Students in the Madison Diocese will learn about the behavioral sciences by exploring concepts from the discipline of sociology, the study of the interactions among individuals, groups, and institutions; the discipline of psychology, the study of factors that influence individual identity and learning; and the discipline of anthropology, the study of cultures in various times and settings.
Kindergarten 1 2 3 4 5 6 7 8
Grade Level Performance Standards: Kindergarten
Recommended areas of concentration for kindergarten: Self, Home, City, State, Country
Within our kindergarten social studies curriculum, students will:
GOAL A - GEOGRAPHY
A.K.2. Locate physical features on a map or globe.
a. Describe his/her home, church, school, and neighborhood environment.
b. Identify locations on simple maps.
c. Identify various landforms.
GOAL B - HISTORY: TIME, CONTINUITY, AND CHANGE
B.K.1. Create or produce writing to communicate with different audiences for a variety of purposes.
B.K.3. Examine written materials to understand the lives of people, their time and context, and the relationship to historical events.
a. Describe oneself and family in past, present, and future terms (i.e. baby to grown-
up).
b. Relate birthday, days of the week, and months of the year.
c. Retell/repeat past events, legends, Bible stories.
B.K.6. Discuss the significance of religious, national, state holidays and symbols.
GOAL D - ECONOMICS
D.K.2. Examine difference between basic needs and wants.
D.K.7. Describe how personal decisions can affect the lives of people.
a. Participate in service projects.
b. Practice reducing, reusing and recycling.
GOAL E - BEHAVIORAL SCIENCES
E.K.3. Describe how families are alike and different.
E.K.4. Recognize how different ethnic cultures enrich our daily lives.
E.K.7, E.K.8, E.K.9.
Recognize and appreciate that we are all God's children with similarities and differences.
Grade Level Performance Standards: grade 1
Recommended areas of concentration for first grade:
Family - compare and contrast with family life in Russia or other European country
Within our first grade social studies curriculum, students will:
GOAL A - GEOGRAPHY
A.1.2. Locate map features
a. Use map vocabulary (i.e. model, symbol, map key, directions) to read picture maps.
b. Identify own state and country on a map of North America.
c. Identify landforms and bodies of water on a map or globe.
d. Recognize that our world has continents, countries, states, cities (towns), and
neighborhoods.
A.1.4. Identify natural resources.
A.1.6. Identify environmental changes caused both by nature and human actions.
A.1.9. Give examples of how modern inventions can have positive/negative effects on the environment.
GOAL B - HISTORY
B.1.2. Read and make simple time lines.
B.1.6. Explain the significance of religious, national, state holidays and symbols.
B.1.7. Describe ways they have influenced our culture.
B.1.9. Describe examples of cooperation and interdependence among individuals and groups (i.e. Pilgrims and Native Americans).
GOAL C - POLITICAL SCIENCE AND CITIZENSHIP
C.1.1. Identify and explain the individual's responsibilities toward family including the need for civility and respect.
C.1.6. Make appropriate choices and discuss consequences of inappropriate choices.
GOAL D - ECONOMICS
D.1.2. Practice making choices balancing basic needs and wants.
D.1.3. Recognize that individuals and families work to earn money and buy goods and services.
a. Identify examples of goods and services.
b. Practice exchanging money for goods and services.
D.1.7. Explore effects of personal economic decisions.
a. Practice reducing, reusing, and recycling and recognize how this contributes to
society.
b. Identify what we can do to help those in need / participate in service projects.
GOAL E - BEHAVIORAL SCIENCES
E.1.3. Explore characteristics of families by comparing and contrasting size, hobbies, and celebrations.
E.1.4, E.1.11, E.1.14.
Recognize that different ethnic cultures enrich our daily lives by exploring language, stories, folk tales, music, and other artistic creations from various cultures.
E.1.5. Identify and describe institutions (i.e. school, church, police, fire fighters, and family) and describe their contributions to the well being of their neighborhood.
E.1.7, E.1.8,E.1.9.
Discuss how we are all God’s children with similarities and differences.
E.1.12. Discuss how important contributions are recognized, and commemorated (classroom awards, local heroes).
Grade Level Performance Standards: Grade 2
Recommended areas of concentration for second grade: Neighborhood - compare and contrast neighborhoods with those in Australia and with those in an African country
Within our second grade social studies curriculum, students will:
GOAL A - GEOGRAPHY.
