We believe that Christian people should make a positive contribution
within a local community and global society. In our Social Studies
program, students will examine historical and current events, as well
as global, environmental and social justice issues. Based on the
developmental levels, needs and concerns of the students, our Social
Studies program utilizes a broad range of teaching strategies, learning
activities and resources. Our Social Studies program will provide
opportunities for students to think critically, appreciate the
diversity of humanity, and function as a responsible individual within
our changing world. Standard 1: Understands family life now and in the past, and family life in various places long ago Benchmark 1. Knows the ways that families long ago expressed and transmitted their beliefs and values through oral tradition, literature, songs, art, religion, community celebrations, mementos, food, and language (e.g., celebration of national holidays, religious observances, and ethnic and national traditions; visual arts and crafts; hymns, proverbs, and songs) Knowledge/skill statements 1. Knows that families long ago expressed and transmitted their beliefs and values through oral tradition 2. Knows that families long ago expressed and transmitted their beliefs and values through literature 3. Knows that families long ago expressed and transmitted their beliefs and values through songs, hymns, and proverbs 4. Knows that families long ago expressed and transmitted their beliefs and values through visual arts and crafts 5. Knows that families long ago expressed and transmitted their beliefs and values through religious observances 6. Knows that families long ago expressed and transmitted their beliefs and values through community celebrations, such as celebrations of national holidays 7. Knows that families long ago expressed and transmitted their beliefs and values through mementos 8. Knows that families long ago expressed and transmitted their beliefs and values through food 9. Knows that families long ago expressed and transmitted their beliefs and values through language 10. Knows that families long ago expressed and transmitted their beliefs and values through ethnic and national traditions Benchmark 2. Understands the dreams and ideals that people from various groups have sought, some of the problems they encountered in realizing their dreams, and the sources of their strength and determination that families drew upon and shared (e.g., families arriving together in America and living together in rural or urban settings, traditions brought from their cultural past) Knowledge/skill statements 1. Knows the kinds of dreams and ideals that immigrant families sought in America 2. Knows the kinds of problems immigrant families encountered in America 3. Knows sources of the strength and determination of immigrant families 4. Knows that families sometimes arrived in America with other immigrant families 5. Knows that families who came to America sometimes lived with other immigrant families in rural settings 6. Knows that families who came to America sometimes lived with other immigrant families in urban settings 7. Knows that immigrant families brought traditions from their cultural past to America Benchmark 3. Understands daily life of a farm family from long ago (e.g., work, clothing, tools, food and food production in the early 1800’s) Knowledge/skill statements 1. Knows the daily work of a farm family in the early 1800’s 2. Knows the type of clothing worn by a farm family in the early 1800’s 3. Knows the tools used by a farm family in the early 1800’s 4. Knows the kinds of food consumed by a farm family in the early 1800’s 5. Knows the types of food produced by a farm family in the early 1800’s Standard 2: Understands the history of a local community and how communities in North America varied long ago Benchmark 1. Knows of problems in the community's past, the different perspectives of those involved, the choices people had, and the solutions they chose Knowledge/skill statements 1. Knows of problems that the community has encountered in the past 2. Knows that community members offered different perspectives on problems the community encountered 3. Knows the choices community members had when the community encountered problems 4. Knows the solutions community members chose for the problems the community encountered Benchmark 2. Knows geographical settings, economic activities, food, clothing, homes, crafts, and rituals of Native American societies long ago (e.g., Iroquois, Sioux, Hopi, Nez Perce, Inuit, Cherokee) Knowledge/skill statements 1. Knows the geographical setting of the Iroquois 2. Knows the economic activities of the Iroquois 3. Knows the types of food consumed by the Iroquois 4. Knows the types of clothing worn by the Iroquois 5. Knows the types of homes that the Iroquois lived in 6. Knows the crafts of the Iroquois 7. Knows the rituals of the Iroquois 8. Knows the geographical setting of the Sioux 9. Knows the economic activities of the Sioux 10. Knows the types of food consumed by the Sioux 11. Knows the types of clothing worn by the Sioux 12. Knows the types of homes that the Sioux lived in 13. Knows the crafts of the Sioux 14. Knows the rituals of the Sioux 15. Knows the geographical setting of the Hopi 16. Knows the economic activities of the Hopi 17. Knows the types of food consumed by the Hopi 18. Knows the types of clothing worn by the Hopi 19. Knows the types of homes that the Hopi lived in 20. Knows the crafts of the Hopi 21. Knows the rituals of the Hopi 22. Knows the geographical setting of the Nez Perce 23. Knows the economic activities of the Nez Perce 24. Knows the types of food consumed by the Nez Perce 25. Knows the types of clothing worn by the Nez Perce 26. Knows the types of homes that the Nez Perce lived in 27. Knows the crafts of the Nez Perce 28. Knows the rituals of the Nez Perce 29. Knows the geographical setting of the Inuit 30. Knows the economic activities of the Inuit 31. Knows the types of food consumed by the Inuit 32. Knows the types of clothing worn by the Inuit 33. Knows the types of homes that the Inuit lived in 34. Knows the crafts of the Inuit 35. Knows the rituals of the Inuit 36. Knows the geographical setting of the Cherokee 37. Knows the economic activities of the Cherokee 38. Knows the types of food consumed by the Cherokee 39. Knows the types of clothing worn by the Cherokee 40. Knows the types of