Connecticut K–6 social studies standards

Describe the roles and responsibilities of community leaders (e.g., teachers, principals, town managers, business owners, first responders).

Explain how all people, not just official leaders, contribute to the community (e.g., recycling, following agreed upon rules, advocacy, volunteering, voting, public service).

Explain the need for and purposes of rules and laws in our community (e.g., bike helmets, school rules, traffic laws laws).

Describe how community members work together to accomplish tasks to make their community a better place (e.g., municipal meetings, volunteering, belonging to community organizations).

Describe the skills and knowledge needed to do certain jobs in the community

Describe where goods and services in the community come from (e.g., community gardens, retail locations, farmer’s market, public education, public transportation).

Identify the prices of commonly purchased items in local stores and restaurants and online markets.

Describe how people in the community earn income (e.g., arts, banking, farming, healthcare, manufacturing, retail, service, trades, education).

Describe the role of banks in a community (e.g., lending, saving, storing valuables).

Distinguish between land and water features on a map

Demonstrate spatial awareness by creating maps of familiar places including simple text features (e.g., title, labels, compass rose, key).

Describe places connected to student’s lives using maps, photographs, and other representations (e.g., community center, home address, places of worship, school, where family members live and shop).

Identify similarities and differences between the past and the present (e.g., dress, recreation, schools, traditions, transportation, types of buildings).

Identify a variety of primary sources to explain how people lived in the past (e.g., artifacts, family stories, newspapers, photographs).

Explain how sources can be used to learn about family and community history.

Generate questions about a particular historical source as it relates to a particular historical event or development in the community (e.g., weather related event, festival or holiday, new building).

Develop questions relevant to self, family, and school community.

Apply disciplinary knowledge and practices to demonstrate an understanding of social studies content.

Gather information to answer a question relevant to self, family, and school community.

Use listening, consensus-building, and voting procedures to take action in the classroom.

Describe how the Pledge of Allegiance and classroom procedures promote democratic principles (e.g., equality, justice, liberty, republicanism).

Describe how symbols of the United States illustrate democratic principles (e.g., Great Seal of the United States, Flag of the United States, Statue of Liberty, America the Beautiful, Bald Eagle).

Identify and explain the role of rules in the community (e.g., bike helmets, car seats, crosswalks, stoplights).

Explain how people have worked to improve their communities in the past and present (e.g., supporting local businesses, conserving land for recreation and wildlife protection, philanthropy).

Describe goods and services produced locally and in other communities (e.g., raw materials, electronics, food, clothing).

Describe why people in one nation trade goods with people in another nation.

Identify products that are made in the United States and are sold to other countries (e.g., agricultural products, industrial supplies, transportation, aerospace, consumer goods).

Identify products that are made in other countries and are sold in the United States (e.g., cars, computers, oil, phones, clothing).

Identify where a student’s community is located on different types of maps (e.g., cultural, physical, political).

Use maps, graphs, photographs, and other representations to describe how geographic features affect how people live around the globe (e.g., land use, natural resources, water access).

Use maps to identify Indigenous communities and cultural enclaves both past and present in Connecticut (e.g., recognized and unrecognized tribal communities, Jamaican, Puerto Rican, Italian, Albanian, Jewish, Portuguese, Sikh, Pakistani, Brazilian, Polish, Russian).

Use maps, globes, and other simple geographic models to identify the location of countries and continents.

Use maps to identify cultural and environmental characteristics of places around the globe to which students have connections (e.g., family heritage, places they have visited or want to visit).

Explain the impact of weather, climate, and environmental characteristics on the way people live around the globe (e.g., natural hazards, seasons, agriculture, housing, physical features).

Describe how human actions can affect the cultural and environmental characteristics of the community (e.g., community beautification, community planning, environmental preservation, national parks and monuments, water use).

Describe cultural and environmental characteristics of a variety of diverse communities (e.g., art, built environment, foodways, language, memorials, physical features, traditions).

Explain why and how people and goods move around the world (e.g., families moving, trade, travel).

Give examples of how ideas are transmitted from person to person and from place to place (e.g., Internet, newspapers, social media, spoken word, popular culture).

Compare how urban, suburban, and rural communities use local and distant environments to meet their daily needs (e.g., agriculture, goods, housing, open space, transportation).