A.2.1. Use picture maps, maps, and globes to gather information.
A.2.2. Locate features on a map or globe.
a. Use map vocabulary (i.e. cardinal directions, scale, hemisphere, equator) to locate
and describe places on maps.
b. Describe location of his/her state, country, and continent on a map of North
America.
c. Compare physical features (i.e. mountains, oceans, land forms) on maps and globes.
A.2.4. Discuss stewardship of natural resources.
A.2.6. Discuss environmental changes caused both by nature and human actions.
A.2.9. Give examples of how modern inventions can have positive/negative effects on the environment.
GOAL B - HISTORY
B.2.1. Identify and use resources to understand the past (i.e. stories, artifacts, maps, pictures).
B.2.3. Examine biographies, stories, narratives, and folk tales to understand the lives of ordinary and extraordinary people.
B.2.6. Explain the significance of religious, national, state holidays and symbols.
B.2.8. Discuss positive and negative aspects of changes in technology over time.
B.2.9. Describe examples of cooperation and interdependence among individuals and groups (i.e. Pilgrims and Native Americans, Australian Aborigines and settlers, or various African tribes).
GOAL C - POLITICAL SCIENCE AND CITIZENSHIP
C.2.6. Practice listening and discussing various viewpoints.
GOAL D - ECONOMICS
D.2.2. Practice making choices by identifying basic needs and wants.
D.2.3. Identify local goods and services that are part of the global economy and explain their use in Wisconsin.
a. Recognize that individuals and families work to earn money and buy goods and
services.
b. Distinguish between goods and services.
c. Practice exchanging money for goods and services.
d. Recognize that trade occurs locally, nationally, and globally.
D.2.5. Distinguish between public and private goods and services.
a. Recognize that some goods and services are provided from the government (roads, post office, police), and others are bought from private businesses.
D.2.6. Identify the economic roles of various institutions.
a. Distinguish between producers and consumers.
D.2.7. Explore effects of personal economic decisions.
a. Practice reducing, reusing, and recycling and recognize how this contributes to society.
b. Identify what we can do to help those in need / participate in service projects.
c. Practice deciding what to buy with limited amounts of money.
GOAL E - BEHAVIORAL SCIENCES
E.2.3. Explore characteristics of families.
a. Describe where they live.
b. Describe how they make a living.
E.2.4., E.11., E.14.
Discuss how different ethnic cultures enrich our daily lives.
a. Explore language, stories, folk tales, music, and other artistic creations from various cultures.
E.2.7., E.8., E.9.
Explore values and beliefs.
a. Recognize that people have different values and beliefs.
b. Recognize that values and beliefs can change.
E.2.13. Investigate and explain similarities and differences in ways that cultures meet human needs (i.e. Pilgrims and Native Americans, Australian Aborigines and settlers, or various African tribes).
Grade Level Performance Standards: Grade 3
Recommended areas of concentration for third grade: Community with an emphasis on hometown history and United States geography
Within our grade three social studies curriculum, students will:
GOAL A - GEOGRAPHY
A.3.2. Locate features on a map.
a. Use geographic vocabulary (i.e. scale, equator, prime meridian, latitude, longitude).
b. Use various types of maps: political, physical, and historical.
c. Identify cities, states, and national borders.
d. Identify continents and bodies of water.
e. Compare and contrast different types of maps.
A.3.4. Explain how climate, geographic location, and natural resources affect communities.
A.3.5. Use grid systems, charts, graphs, maps, and atlases to gather information.
A.3.6. Describe the social and economic effects of predictable (weather, seasons) and unpredictable (floods, droughts) environmental changes.
A.3.8. Identify major changes in the community and explain the causes and effects.
A.3.9. Give examples of how modern inventions can have positive/negative effects on the environment.
GOAL B - HISTORY
B.3.1. Identify and examine various sources of information that are used for constructing an understanding of the past (artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts).
B.3.2. Summarize and draw conclusions regarding information on graphs, charts, and time lines.
B.3.3. Examine biographies, stories, narratives and folk tales to understand the lives of ordinary and extraordinary people.
