Maryland K–6 social studies standards

Students will examine the concept of freedom by: defining freedom as being able to choose what your life looks like without interference from others.

Students will examine the concept of freedom by: defining equality as the same freedoms that are held by all people.

Students will examine the concept of freedom by: defining equity as people having what they need to be successful regardless of their identities.

Students will examine the concept of freedom by: evaluating how people and institutions have the ability to restrict freedom by making rules in order to promote freedom, equality, and equity.

Students will examine the concept of freedom by: analyzing the collective responsibility to protect one another from the infringement upon freedom for others in our community.

Students will examine the role of conflict and compromise by: identifying school or community conflicts that require working with groups to resolve.

Students will examine the role of conflict and compromise by: identifying how multiple perspectives and the freedom to express varied opinions in a democratic society can complicate but also enrich conflict resolution.

Students will examine the role of conflict and compromise by: identifying that in the United States, individuals and groups have the ability to address problems in their community.

Students will examine the role of conflict and compromise by: explaining that individuals and people in authority compromise whenever possible to resolve conflict.

Students will examine the role of conflict and compromise by: exploring how compromise is used in civic life at home, school, and community.

Students will examine the role of conflict and compromise by: examine how compromise could address a school conflict, ensuring that all voices are heard and respected.

Students will analyze the how groups and people in authority use rules to promote the common good by: explaining that rules serve to support order and protect individual rights.

Students will analyze the how groups and people in authority use rules to promote the common good by: comparing rules at home, school, and community.

Students will analyze the how groups and people in authority use rules to promote the common good by: explaining why rules are different based on location, and how they adapt to meet the needs of all communities.

Students will analyze the how groups and people in authority use rules to promote the common good by: exploring how rules support the fundamental values of democracy: freedom, equality, equity, the common good, liberty, and justice.

Students will analyze the how groups and people in authority use rules to promote the common good by: creating a list of rules to support a just classroom.

Students will analyze the how groups and people in authority use rules to promote the common good by: evaluating classroom rules for their ability to promote freedom, equality, and a sense of belonging for all.

Students will be able to explain how location makes their community special by: locating Maryland using cardinal directions on maps, globes, GPS, and/or Google Earth.

Students will be able to explain how location makes their community special by: describing the relative location of Maryland by identifying the equator and north and south poles.

Students will be able to explain how location makes their community special by: identifying continents and oceans near and far from Maryland on maps and on a globe.

Students will be able to explain how location makes their community special by: locating key physical features and human-made features in their school community using maps and other geographic tools.

Students will be able to explain how location makes their community special by: describing where places are located in their school community on a map using relative distance and direction, such as near-far, above-below and cardinal directions (north, south, east, and west).

Students will be able to explain how location makes their community special by: drawing the school’s community using bird’s eye view that includes important landmarks in a school or community.

Students will analyze the unique human and environmental interactions in their school community by: contrasting how regions across Maryland modify their environment to meet changing needs for shelter.

Students will analyze the unique human and environmental interactions in their school community by: describing why and how people in Maryland protect the environment.

Students will analyze the unique human and environmental interactions in their school community by: explaining how people adapt to changes in the environment.

Students will describe how transportation and communication link people and places by the movement of goods and ideas by: explaining how transportation links goods and people both near and far.

Students will describe how transportation and communication link people and places by the movement of goods and ideas by: explaining how communication links people to ideas both near and far.

Students will describe how transportation and communication link people and places by the movement of goods and ideas by: identifying goods and ideas that make their community special and come from both near and far.

Students will analyze the role of scarcity in their lives by: explaining why people can’t have everything they want using classroom and school examples.

Students will analyze the role of scarcity in their lives by: identifying natural and human productive resources in schools.

Students will analyze the role of scarcity in their lives by: explaining why natural and human productive resources are limited in schools.

Students will analyze decision making by: determining that people make choices because of limited resources.

Students will analyze decision making by: identifying that incentives influence the choices we make.

Students will analyze decision making by: explaining that the consequences of choices lie in the future.

Students will analyze decision making by: identifying choices they have made and the incentives that motivated them.

Students will analyze decision making by: identifying the consequences of choices made in their past.

Students will analyze trade by: identifying barter as a form of trade.

Students will analyze trade by: explaining that people benefit when they trade voluntarily.

Students will analyze trade by: describing times when they have traded, the goods or services that were exchanged, and the benefit they got from the trade.

Students will analyze choices made regarding career paths by: identifying jobs and careers in their community.

Students will analyze choices made regarding career paths by: inquiring about choices that were made in order for people in their community to have certain jobs and careers.

Students will analyze choices made regarding career paths by: identifying the personal characteristics and interests that are needed for certain jobs and careers.

Students will analyze change over time in school by: analyzing school schedules to determine past, present, and future.

Students will analyze change over time in school by: classifying activities of the day, week, and month according to themes.

Students will analyze change over time in school by: constructing personal timelines that show events from the past, present, and dreams for the future.

