Grade K

Course Description:

Kindergarten - A Child’s Place in Time and Space

The kindergarten year is a time for getting acquainted with the school setting and routines. Students begin to understand the importance of rules, responsibility and decision-making. They are introduced to the cultural heritage of the United States and democratic principles through the study of national symbols and holidays. They also learn about other cultures so that they can begin to form concepts about the world beyond their own classroom and community.

History

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

Benchmark A: Use a calendar to determine the day, week, month and year.

Recite the days of the week.

Benchmark B: Place events in correct order on a time line.

Use vocabulary associated with time to distinguish broad categories of historical time such as long ago, yesterday, today and tomorrow.

Demonstrate understanding of one’s own personal life history (e.g., birth, toddler and preschool).

Benchmark C: Compare daily life in the past and present demonstrating an understanding that while basic human needs remain the same, they are met in different ways in different times and places.

No indicators present for this benchmark.

Benchmark D: Recognize that the actions of individuals make a difference, and relate the stories of people from diverse backgrounds who have contributed to the heritage of the United States.

Recognize state and federal holidays and explain their significance.

Listen to and discuss songs, poetry, literature and drama that reflect the cultural heritages of the people of the United States.

People in Societies

Students use knowledge of perspectives, practices and products of cultural, ethnic and social groups to analyze the impact of their commonality and diversity within local, national, regional and global settings.

Benchmark A: Identify practices and products of diverse cultures.

Identify ways that individuals in the family, school and community are unique and ways that they are the same.

Benchmark B: Identify ways that different cultures within the United States and the world have shaped our national heritage.

Identify different cultures through the study of holidays, customs and traditions utilizing language, stories, folktales, music and the arts.

Geography

Students use knowledge of geographic locations, patterns and processes to show the interrelationship between the physical environment and human activity, and to explain the interactions that occur in an increasingly interdependent world.

Benchmark A: Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations.

Identify and correctly use terms related to location, direction and distance including:

a.	Up/Down;
b.	Over/Under;
c.	Here/There;
d.	Front/Back;
e.	Behind/In front of

Recite home address

Make models and maps representing real places including the classroom.

Distinguish between land and water on maps and globes.

Benchmark B: Identify physical and human features of places.

Demonstrate familiarity with the school’s layout.

Describe the immediate surrounding of home (e.g., streets, building, fields, woods or lakes).

Benchmark C: Explain how the environmental processes influence human activity and ways humans depend on and adapt to the environment.

Identify key natural resources that are used in the students’ daily lives.

Economics

Students use economic reasoning skills and knowledge of major economic concepts, issues and systems in order to make informed choices as producers, consumers, savers, investors, workers and citizens in an interdependent world.

Benchmark A: Explain how the scarcity of resources requires people to make choices to satisfy their wants.

Recognize that people have many wants.

Explain how people make decisions in order to satisfy their wants.

Benchmark B: Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services.

Identify goods and services.

Benchmark C: Explain ways that people may obtain goods and services.

No indicators present for this benchmark.

Government

Students use knowledge of the purposes, structures and processes of political systems at the local, state, national and international levels to understand that people create systems of government as structures of power and authority to provide order, maintain stability and promote the general welfare.

Benchmark A: Identify elected leaders and authority figures in the home, school and community and explain reasons for having persons in authority.

Identify authority figures in the home, school and community.

Benchmark B: Recognize and explain the importance of symbols and landmarks of the United States.

Recognize symbols of the United States that represent its democracy and values including:

The national flag;

The Pledge of Allegiance.

Benchmark C: Explain the purposes of rules in different settings and the results of adherence to, or violation of, the rules.

Identify purposes for having rules and ways that they provide order, security and safety in the home, school and community.

Citizenship Rights and Responsibilities

Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

Benchmark A: Describe the results of cooperation in group settings and demonstrate the necessary skills.

Participate and cooperate in classroom activities.

Social Studies Skills and Methods

Students collect, organize, evaluate and synthesize information from multiple sources to draw logical conclusions. Students communicate this information using appropriate social studies terminology in oral, written or multimedia form and apply what they have learned to societal issues in simulated or real-world settings.

Benchmark A: Obtain information from oral, visual, print and electronic sources.

Listen for information.

Benchmark B: Predict outcomes based on factual information.

Sort objects or pictures according to appropriate criteria.

Compare similarities and differences among objects or pictures.

Benchmark C: Communicate information orally, visually or in writing.

Communicate information.

Benchmark D: Identify a problem and work in groups to solve it.

Work with others by sharing, taking turns and raising hand to speak.

Technology Standard I

The student as a creator of knowledge using technology, media and telecommunications.

Benchmark A: Input and output devices - use input and output devices to successfully use modern technologies.

Introduce the use of a variety of input and output devices such as keyboards, scanners, cameras, microphones, projectors and CD-ROMS.

Benchmark B: Productivity tools - use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Introduce the use of draw and paint applications.

Introduce the use of electronic resources to practice skills and remediate deficits.

Technology Standard II

The student as en effective communicator through a variety of appropriate technologies/media.

Benchmark A: Publishing - design, develop, publish and present multimedia and online products using technology resources that demonstrate and communicate curriculum concepts to audiences inside and outside of the classroom.

Print, post, publish and/or distribute technology products.

Technology Standard III

The student as a technician.

Benchmark A: Terminology and usage - understand and communicate, using terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.

Introduce terminology related to technology.

Technology Standard IV

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmark A: Ethics - advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Demonstrate appropriate behavior for technology use and show respect for technology.

Apply and advocate the Westlake School District Acceptable Use Policy (AUP).

Grade 1

Course Description:

Grade One: Families Now and Long Ago, Near and Far

The first-grade year builds on the concepts developed in kindergarten by focusing on the individual as a member of a family. Students begin to understand how families lived long ago and how they live in other cultures. They develop concepts about how the world is organized spatially through beginning map skills. They build the foundations for understanding principles of government and their role as citizens.

History

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

Benchmark A: Use a calendar to determine the day, week, month and year.

Recite the months of the year.

Benchmark B: Place events in correct order on a time line.

Place events from one’s own life in chronological order.

Distinguish among past, present and future.

Benchmark C: Compare daily life in the past and present demonstrating an understanding that while basic human needs remain the same, they are met in different ways in different times and places.

Raise questions about how families lived in the past and use photographs, letters, artifacts and books to clarify what is known and what is unknown.

Compare past and present, near and far, with emphasis on daily life including:

The roles of men, women and children;

The identification of basic human needs;

Various ways people meet human needs.

Benchmark D: Recognize that the actions of individuals make a difference, and relate the stories of people from diverse backgrounds who have contributed to the heritage of the United States.

Relate stories of the heroism and the achievements of the people associated with state and federal holidays.

People in Societies

Benchmark A: Identify practices and products of diverse cultures.

Describe similarities and differences in the ways different cultures meet common human needs including:

a.	Food;
b.	Clothing;
c.	Shelter;
d.	Language;
e.	Artistic expressions.

Benchmark B: Identify ways that different cultures within the United States and the world have shaped our national heritage.

Identify cultural practices of a culture on each continent through the study of the folktales, music and art created by people living in the culture.

Describe family and local community customs and traditions.

Describe life in other countries with emphasis on daily life, including roles of men, women and children.

Geography

Benchmark A: Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations.

Identify and correctly use terms related to location, direction and distance including:

Left/Right

Near/Far

Construct simple maps and models using symbols to represent familiar places (e.g., classroom, school or neighborhood).

Identify and use symbols to locate places of significance on maps and globes.

Locate the local community, state and the United States on maps or globes.

Benchmark B: Identify physical and human features of places.

Identify and describe the physical features (lake, river, hill, mountain, forest) and human features (town, city, farm, park, playground, house, traffic signs/signals) of places in the community.

Compare areas within the local community to identify similarities.

Benchmark C: Explain how the environmental processes influence human activity and ways humans depend on and adapt to the environment.

Describe human adaptations to variations in the physical environment including:

a.	Food;
b.	Clothing;
c.	Shelter;
d.	Transportation;
e.	Recreation.

Economics

Benchmark A: Explain how the scarcity of resources requires people to make choices to satisfy their wants.

Explain that wants are unlimited and resources are scarce, thereby forcing individuals to make choices.

Benchmark B: Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services.

Describe the ways people produce, consume and exchange goods and services in their community.

Benchmark C: Explain ways that people may obtain goods and services.

Explain ways that people may obtain goods and services that they do not produce including the use of money and barter.

Government

Benchmark A: Identify elected leaders and authority figures in the home, school and community and explain reasons for having persons in authority.

Recognize the role of authority figures in providing for the safety and security of individuals.

Explain how voting can be used to make group decisions.

Benchmark B: Recognize and explain the importance of symbols and landmarks of the United States.

Recognize symbols of the United States that represent its democracy and values including:

a.	The bald eagle;
b.	The White House;
c.	The Statue of Liberty;
d.	The national anthem.

Benchmark C: Explain the purposes of rules in different settings and the results of adherence to, or violation of, the rules.

Recognize the need for rules in different settings and the need for fairness in such rules.

Discuss the consequences of violating rules.

Citizenship Rights and Responsibilities

Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

Benchmark A: Describe the results of cooperation in group settings and demonstrate the necessary skills.

Demonstrate the importance of fair play, good sportsmanship, respect for the rights and opinions of others and the idea of treating others the way you want to be treated.

Benchmark B: Demonstrate personal accountability, including making choices and taking responsibility for personal actions.

Demonstrate self-direction in school tasks.

Demonstrate accountability for actions.

Demonstrate pride in personal accomplishments.

Demonstrate citizenship traits including:

a.	Trustworthiness;
b.	Fairness;
c.	Self-control;
d.	Respect for those in authority.

Social Studies Skills and Methods

Benchmark A: Obtain information from oral, visual, print and electronic sources.

Obtain information about a topic using a variety of oral and visual sources.

Benchmark B: Predict outcomes based on factual information.

Sequence information.

Determine categories for sorting information.

Identify main ideas from oral, visual and print sources.

Benchmark C: Communicate information orally, visually or in writing.

Communicate information orally or visually.

Benchmark D: Identify a problem and work in groups to solve it.

Display courtesy and respect for others in group settings including:

Staying on the topic;

Focusing attention on the speaker.

Technology Standard I

The student as an information navigator.

Benchmark A: Information acquisition - use online and electronic resources to communicate, collaborate and retrieve information.

Introduce the use of the Internet and other electronic resources for research and digital media retrieval.

Introduce the use of electronics to communicate and collaborate with others (e.g., communicate with outside groups, classes and experts via e-mail and the Internet).

Technology Standard II

The student as a creator of knowledge using technology, media and telecommunications.

Benchmark A: Input and output devices - use input and output devices to successfully use modern technologies.

Use a variety of input and output devices such as keyboards, scanners, cameras, microphones, projectors and CD-ROMS.

Benchmark B: Productivity tools - use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.

Use draw and paint applications.

Use electronic resources to practice skills and remediate deficits.

Technology Standard III

The student as en effective communicator through a variety of appropriate technologies/media.

Print, post, publish and/or distribute technology products.

Technology Standard IV

The student as a technician.

Benchmark A: Terminology and usage - understand and communicate, using terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.

Demonstrate an understanding of terminology related to technology.

Benchmark B: Basic operations and networking - understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.

Technology Standard V

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmark A: Ethics - advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Demonstrate appropriate behavior for technology use and show respect for technology.

Apply and advocate the Westlake School District Acceptable Use Policy (AUP).

Grade 2

Course Description:

Grade Two - People Working Together

Work serves as an organizing theme for the second grade. Students learn about jobs today and long ago in the United States and in other parts of the world. They become familiar with biographies of people whose work has made a difference and use historical artifacts as clues to the past. They deepen their knowledge of diverse cultures and begin to understand how cooperation can help to achieve goals.

History

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

Benchmark A: Use a calendar to determine the day, week, month and year.

Measure calendar time by days, weeks, months and years.

List the days of the week and months of the year in order.

Benchmark B: Place events in correct order on a time line.

Place a series of related events in chronological order on a time line.

Benchmark C: Compare daily life in the past and present demonstrating an understanding that while basic human needs remain the same, they are met in different ways in different times and places.

