New York K–6 social studies standards

Ask questions.

Recognize forms of evidence used to make meaning in social studies.

Identify the author or creator of a book or map.

Identify opinions expressed by others.

Retell an important life event in sequential order.

Understand the concept of time measurements, including days and weeks.

Identify causes and effects, using an example from his/her family life.

Identify events of the past, present, and future in his/her life.

Identify routines and common occurrences in his/her life.

Identify similarities and differences between home and school.

Identify similarities and/or differences between him/her and others.

Describe an event in his/her life.

Ask geographic questions about where places are located and why they are located there, using location terms and geographic representations, such as maps, photographs, satellite images, and models.

Identify natural events or physical features, such as land, water, air, and wind.

Describe how environment affects his/her activities.

Identify a pattern.

Identify a human activity that changed a place.

Identify examples of scarcity and choices made due to scarcity.

Identify examples of goods and services.

Identify what money is and how it is used in society.

Demonstrate respect for the rights of others.

Participate in activities that focus on a classroom or school issue or problem.

Not applicable at this level.

Identify the role of the individual in classroom participation.

Show respect in issues involving difference and conflict.

Identify situations in which social actions are required.

Identify the school principal and his/her role within the school.

Identify and follow rules in the classroom and school.

A sense of self is developed through physical and cultural characteristics and through the development of personal likes, dislikes, talents, and skills.

Personal experiences shape our sense of self and help us understand our likes, dislikes, talents, and skills, as well as our connections to others.

Students will create A BOOK ABOUT ME that includes information about their gender, race/ethnicity, family members, likes and dislikes, talents, and skills.

Each person is unique but also shares common characteristics with other family, school, and community members.

Students will identify characteristics of themselves that are similar to their classmates and characteristics that are different, using specific terms and descriptors such as gender, race or ethnicity, and native language.

Unique family activities and traditions are important parts of an individual's culture and sense of self.

Students will explain how their families celebrate birthdays or other special days.

Children and families from different cultures all share some common characteristics, but also have specific differences that make them unique.

Students will learn about and respect individual differences.

Diverse cultural groups within the community and nation embrace unique traditions and beliefs, and celebrate distinct holidays.

Students will compare ways diverse cultural groups within the community and nation celebrate distinct holidays.

The study of American symbols, holidays, and celebrations helps to develop a shared sense of history, community, and culture.

Students will explain when and why national holidays such as Labor Day, Constitution Day, Columbus Day, Thanksgiving, Martin Luther King Jr. Day, Presidents' Day, Law Day, and Independence Day are celebrated.

Students will identify American symbols, such as the Liberty Bell and the bald eagle.

Students will learn the Pledge of Allegiance.

Students will learn the parts of the American flag (stars and stripes) and how to show respect toward the flag.

Students will learn patriotic songs, including the national anthem, "America the Beautiful," and "America."

Children have basic universal rights or protections as members of a family, school, community, nation, and the world.

Students will identify basic rights they have (e.g., provision of food, clothing, shelter, and education, and protection from abuse, bullying, neglect, exploitation, and discrimination).

Children can be responsible members of a family or classroom and can perform important duties to promote the safety and general welfare of the group.

Students will be given the opportunity to perform duties in the classroom (e.g., cleaning up a center, serving as line leader, straightening up the library, serving as a messenger).

Children and adults must follow rules within the home, school, and community to provide for a safe and orderly environment.

Students will discuss rules for fire, water, traffic, school, and home safety, and what would happen if rules were not followed.

People in authority make rules and laws that provide for the health and safety of all.

Students will discuss classroom routines and rules (e.g., raise hand to ask or answer a question during circle time, walk quietly in the halls when going to specials).

Children and adults have opportunities to contribute to the development of rules and/or laws.

Students will be given an opportunity to create new rules as needed for class activities.

A globe represents Earth, and maps can be used to represent the world as well as local places or specific regions.

Students will identify the differences and similarities between a globe and a map.

Places and regions can be located on a map or globe, using geographic vocabulary

Students will locate on a map familiar places or buildings in the community (e.g., school, grocery store, train station, hospital).

Places, physical features, and man-made structures can be located on a map or globe and described using specific geographic vocabulary.

Students will correctly use words and phrases to indicate location and direction (e.g., up, down, near, far, left, right, straight, back, behind, in front of, next to, between).

Climate, seasonal weather changes, and the physical features associated with the community and region all affect how people live.