Describe types of businesses and their connection to their physical environment (e.g., agriculture, financial centers, power generation, shipping).

Describe changes in the physical characteristics of various world regions (e.g., climate, movement of people, urban sprawl).

Explain how the products people buy connect them to places around the world (e.g., agricultural products, electronics, energy, clothing).

Identify ways in which a catastrophic disaster can change how people live in a community (e.g., blizzards, environmental hazards, flooding, heat waves, hurricanes, pandemics).

Generate questions about significant individuals or groups from the past in our community or nation (e.g., political/military leaders, significant individuals determined by gender, race, and/or religion).

Compare various accounts about significant individuals, groups or events (e.g., book, diary, video, website).

Identify different kinds of sources that tell about a community’s history (e.g., artifacts, historical markers, monuments, symbols).

Explain why a compelling question about community members is important to the student.

Identify facts and concepts related to compelling and supporting questions.

Determine the kinds of sources that will be helpful in answering compelling and supporting questions.

Apply disciplinary knowledge and practices to demonstrate an understanding of social studies content.

Gather information from one or two sources to answer a question about the roles and responsibilities of individuals and groups within and among communities.

Evaluate a source by distinguishing between fact and opinion.

Construct arguments with reasons.

Construct explanations using correct sequence and relevant information.

Ask and answer questions about arguments and explanations.

Present a summary of an argument using print, oral, or digital technologies.

Identify and explain a range of local, regional, and global problems, and some ways in which people can and are trying to address these problems.

Use listening, consensus-building, and voting procedures to take action in the classroom.

Describe the roles and responsibilities of local officials (e.g., alderman, mayor, selectman, other municipal leaders).

Explain the role and responsibilities of a local government (e.g., public safety, waste removal, education, libraries, road maintenance).

Describe how individuals and groups work interdependently to improve their community (e.g., education, health, recreation, safety).

Describe how families are structured to accomplish common tasks, establish responsibilities, and fulfill roles.

Describe how democratic principles such as equality, fairness, respect for legitimate authority, participation by citizens, and rules are important to a community.

Compare one’s own perspective about a community issue with that of the perspective of others (e.g., differing opinions on park improvements, water use, recycling).

Describe how people have tried to improve communities to meet the needs of and create more equity for residents both past and present (e.g., greenspaces, safety laws, zoning, affordable housing, support for immigrant families).

Explain how scarcity and abundance influences decision-making in the community (e.g., budgeting, rationing).

Explain the costs of making goods within a community (e.g., labor, raw materials, transportation, infrastructure, supply and demand).

Describe examples of goods and services the government provides (e.g., education, healthcare, roads, sewers, libraries, safety).

Describe the types of human and physical capital resources used by governments and businesses to respond to community needs (e.g., education, machinery, skilled labor, training, transportation, workplaces).

Demonstrate spatial awareness by creating a community map illustrating physical and human-made features (e.g., bodies of water, topography, structures, plant and animal life).

Describe change over time in the local community using information from maps, graphs, and photographs (e.g., land use, locations of neighborhoods, transportation, animal habitats).

Identify the cultural and environmental features of the local community using maps, globes, and representations of cultural practices (e.g., places of worship, celebration of holidays and festivals, built environment, physical features).

Explain how climate, weather, and environmental characteristics influence the decisions people make in their community (e.g., infrastructure, land use, natural resource extraction, water use).

Employ chronological thinking to create a timeline of multiple events in one’s life or community where people worked together.

Develop questions about diverse individuals or groups recognized for contributions to their community or the United States past and present (e.g., Dolores Huerta, DJ Kool Herc, Jack Robinson, Maya Lin, Sally Ride, Mother Earth Water Walkers, Paul Newman).

Compare needs of the community today to its needs in the past (e.g., education, land use, safety, transportation, housing).

Compare different accounts about the same person who or event that contributed to the community (e.g., book, diary, video, website).

Identify sources that can be used to learn about past and present national, state, and local leaders (e.g., articles, books, diaries, photographs, videos).

Identify the maker, date, and place of origin of historical sources about community leaders using information included in the source itself (e.g., artifacts, historical markers, maps, newspapers, oral histories, pictures).