Use historical artifacts, photographs, biographies, maps, diaries and folklore to answer questions about daily life in the past.

Identify the work that people performed to make a living in the past and explain how jobs in the past are similar and/or different from those of today.

Identify and describe examples of how science and technology have changed the daily lives of people and compare:

Forms of communication from the past and present;

Forms of transportation from the past and present.

Benchmark D: Recognize that the actions of individuals make a difference, and relate the stories of people from diverse backgrounds who have contributed to the heritage of the United States.

Recognize the importance of individual action and character and explain how they have made a difference in others’ lives with emphasis on the importance of:

Social and political leaders in the United States (e.g., George Washington, Thomas Jefferson, Tecumseh, Harriet Tubman, Abraham Lincoln, Sojourner Truth, Susan B. Anthony and Martin Luther King Jr.);

Explorers, inventors and scientists (e.g., George Washington Carver, Thomas Edison, Charles Drew, Rachel Carson and Neil Armstrong).

People in Societies

Benchmark A: Identify practices and products of diverse cultures.

Describe the cultural practices and products of people on different continents.

Benchmark B: Identify ways that different cultures within the United States and the world have shaped our national heritage.

Describe ways in which language, stories, folktales, music and artistic creations serve as expressions of culture and influence the behavior of people living in a particular culture.

Explain how contributions of different cultures within the United States have influenced our common national heritage.

Describe the contributions of significant individuals, including artisans, inventors, scientists, architects, explorers and political leaders to the cultural heritage of the United States.

Geography

Benchmark A: Identify the location of the state of Ohio, the United States, the continents and oceans on maps, globes and other geographic representations.

Read and interpret a variety of maps.

Construct a map that includes a map title and key that explains all symbols that are used.

Name and locate the continents and oceans.

Benchmark B: Identify physical and human features of places.

Describe and locate landforms (plateaus, islands, hills, mountains, valleys) and bodies of water (creeks, ponds, lakes, oceans) in photographs, maps and 3-D models.

Benchmark C: Explain how the environmental processes influence human activity and ways humans depend on and adapt to the environment.

Compare how land is used in urban, suburban and rural environments.

Identify ways in which people have responded to and modified the physical environment such as building roads and clearing land for urban development.

Economics

Benchmark A: Explain how the scarcity of resources requires people to make choices to satisfy their wants.

Explain how resources can be used in various ways (e.g., a bushel of corn could be fed to cows, used to make sweetener, or converted to fuel).

Benchmark B: Distinguish between goods and services and explain how people can be both buyers and sellers of goods and services.

Explain how people are both buyers and sellers of goods and services.

Recognize that most people work in jobs in which they produce a few special goods or services.

Explain why people in different parts of the world earn a living in a variety of ways.

Benchmark C: Explain ways that people may obtain goods and services.

Recognize that money is a generally accepted medium of exchange for goods and services and that different countries use different forms of money.

Government

Benchmark A: Identify elected leaders and authority figures in the home, school and community and explain reasons for having persons in authority.

Identify leaders such as mayor, governor and president, and explain that they are elected by the people.

Explain how a system of government provides order to a group such as a school or community and why government is necessary including:

a.	Making and enforcing laws;
b.	Providing leadership;
c.	Providing services;
d.	Resolving disputes.

Benchmark B: Recognize and explain the importance of symbols and landmarks of the United States.

Explain the importance of landmarks in the United States and the ideals that they represent including:

The Washington Monument:

The Jefferson Memorial;

The Lincoln Memorial.

Benchmark C: Explain the purposes of rules in different settings and the results of adherence to, or violation of, the rules.

Explain the purpose of rules in the workplace.

Predict the consequences of following rules or violating rules in different settings.

Citizenship Rights and Responsibilities

Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

Benchmark A: Describe the results of cooperation in group settings and demonstrate the necessary skills.

Demonstrate skills and explain the benefits of cooperation when working in group settings:

Manage conflict peacefully;

Display courtesy;

Respect others.

Benchmark B: Demonstrate personal accountability, including making choices and taking responsibility for personal actions.

Demonstrate self-direction in tasks within the school community (e.g., classroom, cafeteria and playground).

Demonstrate citizenship traits including:

a.	Honesty;
b.	Self-assurance;
c.	Respect for the rights of others;
d.	Persistence;
e.	Patriotism.

Social Studies Skills and Methods

Benchmark A: Obtain information from oral, visual, print and electronic sources.

Obtain information from oral, visual and print sources.

Identify sources used to gather information:

People;

Printed materials;

Electronic sources.

Benchmark B: Predict outcomes based on factual information.

Predict the next event in a sequence.

Distinguish the difference between fact and fiction in oral, visual and print materials.

Benchmark C: Communicate information orally, visually or in writing.

Communicate information in writing.

Benchmark D: Identify a problem and work in groups to solve it.

Use problem-solving/decision-making skills to identify a problem and gather information while working independently and in groups.

Technology Standard I

The student as an information navigator.

Benchmark A: Information acquisition - use online and electronic resources to communicate, collaborate and retrieve information.

Use the Internet and other electronic resources for research and digital media retrieval.

Use electronics to communicate and collaborate with others (e.g., communicate with outside groups, classes and experts via e-mail and the Internet).

Technology Standard II

The student as a creator of knowledge using technology, media and telecommunications.

Benchmark A: Input and output devices - use input and output devices to successfully use modern technologies.

Use a variety of input and output devices such as keyboards, scanners, cameras, microphones, projectors and CD-ROMS.

Benchmark B: Productivity tools - use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

Use word processing applications.

Use draw and paint applications.

Use electronic resources to practice skills and remediate deficits.

Technology Standard III

The student as en effective communicator through a variety of appropriate technologies/media.

Create multimedia and/or online projects.

Present multimedia and/or online projects to audiences inside and outside the classroom.

Print, post, publish and/or distribute technology products.

Technology Standard IV

The student as a technician.

Benchmark A: Terminology and usage - understand and communicate, using terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.

Demonstrate an understanding of terminology related to technology.

Benchmark B: Basic operations and networking - understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.

Technology Standard V

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmark A: Ethics - advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Demonstrate appropriate behavior for technology use and show respect for technology.

Apply and advocate the Westlake School District Acceptable Use Policy (AUP).

Grade 3

Course Description:

Grade Three – Communities: Past and Present, Near and Far

The local community serves as the focal point for third grade as students begin to understand how their community has changed over time and to make comparisons with communities in other places. The study of local history comes alive through the use of artifacts and documents. They also learn how communities are governed and how the local economy is organized.

History

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

Benchmark A: Construct time lines to demonstrate an understanding of units of time and chronological order.

Define and measure time by years, decades and centuries.

Place local historical events in sequential order on a time line.

Benchmark B: Describe the cultural patterns that are evident in North American today as a result of exploration, colonization and conflict.

No indicators present for this benchmark.

Benchmark C: Explain how new developments led to the growth of the United States.

Describe changes in and their effects on the community over time including changes in:

a.	Businesses;
b.	Architecture;
c.	Physical features;
d.	Employment;
e.	Education;
f.	Transportation;
g.	Technology;
h.	Religion;
i.	Recreation.

People in Societies

Benchmark A: Compare practices and products of North American cultural groups.

Compare some of the cultural practices and products of various groups of people who have lived in the local community including:

a.	Artistic expression;
b.	Religion;
c.	Language;
d.	Food.

Compare the cultural practices and products of the local community with those of other communities in Ohio, the United States and countries of the world.

Benchmark B: Explain the reasons people from various cultural groups came to North America and the consequences of their interactions with each other.

Describe settlement patterns of various cultural groups within the local community (i.e., Slavic Village, Moses Cleveland, Little Italy, Chinatown).

Geography

Benchmark A: Use map elements or coordinates to locate physical and human features of North America.

	1.	Use political maps, physical maps and aerial photographs to ask and answer questions about the local community.
	2.	Use a compass rose and cardinal directions to describe the relative location of places.
	3.	Read and interpret maps by using the map title, map key, direction indicator and symbols to answer questions about the local community.
	4.	Use a number/letter grid system to locate physical and human features on a map.
	5.	Identify the location of the equator, Arctic Circle, Antarctic Circle, North Pole, South Pole, Prime Meridian, the tropics and the hemispheres on maps and globes.

Benchmark B: Identify the physical and human characteristics of places and regions in North America.

Identify and describe the landforms and climate, vegetation, population and economic characteristics of the local community.

Benchmark C: Identify and explain ways people have affected the physical environment of north America and analyze the positive and negative consequences.

Identify ways that physical characteristics of the environment (i.e., landforms, bodies of water, climate and vegetation) affect and have been modified by the local community.

Benchmark D: Analyze ways that transportation and communication relate to patterns of settlement and economic activity.

Identify systems of transportation used to move people and products and systems of communication used to move ideas from place to place.

Economics

Benchmark A: Explain the opportunity costs involved in the allocation of scarce productive resources.

Define opportunity cost and give an example of the opportunity cost of a personal decision.

Benchmark B: Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services.

Identify people who purchase goods and services as consumers and people who make goods or provide services as producers.

Categorize economic activities as examples of production or consumption.

Explain the advantages and disadvantages of specialization and the division of labor to produce items.

Benchmark C: Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade.

Identify different forms of money used over time, and recognize that money facilitates the purchase of good, services and resources and enables savings.

Explain how the local community is an example of a market where buyers and sellers exchange goods and services.

Identify examples of economic competition in the local community.

Government

Benchmark A: Identify the responsibilities of the branches of the U.S. government and explain why they are necessary.

Explain the major functions of local government including:

a.	Promoting order and security;
b.	Making laws;
c.	Settling disputes;
d.	Providing public services;
e.	Protecting the rights of individuals.

Explain the structure of local governments and identify local leaders (e.g., township trustees, county commissioners, city council members or mayor).

Identify the location of local government buildings and explain the functions of government that are carried out there.

Identify goods and services provided by local government, why people need them and the source of funding (taxation).

Define power and authority.

Explain why the use of power without legitimate authority is unjust (e.g., bullying, stealing).

Benchmark B: Give examples of documents that specify the structure of state and national governments in the United States and explain how these documents foster self-government in a democracy.

No indicators present for this benchmark.

Citizenship Rights and Responsibilities

Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

Benchmark A: Explain how citizens take part in civic life in order to promote the common good.

Describe how people help to make the community a better place in which to live including:

a.	Working to preserve the environment;
b.	Helping the homeless;
c.	Restoring houses in low-income areas;
d.	Supporting education;
e.	Planning community events;
f.	Starting a business.

Demonstrate effective citizenship traits including;

a.	Civility;
b.	Respect for the rights and dignity of each person;
c.	Volunteerism;
d.	Compromise;
e.	Compassion;
f.	Persistence in achieving goals;
g.	Civic-mindedness.

Benchmark B: Identify rights and responsibilities of citizenship in the United States that are important for preserving democratic government.

Describe the responsibilities of citizenship with emphasis on:

a.	Voting;
b.	Obeying laws;
c.	Respecting the rights of others;
d.	Being informed about current issues;
e.	Paying taxes.

Social Studies Skills and Methods

Benchmark A: Obtain information from a variety of primary and secondary sources using the component parts of the source.

Obtain information about local issues from a variety of sources including:

a.	Maps;
b.	Photos;
c.	Oral histories;
d.	Newspapers;
e.	Letters;
f.	Artifacts;
g.	Documents.

Locate information using various parts of a source including:

a.	The table of contents;
b.	Title page;
c.	Illustrations;
d.	Keyword searches.

Benchmark B: Use a variety of sources to organize information and draw inferences.

Identify possible cause and effect relationships.

Read and interpret pictographs, bar graphs and charts.

Benchmark C: Communicate social studies information using graphs or tables.

Communicate information using pictographs and bar graphs.

Benchmark D: Use problem-solving skills to make decisions individually and in groups.

Use a problem-solving/decision-making process which includes:

a.	Identifying a problem;
b.	Gathering information;
c.	Listing and considering options;
d.	Considering advantages and disadvantages of options;
e.	Choosing and implementing a solution.

Technology Standard I

The student as an information navigator.

Benchmark A: Information acquisition - use online and electronic resources to communicate, collaborate and retrieve information.

Use the Internet and other electronic resources for research and digital media retrieval.

