Mississippi College- and Career-Readiness Standards for Social Studies

Title 7: Education K-12 Part 193: Mississippi College- and Career-Readiness Standards for Social Studies [Type here] [Type here] ACADEMIC OFFICE TEAM MEMBERS Kim S. Benton, Ed.D. Interim State Superintendent of Education Wendy Clemons Associate State Superintendent Tenette Smith, Ed.D. Executive Director, Office of Elementary Education and Reading MISSISSIPPI DEPARTMENT OF EDUCATION Post Office Box 771 Jackson, Mississippi 39205-0771 Office of Elementary Education and Reading Office of Secondary Education 601.359.2586 601.359.3461 www.mdek12.org/ESE TABLE OF CONTENTS Acknowledgements – Pg. 5-8 Introduction – Pg. 9 PRIMARY COURSES – Pg. 16 to 74 Section 1: Elementary (K – 6) – Pg. 16-55 Section 2: Middle School (7, 7C, and 8) – Pg. 56-74 CARNEGIE UNIT COURSES – Pg. 76 to 174 1. Section 1: Required Courses – Pg. 76 to 119 MS Studies – Pg. 78- 82 World History – Pg. 83 - 90 US History – Pg. 91-103 Government – Pg. 104-111 Economics – Pg. 112-119 1. Section 2: Elective Courses – Pg. 120 to 174 Introduction to Geography – 121-124 Advanced World Geography – Pg. 125-129 African American Studies – Pg. 130-136 History of the Ancient Middle East – Pg. 137-140 Problems of American Democracy – Pg. 141-147 Psychology I – Pg. 148-151 Psychology II – Pg. 152-155 Sociology – Pg. 156-160 ACKNOWLEDGEMENTS 2022 MISSISSIPPI COLLEGE-AND-CAREER-READINESS STANDARDS FOR THE SOCIAL STUDIES REVIEW COMMITTEE The Office of Secondary Education, through the Mississippi Department of Education (MDE), deeply appreciates the time and expertise given by the following individuals to the revision of the Mississippi College- and Career-Readiness Standards (MS CCRS) for the Social Studies draft of the Mississippi College-and-Career-Readiness Standards for Social Studies 2018. The 2022 Review Committee consisted of representatives from each of the four congressional districts with a total of 62 members on the Review Committee. The committee members were invited to solicit feedback from the field prior to a face-to-face work session, which was aided by 26 MDE employees serving in the role of facilitator or note-taker. During the revisions process, teachers, administrators, curriculum directors, and university professors had an opportunity to review the proposed 2021 draft of the MS CCRS for Social Studies along with the public comments. A total of 241 educators (Congressional District 1- 56, Congressional District 2-73, Congressional District 3- 58, Congressional District 4-54), as well as seven university professors, gave input into the revision of the standards. SOCIAL STUDIES 2022 STANDARDS COMMITTEE Vanessa Acosta Hancock County School District Rebecca Anderson Harrison County School District LaKristie Barner West Tallahatchie School District Lisa Benson Poplarville School District Caleb Boettcher Tupelo Public School District Alfred Boyd Madison County School District Cassandra Brower Calhoun County School District Andrea Burroughs Jackson Public School District Heidi Byrd Pass Christian Public School District Manya Chappell Aberdeen School District Krystal Cole Vicksburg-Warren School District Tiffany Davis Greenville Public School District Tristan Howell Choctaw Tribal Schools Elizabeth Jackson Rankin County School District Wykimie Johnson Hinds County School District Darrell Jones Lowndes County School District Karen King Claiborne County School District Vickie Landrum Meridian Public School District Masha Laney Amory School District Natasha Lee McComb School District Yolanda Lewis Jackson Public School District Aleatrice Liddell Canton Public School District John Lucente Picayune Public School District Melody Macon Madison County School District SOCIAL STUDIES 2022 STANDARDS COMMITTEE (contin ued) Daniel Parrish Oxford School District Katina Pickens West Point School District Heather Pickering Simpson County School District David Pinnow Desoto County School District Melinda Pittman Pontotoc City School District Sally Quong University of Mississippi Rebecca Rigby Biloxi Public School District Whitney Rollins Lamar County School District Cathy Roy Pearl River County School District LaTonya Slater Tupelo Public School District Jonathan Smith Clinton Public School District Julia Speed Harrison County School District Susan Stewart Jackson County School District Alicia Stringer Rankin County School District Mississippi Department of Education Committee Leads: Wendy Clemons Associate Superintendent Tammy Crosetti Bureau Director Secondary Education Dr. Marla Davis Associate Superintendent- Academic Liaison Mandy Hackman Director of CTE Program Quality Dr. Lea Johnson Bureau Director of Professional Development Amy Pinkerton Professional Development Coordinator Lead Matt Sheriff Gifted Interventions Elizabeth Simmons Instructional Materials and Library Media Director Dr. Tenette Smith Executive Director Elementary Education/Reading Laurie Weathersby Bureau Director Student Intervention Mississippi Department of Education Committee Supports: Melissa Banks Director of Digital Learning Cathy Barnett IDEA Fiscal Lead Jayda Brantley Student Interventions Dr. Dexter Brookins State Director for JROTC Jean Cook Chief of Communication David Cress Career Academy Director S d Elli t EL St d t S t S i li t SOCIAL STUDIES 2021 STANDARDS COMMITTEE Megan Alvarez Jackson County School District Kenneth Anthony Mississippi State University Amber Armstrong Rankin County School District Ben Austin Petal School District Caroline Bartlett Long Beach School District Catherine Beasley Rankin County School District Brandon Bolen Mississippi College Terry Boler DeSoto County School District Laura Boughton Oxford School District Kathryn Daniels Petal School District Melanie Easom Lamar County School District Jennifer Lewis Jackson Public School District Joshua Lindsey Gulfport School District Clay Mangrum DeSoto County School District Ouida McDaniel George County School District Charlotte McNeese Madison County School District Lynsey McQueen Jackson Public School District Nicole Miller Mississippi State University Bruce Mize West Point Consolidated School District Skye Morgan Petal School District Shira Muroff MS Department of Archives and History Kyle Nichols Clinton Public School District University Representatives: Dr. Jonathan Brooke William Carey University Dr. Vicki Davidson Tougaloo College Dr. Katherine Green MS Valley State University Dr. Earnistine Lee Alcorn State University Dr Felicia McGowan Alcorn State University INTRODUCTION MISSION STATEMENT The Mississippi Department of Education (MDE) is dedicated to student success, which includes improving student achievement in the social studies, equipping citizens to solve complex problems, and establishing fluent communication skills, while preparing students for college, career, and civic life. The Mississippi College‐ and Career‐Readiness Standards (MS CCRS) provide a consistent, clear understanding of what students are expected to know and be able to do by the end of each grade level or course. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that students need for success in college and careers and allowing students to compete in the global economy. PURPOSE This document is designed to provide districts and K-12 social studies teachers with a basis for curriculum development. In order to prepare students for careers and college, it outlines what knowledge students should obtain, and the types of skills students must master upon successful completion of each grade level. The 2022 MS CCRS for the Social Studies reflect national expectations while focusing on postsecondary success, but they are unique to Mississippi in addressing the needs of our students and teachers. The standards’ content centers around four practices: conceptual understanding, fostering inquiry, collaboration and action, and integration of content skills. Instruction in these areas is designed for a greater balance between content and process. Teachers are encouraged to transfer more ownership of the learning process to students, who can then direct their own learning and develop a deeper understanding of the social studies and the problem-solving process. Doing so will produce students who will become more capable, independent, and literate adults. IMPLEMENTATION The 2022 MS CCRS for the Social Studies Revision will be implemented during the 2023 – 2024 academic year. REVISION PROCESS MS CCR STANDARDS FOR THE Social Studies The MS CCRS for Social Studies 2018 along with the following documents were used as foundational references to the MS CCRS for Social Studies 2022. 1. National Council for the Social Studies: College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History 2. National Assessment of Educational Progress (NAEP) Framework for Civics, Economics, Geography, and U.S. History 3. Fordham Institute Social Studies Standards 1. ACT College- and Career-Readiness (CCR) Benchmarks 2. National Standards for History Education 3. National Standards for the Social Studies 4. National Standards for Economic Education 5. National Standards for Civics and Government 6. Geography for Life (2nd Edition) National Standards for Geography 7. Standards for Advanced Placement programs 8. Social Studies standards from other states: AL, LA, TN, TX 9. Current literature and research regarding the Social Studies The different content strands in social studies combine to give a clear picture of the past and present. Strands also give depth to the social studies curriculum, enabling students to grasp the complexity of events from the past and present and help them acquire critical thinking skills to make informed decisions in the future. The Mississippi College- and Career-Readiness Standards for the Social Studies 2022 is comprised of five (5) essential content strands: Civics, Civil Rights, Economics, Geography, and History. The five (5) STRANDS The SOCIAL STUDIES HISTORY CIVICS CIVIL RIGHTS GEOGRAPHY ECONOMICS HISTORY The history strand asks students to examine historical events that significantly changed the way humans live through the study of primary and secondary sources. To gain an in-depth historical understanding, students investigate how the past shapes the present, how people and events have changed society through time, and how localized changes can impact the world power structure. CIVICS The civics strand provides students with a basic understanding of civic life, politics, and government. It allows them to comprehend the workings of their own and other political systems, as well as the relationship of the United States. It creates a foundation for competent and responsible participation in our constitutional democracy. The civics strand should be expanded through instruction by related learning experiences in the school ECONOMICS The economic strand allows students to grasp economic concepts, as well as an understanding of markets, the U.S. economy in a global setting, and financial literacy to make informed financial decisions throughout their lives. The strand emphasizes economic reasoning through integration into each grade level and course. GEOGRAPHY The geography strand equips students with the knowledge, skills, and perspectives of world geography to engage in ethical action regarding self, other people, other species, and Earth’s diverse cultures and natural environments. Students learn how to use