Michigan K–6 social studies standards

Identify and explain reasons for rules at home and in school.

Identify the American flag as an important symbol of the United States.

Explain why people do not have the right to do whatever they want.

Describe situations in which they demonstrated self-discipline and individual responsibility.

Describe economic wants they have experienced.

Distinguish between goods and services.

Recognize situations in which people trade.

Recognize that maps and globes represent places.

Use directions or positional words to identify significant locations in the classroom.

Identify and describe places in the immediate environment.

Describe ways in which the environment provides for basic human needs and wants.

Distinguish among the past, present, and future.

Create a timeline using events from their own lives.

Describe ways people learn about the past.

Identify classroom issues.

Use simple graphs to explain information about a classroom issue.

Compare their viewpoint about a classroom issue with the viewpoint of another person.

Express a position on a classroom issue.

Develop and implement an action plan to address or inform others about a classroom issue.

Participate in projects to help or inform others.

Use appropriate strategies to read and interpret basic social science tables, graphs, graphics, maps, and texts.

Differentiate between primary and secondary source documents.

Express social science ideas or information in written, spoken, and graphic forms including tables, line graphs, bar graphs, and maps.

Identify point of view and bias.

Use compelling and supporting questions to investigate social studies problems.

Differentiate between compelling questions and supporting questions.

Use supporting questions to help answer compelling social studies questions.

Know how to find relevant evidence from a variety of sources.

Use data presented in social science tables, graphs, graphics, maps, and texts to answer compelling and supporting questions.

State an issue as a question of public policy and discuss possible solutions from different perspectives.

Apply Democratic Values or Constitutional Principles to support a position on an issue.

Construct an argument and justify a decision supported with evidence.

Explain the challenges people have faced and actions they have taken to address issues at different times and places.

Act out of the rule of law and hold others to the same standard.

Assess options for individuals and groups to plan and conduct activities intended to advance views on matters of public policy.

Explain different strategies students and others could take to address problems and predict possible results.

Use democratic procedures to make decisions on civic issues in the school or classroom.

Explain the need for rules and purposes of rules.

Give examples of the use of power with authority and power without authority in school.

Explain fair ways to make decisions and resolve conflicts in the school community.

Identify important symbols of the United States of America and what they represent.

Describe some responsibilities people have at home and at school.

Explain important rights and how, when, and where members of American society demonstrate their responsibilities by actively participating in civic life.

Distinguish between producers and consumers of goods and services.

Describe ways in which families consume goods and services.

Using examples, explain why people cannot have everything they want (scarcity) and describe how people respond (choice).

Describe reasons why people voluntarily trade.

Describe ways in which people earn money.

Describe how money simplifies trade.

Construct simple maps of the classroom to demonstrate aerial perspective.

Describe places using absolute location or relative location.

Distinguish between landmasses and bodies of water using maps and globes.

Distinguish between physical and human characteristics of places.

Describe the unifying characteristics and boundaries of different school regions.

Use components of culture to describe diversity in family life.

Describe ways in which people are part of, modify, and adapt to their physical environments.

Describe ways in which the physical environment in a place or region affects people's lives.

Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events. Examples may include but are not limited to: using a calendar to distinguish among days, weeks, and months.

Investigate a family history for at least two generations, identifying various members and their connections in order to tell a narrative about family life.

Use historical sources to draw possible conclusions about family or school life in the past. Examples may include but are not limited to: photos, diaries, oral histories, videos, artifacts.

Compare life today with life in the past using the criteria of family, school, jobs, or communication.

Identify the events or people celebrated during U.S. national holidays and why we celebrate them. Examples may include but are not limited to: Independence Day, Constitution Day, Martin Luther King Jr. Day, Presidents Day, Veterans Day.

Identify public issues in the school community.

Use graphic data to analyze information about a public issue in the school community.

Identify alternative resolutions to a public issue in the school community.

Express a position on a public policy issue in the school community and justify the position with a reasoned argument.

Develop and implement an action plan to address or inform others about a school issue.

Participate in projects to help or inform others.

Explain why people form governments.

Distinguish between government action and private action.

Explain how local governments balance individual rights with the common good to solve local community problems.

Describe how the Pledge of Allegiance reflects the Democratic Value of patriotism.

Give examples of how local governments make, enforce, and interpret laws (ordinances) in the local community.

Use examples to describe how local government affects the lives of people in a community.

Identify services commonly provided by local governments.