homes that the Cherokee lived in 41. Knows the crafts of the Cherokee 42. Knows the rituals of the Cherokee Benchmark 3. Understands the historical development and daily life of a colonial community (e.g., Plymouth, Williamsburg, St. Augustine, San Antonio, Post Vincennes) Knowledge/skill statements 1. Understands the historical development of the colonial community in Plymouth 2. Understands daily life in the colonial community in Plymouth 3. Understands the historical development of the colonial community in Williamsburg 4. Understands daily life in the colonial community in Williamsburg 5. Understands the historical development of the colonial community in St. Augustine 6. Understands daily life in the colonial community in St. Augustine 7. Understands the historical development of the colonial community in San Antonio 8. Understands daily life in the colonial community in San Antonio 9. Understands the historical development of the colonial community in Post Vincennes 10. Understands daily life in the colonial community in Post Vincennes Benchmark 4. Understands the challenges and difficulties encountered by people in pioneer farming communities (e.g., the Old Northwest, the prairies, the Southwest, eastern Canada, the Far West) Knowledge/skill statements 1. Knows that pioneer farming communities in the Old Northwest encountered challenges and difficulties 2. Knows that pioneer farming communities on the prairies encountered challenges and difficulties 3. Knows that pioneer farming communities in the Southwest encountered challenges and difficulties 4. Knows that pioneer farming communities in eastern Canada encountered challenges and difficulties 5. Knows that pioneer farming communities in the Far West encountered challenges and difficulties Benchmark 5. Understands how geographical features contributed to the establishment and growth of communities such as mining towns (e.g., Sacramento) and trading settlements (e.g., New Orleans, Vincennes, Astoria) Knowledge/skill statements 1. Understands that geographical features contributed to the establishment and growth of mining towns 2. Understands that geographical features contributed to the establishment and growth of trading settlements 3. Understands that geographical features contributed to the establishment and growth of Sacramento as a mining town 4. Understands that geographical features contributed to the establishment and growth of New Orleans as a trading settlement 5. Understands that geographical features contributed to the establishment and growth of Vincennes as a trading settlement 6. Understands that geographical features contributed to the establishment and growth of Astoria as a trading settlement Benchmark 6. Understands daily life of diverse ethnic groups in urban areas long ago (e.g., a free African American community in Philadelphia, an Italian community in New York, a Chinese community in San Francisco) Knowledge/skill statements 1. Understands daily life of a free African American community in Philadelphia long ago 2. Understands daily life of an Italian community in New York City long ago 3. Understands daily life of a Chinese community in San Francisco long ago Benchmark 7. Knows the history of the local community since its founding, the people who came, the changes they brought, and significant events over time Knowledge/skill statements 1. Knows the history of the founding of the local community 2. Knows groups of people who settled in the local community over time 3. Knows changes brought to the local community by successive inhabitants 4. Knows significant events in the history of the local community Benchmark 8. Understands changes in land use and economic activities in the local community since its founding (e.g., changes in technology, the work people did, transportation, local resources) Knowledge/skill statements 1. Understands that the use of land in the local community has changed over time 2. Understands that economic activities in the community have changed over time 3. Understands that the use of technology in the local community has changed over time 4. Understands that the types of work local community members do have changed over time 5. Understands that means of transportation within the local community have changed over time 6. Understands that local resources have changed over time Standard 3: Understands the people, events, problems, and ideas that were significant in creating the history of their state Benchmark 1. Understands differences between the lives of Native Americans or Hawaiians today and their lives 100 years ago Knowledge/skill statements 1. Knows how Native Americans in the state or region lived 100 years ago 2. Knows how Native Americans in the state or region live today 3. Understands that Native Americans in the state or region live differently today than they did 100 years ago 4. Knows how Hawaiians lived 100 years ago 5. Knows how Hawaiians live today 6. Understands that Hawaiians live differently today than they did 100 years ago Benchmark 2. Understands geographic, economic, and religious reasons that brought the first explorers and settlers to the state or region, who they were, and where they settled Knowledge/skill statements 1. Knows who the first explorers of the state or region were 2. Knows who the first settlers of the state or region were 3. Knows where the first settlers of the state or region settled 4. Knows that explorers came to the state or region for geographic reasons 5. Knows that explorers came to the state or region for economic reasons 6. Knows that explorers came to the state or region for religious reasons 7. Knows that settlers came to the state or region for geographic reasons 8. Knows that settlers came to the state or region for economic reasons 9. Knows that settlers came to the state or region for religious reasons Benchmark 3. Understands the interactions that occurred between the Native Americans or Hawaiians and the first European, African, and Asian-Pacific explorers and settlers in the state or region Knowledge/skill statements 1. Understands the interactions that occurred between Native Americans or Hawaiians and the first European explorers and settlers in the state or region 2. Understands the interactions that occurred between Native Americans or Hawaiians and the first Africans in the state or region 3. Understands the interactions that occurred between Native Americans or Hawaiians and the first Asian-Pacific explorers