Students will analyze life in the past by: analyzing photographs, images, and text from schools in the past.

Students will analyze life in the past by: comparing images and text descriptions of schools from the past with today.

Students will analyze life in the past by: explaining how life today is similar and different than in the past using evidence from a variety of sources.

Students will be able to explain the importance of community by: identifying communities that are unique and common to students.

Students will be able to explain the importance of community by: explaining how community members and leaders work together to create and uphold rules to promote fairness and safety for its members.

Students will be able to explain the importance of community by: recognizing the impact and contributions of their community leaders.

Students will be able to explain the importance of community by: analyzing celebrations and traditions that are shared by members of a school community.

Students will be able to explain the importance of community by: identifying the benefits and responsibilities of being a part of a community.

Students will be able to explain the importance of leaders by: identifying leaders in the classroom, school, home, and community.

Students will be able to explain the importance of leaders by: explaining the purpose and responsibilities of a leader to promote the common good.

Students will be able to explain the importance of leaders by: describing the characteristics of a good leader.

Students will be able to describe the importance of cooperation by: defining cooperation as the efforts made by a group of people with multiple points of view to meet a common goal.

Students will be able to describe the importance of cooperation by: analyzing examples of how cooperation helps accomplish tasks at home and school.

Students will be able to describe the importance of cooperation by: identifying shared goals of the school community.

Students will be able to describe the importance of cooperation by: explaining why school goals require the collaborative effort of the school community members and cannot be reached by individuals alone.

Students will analyze community problem solving by: analyzing a community problem and creating potential solutions for the common good.

Students will analyze community problem solving by: identifying how multiple perspectives in a community can complicate but also enrich conflict resolution.

Students will analyze community problem solving by: applying the key steps of the voting process including the nomination of ideas, the discussion of those ideas, and the voting for selection of those ideas.

Students will analyze community problem solving by: voting on possible solutions for community problems.

Students will be able to explain the importance of civic engagement by: defining civic engagement as being an active learner and participating in the community.

Students will be able to explain the importance of civic engagement by: identifying how students can be civically engaged in the classroom, home, school, and community.

Students will be able to explain the importance of civic engagement by: comparing tools of communication that are used to be an active participant in the community.

Students will be able to explain the importance of civic engagement by: describing how civically engaged individuals impact their community.

Students will be able to explain how location makes their community unique by: applying cardinal directions on maps, globes, GPS, and Google Earth.

Students will be able to explain how location makes their community unique by: describing the relative location of Maryland by identifying the equator and north and south poles.

Students will be able to explain how location makes their community unique by: identifying continents and oceans near and far from Maryland on maps and globe.

Students will be able to explain how location makes their community unique by: locating key physical features and human-made features in their school community using maps and other geographic tools.

Students will be able to explain how location makes their community unique by: describing where places are located in their school community on a map using relative distance and direction, such as near-far, above-below and cardinal directions (north, south, east, and west).

Students will be able to explain how location makes their community unique by: analyzing the school’s community using bird’s eye view that includes important landmarks in a school or community.

Students will analyze the unique human and environmental interactions in their school community by: contrasting how regions across Maryland modify their environment to meet changing needs for shelter.

Students will analyze the unique human and environmental interactions in their school community by: describing why and how people in Maryland protect the environment.

Students will analyze the unique human and environmental interactions in their school community by: explaining how people adapt to changes in the environment.

Students will describe how transportation and communication link people and places by the movement of goods and ideas by: explaining how transportation links goods and people both near and far.

Students will describe how transportation and communication link people and places by the movement of goods and ideas by: explaining how communication links people to ideas both near and far.

Students will describe how transportation and communication link people and places by the movement of goods and ideas by: identifying goods and ideas that make their community special and come from both near and far.

Students will analyze the role of scarcity in their lives by: explaining why limited productive resources create scarcity.

Students will analyze the role of scarcity in their lives by: identifying natural and human productive resources in schools.

Students will analyze the role of scarcity in their lives by: explaining why natural and human productive resources are limited in schools.

Students will analyze trade by: identifying goods and services that are provided by a school and local businesses.

Students will analyze trade by: identifying barter as a form of trade.

Students will analyze trade by: explaining that people benefit when they trade voluntarily.

Students will analyze trade by: describing times when they have traded, the goods or services that were exchanged, and the benefit they got from the trade.

Students will analyze decision making by: determining that people make choices because of limited resources.

Students will analyze decision making by: identifying that incentives influence the choices we make.

Students will analyze decision making by: explaining that the consequences of choices lie in the future.

Students will analyze decision making by: identifying trade-offs as the options that people give up when they make a choice.

Students will analyze borrowing and lending by: identifying times when people borrow and lend goods or services.

Students will analyze borrowing and lending by: determining that people lend goods and services to help others and to benefit.

Students will analyze borrowing and lending by: explaining potential risks and benefits associated with lending and borrowing.

Students will analyze borrowing and lending by: explaining the importance of paying back borrowed goods and services to the lender.