Identify ways in which people participate in community decisions.

Distinguish between personal and civic responsibilities and explain why they are important in community life.

Design and participate in community improvement projects that help or inform others.

Identify the opportunity cost involved in a consumer decision.

Describe how businesses in the local community meet economic wants of consumers.

Describe the natural, human, and capital resources needed for production of a good or service in a community.

Use examples to show that people cannot produce everything they want (specialization) and depend on trade with others to meet their wants (interdependence).

Utilize a decision-making process to analyze the benefits and costs of a personal decision.

Construct maps of the local community that contain symbols, labels, and legends denoting human and physical characteristics of place.

Use maps to describe the spatial organization of the local community by applying concepts including relative location, and using distance, direction, and scale.

Use maps to describe the location of the local community within the state of Michigan in relation to other significant places in the state.

Compare the physical and human characteristics of the local community with those of another community.

Describe how the local community is part of a larger region.

Describe land use in the community.

Describe the means people create for moving people, goods, and ideas within the local community.

Use components of culture to describe diversity in the local community.

Suggest ways in which people can responsibly interact with the environment in the local community.

Describe positive and negative consequences of changing the physical environment of the local community.

Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local community events.

Examine different perspectives of the same event in a community and explain how and why they are different.

Explain how individuals and groups have made significant historical changes.

Describe changes in the local community over time.Examples may include but are not limited to: types of businesses, architecture and landscape, jobs, transportation, population.

Describe how community members responded to a problem in the past.Examples may include but are not limited to: natural disasters, factories closing, poverty, homelessness, closing of military bases, environmental issues.

Construct a historical narrative about the history of the local community from a variety of sources.Examples may include but are not limited to: data gathered from local residents, artifacts, photographs.

Identify public issues in the local community that influence people's daily lives.

Use graphic data and other sources to analyze information about a public issue in the local community and evaluate alternative resolutions.

Give examples of how conflicts over Democratic Values lead people to differ on resolutions to a public policy issue in the local community.

Compose a statement expressing a position on a public policy issue in the local community and justify the position with a reasoned argument.

Develop and implement an action plan to address or inform others about a community issue.

Participate in projects to help or inform others.

Identify questions historians ask in examining the past in Michigan.

Explain how historians use primary and secondary sources to answer questions about the past.

Describe the causal relationships between three events in Michigan’s past.

Draw upon traditional stories and/or teachings of Indigenous Peoples who lived and continue to live in Michigan in order to better understand their beliefs and histories.

Use informational text and visual data to compare how Indigenous Peoples and non-Indigenous Peoples in the early history of Michigan interacted with, adapted to, used, and/or modified their environments.

Use a variety of sources to describe interactions that occurred between Indigenous Peoples and the first European explorers and settlers in Michigan.

Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements of Michigan (pre-statehood).

Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan (pre-statehood).

Describe how Michigan attained statehood.

Create a timeline to sequence and describe major eras and events in early Michigan history.

Give an example of how Michigan state government fulfills one of the purposes of government.

Describe how the Michigan state government reflects the principle of representative government.

Distinguish between the roles of tribal, state, and local governments.

Identify goods and services provided by the state government and describe how they are funded.

Identify the three branches of state government in Michigan and the powers of each.

Explain how state courts function to resolve conflict.

Describe the purpose of the Michigan Constitution.

Identify and explain rights and responsibilities of citizenship.

Using a Michigan example, explain how scarcity, choice, and opportunity cost affect what is produced and consumed.

Identify incentives that influence economic decisions people make in Michigan.

Analyze how Michigan's location and natural resources influenced its economic development.

Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan.

Explain the role of entrepreneurship and business development in Michigan's economic future.

Using a Michigan example, explain how specialization leads to increased interdependence. Use fundamental principles and concepts of economics to understand economic activity in the global economy.

Identify products produced in other countries and consumed by people in Michigan.

Identify public issues in Michigan that influence the daily lives of its citizens.

Use graphic data and other sources to analyze information about a public issue in Michigan and evaluate alternative resolutions.

Give examples of how conflicts over Democratic Values lead people to differ on resolutions to a public policy issue in Michigan.

Compose a paragraph expressing a position on a public policy issue in Michigan and justify the position with a reasoned argument.

Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.

Participate in projects to help or inform others.

Use cardinal directions (north, south, east, west) to describe the relative locations of significant places in the immediate environment.