geographic thinking and information to make well‐reasoned decisions and to solve personal and community problems. SEQUENCING Kindergarten Citizenship at Home and School First Grade Citizenship at School Second Grade Citizenship in School and Community Third Grade Citizenship in Local Government Fourth Grade Mississippi Studies and Regions CIVIL RIGHTS Mississippi Code 37-13-193 requires the Mississippi Department of Education to work with the Mississippi Civil Rights Education Commission to incorporate civil rights education into the state’s K-12 educational programs. Civil rights education, as understood by the writers of this framework, is defined as the mastery of content, skills and values that are learned from a focused and meaningful exploration of civil rights issues (both past and present), locally, nationally, and globally. This education should lead learners to understand and appreciate issues such as social justice, power relations, diversity, mutual respect, and civic engagement. Students should acquire a working knowledge of tactics engaged by civil rights activists to achieve social change. Among these are: demonstrations, resistance, organizing, and collective action/unity. The content was incorporated as a content strand throughout the entire K- 12 framework at the recommendation of the Mississippi Civil Fifth Grade United States History from Pre-Columbian Era to American Revolution Sixth Grade World Geography and Civics Seventh Grade Early World History-Early World History from Pre-Historic Era to Age of Enlightenment or Compacted Eighth Grade United States History from Exploration through Reconstruction (1877) ORGANIZATION OF DOCUMENT Course Sequence Options: Grades 7 – 9 The course codes follow the course names in parentheses. For other options for social studies classes, please refer to the Approved Secondary Course Codes Report. These are the most commonly used courses for secondary level students. Beginning with school year 2015-2016, the following options are available for Social Studies course sequence for middle school: Best Practices for CCR Sequencing in Social Studies: To prepare students to meet College and Career Readiness ACT/SAT benchmarks in their junior year, the following course sequencing is recommended for social studies. Any additional upper-level course sequencing is acceptable. Grade Level TRADITIONAL | OPTION 1 (Course Code) COMPACTED | OPTION 2 (Course Code) ELECTIVE | OPTION 3 (Course Code) 7th World History from Pre-Historic Era to Age of Enlightenment (450837) Compacted 7th Grade Early World History and U.S. History from Exploration to Reconstruction World History from Pre-Historic Era to Age of Enlightenment (450837) 8th U.S. History from Exploration to Reconstruction (450804) Mississippi Studies (450705) AND Introduction to Geography (451030) U.S. History from Exploration to Reconstruction (450804) Add one/both of the following as electives: 9th Mississippi Studies (450705) AND Introduction to Geography (451030) OR AP H G h (450715) World History from Age of Enlightenment to Present (450835) World History from Age of Enlightenment to Present (450835) *NOTE: For Option 3, U.S. History from Exploration to Reconstruction must be taught in Grade 8. MS Studies and/or Geography are taught in addition to the U.S. History course as separate courses. KINDERGARTEN Citizenship at Home and School *The examples listed within the document are not an exhaustive list. Kindergarten Citizenship at Home and School CIVICS Standard Objectives K.CI.1 Demonstrate how to be a productive citizen. Define authority figures and leaders. Define a productive citizen and citizenship. Describe character traits of productive citizens. List examples of productive citizenship at home and school. K.CI.2 Examine the purpose of rules and consequences. Identify the purpose of rules and explain why rules should be followed. Recognize that leaders and authority figures establish rules to provide order, security, and safety. Differentiate between positive and negative consequences. K.CI.3 Differentiate the roles and responsibilities of authority figures and leaders. Relate how leaders can be authority figures. Describe the responsibilities of authority figures and leaders. Identify authority figures and leaders at home, school, and in the community. ECONOMICS Continued K.E.2 Distinguish goods from services. Define goods and services. Identify and classify examples of goods and services. Explain how goods and services are obtained. ECONOMICS Standard Objectives K.E.1 Analyze how money is earned and used. 1. Identify different types of jobs and describe their work. 2. Explain that money is earned through work. 3. Recognize monetary units. 4. Distinguish saving from spending. 5. Illustrate how money is used in daily life. K.E.3 Differentiate needs from wants. 1. Define needs and wants. 2. Classify items as needs or wants. 3. Compare and contrast needs and wants. CIVIL RIGHTS Standard Objectives K.CR.1 Explore the similarities and differences of individuals and families. Define similarity and difference. Identify examples of similarities and differences. Explain the importance of both similarities and differences to individuals, families, and communities. K.CR.2 Examine diversity in the classroom. Define unity and diversity. Identify types of diversity in the classroom (e.g., cultural, ethnic, students with disabilities, etc.). Propose different ways to encourage unity and appreciate diversity at home and within the classroom. K.CR.3 Identify the cultural origins and explore the customs, traditions, and celebrations of families and schools. 1. Describe family customs, traditions, and celebrations held by members of the class and their families (e.g., literature, language, games, songs, dances, etc.). 2. Describe the role that customs, traditions, and celebrations play at school. 3. Compare and contrast school customs, traditions, and celebrations with those of home and family. GEOGRAPHY Standard Objectives K.G.1 Establish an individual sense of place. 1. Illustrate and label a map of familiar places. 2. Identify elements of a physical address. 3. Explain a place using terms related to location, direction, size, and distance (e.g., up, down, left, right, far, near, etc.). 4. Examine routes and modes of transportation between home and school. K.G.2 Investigate the physical features of the environmen 1. Differentiate landforms from bodies of water. 2. Define physical features and analyze how physical features of the Earth impact the way of life in various places. 3. Define and describe the way physical environments may change over time (e.g., flooding, tornadoes, hurricanes, etc.). K.G.3 Recognize representations of the Earth. 1. Discuss various representations of the Earth. 2. Explain that maps and globes help identify location and physical features of the Earth. 3. Compare and contrast maps and globes. 4. Identify cardinal directions (e.g., north, south, east, west). 5. Locate the local community, Mississippi, and the United States using maps and globes. HISTORY Standard Objectives K.H.1 Recognize symbols, customs, and celebrations of local communities, Mississippi, and the United States. Define symbols and customs (e.g., school mascot, community logo, Mississippi state flag, United States flag, American eagle, etc.). Identify school, community, state, and national symbols. State the Pledge of Allegiance and patriotic songs as expressions of patriotism. K.H.2 Describe the impact of significant historical figures and events. Identify historical figures that are used as symbols of American culture (e.g., currency, monuments, and place names, etc.). Examine historical events that are significant to American culture (4th of July, Thanksgiving, Presidents Day, Juneteenth, etc.). Interpret how oral traditions helped express important cultural and historical beliefs. Grade 1 Citizenship at School *The examples listed within the document are not an exhaustive list. Grade 1 Citizenship at School CIVICS Standard Objectives 1.CI.1 Differentiate the rights and responsibilities citizens have in varying roles. Define and identify rights and responsibilities. Compare and contrast children’s rights and responsibilities at home, school, and in the community. Identify the various ways that citizens participate in their communities such as voting and volunteering. 1.CI.2 Distinguish rules from laws. 1. Compare and contrast rules and laws. 2. Differentiate the consequences of breaking rules versus breaking laws. 3. Recognize that the governments establish laws to create peace and provide order. 1.CI.3 Discuss patriotism and how it is demonstrated by citizens. Define patriotism. Discuss how citizens show patriotism and respect for their communities and country. Identify patriotic symbols of the local community, Mississippi, and the United States Explain the importance of the Pledge of Allegiance and National Anthem ECONOMICS Standard Objectives 1.E.1 Justify why people work to earn money. Define employment, income, salary, and wages. Describe what it means to be employed. Explain that people earn income through work. Illustrate the exchange of money for goods and services to meet needs and wants. 1.E.2 Determine how people meet their basic needs. 1. Identify basic needs. 2. Explain how basic needs are met. 3. Classify items or services as needs and wants. 4. Examine how people prioritize spending and saving to meet their needs. CIVIL RIGHTS Standard Objectives 1.CR.1 Evaluate the role of cooperation and compromise within and across various groups. 1. Define cooperation and compromise. 2. Identify examples of cooperation and compromise at home and school. 3. Analyze how cooperation and compromise supports problem solving in and among different cultures, customs, and traditions. 1.CR.2 Examine the diverse cultures found at 1. Define culture. CIVIL RIGHTS Standard Objectives school and in the local community. 2. Identify various cultures at school and in the local community. 3. Recognize ways people celebrate their diverse cultural heritage. 4. Compare and contrast ways people celebrate their diverse cultural heritage. GEOGRAPHY Standard Objectives 1.G.1 Demonstrate a global sense of place. 1. Identify the seven continents and five major oceans. 2. Classify the major landforms, and bodies of water on a map (e.g., mountains, hills, lakes, oceans, rivers, etc.). 3. Describe places in relation to one another using cardinal and intermediate directions. 4. Understand the relationship of the location of a place from community to county, state, nation, and continent (Jackson is in Hinds County, which is in the state of Mississippi, which is in the country of the USA and on the continent of North America). GEOGRAPHY Standard Objectives 1.G.2 Examine the relationship between location, climate, physical features, and how people live. 1. Recognize characteristics of the local region. 2. Compare and contrast the climate, weather, and seasons of the regions of the United States. 3. Describe how location impacts daily life for residents in various communities (e.g., shelter, clothing, food, activities, etc.). 1.G.3 Interpret maps using directions. Demonstrate map skills through vocabulary. Identify and define cardinal and intermediate directions, compass rose, map symbol and map key. Construct maps using cardinal and intermediate directions, a compass rose, map symbols, and a map key. HISTORY Standard Objectives 1.H.1 Analyze the influence of significant historical figures and events from the history of the United States. 