Table of
Contents

Theme I: Culture

• Standard B - The student explains how information and experiences may be interpreted by people from diverse cultural perspectives and frames of reference.
• Standard D - The student explains why individuals and groups respond differently to their physical and social environments and/or changes to them on the basis of shared assumptions, values, and beliefs.
• Standard E - The student articulates the implications of cultural diversity, as well as cohesion, within and across groups.

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 E - The student develops critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of people in different historical contexts.
• Standard F - The student uses knowledge of facts and concepts drawn from history, along with methods of historical inquiry, to inform decision-making about and action-taking on public issues.

Theme III: People, Places and Environments

• Standard A - The student elaborates mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape.

Theme IV: Individual Development and Identity

• Standard A. The student relates personal changes to social, cultural, and historical contexts.
• Standard B - The student describes personal connections to places associated with community, nation, and world.
• Standard E - The student identifies and describes ways regional, ethnic, and national cultures influence individuals daily lives.
• Standard G - The student identifies and interprets examples of stereotyping, conformity, and altruism.
• Standard H - The student works independently and cooperatively to accomplish goals.

Theme V: Individuals, Groups, and Institutions

• Standard A - The student demonstrates an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups.
• Standard B - The student analyzes group and institutional influences on people, events, and elements of culture.
• Standard C - The student describes the various forms institutions take and the interactions of people with institutions.
• Standard D - The student identifies and analyzes examples of tensions between expressions of individuality and group or institutional efforts to promote social conformity.
• Standard E - The student identifies and describes examples of tensions between belief systems and government policies and laws.
• Standard F - The student describes the role of institutions in furthering both continuity and change.
• Standard G - The student applies knowledge of how groups and institutions work to meet individual needs and promote the common good.
• Standard H - The student explains and applies concepts such as power, role, status, justice and influence to the examination of persistent issues and social problems.

Theme VI: Power, Authority and Governance

• Standard A - The student examines issues involving the rights, roles and status of the individual in relation to the general welfare. Standard B - The student describes the purpose of the government and how it's powers are acquired.
• Standard F - The student explains, actions and motivations that contribute to conflict and cooperation within and among organizations.
• Standard G - The student describes and analyzes the role of technology in communications, transportation, information-processing, weapons development, and other areas as it contributes to or helps resolves issues.
• Standard H - The student explains and applies concepts such as power, role, status, justice, and influence to the examnation of persitent issues and social problems.

Theme VII: Production, Distribution and Consumption

• Standard A - The student gives and explain 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 D - The student describes a range of examples of the various institutions that make up economic systems such as households, business firms, banks, government agencies, labor unions, and corporations.
• Standard E - The student describes the role of specialization and exchange in the economic process.
• 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
• Standard J - The student uses economic reasoning to compare different proposals for dealing with a contemporary social issue such as unemployment, acid rain, or high quality education.

Theme X: Civic Ideals and Practices

• Standard C - The student locate, access, analyze, organize, and apply information about selected public issues recognizing and explaining multiple points of view.
• Standard E - The student explain and analyze various forms of citizen action that influence public policy decisions.
• Standard F - The student identifies and explain the roles of formal and informal political actors in influencing and shaping public policy and decision-making.
• Standard G - The student analyze the influence of diverse forms of public opinion on the development of public policy and decision-making.
• Standard J - The student examine strategies designed to strengthen the "common good," which consider a range of options for citizen action.