Use electronics to communicate and collaborate with others (e.g., communicate with outside groups, classes and experts via e-mail and the Internet).

Technology Standard II

The student as a creator of knowledge using technology, media and telecommunications.

Benchmark A: Input and output devices - use input and output devices to successfully use modern technologies.

Use a variety of input and output devices such as keyboards, scanners, cameras, microphones, projectors and CD-ROMS.

Benchmark B: Productivity tools - use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

	2.	Use word processing applications.
	3.	Use draw and paint applications.
	4.	Integrate two or more applications.
	5.	Use electronic resources to practice skills and remediate deficits.

Technology Standard III

The student as en effective communicator through a variety of appropriate technologies/media.

Create multimedia and/or online projects.

Present multimedia and/or online projects to audiences inside and outside the classroom.

Print, post, publish and/or distribute technology products.

Technology Standard IV

The student as a technician.

Benchmark A: Terminology and usage - understand and communicate, using terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.

Demonstrate an understanding of terminology related to technology.

Benchmark B: Basic operations and networking - understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.

Use basic operating system features (e.g., help menus and control panels).

Benchmark C: Troubleshooting – apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard V

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmark A: Ethics - advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.

Demonstrate appropriate behavior for technology use and show respect for technology.

Apply and advocate the Westlake School District Acceptable Use Policy (AUP).

Benchmark B: Adapting to changes in technology – demonstrate knowledge of and make informed decisions about technology, system resources and services. Assess the advantages and disadvantages of these systems in the workplace and in society as a whole.

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

Grade Three - Communities: Past and Present, Near and Far

Note: These important terms are contained in the grade three Grade Level Indicators.

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Study Skills and Methods

architecture

centuries

community

decades

growth

sequential order

time line

consequences

cultural groups

cultural practices

cultural products

local community

settlement patterns

aerial photographs

Antarctic Circle

Arctic Circle

bodies of water

cardinal directions

climate

compass rose

direction indicator

economic

characteristics

equator

hemispheres

human features

landforms

local community

map key

map title

North/South pole

number/letter grid

system

patterns of

settlement

physical

characteristics of

the environment

physical features

physical maps

advantages and

disadvantages

consumers

consumption

distribution

division of labor

economic activities

economic

competition

forms of money

market

opportunity cost

producers

production

savings

scarce

specialization

city council

commissioners

functions of local government

funding (taxation)

goods and services

government

legitimate

authority

mayor

order and security

public services

rights of individuals

settling disputes

structure of local

government

township trustees

citizens

citizenship traits:

civility

compromise

compassion

dignity

volunteerism

civic life

common good

community

current issues

homeless

preserve the

environment

preserving

democratic

government

advantages/

disadvantages of

options

artifacts

bar graphs

cause and effect

relationships

charts

documents

oral histories

pictographs

problem solving/

decision-making

table of contents

title page

Note: This presentation of Standards-Based vocabulary is based on the model established by the Summit County Educational Service Center.

Teachers are expected to reinforce terminology introduced at previous grade levels.

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Study Skills and Methods

(continued)

political maps

population

positive/negative

consequences

Prime Meridian

products and

regions of North

America

relative location

symbols

systems of

communication

transportation

tropics

vegetation

Note: This presentation of Standards-Based vocabulary is based on the model established by the Summit County Educational Service Center.

Teachers are expected to reinforce terminology introduced at previous grade levels.

Grade 4

Course Description:

Grade Four – Ohio: Its Past, Its Location, Its Government

The state of Ohio is the focus for fourth grade. Students learn about the geography, history, government and economy of their state. They learn about issues and ways that citizens participate in Ohio’s government. Students develop their research skills through individual and group activities.

History

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

Benchmark A: Construct time lines to demonstrate an understanding of units of time and chronological order.

Construct time lines with evenly spaced intervals for years, decades and centuries to show the order of significant events in Ohio history.

Benchmark B: Describe the cultural patterns that are evident in North American today as a result of exploration, colonization and conflict.

Describe the earliest settlements in Ohio including those of prehistoric peoples.

Explain the causes and effects of the frontier wars of the 1790s, including the Battle of Fallen Timbers, on American Indians in Ohio and the United States.

Benchmark C: Explain how new developments led to the growth of the United States.

Explain how Ohio progressed from territory to statehood, including the terms of the Northwest Ordinance.

Explain how canals and railroads changed settlement patterns in Ohio and Ohio’s economic and political status in the United States.

Explain the importance of inventors such as the Wright Brothers, Charles Kettering, Garrett Morgan, Granville Woods and Thomas Edison.

People in Societies

Benchmark A: Compare practices and products of North American cultural groups.

Describe the cultural practices and products of various groups who have settled in Ohio over time:

a.	The Paleo Indians, Archaic Indians, Woodland Indians (Adena and Hopewell) and Late Prehistoric Indians (Fort Ancient);
b.	Historic Indians of Ohio (Ottawa, Wyandot, Mingo, Miami, Shawnee and Delaware);
c.	European immigrants;
d.	Amish and Appalachian populations;
e.	African-Americans;
f.	Recent immigrants from Africa, Asia and Latin America.

Benchmark B: Explain the reasons people from various cultural groups came to North America and the consequences of their interactions with each other.

Describe the impact of the expansion of European settlements on American Indians in Ohio.

Explain the reasons people came to Ohio including:

Opportunities in agriculture, mining and manufacturing;

Family ties;

Freedom from political and religious oppression.

Geography

Benchmark A: Use map elements or coordinates to locate physical and human features of North America.

Use a linear scale to measure the distance between places on a map.

Use cardinal and intermediate directions to describe the relative location of places.

Describe the location of Ohio relative to other states and countries.

Use maps to identify the location of major physical and human features of Ohio including:

a.	Lake Erie;
b.	Rivers;
c.	Plains;
d.	The Appalachian Plateau;
e.	Bordering states;
f.	The capital city;
g.	Other major cities.

Benchmark B: Identify the physical and human characteristics of places and regions in North America.

Describe and compare the landforms, climates, population, vegetation and economic characteristics of places and regions in Ohio including:

a.	The Great Lake Plain;
b.	The Till Plain;
c.	The Appalachian Plateau;
d.	The Bluegrass Region/Lexington Plain.

Identify manufacturing, agricultural, mining and forestry regions in Ohio.

Explain how resources, transportation and location influenced the development of cities and industries in Ohio including major industries such as oil, steel, rubber and glass.

Benchmark C: Identify and explain ways people have affected the physical environment of North America and analyze the positive and negative consequences.

Identify how environmental processes (i.e., glaciation and weathering) and characteristics (landforms, bodies of water, climate, vegetation) influence human settlement and activity in Ohio.

Identify ways that people have affected the physical environment of Ohio including:

a.	Use of wetlands;
b.	Use of forests;
c.	Building farms, towns and transportation systems;
d.	Using fertilizers, herbicides and pesticides;
e.	Building dams.

Benchmark D: Analyze ways that transportation and communication relate to patterns of settlement and economic activity.

10.

Use elevation, natural resource and road maps to answer questions about patterns of settlement, economic activity and movement.

Economics

Benchmark A: Explain the opportunity costs involved in the allocation of scarce productive resources.

	1.	Identify the productive resources needed to produce a good or service and suggest opportunity costs for the resources involved.
	2.	Explain how the availability of productive resources in Ohio promotes specialization in the production of goods and services and leads to trade.

Benchmark B: Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services.

Explain how entrepreneurs organize productive resources to produce goods and services and that they seek to make profits by taking risks.

Benchmark C: Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade.

Explain ways in which individuals and households obtain and use income.

Explain why people in Ohio specialize in what they produce and then trade with others, which then increases the amount of goods and services available.

Explain why many jobs in Ohio depend on markets in other countries and why Ohio is a market for goods and services from other countries.

Government

Benchmark A: Identify the responsibilities of the branches of the U.S. government and explain why they are necessary.

Explain major responsibilities of each of the three branches of government in Ohio:

The legislative branch, headed by the General Assembly, makes state laws.

The executive branch, headed by the governor, carries out and enforces laws made by the General Assembly.

The judicial branch, headed by the Ohio Supreme Court, interprets and applies the law.

Explain why elections are used to select leaders and decide issues.

Benchmark B: Give examples of documents that specify the structure of state and national governments in the United States and explain how these documents foster self-government in a democracy.

Explain the purpose of a democratic constitution:

To provide a framework for a government;

To limit the power of government;

To define the authority of elected officials.

Explain that the Ohio Constitution:

Tells how the state government should be organized;

Guarantees the rights of individuals.

Citizenship Rights and Responsibilities

Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

Benchmark A: Explain how citizens take part in civic life in order to promote the common good.

Describe the ways in which citizens can promote the common good and influence their government including:

a.	Voting;
b.	Communicating with officials;
c.	Participating in civic and service organizations;
d.	Performing voluntary service.

Benchmark B: Identify rights and responsibilities of citizenship in the United States that are important for preserving democratic government.

Explain why personal responsibilities (e.g., taking advantage of the opportunity to be educated) and civic responsibilities (e.g., obeying the law and respecting the rights of others) are important.

Explain the importance of leadership and public service.

Explain why characteristics such as respect for the rights of others, fairness, reliability, honest, wisdom and courage are desirable qualities in the people citizens select as their leaders.

Social Studies Skills and Methods

Benchmark A: Obtain information from a variety of primary and secondary sources using the component parts of the source.

Obtain information about state issues from a variety of print and electronic sources, and determine the relevance of information to a research topic, including the use of:

a.	Atlases;
b.	Encyclopedias;
c.	Dictionaries;
d.	Newspapers;
e.	Multimedia/Electronic sources.

Use a glossary and index to locate information.

Use primary and secondary sources to answer questions about Ohio history.

Describe how archaeologists and historians study and interpret the past.

Benchmark B: Use a variety of sources to organize information and draw inferences.

	5.	Identify main ideas and supporting details from factual information.
	6.	Distinguish between fact and opinion.
	7.	Read and interpret pictographs, bar graphs, line graphs and tables.
	8.	Formulate a question to focus research.

Benchmark C: Communicate social studies information using graphs or tables.

Communicate relevant information in a written report including the acknowledgement of sources.

Benchmark D: Use problem-solving skills to make decisions individually and in groups.

10.

Use a problem-solving/decision-making process which includes:

a.	Identifying a problem;
b.	Gathering information;
c.	Listing and considering options;
d.	Considering advantages and disadvantages of options;
e.	Choosing and implementing a solution;
f.	Developing criteria for judging its effectiveness.

Technology Standard I

The student as an information navigator.

Benchmark A: Information acquisition - use online and electronic resources to communicate, collaborate and retrieve information.

Use the Internet and other electronic resources for research and digital media retrieval.

Use electronics to communicate and collaborate with others (e.g., communicate with outside groups, classes and experts via e-mail and the Internet).

Technology Standard II

The student as a critical thinker and analyzer using technology.

Benchmark A: Source verification – research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Evaluate and critique the quality and credibility of electronic information.

Technology Standard III

The student as a creator of knowledge using technology, media and telecommunications.

Benchmark A: Input and output devices - use input and output devices to successfully use modern technologies.

Use a variety of input and output devices to successfully use modern technologies.

Benchmark B: Productivity tools - use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

	2.	Use word processing applications.
	3.	Use spreadsheet applications.
	4.	Use draw and paint applications.
	5.	Integrate two or more applications.
	6.	Use electronic resources to practice skills and remediate deficits.

Technology Standard IV

The student as en effective communicator through a variety of appropriate technologies/media.

Create multimedia and/or online projects.

Present multimedia and/or online projects to audiences inside and outside the classroom.

Print, post, publish and/or distribute technology products.

Technology Standard V

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmark A: Tool selection and use – determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard VI

The student as a technician.

Benchmark A: Terminology and usage - understand and communicate, using terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.

Demonstrate an understanding of terminology related to technology.

Benchmark B: Basic operations and networking - understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.

Use basic operating system features (e.g., help menus and control panels).

Benchmark C: Troubleshooting – apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard VII

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmark A: Ethics - advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.

Demonstrate appropriate behavior for technology use and show respect for technology.