B.3.4. Identify social, economic, political, or cultural factors that contribute to change in communities and Church traditions.
B.3.6. Review religious, national, state holidays and symbols (i.e. class celebrations, creating flags, banners, and models, teaching younger students).
B.3.8. Discuss positive and negative aspects of changes in technology over time and its effects on people and the environment.
B.3.9. Describe examples of cooperation and interdependence among groups and nations.
GOAL C - POLITICAL SCIENCE AND CITIZENSHIP
C.3.5. Identify and participate in selected forms of civic responsibility.
a. Identify community groups (i.e. 4H, Scouts, Chamber of Commerce).
b. Respond to current events (i.e. letters to the editor).
C.3.6. Practice critical thinking skills to compare and contrast various viewpoints on issues.
a. Participate in classroom discussions/debates.
GOAL D - ECONOMICS
D.3.2. Give examples of how economic resources in the home, school, and community are limited and how people must make choices about how to use these resources.
D.3.3. Recognize that individuals and families work to earn money and buy goods and services
a. Practice exchanging money for goods and services.
b. Give examples of how trade occurs locally, nationally, and globally.
D.3.7. Explore effects of personal economic decisions.
Recognize how processes of production, consumption, and disposal of goods affect the community.
Identify what we can do to help those in need / participate in service projects.
c. Practice deciding what to buy with limited amounts of money.
GOAL E - BEHAVIORAL SCIENCES
E.3.7., E.3.8., E.3.9.
Recognize that different values and beliefs guide people.
E.3.10. Explain how the media may influence opinions, choices, and decisions.
E.3.12. Give examples of important political and religious contributions at the national and global level.
E.3.15. Describe methods and institutions that work to solve problems in society (i.e. famine and disaster relief).
Grade Level Performance Standards: Grade 4
Recommended areas of concentration for fourth grade: Wisconsin – with an emphasis on Native Americans in Wisconsin and early American history
GOAL A - GEOGRAPHY
A.4.2. Locate features on maps and globes.
a. Identify physical features (i.e. continents, oceans, mountain ranges, and landforms).
b. Identify natural features (i.e. resources, flora, and fauna).
c. Identify human features (i.e. cities, states, national borders).
d. Compare and contrast political, physical, and historical maps.
A.4.4. Describe and give examples of ways in which people interact with the physical environment, including use of land, location of communities, methods of construction, and design of shelters.
A.4.5. Use grid systems, charts, graphs, maps, and atlases to gather information.
A.4.6. Describe the social and economic effects of predictable (weather, seasons) and unpredictable (floods, droughts) environmental changes.
A.4.7. Compare and contrast the local community and other places in Wisconsin, the United States, and the world (i.e. similar landforms, natural resources, etc.).
A.4.8. Identify major changes in the community and explain the causes and effects.
A.4.9. Give examples to show how scientific and technological knowledge has led to environmental changes (i.e. pollution prevention measures, air conditioning, and solar heating).
GOAL B - HISTORY
B.4.1. Identify and examine various sources of information that are used for constructing an understanding of the past (artifacts, documents, letters, diaries, maps, textbooks, photos, paintings, architecture, oral presentations, graphs, and charts).
GOAL C - POLITICAL SCIENCE AND CITIZENSHIP
C.4.3. Explain why various groups establish, modify, and enforce rules of behavior.
a. Identify which behaviors promote cooperation.
b. Identify which behaviors hinder cooperation.
C.4.5. Demonstrate understanding of various forms of civic responsibility.
a. Discuss the basic electoral processes.
b. Respond to current events (i.e. letters to the editor).
C.4.6. Practice critical thinking skills to compare and contrast various viewpoints on issues.
a. Participate in classroom discussions /debates.
b. Prepare and present persuasive arguments (essays, speeches).
GOAL D – ECONOMICS
D.4.2. Identify situations requiring an allocation of limited economic resources and appraise the opportunity cost.
a. Discuss the power of economic resources to affect change.
b. Identify stewardship (i.e. protecting natural resources).
c. Discuss alleviation of poverty (i.e. donations to charity, discussions of social classes).
D.4.7. Explore effects of personal economic decisions.
a. Discuss how processes of production, consumption, and disposal of goods affect the state and national community.
b. Identify what we can do to help those in need.
c. Participate in service projects.