Students will analyze change over time by: analyzing school schedules to determine past, present, and future.

Students will analyze change over time by: classifying activities of the day according to themes.

Students will analyze change over time by: constructing personal timelines that show events from the past, present, and dreams for the future.

Students will analyze life in the past by: analyzing photographs, images, and text from schools in the past. (1.4.2. a) • comparing images and text descriptions of schools from the past with today.

Students will analyze life in the past by: explaining how life today is similar and different than in the past using evidence from a variety of sources.

Students will analyze the role of the common good by: defining equality as the same freedoms that are held by all people.

Students will analyze the role of the common good by: defining equity as people having what they need to be successful regardless of their identities.

Students will analyze the role of the common good by: recognizing that people are sometimes not treated fairly for reasons beyond their control.

Students will analyze the role of the common good by: explaining that the common good strives for goals of freedom, equality, equity, and fairness within a community.

Students will analyze democracy by: identifying that leaders in a democracy address the wants and needs of the people they serve.

Students will analyze democracy by: exploring governing powers at school and their local community, and how they can harness those powers.

Students will analyze democracy by: contrasting challenges governing powers face based on where they are located, and the resources that are available to them.

Students will analyze democracy by: exploring how voting rights and the opportunity to participate impact the voting process and outcomes.

Students will analyze democracy by: exploring tools of communication that Americans use to have their voices and ideas heard by those in government.

Students will understand democratic ideals by: identifying how multiple perspectives in a democratic society can complicate conflict resolution.

Students will understand democratic ideals by: comparing how various systems of government have resolved conflict in the past and today.

Students will understand democratic ideals by: identifying the communities in which they belong are democratic and those that are not.

Students will understand democratic ideals by: recognizing how democratic symbols represent American values.

Students will understand democratic ideals by: explaining what makes the United States a democratic community.

Students will analyze responsible civic engagement by: describing characteristics of good citizenship through historic figures and ordinary citizens.

Students will analyze responsible civic engagement by: explaining how participating in civic activities engages citizens with their communities.

Students will analyze responsible civic engagement by: identifying civic engagement activities on the local, state and national level.

Students will be able to explain how location makes their community unique by: locating Maryland using cardinal directions on maps, globes, GPS, and Google Earth.

Students will be able to explain how location makes their community unique by: describing the relative location of Maryland by identifying the equator and north and south poles.

Students will be able to explain how location makes their community unique by: identifying continents and oceans near and far from Maryland on maps and globe.

Students will be able to explain how location makes their community unique by: locating key physical features and human-made features in their school community using maps and other geographic tools.

Students will be able to explain how location makes their community unique by: describing where places are located in their school community on a map using relative distance and direction, such as near-far, above-below and cardinal directions.

Students will be able to explain how location makes their community unique by: analyzing the school’s community using bird’s eye view that includes important landmarks in a school or community.

Students will analyze the unique human and environmental interactions in their school community by: contrasting how regions across Maryland modify their environment to meet changing needs for shelter.

Students will analyze the unique human and environmental interactions in their school community by: describing why and how people in Maryland protect the environment.

Students will analyze the unique human and environmental interactions in their school community by: explaining how people adapt to changes in the environment.

Students will describe how transportation and communication link people and places by the movement of goods and ideas by: explaining how transportation links goods and people both near and far.

Students will describe how transportation and communication link people and places by the movement of goods and ideas by: explaining how communication links people to ideas both near and far.

Students will describe how transportation and communication link people and places by the movement of goods and ideas by: identifying goods and ideas that make their community special and come from both near and far.

Students will analyze producers by: explaining how producers and consumers use natural, capital and human resources.

Students will analyze producers by: determining the key economic questions of what to produce, how to produce, and for whom to produce as guiding economic questions economists.

Students will analyze producers by: identifying the government as a producer who uses tax money to produce goods and services.

Students will analyze producers by: connecting the goods and services that are produced by local businesses and government to address the wants and needs of their community.

Students will analyze producers by: explaining how goods and services have changed over time.

Students will analyze producers by: identifying how technology and transportation have changed how goods and services are produced and exchanged.

Students will analyze consumer by: explaining that because of scarcity, people must make choices about what they consume.

Students will analyze consumer by: differentiating between goods and services.

Students will analyze consumer by: explaining how consumers make decisions based on the costs and benefits of goods and services.

Students will analyze consumer by: identifying how incentives influence consumers.

Students will analyze consumer by: identifying opportunity cost and trade-offs as the result of choices.

Students will analyze consumer by: determining how consumers acquire goods and services.

Students will describe an economy by: explaining how available resources, wants, and needs influence family decisions.

Students will describe an economy by: identifying how people earn money.

Students will describe an economy by: identifying age-appropriate financial goals.

Students will describe an economy by: describing situations in which saving is necessary.

Students will describe an economy by: explaining the meaning and purpose of taxes.

Students will describe an economy by: developing a spending and saving plan including income and expenses.

Students will analyze change over time by: creating timelines of key events from earlier time periods.