and settlers in the state or region Benchmark 4. Knows about the first inhabitants who lived in the state or region, each successive group of arrivals and their countries (or origin), and significant changes that developed as a result of each group's arrival Knowledge/skill statements 1. Knows about the first inhabitants of the state or region 2. Knows about successive inhabitants of the state or region 3. Knows the countries of origin of successive inhabitants of the state or region 4. Knows about significant changes in the state or region that resulted from the arrival of new inhabitants Benchmark 5. Understands the reasons recent immigrants came to the state or region, what their lives were like, and their experiences of adjustment (e.g., problems and opportunities experienced in housing, the workplace, and the community) Knowledge/skill statements 1. Knows what countries recent immigrants to the state or region came from 2. Knows that recent immigrants have come to the state or region for a variety of reasons 3. Understands the daily life of recent immigrants to the state or region 4. Knows that immigrants to the state or region undergo a period of adjustment 5. Knows that recent immigrants to the state or region may experience problems in finding housing 6. Knows that recent immigrants to the state or region may find good housing opportunities 7. Knows that recent immigrants to the state or region may experience problems in locating employment 8. Knows that recent immigrants to the state or region may find good job opportunities 9. Knows that recent immigrants to the state or region may feel isolated within their community 10. Knows that recent immigrants to the state or region may be integrated into their community Benchmark 6. Understands patterns and changes in population over a period of time in a city or town in the state or region Knowledge/skill statements 1. Knows that the population of a city is the number of people who live in that city 2. Knows that the population of a town is the number of people who live in that town 3. Understands population patterns over time in a city or town in the state or region 4. Understands population changes over time in a city or town in the state or region Benchmark 7. Knows the chronological order of major historical events that are part of the states's history, their significance and the impact on people then and now, and their relationship to the history of the nation Knowledge/skill statements 1. Knows the major historical events in the state’s history 2. Knows when the major historical events in the state’s history occurred 3. Understands why each major historical event in the state’s history was significant at the time it occurred 4. Understands the present-day significance of each major historical event in the state’s history 5. Understands the impact each major historical event in the state’s history had on people at the time it occurred 6. Understands the impact each major historical event in the state’s history has on people today 7. Understands the relationship between major historical events in the state’s history and the history of the United States Benchmark 8. Understands major historical events and developments in the state or region that involved interaction among various groups Knowledge/skill statements 1. Understands major historical events in the state that involved interaction among various groups 2. Understands major historical developments in the state that involved interaction among various groups 3. Understands major historical events in the region that involved interaction among various groups 4. Understands major historical developments in the region that involved interaction among various groups Benchmark 9. Understands the influence of geography on the history of the state or region, and issues and approaches to problems (e.g., land use, environmental problems) Knowledge/skill statements 1. Understands that the geography of a state has influenced the state’s history 2. Understands that the geography of a region has influenced the region’s history 3. Knows about land use issues that the state or region has encountered 4. Knows how the state or region has approached land use issues 5. Knows about environmental problems that the state or region has encountered 6. Knows how the state or region has approached environmental problems Benchmark 10. Understands how the ideas of significant people affected the history of the state Knowledge/skill statements 1. Knows significant people in the state’s history 2. Knows the ideas of significant people in the state’s history 3. Knows that the ideas of significant people affected the state’s history Benchmark 11. Understands the unique historical conditions that influenced the formation of the state and how statehood was granted Knowledge/skill statements 1. Understands the history of the state’s formation 2. Understands how statehood was granted to the state Benchmark 12. Knows the origin of the names of places, rivers, cities, and counties, and knows the various cultural influences within a particular region Knowledge/skill statements 1. Knows the origins of the names of rivers in the state or region 2. Knows the origins of the names of cities in the state or region 3. Knows the origins of the names of counties in the state or region 4. Knows that various cultures have influenced the state or region Standard 4: Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols Benchmark 1. Understands the basic ideas set forth in the Declaration of Independence and the U.S. Constitution, and the figures responsible for these documents Knowledge/skill statements 1. Understands the basic ideas set forth in the Declaration of Independence 2. Understands the basic ideas set forth in the U.S. Constitution 3. Knows the authors of the Declaration of Independence 4. Knows the authors of the U.S. Constitution Benchmark 2. Understands the basic principles of American democracy; right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportunity and equal protection of the law; freedom of speech and religion; majority rule with protection for minority rights; and limitations on government, with power held by the people and delegated by them to those officials whom they elected to office Knowledge/skill statements 1. Knows that the right to life, liberty, and the pursuit of happiness is a basic principle of American democracy 2. Knows that responsibility for the common good is a basic