GOAL E - BEHAVIORAL SCIENCES
E.4.5. Describe instances of cooperation and interdependence among individuals, groups, and nations (i.e. helping others in famines and disasters).
a. Discuss how institutions like the Church, school, government help individuals, groups, and nations.
b. Give examples of how agencies like the Red Cross and mission groups help others.
E.4.6. Give examples of group and institutional influences (i.e. laws, rules, and peer pressure on people, events and culture).
a. Describe how people and institutions like the church, schools, and government work to solve societal problems.
b. Report on how family and peer pressure, rules and laws affect people, events, and culture.
E.4.7. Explain the reasons why individuals respond in different ways to a particular event and the ways in which interactions among individuals influence behavior.
a. Discuss the role of family in the values and beliefs of individuals.
b. Discuss the role of education in the values and beliefs of individuals.
c. Discuss the role of environment in the values and beliefs of individuals.
E.4.9. Discuss how people learn about others who are different from themselves (i.e. interview, research, pen-pals, experiences).
E.4.10. Analyze media influence on opinions, choices, and decisions.
Grade Level Performance Standards: Grade 5
Recommended areas of concentration for fifth grade: Early American history (through 17th Century), South America, Canada, Pacific Islands
Within our fifth grade social studies curriculum, students will:
GOAL A - GEOGRAPHY
A.5.1. Use a variety of geographic representations (i.e. political, physical, and topographic maps, a globe, aerial photographs, and satellite images) to gather and compare information about a place.
A.5.3. Use an atlas to estimate distance, calculate scale, identify dominant patterns of climate and land use, and compute population density.
A.5.5. Identify and compare the natural resource bases of regions of the world using a statistical atlas, aerial photographs, satellite images and computer databases.
A.5.6. Describe and distinguish between the environmental effects on the earth of short-term physical changes, (i.e. floods, droughts, and snowstorms) and long term physical changes (i.e. plate tectonics, erosion and glaciation).
A.5.7. Describe the movement of people, ideas, disease, and products throughout the world.
A.5.8. Describe and analyze the ways in which people in different regions of the world interact with their physical environments through spiritual, vocational and recreational activities.
A.5.9. Describe how buildings and their decoration reflect cultural values and ideas, providing examples (i.e. cave paintings and mound building).
A.5.10. Identify major discoveries in science and technology and describe their social and economic effects on the physical and human environment (i.e. use of waterpower and the cotton gin). A.5.11. Analyze causes and consequences of current global issues.
GOAL B - HISTORY
B.5.1. Interpret the past using a variety of sources (i.e. biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials) and evaluate the credibility of source used.
B.5.4. Explain how and why events may be interpreted differently depending upon the perspectives of participants, witnesses, reporters, and historians.
B.5.8. Identify major scientific discoveries an technological innovations and describe their social and economic effects on society.
B.5.9. Explain the need for laws and policies to regulate science and technology.
B.5.10. Analyze examples of conflict, cooperation and interdependence among groups, societies or nations
GOAL C - POLITICAL SCIENCE AND CITIZENSHIP
C.5.7. Locate, organize, and use relevant information to understand an issue of public concern, take a position, and advocate the position in a debate.
GOAL D - ECONOMICS
D.5.2. Identify and explain basic economic concepts: supply, demand, production exchange and consumption. MA, SC
D.5.3. Describe Wisconsin’s role in national and global economies.
D.5.6. Identify and explain various points of view concerning economic issues (i.e. taxation).
D.5.9. Describe how personal decisions can have a global impact on issues (i.e. trade agreements, recycling, and conserving the environment).
GOAL E - BEHAVIORAL SCIENCES
E.5.3. Describe the ways in which local, regional, and ethnic cultures may influence the everyday lives of people.
E.5.4. Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community.
E.5.5. Describe and explain the means by which groups and institutions meet the needs of individuals and societies.
E.5.6. Describe and explain the influence of status, religion, ethnic origin, race, gender, and age on the interactions of individuals and how bias, prejudice, and stereotyping leads to conflict in a society. RE
E.5.10, E.5.14.
Explain how language, art, music, beliefs, and other components of culture can further global understanding or cause misunderstanding.