Students will analyze change over time by: analyzing events from the past using evidence that includes the voice of the people involved in the event.

Students will analyze change over time by: explaining why multiple perspectives emerge from people who experience a common event.

Students will analyze change over time by: analyzing the role that time, place, and surrounding events have on influencing how people interpret the present and past.

Students will analyze life in the past by: analyzing photographs, images, and text from the past.

Students will analyze life in the past by: comparing images and text descriptions of the past with today.

Students will analyze life in the past by: explaining how life today is similar and different than in the past using evidence from a variety of sources.

Students will analyze civic virtue by: explaining how democracy relies on engagement including voting and volunteering in civic organizations.

Students will analyze civic virtue by: interacting with local civic and/or community leaders.

Students will analyze civic virtue by: explaining how groups of people make rules to create responsibilities and protect freedoms for all people.

Students will analyze civic virtue by: identifying how having multiple perspectives both benefits and challenges people living in a democratic society.

Students will analyze civic virtue by: examining the principles expressed in the Declaration of Independence and U.S. Constitution.

Students will analyze civic virtue by: evaluating how these foundational documents (The Declaration of Independence, US Constitution, and The Bill of Rights) have been used to address the rights and responsibilities of all people.

Students will analyze the local, state, and national levels of government by: defining the legislative, executive, and judicial branches of government.

Students will analyze the local, state, and national levels of government by: comparing the responsibilities of local, state, and national government.

Students will analyze the local, state, and national levels of government by: identifying the leaders of local, state, and national government in various branches of government.

Students will analyze the local, state, and national levels of government by: determining the importance of communication through various means with elected officials.

Students will analyze the local, state, and national levels of government by: determining the importance of voting in democratic government.

Students will address local community issues by: explaining the importance of civic participation in their community.

Students will address local community issues by: examining a current issue on the local, state, and national level and its impact on their community.

Students will address local community issues by: analyzing ways of influencing local, state, and/or national governments to address a current issue.

Students will address local community issues by: identifying individuals and groups who share a common concern for addressing a current. issue on the state, local, and/or national level.

Students will address local community issues by: developing a plan for effectively organizing and communicating a plan for addressing a current issue.

Students will address local community issues by: implementing an informed civic action plan on a current issue.

Students will address local community issues by: exploring ways that people can express their ideas and promote equitable solutions in their community.

Students will be able to explain the locations of goods and services in the state of Maryland by: identifying goods and services bought and sold in Maryland.

Students will be able to explain the locations of goods and services in the state of Maryland by: identifying ways that people use the physical environment for buying and selling goods and services.

Students will be able to explain the locations of goods and services in the state of Maryland by: locating key economic centers in Maryland including agriculture, service and manufacturing industries (tourism, seafood, poultry, mining, commercial) using maps.

Students will be able to explain the locations of goods and services in the state of Maryland by: identifying examples of entrepreneurship in the local and state economy and how location, history and culture influence those businesses.

Students will be able to explain the locations of goods and services in the state of Maryland by: identifying the risk and rewards of entrepreneurship.

Students will be able to explain the locations of goods and services in the state of Maryland by: evaluating local and state laws that impact business owners in Maryland.

Students will analyze how economic development in Maryland impacts people by: explaining how jobs and careers are influenced by key economic centers.

Students will analyze how economic development in Maryland impacts people by: analyzing government services that are impacted by economic development.

Students will analyze how economic development in Maryland impacts people by: analyzing economic and population data to determine how economic development impacts where people live, work, and play.

Students will analyze the impact of economic development on the natural environment by: describing the relationships between human settlement and physical geography, and economic centers.

Students will analyze the impact of economic development on the natural environment by: explaining how transportation is influenced by industry, agriculture, and geographic features.

Students will analyze the impact of economic development on the natural environment by: explaining how humans have modified their environment in the development of economic centers.

Students will analyze the impact of economic development on the natural environment by: comparing perspectives of various communities toward the natural environment.

Students will analyze the impact of economic development on the natural environment by: drawing inferences about the positive and negative impacts of human-caused change to the physical environment.

Students will analyze early regional cultural groups by: comparing how societies in the Americas, Western Europe, and Western Africa have shaped and been shaped by their culture, traditions, and environment.

Students will analyze early regional cultural groups by: developing timelines showing settlement of various cultural groups in Maryland.

Students will analyze early regional cultural groups by: evaluating why and how people and institutions supported and restricted freedom by making rules in order to promote freedom, equality, and equity for some, but not all.

Students will analyze early regional cultural groups by: contrasting the lives of early European explorers, colonists, indentured servants, and enslaved Africans.

Students will analyze influences of early cultural groups by: analyzing photographs, images, and text from the past to learn about key historical figures.

Students will analyze influences of early cultural groups by: interpreting evidence of the past to make claims about how individuals and groups shaped their region.

Students will analyze influences of early cultural groups by: comparing maps of settlement patterns from the past and today.

Students will analyze influences of early cultural groups by: developing and implementing informed action plans for communicating and expressing claims about the region’s historical influences.