principle of American democracy 3. Knows that equal opportunity for all is a basic principle of American democracy 4. Knows that equal protection of the law is a basic principle of American democracy 5. Knows that freedom of speech is a basic principle of American democracy 6. Knows that freedom of religion is a basic principle of American democracy 7. Knows that majority rule with protection for minority rights is a basic principle of American democracy 8. Knows that limited government is a basic principle of American democracy 9. Knows that the American people delegate their political power to elected officials Benchmark 3. Understands how people over the last 200 years have continued to struggle to bring to all groups in American society the liberties and equality promised in the basic principles of American democracy (e.g., Sojourner Truth; Harriet Tubman; Frederick Douglass; W.E.B. DuBois; Booker T. Washington; Susan B. Anthony; Martin Luther King, Jr.; Rosa Parks; Cesar Chavez) Knowledge/skill statements 1. Knows that Sojourner Truth fought for the abolition of slavery and for women’s rights 2. Knows that Harriet Tubman helped slaves escape to freedom through the underground railroad 3. Knows that Frederick Douglass was the leading 19th century African American spokesman for the abolition of slavery 4. Knows that W.E.B. Dubois was an African American leader who advocated higher education for African Americans 5. Knows that Booker T. Washington was a former slave who founded an educational institution for African Americans 6. Knows that Susan B. Anthony advocated the right of women to vote 7. Knows that Martin Luther King, Jr. was a leader of the civil rights movement 8. Knows that Rosa Parks’ refusal to give up her bus seat to a white person led to the Montgomery Bus Boycott 9. Knows that Cesar Chavez organized the United Farm Workers to help migrant farm workers obtain better pay and working conditions Benchmark 4. Understands the accomplishments of ordinary people in historical situations and how each struggled for individual rights or for the common good (e.g., James Armistead, Sybil Ludington, Nathan Beman, Lydia Darragh, Betty Zane) Knowledge/skill statements 1. Knows that ordinary Americans have had roles in historical situations 2. Knows that ordinary Americans have struggled for individual rights 3. Knows that ordinary Americans have struggled for the common good 4. Knows that James Armistead was a slave who served as a spy during the American Revolution 5. Knows that Sybil Ludington alerted American militiamen of the approach of the British during the American Revolution 6. Knows that Nathan Beman guided Ethan Allen and the Green Mountain Boys at Fort Ticonderoga 7. Knows that Lydia Darragh warned American troops of an impending British attack during the American Revolution 8. Knows that Betty Zane crossed through enemy fire to bring gunpowder to American settlers who were under attack from Indians and British soldiers Benchmark 5. Understands how people in the local community have displayed courage in helping the common good (e.g., volunteering in unique situations including earthquakes, floods, and fires) Knowledge/skill statements 1. Knows that community members work for the common good of their community 2. Knows that community members work for the common good of their community by volunteering during natural disasters Benchmark 6. Understands historical figures who believed in the fundamental democratic values (e.g., justice, truth, equality, the rights of the individual, responsibility for the common good, voting rights) and the significance of these people both in their historical context and today Knowledge/skill statements 1. Knows that justice is a fundamental democratic value 2. Knows that truth is a fundamental democratic value 3. Knows that equality is a fundamental democratic value 4. Knows that protection for individual rights is a fundamental democratic value 5. Knows that responsibility for the common good is a fundamental democratic value 6. Knows that the right to vote is a fundamental democratic value 7. Understands the significance of historical figures who upheld fundamental democratic values in their historical context 8. Understands the significance of historical figures who upheld fundamental democratic values today Benchmark 7. Understands how historical figures in the U.S. and in other parts of the world have advanced the rights of individuals and promoted the common good, and the character traits that made them successful (e.g., persistence, problem solving, moral responsibility, respect for others) Knowledge/skill statements 1. Knows that historical figures in the United States have advanced the rights of individuals 2. Knows that historical figures in the United States have promoted the common good 3. Knows that historical figures around the world have advanced the rights of individuals 4. Knows that historical figures around the world have promoted the common good 5. Knows that historical figures often possess certain character traits that make them successful in their mission 6. Knows that persistence is a character trait possessed by many historical figures 7. Knows that problem solving ability is a skill possessed by many historical figures 8. Knows that a sense of moral responsibility is a character trait possessed by many historical figures 9. Knows that many historical figures have shown respect for others Benchmark 8. Understands the historical events and democratic values commemorated by major national holidays (e.g., Martin Luther King, Jr. Day; Presidents’ Day; Memorial Day; the Fourth of July; Labor Day; Veterans’ Day; Thanksgiving) Knowledge/skill statements 1. Knows that Americans celebrate national holidays to commemorate historical events 2. Knows that Americans celebrate national holidays to commemorate democratic values 3. Knows that Americans celebrate Martin Luther King, Jr. Day to commemorate Martin Luther King, Jr.’s leadership of the civil rights movement 4. Knows that Americans celebrate Presidents’ Day to commemorate the birthdays of Presidents George Washington and Abraham Lincoln 5. Knows that Americans celebrate Memorial Day to commemorate those who died in wars in which the United States fought 6. Knows that Americans celebrate the Fourth of July to commemorate the formation of the United States 7. Knows that Americans celebrate Labor Day to commemorate the contributions of all American workers 8. Knows