Grade Level Performance Standards: Grade 6
Recommended areas of concentration for sixth grade: Ancient history, medieval history
Within our sixth grade social studies curriculum, students will:
GOAL A - GEOGRAPHY
A.6.1. Use a variety of geographic representations (i.e. political, physical, and topographic maps, a globe, aerial photographs, and satellite images) to gather and compare information about a place.
A.6.3. Use an atlas to estimate distance, calculate scale, identify dominant patterns of climate and land use, and compute population density.
A.6.5. Identify and compare the natural resource bases of different regions of the world using a statistical atlas, aerial photographs, satellite images, and computer databases.
A.6.6. Describe and distinguish between the environmental effects on the earth of short-term physical changes, (i.e. floods, droughts, and snowstorms) and long term physical changes (i.e. plate tectonics, erosion and glaciation).
A.6.7. Describe the movement of people, ideas, diseases, and products throughout the world.
A.6.8. Describe and analyze the ways in which people in different regions of the world interact with their physical environments through vocational and recreational activities.
A.6.9. Describe how buildings and their decoration reflect cultural values and ideas, providing examples (i.e. cave paintings, pyramids, sacred cities, castles, and cathedrals).
A.6.10. Identify major discoveries in science and technology and describe their social and economic effects on the physical and human environment (i.e. aqueducts, roads, and bridges).
A.6.11. Give examples of the causes and consequences of current global issues (i.e. extinction of species) and suggest possible responses by various individuals, groups, and nations.
GOAL B - HISTORY
B.6.1. Interpret the past using a variety of sources (i.e. biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials) and evaluate the credibility of sources used.
B.6.8. Identify major scientific discoveries and technological innovations and describe their social and economic effects on society.
B.6.9. Explain the need for laws and policies to regulate science and technology.
B.6.10. Analyze examples of conflict, cooperation, and interdependence among groups, societies, or nations.
GOAL C - POLITICAL SCIENCE AND CITIZENSHIP
C.6.7. Locate, organize, and use relevant information to understand an issue of public concern, take a position, and advocate the position in a debate.
C.6.9. Describe the role of international organizations (i.e. military alliances and trade associations).
GOAL D - ECONOMICS
D.6.2. Identify and explain basic economic concepts: supply, demand, production exchange, and consumption; labor, wages, and capital; and inflation and deflation.
D.6.4. Describe how investments in human and physical capital, including new technology, affect standard of living and quality of life.
D.6.6. Identify and explain points of view concerning economic issues (i.e. taxation and unemployment).
D.6.7. Examine natural resources.
a. Identify locations.
b. Describe acquisition.
c. Discuss how distribution generates trade.
d. Discuss influence on local economic patterns.
D.6.9. Explain why the earning power of workers depends on their productivity and the market value of what they produce.
D.6.11. Describe how personal decisions can have a global impact on issues (i.e. trade agreements, recycling, and conserving the environment).
GOAL E - BEHAVIORAL SCIENCES
E.6.4. Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community.
E.6.5. Describe and explain the means by which groups and institutions meet the needs of individuals and societies.
E.6.6. Describe and explain the influence of status, ethnic origin, race, gender, and age on the interactions of individuals.
E.6.7. Identify and explain examples of bias, prejudice, and stereotyping, and how they contribute to conflict in a society.
E.6.9. Give examples of the cultural contributions of racial and ethnic groups in the world.
E.6.10, E.6.14.
Explain how language, art, music, beliefs, and other components of culture can further global understanding or cause misunderstanding.
E.6.11. Explain how beliefs and practices (i.e. ownership of property or status at birth) may lead to conflict among people of different regions or cultures and give examples of such conflicts that have and have not been resolved.
E.6.12. Describe conflict resolution and peer mediation strategies used in resolving differences and disputes.
E.6.13. Select examples of artistic expressions from several different cultures for the purpose of comparing and contrasting the beliefs expressed.
E.6.15. Describe cooperation and interdependence among individuals, groups, and nations (i.e. helping others in times of crisis).
Grade Level Performance Standards: Grade 7
Recommended areas of concentration for seventh grade: World geography, China
Within our seventh grade social studies curriculum, students will:
GOAL A - GEOGRAPHY
A.7.1. Use a variety of geographic representations (i.e. political, physical, and topographical maps, a globe, aerial photographs, and satellite images) to gather and compare information about a place.