Use thematic maps to identify and describe the physical and human characteristics of Michigan.

Use a world map to describe North America in relation to the equator and other continents and oceans, and Michigan within North America.

Use a variety of visual materials and data sources to describe ways in which Michigan can be divided into regions.

Describe different regions to which Michigan belongs.

Describe major kinds of economic activity in Michigan today, such as agriculture, forestry, manufacturing, services and tourism, and research and development, and explain the factors influencing the location of these economic activities.

Describe diverse groups that have migrated into a region of Michigan and reasons why they came (push/pull factors).

Describe some of the current movements of goods, people, jobs, or information to, from, or within Michigan and explain reasons for the movements.

Use data and current information about the Anishinaabek and other Indigenous Peoples living in Michigan today to describe the cultural aspects of modern life.

Describe how people are a part of, adapt to, use, and modify the physical environment of Michigan.

Locate natural resources in Michigan and explain the consequences of their use.

Identify questions political scientists ask in examining the United States.

Describe the purposes of government as identified in the Preamble of the Constitution.

Explain how the principles of popular sovereignty, rule of law, checks and balances, separation of powers, and individual rights serve to limit the powers of the federal government as reflected in the Constitution and Bill of Rights.

Describe how rights guaranteed by the Constitution, including the Bill of Rights, and Democratic Values are involved in everyday situations.

Give examples of ways the Constitution limits the powers of the federal government.

Give examples of powers exercised by the federal government, tribal governments and state governments.

Describe the organizational structure of the federal government in the United States (legislative, executive, and judicial branches).

Describe how the powers of the federal government are separated among the branches.

Give examples of how the system of checks and balances limits the power of the federal government.

Describe how the President, members of the Congress, Supreme Court Justices are elected or appointed.

Explain how the federal government uses taxes and spending to serve the purposes of government.

Explain the responsibilities of members of American society.

Explain rights of citizenship, why rights have limits, and the relationships between rights and responsibilities.

Describe ways in which people can work together to promote the values and principles of American democracy.

Identify a good or service produced in the United States and apply the three economic questions all economies must address.

Describe characteristics of a market economy.

Describe how positive and negative incentives influence behavior in a market economy.

Explain how price affects decisions about purchasing goods and services.

Explain how specialization and division of labor increase productivity.

Explain how competition among buyers results in higher prices, and competition among sellers results in lower prices.

Describe the role of money in the exchange of goods and services.

List goods and services governments provide in a market economy and explain how these goods and services are funded.

Explain how changes in the United States economy impact levels of employment and unemployment.

Identify advantages and disadvantages of global competition.

Identify public issues in the United States that influence the daily lives of its citizens.

Use graphic data and other sources to analyze information about a public issue in the United States and evaluate alternative resolutions.

Give examples of how conflicts over Democratic Values lead people to differ on resolutions to a public policy issue in the United States.

Compose a brief essay expressing a position on a public policy issue in the United States and justify the position with a reasoned argument.

Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.

Participate in projects to help or inform others.

Identify questions geographers ask in examining the United States.

Identify and describe the characteristics and purposes of a variety of technological geographic tools. answer geographic questions about the United States.

Use maps to describe elevation, climate, and patterns of population density in the United States.

Use hemispheres, continents, oceans, and major lines of latitude to describe the relative location of the United States on a world map.

Describe ways in which the United States can be divided into different regions.

Locate and describe human and physical characteristics of major U.S. regions and compare them to the Great Lakes region.

Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration.

Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States.

Describe some of the movements of resources, goods, people, and information to, from, or within the United States, and explain the reasons for the movements.

Assess the positive and negative consequences of human activities on the physical environment of the United States and identify the causes of those activities.

Use historical inquiry questions to investigate the development of Michigan's major economic activities from statehood to present.

Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan.

Use case studies or stories to describe the ideas and actions of individuals involved in the Underground Railroad in Michigan and in the Great Lakes region.

Describe how the relationship between the location of natural resources and the location of industries (after 1837) affected and continue to affect the location and growth of Michigan cities.

Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same activity or a related activity in the past.

Use a variety of primary and secondary sources to construct a historical narrative about the beginnings of the automobile industry and the labor movement in Michigan.

Describe past and current threats to Michigan's natural resources and describe how state government, tribal and local governments, schools, organizations, and individuals worked in the past and continue to work today to protect its natural resources.

Identify contemporary public issues related to the U.S. Constitution and their related factual, definitional, and ethical questions.