Apply and advocate the Westlake School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

Grade Four – Ohio: Its past, Its Location, Its Government

Note: These important terms are contained in the grade four Grade Level Indicators

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Study Skills and Methods

canals

centuries

decades

frontier wars

intervals

inventors

Northwest

Ordinance

prehistoric people

settlement patterns

significant

individuals and

events

statehood

territory

African-Americans

agriculture

cultural practices

cultural products

European

immigrants

expansion

historic Indians of

Ohio

manufacturing

mining

minority groups

political oppression

populations:

Amish

Appalachian

religious

oppression

agricultural

regions

bordering states

cardinal/intermedi-

ate directions

climate

economic

characteristics

elevation

environmental

process

forestry regions

glaciation

human features

industries

Lake Erie

landforms

linear scale

location

manufacturing

regions

mining regions

natural resource

physical

environment

physical feature

plains

plateau

distribution

entrepreneurs

household income

individual income

production

productive resources

profit

taking risks

trade

applies the law

authority of

elected officials

branches state govt

legislative

executive

judicial

carries out the law

democratic

constitution

elections

enforces the law

General Assembly

governor

guarantees rights

interprets the law

issues

makes the law

Ohio Supreme

Court

purposes of state

government

rights of

individuals

civic life

civic organization

characteristics

fairness

leadership

officials

personal

responsibilities

promote the

common good

public service

qualities

reliability

responsibilities

rights of others

service

organizations

voluntary service

voting

advantages/

disadvantages

archeologists

atlas

author’s

perspective

criteria for judging

bar graph

decision making

process

encyclopedia

fact

glossary

historian

index

line graph

main idea

opinion

pictograph

primary and

secondary source

relevance of

information

supporting details

tables

Note: This presentation of Standards-Based vocabulary is based on the model established by the Summit County Educational Service Center.

Teachers are expected to reinforce terminology introduced at previous grade levels.

Note: These important terms are contained in the grade four Grade Level Indicators.

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Study Skills and Methods

(continued)

regions

resources

road maps

settlement

(patterns)

transportation

(routes)

vegetation (natural)

weathering

wetlands

Note: This presentation of Standards-Based vocabulary is based on the model established by the Summit County Educational Service Center.

Teachers are expected to reinforce terminology introduced at previous grade levels.

Grade 5

Course Description:

Grade Five – Regions and people of North America

The fifth-grade year focuses on the geography of the continent of North America. Students learn how people came to the continent and about the land and resources that they found. Citizenship skills build as students learn about U.S. history and the democratic government of the United States. Students continue to develop their research skills by obtaining information from multiple sources.

History

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

Benchmark A: Construct time lines to demonstrate an understanding of units of time and chronological order.

Construct time lines and identify possible relationships between events.

Benchmark B: Describe the cultural patterns that are evident in North American today as a result of exploration, colonization and conflict.

	2.	Explain how American Indians settled the continent and why different nations of Indians interacted with their environment in different ways.
	3.	Explain why European countries explored and colonized North America.
	4.	Describe the lasting effects of Spanish, French and English colonization in North America including cultural patterns evident today such as language, food, traditions and architecture.
	5.	Explain how the United States became independent from Great Britain.

Benchmark C: Explain how new developments led to the growth of the United States.

Explain the impact of settlement, industrialization and transportation on the expansion of the United States.

People in Societies

Benchmark A: Compare practices and products of North American cultural groups.

Compare the cultural practices and products of diverse groups in North America including:

Artistic expressions (i.e., art, music, dance architecture);

Traditions (religion, food, clothing, holidays);

Language

Benchmark B: Explain the reasons people from various cultural groups came to North America and the consequences of their interactions with each other.

	2.	Compare life on Indian reservations today with the cultural traditions of American Indians before the reservation system.
	3.	Describe the experiences of African-Americans under the institution of slavery.
	4.	Describe the waves of immigration to North America and the areas from which people came in each wave.
	5.	Compare reasons for immigration to North America with the reality immigrants experienced upon arrival.

Geography

Benchmark A: Use map elements or coordinates to locate physical and human features of North America.

Use coordinates of latitude and longitude to determine the absolute location of point in North America.

Use maps to identify the location of:

a.	The three largest countries of North America;
b.	The 50 states of the United States;
c.	The Rocky and Appalachian mountain systems;
d.	The Mississippi, Rio Grande and St. Lawrence rivers;
e.	The Great Lakes.

Benchmark B: Identify the physical and human characteristics of places and regions in North America.

Describe and compare the landforms, climates, population, culture and economic characteristics of places and regions in North America.

Explain how climate is influenced by:

Earth-sun relationships;

Landforms;

Vegetation.

Explain, by identifying patterns on thematic maps, how physical and human characteristics can be used to define regions in North America.

Use distribution maps to describe the patterns of renewable, nonrenewable and flow resources in North America including:

a.	Forests;
b.	Fertile soil;
c.	Oil;
d.	Coal;
e.	Running water.

Analyze reasons for conflict and cooperation among regions of North America including:

Trade;

Environmental issues;

Immigration.

Benchmark C: Identify and explain ways people have affected the physical environment of North America and analyze the positive and negative consequences.

Explain how the characteristics of different physical environments affect human activities in North America.

Analyze the positive and negative consequences of human changes to the physical environment including:

a.	Great Lakes navigation;
b.	Highway systems;
c.	Irrigation;
d.	Mining;
e.	Introduction of new species.

Benchmark D: Analyze ways that transportation and communication relate to patterns of settlement and economic activity.

10.

Use or construct maps of colonization and exploration to explain European influence in North America.

Economics

Benchmark A: Explain the opportunity costs involved in the allocation of scarce productive resources.

Compare different allocation methods for scarce goods and services such as prices, command, first-come-first-served, sharing equally, rationing and lottery.

Explain that individuals in all economies must answer the fundamental economic questions of what to produce, how to produce, and for whom to produce.

Benchmark B: Explain why entrepreneurship, capital goods, technology, specialization and division of labor are important in the production of goods and services.

Explain how education, specialization, capital goods and the division of labor affect productive capacity.

Benchmark C: Explain how competition affects producers and consumers in a market economy and why specialization facilitates trade.

	4.	Explain how regions in North America become interdependent when they specialize in what they produce best and then trade with other regions inside and outside North America to increase the amount and variety of goods and services available.
	5.	Explain the general relationship between supply, demand and price in a competitive market.
	6.	Explain why competition among producers/sellers results in lower costs and prices, higher product quality, and better customer service.
	7.	Explain why competition among consumers/buyers results in higher product prices.

Government

Benchmark A: Identify the responsibilities of the branches of the U.S. government and explain why they are necessary.

Explain major responsibilities of each of the three branches of the U.S. government:

The legislative branch, headed by Congress, passes laws;

The executive branch, headed by the president, carries out and enforces the laws made by Congress;

The judicial branch, headed by the Supreme Court, interprets and applies the law.

Explain the essential characteristics of American democracy including:

a.	The people are the source of the government’s authority;
b.	All citizens have the right and responsibility to vote and influence the decisions of the government;
c.	The government is run directly by the people or through elected representatives;
d.	The powers of government are limited by law;
e.	Basic rights of individuals are guaranteed by the Constitution.

Benchmark B: Give examples of documents that specify the structure of state and national governments in the United States and explain how these documents foster self-government in a democracy.

Explain the significance of the Declaration of Independence and the U.S. Constitution.

Citizenship Rights and Responsibilities

Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

Benchmark A: Explain how citizens take part in civic life in order to promote the common good.

Explain how an individual acquires U.S. citizenship:

Birth;

Naturalization.

Benchmark B: Identify rights and responsibilities of citizenship in the United States that are important for preserving democratic government.

Explain the obligations of upholding the U.S. Constitution including:

a.	Obeying laws;
b.	Paying taxes;
c.	Serving on juries;
d.	Registering for selective service.

Explain the significance of the rights that are protected by the First Amendment including:

a.	Freedom of religion;
b.	Freedom of speech;
c.	Freedom of the press;
d.	Right of petition and assembly.

Social Studies Skills and Methods

Benchmark A: Obtain information from a variety of primary and secondary sources using the component parts of the source.

Obtain information from a variety of print and electronic sources and analyze its reliability including:

Accuracy of facts;

Credentials of the source.

Locate information in a variety of sources using key words, related articles and cross-references.

Differentiate between primary and secondary sources.

Benchmark B: Use a variety of sources to organize information and draw inferences.

Read information critically in order to identify:

The author;

The author’s perspective;

The purpose.

Compare points of agreement and disagreement among sources.

Draw inferences from relevant information.

Organize key ideas by taking notes that paraphrase or summarize.

Benchmark C: Communicate social studies information using graphs or tables.

Communicate research findings using line graphs and tables.

Benchmark D: Use problem-solving skills to make decisions individually and in groups.

Use a problem-solving/decision-making process which includes:

a.	Identifying a problem;
b.	Gathering information;
c.	Listing and considering options;
d.	Considering advantages and disadvantages of options;
e.	Choosing and implementing a solution;
f.	Developing criteria for judging its effectiveness;
g.	Evaluating the effectiveness of the solution.

Technology Standard I

The student as an information navigator.

Benchmark A: Information acquisition - use online and electronic resources to communicate, collaborate and retrieve information.

Use the Internet and other electronic resources for research and digital media retrieval.

Use electronics to communicate and collaborate with others (e.g., communicate with outside groups, classes and experts via e-mail and the Internet).

Technology Standard II

The student as a critical thinker and analyzer using technology.

Benchmark A: Source verification – research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Evaluate and critique the quality and credibility of electronic information.

Technology Standard III

The student as a creator of knowledge using technology, media and telecommunications.

Benchmark A: Input and output devices - use input and output devices to successfully use modern technologies.

Use a variety of input and output devices to successfully use modern technologies.

Benchmark B: Productivity tools - use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

	2.	Use word processing applications.
	3.	Use spreadsheet applications.
	4.	Use draw and paint applications.
	5.	Integrate two or more applications.
	6.	Use electronic resources to practice skills and remediate deficits.

Technology Standard IV

The student as en effective communicator through a variety of appropriate technologies/media.

Create multimedia and/or online projects.

Present multimedia and/or online projects to audiences inside and outside the classroom.

Print, post, publish and/or distribute technology products.

Technology Standard V

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmark A: Tool selection and use – determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard VI

The student as a technician.

Benchmark A: Terminology and usage - understand and communicate, using terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.

Demonstrate an understanding of terminology related to technology.

Benchmark B: Basic operations and networking - understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.

Use basic operating system features (e.g., help menus and control panels).

Benchmark C: Troubleshooting – apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard VII

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmark A: Ethics - advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.

Demonstrate appropriate behavior for technology use and show respect for technology.

Apply and advocate the Westlake School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

Grade 6

Course Description:

Grade Six – Regions and people of the World

The sixth-grade year focuses on the study of world regions. The concentration is geographic rather than historic. Students study some of the earliest people who lived in each region in order to understand how humans interacted with the environmental conditions at that time. Connections are made to present-day world regions including characteristics of governments and economic interactions.

History

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

Benchmark A: Interpret relationships between events shown on multiple-tier time lines.

Construct a multiple-tier time line from a list of events and interpret the relationships between the events.

Arrange dates in order on a time line using the conventions of B.C. and A.D. or B.C.E. and C.E.

Benchmark B: Describe the political and social characteristics of early civilizations and their enduring impact on later civilizations.

Describe the early cultural development of humankind from the Paleolithic Era to the revolution of agriculture including:

a.	Hunting and gathering;
b.	Tool making;
c.	Use of fire;
d.	Domestication of plants and animals;
e.	Organizing societies;
f.	Governance.

Compare the geographic, political, economic and social characteristics of the river civilizations in the Tigris and Euphrates (Mesopotamia), Nile (Egypt), Huang Ho and Indus valleys before 1000 B.C. including:

a.	Location;
b.	Government;
c.	Religion;
d.	Agriculture;
e.	Cultural and scientific contributions.

Benchmark C: Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe.

No indicators present for this benchmark.

Benchmark D: Describe the effects of interactions among civilizations during the 14^th through the 18^th centuries.

Describe the characteristics of Maya, Inca, Aztec and Mississippian civilizations including:

a.	Location;
b.	Government;
c.	Religion;
d.	Agriculture;
e.	Cultural and scientific contributions.