Students will describe and give examples of seasonal weather changes and illustrate how weather affects people and communities.

Specific words and phrases related to chronology and time should be used when recounting events and experiences.

Students will correctly use words related to chronology and time when recounting events and experiences (e.g., first, next, last; now, long ago; before, after; morning, afternoon, night; yesterday, today, tomorrow; last or next week, month, year; and present, past, and future tenses of verbs).

People use folktales, legends, oral histories, and music to teach values, ideas, traditions, and important events from the past.

Students will retell a story and explain the value, idea, tradition, or important event that it expressed.

A need is something that a person must have for health and survival, while a want is something that a person would like to have.

Students will identify basic needs (food, clothing, and shelter).

Students will distinguish between a need and a want.

Goods are objects that can satisfy people's needs and wants; services are activities that can satisfy people's needs and wants.

Students will identify examples of goods and services.

Scarcity is the condition of not being able to have all of the goods and services that a person wants or needs.

Students will identify examples of scarcity.

Families are a basic unit of all societies, and different people define family differently.

Students will listen to stories about different families and will identify characteristics that are the same and different.

People and families of diverse racial, religious, national, and ethnic groups share their beliefs, customs, and traditions, which creates a multicultural community.

Students will identify traditions that are associated with their families, and tell why the tradition is important.

Awareness of America's rich diversity fosters intercultural understanding.

Students will compare the cultural similarities and differences between various ethnic and cultural groups found in New York State.

The study of historical events, historical figures, and folklore enables Americans with diverse cultural backgrounds to feel connected to a common national heritage.

Students will listen to stories about historical events, folklore, and popular historical figures and identify the significance of the event or person.

Students will explain when and why celebrate national holidays such as Labor Day, Constitution Day, Columbus Day, Thanksgiving, Martin Luther King Jr. Day, Presidents' Day, Law Day, and Independence Day are celebrated.

The Pledge of Allegiance and patriotic songs play an important role in understanding and examining the nation's history, values, and beliefs.

Students will be able to recite the Pledge of Allegiance, to begin to understand its purpose and its general meaning, and to sing patriotic songs such as America the Beautiful, America ("My Country 'Tis of Thee"), and The Star Spangled Banner and begin to understand the general meaning of the lyrics.

An engaged and active citizen participates in the activities of the group or community and makes positive contributions.

Students will participate in group activities and contribute to the work of the group.

Traits of a responsible citizen include respecting others, behaving honestly, helping others, obeying rules and laws, being informed, and sharing needed resources.

Students will explain the traits of a responsible citizen and model actions of responsible citizens.

As global citizens, we are connected to people and cultures beyond our own community and nation, and we have a shared responsibility to protect and respect our world.

Students will discuss ways that they can protect and respect our world and its people.

Rules and laws are developed to protect people's rights and for the safety and welfare of the community.

Students will discuss the difference between rules and laws, and determine why school rules were developed and what the consequences are of not following the rules.

Governments exist at the local, state, and national levels to represent the needs of the people, create and enforce laws, and help resolve conflicts.

Students will begin to understand that there are local, state, and national levels of government and will identify some actions that the government takes.

Children can participate in problem solving, decision making, and conflict resolution within their home, school, and community.

Students will be given opportunities to solve problems, make decisions, and resolve conflicts.

Maps and map tools, such as legends and cardinal directions, can help us navigate from one place to the next, provide directions, or trace important routes.

Students will use cardinal directions within the classroom to describe the locations of objects (e.g., desks, bookcases) and create a map of the classroom by using symbols to represent objects.

Maps are used to locate important places in the community, state, and nation, such as capitals, monuments, hospitals, museums, schools, and cultural centers.

Students will use a map of the community and provide directions to another student on how to get from the school to another place identified on the map.

Symbols are used to represent physical features and man-made structures on maps and globes.

Students will closely read maps making use of the legends to understand symbols and what they represent.

Students will identify natural resources required to meet basic needs.

Roads, dams, bridges, farms, parks, and dwellings are all examples of how people modify the physical environment to meet needs and wants.

Students will identify how the physical environment of their community has been modified to meet needs and wants.

People interact with their physical environment in ways that may have a positive or a negative effect.

Students will identify positive and negative effects that human interaction can have on the physical environment.

Personal and family history is a source of information for individuals about the people and places around them.

Students will create personal time lines of their life, school year, and family events with the help of family members. Students will demonstrate an understanding of sequence and chronology and share their time lines with each other.

