Georgia K–6 social studies standards

Compare similarities and differences.

Organize items chronologically.

Identify issues and/or problems and alternative solutions.

Explain how rules are made and why.

Explain why rules should be followed.

Describe examples of positive character traits exhibited by good citizens such as honesty, patriotism, courtesy, respect, pride, and self-control.

Describe the work that people do such as: police officer, fire fighter, soldier, mail carrier, farmer, doctor, teacher, etc.

Explain that people earn income by working.

Distinguish goods from services.

Identify that U.S. coins and dollar bills (paper money) are used as currency.

Explain that people must make choices because they cannot have everything they want.

Describe the diversity of American culture by explaining the customs and celebrations of various families and communities.

Differentiate land and water features on simple maps and globes.

Explain that maps and globes show a view from above

Explain that maps and globes show features in a smaller size.

State the street address, city, state, and country in which the student lives.

Christmas

Columbus Day

Independence Day

Juneteenth National Independence Day

Labor Day

Martin Luther King, Jr. Day

Memorial Day

New Year’s Day

Presidents Day (George Washington, Abraham Lincoln, and the current president)

Thanksgiving Day

Veterans Day

The national and state flags (United States and Georgia flags)

Pledge of Allegiance

Star Spangled Banner (identify as the national anthem)

The bald eagle

The Statue of Liberty

Lincoln Memorial (identify image and associate with Abraham Lincoln and Presidents Day)

Washington Monument (identify image and associate with George Washington and Presidents Day)

White House (identify image and associate with Presidents Day and the current president)

Now, long ago

Before, after

Today, tomorrow, yesterday

First, last, next

Day, week, month, year

Past, present, future

Use a compass rose to identify cardinal directions.

Describe how the historical figures in SS1H1a display positive character traits such as: fairness, respect for others, respect for the environment, courage, equality, tolerance, perseverance, and commitment.

Explore the concept of patriotism through the words in the songs America (My Country 'Tis of Thee) and America the Beautiful (for example: brotherhood, liberty, freedom, pride, etc.).

Identify goods that people make and services that people provide for each other.

Explain that scarcity is when unlimited wants are greater than limited resources.

Describe how people are both producers and consumers.

Explain that people earn income by working and that they must make choices about how much to save and spend.

American colonies (Benjamin Franklin and Thomas Jefferson)

American frontier (Lewis & Clark and Sacagawea)

National Parks (Theodore Roosevelt)

Southern U.S. (George Washington Carver and Ruby Bridges)

Identify and locate the student's city, county, state, nation (country), and continent on a simple map or a globe.

Locate all of the continents: North America, South America, Africa, Europe, Asia, Antarctica, and Australia.

Locate the major oceans: Arctic, Atlantic, Pacific, Southern, and Indian Ocean.

Identify and describe landforms (mountains, deserts, valleys, and coasts).

Identify the contributions made by these figures: Benjamin Franklin (inventor/author/ statesman), Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration), Theodore Roosevelt (National Parks and the environment), George Washington Carver (science), and Ruby Bridges (civil rights).

Describe how everyday life of these historical figures is similar to and different from everyday life in the present (for example: food, clothing, homes, transportation, communication, recreation, etc.).

Distinguish between fact and opinion.

Identify main idea, detail, sequence of events, and cause and effect in a social studies context.

Identify and use primary and secondary sources.

Interpret timelines, charts, and tables.

Use intermediate directions.

Use a map to explain impact of geography on historical and current events.

Define the concept of government and the need for rules and laws.

President (leader of our nation) and Washington, D.C. – White House

Governor (leader of our state) and Atlanta, GA – State Capitol Building

Mayor (leader of a city) and city hall

Give examples of how the historical figures in SS2H1 demonstrate positive citizenship traits such as: honesty, dependability, trustworthiness, honor, civility, good sportsmanship, patience, and compassion.

Explain that because of scarcity, people must make choices that result in opportunity costs.

Identify some ways in which goods and services are allocated (such as: price, majority rule, contests, force, sharing, lottery, authority, first-come-first-served, and personal characteristics).