Students will evaluate the impact of geography on cultural development and interaction by: comparing how societies in the Americas, Western Europe, and Western Africa have shaped and been shaped by their culture and environment.

Students will evaluate the impact of geography on cultural development and interaction by: examining how American Indians traded, exchanged, gifted, and negotiated the purchase of goods, foods, technologies, domestic animals, ideas, and cultural practices with one another.

Students will evaluate the impact of geography on cultural development and interaction by: analyzing settlement patterns among the Piscataway, Piscataway Conoy, and/or Accohannock people of Maryland using maps and other data.

Students will evaluate the impact of geography on cultural development and interaction by: explaining how societies in the Americas, Western Europe, and Western Africa increasingly interacted after 1450.

Students will evaluate the motivations for European exploration by: identifying the push/pull factors that led to European exploration and colonization.

Students will evaluate the motivations for European exploration by: explaining geographic factors that influenced European exploration.

Students will evaluate the impact of exploration on various groups by: identifying the positive and negative impacts of the Columbian Exchange.

Students will evaluate the impact of exploration on various groups by: comparing and contrasting the cultures of the European settlers and American Indian tribes.

Students will evaluate the impact of exploration on various groups by: evaluating early interactions between European and American Indians from multiple perspectives.

Students will evaluate the impact of exploration on various groups by: examining the economic relationships between early explorers and American Indians in Maryland and beyond.

Students will evaluate the impact of exploration on various groups by: assessing the economic and geographic outcomes of European exploration in North America and Maryland.

Students will compare Maryland’s colonial experience with other colonies by: examining motivations for European settlement in North America.

Students will compare Maryland’s colonial experience with other colonies by: comparing and contrasting the factors that led to success and failure in Jamestown, Plymouth, St. Augustine, and St. Mary’s City.

Students will compare Maryland’s colonial experience with other colonies by: analyzing religious conflict among European settlers in Maryland and evaluating the effectiveness of the Toleration Act on different religious groups.

Students will compare how geography influenced culture and economic development by: analyzing how geography impacted the development of the American colonies.

Students will compare how geography influenced culture and economic development by: comparing human, capital, and natural resources of colonial regions.

Students will compare how geography influenced culture and economic development by: analyzing how ports, the institution of slavery, and natural resources created a tobacco-based economy in Maryland.

Students will compare how geography influenced culture and economic development by: examining the impact of the interdependence created by triangle trade in different regions in North America, Europe, and Africa.

Students will compare how geography influenced culture and economic development by: explaining how colonization resulted in conflict, loss of life, disruption of tradition, loss of lands, and resistance by American Indians.

Students will analyze the methods and motivations by which freedom was granted or denied for various groups in Colonial North America: interpreting laws and legal documents that defined freedom for women, indentured servants, American Indians, religious groups and free blacks in the colonies.

Students will analyze the methods and motivations by which freedom was granted or denied for various groups in Colonial North America: analyzing how the institution of race-based slavery started with indigenous people and expanded by forcing Africans to come to the Americas.

Students will analyze the methods and motivations by which freedom was granted or denied for various groups in Colonial North America: explaining how the enslaved experience differed from place to place.

Students will analyze the methods and motivations by which freedom was granted or denied for various groups in Colonial North America: analyzing how forms of slavery have existed over time and how people across multiple locations and time have sought freedom.

Students will analyze the impact of slavery on the development of Maryland by: comparing Maryland’s population distribution of free and enslaved people with that of other colonies.

Students will analyze the impact of slavery on the development of Maryland by: analyzing the similarities and differences in experiences of enslaved people across regions in Maryland.

Students will analyze the impact of slavery on the development of Maryland by: identifying ways that enslaved people over time resisted slavery in Maryland.

Students will analyze causes of the Revolution by: examining the causes and effects of the French and Indian War.

Students will analyze causes of the Revolution by: identifying the impact of taxation without representation on various groups.

Students will analyze causes of the Revolution by: evaluating how new religious and political thinking empowered individuals to question royal authority and increased a spirit of independence.

Students will analyze causes of the Revolution by: analyzing the variety of colonial responses to British laws imposed after the French and Indian War.

Students will analyze reactions to the Declaration of Independence by: identifying the British injustices outlined in the Declaration of Independence and the principles of government proposed to resolve those injustices.

Students will analyze reactions to the Declaration of Independence by: assessing the challenges for future generations to expand the freedoms expressed in the Declaration of Independence.

Students will analyze reactions to the Declaration of Independence by: contrasting colonial and British reactions to the Declaration of Independence.

Students will analyze reactions to the Declaration of Independence by: evaluating various methods of communication and argumentation used by Patriots to further their cause.

Students will examine Maryland’s response to British policy by: analyzing how economic class and geographic region influenced the division between Patriots and Loyalists in Maryland.

Students will examine Maryland’s response to British policy by: contrasting the burning of the Peggy Stewart with other acts of resistance in the colonies.