A.7.3. Use an atlas to estimate distance, calculate scale, identify dominant patterns of climate and land use, and compute population density.
A.7.5. Identify and compare the natural resource bases of different regions, using a statistical atlas, aerial photographs, satellite images, and computer databases.
A.7.6. Describe and distinguish between the environmental effects on the earth of short-term physical changes (i.e. floods, droughts, and snowstorms) and long term physical changes (i.e. plate tectonics, erosion, and glaciation).
A.7.7. Describe the movement of people, ideas, diseases, and products throughout the world.
A.7.8. Describe and analyze the ways in which people interact with their physical environments through vocational and recreational activities.
A.7.9. Describe how buildings and their decoration reflect cultural values and ideas.
A.7.10. Identify major discoveries in science and technology and describe their social and economic effects on the physical and human environment (ie. assembly line and steam engines).
A.7.11. Analyze the causes and consequence of current global issues.
GOAL B - HISTORY
B.7.1. Interpret the past using a variety of sources (i.e. biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials) and evaluate the credibility of sources used.
B.7.3. Describe the relationships between and among significant events (i.e. causes and consequences of wars in world history).
B.7.4. Explain how and why events may be interpreted differently depending upon the perspectives of participants, witnesses, reporters, and historians.
B.7.8. Identify major scientific discoveries and technological innovations and describe their social and economic effects on society.
B.7.9. Explain the need for laws and policies to regulate science and technology.
B.7.10. Analyze examples of conflict, cooperation, and interdependence among groups, societies, or nations.
GOAL C - POLITICAL SCIENCE AND CITIZENSHIP
C.7.7. Locate, organize, and use relevant information to understand an issue of public concern, take a position, and advocate the position in a debate.
C.7.9. Describe the role of international organizations (i.e. military alliances and trade associations).
GOAL D - ECONOMICS
D.7.2. Identify and explain basic economic concepts:
a. supply and demand
b. production, exchange, and consumption
c. labor, wages, and capital
d. inflation and deflation
e. public and private goods and services
D.7.4. Describe how investments in human and physical capital, including new technology, affect standard of living and quality of life.
D.7.6. Identify and explain various points of view concerning economic issues (i.e. taxation, unemployment, inflation, the national debt, and distribution of income).
D.7.7. Examine natural resources.
a. Identify locations.
b. Describe acquisition.
c. Discuss how distribution generates trade.
d. Discuss influence on local economic patterns.
D.7.9. Explain why the earning power of workers depends on their productivity and the market value of what they produce.
D.7.11. Describe how personal decisions can have a global impact on issues (i.e. trade agreements, recycling, and conserving the environment).
GOAL E - BEHAVIORAL SCIENCES
E.7.3. Describe the ways in which local, regional, and ethnic cultures may influence the everyday lives of people.
E.7.4. Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community.
E.7.5. Describe and explain the means by which groups and institutions meet the needs of individuals and societies.
E.7.6. Describe and explain the influence of status, ethnic origin, race, gender, and age on the interactions of individuals.
E.7.7. Identify and explain examples of bias, prejudice, and stereotyping, and how they contribute to conflict in a society.
E.7.8. Give examples to show how the media may influence the behavior and decision-making of individuals and groups.
E.7.9. Give examples of the cultural contributions of racial and ethnic groups.
E.7.10., E.7.14.
Explain how language, art, music, beliefs, and other components of culture can further global understanding or cause misunderstanding.
E.7.11 Explain how beliefs and practices (i.e. ownership of property or status at birth) may lead to conflict among people of different regions or cultures and give examples of such conflicts that have and have not been resolved.
E.7.12. Describe conflict resolution and peer mediation strategies used in resolving differences and disputes.
E.7.13. Select examples of artistic expressions from several different cultures for the purpose of comparing and contrasting the beliefs expressed.
E.7.15. Describe cooperation and interdependence among individuals, groups, and nations (i.e. helping others in times of crisis).
Grade Level Performance Standards: Grade 8
Recommended area of concentration for eighth grade:
United States history from the 18th Century to the present
Within our eighth grade social studies curriculum, students will:
GOAL A - GEOGRAPHY
A.8.1. Use a variety of geographic representations (i.e. political, physical, and topographical maps, a globe, aerial photographs, and satellite images) to gather and compare information about a place.