Families change over time, and family growth and change can be documented and recorded.

Students will examine the changes in their family over time and how the family growth and change could be documented and recorded.

Families of long ago have similarities and differences with families today.

Students will examine families of the past and compare them with their family. They will identify characteristics that have been passed on through the generations.

Sequence and chronology can be identified in terms of days, weeks, months, years, and seasons when describing family events and histories.

Students will use sequence and chronological terms when describing family events.

Various historical sources exist to inform people about life in the past, including artifacts, letters, maps, photographs, and newspapers.

Students will be exposed to various historical sources, including artifacts, letters, maps, photographs, and newspapers.

Oral histories, biographies, and family time lines relate family histories.

Students will interview family members to learn about their family histories. Students will develop a family time line as an extension of their personal time line.

Students will describe the main characters and qualities after listening to biographies and legends.

Scarcity means that people's wants exceed their limited resources.

Students will provide examples of scarcity by identifying wants that exceed resources.

Families and communities must make choices due to unlimited needs and wants, and scarce resources; these choices involve costs.

Students will examine choices that families make due to scarcity, and identify costs associated with these choices.

People use tools, technologies, and other resources to meet their needs and wants.

Students will examine how tools, technology, and other resources can be used to meet needs and wants.

Goods are consumable, tangible products; services are actions performed by a person or group of people with a certain skill.

Students will identify examples of goods and services.

A producer makes goods or provides a service, while a consumer uses or benefits from the goods or services.

Students will identify examples of a producer and a consumer.

People and families work to earn money to purchase goods and services that they need or want.

Students will examine how earning money through work is related to the purchase of goods and services.

People make decisions about how to spend and save the money that they earn.

Students will examine decisions that people make about spending and saving money.

Develop questions about his/her family.

Recognize different forms of evidence used to make meaning in social studies (including sources such as art and photographs, artifacts, oral histories, maps, and graphs).

Identify the creator and/or author of different forms of evidence.

Identify opinions of others.

Create understanding of the past by using primary and secondary sources.

Retell a real-life family event in sequential order.

Understand the concept of time measurements, including days, weeks, months and years.

Identify causes and effects, using examples from his/her family life.

Identify change over time in his/her family.

Identify events of the past, present, and future in his/her family life.

Recognize and identify patterns of continuity in his/her family.

Identify similarities and differences between neighborhoods.

Identify similarities and/or differences between him/her and others with detail.

Describe an event in his/her family.

Understand the concepts of geography, economics, and history that apply to his/her family.

Ask geographic questions about where places are located and why they are located there, using location terms and geographic representations, such as maps, photographs, satellite images, and models. Describe where places are in relation to each other.

Identify human activities and human-made features; identify natural events or physical features.

Describe how environment affects his/her and other people's activities.

Identify a pattern and a process.

Describe how human activities alter places.

Explain how scarcity affects choices made by families and communities, and identify costs and benefits associated with these choices.

Distinguish between a consumer and a producer and their relationship to goods and services.

Explain how people earn money and explain other ways that people receive money.

Demonstrate respect for the rights of others in discussions, regardless of whether one agrees with the other viewpoints.

Participate in activities that focus on a classroom or school issue or problem.

Identify the role of the individual in classroom and school participation.

Show respect in issues involving difference and conflict; participate in the resolution of differences and conflict.

Identify situations in which social actions are required.

Identify the president of the United States and the school principal and their leadership responsibilities.

Identify rights and responsibilities in the classroom and school.

An urban community, or city, is characterized by dense population and land occupied primarily by buildings and structures that are used for residential and business purposes.

Suburban communities are on the outskirts of cities, where human population is less dense, and buildings and homes are spaced farther apart.

Rural communities are characterized by large expanses of open land and significantly lower populations than urban or suburban areas.

Students will identify the characteristics of urban, suburban, and rural communities and determine in which type of community they live.

By discussing different types of housing (apartment, single-family house, etc.) and the proximity of houses to each other, students will understand the term "population density" and how it applies to different communities.

Activities available for people living in urban, suburban, and rural communities are different. The type of community a person grows up in will affect a person's development and identity.

Students will identify activities that are available in each type of community, and discuss how those activities affect the people living in that community.

People living in urban, suburban, and rural communities embrace traditions and celebrate holidays that reflect both diverse cultures and a common community identity.

Students will examine the ethnic and/or cultural groups represented in their classroom.