Students will examine Maryland’s response to British policy by: evaluating the role of various groups, including women, African Americans, and American Indians in Maryland supporting the American Revolution.

Students will evaluate the reasons for and the effect of the development of a new American government by: analyzing the powers and responsibilities of government on the federal and state levels under the Articles of Confederation.

Students will evaluate the reasons for and the effect of the development of a new American government by: identifying early challenges to the new nation including Shays Rebellion and the structural weaknesses of the federal government.

Students will examine the distribution of power in the United States Constitution by: determining how disagreements among the states and federal government under the Articles of Confederation led to people wanting to reform the government.

Students will examine the distribution of power in the United States Constitution by: assessing the promises set forth in the Preamble.

Students will examine the distribution of power in the United States Constitution by: evaluating the principles of separation of powers and checks and balances.

Students will examine the distribution of power in the United States Constitution by: critiquing the Great Compromise and Three-Fifths Compromise.

Students will examine the distribution of power in the United States Constitution by: identifying scope of powers within branches and levels of government.

Students will examine the distribution of power in the United States Constitution by: distinguishing the powers and responsibilities of government on the federal, state, and local levels.

Students will examine the distribution of power in the United States Constitution by: evaluating how perspectives and decisions at the Constitutional Convention limited the definition of citizenship.

Students will examine the distribution of power in the United States Constitution by: analyzing the roles and powers between the executive, legislative, and judicial branches of the Maryland state government.

Students will examine the implications of the Bill of Rights by: analyzing how individuals with varying interests contributed to the emergence of the federalists and antifederalists perspectives.

Students will examine the implications of the Bill of Rights by: appraising how Maryland’s Declaration of Rights influenced the debate over ratification between Daniel Carroll, Luther Martin, and John Francis Mercer.

Students will examine the implications of the Bill of Rights by: identifying the purpose and importance of the first ten Amendments of the United States Constitution.

Students will examine the implications of the Bill of Rights by: exploring how the amendments are exercised in contemporary times in Maryland and the nation.

Students will identify slavery as the central cause of the Civil War by: contrasting the role of slavery in the North and South as it defined their distinct and interdependent economies and culture, including in Maryland.

Students will identify slavery as the central cause of the Civil War by: analyzing Maryland’s unique role as a hub for industry and transportation as it contributed to national growth and sectional conflict.

Students will identify slavery as the central cause of the Civil War by: comparing forms of resistance used by Harriet Tubman, Frederick Douglass, and the abolitionist movement.

Students will identify slavery as the central cause of the Civil War by: evaluating how the Supreme Court, federal law, and individual action increased the conflict over slavery.

Students will identify slavery as the central cause of the Civil War by: examining the significance of Maryland’s status as a border state in order to explain why there was conflict in Maryland.

Students will evaluate the effects of the Civil War by: explaining the economic, political, and social impact of the war in the North, the South, and in Maryland.

Students will evaluate the effects of the Civil War by: analyzing the 13th,14th, and 15th Amendments and how Jim Crow and state voting regulations limited the citizenship granted to African Americans.

Students will evaluate the effects of the Civil War by: evaluating the successes and failures of the Freedmen’s Bureau.

Students will evaluate the effects of the Civil War by: comparing the founding missions of the four historically black colleges and universities in Maryland that were formed between 1865 – 1900.

Students will analyze the transformations in the movement of goods, people and ideas by: evaluating how the emergence of new industries, technologies, and manufacturing processes impacted the standard of living and daily lives for Marylanders.

Students will analyze the transformations in the movement of goods, people and ideas by: identifying changes in immigration and settlement patterns in Maryland.

Students will analyze the transformations in the movement of goods, people and ideas by: assessing how mass urbanization led to reforms that improved the quality of life for citizens of Baltimore.

Students will analyze the freedom of the press by: analyzing examples of the media upholding a free and democratic society.

Students will analyze the freedom of the press by: analyzing how interpretations of First Amendment rights to speech and press have changed over time.

Students will analyze the freedom of the press by: developing critical media literacy and online civic literacy skills as they pertain to being an informed citizen in the 21st century.

Students will analyze local community leaders by: explaining how historical or contemporary local unelected community leaders addressed local needs.

Students will analyze local community leaders by: describing ways that people have benefitted from and been challenged by working together including through government, work-places, voluntary organizations, and families.

Students will analyze the role of institutions in shaping American ideas of freedom by: assessing the effectiveness of presidential or congressional foreign policy decisions that impacted trade, human rights, and/or national security.

Students will analyze the role of institutions in shaping American ideas of freedom by: evaluating the effectiveness of presidential, congressional, or judicial domestic decisions on American ideas, freedoms, the rights of individuals and groups, and to maintain order and/or provide safety.

Students will evaluate civil rights in Maryland and the United States by: defining civil rights and their importance for all people in the United States.

Students will evaluate civil rights in Maryland and the United States by: analyzing methods used by individuals and/or groups throughout the 20th century to contribute to the advancement of civil rights for all people.