1. Identify historical figures who are used as symbols in United States culture. 2. Examine the significant contributions of historical figures to the local community, state, and United States. 3. Examine how the United States commemorates historical events through the celebration of national holidays. HISTORY Standard Objectives 1.H.2 Analyze various aspects of historic and modern life in the United States. 1. Compare and contrast historic and modern forms of communication and sharing of information. 2. Identify forms of technology and illustrate changes in how it was made and used from its conception to the present (e.g., telephone, assistive technology devices, etc.). 3. Evaluate how apparel has changed through history, including how and why items are chosen and purchased. 4. Compare and contrast Americans’ use of free time in the past and present. Grade 2 Citizenship in School and Community *The examples listed within the document are not an exhaustive list. Grade 2 Citizenship in School and Community CIVICS Standard Objectives 2.CI.1 Differentiate civic virtues from civic responsibilities, then evaluate their role in communities. Identify civic virtues and civic responsibilities. Discuss how common civic virtues among citizens help create peaceful and orderly communities. Compare civic responsibilities to responsibilities of home and school. CIVICS Standard Objectives 2.CI.2 Assess how rules and laws are created to provide equal and fair service and protection to all citizens. Discuss importance of fair rules and laws applied to all citizens. Analyze the fairness of rules and laws. Identify who is responsible for creating and enforcing rules and laws. Discuss how laws are fairly created and fairly enforced to protect all the citizens of a community (e.g., civil rights, laws to protect Americans with disabilities, etc.). ECONOMICS Standard Objectives 2.E.1 Evaluate how the availability of resources impacts the local economy. Define economy and resource. Categorize resources as natural, renewable, and non-renewable. Explain people as a resource in the local community. Examine the relationship between resources and jobs in the local community. 2.E.2 Assess the relationship between consumers and producers in obtaining goods and services to meet needs. Define consumers and producers. Differentiate consumers from producers. Examine the interdependence of consumers and producers. Discuss the connection between resources and producers in the local community. ECONOMICS Standard Objectives Define barter system and monetary system. Compare and contrast the barter and monetary systems of trade to meet needs. 2.E.3 Recognize factors that affect the price and availability of goods and services. 1. Define supply and demand. 2. Evaluate how the availability of resources impacts the price of goods and services. 3. Examine how budgets help individuals and families choose how to spend and save money. 2.E.4 Identify the role of financial institutions within the community. Identify various types of financial institutions and their role in the community. 2. Identify services provided by the various financial institutions in the community. CIVIL RIGHTS Standard Objectives 2.CR.1 Determine how traditions and customs create unity and celebrate diversity within 1. Recognize the cultural contributions of various groups within our community. CIVIL RIGHTS Standard Objectives and across various groups. 2. Examine how cultures, and their traditions and customs, have changed over time. 3. Evaluate the qualities that build unity among diverse populations. 2.CR.2 Evaluate how diverse cultures build unity in a community. 1. Define respect, tolerance, and acceptance. 2. Examine the relationship between respect, tolerance, and acceptance and building unity across cultures. 3. Recognize similarities from the various cultures of the local community. GEOGRAPHY Standard Objectives 2.G.1 Analyze various types of maps. 1. Categorize map types by representation and usage (e.g., topographic, physical, political, thematic, etc.). 2. Identify political and physical borders in the United States and across the globe. 3. Define urban, suburban, and rural. 4. Locate urban, suburban, and rural areas in Mississippi and United States. 2.G.2 Examine the connection between physical features of the Earth and where people choose to live. 1. Define human settlements and population distribution. 2. Evaluate human settlements and population distribution around physical features of the Earth. 3. Determine reasons for human settlement near physical features of the Earth. GEOGRAPHY Standard Objectives 2.G.3 Interpret maps using latitude and longitude. Define latitude and longitude. Locate the major lines of latitude and longitude of the Earth. Identify then compare hemispheres of the Earth. 2.G.4 Analyze human modifications to the Earth. 1. Identify human modifications to the Earth. 2. Compare and contrast the positive and negative impacts of human modifications on the Earth. HISTORY Standard Objectives 2.H.1 Evaluate how people and events have shaped the local community, state, and nation through primary sources. 1. Identify various primary sources (e.g., Primary – letters, diaries, autobiographies, speeches, interviews; Secondary – magazine articles, textbooks, encyclopedia entries, biographies, etc.). 2. Use various primary sources to investigate significant people and events of the past. 3. Examine historical events from multiple perspectives by utilizing primary sources. 2.H.2 Examine the relationship between history and time. 1. Identify vocabulary to express periods of time. 2. Illustrate events chronologically on a timeline. 3. Compare and contrast the eras of United States history. Grade 3 Citizenship in Local Government *The examples listed within the document are not an exhaustive list. Grade 3 Citizenship in Local Government CIVICS Standard Objectives 3.CI.1 Examine the influence of democratic values on the lives of citizens. Define democracy. Recognize fundamental democratic values. Discuss the evidence of democratic values at home, school, and local organizations. CIVICS Standard Objectives 3.CI.2 Demonstrate knowledge of the three branches of government at the federal, state, and local levels. Identify the three branches of government and the purpose of each branch. Discuss the roles of leaders in each branch of government at the federal, state, and local levels, including both municipal and county governments. Recognize locations where government is practiced at the national, state, and local levels. Compare and contrast services provided to communities and citizens by the federal, state, and local governments (e.g., security, people with disabilities, human services, etc.). 3.CI.3 Examine the requirements of civic leadership. Identify the qualifications for candidacy at the federal, state, and local levels. Analyze the common character traits and civic virtues of national, state, and local leaders. Contrast the responsibilities of elected leaders and citizens in maintaining peaceful and orderly communities. ECONOMICS Standard Objectives 3.E.1 Investigate how local governments obtain and use money to benefit their communities. Define tax. Discuss the types and purpose of taxes paid by citizens to the government (e.g., sales tax, property tax, income tax, etc.). Identify goods and services provided by a local government to its community. Examine how a local community benefits from the goods and services provided by the local government. ECONOMICS Standard Objectives 3.E.2 Evaluate how individuals and communities use resources and trade to meet needs. Define trade, import, and export. Contrast imports and exports. Identify local resources and products exported from the local community and state. Trace the origin of products for sale in the local community. Compare and contrast producing and buying goods to meet needs. 3.E.3 Analyze the factors of population distribution. 1. Define economic development. 2. Examine the relationship between economic development, employment opportunities, and where people choose to live. 3. Evaluate the impact of an individual’s knowledge and skills on their opportunities for employment and income. 4. Explain how the availability of resources influences where people live. CIVIL RIGHTS Standard Objectives 3.CR.1 Examine the Declaration of Independence and the Bill of Rights to recognize the principles of democracy and identify civil liberties. 1. Identify principals of democracy within the Declaration of Independence. 2. Define and identify civil liberties within the First Amendment. 3. Compare and contrast principles of democracy and civil liberties. 4. Explain how individuals exercise principles of democracy and civil liberties in daily life. 3.CR.2 Assess the reliance of democracy on citizen participation. 1. Define voting, suffrage, and franchise. 2. Explain the voting process. 3. Illustrate the expansion of voting rights in America. 4. Identify how citizens participate in democracy apart from exercising the right to vote. GEOGRAPHY Standard Objectives 3.G.1 Analyze how humans have altered the Earth to meet their needs. 1. Define residential, commercial, industrial, and agricultural. 2. Describe the residential, commercial, industrial, and agricultural areas of the local community and state. 3. Explain how humans have altered the physical environment for shelter, work, and recreation. 4. Discuss how human modifications have affected the environment. 3.G.2 Investigate natural disasters’ effect on the Earth. 1. Define natural disaster. 2. Identify characteristics of a natural disaster. 3. Explain how local, state, and national governments cooperate to manage natural disasters. 4. Evaluate settlement patterns after a natural disaster. GEOGRAPHY Continued Standard Objectives 3.G.3 Assess energy sources of the Earth. 1. Define renewable and nonrenewable resources. 2. Identify sources of energy (e.g., oil, petroleum, nuclear power, solar power, etc.). 3. Categorize energy sources as renewable and nonrenewable. 4. Examine the impact that human use of resources has on the Earth. 3.G.4 Interpret and recognize maps, graphs, and other representations of the Earth. Analyze patterns of population distributions. HISTORY Standard Objectives 3.H.1 Analyze the different types of government throughout history, such as dictatorship, monarchy, aristocracy, representative democracy, and direct democracy. 1. Define dictatorship, monarchy, aristocracy, representative democracy, and direct democracy. 2. Cite an example of each type of government from history. 3. Compare and contrast the different types of government related to source of authority, how leaders are chosen, limits on power, and the role of HISTORY Standard Objectives citizens. 3.H.2 Examine the framework of the United States government. 1. Discuss why the United States was established as a representative democracy. 2. Evaluate the importance of checks and balances to a representative democracy. Grade 4 Theme: Mississippi Studies and Regions *The examples listed within the document are not an exhaustive list. Fourth Grade Theme: Mississippi Studies and Regions This course contains all Social Studies Strands including Civics, Economics, Civil Rights, Geography, and History Standard Objectives Standard Objectives 4.MS.1 Describe the physical geography and natural resources of the ten regions of Mississippi. 