Benchmark E: Explain the causes and consequences of the American Revolution, with emphasis on both Colonial and British perspectives.

No indicators present for this benchmark.

Benchmark F: Explain the political and economic challenges faced by the United States after the Revolutionary War and the actions that resulted in the adoption of the U.S. Constitution.

No indicators present for this benchmark.

Benchmark G: Analyze the causes and consequences of the American Civil War.

No indicators present for this benchmark.

People in Societies

Benchmark A: Compare cultural practices, products and perspectives of past civilizations in order to understand commonality and diversity of cultures.

Compare the cultural practices and products of societies studied including:

a.	Class structure;
b.	Gender roles;
c.	Beliefs;
d.	Customs and traditions.

Compare world religions and belief systems focusing on geographic origins, founding leaders and teachings including:

a.	Buddhism;
b.	Christianity;
c.	Judaism;
d.	Hinduism;
e.	Islam.

Benchmark B: Analyze examples of interactions between cultural groups and explain the factors that contribute to cooperation and conflict.

Explain factors that foster conflict or cooperation among countries:

a.	Language;
b.	Religion;
c.	Types of government;
d.	Historic relationships;
e.	Economic interests.

Benchmark C: Explain how contact between different cultures impacts the diffusion of belief systems, art, science, technology, language and forms of government.

No indicators present for this benchmark.

Geography

Benchmark A: Identify on a map the location of major physical and human features of each continent.

Place countries, cities, deserts, mountain ranges and bodies of water on the continents on which they are located.

Use coordinates of latitude and longitude to locate points on a world map.

Benchmark B: Define and identify regions using human and physical characteristics.

Explain the distribution patterns of economic activities and how changes in technology, transportation, communication and resources affect those patterns including:

a.	Agriculture;
b.	Mining;
c.	Fishing;
d.	Manufacturing.

Identify and describe a variety of physical and human regions by analyzing maps, charts and graphs that show patterns of characteristics that define regions.

Benchmark C: Explain how the environment influences the way people live in different places and the consequences of modifying the environment.

Describe ways human settlements and activities are influenced by environmental factors and processes in different places and regions including:

a.	Bodies of water;
b.	Landforms;
c.	Climates;
d.	Vegetation;
e.	Weathering;
f.	Seismic activity.

Describe ways in which human migration has an impact on the physical and human characteristics of places including:

Urbanization;

Desertification;

Deforestation.

Describe ways humans depend on and modify the environment and the positive and negative consequences of the modifications including:

a.	Dam building;
b.	Energy production/usage;
c.	Agriculture;
d.	Urban growth.

Benchmark D: Explain reasons that people, products and ideas move from place to place and the effects of that movement on geographic patterns.

Explain push and pull factors that cause people to migrate from place to place including:

a.	Oppression/Freedom;
b.	Poverty/Economic opportunity;
c.	Cultural ties;
d.	Political conflicts;
e.	Environmental factors.

Identify and explain primary geographic causes for world trade including the uneven distribution of natural resources.

Economics

Benchmark A: Explain how the endowment and development of productive resources affect economic decisions and global interactions.

Explain how the availability of productive resources and entrepreneurship affects the production of goods and services in different world regions.

Explain that most decisions involve trade-offs and give examples.

Benchmark B: Explain why trade occurs and how historical patterns of trade have contributed to global interdependence.

Explain why trade occurs when individuals, regions and countries specialize in what they can produce at the lowest opportunity cost and how this causes both production and consumption to increase.

Identify goods and services that are imported and exported and explain how this trade makes countries interdependent.

Describe how supply and demand help to set the market clearing price for goods and services and how prices reflect the relative scarcity of goods and services.

Benchmark C: Identify connections between government policies and the economy.

Distinguish between goods and services typically produced by the private sector and the public sector.

Government

Benchmark A: Explain why people institute governments, how they influence governments, and how governments interact with each other.

Explain reasons for the creation of governments such as:

Protecting lives, liberty and property;

Providing services that individuals cannot provide for themselves.

Describe how the world is divided into countries that claim sovereignty over territory, and countries may be further divided into states of provinces that contain cities and towns.

Explain the ways that countries interact with each other including:

a.	Diplomacy;
b.	Treaties;
c.	International meetings and exchanges (e.g., United Nations);
d.	Military conflict.

Benchmark B: Explain how the Declaration of Independence, the U.S. Constitution, including the Bill of Rights, and the Northwest Ordinance have provided for the protection of rights and the long-term future of a growing democracy.

No indicators present for this benchmark.

Benchmark C: Compare the defining characteristics of democracies, monarchies and dictatorships.

Describe the defining characteristics of democracies, monarchies and dictatorships.

Citizenship Rights and Responsibilities

Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

Benchmark A: Show the relationship between civic participation and attainment of civic and public goals.

Explain how opportunities for citizens to participate in and influence the political process differ under various systems of government.

Benchmark B: Identify historical origins that influenced the rights U.S. citizens have today.

Compare the rights and responsibilities of citizens living under various systems of government.

Social Studies Skills and Methods

Benchmark A: Analyze different perspectives on a topic obtained from a variety of sources.

Use multiple sources to define essential vocabulary and obtain information for a research project including:

a.	Almanacs;
b.	Gazetteers;
c.	Trade books;
d.	Periodicals;
e.	Video tapes;
f.	Electronic sources.

Benchmark B: Organize historical information in text or graphic format and analyze the information in order to draw conclusions.

Analyze information from primary and secondary sources in order to summarize, make generalizations and draw conclusions.

Organize information using outlines and graphic organizers.

Read and interpret pictographs, bar graphs, line graphs, circle graphs, tables and flow charts.

Benchmark C: Present a position and support it with evidence and citation of sources.

Complete a research project that includes a bibliography.

Communicate a position on a topic orally or in writing and support the position with evidence.

Benchmark D: Work effectively in a group.

Work effectively to achieve group goals;

a.	Engage in active listening;
b.	Provide feedback in a constructive manner;
c.	Help establish group goals;
d.	Take various roles within the group;
e.	Recognize contributions of others.

Technology Standard I

The student as an information navigator.

Benchmark A: Information acquisition - use online and electronic resources to communicate, collaborate and retrieve information.

Use the Internet and other electronic resources for research and digital media retrieval.

Use electronics to communicate and collaborate with others (e.g., communicate with outside groups, classes and experts via e-mail and the Internet).

Technology Standard II

The student as a critical thinker and analyzer using technology.

Benchmark A: Source verification – research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Evaluate and critique the quality and credibility of electronic information.

Technology Standard III

The student as a creator of knowledge using technology, media and telecommunications.

Benchmark A: Input and output devices - use input and output devices to successfully use modern technologies.

Use a variety of input and output devices to successfully use modern technologies.

Benchmark B: Productivity tools - use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

	2.	Use word processing applications.
	3.	Use spreadsheet applications.
	4.	Use draw and paint applications.
	5.	Integrate two or more applications.
	6.	Use electronic resources to practice skills and remediate deficits.

Technology Standard IV

The student as en effective communicator through a variety of appropriate technologies/media.

Create multimedia and/or online projects.

Present multimedia and/or online projects to audiences inside and outside the classroom.

Print, post, publish and/or distribute technology products.

Technology Standard V

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmark A: Tool selection and use – determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard VI

The student as a technician.

Benchmark A: Terminology and usage - understand and communicate, using terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.

Demonstrate an understanding of terminology related to technology.

Benchmark B: Basic operations and networking - understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.

Use basic operating system features (e.g., help menus and control panels).

Benchmark C: Troubleshooting – apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard VII

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmark A: Ethics - advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.

Demonstrate appropriate behavior for technology use and show respect for technology.

Apply and advocate the Westlake School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

Grade Six – Regions and People of the World

Note: These important terms are contained in the grade six Grade Level Indicators.

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Study Skills and Methods

agriculture

Aztec – Inca

B.C. / A.D.

BCD – Before

Common Era

CE – Common Era

civilizations

criteria for

evaluating

cultural/scientific

contributions

domestication

economic

geographic

governance

government

location

Maya

Mississippian

multiple-tier

timeline

Paleolithic Era

political

religion

revolution of agriculture

social

characteristics

Buddhism

Christianity

commonality of

cultures

cultural practices

cultural products

diversity of

cultures

foster conflict or cooperation

economic interests

Hinduism

Islam

Judaism

society

societies:

class structure

gender roles

beliefs

customs and

traditions

communication

consequences

(positive and

negative)

coordinates

distribution

environment influences

human migration

human settlements

migration

modifying

oppression

patterns of

characteristics

physical/human

features

positive/negative

consequences

primary

geographic causes

push/pull factors

regions

resources

transportation

uneven distribution

of natural

resources

economic decisions

economy

endowment

entrepreneurship

global interactions

goods/services

imported/exported

interdependence

markets

market clearing

price

policies

private/public

sector

production vs.

consumption

production of

goods & services

productive

resources =

factors of

production

scarcity and

resource

allocation

specialize

supply/demand

trade-offs

democratic

government

dictator (ship)

diplomacy

institute

interact

liberty

monarchy

provinces

reasons for

creating

government

sovereignty over

territory

treaties

attainment of civic

and public goals

citizens

civic participation

historical origins

influence political

process

opportunities

principles of

fairness

rights/responsibilities

systems of

government

bar graphs

bibliography

circle graphs

citation of sources

constructive

manner

contribution

essential

vocabulary

evidence

feedback

flow charts

gazetteers

generalizations

graphic

organizers

line graphs

multiple sources

outlines

pictographs

primary /

secondary

sources

tables

Note: This presentation of Standards-Based vocabulary is based on the model established by the Summit County Educational Service Center.

Teachers are expected to reinforce terminology introduced at previous grade levels.

Note: These important terms are contained in the grade six Grade Level Indicators.

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Study Skills and Methods

(continued)

urbanization

world trade

Note: This presentation of Standards-Based vocabulary is based on the model established by the Summit County Educational Service Center.

Teachers are expected to reinforce terminology introduced at previous grade levels.

Grade 7

Course Description:

Grade Seven – World Studies from 1000 B.C. to 1750: Ancient Civilizations through the First Global Age

In the seventh grade, students begin the four-year historical sequence with a study of the ancient world. This study incorporates each of the seven standards into the chronology. Students learn that each historic event is shaped by its geographic setting, culture of the people, economic conditions, governmental decisions and citizen action. Students also expand their command of social studies skills and methods.

History

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

Benchmark A: Interpret relationships between events shown on multiple-tier time lines.

Group events by broadly defined historical eras and enter onto multiple-tier time lines.

Benchmark B: Describe the political and social characteristics of early civilizations and their enduring impact on later civilizations.

Describe the enduring (lasting) impact of early civilizations in India, China, Egypt, Greece and Rome after 1000 B.C. including:

a.	The development of concepts of government and citizenship;
b.	Scientific and cultural advancements;
c.	The spread of religions;
d.	Slavery and systems of labor.

Benchmark C: Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe.

Describe the conditions that give rise to feudalism, as well as political, economic and social characteristics of feudalism, in Asia and Europe.

Explain the lasting effects of military conquests during the Middle Ages including:

Muslim conquests;

The Crusades;

The Mongol invasions.

Describe the impact of new ideas and institutions on European life including:

The significance of printing with movable type;

Major achievements in art, architecture and literature during the Renaissance;

The Reformation.

Benchmark D: Describe the effects of interactions among civilizations during the 14^th through the 18^th centuries.

Describe the importance of the West African empires of Ghana, Mali and Songhay including:

a.	Trade routes;
b.	Products;
c.	The spread of the Arabic language;
d.	The spread of Islam.

Describe the causes and effects of European exploration after 1400 including:

Imperialism, colonialism and mercantilism;

Impact on the peoples of sub-Saharan Africa, Asia and the Americas.

Benchmark E: Explain the causes and consequences of the American Revolution, with emphasis on both Colonial and British perspectives.

No indicators present for this benchmark.

Benchmark F: Explain the political and economic challenges faced by the United States after the Revolutionary War and the actions that resulted in the adoption of the U.S. Constitution.

No indicators present for this benchmark.