Students will evaluate civil rights in Maryland and the United States by: exploring how federal law, Constitutional amendments and the Supreme Court have extended and protected civil rights.

Students will evaluate civil rights in Maryland and the United States by: analyzing how the government granted or denied freedoms to people based on race, gender, and religion over time.

Students will analyze geography as a tool for learning about the past, present, and planning for future by: Analyzing how the physical and human attributes or characteristics of a location make areas unique.

Students will analyze geography as a tool for learning about the past, present, and planning for future by: Analyzing how people, goods, and ideas move across the planet through immigration, emigration, and other mechanisms.

Students will analyze geography as a tool for learning about the past, present, and planning for future by: Comparing how humans recognize geographic limitations and strengths and create economic, social, political, cultural, and religious structures that connect and divide people across location, region, and the globe.

Students will analyze geography as a tool for learning about the past, present, and planning for future by: Identifying how humans adapt, exploit, and manipulate the environment to meet wants and needs.

Students will analyze the regional impact of place on how people live in the United States by: Examining maps to determine the physical attributes of the United States through physical location, climate, and landforms.

Students will analyze the regional impact of place on how people live in the United States by: Examining maps and data to determine the cultural attributes of the United States through population density and land use.

Students will analyze the regional impact of place on how people live in the United States by: Analyzing how physical and human attributes define various form, functional, and perceptual regions of the United States.

Students will analyze the regional impact of place on how people live in the United States by: Analyzing how digital communications have altered the perception of place.

Students will analyze the local, regional, and global movement of people and ideas to and within the United States by: Examining maps and data to determine how the populations have shifted throughout time in the United States.

Students will analyze the local, regional, and global movement of people and ideas to and within the United States by: Distinguishing between immigrants and emigrants, as well as refugees, asylum seekers, labor migrants, displaced persons, forced migrants, and other 21st century migrants.

Students will analyze the local, regional, and global movement of people and ideas to and within the United States by: Examining the influence of immigrants in the United States and how different immigrant waves have shifted the local environment.

Students will analyze the local, regional, and global movement of people and ideas to and within the United States by: Analyzing patterns, trends, and projections of population to determine the impact on regional policies.

Students will analyze how the cultural geography of the United States demonstrates unity amid diversity by: Analyzing the influence of geographic factors on art, music, and architecture in different regions of the United States.

Students will analyze how the cultural geography of the United States demonstrates unity amid diversity by: Examining the diffusion of languages in the United States.

Students will analyze how the cultural geography of the United States demonstrates unity amid diversity by: Comparing ways religion can be seen in the physical and human attributes of local communities.

Students will analyze how humans in the United States adapt, exploit, manipulate and protect the environment by: Analyzing the regional impact of agriculture, industry, and transportation on the environment in the United States.

Students will analyze how humans in the United States adapt, exploit, manipulate and protect the environment by: Determining the competing social, economic, and political priorities between natural resource use and environmental sustainability.

Students will analyze how humans in the United States adapt, exploit, manipulate and protect the environment by: Evaluating the range of responses by government, institutions, and industries to human interaction with the environment.

Students will analyze how the regional and local growth of early complex societies emerged from humans adapting to, modifying, and exploiting their environment by: Analyzing how the agricultural revolution altered the lives of hunter-gatherer societies in creating permanent settlements.

Students will analyze how the regional and local growth of early complex societies emerged from humans adapting to, modifying, and exploiting their environment by: Comparing and contrasting how early complex societies in Africa, Asia, and the Americas interacted with the environment to create thriving settlements.

Students will analyze how the regional and local growth of early complex societies emerged from humans adapting to, modifying, and exploiting their environment by: Evaluating the role of human interactions with the environment in the progression of early complex societies.

Students will evaluate regional and local examples of how humans adapted to, modified, or exploited their environment to promote industrialization and urbanization by: Identifying the geographic factors that led to societies becoming industrialized and urbanized.

Students will evaluate regional and local examples of how humans adapted to, modified, or exploited their environment to promote industrialization and urbanization by: Comparing and contrasting the cause and effects of industrialization and urbanization in Asia, Africa, and the Americas.

Students will evaluate regional and local examples of how humans adapted to, modified, or exploited their environment to promote industrialization and urbanization by: Evaluating the local impact of industrialization and deindustrialization on the environment and individual communities.

Students will explore how the Green Revolution’s modification and exploitation of the environment generated local, regional, and global changes by: Identifying the origins of the Green Revolution.

Students will explore how the Green Revolution’s modification and exploitation of the environment generated local, regional, and global changes by: Exploring case studies to compare the effects of the Green Revolution on societies in the Americas, Asia, and Africa.

Students will explore how the Green Revolution’s modification and exploitation of the environment generated local, regional, and global changes by: Evaluating how the Green Revolution impacted the environment, food production, and manufacturing.

Students will explore how human adaptation, modification, and exploitation of the environment created and furthers climate change by: Identifying the origins of human-caused climate change.