Develop questions about a historical source as it pertains to a significant person, event or development (e.g., purpose, reliability, perspectives represented).

Generate reasons about why national and state observances and celebrations have been established to honor individuals, groups, and events in the United States (e.g., National Hispanic Heritage Month, Veterans Day, Black History Month, Women’s History Month, Asian American and Pacific Islander Heritage Month, Memorial Day, LGBTQ Pride Month, Juneteenth).

Explain why a compelling question about a significant person, event, or issue in a community is important to the student.

Identify facts and concepts related to compelling and supporting questions.

Determine the kinds of sources that will be helpful in answering compelling and supporting questions.

Apply disciplinary knowledge and practices to demonstrate an understanding of social studies content.

Gather relevant information from one or two sources about a significant person, event, or issue in a community while using origin and structure to guide the selection.

Evaluate a source by distinguishing between fact and opinion.

Construct arguments with reasons.

Construct explanations using correct sequence and relevant information.

Ask and answer questions about arguments and explanations.

Present a summary of an argument using print, oral, or digital technologies.

Identify and explain a range of local, regional, and global problems, and some ways in which people can and are trying to address these problems.

Use listening, consensus-building, and voting procedures to take action in the classroom.

Identify the responsibilities and powers of government officials at the state and local level (e.g., alderperson, council member, governor, judges, legislators, mayor, selectperson).

Explain how democracy relies on the responsible participation of individuals and groups within school, local and state communities (e.g., advocacy, census, compromise, jury duty, taxes, voting).

Explain the significance of the sovereignty of Northeastern Woodland Native American tribes of Connecticut.

Explain how a bill becomes a law in Connecticut.

Compare the origins, functions, and structures of the Constitution of the State of Connecticut while noting similarities and differences to the United States Constitution (e.g., amendments, branches of government, preamble).

Describe how people benefit from and face challenges working together in various settings to address problems (e.g., families, governments, schools, volunteer organizations, workplaces).

Describe ways in which families and communities in early United States history were organized to promote mutual benefit and address challenges (e.g., familial and social structures of Indigenous, European, and Black communities).

Explain how people influence rules and laws in Connecticut and how rules and laws influence people (e.g., taxes, regulation, advocacy, lobbying, protest).

Describe how Connecticut laws address public needs and concerns (e.g., education, safety, environmental issues, housing security, discrimination).

Identify examples of resources in Connecticut that are used to produce goods and services (e.g., aerospace engineering, insurance, small businesses, submarines, tobacco, tourism, universities).

Describe the role of financial institutions in Connecticut (e.g., banks, insurance industry).

Explain how services in communities are paid for by local, state, and federal taxes (e.g., income tax, local and state budgets, property tax, sales tax).

Describe the ways in which Connecticut industries increase productivity by investing in education and technology (e.g., clean energy, job training, machinery, computer technology, partnerships with schools).

Use maps and other visual representations to describe the relationship between the locations of places and regions throughout Connecticut and their environmental characteristics (e.g., access to natural resources, education, labor, population, transportation).

Use both local and state maps of Connecticut to describe location of cultural and environmental characteristics over time (e.g., civic spaces, economic centers, place, population density, settlement patterns, waterways).

Explain the impact of diverse cultures within a local community and throughout Connecticut (e.g., art, businesses, foodways, language, music, religion).

Explain the ways in which Northeastern Woodland Native American tribes and ethnic enclaves of Connecticut have worked to preserve their cultural identity over time (e.g., museums, celebration of festivals, community centers).

Describe how environmental and cultural characteristics influence where people live and work in Connecticut (e.g., rivers, parks, farmland, location of ethnic communities, transportation, urban development).

Explain how the location of Connecticut industries has been influenced by access to natural resources over time (e.g., Naval Submarine Base New London, textile mills, paper mill, quarries).

Employ chronological thinking to create a chronological sequence of events illustrating developments in innovations and industries throughout Connecticut.

Compare the regional and cultural characteristics of Northeastern Woodland Native American tribes of Connecticut, present and past (e.g., customs, locations of tribal territories, material culture, oral histories).

Describe the lived experiences of diverse cultural groups by comparing life in specific historical time periods to life in Connecticut today (e.g., industry, local customs, migration, trade, traditions).