Use graphic data and other sources to analyze information about a contemporary public issue related to the U.S. Constitution and evaluate alternative resolutions.

Give examples of how conflicts over Democratic Values lead people to differ on contemporary Constitutional issues in the United States.

Compose a short essay expressing a position on a contemporary public-policy issue related to the Constitution and justify the position with a reasoned argument.

Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.

Participate in projects to help or inform others.

Use maps to locate peoples in the Eastern Woodland (the Woodland Peoples east of the Mississippi River), desert Southwest, the Pacific Northwest, and the nomadic nations of the Great Plains.

Compare how Indigenous Peoples in the Eastern Woodland and another tribal region adapted to or modified the environment.

Describe Eastern Woodland life with respect to governmental and family structures, trade, and their relationship to the land.

Explain the technological and political developments that made sea exploration possible.

Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas.

Use maps to locate the major regions of Africa (North Africa, West Africa, Central Africa, East Africa, Southern Africa).

Describe the life and cultural development of people living in West Africa before the 16th century with respect to economic (the ways people made a living) and family structures, and the growth of states, towns, and trade.

Describe the convergence of Europeans, Indigenous Peoples, and Africans in the Americas after 1492 from the perspective of these three groups.

Use primary and secondary sources to compare Europeans, Africans, and Indigenous Peoples who converged in the Western Hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use.

Explain the cultural impact that occurred between the British, French, and Spanish on the lives of Indigenous Peoples.

Describe the Columbian Exchange and its impact on Europeans, Indigenous Peoples, and Africans.

Describe significant developments in the Southern colonies, including:<ul><li>patterns of settlement and control, including the impact of geography (landforms and climate) on settlement.</li><li>the establishment of Jamestown.</li><li>the development of one-crop economies (plantation land use and growing season for rice in Carolinas and tobacco in Virginia).</li><li>interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples.</li><li>the development of colonial representative assemblies (House of Burgesses).</li><li>the development of slavery.</li></ul>

Describe significant developments in the New England colonies, including:<ul><li>patterns of settlement and control including the impact of geography (landforms and climate) on settlement.</li><li>interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples, growth of agricultural (small farms) and non-agricultural (shipping, manufacturing) economies.</li><li>the development of government, including the establishment of town meetings, development of colonial legislatures, and growth of royal government.</li><li>religious tensions in Massachusetts that led to the establishment of other colonies in New England.</li></ul>

Describe significant developments in the Middle colonies, including:<ul><li>patterns of settlement and control, including the impact of geography (landforms and climate) on settlement.</li><li>interactions with Indigenous Peoples, including the trading of goods, services, and ideas among Europeans and Indigenous Peoples.</li><li>the growth of economies in the Middle colonies, the Dutch settlement in New Netherlands, Quaker settlement in Pennsylvania, and subsequent English takeover of the Middle colonies.</li><li>immigration patterns leading to ethnic diversity in the Middle colonies.</li></ul>

Compare the regional settlement patterns of the Southern colonies, New England, and the Middle colonies.

Explain the economic, political, cultural, and religious causes of migration to colonial North America.

Describe Triangular Trade, including:<ul><li>the trade routes.</li><li>the people and goods that were traded.</li><li>the Middle Passage.</li><li>the impact on life in Africa.</li></ul>

Describe the lives of enslaved Africans and free Africans, including fugitive and escaped slaves in the American colonies.

Describe how enslaved and free Africans struggled to retain elements of their diverse African histories and cultures to develop distinct African-American identities.

Locate the New England, Middle, and Southern colonies on a map.

Describe the daily lives of people living in the New England, Middle, and Southern colonies.

Describe colonial life in America from the perspectives of at least three different groups of people.

Describe the development of the emerging labor force in the colonies.

Make generalizations about the reasons for regional differences in colonial America.

Describe how the French and Indian War affected British policy toward the colonies and subsequent colonial dissatisfaction with the new policy.

Describe the causes and effects of events such as the Stamp Act, the Boston Massacre, the Boston Tea Party, and the Intolerable Acts.

Using an event from the Revolutionary era, explain how British and colonial views on authority and the use of power without authority differed (views on representative government).

Describe the role of the First and Second Continental Congresses in unifying the colonies.

Use the Declaration of Independence to explain why many colonists wanted to separate from Great Britain and why they believed they had the right to do so.

Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.