Students will explore how human adaptation, modification, and exploitation of the environment created and furthers climate change by: Evaluating the global impact of climate change on the natural environment.

Students will explore how human adaptation, modification, and exploitation of the environment created and furthers climate change by: Evaluating the geographic characteristics that make some communities more vulnerable to climate change than others.

Students will explore how human adaptation, modification, and exploitation of the environment created and furthers climate change by: Evaluating the local, regional, and global attempts to adapt to and mitigate the effects of human-caused climate change.

Students will analyze regional and local examples of how early political structures generated stability, promoted conflict, and/or caused rebellion by: Comparing social structures and belief systems in the early states of Greece or Rome, and China or Nubia/Egypt to examine how power is divided and maintained.

Students will analyze regional and local examples of how early political structures generated stability, promoted conflict, and/or caused rebellion by: Analyzing the motivations for territorial expansion among early complex societies.

Students will analyze regional and local examples of how early political structures generated stability, promoted conflict, and/or caused rebellion by: Analyzing how power shifts from one authority to another.

Students will analyze regional and local examples of how theocracies generated stability, promoted conflict, and/or caused rebellion by: Identifying the role of religion in a theocracy.

Students will analyze regional and local examples of how theocracies generated stability, promoted conflict, and/or caused rebellion by: Analyzing factors that contributed to the rise of theocracies.

Students will analyze regional and local examples of how theocracies generated stability, promoted conflict, and/or caused rebellion by: Evaluating how theocracies expanded and limited economic and social opportunities.

Students will analyze local, regional, and global examples of democratic revolutions as attempts to generate stability and connect and divide people across location, region, and the globe by: Identifying the multiple causes for democratic rebellions in Africa, Asia, the Americas, and Europe.

Students will analyze local, regional, and global examples of democratic revolutions as attempts to generate stability and connect and divide people across location, region, and the globe by: Analyzing how sovereignty and individualism influenced democratic revolutions and the impact on the roles of gender, and equality.

Students will analyze local, regional, and global examples of democratic revolutions as attempts to generate stability and connect and divide people across location, region, and the globe by: Assessing the role of nationalism in the creation of new empires and the rise of the nation- state.

Students will analyze local, regional, and global examples of democratic revolutions as attempts to generate stability and connect and divide people across location, region, and the globe by: Determining the local, regional, and global impacts of democratic revolutions.

Students will analyze local, regional, and global examples of authoritarian regimes as attempts to generate stability and connect and divide people across location by: Analyzing factors that contributed to the rise of authoritarian regimes in Asia, Africa, and the Americas.

Students will analyze local, regional, and global examples of authoritarian regimes as attempts to generate stability and connect and divide people across location by: Examining efforts to resist the centralization of power within authoritarian regimes and the ways that they connected and divided people.

Students will analyze local, regional, and global examples of authoritarian regimes as attempts to generate stability and connect and divide people across location by: Evaluating how policies in 21st century authoritarian regimes have challenged universal human rights, limited economic opportunities and access to technology.

Students will evaluate the global movement of religion and its impacts by: Examining the similarities and differences between Judaism, Christianity, Hinduism, Buddhism, Sikhism, and Islam.

Students will evaluate the global movement of religion and its impacts by: Analyzing how trade, war, and other factors facilitate the spread of religions.

Students will evaluate the global movement of religion and its impacts by: Evaluating how religions influenced human communities and the formation of societies and empires.

Students will assess the effects of the Bubonic Plague on regional and local communities by: Tracing the geographic spread and the mechanisms that facilitated the spread of the Bubonic Plague in Asia and Europe.

Students will assess the effects of the Bubonic Plague on regional and local communities by: Describing how contemporary reactions to the Bubonic Plague were influenced by social and cultural values, and beliefs.

Students will assess the effects of the Bubonic Plague on regional and local communities by: Analyzing the plague’s short- and long-term impact on population and antisemitism.

Students will evaluate the local and global movement of democratic ideals and its impact on colonial empires by: Explaining how World War Two and the United Nations served as a catalyst for decolonization and national sovereignty.

Students will evaluate the local and global movement of democratic ideals and its impact on colonial empires by: Analyzing the role of individual leaders, movements, and strategies in defeating colonial rule in Asia, Africa, and the Middle East.

Students will evaluate the local and global movement of democratic ideals and its impact on colonial empires by: Assessing the long-term consequences (boundary disputes, civil war, economic underdevelopment, rise of dictators) of colonialism on the development of newly formed states in Africa, Asia, and the Middle East.

Students will evaluate the local and global movement of democratic ideals and its impact on colonial empires by: Evaluating the progress made by former-colonial states in the 21st century.

Students will explore the local and global impacts of pandemics by: Identifying the origin and statistical trends of global pandemics and comparing the responses and impacts across regions.

Students will explore the local and global impacts of pandemics by: Examining the role of governments and non-governmental organizations in addressing the public health crises associated with the global spread of disease.

Students will explore the local and global impacts of pandemics by: Contrasting the responses and impact of the global spread of disease.