A.8.3. Use an atlas to estimate distance, calculate scale, identify dominant patterns of climate and land use, and compute population density.
A.8.5. Identify and compare the natural resource bases of different regions in the world, using a statistical atlas, aerial photographs, satellite images, and computer databases.
A.8.6. Describe and distinguish between the environmental effects on the earth of short-term physical changes (i.e. floods, droughts, and snowstorms) and long term physical changes (i.e. plate tectonics, erosion, and glaciation).
A.8.7. Describe the movement of people, ideas, diseases, and products throughout the world.
A.8.8. Describe and analyze the ways in which people in different regions of the world interact with their physical environments through vocational and recreational activities.
A.8.9. Describe how buildings and their decoration reflect cultural values and ideas, providing examples (i.e. sacred cities).
A.8.10. Identify major discoveries in science and technology and describe their social and economic effects on the physical and human environment.
A.8.11. Analyze the causes and consequences of current global issues (i.e. the expansion of global markets, the urbanization of the developing world, the consumption of natural resources, and the extinction of species) and suggest possible responses by various individuals, groups, and nations.
GOAL B - HISTORY
B.8.1. Interpret the past using a variety of sources (i.e. biographies, diaries, journals, artifacts, eyewitness interviews, and other primary source materials) and evaluate the credibility of sources used.
B.8.3. Describe the relationships between and among significant events (i.e. the causes and consequences of wars in American history).
B.8.4. Explain how and why events may be interpreted differently depending upon the perspectives of participants, witnesses, reporters, and historians.
B.8.8. Identify major scientific discoveries and technological innovations and describe their social and economic effects on society.
B.8.9. Explain the need for laws and policies to regulate science and technology.
B.8.10. Analyze examples of conflict, cooperation, and interdependence among groups, societies, or nations.
GOAL C - POLITICAL SCIENCE AND CITIZENSHIP
C.8.7. Locate, organize, and use relevant information to understand an issue of public concern, take a position, and advocate the position in a debate.
C.8.9. Describe the role of international organizations (i.e. military alliances and trade associations).
GOAL D – ECONOMICS
D.8.2. Identify and explain basic economic concepts: supply, demand, production exchange, and consumption; labor, wages, and capital; inflation and deflation; market economy and command economy; public and private goods and services.
D.8.3. Compare and contrast Wisconsin and U.S. natural resources in their relation to global economics.
D.8.4. Describe how investments in human and physical capital, including new technology, affect standard of living and quality of life.
D.8.6. Identify and explain various points of view concerning economic issues (i.e. taxation, unemployment, inflation, the national debt, and distribution of income).
D.8.9. Explain why the earning power of workers depends on their productivity and the market value of what they produce.
D.8.11. Describe how personal decisions can have a global impact on issues (i.e. trade agreements, recycling, and conserving the environment).
GOAL E - BEHAVIORAL SCIENCES
E.8.3. Describe the ways in which local, regional, and ethnic cultures may influence the everyday lives of people.
E.8.4. Describe and explain the means by which individuals, groups, and institutions may contribute to social continuity and change within a community.
E.8.5. Describe and explain the means by which groups and institutions meet the needs of individuals and societies.
E.8.6. Describe and explain the influence of status, ethnic origin, race, gender, and age on the interactions of individuals.
E.8.7. Identify and explain examples of bias, prejudice, and stereotyping, and how they contribute to conflict in a society.
E.8.8. Give examples to show how the media may influence the behavior and decision-making of individuals and groups.
E.8.9. Give examples of the cultural contributions of racial and ethnic groups in America.
E.8.10. E.8.14. Explain how language, art, music, beliefs, and other components of culture can further global understanding or cause misunderstanding.
E.8.11. Explain how beliefs and practices (i.e. ownership of property or status at birth) may lead to conflict among people of different regions or cultures and give examples of such conflicts that have and have not been resolved.
E.8.12. Describe conflict resolution and peer mediation strategies used in resolving differences and disputes.
E.8.13. Select examples of artistic expressions from several different cultures for the purpose of comparing and contrasting the beliefs expressed.
E.8.15. Describe cooperation and interdependence among individuals, groups, and nations (i.e. helping others in times of crisis