1. Identify on a map the ten geographical regions of Mississippi (Yazoo Delta, Black Belt, Jackson Prairie, Gulf Coast, Loess Hills, North Central Hills, Flatwoods, Pontotoc Ridge, Tennessee River Hills, and Piney Woods). 2. Describe features of each region. 3. Compare and contrast the ten geographical regions of Mississippi in terms of soil, landforms, etc. 4. Compare and contrast major natural resources throughout Mississippi on a map (e.g., oil, agricultural, etc.). 4.MS.2 Examine the exploration and settlement of the Mississippi Territory. 1. Map and describe the settlements of the Mississippi Territory (e.g., Natchez, Washington, Port Gibson, Columbia, Winchester, Mobile, Huntsville, etc.). 2. Trace the routes of explorers (e.g., Hernando de Soto, Rene Robert Cavelier-sieur de La Salle, Pierre Le Moyne d ’Iberville, Jacques Marquette, Louis Jolliet, etc.) and discuss the impact on settlements in the Mississippi Territory. 3. Explain how differing beliefs regarding land ownership, religion, and culture led to conflicts between Europeans and Native Americans in the Mississippi Territory. Standard Objectives 4.MS.3 Investigate the Native American tribes of historic Mississippi. 1. Identify the location of major tribes within Mississippi: Choctaw, Chickasaw, and Natchez. 2. Compare and contrast the cultures and lives of the Choctaw, Chickasaw, and Natchez tribes of historic Mississippi (e.g., homes, roles, beliefs, clothes, games, traditions, food, etc.). 3. Discuss the impact of the removal of Native Americans from Mississippi. 4.MS.4 Describe Mississippi’s entry into statehood. Trace Mississippi’s progression from territory to statehood. Define political and geographic reasons for changes in location of Mississippi’s state capitol. 4.MS.5 Describe the Antebellum society of Mississippi. 1. Outline the rise of Mississippi cotton culture. 2. Link cotton culture to the rise of slavery. Discuss the leaders of the abolition movement and the importance to the end of slavery in the South. Standard Objectives 4.MS.6 Analyze Mississippi’s role in the Civil War. 1. Identify the Mississippi leaders of the secession and the Civil War. 2. Outline the cause and effects of slavery that led Mississippi to secede from the Union in 1861 and subsequently enter the Civil War. 3. Investigate how Mississippi supported the Civil War through economic and military efforts. 4. Compare and contrast the societal roles on the homefront and battlefront during and after the Civil War. 4.MS.7 Evaluate the impact of Reconstruction and Post-Reconstruction on Mississippi. 1. Contrast life from the Antebellum period to post Civil War (e.g., population, economy, government, infrastructure, etc.). 2. Explain the use of sharecroppers as a response to the end of slavery. 3. Describe how the Jim Crow laws disenfranchised African Americans in Mississippi. Standard Objectives 4.MS.8 Analyze the Civil Rights Movement to determine the social, political, and economic impact on Mississippi. Define discrimination, prejudice, segregation, integration, suffrage, and civil rights. Identify important figures of the modern Civil Rights Movement including Mississippians (e.g., Martin Luther King Jr., Rosa Parks, Medgar Evers, James Meredith, Fannie Lou Hamer, Charles Evers, etc.). Identify and explain events of the modern Civil Rights Movement, including Brown v. Board of Education (1954), Jim Crow laws, Freedom Summer, and James Meredith’s admission to the University of Mississippi. Analyze the importance of the Civil Rights Act of 1964 and the Voting Rights Act of 1965 as it relates to Mississippians. 4.MS.9 Explain how literature, the arts, architecture, and music distinguish Mississippi from other places. 1. Identify Mississippians known for their artwork, music, architecture, and literature (e.g., Wyatt Waters, William Herd, Walter Anderson, B.B. King, Elvis Presley, Marty Stewart, Eudora Welty, Willie Morris, etc.). Describe how literature, the arts, architecture, and music affect tourism within the state. Standard Objectives 4.MS.10 Describe the impact of significant historical figures and events in Mississippi’s past and present. Cite symbols and explain historical figures that are used in Mississippi’s culture (e.g., monuments, place names, etc.). Examine events that are significant to Mississippi culture. 4.MS.11 Evaluate how geographic and economic factors influence life and work in Mississippi. 1. Describe the division of labor within Mississippi (e.g., government, industry, agriculture, etc.). 2. Determine how land use impacts Mississippi’s economy (e.g., cotton farming vs. soybean farming, pastureland vs. industrial development, beaches vs. casinos, landfills vs. parks, etc.). 3. Explain the benefits and challenges of trade for Mississippi. 4. Describe the economic impact of natural disasters (e.g., hurricanes, tornadoes, earthquakes, etc.). Grade 5 US History: Pre-Columbian Era to American Revolution *The examples listed within the document are not an exhaustive list. Fifth Grade US History: Pre-Columbian Era to American Revolution This course contains all Social Studies Strands including Civics, Economics, Civil Rights, Geography, and History Standards Objectives 5.1 Identify major geographic areas of the world and specifically North America. Map the seven continents and five oceans. Identify and locate the main mountain ranges, rivers, and other key bodies of water. Locate on a map and discuss the pre-Columbian civilizations in North and South America. 5.2 Investigate the people and ways of life of North America and the Caribbean Basin prior to the Columbian Era. 1. Identify the major Native American tribes of North America and the Caribbean Basin at the beginning of the Columbian Era. 1. Map the territories of the major Native American Tribes of North America and the Caribbean Basin at the beginning of the Columbian Era. 2. Determine how tribes in different regions used their environment to obtain, food, clothing, and shelter. 3. Differentiate the lives and cultures of Native American tribes by region or territory. 5.3 Analyze the motivations and consequences of the exploration of North America. Map the European countries of Spain, Portugal, Great Britain, and France and their initial settlements in North America and Caribbean Basin with respect to trade routes and mitigation. 4. Identify significant European explorers (e.g., Ferdinand Magellan, Hernando de Soto, Rene’ Robert Cavelier Sieur de La Salle, Francis Drake, Walter Raleigh, John Cabot, Christopher Columbus, Samuel de Champlain, etc.), their motivation to and through North America and the Caribbean Basin. 5. Explain the causes and effects of the Columbian Exchange. 5.4 Examine the economic, political, and religious reasons for the founding of colonial settlements. Identify the influential leaders (e.g., Willian Penn, John Smith, Roger Williams, Lord Baltimore, William Bradford, John Winthrop, etc.) responsible for founding colonial settlements. 1. Describe the role of indentured servitude and slavery in early settlements (e.g., Triangular Trade, indentured servitude, enslaved and free Africans, etc.). 1. Compare and contrast colonial life in the different regions (e.g., New England, Middle, Southern, etc.) including resources, way of life, economics, local government, etc. 2. Contrast the views of land use and ownership by Native Americans and colonists. Standards Objectives Standards Objectives 5.5 Trace the development of the revolutionary movement in North America. Identify the causes and consequences of the French and Indian War. 3. Explain the reasons for the American Revolution. 4. Examine the actions taken by the British and colonists and explain how each led to the Revolutionary War (e.g., British Stamp Act, Intolerable Acts, Boston Massacre, Tea Act, etc.). Standards Objectives 5.6 Explain major events of the American Revolution. 1. Describe the roles of major contributors (e.g., Thomas Jefferson, Samuel Adams, Paul Revere, Patrick Henry, Thomas Paine, George Washington, Benjamin Franklin, Haym Salomon, etc.). 2. Identify key battles of the American Revolution and their outcomes (e.g., Lexington and Concord, Bunker Hill, Saratoga, Cowpens, Yorktown, etc.). 3. Discuss the contributions of African Americans, women, and ordinary citizens in general to the American Revolution. 4. Examine efforts to mobilize support for the American Revolution by the Minutemen, Committees of Correspondence, First Continental Congress, Sons of Liberty, and the Second Continental Congress. 5. Explain the colonial victory of the American Revolution. 6. Summarize the effects of the Treaty of Paris of 1783 on the development of the United States. Standards Objectives 5.7 Examine the development of the founding documents of the United States. Analyze the principles of the Declaration of Independence and the purpose of government. Analyze the shortcomings of the Articles of Confederation. Explain how the Northwest Ordinance influenced the framers of the Constitution. 1. Identify significant attendees of the Constitutional Convention. 5.8 Examine the development of the Constitution of the United States. Identify key political members of the Federalists and Anti-Federalists. Contrast the ideology of Federalists from that of the Anti- Federalists. Describe the plans and compromises that contributed to the creation of the Constitution. Evaluate the features of the Bill of Rights. Compare and contrast the treatment of African Americans, Native Americans, and women regarding the principles in the Bill of Rights. Compare and contrast the three branches of government. Standards Objectives 5.9 Recognize symbols, customs, and celebrations representative of the United States. Define symbols and customs. Identify school, community, state, and national symbols (e.g., United States flag, American eagle, etc.). Compare and contrast the Pledge of Allegiance, Preamble, and patriotic songs as expressions of patriotism. Explain historically significant people and events that shaped America (e.g., our first president, etc.). 5.10 Identify United States and individual states on a globe and a map. 1. Identify the United States on a map. 2. Identify and label each of the 50 states on a map. Grade 6 World Geography and Civics *The examples listed within the document are not an exhaustive list. Grade 6 World Geography and Civics This course contains all Social Studies Strands including Civics, Economics, Civil Rights, Geography, and History Standard Objectives 6.1 Describe the world using the tools of geography including maps, globes, and technological representations. 1. Demonstrate the use of map essentials (e.g., directions, latitude and longitude, globes, maps, etc.). 2. Interpret global connections by using maps to form a geographic spatial perspective. 3. Explain how experiences and cultures influence perceptions and help people create mental maps. Standard Objectives 6.2 Identify geographic patterns in the environment that result from the processes of Earth’s physical systems. 1. Define atmosphere, biosphere, lithosphere, and hydrosphere. 2. Describe how Earth-Sun relationships regulate seasonal changes in temperature, precipitation, vegetation, and weather patterns at various locations on Earth. 