Generate questions about individuals and groups who represented communities committed to change in Connecticut (e.g., Thomas Hooker, Nathan Hale, Rev. James W. C. Pennington, Sarah Harris and Prudence Crandall, Noah Webster, Sengbe Pieh, Laura Wheeler Waring, Yung Wing, Thirman Milner, María Colón Sánchez, Harriet Beecher Stowe).

Summarize the information presented in multiple historical sources in order to explain the importance of a notable innovator or innovation in Connecticut (e.g., maps, oral histories, patents, photographs, primary documents, sketches).

Compare information provided by different historical sources about an event or issue in Connecticut’s history (e.g., patents, advertisements, paintings, illustrations, artifacts, newspaper articles, monuments, secondary sources).

Make inferences about the intended audience and purpose of a variety of historical sources from information within the source itself (e.g., diary entries, historical markers, letters, seals, symbols).

Generate questions about multiple historical sources and their relationship to important economic developments in Connecticut.

Explain why compelling questions about Connecticut and Local History are important to others (e.g., peers, adults).

Explain how supporting questions help answer compelling questions in an inquiry about Connecticut history.

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the question.

Apply disciplinary knowledge and practices to demonstrate an understanding of social studies content.

Gather relevant information about Connecticut history.

Identify evidence from multiple sources in response to a compelling question about Connecticut history.

Use evidence to develop claims in response to a compelling question about a significant person or event in Connecticut history.

Construct arguments using claims and evidence from multiple sources about Connecticut history.

Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.

Critique arguments and explanations.

Present a summary of arguments and explanations to others using print, oral, and digital technologies.

Explain the challenges and opportunities, both present and past, in addressing local, regional, and global problems in Connecticut history.

Use a range of deliberative and democratic procedures to evaluate and implement strategies to address problems in classrooms and schools.

Describe ways in which people throughout United States regions benefit from and are challenged by working through government and voluntary organizations to address issues related to United States founding ideals.

Explain how people have worked and are working to change laws related to communities, inclusive of religion, ethnicity, and gender, within and across United States regions.

Illustrate historical and contemporary examples of individuals and groups effecting change in a region (e.g., civil rights, clean air policy, conservation, determination of National Park status, healthcare access, water and land rights).

Compare the benefits and costs of neighborhood gentrification in the United States (e.g., New Haven, Atlanta, Albuquerque, New York City, San Diego, Washington, D.C.).

Explain how business investments in worker training and diversity contribute to increased productivity and future incomes within a region (e.g., technology hubs, manufacturing centers, aerospace industry).

Explain how profits influence sellers in markets throughout regions of the United States (e.g., location, marketing, supply and demand).

Demonstrate spatial awareness by creating maps to illustrate regions within or extending beyond the political boundaries of the United States (e.g., Grand Canyon, Great Lakes, Standing Rock Indian Reservation, Pacific Northwest).

Explain the relationship between natural resources and human settlement in United States regions using maps, photographs, and other representations (e.g., Great Lakes, Connecticut River Valley, Mississippi River Delta, Pacific Northwest).

Use historical maps and other visual representations to explain how environmental characteristics of a United States region change over time (e.g., population centers, built environment, dams, national parks, ports, military bases).

Use state and regional maps to describe cultural and environmental characteristics of regions (e.g., state capitals, heritage sites, national monuments).

Explain how cultural and environmental characteristics of places change over time in the United States (e.g., population diversity, deforestation, urban sprawl, industrialization, land use).

Explain how the cultural characteristics of communities in a particular place are sustained and evolve over time (e.g., Taos Pueblo, South Side Neighborhood in Chicago).

Describe how economic, social, and political factors influence migration and population distribution throughout the United States (e.g., El Salvadorian, Guatemalan, Honduran, Haitian, Nigerian, Filipino, and Indian emigration).

Explain the environmental and cultural characteristics that shape the movement of people, goods, and ideas in United States regions (e.g., waterways, trade routes, highways, digital infrastructure).

Explain how human settlement and movement relates to the availability of natural resources in a region (e.g., fisheries, mining, arable land, access to water for transportation).