Benchmark G: Analyze the causes and consequences of the American Civil War.

No indicators present for this benchmark.

People in Societies

Benchmark A: Compare cultural practices, products and perspectives of past civilizations in order to understand commonality and diversity of cultures.

Analyze the relationships among cultural practices, products and perspectives of early civilizations.

Explain how the Silk Road trade and the Crusades affected the cultures of the people involved.

Benchmark B: Analyze examples of interactions between cultural groups and explain the factors that contribute to cooperation and conflict.

No indicators present for this benchmark.

Benchmark C: Explain how contact between different cultures impacts the diffusion of belief systems, art, science, technology, language and forms of government.

Give examples of contacts among different cultures that led to the changes in belief systems, art, science, technology, language or systems of government.

Describe the cultural and scientific legacies of African, Greek, Roman, Chinese, Arab and European civilizations.

Geography

Benchmark A: Identify on a map the location of major physical and human features of each continent.

For each of the societies studied, identify the location of significant physical and human characteristics on a map of the relevant region.

On a map, identify places related to the historical events being studied and explain their significance.

Benchmark B: Define and identify regions using human and physical characteristics.

Describe changes in the physical and human characteristics of regions that occur over time and identify the consequences of such changes.

Benchmark C: Explain how the environment influences the way people live in different places and the consequences of modifying the environment.

Use physical and historical maps to analyze the reasons that human features are located in particular places.

Benchmark D: Explain reasons that people, products and ideas move from place to place and the effects of that movement on geographic patterns.

Describe the geographic factors and processes that contribute to and impede the diffusion of people, products and ideas from place to place including:

a.	Physical features;
b.	Culture;
c.	War;
d.	Trade;
e.	Technological innovations.

Economics

Benchmark A: Explain how the endowment and development of productive resources affect economic decisions and global interactions.

Compare the endowment of productive resources in world regions and explain how this endowment contributed to specialization, trade and interdependence in ancient times.

Benchmark B: Explain why trade occurs and how historical patterns of trade have contributed to global interdependence.

Describe the growth of cities and the establishment of trade routes in Asia, Africa and Europe; the products and inventions that traveled along these routes (e.g., spices, textiles, paper, precious metals and new crops); and the role of merchants.

Benchmark C: Identify connections between government policies and the economy.

No indicators present for this benchmark.

Government

Benchmark A: Explain why people institute governments, how they influence governments, and how governments interact with each other.

No indicators present for this benchmark.

Benchmark C: Compare the defining characteristics of democracies, monarchies and dictatorships.

Compare direct and representative democracy using examples of ancient Athens, the Roman republic and the United States today.

Describe the essential characteristics of the systems of government found in city-states, kingdoms and empires from ancient times through the Middle Ages.

Citizenship Rights and Responsibilities

Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

Benchmark A: Show the relationship between civic participation and attainment of civic and public goals.

Explain how the participation of citizens differs under monarchy, direct democracy and representative democracy.

Benchmark B: Identify historical origins that influenced the rights U.S. citizens have today.

Describe the rights found in the Magna Carta and show connections to rights Americans have today.

Social Studies Skills and Methods

Benchmark A: Analyze different perspectives on a topic obtained from a variety of sources.

No indicators present for this benchmark.

Benchmark B: Organize historical information in text or graphic format and analyze the information in order to draw conclusions.

Describe historical events and issues from the perspectives of people living at the time in order to avoid evaluating the past in terms of today’s norms and values.

Benchmark C: Present a position and support it with evidence and citation of sources.

Compare multiple viewpoints and frames of reference related to important events in world history.

Benchmark D: Work effectively in a group.

Establish guidelines, rules and time lines for group work.

Reflect on the performance of a classroom group in which one has participated including the contribution of each member in reaching group goals.

Technology Standard I

The student as an information navigator.

Benchmark A: Information acquisition - use online and electronic resources to communicate, collaborate and retrieve information.

Use the Internet and other electronic resources for research and digital media retrieval.

Use electronics to communicate and collaborate with others (e.g., communicate with outside groups, classes and experts via e-mail and the Internet).

Technology Standard II

The student as a critical thinker and analyzer using technology.

Benchmark A: Source verification – research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Evaluate and critique the quality and credibility of electronic information.

Technology Standard III

The student as a creator of knowledge using technology, media and telecommunications.

Benchmark A: Input and output devices - use input and output devices to successfully use modern technologies.

Use a variety of input and output devices to successfully use modern technologies.

Benchmark B: Productivity tools - use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

	2.	Use word processing applications.
	3.	Use spreadsheet applications.
	4.	Use draw and paint applications.
	5.	Integrate two or more applications.
	6.	Use electronic resources to practice skills and remediate deficits.

Technology Standard IV

The student as en effective communicator through a variety of appropriate technologies/media.

Create multimedia and/or online projects.

Present multimedia and/or online projects to audiences inside and outside the classroom.

Print, post, publish and/or distribute technology products.

Technology Standard V

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmark A: Tool selection and use – determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard VI

The student as a technician.

Benchmark A: Terminology and usage - understand and communicate, using terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.

Demonstrate an understanding of terminology related to technology.

Benchmark B: Basic operations and networking - understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.

Use basic operating system features (e.g., help menus and control panels).

Benchmark C: Troubleshooting – apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard VII

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmark A: Ethics - advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.

Demonstrate appropriate behavior for technology use and show respect for technology.

Apply and advocate the Westlake School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

Grade 8

Course Description:

Grade Eight – U.S. Studies from 1607 to 1877: Colonization through Reconstruction

The historical sequence continues in the eighth grade with an in-depth study of the early years of our country. This study incorporates each of the sevens standards into the chronology. While students are studying a particular historic event in the United States, they also look at its geographic setting, economic implications, developments in government and the role of citizens.

History

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

Benchmark A: Interpret relationships between events shown on multiple-tier time lines.

Select events and construct a multiple-tier time line to show relationships among events.

Benchmark B: Describe the political and social characteristics of early civilizations and their enduring impact on later civilizations.

No indicators present for this benchmark.

Benchmark C: Describe the characteristics of feudal societies and the transition to the Renaissance and Reformation in Europe.

No indicators present for this benchmark.

Benchmark D: Describe the effects of interactions among civilizations during the 14^th through the 18^th centuries.

Describe the political, religious and economic aspects of North American colonization including:

a.	Reasons for colonization, including religion, desire for land and economic opportunity;
b.	Key differences among the Spanish, French and British colonies;
c.	Interactions between American Indians and European settlers, including the agricultural and cultural exchanges, alliances and conflicts;
d.	Indentured servitude and the introduction and institutionalization of slavery;
e.	Early representative governments and democratic practices that emerged, including town meetings and colonial assemblies;
f.	Conflicts among colonial powers for control of North America.

Benchmark E: Explain the causes and consequences of the American Revolution, with emphasis on both Colonial and British perspectives.

Identify and explain the sources of conflict which led to the American Revolution, with emphasis on the perspectives of the Patriots, Loyalists, neutral colonists and the British concerning:

The Proclamation of 1763, the Stamp Act, the Townshend Acts, the Tea Act and the Intolerable Acts;

The Boston Tea Party, the boycotts, the Sons of Liberty and petitions and appeals to Parliament.

Explain the results of important developments of the American Revolution including:

a.	A declaration of American independence;
b.	Character and significance of the military struggle in the North in the early years of the war and the shift of the battle to the South after 1779;
c.	Creation of state constitutions;
d.	Impacts on women, African-Americans and American Indians.

Benchmark F: Explain the political and economic challenges faced by the United States after the Revolutionary War and the actions that resulted in the adoption of the U.S. Constitution.

Explain major domestic problems faced by the leaders of the new republic under the Articles of Confederation including:

a.	Maintaining national security;
b.	Creating a stable economic system;
c.	Dealing with war debts;
d.	Collecting revenue;
e.	Defining the authority of the central government.

Explain the challenges in writing and ratifying the U.S. Constitution including:

Issues debated during the convention resulting in compromises (i.e., the Great Compromise, the Three-Fifths Compromise and the compromise over the slave trade);

The Federalist/Anti-Federalist debate;

The debate over a Bill of Rights.

Describe the actions taken to build one country from 13 states including:

The precedents established by George Washington, including the cabinet and a two-term presidency;

Alexander Hamilton’s actions to create a financially strong country, including the creation of a national bank;

The establishment of an independent federal court system.

Benchmark G: Analyze the causes and consequences of the American Civil War.

Describe and analyze the territorial expansion of the United States including:

a.	Northwest Ordinance;
b.	The Louisiana Purchase and the Lewis and Clark expedition;
c.	Westward movement including Manifest Destiny;
d.	The Texas War for Independence and the Mexican-American War.

Explain causes of the Civil War with emphasis on:

a.	Slavery;
b.	States’ rights;
c.	The different economies of the North and South;
d.	The extension of slavery into the territories, including the Dred Scott Decision and the Kansas-Nebraska Act;
e.	The abolitionist movement and the roles of Frederick Douglass and John Brown;
f.	The additional of new states to the Union and their impact on the balance of power in the Senate, including the Missouri Compromise and the Compromise of 1850;
g.	The emergence of Abraham Lincoln as a national figure in the Lincoln-Douglas debates, the presidential election of 1860, and the South’s secession.

10.

Explain the course and consequences of the Civil War with emphasis on:

Contributions of key individuals, including Abraham Lincoln, Robert E. Lee and Ulysses S. Grant;

The Emancipation Proclamation;

The Battle of Gettysburg.

11.

Analyze the consequences of Reconstruction with emphasis on:

President Lincoln’s assassination and the ensuing struggle for control of Reconstruction, including the impeachment of President Andrew Johnson;

Attempts to protect the rights of and enhance opportunities for the freedmen, including the basic provisions of the 13^th, 14^th and 15^th Amendments to the U.S. Constitution;

The Ku Klux Klan and the enactment of black codes.

People in Societies

Benchmark A: Compare cultural practices, products and perspectives of past civilizations in order to understand commonality and diversity of cultures.

No indicators present for this benchmark.

Benchmark B: Analyze examples of interactions between cultural groups and explain the factors that contribute to cooperation and conflict.

Trace the development of religious diversity in the colonies, and analyze how the concept of religious freedom has evolved in the United States.

Describe and explain the social, economic and political effects of:

Stereotyping and prejudice;

Racism and discrimination;

Institutionalized racism and institutionalized discrimination.

Analyze how contact between white settlers and American Indians resulted in treaties, land acquisition and Indian removal.

Analyze the economic, geographic, religious and political factors that contributed to:

The enslavement of Africans in North America;

Resistance to slavery.

Describe the historical limitations on participation of women in U.S. society and their efforts to gain equal rights.

Benchmark C: Explain how contact between different cultures impacts the diffusion of belief systems, art, science, technology, language and forms of government.

Explain how the diverse peoples of the United States developed a common national identity.

Geography

Benchmark A: Identify on a map the location of major physical and human features of each continent.

No indicators present for this benchmark.

Benchmark B: Define and identify regions using human and physical characteristics.

Compare places and regions in the United States as they existed prior to 1877 with the same places and regions today to analyze changes in land use and population, political, social and economic characteristics.

Benchmark C: Explain how the environment influences the way people live in different places and the consequences of modifying the environment.

Analyze how physical characteristics of the environment influenced population distribution, settlement patterns and economic activities in the United States during the 17^th, 18^th, and 19^th centuries.

Benchmark D: Explain reasons that people, products and ideas move from place to place and the effects of that movement on geographic patterns.

Explain how colonization, westward expansion, immigration and advances in transportation and communication changed geographic patterns in the United States.

Economics

Benchmark A: Explain how the endowment and development of productive resources affect economic decisions and global interactions.

Explain how the uneven distribution of productive resources influenced historic events such as the Civil War.

Benchmark B: Explain why trade occurs and how historical patterns of trade have contributed to global interdependence.

Discuss how mercantilism and the establishment of colonies led to increased global trading during the 17^th and 18^th centuries.

Explain the purpose and effects of trade barriers such as tariffs enacted before the Civil War.

Benchmark C: Identify connections between government policies and the economy.

Explain how lack of power to regulate the economy contributed to the demise of the Articles of Confederation and the creation of the U.S. Constitution.