3. Explain the major processes and natural phenomena that shape the physical environment and how humans adapt to them. 4. Investigate ways humans change their environments. Standard Objectives 6. 3 Analyze how regions are used to describe the organization of the Earth’s surface. 1. Define formal, functional, and perceptual regions. 2. Identify physical and human features used as the criteria for establishing each type of region. 3. Identify the formal world regions. 4. Differentiate the formal regions by their main characteristics. 6. 4 Analyze the concept, usage, and value of natural resources. Characterize and differentiate renewable and non-renewable resources. Identify important resources in the contemporary world and their usage. Construct maps showing major deposits of important resources (e.g., continents, oceans, major landforms, trade routes on maps, etc.). Analyze the impact of globalization on modern economic interactions. Standard Objectives 6.5 Evaluate how places gain meaning. Describe the distinguishing physical and human characteristics of the United States and other countries. Investigate how people bring meaning to places when they live in a location. Describe how places impact personal, community, national identities, and culture. Explain how place-based identities can create stereotypes. Standard Objectives 6.6 Describe the characteristics and causes of human population changes and migration. Identify the spatial patterns of population distribution and density. Explain how physical and human factors impact the population of a place. Identify major migration patterns in the United States and the world. Examine the push/pull factors that drive the major migration patterns of the United States and the world. 6.7 Describe the patterns of human settlements and the factors that contribute to their formation. Classify spatial patterns of settlement, including types, sizes, and models. Explain why some locations are more conducive for settlement than others. 5. Describe the relationship between settlement patterns and the location of resources. Standard Objectives 6.8 Examine how humans and the physical environment are impacted by the extraction of resources and by natural hazards. Identify and describe ways in which humans modify the physical environment. Explain how people use technology to access resources. Assess the opportunities and constraints for human activities created by the physical environment. 6. Locate environmental hazards and the proximity of human populations. 7. Describe how people respond to natural hazards. Standard Objectives 6.9 Analyze how sovereign nation-states interact with one another. Define state, country, and nation-state. List and explain the features of a sovereign state (nation-state) as a territory with a population that has a defined border, a government to make and enforce laws, and the sovereignty to interact with other nations. Locate and describe different types of territorial divisions. Standard Objectives Identify political boundaries that are based on physical and human factors. Assess ways the use of land and resources has led to conflict, cooperation, and compromise among nation-states. Cite evidence of conflict, cooperation, and compromise among nation-states including treaties and wars. 6.10 Examine the ways governments are organized. 1. Identify and give examples of governments with rule by one, few, or many. 1. Compare the ways other sovereign nation-states (e.g., China, Germany, India, North Korea, Russia, etc.) organize government and how they function. 1. Connect the origins of democracy to Athens (present-day Greece) and the republic to the Roman Republic. 6.11 Describe the difference between limited and unlimited government. 1. Describe examples of limited and unlimited government. 2. Explain the rule of law and that government powers are defined by laws that limit its actions (United States Constitution , Bill of Rights, Civil Rights, Americans with Disabilities Act, etc.). 3. Explain reasons for limiting the power of governments. 4. Examine governments of nations that abuse the citizens by oppressing religious, ethnic, or political groups. Standard Objectives 6.12 Analyze the rights and responsibilities of American citizenship. 1. Define U.S. citizenship. 1. Examine the naturalization process (e.g., the citizenship exam, etc.). 2. Describe being an informed citizen. 3. Explain the rights and responsibilities of citizenship. 4. Plan ways a citizen can participate at the local, state, and national level. 6.13 Examine the challenges of civic engagement in the contemporary world. Define civic. Categorize the positive and negative impacts of new media resources when obtaining reliable information for informed decision making. 1. Assess how growing concerns about security have impacted civil liberty protection. 6.14 Describe how civil rights and citizenship roles vary based on the culture and government of various nation-states. Define civil and citizenship. 1. Formulate an understanding of citizenship roles in sovereign nation-states within cultural regions of the world. Compare and contrast human rights and liberties of other sovereign nation-states to those in American founding documents. Compare and contrast the Declaration of Independence, the Constitution, and the Amendments with the United Nations’ Universal Declaration of Human Rights. Standard Objectives 6.15 Explain the geographic patterns of economic interactions. Define and give examples of primary, secondary, and tertiary economic activities in the United States and other countries. 1. Define the factors of production. Illustrate traditional, command and market economic systems. Chart the characteristics of communism, socialism, and free enterprise by how they answer the three basic economic questions. Applying the concept of the basic economic questions contrast modern economic interactions with those from the past. Analyze the impact of globalization on modern economic interactions by investigating the origins of things such as personal belongings or various foods. Compare and contrast economic and social metrics of various countries (e.g., GDP per capita, Human Misery Index, Gross National Happiness, Infant and Child Mortality Rates, Life Expectancy, Literacy Rates, Human Freedom Index, etc.). Standard Objectives 6.16 Formulate an understanding of the cultural regions of the world: • Western Europe • Eastern Europe • North America • Latin America • South Asia • East Asia Explain the characteristics and development of culture. Describe the major aspects of culture (e.g., religion, beliefs, languages, practices, art, architecture, behaviors, etc.). 1. Explain the significance of religious holidays and observances. Standard Objectives • Middle East • North Africa • Sub-Saharan Africa • Oceania Explain how culture changes as it is passed from one generation to the next. Investigate patterns of cultural diffusion. Investigate how food relates to geography and cultural diffusion. Identify then contrast the major culture regions around the world to cultures within United States. Grade 7 Early World History- World History from Pre-Historic Era to the Age of Enlightenment *The examples listed within the document are not an exhaustive list. Seventh Grade Early World History- World History from Pre-Historic Era to the Age of Enlightenment Standard Objectives 7.1 Investigate the development of civilization in the Nile River Valley. Evaluate how the physical features of Egypt influenced the development of civilization. Analyze how religion affected the lives of the ancient Egyptians (e.g., architecture, the afterlife, mummification, etc.). Describe the unique features of ancient Egyptian culture and social class structure. Explain the power structure of the ancient Egyptian government. Evaluate the significance of the discovery of the Rosetta Stone. Trace the influence of trade on the development of Egypt. Standard Objectives 7.2 Examine the development of civilization in the river valleys of China. Summarize the influence of geographical features on the development of ancient China. Compare and contrast the origins, foundational beliefs and spread of Confucianism and Taoism. Describe various aspects of Chinese culture, including language, art, architecture, and social class. Explain the evolution of imperial government of China. Discuss the creation of the Great Wall. Trace the influence of trade on the development of China. 7.3 Analyze the development of civilization in Indus Valley. Explain the influence of geographical features on the development of ancient Indus River Valley. Analyze the influence of Hinduism on Indian culture and social practices. Describe various aspects of Indian culture, including language, art, architecture. Analyze the power held by each class of the Indian caste system. Trace the influence of trade on the development of Indus River Valley. Standard Objectives 7.4 Analyze the development of civilizations in ancient Greece. 1. Assess the influence of geographical features on the development of ancient Greece. 2. Explain how the polytheistic belief system of the ancient Greeks influenced their daily lives. 3. Describe various aspects of Greek culture including the development of language, art, architecture, social class, and philosophy. 4. Compare and contrast the monarchy, oligarchy, and democracy of ancient Greece. 5. Compare and contrast Athens and Sparta. 6. Trace the influence of trade on the development of Greece. 7.5 Examine the history of ancient Rome. 1. Explain how the geographical features of the Italian Peninsula influenced the development of ancient Rome. 2. Analyze how religion impacted the daily lives of the Romans. 3. Describe Roman culture, including art, language, social class, and recreation. 4. Contrast the monarchy, republic, and empire of Rome. 5. Trace the influence of trade on the development of Rome. Standard Objectives 7.6 Evaluate the development of sub-Saharan civilizations in East, South and West Africa. Explain how the geographical features of sub-Saharan Africa influenced the development of civilization. Analyze the origins and foundational beliefs of traditional African religions. Analyze the influence of Islam on the civilizations of sub-Saharan Africa. Describe various aspects of culture, including art, architecture, and class structure in sub-Saharan Africa. Explain how the civilizations of sub-Saharan Africa were governed. Trace the influence of trade on the development of sub-Saharan Africa. 7.7 Examine the developments of early world religions and philosophies. Compare and contrast animism, monotheism, and polytheism. Explain the origins and foundational beliefs of Hinduism, Judaism, Buddhism, Christianity, and Islam. Trace the spread of Hinduism, Judaism, Buddhism, Christianity, and Islam across the globe. Standard Objectives 7.8 Assess the Middle Ages and the emergence of nation-states in Europe. Explain the system of feudalism and its relationship to the development of European monarchies and nation-states. Analyze the effects of the Magna Carta on the feudal system. Describe how the Magna Carta led to the development of a representative government in England. Describe the events of the Crusades. Evaluate the Crusades’ lasting effects on Europe. Examine the role and influence of the Roman Catholic Church in medieval Europe. Analyze the economic, political, and social effects of the plague on Europe. 