Analyze how catastrophic environmental and economic events have caused migration within and across various regions of the United States (e.g., hurricanes, land erosion, wildfire, unemployment, famine).

Explain how and why environmental characteristics vary across regions in the United States and North America (e.g., coastal zone, forest, grassland, tundra, desert).

Describe a global economic event or issue that led to change and migration in a United States region (e.g., climate change, colonization, energy access, food access, health, pollution, poverty, work).

Explain how individuals and groups prepare for and respond to natural and human-made disasters (e.g., levees, building codes, erosion and settlement control, wildlife crossings).

Explain how individuals and groups adapt to climate change based on the unique characteristics of their region (e.g., longer growing seasons, water storage, conservation, Federal Emergency Management Agency).

Explain how push and pull factors influence the development of cultural enclaves in the United States (e.g., Little Mogadishu in Minneapolis, Little Saigon in San Jose, Little Albania in the Bronx, Koreatown in Los Angeles, Little Haiti in Miami, Park Street in Hartford, Borough Park in Brooklyn).

Summarize how different kinds of sources can be used to understand the settlement and resettlement of individuals and groups (e.g., census records, diary entries, oral histories, monuments, secondary sources).

Explain why compelling questions about a United States region are important to others (e.g., peers, adults).

Explain how supporting questions help answer compelling questions in an inquiry about a United States region.

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the question.

Apply disciplinary knowledge and practices to demonstrate an understanding of United States geography content.

Gather relevant information from multiple sources about an event or issue in a United States region.

Identify evidence response to a compelling question while determining among fact and opinion to determine the credibility of multiple sources.

Use evidence to develop claims in response to a compelling question by using evidence related to the geography of a United States region.

Construct arguments using claims and evidence from multiple sources about a United States region.

Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.

Critique arguments and explanations.

Present a summary of arguments and explanations with relevant information about a person, event, or issue in a United States region using print, oral, and digital technologies (e.g., reasoning, correct sequence, examples, data, details).

Explain the challenges and opportunities, both present and past, in addressing local, regional, and global problems in a United States region.

Use a range of deliberative and democratic procedures to evaluate and implement strategies to address problems in classrooms and schools.

Examine the origins and purpose of key provisions of the United States Constitution (e.g., checks and balances, limited government, popular sovereignty, republicanism, separations of powers, federalism).

Compare how political systems were used to make rules that establish community leadership and protect freedoms for various groups in the Colonial Era (e.g., town hall meetings, tribal council, juries).

Explain how rules were established at the end of the American Revolution by identifying laws that promoted and limited personal liberties (e.g., citizenship, property, suffrage).

Explain the role of the Constitution in establishing a system of government in the United States (e.g., federalism, separation of power, states’ rights).

Describe gender roles within and among Black, Indigenous, and European communities in early United States history.

Identify the civic virtues and democratic principles that contributed to the rejection of British parliamentary rule of the North American colonies.

Identify how the political beliefs are represented in the Preamble of the United States Constitution.

Identify the contributing factors that underlie multiple and varied points of view about school, community, and civic issues.

Illustrate how individuals and groups in the Revolutionary Era and today have and can effect change (e.g., school, community, and state issues).

Compare the benefits and costs of governmental and individual choices leading to the American Revolution (e.g., taxation, homespun movement, right to property).

Identify examples of resources used to produce goods and services throughout colonial settlements in the New England, Middle, and Southern regions (e.g., indentured and slave labor, natural resources, tools, machines).

Compare the reasons for different areas of specialization and trade among individuals and businesses in New England, Middle, and Southern colonies (e.g., availability and access to natural resources, hydropower, labor, trade routes).

Analyze how the abilities and expertise that individuals from the African Diaspora brought with them to the colonies contributed to economic specialization and trade (e.g., West African rice cultivation, metal working, and basket weaving).

Describe the role of money and currency in trade during the Colonial Era (e.g., British and Spanish coins, tobacco, wampum, paper money).

Explain how the desire for global power and influence led to the exploitation of colonies (e.g., Spanish galleon, Triangle Trade, Dutch East India Company, British East India Company).

Explain economic interdependence between the New England, Middle, and Southern colonies during the American Revolution (e.g., trade, efforts to support the continental cause).