Explain how governmental protection of property rights and regulation of economic activity impacted the development of the U.S. economy.

Government

Benchmark A: Explain why people institute governments, how they influence governments, and how governments interact with each other.

Analyze the principles of self-government and natural rights expressed in the Declaration of Independence and their relationship to Enlightenment ideas.

Explain how political parties developed as a result of attempts to resolve issues in the early years of the United States including:

a.	Payment of debt;
b.	Establishment of a national bank;
c.	Strict or loose interpretation of the Constitution;
d.	Support for England or France.

Explain how events and issues demonstrated the need for a stronger form of governance in the early years of the United States:

Shays’ Rebellion;

Economic instability;

Government under the Articles of Confederation.

Explain the political concepts expressed in the U.S. Constitution:

a.	Representative democracy;
b.	Federalism;
c.	Bicameralism;
d.	Separation of powers;
e.	Checks and balances.

Explain how the U.S. Constitution protects the rights of citizens, regulates the use of territory, manages conflict and establishes order and security.

Explain how specific provisions of the U.S. Constitution, including the Bill of Rights, limit the powers of government in order to protect the rights of individuals with emphasis on:

Freedom of religion, speech, press, assembly and petition;

Right to trial by jury and the right to counsel;

Due process and equal protection of the laws.

Explain how the Northwest Ordinance established principles and procedures for the orderly expansion of the United States.

Describe the process by which a bill becomes a law.

Benchmark C: Compare the defining characteristics of democracies, monarchies and dictatorships.

No indicators present for this benchmark.

Citizenship Rights and Responsibilities

Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

Benchmark A: Show the relationship between civic participation and attainment of civic and public goals.

Show the relationship between participating in civic and political life and the attainment of individual and public goals including:

The Sons of Liberty and Committees of Correspondence/American Independence;

The Underground Railroad and the abolitionist movement/Abolition of slavery.

Explain how the opportunities for civic participation expanded during the first half of the 19^th century including:

Nominating conventions;

Expansion of the franchise;

Active campaigning.

Benchmark B: Identify historical origins that influenced the rights U.S. citizens have today.

Evaluate the role of historical figures and political bodies in furthering and restricting the rights of individuals including:

a.	Jefferson and the contradiction between the ideals of the Declaration of Independence and his role as a slave owner;
b.	State constitutional conventions and the disenfranchisement of free blacks;
c.	Jackson and his role in Indian removal;
d.	Frederick Douglass and the abolitionist movement;
e.	Elizabeth Cady Stanton and women’s rights.

Show connections between the rights and responsibilities of citizenship including:

Voting and staying informed on issues;

Being tried by a jury and serving on juries;

Having rights and respecting the rights of others.

Social Studies Skills and Methods

Benchmark A: Analyze different perspectives on a topic obtained from a variety of sources.

Compare accuracy and point of view of fiction and nonfiction sources about a particular era or event.

Benchmark B: Organize historical information in text or graphic format and analyze the information in order to draw conclusions.

No indicators present for this benchmark.

Benchmark C: Present a position and support it with evidence and citation of sources.

Construct a historical narrative using primary and secondary sources.

Write a position paper or give an oral presentation that includes citation of sources.

Benchmark D: Work effectively in a group.

Organize and lead a discussion.

Identify ways to manage conflict within a group.

Technology Standard I

The student as an information navigator.

Benchmark A: Information acquisition - use online and electronic resources to communicate, collaborate and retrieve information.

Use the Internet and other electronic resources for research and digital media retrieval.

Use electronics to communicate and collaborate with others (e.g., communicate with outside groups, classes and experts via e-mail and the Internet).

Technology Standard II

The student as a critical thinker and analyzer using technology.

Benchmark A: Source verification – research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Evaluate and critique the quality and credibility of electronic information.

Technology Standard III

The student as a creator of knowledge using technology, media and telecommunications.

Benchmark A: Input and output devices - use input and output devices to successfully use modern technologies.

Use a variety of input and output devices to successfully use modern technologies.

Benchmark B: Productivity tools - use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

	2.	Use word processing applications.
	3.	Use spreadsheet applications.
	4.	Use database applications.
	5.	Use draw and paint applications.
	6.	Integrate two or more applications.
	7.	Use electronic resources to practice skills and remediate deficits.

Technology Standard IV

The student as en effective communicator through a variety of appropriate technologies/media.

Create multimedia and/or online projects.

Present multimedia and/or online projects to audiences inside and outside the classroom.

Print, post, publish and/or distribute technology products.

Technology Standard V

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmark A: Tool selection and use – determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard VI

The student as a technician.

Benchmark A: Terminology and usage - understand and communicate, using terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.

Demonstrate an understanding of terminology related to technology.

Benchmark B: Basic operations and networking - understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.

Use basic operating system features (e.g., help menus and control panels).

Benchmark C: Troubleshooting – apply strategies for identifying and solving routine hardware and software problems.

Employ basic technology troubleshooting and maintenance techniques.

Technology Standard VII

The student as a responsible citizen, worker, learner, community member and family member in a technology age.

Benchmark A: Ethics - advocate and apply positive social and ethical behaviors when using technology and identify the consequences of misuse.

Understand and apply the basic workings of the copyright law and appropriate usage of materials, including citing resources.

Demonstrate appropriate behavior for technology use and show respect for technology.

Apply and advocate the Westlake School District Acceptable Use Policy (AUP).

Understand the relationship that technology has to career opportunities, history and to today’s society and world.

Eighth Grade – U.S. History 1607 to 1877

Note: These important terms are contained in the grade eight Grade Level Indicators.

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Study Skills and Methods

appeals to

Parliament

agricultural

exchanges

Articles of

Confederation

assassination

Bill of Rights

abolitionists

balance of power

boycotts

cabinet

colonial assemblies

colonization

compromised

conflict

constitutions

cultural exchanges

declaration

debate

domestic problems

economic

opportunity

Emancipation

Proclamation

discrimination

diversity

enslavement

institutionalized

discrimination

institutionalized

racism

land acquisitions

prejudice

racism

resistance

stereotyping

treaties

immigration

population

distributions

distribution of

productive

resources

endowment

global trading /

interdependence

mercantilism

regulation of

economic activity

tariffs

trade barriers

Articles of

Confederation

assembly

bicameralism

Bill of Rights – bill

checks & balance

U.S. Constitution:

strict/loose

interpretation

counsel

due process

economic

instability

Enlightenment

ideas

equal protection

federalism

limit the power of

government

national bank

natural rights

petition

political parties

press

provisions

regulates

abolitionist

civic life

disenfranchisement

franchise

historical figures

Indian removal

jury

political bodies

voting

era

historical narrative

position paper

primary source

secondary source

Note: This presentation of Standards-Based vocabulary is based on the model established by the Summit County Educational Service Center.

Teachers are expected to reinforce terminology introduced at previous grade levels.

Note: These important terms are contained in the grade eight Grade Level Indicators.

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Study Skills and Methods

(continued)

enactment of black

codes

expedition

Federalist /

Anti-Federalist

federal court

system

freedmen

impeachment

Intolerable Acts/

act

Ku Klux Klan

Manifest Destiny

multiple-tier time

line

national bank =

Bank of the U.S.

national security

neutral colonists

Northwest

Ordinance

perspectives

petitions

precedents

ratifying

Reconstruction

republic

(continued)

representative

democracy

self-government

separation of

powers

Note: This presentation of the Standards-Based vocabulary is based on the model established by the Summit County Educational Service Center.

Teachers are expected to reinforce terminology introduced at previous grade levels.

Note: These important terms are contained in the grade eight Grade Level Indicators.

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Study Skills and Methods

revenue

secession

states’ rights

slavery

territorial

expansion

town meetings

war debts

Note: This presentation of Standards-Based vocabulary is based on the model established by the Summit County Educational Service Center.

Teachers are expected to reinforce terminology introduced at previous grade levels.

9^th Grade World History

Course Description:

World Studies from 1750 to the Present: Age of Revolutions through the 20^th Century.

Ninth grade students continue the chronological study of world history. This study incorporates each of the seven standards. As students study historic eras, they consider the influence of geographic settings, cultural perspectives, economic systems and various forms of government. Students gain a deeper understanding of the role of citizens and continue to develop their research skills.

History

Students use materials drawn from the diversity of human experience to analyze and interpret significant events, patterns and themes in the history of Ohio, the United States and the world.

Benchmark A: Explain connections between the ideas of the Enlightenment and changes in the relationships between citizens and their governments.

Explain how Enlightenment ideas produced enduring effects on political, economic and cultural institutions, including challenges to religious authority, monarchy and absolutism.

Explain connects among Enlightenment ideas, the American Revolution, the French Revolution and Latin American wars for independence.

Honors:

H-

Explain six major ideas of the Enlightenment and identify the philosophers who originated each.

H-

Create chronologies of significant events in the Enlightenment, American Revolution, French Revolution and Latin American wars for independence.

H-

Analyze important documents of the Enlightenment period.

Benchmark B: Explain the social, political and economic effects of industrialization.

Explain the causes and effects of the Industrial Revolution with emphasis on:

a.	How scientific and technological changes promoted industrialization in the textile industry in England;
b.	The impact of the growth of population, rural-to-urban migrations, growth of industrial cities, and emigration out of Europe;
c.	The changing role of labor and the rise of the union movement;
d.	Changes in living and working conditions for the early industrial working class, especially women and children;
e.	The growth of industrialization around the world.

Honors:

H-

Identify thinkers and ideas that supported industrialization.

H-

Explain the origins and main concepts of socialism.

Benchmark C: Analyze the reasons that countries gained control of territory through imperialism and the impact on people living in the territory that was controlled.

Honors:

Describe the political, economic and social roots of imperialism:

a.	Identify the forms of imperialism and relevant characteristics.

Analyze the perspectives of the colonizers and the colonized concerning:

a.	Indigenous language;
b.	Natural resources;
c.	Labor;
d.	Political systems;
e.	Religion.

Explain the global impact of imperialism including:

Modernization of Japan;

Political and social reform in China;

Exploitation of African resources.

Honors:

H-

Examine case studies of imperialism in selected African lands, in India and in Southeast Asia.

Benchmark D: Connect developments related to World War I with the onset of World

War II.

Honors:

Analyze the causes and effects of World War I with emphasis on:

a.	Militarism, imperialism, nationalism and alliances;
b.	The global scope, outcomes and human costs of the war;
c.	The role of new technologies and practices including the use of poison gas, trench warfare, machine guns, airplanes, submarine and tanks;
d.	The Treaty of Versailles and the league of Nations;
e.	Summarize the events that set World War I in motion;
f.	Compare and contrast the progression of the war on the Western and Eastern fronts.

Honors:

Analyze the causes and consequences of the Russian Revolution including:

a.	The lack of economic, political and social reforms under the tsars;
b.	The impact of World War I;
c.	The emergence of Lenin, Stalin and the Bolsheviks;
d.	The rise of communism in Russia;
e.	Create a chronology of significant events in the Russian Revolution.

Honors:

Assess the global impact of post-World War I economic, social and political turmoil including:

a.	Disarmament;
b.	Worldwide depression;
c.	Colonial rebellion;
d.	Rise of militarist and totalitarian states in Europe and Asia;
e.	Identify and explain the new scientific ideas that challenged old beliefs at this time;
f.	Summarize new styles in art, architecture, music and technology.

Honors:

10.

Analyze the causes of World War II including:

a.	Appeasement;
b.	Axis expansion;
c.	The role of the Allies;
d.	Research the actions of the major European and Asian aggressors of the 1930’s;
e.	Compare the ideologies of Fascism/Nazism and Communism.

Benchmark E: Analyze connections between World War II, the Cold War and contemporary conflicts.

11.

Analyze the consequences of World War II including:

a.	Atomic weapons;
b.	Civilian and military losses;
c.	The Holocaust and its impact;
d.	Refugees and poverty;
e.	The United Nations;
f.	The establishment of the state of Israel.

12.

Analyze the impact of conflicting political and economic ideologies after World War II that resulted in the Cold War including:

a.	Soviet expansion in Eastern Europe;
b.	The division of Germany;
c.	The emergence of NATO and the Warsaw Pact;
d.	The Chinese Communist Revolution.