Explain that people usually use money to obtain the goods and services they want and explain how money makes trade easier than barter.

Describe the costs and benefits of personal saving and spending choices.

Locate and compare the geographic regions of Georgia: Blue Ridge, Piedmont, Coastal Plain, Ridge and Valley, and Appalachian Plateau.

Locate on a physical map the major rivers: Savannah, Flint, and Chattahoochee.

Identify specific locations significant to the life and times of each historic figure, and the Muscogee (Creek) and Cherokee, on a political or physical map.

Describe how each historic figure and the Muscogee (Creek) and Cherokee adapted to and were influenced by their environments.

Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which students live.

Describe the regions in Georgia where the Muscogee (Creek) and Cherokee lived and how the people used their local resources.

James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia)

Sequoyah (development of a Cherokee alphabet)

Jackie Robinson (sportsmanship and civil rights)

Martin Luther King, Jr. (civil rights)

Juliette Gordon Low (Girl Scouts and leadership)

Jimmy Carter (leadership and human rights)

Compare and contrast the Georgia Muscogee (Creek) and Cherokee cultures of the past to those of Georgians today.

Identify social studies reference resources to use for a specific purpose.

Construct charts and tables.

Analyze artifacts.

Use a letter/number grid system to determine location.

Compare and contrast the categories of natural, cultural, and political features found on maps.

Use map key/legend to acquire information from historical, physical, political, resource, product, and economic maps.

Describe the three branches of national government: executive (president), legislative (Congress), and judicial (Supreme Court of the United States).

Describe the three branches of state government: executive (governor), legislative (Georgia General Assembly), and judicial (Supreme Court of Georgia).

State the main responsibility of each branch: executive (enforcing laws), legislative (making laws), judicial (determining if laws are fair).

Explain the necessity of respecting the rights of others and promoting the common good.

Explain the necessity of obeying reasonable laws/rules voluntarily, and explain why it is important for citizens in a democratic society to participate in public (civic) life (staying informed, voting, volunteering, and communicating with public officials).

Natural (land)

Human (labor)

Capital (capital goods)

Entrepreneurship (risk-taking and combining natural, human, and capital resources in an attempt to make a profit)

Explain that governments provide certain types of goods and services in a market economy (schools, libraries, roads, police/fire protection, and military) and pay for these through taxes.

Describe the interdependence of consumers and producers.

Describe how goods and services are allocated by price in the marketplace.

Explain that some goods are made locally, some elsewhere in the country, and some in other countries.

Explain that most countries create their own currency for use as money.

Explain the concept of opportunity cost as it relates to making a saving or spending choice.

Locate major rivers of the United States of America: Mississippi, Ohio, Rio Grande, Colorado, Hudson, and St. Lawrence.

Locate major mountain ranges of the United States of America: Appalachian, Rocky.

Locate and describe the equator, prime meridian, and lines of latitude and longitude on a globe.

Explain why American Indian groups occupied the areas they did (SS3H1a), with emphasis on why some developed permanent villages and others did not.

Describe how the early explorers (SS3H2a) adapted, or failed to adapt, to the various physical environments in which they traveled.

Explain how the physical geography of the New England, Mid-Atlantic, and Southern colonies helped determine economic activities.

Locate the regions where American Indians settled in North America: Arctic, Northwest Southwest, Plains, Northeast, and Southeast.

Compare and contrast how American Indians in each region used their environment to obtain food, clothing, and shelter.

Discuss how American Indians continue to contribute to American life (e.g., arts, literature).

Describe the reasons for and obstacles to the exploration of North America.

Describe the accomplishments of: John Cabot (England), Vasco Núñez de Balboa (Spain), Hernando de Soto (Spain), Christopher Columbus (Spain), Henry Hudson (The Netherlands), and Jacques Cartier (France).

Describe examples of cooperation and conflict between European explorers and American Indians.

Identify key reasons why the New England, Mid-Atlantic, and Southern colonies were founded (religious freedom and profit).