that Americans celebrate Veterans’ Day to commemorate the service of the men and women who were members of the armed forces 9. Knows that Americans celebrate Thanksgiving to commemorate the harvest feast held by the Pilgrims Benchmark 9. Knows the history of events and the historic figures responsible for such historical documents as the Mayflower Compact, the Declaration of Independence, the U.S. Constitution, the Bill of Rights, and the Emancipation Proclamation Knowledge/skill statements 1. Knows the history of the events that led to the Mayflower Compact 2. Knows the historic figures responsible for the Mayflower Compact 3. Knows the history of the events that led to the Declaration of Independence 4. Knows the historic figures responsible for the Declaration of Independence 5. Knows the history of the events that led to the U.S. Constitution 6. Knows the historic figures responsible for the U.S. Constitution 7. Knows the history of the events that led to the Bill of Rights 8. Knows the historic figures responsible for the Bill of Rights 9. Knows the history of the events that led to the Emancipation Proclamation 10. Knows the historic figures responsible for the Emancipation Proclamation Benchmark 10. Knows the Pledge of Allegiance and patriotic songs, poems, and sayings that were written long ago, and understands their significance Knowledge/skill statements 1. Knows the words of the Pledge of Allegiance 2. Knows the significance of the Pledge of Allegiance 3. Knows patriotic songs that were written long ago 4. Knows the significance of patriotic songs that were written long ago 5. Knows patriotic poems that were written long ago 6. Knows the significance of patriotic poems that were written long ago 7. Knows patriotic sayings that were written long ago 8. Knows the significance of patriotic sayings that were written long ago Benchmark 11. Understands how songs, symbols, and slogans demonstrate freedom of expression and the role of protest in a democracy (e.g., the Boston Tea Party, the abolition of slavery, women's suffrage, labor movements, the civil rights movement) Knowledge/skill statements 1. Knows that freedom of expression is a basic principle of American democracy 2. Knows that songs are a means of expression 3. Knows that symbols are a means of expression 4. Knows that slogans are a means of expression 5. Understands the role of protest in American democracy Benchmark 12. Understands why Americans and those who led them (e.g., George Washington, Benjamin Franklin, and Thomas Jefferson) went to war to win independence from England Knowledge/skill statements 1. Knows that the American Revolution was fought to win America’s independence from England 2. Knows that George Washington was the general who led American forces to victory in the American Revolution 3. Knows that Benjamin Franklin was one of the authors of the Declaration of Independence 4. Knows that Thomas Jefferson was the primary author of the Declaration of Independence Benchmark 13. Understands how ordinary people have worked to contribute money and ideas to create or enhance our national symbols (e.g., French school children who raised money for the Statue of Liberty, Lee Iaccoca's work to restore Ellis Island) Knowledge/skill statements 1. Knows that ordinary people have contributed money and ideas to create national symbols 2. Knows that ordinary people have contributed money and ideas to enhance national symbols 3. Knows that French schoolchildren raised money for the Statue of Liberty 4. Knows that Lee Iaccoca raised money to restore Ellis Island Benchmark 14. Understands how people have helped make the community a better place to live (e.g., working to preserve the environment, helping the homeless, restoring houses in low-income areas) Knowledge/skill statements 1. Knows that community members work to improve their community 2. Knows that community members work to preserve their community’s environment 3. Knows that community members help homeless persons in their community 4. Knows that community members restore houses in low-income areas of their community Standard 5: Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago Benchmark 1. Knows the various movements (westward, northward, and eastward) of large groups of people in the history of the U.S. Knowledge/skill statements 1. Knows that large groups of people have moved westward at various times in the history of the United States 2. Knows that large groups of people have moved northward at various times in the history of the United States 3. Knows that large groups of people have moved eastward at various times in the history of the United States Benchmark 2. Knows about the forced relocation of Native Americans and how their lives, rights, and territories were affected by European colonization and expansion of the U.S. (e.g., Spanish colonization of the Southwest, Tecumseh’s resistance to Indian removal, the Cherokee Trail of Tears, Black Hawk’s War, the movement of the Nez Perce) Knowledge/skill statements 1. Knows that many Native Americans were forcibly relocated by the federal government 2. Knows that the lives, rights, and territories of Native Americans were affected by European colonization 3. Knows that the lives, rights, and territories of Native Americans were affected by the expansion of the United States 4. Knows that the Spanish colonization of the Southwest affected the lives, rights, and territories of Native Americans 5. Knows that the Trail of Tears refers to the Cherokee’s forced journey westward 6. Knows that Tecumseh was a Native American chief who attempted to organize Native American resistance to Indian removal 7. Knows that Black Hawk’s War was fought by Native Americans to resist forced removal by the federal government 8. Knows that the Nez Perce were forcibly relocated by the federal government Benchmark 3. Understands the experience of immigrant groups (e.g., where they came from, why they left, travel experiences, ports of entry and immigration screening, the opportunities and obstacles they encountered when they arrived; changes that occurred when they moved to the United States) Knowledge/skill statements 1. Knows the origins of various groups who immigrated to the United States 2. Knows why various immigrant groups left their countries of origin 3. Understands the travel experiences of immigrant groups 4. Knows the ports of entry for immigrant groups 5. Understands the process of immigration screening 