Use maps to explain the relationship between the location of the New England, Middle, and Southern colonies, and the environmental characteristics of each region (e.g., New Amsterdam, New France, Jamestown, Plymouth, Saint Augustine).

Explain how cultural diffusion of agricultural and technological knowledge held by African, Indigenous, and European communities contributed to North American settlements (e.g., rice cultivation, open field system, companion planting).

Describe the connection between natural resources and human settlement patterns in the Atlantic and Pacific Worlds (e.g., Caribbean, Europe, North America, South America, West Africa).

Employ chronological thinking to create timelines comparing the events that led to the American Revolution (e.g., Seven Years War, Parliamentary acts of taxation, Boston Tea Party, Boston Massacre, Declaration of Independence).

Explain how political and economic beliefs shaped the perspectives held by Patriots and Loyalists leading to the American Revolution (e.g., individual rights, liberties, representation, sovereignty, trade and taxation).

Explain why members of the Northeastern Woodland Native American tribes and Black communities held conflicting views regarding support for the American Revolution.

Explain how the culture and experiences of African, Indigenous, and European people influenced their perspectives during the Age of Exploration (e.g., cultural norms, political beliefs, trade motives, exploitation).

Describe how people’s perspectives of the American Revolution are documented in historical records while noting representation of marginalized voices (e.g., journals, letters, newspaper articles, pamphlets).

Summarize how the Fundamental Orders of Connecticut represented new ideas about government (e.g., enfranchisement, representative government, consent of the governed).

Compare information provided by multiple historical sources about the people and events of the American Revolution (e.g., purpose, maker, significance, fact, opinion, bias).

Explain probable causes and effects of the migration of Indigenous peoples and the formation of Native nations in North America (e.g., archeological evidence).

Describe the causes and effects of European exploration and settlement of the Americas (e.g., conflict, enslavement, land rights, sovereignty, trade).

Describe resistance movements, both individual and group, against oppression in the Colonial Era (e.g., Stono Rebellion, Pontiac Rebellion, New English Canaan).

Explain Connecticut’s connection to the transatlantic slave trade (e.g., New London’s deep water ports, Wethersfield-constructed ship The Tryall).

Explain probable causes and effects of major turning points in the American Revolution (e.g., Battle of Bunker Hill, Boston Massacre, Saratoga, Valley Forge).

Explain the causes and effects of the Treaty of Paris (e.g., economic, political, social).

Use evidence to develop a claim about a significant person, place, or event in Connecticut during the Colonial Era (e.g., Pequot War, Connecticut Witch Trials, Charter Oak).

Use evidence to develop a claim about the role of Connecticut in the American Revolution (e.g., Provision State, privateers, Tory and Patriot sentiments).

Develop a claim about significant people, places or events in Connecticut during the American Revolution (e.g., Jonathan Occum, Israel Putnam, Hannah Bunce Watson, Benedict Arnold, Jordan Freeman).

Identify concepts, ideas, and interpretations associated with compelling and supporting questions about early United States history.

Explain how supporting questions help answer compelling questions in an inquiry about United States history.

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration the different opinions people have about how to answer the questions.

Apply disciplinary knowledge and practices to demonstrate an understanding of United States history content.

Gather relevant evidence from multiple sources about a person, event, or issue in United States history while using the origin, structure, and context to guide selection.

Identify evidence response to a compelling question while determining among fact and opinion to determine the credibility of multiple sources.

Use evidence to develop claims in response to a compelling question by using evidence related to early United States history.

Construct arguments using claims and evidence from multiple sources about United States history.

Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data.

Critique arguments and explanations.

Present a summary of arguments and explanations about early United States history using print, oral, and digital technologies in classrooms, schools, and out-of-school contexts.

Explain the challenges and opportunities, both present and past, in addressing local, regional, and global problems in United States history.

Use a range of deliberative and democratic procedures to evaluate and implement strategies to address problems in classrooms and schools.

Describe how political organizations have shaped people’s lives in a region (e.g., International Monetary Fund, African Union, Asia-Pacific Economic Cooperation, European Union, United Nations, World Health Organization).

Compare how individuals and groups have affected change in a region using historical and contemporary examples (e.g., World Wildlife Fund, Malala Yousafzai, Mohandas Gandhi, women’s rights in Saudi Arabia, Free Thai Movement).