7.9 Investigate the impact of the Renaissance and the Reformation on Europe. 1. Explain the influence of humanism on the development of the Renaissance. 2. Identify key figures of the Renaissance including their accomplishments in the arts, music, literature, and architecture. 3. Explain the causes, events, and points of contention of both the Reformation and the Counter Reformation. 4. Evaluate how the Renaissance influenced the development of trade. Grade 7 - Compacted Early World History – World History from Pre-Historic Era to the Age of Enlightenment and US History: Exploration through Reconstruction (1877) *The examples listed within the document are not an exhaustive list. Seventh Grade Compacted Early World History – World History from Pre-Historic Era to the Age of Enlightenment and US History: Exploration through Reconstruction ( 1877) Standard Objectives Standard Objectives 7C.1 | Early World History Examine the development of ancient civilizations: 1. Egypt 2. Imperial China 3. India 4. Greece 5. Rome 6. Sub-Saharan Africa 1. Evaluate how geographic features of each region impacted the development of each civilization. 2. Analyze the influence of religion on each civilization. 3. Describe the cultures of each civilization. 4. Explain the governing power structure of each civilization. 5. Trace the influence of trade on the development of each civilization. 6. Explore the significance of each ancient civilization to modern life in the same region and across the globe. 7C.2 | Early World History Assess the Middle Ages and the emergence of nation-states in Europe. Explain the system of feudalism and its relationship to the development of European monarchies and nation-states. Analyze the effects of the Magna Carta on the feudal system. Examine the role and influence of the Roman Catholic Church in medieval Europe including the Crusades. Analyze the economic, political, and social effects of the plague on Europe. Standard Objectives 7C.3 | Early World History Investigate the impact of the Renaissance and the Reformation on Europe. 1. Identify key figures of the Renaissance including their accomplishments in the arts, music, literature, and architecture. 2. Explain the causes, events, and points of contention of both the Reformation and the Counter Reformation. 3. Evaluate how the Renaissance influenced the development of trade. 7C.4 | U.S. History Examine major aspects of the development of the United States from Exploration to 1754. Trace explorers’ routes to the New World. Explain the development and impact of the Columbian Exchange. Identify the economic, political, and religious reasons for founding the Thirteen Colonies and the role of indentured servitude and slavery in their settlement. Describe how the English Bill of Rights, Mayflower Compact, and Virginia House of Burgesses led to the English Colonial idea of self-government. Examine the diversity that emerged from the establishment of Colonial America. Describe the social structures that formed in the various colonies. Describe the relationships between the various Native American and colonial groups. Standard Objectives 7C.5 | U.S. History Evaluate the key people, factors and events which led to the American Revolution and the establishment of United States government. Analyze the causes and consequences of the French and Indian War. Recognize the major reasons for English taxes after the French and Indian War and colonial responses from 1763-1774 (e.g., Proclamation of 1763, Sugar Act, Stamp Act, Townshend Acts, Boston Massacre, Tea Act, Boston Tea Party, Intolerable Acts, etc.). Identify key figures in the Revolutionary Era and their influence on the movement (e.g., George Washington, Samuel Adams, Crispus Attucks, John Adams, John Hancock, Mercy Otis Warren, etc.). Compare and contrast the decisions of the first and second Continental Congresses. Explain the historical and present-day significance of the Declaration of Independence. Examine the immediate events that led to the first shot of the Revolutionary War. Examine the significance of the major battles in the Revolutionary War. Evaluate the terms of the Treaty of Paris, 1783. Standard Objectives 7C.6 | U.S. History Examine the development of the Constitution of the United States of America. Describe the powers given to the Continental Congress by the Articles of Confederation. Analyze the weaknesses of the Articles of Confederation that led to a call for a new constitution. Identify the major compromises at the Constitutional Convention. Describe the framework of the United States Constitution, including powers of the Legislative, Executive, and Judicial branches. Describe the compromises between Federalists and Anti-Federalists that led to the creation of the Bill of Rights. Standard Objectives 7C.7 | U.S. History Analyze the challenges and central ideas involved in creating the new nation. Evaluate the differences in political opinions that led to the formation of political parties. Examine the lasting influence of George Washington as the first President of the United States. Analyze the impact of President George Washington’s Farewell Address on the presidency of the United States. Analyze the significance of early Supreme Court cases and explain their impacts on the United States (e.g., Marbury vs Madison (1803), McCulloch vs Maryland (1819), Dartmouth College vs Woodward (1819), Worcester vs Georgia (1832), etc.). Assess the development and impact of early foreign policy decisions on the United States. Standard Objectives 7C.8 | U.S. History Interpret the geographical, social, and political causes, effects, and challenges of westward expansion. 1. Evaluate the reasoning behind the Louisiana Purchase. 2. Discuss the significance of the Lewis and Clark Expedition. 3. Describe the purpose and challenges of Manifest Destiny. 4. Analyze the political, religious, and economic incentives of Manifest Destiny. 5. Summarize Andrew Jackson’s role in the expansion of the United States. 6. Examine the motivations and consequences of the Indian Removal Act. Standard Objectives 7C.9 | U.S. History Interpret the causes, effects, and challenges of the Industrial Revolution. Summarize the beginning of the Industrial Revolution in the United States. Identify key people and their contributions to the Industrial Revolution. Trace the development of transportation and communication systems during the Industrial Revolution. Compare and contrast the cultural, religious, and social impact of the Industrial Revolution on American. Assess how geography influenced the location of factories. Standard Objectives 7C.10 | U.S. History Evaluate the impact of social and political reforms on the development of American society. Examine abolitionists’ role in bringing attention to the impact of slavery on the nation (e.g., Frederick Douglass, William Lloyd Garrison, Harriet Beecher Stowe, etc.). Compare and contrast the philosophies of natural rights expressed in the Declaration of Independence and the Declaration of Sentiments (e.g., “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”, etc.). Examine the leaders of the Women’s Suffrage Movement and their goals and strategies (e.g., Dorothea Dix, Elizabeth Cady Stanton, Lucretia Mott, Susan B. Anthony, etc.). Standard Objectives 7C.11 | U.S. History Assess the social and economic conflicts between the North and South that led to the American Civil War. 1. Trace the origins and development of slavery in the United States. 2. Describe the impact of the Industrial Revolution in northern states. 3. Evaluate the importance of agriculture in southern states. 4. Analyze the impact of the cotton gin on all social classes. 5. Examine the impact of slavery on the nation’s political, social, religious, economic, and cultural development. 1. Identify major legislation and Supreme Court decisions that sought to overturn and preserve slavery resulting in sectional strife (e.g., Missouri Compromise, Compromise of 1850, Fugitive Slave Acts, Kansas-Nebraska Act, Bleeding Kansas, Underground Railroad, etc.). Standard Objectives 7C.12 | U.S. History Identify key people and evaluate the significant events of the American Civil War. Analyze the reasons for the Civil War, including slavery and states’ rights. Examine key battles and plans which shaped decisions for the North and the South (e.g., Fort Hood, First Bull Run, Shiloh, Antietam, Vicksburg, Gettysburg, Sherman March, Anaconda Plan, etc.). Identify significant political and military leaders from the North and the South and examine their contributions. Evaluate the contributions of women, African Americans, and other minority groups to the war effort (e.g., Clara Barton, 54th Massachusetts Regiment, Native Americans, etc.). Analyze the factors that led to the Northern victory of the Civil War (e.g., total war, industrial, population, resources, technological advantages, etc.). Analyze key government documents and actions of the Civil War (e.g., Emancipation Proclamation, Gettysburg Address, draft laws, etc.). 7C.13 | U.S. History Analyze the Reconstruction efforts in the post-Civil War United States. Compare congressional and presidential Reconstruction plans. Analyze southern resistance to Reconstruction reforms (e.g., Black Codes, Jim Crow Laws, Ku Klux Klan, etc.). Trace the economic changes in the post- Civil War South (e.g., Lincoln’s Plan, Wade-Davis Bill, Johnson’s Plan, Radical Reconstruction, etc.). Examine the roles of the Thirteenth, Fourteenth, and Fifteenth Amendments in expanding liberty for more Americans. Grade 8 US History: Exploration through Reconstruction (1877) *The examples listed within the document are not an exhaustive list. Eighth Grade US History: Exploration through Reconstruction (1877) Standard Objectives Standard Objectives 8.1 Examine major aspects of the development of the United States from Exploration to 1754. Trace explorers’ routes to the New World. Explain the development and impact of the Columbian Exchange. Identify the economic, political, and religious reasons for founding the Thirteen Colonies. Describe how the English Bill of Rights, Mayflower Compact, and Virginia House of Burgesses led to the English Colonial idea of self-government. Examine the diversity that emerged from the establishment of Colonial America. Describe the social structures that formed in the various colonies including the role of indentured servitude and slavery. Describe the relationships between the various Native American and colonial groups. Standard Objectives 8.2 Evaluate the key people, factors and events which led to the American Revolution and the establishment of the United States government. Analyze the causes and consequences of the French and Indian War. Recognize the major reasons for English taxes after the French and Indian War and colonial responses from 1763-1774 (e.g., Proclamation of 1763, Sugar Act, Stamp Act, Townshend Acts, Boston Massacre, Tea Act, Boston Tea Party, Intolerable Acts, etc.). Identify key figures in the Revolutionary Era and their influence on the movement (e.g., George Washington, Samuel Adams, Crispus Attucks, John Adams, John Hancock, Mercy Otis Warren, etc.). Compare and contrast the decisions of the first and second Continental Congresses. Explain the historical and present-day significance of the Declaration of Independence. Examine the immediate events that led to the first shot of the Revolutionary War (e.g., Stamp Act, Townshend Acts, Boston