Students will explore the cultural diversity of their local community by identifying activities that have been introduced by different cultural groups.

Students will identify community events that help promote a common community identity.

A community is strengthened by the diversity of its members, with ideas, talents, perspectives, and cultures that can be shared across the community.

Students will explore how different ideas, talents, perspectives, and culture are shared across their community.

The United States is founded on the democratic principles of equality, fairness, and respect for authority and rules.

Students will explore democratic principles, such as dignity for all, equality, fairness, and respect for authority and rules, and how those principles are applied to their community.

Government is established to maintain order and keep people safe. Citizens demonstrate respect for authority by obeying rules and laws.

Students will examine the ways in which the government in their community provides order and keeps people safe, and how citizens can demonstrate respect for authority.

The process of holding elections and voting is an example of democracy in action in schools, communities, New York State, and the nation.

Students will learn about the process of voting and what opportunities adults in the community have for participation.

Students will participate in voting within the classroom and in school, as appropriate.

Symbols of American democracy serve to unite community members.

Students will examine the symbols of the country, including the eagle, American flag, the Statue of Liberty, the White House, and Mount Rushmore.

Communities have the responsibility to make and enforce fair laws and rules that provide for the common good.

Students will explain the importance of making fair laws and rules, the benefits of following them, and the consequences of violating them.

Communities have leaders who are responsible for making laws and enforcing laws.

Students will identify who makes and enforces the rules and laws in their community. They will also explore how leaders make and enforce these rules and laws.

Citizens provide service to their community in a variety of ways.

Students will explore opportunities to provide service to their school community and the community at large (e.g., beautifying school grounds, writing thank-you notes to helpers).

Students will identify how adults can provide service to the school and the community at large.

Urban, suburban, and rural communities can be located on maps, and the geographic characteristics of these communities can be described by using symbols, map legends, and geographic vocabulary.

Students will locate their communities on maps and/or globes.

Students will examine how land within a community is used and classify land use as "residential" (used for housing), "industrial" (used to make things), "commercial" (used to provide services), and "recreational" (where people play or do sports).

Students will create maps including maps that represent their classroom, school, or community, and maps that illustrate places in stories.

The location of physical features and natural resources often affects where people settle and may affect how those people sustain themselves.

Students will compare how different communities in their state or nation have developed, and explain how physical features of the community affect the people living there.

Humans modify the environment of their communities through housing, transportation systems, schools, marketplaces, and recreation areas.

Students will explore how humans have positively and negatively affected the environment of their community though such features as roads, highways, buildings, bridges, shopping malls, railroads, and parks.

Students will describe the means people create for moving people, goods, and ideas in their communities.

The location and place of physical features and man-made structures can be described using symbols and specific geography vocabulary.

Students will use a compass rose to identify cardinal (North, South, East, West) and intermediate (Northeast, Southeast, Southwest, Northwest) directions on maps and in their community.

Students will locate the equator, northern and southern hemispheres, and poles on a globe.

Students will use maps and legends to identify major physical features, such as mountains, rivers, lakes, and oceans of the local community, New York State, and the nation.

Continuities and changes over time in communities can be described using historical thinking, vocabulary, and tools such as time lines.

Continuities and changes over time in communities can be examined by interpreting evidence such as maps, population charts, photographs, newspapers, biographies, artifacts, and other historical materials.

Students will examine continuities and changes over time in their community, using evidence such as maps, population charts, photographs, newspapers, biographies, artifacts, and other historical materials.

Students will develop a time line for their community, including important events, such as when the school was built.

Cause-and-effect relationships help us to understand the changes in communities.

Students will distinguish between cause and effect and will examine changes in their community in terms of cause and effect (e.g., automobiles and the growth of suburbs, growing population in suburban areas, and reduction of farms).

The availability of resources to meet basic needs varies across urban, suburban, and rural communities.

Students will investigate what resources are available in their community and what resources are obtained from neighboring communities.

Students will examine how available resources differ in communities (e.g., home-grown food available in rural farm areas vs. shopping in supermarkets).

People make decisions to buy, sell, and use money based on their needs, wants, and the availability of resources.

Students will explore economic decision making and the use of money.

Scarcity, the price of goods and services, and choice all influence economic decisions made by individuals and communities.

Students will examine how consumers react to changes in the prices of goods.

Students will explore the purpose of taxes and how they are collected in their communities.