Compare and contrast colonial life in the New England, Mid-Atlantic, and Southern colonies (education, economy, and religion).

Describe colonial life in America from the perspectives of various people: large landowners, farmers, artisans, women, children, indentured servants, slaves, and American Indians.

Draw conclusions and make generalizations.

Analyze graphs and diagrams.

Translate dates into centuries, eras, or ages.

Draw conclusions and make generalizations based on information from maps.

Use latitude and longitude to determine location.

Natural rights as found in the Declaration of Independence (the right to life, liberty, and the pursuit of happiness)

"We the People" from the Preamble to the U.S. Constitution as a reflection of consent of the governed or popular sovereignty

The federal system of government in the U.S. (federal powers, state powers, and shared powers)

Representative democracy/republic

Explain the importance of freedoms guaranteed by the First Amendment to the U.S. Constitution.

Describe how the three branches of government interact with each other (checks and balances and separation of powers), and how they relate to local, state, and federal government.

Identify and explain the rights in the Bill of Rights, describe how the Bill of Rights places limits on the powers of government, and explain the reasons for its inclusion in the Constitution in 1791.

Describe opportunity cost and its relationship to decision-making across time (e.g., decisions to settle in the west).

Explain how price incentives affect people's behavior and choices: decisions about what crops (e.g., cotton, and tobacco) to grow and products (e.g., textiles) to produce.

Describe how specialization improves standards of living (e.g., differences in the economies in the North and South).

Explain how voluntary exchange helps both buyers and sellers (e.g., Gold Rush mining towns).

Describe how trade promotes economic activity (e.g., trade between the U.S. and Europe).

Give examples of technological advancements and their impact on business productivity during the development of the United States (e.g., cotton gin, steamboat, steam locomotive, and telegraph).

Identify the elements of a personal budget (income, expenditures, and saving) and explain why personal spending and saving decisions are important.

Locate major physical features of the United States: the Atlantic Coastal Plain, the Great Plains, the Continental Divide, the Gulf of Mexico, the Mississippi River, and the Great Lakes.

Locate major man-made features of the United States: New York City, NY; Boston, MA; Philadelphia, PA; Washington, D.C.; Gettysburg, PA; and the Erie Canal.

Explain how each force (American and British) attempted to use the physical geography of each battle site (Lexington and Concord, Saratoga, and Yorktown) to its benefit.

Describe physical barriers that hindered and physical gateways that benefited territorial expansion from 1801 to 1861.

Trace the events that shaped the revolutionary movement in America: French and Indian War, 1765 Stamp Act, the slogan "no taxation without representation," the activities of the Sons of Liberty, the activities of the Daughters of Liberty, Boston Massacre, and the Boston Tea Party.

Describe the influence of key individuals and groups during the American Revolution: King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Benedict Arnold, Patrick Henry, John Adams, Paul Revere, and Black regiments.

Describe the major events of the American Revolution and explain the factors leading to American victory and British defeat; include the Battles of Lexington and Concord, Saratoga, and Yorktown.

Explain the writing of the Declaration of Independence; include who wrote it, how it was written, why it was necessary, and how it was a response to tyranny and the abuse of power.

Identify the major leaders of the Constitutional Convention (James Madison, George Washington, and Benjamin Franklin).

Evaluate the major issues debated at the Constitutional Convention: the weaknesses of the Articles of Confederation, the rights of states to govern themselves (federal system), the Great Compromise, and slavery (Three-Fifths Compromise).

Describe the causes and events of the War of 1812; include the burning of the Capitol and the White House and the writing of "The Star Spangled Banner."

Describe the impact of westward expansion on American Indians; include the Trail of Tears, Battle of Little Bighorn and the forced relocation of American Indians to reservations.

Describe territorial expansion with emphasis on the Louisiana Purchase, the Lewis and Clark expedition, and the acquisitions of Texas (the Alamo and independence), Oregon (Oregon Trail), and California (Gold Rush and the development of mining towns).

Discuss contributions of and challenges faced by Susan B. Anthony, Frederick Douglass, Elizabeth Cady Stanton, Sojourner Truth, and Harriet Tubman.

