Curriculum Standards for Social Studies
National Council for the Social Studies
Theme II: Time, Continuity and Change
- Standard B - The student identifies and uses key concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity.
- Standard C - The student identifies and describes selected historical periods and patterns of change within and across cultures, such as the rise of civilizations, the development of transportation systems, the growth and breakdown of colonial systems, and others.
Theme III: People, Places, & Environment
- Standard H - The student examines, interprets, and analyzes physical and cultural patterns and their interactions, such as land uses, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes.
Theme V: Individuals, Groups, & Institutions
- Standard C - The student describes the various forms institutions take and the interactions of people with institutions.
Theme VII: Production, Distribution, & Consumption
- Standard A - The student gives and explains examples of ways that economic systems structure choices about how goods and services are to be produced and distributed.
- Standard B - The student describes the role that supply and demand, prices, incentives, and profits play in determining what is produced and distributed in a competitive market system.
- Standard H - The student compares basic economic systems according to who determines what is produced, distributed, and consumed.
- Standard I - The student uses economic concepts to help explain historical and current developments and issues in local, national, or global contexts
Theme VIII: Science, Technology, & Society
- Standard B - The student shows through specific examples how science and technology have changed people's perceptions of the social and natural world, such as in their relationship to the land, animal life, family life, and economic needs, wants, and security.
- Standard C - The student describes examples in which values, beliefs, and attitudes have been influenced by new scientific and technological knowledge, such as the invention of the printing press, conceptions of the universe, applications of atomic energy, and genetic discoveries.