Goods are the products a person or group of people makes. Services are actions performed by a person or group of people with a certain skill.

Students will distinguish between goods and services and identify goods produced in their community.

Members of a community specialize in different types of jobs that provide goods and/or services to the community. Community workers such as teachers, firefighters, sanitation workers, and police officers provide services.

Students will identify different types of jobs performed in their community.

Students will explain the services provided by community workers.

At times, neighboring communities share resources and workers to support multiple communities.

Students will explore how communities share resources and services with other communities.

Develop questions about the community.

Recognize different forms of evidence used to make meaning in social studies (including primary and secondary sources, such as art and photographs, artifacts, oral histories, maps, and graphs).

Identify and explain creation and/or authorship, purpose, and format of evidence.

Identify arguments of others.

Recognize arguments and identify evidence.

Create understanding of the past by using primary and secondary sources.

Retell a community event in sequential order.

Understand the concept of time measurements, including minutes, hours, days, weeks, months, years.

Identify causes and effects, using examples from his/her family life or from the community.

Identify changes over time in his/her community.

Identify events of the past, present, and future in his/her community life.

Recognize and identify patterns of continuity and change in communities.

Identify similarities and differences between communities.

Identify similarities and/or differences between his/her community and other communities.

Describe an event in his/her community.

Recognize the relationship between geography, economics, and history in his/her community.

Describe a historical development in his/her community with specific details, including time and place.

Ask geographic questions about where places are located and why they are located there, using location terms and geographic representations, such as maps, photographs, satellite images, and models. Describe where places are in relation to each other and describe connections between places.

Distinguish human activities and human-made features from natural events or physical features.

Describe how his/her actions affect the environment of the community; describe how the environment of the community affects human activities.

Recognize a process that applies to population, and a resulting pattern.

Describe how human activities alter places in a community.

Explain how scarcity necessitates decision making; identify the benefits and costs of decisions.

Describe the resources used to produce goods and provide services in the local community.

Describe the role of banks, saving, and borrowing in the economy.

Describe the goods and services that people in the local community produce and those that are produced in other communities.

Identify goods and services that government provides and the role of taxes.

Demonstrate respect for the rights of others in discussions and classroom debates, regardless of whether one agrees with the other viewpoints.

Participate in activities that focus on a classroom, school, or local community issue or problem.

Identify different political systems.

Identify the role of the individual in classroom, school, and local community participation.

Show respect in issues involving difference and conflict; participate in negotiating and compromising in the resolution of differences and conflict.

Identify situations in which social actions are required.

Identify the governor of New York, the president of the United States, and the school principal and their leadership responsibilities.

Identify rights and responsibilities in the classroom, school, and community.

Earth is comprised of water and large land masses that can be divided into distinct regions.

Students will identify the continents and oceans, by using globes and maps.

Students will locate the selected world communities in relation to oceans and continents.

Globes, maps, photographs, and satellite images contain geographic information. Maps often have a title, legend or key, compass orientation, author, date, grid, and scale.

Students will identify the differences between a globe and a map.

Students will examine a variety of maps for at least two of the selected world communities, looking for structural features of the map such as title, legend or key, compass orientation, author, date, grid, and scale. These should include political, physical, vegetation, and resource maps. A variety of scale should be represented (e.g., continent vs. country, country vs. city).

Students will compare geographic information found in photographs and satellite images with other representations of the same area and identify differences for at least one of the selected world communities

World communities can be located on globes and maps.

Students will examine where each selected world community is located.

World communities can be located in relation to each other and to principle parallels and meridians.

Students will examine the location of each selected world community relative to the United States and other selected world communities. Students will locate each selected world community in relationship to principal parallels (equator, Tropic of Cancer, Tropic of Capricorn, Arctic Circle, and Antarctic Circle) and meridians (Prime Meridian) using cardinal and intermediate directions.

Geographic factors influence where people settle and their lifestyle. Some geographic factors make a location more suitable for settlement, while others act as deterrents.

Students will examine the geographic factors of each selected world community, including physical features and climate, noting how certain factors are likely to support settlement and larger populations.

Students will investigate the lifestyle of the people who live in each selected world community and how the lifestyle has been influenced by the geographic factors.

People make adaptations and modifications to the environment. Advancements in science, technology, and industry can bring about modifications to the environment and can have unintended consequences on the environment. People have attempted to take actions to protect the environment.

Students will examine how each selected world community has adapted to and/or modified its environment to meet its needs.