Identify Uncle Tom's Cabin and John Brown's raid on Harper's Ferry and explain how each of these events was related to the Civil War.

Discuss how the issues of states' rights and slavery increased tensions between the North and South.

Identify major battles, campaigns, and events: Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman's March to the Sea, and Appomattox Court House.

Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, Thomas "Stonewall" Jackson, and William T. Sherman.

Describe the effects of war on the North and South.

Describe the purpose of the 13th, 14th, and 15th Amendments.

Explain the work of the Bureau of Refugees, Freedmen, and Abandoned Lands (Freedmen's Bureau).

Explain how slavery was replaced by sharecropping and how freed African Americans or Blacks were prevented from exercising their newly won rights.

Describe the effects of Jim Crow laws and practices.

Formulate appropriate research questions.

Determine adequacy and/or relevancy of information.

Check for consistency of information.

Interpret political cartoons.

Use graphic scales to determine distances on a map.

Compare maps of the same place at different points in time and from different perspectives to determine changes, identify trends, and generalize about human activities.

Compare maps with data sets (charts, tables, graphs) and /or readings to draw conclusions and make generalizations.

Explain the responsibilities of a citizen.

Explain the concept of due process of law and describe how the U.S. Constitution protects a citizen's rights by due process.

Explain the amendment process outlined in the Constitution.

Describe the purpose for the amendment process.

Explain how voting rights are protected by the 15th, 19th, 23rd, 24th, and 26th amendments.

Describe opportunity costs and their relationship to decision-making across time (e.g., decisions by individuals in response to rationing during WWII).

Explain how price incentives affect people's behavior and choices (e.g., decisions to participate in cattle trails because of increased beef prices).

Describe how specialization can improve standards of living and productivity (e.g., how Henry Ford's use of the assembly line reduced the price of automobiles).

Describe how trade and voluntary exchange promotes economic activity (e.g., how the Panama Canal increases trade among countries).

Describe the household function in providing resources and consuming goods and services.

Describe the private business function in producing goods and services.

Describe the bank function in providing checking accounts, savings accounts, and loans.

Describe the government function in taxation and providing certain public goods and public services.

Describe how competition, markets, and prices influence consumer behavior.

Describe how people earn income by selling their labor to businesses.

Describe how entrepreneurs take risks to develop new goods and services to start a business.

Identify the elements of a personal budget (income, expenditures, and saving) and explain why personal spending and saving decisions are important.

Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Kitty Hawk, NC; Pearl Harbor, HI; Montgomery, AL.; and Chicago, IL.

Locate primary agricultural and industrial locations between the end of the Civil War and 1900 and explain how factors such as population, transportation, and resources have influenced these areas (e.g., Pittsburgh's rapid growth in the late nineteenth century).

Locate primary agricultural and industrial locations since the turn of the 20th century and explain how factors such as population, transportation, and resources have influenced these areas (e.g., Chicago's rapid growth at the turn of the century).

Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.

Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity).

Explain how William McKinley and Theodore Roosevelt expanded America's role in the world; include the Spanish-American War and the building of the Panama Canal.

Describe the reasons people immigrated to the United States, from where they emigrated, and where they settled.

Explain how German attacks on U.S. shipping during the war in Europe (1914-1917) ultimately led the U.S. to join the fight against Germany; include the sinking of the Lusitania and concerns over safety of U.S. ships, U.S. contributions to the war, and the impact of the Treaty of Versailles in 1919.

Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and transatlantic flight (Charles Lindbergh).

Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.

Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, Works Progress Administration, and the Tennessee Valley Authority.

Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens.

Describe German aggression in Europe and Japanese aggression in Asia.

Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust.

Discuss President Truman's decision to drop the atomic bombs on Hiroshima and Nagasaki.

Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.

Describe the effects of rationing and the changing role of women and African Americans or Blacks; include "Rosie the Riveter" and the Tuskegee Airmen.

Explain the role of Eleanor Roosevelt and the U.S. in the formation of the United Nations.