13.

Examine social, economic and political struggles resulting from colonialism and imperialism including:

Independence movements in India, Indochina and Africa;

Rise of dictatorships in former colonies.

14.

Explain the causes and consequences of the fall of the Soviet Union and the end of the Cold War including:

a.	The arms build-up;
b.	Ethnic unrest in the Soviet Union;
c.	Independence movements in former Soviet Satellites;
d.	Global decline of communism.

15.

Examine regional and ethnic conflict in the post-Cold War era including:

Persistent conflict in the Middle East;

Ethnic strife in Europe, Africa and Asia.

Honors:

H-

Participate in a debate on an issue relevant to the consequences of World War II.

H-

Identify the leaders responsible for gaining independence in India, Indochina and Africa, and Eastern Europe.

H-

Examine archival documents and read literature of the World War II through post-Cold War period.

Benchmark F: Identify major historical patterns in the domestic affairs of the United States during the 20^th century and explain their significance.

No indicators present for this benchmark.

People in Societies

Benchmark A: Analyze the influence of different cultural perspectives on the actions of groups.

Analyze examples of how people in different cultures view events from different perspectives including:

a.	Creation of the state of Israel;
b.	Partition of India and Pakistan;
c.	Reunification of Germany;
d.	End of apartheid in South Africa.

Honors:

H-

Describe the events that led to the formation of the new nation of Israel.

H-

List the causes and effects of the Arab-Israeli Wars since 1948.

H-

Discuss the role of Nelson Mandela in ending apartheid in South Africa.

Benchmark B: Analyze the consequences of oppression, discrimination and conflict between cultures.

Analyze the results of political, economic, and social oppression and the violation of human rights including:

The exploitation of indigenous peoples;

The Holocaust and other acts of genocide, including those that have occurred in Armenia, Rwanda, Bosnia and Iraq.

Honors:

H-

Read and discuss selected literature of the Holocaust and other 20^th century acts of genocide.

Benchmark C: Analyze the ways that contacts between people of different cultures result in exchanges of cultural practices.

Explain how advances in communication and transportation have impacted:

a.	Globalization;
b.	Cooperation and conflict;
c.	The environment;
d.	Collective security;
e.	Popular culture;
f.	Political systems;
g.	Religion.

Geography

Benchmark A: Analyze the cultural, physical, economic and political characteristics that define regions and describe reasons that regions change over time.

Interpret data to make comparisons between and among countries and regions including:

a.	Birth rates;
b.	Death rates;
c.	Infant mortality rates;
d.	Education levels;
e.	Per capita Gross Domestic Product (GDP).

Explain how differing points of view play a role in conflicts over territory and resources.

Explain how political and economic conditions, resources, geographic locations and cultures have contributed to cooperation and conflict.

Honors:

H-

Choose a contemporary conflict in Asia or the Middle East and explain its causes.

Benchmark B: Analyze geographic changes brought about by human activity using appropriate maps and other geographic data.

Explain the causes and consequences of urbanization including economic development, population growth and environmental change.

Honors:

H-

Identify a map of imperialist Africa in 1913 and compare it to a map of modern Africa.

H-

Identify the major battle sites in the First and Second World Wars.

H-

Compare maps of Cold War Eastern Europe with those of Europe today.

Benchmark C: Analyze the patterns and processes of movement of people, products and ideas.

Analyze the social, political, economic and environmental factors that have contributed to human migration now and in the past.

Economics

Benchmark A: Compare how different economic systems answer the fundamental economic questions of what goods and services to produce, how to produce them, and who will consume them.

Describe costs and benefits of trade with regard to:

a.	Standard of living;
b.	Productive capacity;
c.	Usage of productive resources;
d.	Infrastructure.

Explain how changing methods of production and a country’s productive resources affect how it answers the fundamental economic questions of what to produce, how to produce, and for whom to produce.

Analyze characteristics of traditional, market, command and mixed economies with regard to:

a.	Private property;
b.	Freedom of enterprise;
c.	Competition and consumer choice;
d.	The role of government.

Benchmark B: Explain how the U.S. government provides public services, redistributes income, regulates economic activity, and promotes economic growth and stability.

Analyze the economic costs and benefits of protectionism, tariffs, quotas and blockades on international trade.

Honors:

H-

Analyze the success or failure of Napoleon’s Continental System.

Government

Benchmark A: Analyze the evolution of the Constitution through post-Reconstruction amendments and Supreme Court decisions.

No indicators present for this benchmark.

Benchmark B: Analyze the differences among various forms of government to determine how power is acquired and used.

Explain how various systems of governments acquire, use and justify their power.

Analyze the purposes, structures and functions of various systems of government including:

a.	Absolute monarchies;
b.	Constitutional monarchies;
c.	Parliamentary democracies;
d.	Presidential democracies;
e.	Dictatorships;
f.	Theocracies.

Honors:

H-

For each system of government, identify significant monarchs, political leaders, dictators and religious leaders for each century, 1750 to the present.

Citizenship Rights and Responsibilities

Students use knowledge of the rights and responsibilities of citizenship in order to examine and evaluate civic ideals and to participate in community life and the American democratic system.

Benchmark A: Analyze ways people achieve governmental change, including political action, social protest and revolution.

Analyze and evaluate the influence of various forms of citizen action on public policy including:

a.	The French Revolution;
b.	The international movement to abolish the slave trade and slavery;
c.	The Russian Revolution;
d.	The independence movement in India;
e.	The fall of communism in Europe;
f.	The end of apartheid.

Describe and compare opportunities for citizen participation under different systems of government including:

a.	Absolute monarchies;
b.	Constitutional monarchies;
c.	Parliamentary democracies;
d.	Presidential democracies;
e.	Dictatorships;
f.	Theocracies.

Analyze how governments and other groups have used propaganda to influence public opinion and behavior.

Honors:

H-

Discuss how the war on terrorism has affected policies of the major world nations.

H-

Explain how the League of Nations, the United Nations and international peacekeeping forces illustrate the international commitment to collective security.

Benchmark B: Explain how individual rights are relative, not absolute, and describe the balance between individual rights, the rights of others, and the common good.

No indicators present for this benchmark.

Social Studies Skills and Methods

Benchmark A: Evaluate the reliability and credibility of sources.

Detect bias and propaganda in primary and secondary sources of information.

Evaluate the credibility of sources for:

a.	Logical fallacies;
b.	Consistency of arguments;
c.	Unstated assumptions;
d.	Bias.

Analyze the reliability of sources for:

Accurate use of facts;

Adequate support of statements;

Date of publication.

Honors:

H-

View and prepare a report on the content of a historical film and evaluate its historical validity.

Benchmark B: Use data and evidence to support or refute a thesis.

Develop and present a research project including:

Collection of data;

Narrowing and refining the topic;

Construction and support of the thesis.

Honors:

H-

Design and present to the class, a technology-based presentation on an 18^th or 19^th century topic.

H-

Complete a lengthy research paper on a 20^th century World History topic that is approved by the instructor.

Technology Standard I

The student as an information navigator.

Benchmark A: Information acquisition - use online and electronic resources to communicate, collaborate and retrieve information.

Use the Internet and other electronic resources for research and digital media retrieval.

Use electronics to communicate and collaborate with others (e.g., communicate with outside groups, classes and experts via e-mail and the Internet).

Technology Standard II

The student as a critical thinker and analyzer using technology.

Benchmark A: Source verification – research and evaluate the accuracy, relevance, appropriateness, comprehensiveness and bias of electronic information sources concerning real-world problems.

Evaluate and critique the quality and credibility of electronic information.

Technology Standard III

The student as a creator of knowledge using technology, media and telecommunications.

Benchmark A: Input and output devices - use input and output devices to successfully use modern technologies.

Use a variety of input and output devices to successfully use modern technologies.

Benchmark B: Productivity tools - use a variety of technology resources and applications to remediate skill deficits, facilitate learning throughout the curriculum.

	2.	Use word processing applications.
	3.	Use spreadsheet applications.
	4.	Use draw and paint applications.
	5.	Integrate two or more applications.
	6.	Use electronic resources to practice skills and remediate deficits.

Technology Standard IV

The student as en effective communicator through a variety of appropriate technologies/media.

Create multimedia and/or online projects.

Present multimedia and/or online projects to audiences inside and outside the classroom.

Print, post, publish and/or distribute technology products.

Technology Standard V

The student as a discriminating selector of appropriate technology for specific purposes.

Benchmark A: Tool selection and use – determine when technology is useful and select the appropriate tool(s) and technology resources to address a variety of tasks and problems.

Make appropriate technology resource choices according to learning purposes and outcomes.

Technology Standard VI

The student as a technician.

Benchmark A: Terminology and usage - understand and communicate, using terminology, common uses of technology in daily life and the advantages and disadvantages those uses provide.

Demonstrate an understanding of terminology related to technology.

Benchmark B: Basic operations and networking - understand and effectively utilize a networked computer system.

Access, print, save and retrieve resources using the network.

Committee Members..............................................................................................	Page	2
District Beliefs, Vision and Mission....................................................................	Page	3
Introduction............................................................................................................	Page	5
Scope and Sequence..............................................................................................	Page	7
Philosophy and Goals............................................................................................	Page	10
Social Studies Standards.......................................................................................	Page	11
Kindergarten...........................................................................................................	Page	14
Grade One................................................................................................................	Page	22
Grade Two...............................................................................................................	Page	32
Grade Three.............................................................................................................	Page	43
Grade Four...............................................................................................................	Page	56
Grade Five................................................................................................................	Page	70
Grade Six..................................................................................................................	Page	83
Grade Seven............................................................................................................	Page	99
Grade Eight..............................................................................................................	Page	112
9^th Grade World History.........................................................................................	Page	130
English 9/World History Interdisciplinary.........................................................	Page	148
10^th Grade American History ................................................................................	Page	163
English 10/20^th Century American History.........................................................	Page	181
12^th Grade American Government.........................................................................	Page	198
American Government: We The People..............................................................	Page	215
Contemporary Thought and Issues................................................................................................................................... Ecology Honors	Page	232
Applied Economics................................................................................................	Page	242
Economic Principles................................................................................................................................... Ecology Honors	Page	253
Global Awareness..................................................................................................	Page	265
Global Geography...................................................................................................	Page	277
Law...........................................................................................................................	Page	289
Ohio Mock Trial......................................................................................................	Page	299
Psychology.............................................................................................................	Page	300
High School Course Offerings................................................................................................................................... Ecology Honors	Page	310
Advanced Placement Statement................................................................................................................................... Ecology Honors	Page	315
Assessment.............................................................................................................	Page	316

Goal 1:	Students will gather information using a variety of resources and technology to develop skills that actively engage learners in all fields of social studies.
Goal 2:	Students will explain how the world’s people cope with the challenges of existence, examine issues from multiple perspectives, and respond to individual and cultural diversity.
Goal 3:	Students will explore economic, geographic, historical, social and political concepts and understand their influence on individuals and groups.
Goal 4:	Students will make informed judgments and decisions, and act in accordance with democratic processes and principles.

Page

DISTRICT BELIEFS, VISION AND MISSION

BELIEFS

VISION STATEMENT

MISSION STATEMENT

WE EDUCATE FOR EXCELLENCE…

Course Description:

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Social Studies Skills and Methods

Technology Standard I

Technology Standard II

Technology Standard III

Technology Standard IV

Kindergarten: A Child’s Place in Time and Space

History

Must Introduce

Course Description:

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Social Studies Skills and Methods

Technology Standard I

Technology Standard II

Technology Standard III

Technology Standard IV

Technology Standard V

Grade One: Families Now and Long Ago, Near and Far

History

History

Must Introduce

Course Description:

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Social Studies Skills and Methods

Technology Standard I

Technology Standard II

Technology Standard III

Technology Standard IV

Technology Standard V

Grade Two - People Working Together

History

History

Must Introduce

Course Description:

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Social Studies Skills and Methods

Technology Standard I

Technology Standard II

Technology Standard III

Technology Standard IV

Technology Standard V

Grade Three - Communities: Past and Present, Near and Far

History

History

Course Description:

History

People in Societies

Geography

Economics

Government

Citizenship Rights and Responsibilities

Social Studies Skills and Methods

Technology Standard I