6. Understands the opportunities immigrant groups encountered when they arrived in the United States 7. Understands the obstacles immigrant groups encountered when they arrived in the United States Benchmark 4. Knows the reasons why various groups (e.g., freed African Americans, Mexican and Puerto Rican migrant workers, Dust Bowl farm families) migrated to different parts of the U.S. Knowledge/skill statements 1. Knows why freed African Americans migrated to certain parts of the United States 2. Knows why Mexican migrant workers migrated to certain parts of the United States 3. Knows why Puerto Rican migrant workers migrated to certain parts of the United States 4. Knows why Dust Bowl farm families migrated to certain parts of the United States Benchmark 5. Understands the experiences of those who moved from farm to city during the periods when cities grew Knowledge/skill statements 1. Understands that many people moved from away from farms to cities during the period when cities grew Standard 6: Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage Benchmark 1. Understands how regional folk heroes and other popular figures have contributed to the cultural history of the U.S. (e.g., frontiersmen such as Daniel Boone, cowboys, mountain men such as Jedediah Smith, American Indian Chiefs including Geronimo, and outlaws such as Billy the Kid) Knowledge/skill statements 1. Knows that the tales of regional folk heroes and other popular figures have contributed to the cultural history of the United States 2. Understands how tales of frontiersmen such as Daniel Boone have contributed to the cultural history of the United States 3. Understands how tales of cowboys have contributed to the cultural history of the United States 4. Understands how tales of mountain men such as Jedediah Smith have contributed to the cultural history of the United States 5. Understands how tales of American Indian Chiefs such as Geronimo have contributed to the cultural history of the United States 6. Understands how tales of outlaws such as Billy the Kid have contributed to the cultural history of the United States Benchmark 2. Understands how stories, legends, songs, ballads, games, and tall tales describe the environment, lifestyles, beliefs, and struggles of people in various regions of the country Knowledge/skill statements 1. Understands how stories, legends, and tall tales describe the environment of various regions of the country 2. Understands how stories, legends, and tall tales describe the lifestyles of people in various regions of the country 3. Understands how stories, legends, and tall tales describe the beliefs of people in various regions of the country 4. Understands how stories, legends, and tall tales describe the struggles of people in various regions of the country 5. Understands how songs and ballads describe the environment of various regions of the country 6. Understands how songs and ballads describe the lifestyles of people in various regions of the country 7. Understands how songs and ballads describe the beliefs of people in various regions of the country 8. Understands how songs and ballads describe the struggles of people in various regions of the country 9. Understands how games describe the environment of various regions of the country 10. Understands how games describe the lifestyles of people in various regions of the country 11. Understands how games describe the beliefs of people in various regions of the country 12. Understands how games describe the struggles of people in various regions of the country Benchmark 3. Understands how arts, crafts, music, and language of people from a variety of regions long ago influenced the nation Knowledge/skill statements 1. Understands how the arts and crafts of people from a variety of regions long ago influenced the nation 2. Understands how the music of people from a variety of regions long ago influenced the nation 3. Understands how the language of people from a variety of regions long ago influenced the nation Standard 7: Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe Benchmark 1. Understands how historians learn about the past if there are no written records Knowledge/skill statements 1. Knows that historians can learn about the past even in the absence of written records Benchmark 2. Knows the effects geography has had on the different aspects of societies (e.g., the development of urban centers, food, clothing, industry, agriculture, shelter, trade) Knowledge/skill statements 1. Knows the effects that geography has had on the development of urban centers in different societies 2. Knows the effects that geography has had on the types of food eaten in different societies 3. Knows the effects that geography has had on the kind of clothing worn in different societies 4. Knows the effects that geography has had on industry in different societies 5. Knows the effects that geography has had on agriculture in different societies 6. Knows the effects that geography has had on the types of shelter used in different societies 7. Knows the effects that geography has had on trade in different societies Benchmark 3. Understands various aspects of family life, structures, and roles in different cultures and in many eras (e.g., medieval families, matrilineal families in Africa, extended families in China) Knowledge/skill statements 1. Understands family life in medieval families 2. Understands the structure of medieval families 3. Understands the roles of family members in medieval families 4. Understands family life in matrilineal families in Africa 5. Understands the structure of matrilineal families in Africa 6. Understands the roles of family members in matrilineal families in Africa 7. Understands family life in extended families in China 8. Understands the structure of extended families in China 9. Understands the roles of family members in extended families in China Benchmark 4. Knows about life in urban areas and communities of various cultures of the world at various times in their history (e.g., Rome, Tenochtitl n, Timbuktu, a medieval European city) Knowledge/skill statements 1. Knows about life in Rome at various times in its history 2. Knows about life in Tenochtitlan at various times in its history 3. Knows about life in Timbuktu at various times in its history 4. Knows about life in a medieval European city at various times in its history Benchmark 5. Knows significant historical achievements of various cultures