Explain the origin and meaning of the term "Iron Curtain."

Explain how the United States sought to stop the spread of communism through the Berlin airlift, the Korean War, and the North Atlantic Treaty Organization.

Identify Joseph McCarthy and Nikita Khrushchev.

Discuss the importance of the Cuban Missile Crisis and the Vietnam War.

Analyze the effects of Jim Crow laws and practices.

Explain the key events and people of the Civil Rights movement: Brown v. Board of Education (1954), Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Lyndon B. Johnson, Cesar Chavez, Rosa Parks, and Martin Luther King, Jr.

Describe the impact on American society of the assassinations of President John F. Kennedy, Robert F. Kennedy, and Martin Luther King, Jr.

Discuss the significance of the technologies of television and space exploration.

Describe the collapse of the Soviet Union, including the role of Ronald Reagan.

Describe the events of September 11, 2001, and analyze their impact on American life.

Explain the impact of the personal computer and the Internet on American life.

Cite specific textual evidence to support analysis of primary and secondary sources.

Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions

Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered).

Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.

Describe how a text presents information (e.g., sequentially, comparatively, causally).

Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).

Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts

Distinguish among fact, opinion, and reasoned judgment in a text.

Analyze the relationship between a primary and secondary source on the same topic.

By the end of grade 8, read and comprehend history/social studies texts in the grades 6–8 text complexity band independently and proficiently.

Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically

Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.

Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.

Establish and maintain a formal style.

Provide a concluding statement or section that follows from and supports the argument presented.

Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.

Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.

Use precise language and domain-specific vocabulary to inform about or explain the topic.

Establish and maintain a formal style and objective tone.

Provide a concluding statement or section that follows from and supports the information or explanation presented

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas clearly and efficiently.

Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration

Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation

Draw evidence from informational texts to support analysis reflection, and research.

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Explain citizen participation in autocratic, and democratic governments. [i.e. the role of citizens in choosing the leaders of Mexico (presidential democracy), Cuba (autocratic), and Brazil (presidential democracy)].

Describe the two predominant forms of democratic governments: parliamentary and presidential.

Explain the role of citizens in choosing the leader of Canada (parliamentary democracy).

Explain citizen participation in autocratic and democratic governments. [i.e., role of citizens in choosing the leaders of the United Kingdom (parliamentary democracy), Germany (parliamentary democracy), and Russia (presidential democracy)].

Describe the two predominant forms of democratic governments: parliamentary and presidential.

Explain citizen participation in democratic governments [i.e. the role of citizens in choosing the leaders of Australia (parliamentary democracy)].

Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.

Explain that countries have a mixed economic system located on a continuum between pure market and pure command.

Compare and contrast the basic types of economic systems found in Mexico, Cuba, and Brazil.

Explain how specialization encourages trade between countries.

Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos.

Explain why international trade requires a system for exchanging currencies between nations.

Explain the functions of the United States-Mexico-Canada Agreement (USMCA).

Evaluate how literacy rates affect the standard of living.

Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita).

Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita).

Describe the role of natural resources in a country's economy.

Describe the role of entrepreneurship.

Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.

Explain that countries have a mixed economic system located on a continuum between pure market and pure command.

Describe the economic system of Canada.

Explain how specialization encourages trade between countries.

Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes.

Explain why international trade requires a system for exchanging currencies between nations.

Explain the functions of the United States-Mexico-Canada Agreement (USMCA).

Evaluate how literacy rates affect the standard of living.

Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita).

Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita).

Describe the role of natural resources in a country's economy.

Describe the role of entrepreneurship.

Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.

Explain that countries have a mixed economic system located on a continuum between pure market and pure command.

Compare the basic types of economic systems found in the United Kingdom, Germany, and Russia.

Explain how specialization encourages trade between countries.

Compare and contrast different types of trade barriers such as tariffs, quotas, and embargoes.

Explain why international trade requires a system for exchanging currencies between nations.

Describe the purpose of the European Union and the relationship between member nations.

Evaluate how literacy rates affect the standard of living.