Massacre, Boston Tea Party, etc.). Examine the significance of the major battles in the Revolutionary War (e.g., Lexington and Concord, Bunker Hill, Quebec, Charleston, Valley Forge, Cowpens, etc.). Evaluate the terms of the Treaty of Paris, 1783. Standard Objectives 8.3 Examine the development of the Constitution of the United States of America. Describe the powers given to the Continental Congress by the Articles of Confederation. Analyze the weaknesses of the Articles of Confederation that led to a call for a new constitution. Identify the major compromises at the Constitutional Convention. Describe the framework of the United States Constitution, including powers of the Legislative, Executive, and Judicial branches. Describe the process of a bill becoming a law. Describe the compromises between Federalists and Anti-Federalists that led to the creation of the Bill of Rights. Standard Objectives 8.4 Analyze the challenges and central ideas involved in creating the new nation. Evaluate the differences in political opinions that led to the formation of political parties. Examine the lasting influence of George Washington as the first President of the United States. Analyze the impact of President George Washington’s Farewell Address on the presidency of the United States. Analyze the significance of early Supreme Court cases and explain their impacts on the United States (e.g., Marbury vs Madison (1803), McCulloch vs Maryland (1819), Dartmouth College vs Woodward (1819), Worcester vs Georgia (1832), etc.). Examine the development and impact of early foreign policy decisions on the United States (e.g., French Revolution, Neutrality Proclamation, War of 1812, etc.). Examine the development and impact of the Jacksonian Era (e.g., Corrupt Bargain, Democratic Party Bank War, Nullification Crisis, etc.). Standard Objectives 8.5 Interpret the geographical, social, and political causes, effects, and challenges of westward expansion. Evaluate the reasoning behind the Louisiana Purchase. Discuss the significance of the Lewis and Clark Expedition. Describe the purpose and challenges of Manifest Destiny. Analyze the political, religious, and economic incentives of Manifest Destiny. Summarize Andrew Jackson’s role in the expansion of the United States (e.g. , Jacksonian Era, “Corrupt Bargain”, Democratic Party, Bank War, Nullification Crisis, Indian Removal, etc.). Examine the motivations and consequences of the Indian Removal Act (e.g., Cherokee “Trail of Tears”, etc.). 8.6 Interpret the causes, effects, and challenges of the Industrial Revolution. Summarize the beginning of the Industrial Revolution in the United States. Identify key people and their contributions to the Industrial Revolution. Trace the development of transportation and communication systems during the Industrial Revolution. Compare and contrast the cultural, religious, and social impact of the Industrial Revolution on America. Assess how geography influenced the location of factories. Standard Objectives 8.7 Evaluate the impact of social and political reforms on the development of American society. Examine abolitionists’ role in bringing attention to the impact of slavery on the nation (e.g., Frederick Douglass, William Lloyd Garrison, Harriet Beecher Stowe, etc.). Examine the actions of enslaved people to resist the institution of slavery (e.g., Negro Spirituals, Harriet Tubman, Nat Turner rebellion, etc.). 1. Compare and contrast the philosophies of natural rights expressed in the Declaration of Independence and the Declaration of Sentiments (e.g., “all men are created equal, that they are endowed by their Creator with certain unalienable Rights”, etc.). 2. Examine leaders of the Women’s Suffrage Movement and their goals and strategies (e.g., Dorothea Dix, Elizabeth Cady Stanton, Lucretia Mott, Susan B. Anthony, etc.). Standard Objectives 8.8 Assess the social and economic conflicts between the North and South that led to the American Civil War. 1. Trace the origins and development of slavery in the United States. 2. Describe the impact of the Industrial Revolution in northern states. 3. Evaluate the importance of agriculture in southern states. 4. Analyze the impact of the cotton gin on all social classes. 5. Examine impact of slavery on the nation’s political, social, religious, economic, and cultural development. 6. Identify major legislation and Supreme Court decisions that strived to both overturn and preserve slavery resulting in sectional strife (e.g., Missouri, Compromise, Compromise of 1850, Fugitive Slave Acts, Kansas- Nebraska Act, Underground Railroad, Dred Scott, etc.). Standard Objectives 8.9 Identify key people and evaluate the significant events of the American Civil War. Analyze the reasons for the Civil War (e.g., slavery, states’ rights, etc.). Examine key battles and plans which shaped decisions for the North and the South (e.g., Fort Hood, First Bull Run, Shiloh, Antietam, Vicksburg, Gettysburg, Sherman March, Anaconda Plan, etc.). Identify significant political and military leaders from the North and the South and examine their contributions. Evaluate the contributions of women, African Americans, and other minority groups to the war effort (e.g., Clara Barton, 54th Massachusetts Regiment, Native Americans, etc.). Analyze the factors that led to the Northern victory of the Civil War (e.g., total war, industrial, population, resources, technological advantages, etc.). Analyze key government documents and actions of the Civil War (e.g., Emancipation Proclamation, Gettysburg Address, draft laws, etc.). Standard Objectives 8.10 Analyze the Reconstruction efforts in the post-Civil War United States. Compare congressional and presidential Reconstruction plans. Analyze southern resistance to Reconstruction reforms (e.g., Black Codes, Jim Crow Laws, Ku Klux Klan, etc.). Trace the economic changes in the post- Civil War South (e.g., Lincoln’s Plan, Wade-Davis Bill, Johnson’s Plan, Radical Reconstruction, etc.). Examine the roles of the Thirteenth, Fourteenth, and Fifteenth Amendments in expanding liberty for more Americans. 5. Identify the significance of the impact of the Compromise of 1877. Carnegie Unit Courses The following courses contain all Social Studies strands including Civics, Economics, Civil Rights, Geography, and History. The following classes are Required Courses Mississippi Studies ½ Carnegie Unit *The examples listed within the document are not an exhaustive list. Mississippi Studies ½ Carnegie Unit Standard Objectives Standard Objectives MS.1 Examine the geographic features of Mississippi. 1. Identify the physical features, landforms, and soil regions of Mississippi. 2. Differentiate between the geographic regions of Mississippi. 3. Describe how the geographic and physical features set Mississippi apart from other states. 4. Explain how the geographic features and processes of Mississippi contribute to social, technological, and economic development throughout the state (e.g., Mississippi River, Gulf Coast, Pine Hills, Delta, Great Flood of 1927, Hurricanes Camille and Katrina, etc.). MS.2 Compare and contrast the indigenous cultures in Mississippi and assess their lasting impact on the state’s history and traditions. 1. Explain the impact of Mississippi’s geography on the cultural development of its indigenous peoples (e.g., Choctaw, Chickasaw, Natchez, etc.). 2. Trace the relationships between the various indigenous groups in Mississippi, including their alliances with the Europeans who settled in what would become the Mississippi Territory. 3. Evaluate the impact of native cultures on Mississippi, past and present. MS.3 Examine the motivations and the effects of the European arrival and presence in Mississippi. 1. Compare and contrast the French, Spanish and English arrival, and presence in Mississippi (e.g., lifestyles, religion, successes, failures, etc.). 2. Examine the impact of European arrival and presence on the cultural development of Mississippi (e.g., Code Noir, holiday, religious, economic, etc.). Standard Objectives MS.4 Explain the development of the Mississippi Territory and its evolution to statehood. 1. Investigate life and work in Mississippi during the colonial and revolutionary periods. 2. Examine the conflicts ( e.g., Natchez Rebellion, etc.), treaties (e.g., Fort Adams, Mount Dexter, Doak’s Stand, Dancing Rabbit Creek, Pontotoc Creek, etc.), and subsequent removal (e.g., Trail of Tears, etc.) of indigenous Mississippians. 3. Trace the events and legislative processes necessary for Mississippi to gain statehood. 4. Identify the key points of the Mississippi Constitution of 1817 and identify the government and political influences that led to its development. MS.5 Analyze the characteristics of antebellum Mississippi, with an emphasis on the plantation system and the evolution of slavery. Trace the evolution of slavery in Mississippi, including the significance of the Forks of the Road slave market in Natchez. Analyze the relationship between cotton and the evolution of the plantation economy in antebellum Mississippi. Examine the culture and social structure that developed in Mississippi during the antebellum period. Standard Objectives MS.6 Analyze the role of Mississippi during the Civil War and evaluate the effects of Reconstruction in the state. Examine the Mississippi Declaration of Secession and trace the events that led to the secession of Mississippi from the Union in 1861. Analyze the significance of the military campaigns that took place in Mississippi during the Civil War and the impact wartime conditions had on the civilian population. Examine the roles and contributions of women, enslaved people, and free African Americans during the Civil War. Analyze the impact of Reconstruction on Mississippi, including the new Mississippi Constitution of 1868. Describe the changing roles and contributions of African American Mississippians during Reconstruction. MS.7 Examine the economic, political, and social changes in the Jim Crow Era Mississippi from the end of Reconstruction through World War II. Analyze the differences between the Mississippi Constitutions of 1868 and 1890. Trace the changes in Mississippi’s economy and technology in the decades following Reconstruction. Analyze reforms that contributed to social and economic changes after the Civil War (e.g., Jim Crow, poll taxes, literacy tests, segregation, etc.). Standard Objectives MS.8 Evaluate the role of Mississippi in the Civil Rights Movement. Analyze the significant figures, groups, and events of the Civil Rights Movement in Mississippi (e.g., Emmett Till, Medgar Evers, James Meredith, Fannie Lou Hamer, etc.). Discuss the significant strategies used within the Civil Rights Movement. Examine organized resistance to the Civil Rights Movement in Mississippi and how it shaped the conflict between the State and Federal governments during the Civil Rights Era (e.g., Citizen’s Council, MS State Sovereignty Commission, Ross Barnett, etc.). Evaluate the lasting impact of the Civil Rights movement on Mississippi. MS.9 Analyze the economic characteristics of modern Mississippi. Identify various industries and factories that drive Mississippi’s modern economy. Analyze how the major industries of Mississippi have impacted the economy in Mississippi. Identify Mississippi’s global economic relationships. Analyze the causes of Mississippi’s past and present-day struggle with poverty. MS.10 Analyze the structure and function of local and state government in Mississippi. 