Fourth Grade

I

Analyze a particular event to identify reasons individuals might respond to it in different ways.

M

Work independently and cooperatively to accomplish goals.

M

Identify leadership qualities of leaders of the past.

I

Explain group and institutional influences such as religious beliefs, laws, and peer pressure on people, events, and elements of culture.

I

Identify and describe examples of tension between a group’s belief system and the government’s policies and laws.

Fifth Grade

I

Identify and describe examples of tension between an individual’s beliefs, government policies, and laws.

I

Identify the accomplishments of notables who have made contributions to society in the areas of civil rights, women’s rights, military actions, and politics.

I

Identify and describe factors that either contribute to cooperation or cause disputes within and among groups and actions.

I

Give examples of the role of institutions in furthering both continuity and change.

I

Identify examples of institutions and describe the interactions of people with institutions.

I

Analyze the role of individuals and groups in elections.

Sixth Grade 

M

Recognize that individuals can belong to groups but still have their own identity.

I

Relate personal changes to social, cultural, and historical contexts.

I

Describe personal connections to place, as associated with community, nation, and world.

I

Describe ways regional, ethnic, and national cultures influence individuals’ daily lives.

I

Identify and describe ways family, groups, and community influence the individual’s daily life and personal choices.

I

Demonstrate an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups.

I

Analyze group and institutional influences on people, events, and elements of culture.

Seventh Grade

M

Recognize that individuals can belong to groups but still retain their own identity.

M

Know how to share and give opinions in a group.

M

Describe personal connections to a place.

D

Identify and describe ways regional, ethnic, and national cultures influence individuals’ daily lives.

D

Examine issues involving the rights, roles, and status of the individual in relation to the general welfare in various regions of the world.

D

Identify ways family, groups, and community influence daily life and personal choices.

D

Demonstrate an understanding of concepts such as role, status, and social class when describing the interactions of individuals and social groups in various regions of the world.

D

Explore the causes, consequences, and possible solutions applied by governing bodies to persistent global issues such as health, security, resource allocation, economic development, and environmental quality.

D

Identify the effects of physical and human geographic factors on current policies and issues such as land use, urban planning, and conservation issues.

D

Describe the impact of contemporary patterns of consumption, production, and population growth on the future spatial organization of the earth.

D

Integrate multiple points of view to analyze and evaluate contemporary geographic issues.

Eighth Grade

D

Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare.

I

Identify and interpret examples of stereotyping, conformity, and altruism.

I

Identify and analyze examples of tension between expression of individuality and group or institutional efforts to promote social conformity.

D

Describe the role of institutions in furthering both continuity and change.

D

Apply knowledge of how groups and institutions work to meet individual needs and promote the common good.

D

Describe the various forms institutions take and the interactions of people with institutions.