Explain how economic decisions affect the well-being of individuals, businesses, and societies within a region (e.g., Organization of the Petroleum Exporting Countries, South Asia Food and Nutrition Security Initiative, National Human Development Initiative, FIFA World Cup).

Describe the role of supply and demand within and among regions (e.g., oil, gold, chocolate, iron, coffee, gemstones, Tulip mania).

Describe the role of competition in the determination of prices and wages in a region (e.g., consumer goods, fossil fuels, wages).

Explain how economic decision-making in a region can affect the true cost of goods or services (e.g., carbon emissions, child and forced labor, strip mining, global waste trade).

Explain the benefits and costs of trade policies to individuals and groups in a region (e.g., Belt and Road Initiative, Schengen Area, African Continental Free Trade Area).

Demonstrate spatial awareness by constructing maps to represent spatial patterns and environmental characteristics of a region (e.g., absolute location, built environment, natural features, population density, relative location).

Explain the relationship between population and bodies of water using maps and other representations of a region (e.g., Red Sea, Caspian Sea, Persian Gulf, Lake Victoria).

Explain the relationship between the locations of places and regional characteristics using maps and other representations (e.g., religious centers, Nile River flooding, sea level rise in Venice, New Northwest Passage).

Describe changes in environmental characteristics of a region using maps and other representations in both historical and contemporary contexts (e.g., expansion of the Sahara Desert, urbanization in China, deforestation in Northern Europe).

Explain how cultural patterns influence the environment and daily life within and among regions (e.g., pollution of the Ganges River, Croatian access to Adriatic Seacoast, MainDanube waterway, Chinese New Year, Hajj).

Explain how economic decisions influence the environment and daily life within and among regions (e.g., agriculture, energy production, population density, resource extraction, waste disposal).

Analyze the cultural and environmental characteristics that have shaped a region (e.g., climate in Northern vs. Southern Europe, pastoralist communities in South Asia).

Compare the similarities and differences of cultural and environmental characteristics within and among regions (e.g., Abrahamic religions in Israel and Palestine, regional identity in India, Northern and Southern China).

Analyze how environmental characteristics have shaped political boundaries within a region (e.g., Pyrenees Mountains, Strait of Gibraltar, the Alps, Gobi Desert, Ural Mountains).

Analyze how cultural characteristics have shaped political boundaries within a region (e.g., linguistics, religion, tribal affiliation).

Explain how physical characteristics of a region are connected to identities and cultures (e.g., agriculture in Ukraine, Indian Diaspora, Ethiopian highlands).

Explain how human characteristics of a region are connected to identities and cultures (e.g., built environment, language, world religions).

Classify a series of historical events and developments in a region as examples of political change and continuity (e.g., Fall of Rome, Korean Demilitarized Zone, Fall of Saigon, Partition of India).

Develop questions about historically significant regional and global economic events and issues (e.g., European Sovereign Debt Crisis, Association of Southeast Asian Nations, COVID-19 policy responses, Asia-Pacific Free Trade).

Identify the plausible maker, date, origin, and audience of a historical map using related historical sources (e.g., Eratosthenes’ World Map, Mappa Mundi, Mercator Projection, London’s cholera outbreak map, Ribeiro’s World Map).

Explain how compelling and supporting questions represent key ideas about geography or other social science disciplines in the study of a world region.

Explain how compelling and supporting questions are mutually reinforcing.

Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.

Apply disciplinary knowledge and practices to demonstrate an understanding of world regional studies context.

Gather relevant evidence from multiple sources using both print and digital resources and databases (e.g., origin, authority, structure, context).

Identify relevant evidence from multiple sources to support claims.

Develop claims and counterclaims in response to a compelling question.

Construct arguments using evidence from multiple sources.

Construct explanations using summary, sequence, and examples.

Critique arguments and explanations presented about events or issues in a world region.

Present arguments and explanations about a local, regional, or global problem to reach a target audience using print, oral, and digital technologies.

Analyze how a specific problem can manifest itself at local, regional, and global levels over time, identifying its characteristics and causes.

Assess individual and collective capacities to take action to address local, regional, and global problems, taking into account a range of strategies, and potential outcomes.