1. Evaluate the rights and responsibilities of Mississippi citizenship. 2. Analyze the role of the judicial, legislative, and executive branches within the government of Mississippi. 3. Examine the various forms of local governments and evaluate how they meet the needs of local communities. 4. Compare types of services offered by local and state government to meet the needs of Mississippians. Standard Objectives MS.11 Examine the impact of Mississippi artists, musicians, and writers on the state, nation, and world. 1. Identify and describe the accomplishments of Mississippi artists, musicians, and writers (e.g., William Faulkner, B.B. King, Muddy Waters, Walter Anderson, Elvis Presley, etc.). 2. Analyze how Mississippi’s history and/or religious traditions have impacted the state’s artist, musicians, and writers. 3. Examine the role of cultural diversity in the artistic, musical, and literary traditions of Mississippi. 4. Identify locations in Mississippi that have artistic, musical, or literary significance (e.g., Delta-Blues, Coast- Walter Anderson, Jackson- Eudora Welty, etc.). MS.12 Examine the contributions of various ethnic and religious groups in Mississippi. 1. Identify and describe the various ethnic and religious groups in Mississippi. 2. Cite evidence of the growing ethnic diversity of Mississippi’s populations and its impact on the state today. 3. Analyze the push and pull factors of people migrating to Mississippi. 4. Describe the contributions of various ethnic and religious groups to Mississippi. World History: Age of Enlightenment to Present 1 Carnegie Unit *The examples listed within the document are not an exhaustive list. World History: Age of Enlightenment to Present 1 Carnegie Unit Standard Objectives WH 1 | Scientific Revolution and Enlightenment Investigate the important ideas and achievements of the Scientific Revolution and the Age of Enlightenment Identify the theories of cosmology as described by Nicolaus Copernicus, Galileo Galilei, and Sir Isaac Newton. Compare and contrast new methods of reasoning as demonstrated by Francis Bacon and Rene Descartes (e.g., inductive reasoning and the scientific method, deductive reasoning, etc.). Contrast the views of Thomas Hobbes and John Locke concerning the domination of absolute governments. Differentiate the influence of Charles de Montesquieu, Voltaire, and Jean- Jacques Rousseau on the development of democratic ideals. Standard Objectives WH 2 | French Revolution Analyze the causes of the French Revolution and its impact on Europe. Examine various opinions of the developing democratic ideals amidst the economic troubles of the French social class. Explain the impact of the American Revolution on the French call for social equality as expressed in the “Declaration of Rights of Man and the Citizen (1789).” Examine Napoleon’s geographic and political influence on Europe through the spread of liberalism and nationalism. Evaluate the significant outcomes of the Congress of Vienna and the creation of the Concert of Europe. Analyze the impact of the revolutionary period on the abolition of the Atlantic slave trade, the Emancipation of Spanish America, and the Issuance of the Monroe Doctrine by the United States. WH 3 | Dawn of the Industrial Revolution Examine the origins, impact, and spread of the Agricultural and Industrial Revolutions. Analyze the factors that led to the Industrial Revolution in England. Discuss the significance of the Agricultural Revolution, Enclosure Movement, and the Industrial Revolution and their impact on society (e.g., Charles Townshend, John Deere, Cyrus McCormick, etc.). Evaluate important concepts and inventors during the Industrial Revolution (e.g., James Hargreaves, Eli Whitney, James Watt, Thomas Edison, the Bessemer Process, etc.). Contrast factors that enhanced or impeded the spread of Industrial Revolution into Eastern Europe and the Far East. Standard Objectives WH 4 | Results of the Industrial Revolution Analyze capitalism as the economic philosophy that developed as a result of the Industrial Revolution and compare economic reactions to capitalism including socialism and communism. Examine the principles of capitalism as developed by classical economist Adam Smith. Compare and contrast the rise of economic theories as a result of the industrial revolution (e.g., capitalism, socialism, Marxism, communism, etc.). Appraise government reactions to social problems including Britain’s and Germany’s passage of labor laws, early welfare, and insurance programs. Investigate major social problems and solutions caused by urban overcrowding and lack of environmental control (e.g., the contributions of Baron Haussmann, Edwin Chadwick, Louis Pasteur, Joseph Lister, etc.). Analyze the International impacts and contributions of intellectual movements (e.g., Darwinism, suffrage, medicine, psychology, physics, etc.). WH 5 | Nationalism in the Nineteenth Century Analyze the emergence of nationalism and its role in the nineteenth century revolutions, unification movements, and the emergence of multinational empires. Examine nationalist movements throughout the world (e.g., the unification of Italy and Germany, the Meiji Restoration in Japan, the Tanzimat reforms in the Ottoman Empire, the self-strengthening movement in China, etc.). Analyze the characteristics that defined Russia, Austria-Hungary, and the Ottoman Empire as multinational empires. Trace the emergence of political economic, and social modernization in the early twentieth-century Russian Empire (e.g., the reign of the Romanov dynasty, Russian expansionism, emancipation of the serfs, etc.). Examine the creation of the dual monarchy of Austria-Hungary and the ethnic complexity of the Ottoman Empire in Asia and the European Balkan Peninsula. Standard Objectives WH 6 | Imperialism Evaluate western imperialism as a force of global change, emphasizing its impact on colonized peoples and lands. Examine various social and economic factors of the spread of imperialism. Analyze the important events of imperialism in Asian and Oceania (e.g., the establishment of Chinese spheres of influence by western powers, British colonization of India, Hawaiian annexation by the United States, U.S. Open Door Policy, Russo-Japanese War, etc.). Compare important events in the partition of Africa by European powers (e.g., construction of the Suez Canal, the French occupation of Algeria, Belgium’s claim to the Congo, defeat of Italy by Ethiopia, Anglo- Boer Wars, development of apartheid in South Africa, etc.). Analyze important events in U.S. imperialism in Latin American (e.g., the Spanish-American War, issuance of the Roosevelt Corollary, construction of the Panama Canal, etc.). Investigate the responses of imperialism (e.g., Philippine-American War, Opium War, Boxer Rebellion, The First War of Indian Independence, Zulu Resistances in Southern Africa, etc.). Standard Objectives WH 7 | World War I Examine the causes, effects, and significant events of World War I in Europe. Assess the primary causes of World War I (e.g., the rise of militarism, alliance systems, nationalism, imperialism, assassination of Archduke Franz Ferdinand, etc.). Describe how trench warfare and advances in military technology affected the course and outcome of World War I. Examine the role of propaganda as a means to mobilize civilian populations during World War I. Evaluate the physical and economic destruction of Europe caused by World War I. Analyze the United States’ increasing role in global affairs during and after World War I. WH 8 | Interwar Period Analyze the challenges of the interwar period, emphasizing the rise of totalitarian states. Analyze the Treaty of Versailles as an agent for unrest. Examine the global impact of the Great Depression. Compare the civil wars in Russia and China and how they led to the growth and spread of Communism (e.g., the rise of Vladimir Lenin, the Bolsheviks in Russia, Mao Zedong in China, etc.). Analyze Japanese militarism and territorial expansion (e.g., Manchuria, the Rape of Nanjing, etc.). Standard Objectives WH 9 | World War II Compare and contrast the causes, effects, and significant events of World War II. Analyze totalitarian aggression by Germany, Italy, Japan, and the Soviet Union, and examine how the administrations of Hitler, Mussolini, Hirohito, and Stalin prompted the outbreak of war. Examine how antisemitism in the 19th century and Nazi ideas about race and nation led to the dehumanization and genocide of Jews in the Holocaust. Analyze the major turning points of World War II in both the European and Pacific theatres (e.g., German invasion of Poland, North African Campaign, Battle of Midway, Battle of Stalingrad, D-Day Invasion, Battle of the Bulge, etc.). Trace the geopolitical shifts following World War II, including the bi-polarization and independence movements of Europe. Explain the political and geographic disputes that necessitated the creation of the United Nations (e.g., the Atomic Era, war crimes, “crimes against humanity”, etc.). Standard Objectives WH 10 | Cold War Analyze the period of post-World War II recovery and realignment, emphasizing the social, economic, and political effects of the Cold War. 1. Explain the origins and significance of the United Nations’ Partition Plan, establishment of the modern State of Israel, and the reactions by surrounding countries 2. Analyze various economic, political, and military shifts of the post-World War II world (e.g., effects of the Truman Doctrine, the Marshall Plan in Europe and Southeast Asia, nationalism in Africa, détente in China, the fall of Communism in the Soviet Union, etc.). 3. Trace the development of the United States and the Soviet Union as the two Cold War Superpowers. 4. Compare and contrast American democracy and Soviet communism (e.g., expansionist efforts of the Soviet Union verses America’s policy of containment, etc.). 5. Trace the political movements of various nationalist groups and their leaders in Latin America, the Middle East, French-Indochina, and Africa (e.g., Fidel Castro in Cuba, Ho Chi Minh in Vietnam, Gamal Abdel Nasser in Egypt, etc.). 6. Explore the collapse of the Soviet Union (e.g., Russia’s struggle for democracy, the impact of liberalism, perestroika (free markets), glasnost (openness), economic recovery brought on by Mikhail Gorbachev, Ronald Regan, Boris Yeltsin, etc.). Standard Objectives WH11 | Contemporary World Debate the changing role of globalization in the contemporary world. Examine social and political issues that helped advance civil and human rights (e.g., Mahatma Gandhi in India, Martin Luther King Jr. in the United States, Nelson Mandela in South Africa, etc.). Examine OPEC’s dominance over the world’s oil market and its influence in determining the foreign policies of Middle Eastern nations (e.g., oil embargos, the Iranian Hostage Crisis, the Gulf Wars, etc.). Analyze the aspects of modern domestic and global terrorism (e.g., the September 11th attack, the War in Afghanistan, the rise of ISIS, etc.). Recognize the global impact of the internet (e.g., social media platforms and its influence on politics and social movements, immigrations, climate change, activism, the rise of global culture, etc.). US History: 1877 to Present 1 Carnegie Unit *The examples listed within the document are not an exhaustive list. US