of the world (e.g., the Hanging Gardens of Babylon, the Taj Mahal in India, pyramids in Egypt, temples in ancient Greece, bridges and aqueducts in ancient Rome) Knowledge/skill statements 1. Knows that the construction of the Hanging Gardens of Babylon was a significant historical achievement 2. Knows that the construction of the Taj Mahal in India was a significant historical accomplishment 3. Knows that the construction of the pyramids in Egypt was a significant historical accomplishment 4. Knows that the construction of temples in ancient Greece was a significant historical accomplishment 5. Knows that the construction of bridges and aqueducts in ancient Rome was a significant historical accomplishment Benchmark 6. Knows about the migrations of large groups in the past and recently (e.g., Native American ancestors across the Bering land bridge; the Bantu migrations in Africa; the movement of Europeans and Africans to the Western Hemisphere; the exodus of Vietnamese boat people, Haitians, and Cubans) Knowledge/skill statements 1. Knows about the migration of Native American ancestors across the Bering land bridge 2. Knows about the Bantu migrations in Africa 3. Knows about the movement of Europeans to the Western Hemisphere 4. Knows about the movement of Africans to the Western Hemisphere 5. Knows about the exodus of Vietnamese boat people 6. Knows about the exodus of Haitians 7. Knows about the exodus of Cubans Benchmark 7. Knows about European explorers of the 15th and 16th centuries, their reasons for exploring, the information gained from their journeys, and what happened as a result of their travels (e.g., Christopher Columbus, Marco Polo, Eric the Red, Zheng He, Ferdinand Magellan, Vasco de Gama, Jacques Cartier) Knowledge/skill statements 1. Knows Christopher Columbus’ reasons for exploring 2. Knows information that was gained from Christopher Columbus’ journeys 3. Knows events that resulted from Christopher Columbus’ travels 4. Knows Marco Polo’s reasons for exploring 5. Knows information that was gained from Marco Polo’s journeys 6. Knows events that resulted from Marco Polo’s travels 7. Knows Eric the Red’s reasons for exploring 8. Knows information that was gained from Eric the Red’s journeys 9. Knows events that resulted from Eric the Red’s travels 10. Knows Zheng He’s reasons for exploring 11. Knows information that was gained from Zheng He’s journeys 12. Knows events that resulted from Zheng He’s travels 13. Knows Ferdinand Magellan’s reasons for exploring 14. Knows information that was gained from Ferdinand Magellan’s journeys 15. Knows events that resulted from Ferdinand Magellan’s travels 16. Knows Vasco de Gama’s reasons for exploring 17. Knows information that was gained from Vasco de Gama’s journeys 18. Knows events that resulted from Vasco de Gama’s travels 19. Knows Jacques Cartier’s reasons for exploring 20. Knows information that was gained from Jacques Cartier’s journeys 21. Knows events that resulted from Jacques Cartier’s travels Benchmark 8. Knows about the various crops, foods, and animals that were transported from the Western Hemisphere and from the Eastern Hemisphere as a result of the "Columbian Exchange" (e.g., tomato, corn, cassava, potato; horse, cattle, sugar cane) Knowledge/skill statements 1. Knows that the tomato, corn, cassava, and the potato are crops that were transported from the Western Hemisphere as a result of the "Columbian Exchange" 2. Knows that horse and cattle were transported from the Eastern Hemisphere as a result of the "Columbian Exchange" 3. Knows that sugar cane was transported from the Eastern Hemisphere as a result of the "Columbian Exchange" Benchmark 9. Understands the different perspectives and major arguments surrounding the Columbian encounter Knowledge/skill statements 1. Understands the different perspectives held by various groups on the Columbian encounter 2. Understands the major arguments surrounding the Columbian encounter Standard 8: Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them Benchmark 1. Knows about the development of the wheel and its early uses in ancient societies Knowledge/skill statements 1. Knows how the wheel was developed 2. Knows how ancient societies used the wheel Benchmark 2. Understands the development and the influence of basic tools on work and behavior Knowledge/skill statements 1. Understands the development of basic tools 2. Understands the influence of basic tools on work 3. Understands the influence of basic tools on behavior Benchmark 3. Knows various technological developments to control fire, water, wind, and soil, and to utilize natural resources (e.g., trees, coal, oil, gas) in order to satisfy basic human needs for food, water, clothing, and shelter Knowledge/skill statements 1. Knows technological developments for controlling fire 2. Knows technological developments for controlling water 3. Knows technological developments for controlling wind 4. Knows technological developments for controlling soil 5. Knows technological developments that aid in the use of natural resources 6. Knows technological developments that aid in the use of trees as a natural resource 7. Knows technological developments that aid in the use of coal as a natural resource 8. Knows technological developments that aid in the use of oil and gas as natural resources 9. Understands that some technological developments allow humans to control nature 10. Understands that some technological developments allow humans to utilize natural resources to satisfy basic human needs Benchmark 4. Knows about technological inventions and developments that evolved during the 19th century and the influence of these changes on the lives of workers Knowledge/skill statements 1. Knows about 19th century technological inventions 2. Knows about 19th century technological developments 3. Knows about the influence of 19th century technological inventions on the lives of workers 4. Knows about the influence of 19th century technological developments on the lives of workers Benchmark 5. Knows the different forms of transportation and their developments over time Knowledge/skill statements 1. Knows that there are different forms of transportation 2. Knows that different forms of transportation have developed over time Benchmark 6. Understands the development in marine vessels constructed by people from ancient times until today (e.g., early dugout Phoenician ships, Native American canoes, the Portuguese caravel, the