Describe how colonial experiences with self-government and ideas about government influenced the decision to declare independence.

Identify a problem that people in the colonies faced, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken.

Describe the advantages and disadvantages each side had during the American Revolution with respect to military leadership, geography, types of resources, and motivations.

Describe the importance of Valley Forge, the Battle of Saratoga, and the Battle of Yorktown in the American Revolution.

Investigate the role of women, enslaved and freed Africans, Indigenous Peoples, and France in helping shape the outcome of the war.

Describe the significance of the Treaty of Paris (establishment of the United States and its initial boundaries).

Describe the powers of the national government and state governments under the Articles of Confederation.

Give examples of problems the country faced under the Articles of Confederation.

Explain why the Constitutional Convention was convened and why the Constitution was written.

Describe the issues over representation and slavery the Framers faced at the Constitutional Convention and how they were addressed in the Constitution.

Give reasons why the Framers wanted to limit the power of government.

Describe the principle of federalism and how it is expressed through the sharing and distribution of power as stated in the Constitution.

Describe the concern that some people had about individual rights and why the inclusion of a Bill of Rights was needed for ratification.

Describe the rights of individuals protected in the Bill of Rights (the first 10 amendments) to the U.S. Constitution.

Use appropriate strategies to read and interpret basic social science tables, graphs, graphics, maps, and texts.

Interpret primary and secondary source documents for point of view, context, bias, and frame of reference or perspective.

Express social science ideas clearly in written, spoken, and graphic forms, including tables, line graphs, bar graphs, pie charts, maps, and images.

Present an argument supported with evidence.

Use compelling and supporting questions to investigate social scientific problems.

Evaluate data presented in social science tables, graphs, graphics, maps, and texts.

Know how to find, organize, and interpret information from a variety of sources.

Use resources in multiple forms and from multiple perspectives to analyze issues.

Clearly state an issue as a question of public policy, gather and interpret information about that issue, and generate and evaluate possible alternative resolutions.

Discuss public policy issues, clarifying position, considering opposing views, and applying Democratic Values or Constitutional Principles to develop and refine claims.

Construct arguments expressing and justifying decisions on public policy issues supported with evidence.

Explain the challenges people have faced and actions they have taken to address issues at different times and places.

Act out of the rule of law and hold others to the same standard.

Assess options for individuals and groups to plan and conduct activities intended to advance views on matters of public policy.

Plan, conduct, and evaluate the effectiveness of activities intended to advance views on matters of public policy.

Compare and contrast different ideas about the purposes of government in different nations, nation-states or governments.

Define the characteristics of modern nation-states.

Compare and contrast various forms of government around the world.

Explain how governments address national and international issues and form policies, and how the policies may not be consistent with those of other nation-states.

Explain the challenges to governments to address global issues, and the international cooperation needed to do so.

Analyze the impact of treaties, agreements, and international organizations on global issues.

Explain how incentives and disincentives in the market economy can change the decision-making process.

Analyze the impact of sanctions, tariffs, treaties, quotas, and subsidies.

Explain and compare how economic systems (traditional, command, market) answer the three basic economic questions: What goods and services will be produced? How will they be produced? For whom will they be produced? Also, who will receive the benefits or bears the costs of production?

Compare and contrast the economic and ecological costs and benefits of different kinds of energy production.

Use charts and graphs to compare imports and exports of different countries in the world and propose generalizations about patterns of economic interdependence.

Diagram or map the flow of materials, labor, and capital used to produce a consumer product.

Explain how communication innovations have affected economic interactions and where and how people work.

Use a variety of geographic tools (maps, globes, and web-based geography technology) to analyze the world at global, regional, and local scales.

Draw a sketch map, or add information to an outline map, of the world or a world region.

Apply the skills of geographic inquiry (asking geographic questions, acquiring geographic information, organizing geographic information, analyzing geographic information, and answering geographic questions) to analyze a geographic problem or issue.

Explain why maps of the same place may vary, including the perspectives and purposes of the cartographers.

Use, interpret, and create maps and graphs representing population characteristics, natural features, and land use of the region under study.

Use images as the basis for answering geographic questions about the human and physical characteristics of places and major world regions.

Locate and use information from GIS and satellite remote sensing to answer geographic questions.

Create or interpret a map of the population distribution of a region and generalize about the factors influencing the distribution of the population.

Use the fundamental themes of geography (location, place, human-environment interaction, movement, region) to describe regions or places on earth.