Students will investigate how human activities and the use of technology have altered the environment, bringing about unintended consequences for each of the selected world communities and their own community.

Students will explore actions that are being taken to protect the environment in the selected world communities and in their own community.

People in world communities use legends, folktales, oral histories, biographies, and historical narratives to transmit cultural histories from one generation to the next.

Students will examine legends, folktales, oral histories, biographies, and historical narratives to learn about the important individuals and events of each selected world community.

Students will examine symbols of each selected world community.

Arts, music, dance, and literature develop through a community's history.

Students will explore the arts, music, dance, and literature of each selected world community.

The structure and activities of families and schools share similarities and differences across world communities.

Students will compare and contrast the structure and activities of families and schools in each selected community with their own.

Communities around the world can be diverse in terms of their members, languages spoken, customs and traditions, and religious beliefs and practices. People in world communities celebrate various holidays and festivals.

Students will examine each selected world community in terms of its members, languages spoken, customs and traditions, and religious beliefs and practices.

Students will learn about the holidays and festivals celebrated in each selected world community and compare them to the holidays and festivals celebrated in their own community.

Cultural diffusion is the process by which cultures exchange and transmit ideas, beliefs, technologies, and goods over time.

Students will examine people, goods, and ideas that have diffused from other communities into each selected world community and the effects of the people, goods, and ideas on these communities.

Students will examine people, goods, and ideas from each selected world community that have diffused into other communities and their effects on those communities.

The United States government is based on democratic principles. The fundamental principles of other governments may be similar to or different from those of the United States government.

Students will examine the type of government is found in each selected world community and compare and contrast it with United States government, as well as with the types of governments found in other selected world communities.

The process of selecting leaders, solving problems, and making decisions differs across governments in nations and communities around the world.

Students will examine different processes of selecting leaders, solving problems, and making decisions in nations and communities and compare and contrast them to the process used in the United States.

Different governments have different ways of maintaining order and keeping people safe. This includes making rules and laws and enforcing these rules and laws.

Students will examine how the government maintains order, keeps people safe, and makes and enforces rules and laws in each selected world community and compare and contrast it with the process in the United States, as well as in selected world communities.

The definition of citizenship and the role of the citizen vary across different types of political systems, and citizens play a greater role in the political process in some countries than in others.

Students will examine the role of the citizen in each selected world community and how this role is similar to or different from the role a citizen plays in the United States, as well in as other selected world communities.

Across global communities, governments and citizens alike have a responsibility to protect human rights and to treat others fairly.

Students will examine the extent to which governments and citizens have protected human rights and treated others fairly for each world community.

Across time and place, communities and cultures have struggled with prejudice and discrimination as barriers to justice and equality for all people.

Students will examine prejudice and discrimination and how they serve as barriers to justice and equality for all people.

When faced with prejudice and discrimination, people can take steps to support social action and change.

Students will investigate steps people can take to support social action and change.

World communities use human and natural resources in different ways.

Students will investigate available resources for each selected world community and how these resources are used to meet basic needs and wants.

Students will explore the concepts of surplus and scarcity in relation to resources for each selected world community.

People in communities have various ways of meeting their basic needs and earning a living.

Students will investigate how each selected world community meets its basic needs of food, clothing, and shelter, and compare that to their own community.

Students will examine the various ways people earn a living and how this has changed, if at all, over time in each selected world community.

Communities around the world produce goods and provide services.

Students will determine what goods are produced and services are provided in each selected world community.

Students will examine how the goods are produced within each selected world community.

Students will investigate who receives the goods that are produced in each selected world community.

World communities have needs, wants, and limited resources. To meet their needs and wants, communities trade with others. Technological developments in transportation and communication have influenced trade.

Students will examine each selected world community in terms of what products and/or services it exports to other communities.

Students will examine each selected world community in terms of what products and/or services it imports from other communities.

Students will explore the basic economic concepts of supply and demand and how they influence prices and trade.

Students will examine how technological developments in transportation and communication have influenced trade over time.

Develop questions about a world community.

Recognize and use different forms of evidence to make meaning in social studies (including primary and secondary sources, such as art and photographs, artifacts, oral histories, maps, and graphs).

Identify and explain creation and/or authorship, purpose, and format of evidence. Where appropriate, identify point of view.

Identify arguments of others.

Identify inferences.

Create understanding of the past by using and analyzing primary and secondary sources.

Explain how three or more events are related to one another.