Chinese vessels used by Zheng He, the Arab dhow, the Norse long ships, currachs used in the British Isles, square riggers, aircraft carriers, submarines, bathyscaphs) Knowledge/skill statements 1. Understands that marine vessels have developed over time 2. Understands that early dugout Phoenician ships were a type of marine vessel 3. Understands that the Native American canoe was a type of marine vessel 4. Understands that the Portuguese caravel was a type of marine vessel 5. Understands that the Chinese vessels used by Zheng He were a type of marine vessel 6. Understands that the Arab dhow was a type of marine vessel 7. Understands that the Norse long ships were a type of marine vessel 8. Understands that currachs used in the British Isles are a type of marine vessel 9. Understands that a square rigger is a type of marine vessel 10. Understands that an aircraft carrier is a type of marine vessel 11. Understands that a submarine is a type of marine vessel 12. Understands that a bathyscaph is a type of marine vessel Benchmark 7. Understands the development of extensive road systems (e.g., the Roman system of roads; the trade routes by camel caravan linking East Asia, Southwest Asia, and Africa during the ancient and early Middle Ages; the network of roads and highways of the Inca in Peru; the interstate highway system), the travel and communication difficulties encountered by people over vast expanses of territory, and the social and economic effects of these developments Knowledge/skill statements 1. Understands the development of extensive road systems in different time periods 2. Understands the development of the Roman system of roads 3. Understands the development of the trade routes by camel caravan linking East Asia, Southwest Asia, and Africa during the ancient and early Middle Ages 4. Understands the development of the Incan network of roads and highways in Peru 5. Understands the development of the modern interstate highway system 6. Understands travel difficulties encountered by people over vast expanses of territory 7. Understands communication difficulties encountered by people over vast expanses of territory 8. Understands the social effects of the development of extensive road systems 9. Understands the economic effects of the development of extensive road systems Benchmark 8. Knows the developments in rail transportation beginning in the 19th century and the effects of national systems of railroad transport on the lives of people Knowledge/skill statements 1. Knows that rail transportation was developed in the 19th century 2. Knows the developments in rail transportation since its origin 3. Understands the effects of national railroad systems on people’s lives Benchmark 9. Understands the design and development of aircraft and rocketry, and the people involved Knowledge/skill statements 1. Understands the design of aircraft 2. Understands the development of aircraft 3. Knows the people involved in the design and development of aircraft 4. Understands the design of rocketry 5. Understands the development of rocketry 6. Knows the people involved in the design and development of rocketry Benchmark 10. Knows about people who have made significant contributions in the field of transportation (e.g., Henry Ford, Amelia Earhart, John Glenn, Sally Ride) Knowledge/skill statements 1. Knows that Henry Ford made a significant contribution in the field of transportation by initiating the mass production of automobiles 2. Knows that Amelia Earhart made a significant contribution in the field of transportation by being the first woman to fly an airplane across the Atlantic Ocean 3. Knows that John Glenn made a significant contribution in the field of transportation by being the first American to orbit the Earth 4. Knows that Sally Ride made a significant contribution in the field of transportation by being the first American woman astronaut Benchmark 11. Understands the origins and changes in methods of writing over time and how the changes made communications between people more effective (e.g., pictographs, cuneiform, hieroglyphics, alphabets) Knowledge/skill statements 1. Understands the origins of various methods of writing 2. Understands that methods of writing have changed over time 3. Understands how changes in methods of writing have made communications between people more effective 4. Knows that pictographs are a method of writing 5. Knows that cuneiform is a method of writing 6. Knows that hieroglyphics are a method of writing 7. Knows that alphabets are a method of writing Benchmark 12. Understands the significance of the printing press, the computer, and electronic developments in communication and their impact on the spread of ideas Knowledge/skill statements 1. Understands the significance of the printing press 2. Understands the impact of the printing press on the spread of ideas 3. Understands the significance of the computer 4. Understands the impact of the computer on the spread of ideas 5. Understands the significance of electronic developments in communication 6. Understands the impact of electronic developments in communication on the spread of ideas Benchmark 13. Knows about people who have made significant contributions in the field of communications (e.g., the inventors of the telegraph, telephone, the Braille alphabet, radio, television, the computer, satellite communication) Knowledge/skill statements 1. Knows the inventor of the telegraph 2. Knows the inventor of the telephone 3. Knows the inventor of the Braille alphabet 4. Knows the inventor of the radio 5. Knows the inventor of the television 6. Knows the inventor of the computer 7. Knows the inventor of satellite communication Benchmark 14. Knows the significant scientific and technological achievements of various historical societies (e.g., the invention of paper in China, Mayan calendars, mummification in Egypt, astronomical discoveries in the Moslem world, the invention of the steam engine in England) Knowledge/skill statements 1. Knows that the invention of paper in China was a significant technological achievement 2. Knows that the Mayan calendar was a significant scientific achievement 3. Knows that mummification in Egypt was a significant scientific achievement 4. Knows that astronomical discoveries in the Moslem world were a significant scientific achievement 5. Knows that the invention of the steam engine in England was a significant technological achievement |
3-4 United States History |