Explain the different ways in which places are connected and how those connections demonstrate interdependence and accessibility.

Locate and describe the basic patterns of landforms.

Locate and describe the basic patterns and processes of plate tectonics.

Locate and describe the characteristics and patterns of major world climates and ecosystems.

Describe the human characteristics of the region under study, including languages, religions, economic system, governmental system, cultural traditions.

Explain how communities are affected positively or negatively by changes in technology.

Explain how culture and experience influence people's perceptions of places and regions.

Interpret population pyramids from different countries including birth rates, death rates, male-female differences, and the causes and consequences of the age structure of the population.

Generalize about how human and natural factors have influenced how people make a living and perform other activities in a place.

Interpret and compare climographs from different latitudes and locations.

Explain the factors that cause different climate types.

Locate major ecosystems and explain how and why they are similar or different as a consequence of latitude, elevation, land-forms, location, and human activity.

Define culture and describe examples of cultural change through diffusion, including what has diffused, why and where it has spread, and positive and negative consequences of the change.

Compare and contrast the gender roles assigned to men and women in different societies.

Describe cultures of the region being studied, including the major languages and religions.

Explain how culture influences the daily lives of people.

Identify and describe the advantages, disadvantages, and impacts of different technologies used to transport people and products, and spread ideas throughout the world.

Explain how people have modified the environment and used technology to make places more suitable for humans, as well as how modifications sometimes have negative/unintended consequences.

Describe patterns of settlement and explain why people settle where they do and how people make their livings.

Explain the patterns, causes, and consequences of major human migrations.

Identify factors that contribute to cooperation and conflict between and among cultural groups (control/use of natural resources, power, wealth, and cultural diversity).

Evaluate examples of cooperation and conflict within the region under study from different perspectives.

Describe examples of how humans have impacted and are continuing to impact the environment in different places as a consequence of population size, resource use, level of consumption, and technology.

Explain how different technologies can have positive and negative impacts on the environment.

Analyze ways in which human-induced changes in the physical environment in one place can cause changes in other places.

Define natural resources and explain how people in different places use, define, and acquire resources in different ways.

Analyze the effects that a change in the physical environment could have on human activities and the actions people would be required to make (or would choose to make) in response to the change.

Analyze how combinations of human decisions and natural forces can lead to (or help people avoid) a natural disaster.

Identify global issues.

Investigate a contemporary global issue by applying the skills of geographic inquiry.

Develop a plan for action: share and discuss findings of research and issue analysis in group discussions and debates.

Develop a plan for action: compose a persuasive essay justifying a position with a reasoned argument.

Develop a plan for action: develop an action plan to address or inform others about the issue, at local to global scales.

Integrate Michigan process and skills standards into a grade-appropriate project. Clearly state a global issue as a question of public policy, trace the origins of the issue, analyze various perspectives, and generate and evaluate alternative resolutions. Identify public policy issues related to global topics and issues studied. For example: use Michigan social studies process and skills methods to acquire content knowledge and appropriate data about the issue.

Integrate Michigan process and skills standards into a grade-appropriate project. Clearly state a global issue as a question of public policy, trace the origins of the issue, analyze various perspectives, and generate and evaluate alternative resolutions. Identify public policy issues related to global topics and issues studied. For example: identify the causes and consequences and analyze the impact, both positive and negative.

Integrate Michigan process and skills standards into a grade-appropriate project. Clearly state a global issue as a question of public policy, trace the origins of the issue, analyze various perspectives, and generate and evaluate alternative resolutions. Identify public policy issues related to global topics and issues studied. For example: share and discuss findings of research and issue analysis in group discussions and debates.

Integrate Michigan process and skills standards into a grade-appropriate project. Clearly state a global issue as a question of public policy, trace the origins of the issue, analyze various perspectives, and generate and evaluate alternative resolutions. Identify public policy issues related to global topics and issues studied. For example: compose a persuasive essay justifying a position with a reasoned argument.

Integrate Michigan process and skills standards into a grade-appropriate project. Clearly state a global issue as a question of public policy, trace the origins of the issue, analyze various perspectives, and generate and evaluate alternative resolutions. Identify public policy issues related to global topics and issues studied. For example: develop an action plan to address or inform others about the issue at a local, national, or global scale.

Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness.

Engage in activities intended to contribute to solving the local, national or global issues studied.

Participate in projects to help or inform others.