1. I can write an essay or response to support an
argument about the past. S2. I can discuss or debate using factual evidence
to support my argument about the past. S3. I can research to collect evidence from primary
and secondary sources to support an argument about the past.
Application of Social
Studies Processes,
Knowledge, Skills and
Civic Engagement 5b
Utilize applicable evidence into a coherent
argument about the past.
Ultimate Element Type: Reasoning
KNOWLEDGE: K1. Identify appropriate deliberative processes
(questioning, researching, presenting, debating).
K2. Explain how certain deliberative processes are appropriate for different settings.
Student Friendly Learning Targets: K1. I can identify appropriate deliberative processes
(questioning, researching, presenting, debating).
K2. I can explain how certain deliberative processes are appropriate for different settings.
REASONING: R1. Analyze the setting in order to select the
appropriate deliberative process.
Student Friendly Learning Targets: R1. I can critically examine an issue and weigh the
reasons for and against a course of action. R2. I can form opinions on critical issues. R3. I can incorporate others’ viewpoints into my own
opinion. R4. I can make informed decisions. R5. I can consider and synthesize others’
viewpoints.
PERFORMANCE SKILLS: S1. Participate in discussions using democratic
method of judgment.
Student Friendly Learning Targets: S1. I can listen to others’ viewpoints. S2. I can express my own opinion(s) to others. S3. I can respond to diversity in opinion. S4. I can resolve conflict.
Application of Social
Studies Processes,
Knowledge, Skills and
Civic Engagement 5c
Compare deliberative processes used by a
wide variety of groups in various settings.
Ultimate Element Type: Skill
KNOWLEDGE: K1. Identify and present evidence to support an
idea or topic. K2. Prepare a position statement defending
one side of a debate. K3. Locate information to support a particular
topic of personal interest. K4. Recognize how to access information from
different media formats K5. Define and explain decisions in terms of
perspective, civic virtues, democratic principle.
K6. Define civic responsibility and global citizenry
K7. Identify the process for addressing issues and problems within a society.
K8. Explain the process of civilian participation in various political systems
K9. Identify and explain issues or problems that impact individuals, governments, and global societies.
Student Friendly Targets: K1. I can Identify and present evidence to support
an idea or topic. K2. I can prepare a position statement defending
one side of a debate. K3. I can locate information to support a particular
topic of personal interest. K4. I know how to access information from different
media formats. K5. I can define and explain decisions in terms of
perspective, civic virtues, democratic principle. K6. I can define civic responsibility and global
citizenry. K7. I can Identify the process for addressing issues
and problems within a society. K8. I can explain the process of civilian participation
in various political systems K9. I can Identify and explain issues or problems
that impact individuals, governments, and global societies
REASONING: R1. Analyze supporting details used to
determine theme or central idea. R2. Determine the evidence that supports the
explicit analysis of a particular issue. R3. Integrate information taken from various
media, formats, or text.
Student Friendly Targets: R1. I can analyze supporting details used to
determine theme or central idea. R2. I can determine the evidence that supports the
explicit analysis of a particular issue. R3. I can integrate information taken from various
media, formats, or text.
Performance Skill: S1. Demonstrate understanding of a topic or
issue using information from various media formats, including primary and secondary sources.
Student Friendly Targets: S1. I can demonstrate understanding of a topic by
using information from various media formats, including primary and secondary sources.
S2. I can research both sides of an issue and prepare a position statement defending my decision.
Application of Social
Studies Processes,
Knowledge, Skills and
Civic Engagement 5d
Make and support decisions based on personal interests and perspective, civic virtues, and democratic principle when people address issues and problems in
government and civil society.