Explain the relationship between investment in human capital goods (education and training) and gross domestic product (GDP per capita).

Explain the relationship between investment in capital (factories, machinery, and technology) and gross domestic product (GDP per capita).

Describe the role of natural resources in a country's economy.

Describe the role of entrepreneurship.

Compare how traditional, command, and market economies answer the economic questions of 1-what to produce, 2-how to produce, and 3-for whom to produce.

Explain that countries have a mixed economic system located on a continuum between pure market and pure command.

Describe the economic system used in Australia.

Explain how specialization makes trade possible between countries.

Compare and contrast different types of trade barriers, such as tariffs, quotas, and embargoes.

Explain why international trade requires a system for exchanging currency between nations.

Evaluate how literacy rates affect the standard of living.

Explain the relationship between investment in human capital (education and training) and gross domestic product (GDP per capita).

Explain the relationship between investment in capital goods (factories, machinery, and technology) and gross domestic product (GDP per capita).

Describe the role of natural resources in a country's economy.

Describe the role of entrepreneurship.

Understand that income is received from work and is limited.

Understand that a budget is a tool to plan the spending and saving of income.

Understand the reasons and benefits of saving.

Understand the uses and costs of credit.

Locate on a world and regional political-physical map: Amazon River, Amazon Rainforest, Caribbean Sea, Gulf of Mexico, Atlantic Ocean, Pacific Ocean, Panama Canal, Andes Mountains, Sierra Madre Mountains, and Atacama Desert.

Locate on a world and regional political-physical map the countries of Brazil, Chile, Colombia, Cuba, Mexico, and Panama.

Explain the causes and effects of air pollution in Mexico City, Mexico.

Explain the environmental issue of destruction of the rain forest in Brazil.

Explain how the location, climate, and distribution of natural resources impact trade and affect where people live in Mexico, Brazil, and Cuba.

Locate on a world and regional political-physical map: the St. Lawrence River, Hudson Bay, Atlantic Ocean, Pacific Ocean, the Great Lakes, Canadian Shield, and Rocky Mountains.

Locate on a world and regional political-physical map Canada and the province of Quebec.

Describe how Canada's location, climate, and natural resources impact trade and affect where people live.

Explain the causes and effects of pollution and acid rain in Canada to include the Great Lakes.

Explain the causes and effects of the extraction of natural resources on the Canadian Shield (e.g., mining and logging).

Locate on a world and regional political-physical map: the Danube River, Rhine River, English Channel, Mediterranean Sea, European Plain, the Alps, Pyrenees, Ural Mountains, and Iberian Peninsula.

Locate on a world and regional political-physical map the countries of France, Germany, Italy, Russia, Spain, Ukraine, and United Kingdom.

Explain the causes and effects of acid rain in Germany.

Explain the causes and effects of air pollution in the United Kingdom.

Explain the causes and effects of the nuclear disaster in Chernobyl, Ukraine.

Compare how the location, climate, and natural resources of Germany, the United Kingdom and Russia impact trade and affect where people live.

Describe the diversity of languages spoken within Europe.

Identify the major religions in Europe: Judaism, Christianity, and Islam.

Locate on a world and regional political-physical map: the Great Barrier Reef, Coral Sea, Uluru/Ayers Rock, Indian and Pacific Oceans, Great Dividing Range, and Great Victoria Desert.

Describe how Australia's location, climate, and natural resources impact trade and affect where people live.

Describe the influence of African slavery on the development of the Americas.

Describe the influence of the Spanish and the Portuguese on the language and religions of Latin America.

Explain the impact of the Cuban Revolution and describe the current relationship between Cuba and the United States.

Explain the impact of poverty, the war on drugs, and migration to the United States on Latin America.

Describe Quebec's independence movement.

Describe the aftermath of World War I: the rise of communism, the Treaty of Versailles, the rise of Nazism, and worldwide depression.

Explain the rise of Nazism including preexisting prejudices, the use of propaganda, and events which resulted in the Holocaust.

Explain how German reunification contributed to the collapse of the Soviet Union and led to the end of the Cold War.