Oklahoma K–6 social studies standards

Describe the importance of being a member of a family, class, and school by explaining the purpose of rules and laws, including natural consequences of one’s choices.

Describe authority figures in the school and community (e.g., principal, police officers) including why they are needed.

Identify ways that individuals can be contributory members of the community (e.g., participate in community service projects, show respect for authority, demonstrate fairness).

Identify the importance of United States of America symbols, such as the Statue of Liberty, which represent common ideals and unite people across the nation.

Identify how the United States of America flag is a symbol of our country and its people, explaining the symbolism of its stripes (representing the first colonies and states) and its stars (representing the current states).

Explain the purpose of the Pledge of Allegiance and describe appropriate flag etiquette and how to show respect during the playing of the national anthem, “The Star Spangled Banner”.

Identify past events that are important to the community (e.g., celebrations or festivals, famous people, founding stories, significant events).

Explain how we honor people and events of the past, such as holidays, statues, monuments, and the naming of civic buildings and schools.

Explain that different types of sources can be used to learn about the past (e.g., photographs, maps, books, artifacts, songs, oral histories, and art).

Use words and phrases related to the concept of chronology (e.g., before, after; yesterday, today, tomorrow).

Explain how people and the environment change over time, using examples relevant to the student.

Ask geographic questions about where places are located and why they are located there (e.g., nearness to natural resources, access to water).

Explain that a map is a drawing of a place as viewed from above.

Construct basic maps of the classroom, school, and neighborhood.

Identify basic cardinal directions and terms used to describe relative location.

Distinguish between land and water on a map.

Explain that the school is part of a larger community within the state of Oklahoma and identify the state of Oklahoma on a map of the United States of America.

Describe what makes one’s community alike or different from other communities by comparing family and community customs and traditions.

Differentiate between a need and a want by explaining that a need is necessary for survival while a want is something desired.

Explain the difference between a good and a service, including how they are used to meet needs and wants.

Identify examples of goods used by children, families, and communities (e.g., food, toys, clothing), drawing conclusions about where they come from and how they connect us to other communities.

Identify examples of services provided by community members (e.g., medical care, fire protection, law enforcement, military service, elected officials).

Explain the relationship between work and earning money.

Identify ways that people use their money, including spending and saving.

Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world problems. A. Describe how people can work together to make decisions in the classroom and school. B. Engage in democratic processes to address authentic, real-world problems in the classroom. C. Identify and discuss local problems and ways in which people are trying to address these problems.

Develop practices which demonstrate an understanding that social studies involves the evaluation of evidence. A. Collaboratively ask and respond to essential questions of common concerns to the student and community. B. Use supporting questions to help guide learning of specific social studies content. C. Practice critical thinking skills by responding to various levels of open-ended questions. D. With guidance, demonstrate understanding of social studies content through completion of authentic tasks.

Demonstrate an understanding of the principles of government, the benefits of democratic systems, and their responsibilities as citizens. A. Identify democratic principles such as equality, fairness, and respect for the law. B. Identify responsibilities of people in authority in school and community settings. C. Describe the purposes of rules in various settings (e.g., family, classroom, school), how rules are made, and consequences for violating rules.

Develop skills which demonstrate an understanding of historical events and the people who shaped our history. A. Identify a primary source of information and with support, gather basic information (i.e., author, date, facts). B. Identify points of view and examples relevant to the student’s experiences. C. Explain possible reasons for an event and make simple timelines which reflect cause-effect relationships, with guidance and support.

Demonstrate a mastery of geographic concepts and the use of geographic tools to understand the impact of geography on the past and present. A. Answer geographic questions using geographic information about the student’s own community. B. Identify and describe the community’s human and physical environment through the use and creation of simple maps and photographs of the community. C. Identify how the physical environment impacts our daily lives and affects human activities.

Identify the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings. A. Collaboratively gather simple economic data from graphs. B. Identify needs and wants, including the concept of freedom of choice. C. Identify examples of the goods and services that school and community workers provide.

Comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies. A. Locate the topic or main idea and supporting details of a text. B. Use titles and graphic features, including photographs and illustrations, to understand a text.

Apply critical reading and thinking skills to interpret, evaluate, and respond to a variety of complex texts and perspectives. A. Identify the author’s purpose, with guidance and support. B. Locate facts that are clearly stated in a text (e.g., who, what, where, when, why, how). C. Ask and answer basic questions and engage in collaborative discussions about appropriate topics in a text.

Summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. A. Draw, label, dictate, and write an informative product with guidance and support. B. With guidance and support, draw, label, dictate, and write to express an opinion, providing reasons as support.

Engage in authentic research to acquire, refine, and share knowledge through written presentations and products. A. With guidance and support, generate a list of topics of interest and questions about social studies. B. Organize information found during group research, using graphic organizers and other aids with guidance and support. C. With guidance and support, deliver a simple presentation to communicate ideas and thoughts.

Identify the basic purposes of our nation’s government and explain how it protects a citizen's rights, while providing for the common good (e.g., health, safety, and the protection of property).

Describe how people hold the power in our government by electing leaders who make laws.

Define the concept of civic duty, identifying characteristics of responsible citizenship (e.g., respect for laws, voting, and volunteerism).

Describe how citizens within communities work together to accomplish common tasks, using examples relevant to student experiences.

Explain patriotic traditions that unite citizens. A. Explain the purpose and meaning of The Pledge of Allegiance and the significance of the phrase “under God”. B. Explain the purpose and the meaning of the Salute to the Oklahoma Flag. C. Describe appropriate flag etiquette for both the national and state flags. D. Explain appropriate ways to show respect during the playing of the national anthem, “The Star-Spangled Banner”, by Francis Scott Key. E. Examine ways citizens can demonstrate patriotism, including military service, honoring veteran cemeteries, and celebrating Independence Day. F. Explain how we celebrate our nation and its history through patriotic songs (e.g., “My Country ‘tis of Thee", "God Bless America”) .

Using biographies from early United States of America’s history, explain historical examples of patriotism and civic virtue as exemplified during the early American republic, including A. Leadership (e.g., Chief Powhatan, Patrick Henry, Thomas Jefferson) B. Military Service (e.g., John Paul Jones, Nathan Hale) C. Science and Technology (e.g., Benjamin Banneker, Meriwether Lewis, William Clark) D. Public Service (e.g., Benjamin Franklin, George Washington, James Madison).

Identify and explain the meaning of the United States of America’s official motto, "In God we trust”.

Describe and explain the meaning of important symbols of the United States of America (e.g., Bald Eagle, Liberty Bell) and examine how American symbols, holidays, and celebrations help to develop a shared sense of history and community.

Identify primary sources (e.g., letters, photographs, diaries, newspapers, artifacts, official papers) and explain how they help us learn about the past through firsthand accounts.

Read and construct basic timelines of related events to demonstrate an understanding of the concept of chronology, as well as cause and effect relationships.

Compare ways individuals and groups in the local community and region lived in the past with how they live today (e.g., housing, communication, transportation, occupations).

Explain how American Indians lived in environments and communities of their original homelands and thrive in Tribal communities today.

Explain how citizens from different cultural backgrounds immigrated to the United States of America, and contributed their traditions to our national heritage.

Identify stories about people and ideas that influenced the American colonists, the Founders, and American culture.

Describe the contributions of people and groups commemorated on federal holidays (e.g., Veterans Day, Presidents’ Day, Dr. Martin Luther King, Jr. Day, Independence Day).

Explain that a globe is a model of the Earth and that maps can be used to represent local places or specific regions of the state, nation, or world.

Describe the difference between physical and political maps and how each can be used to inform us about the world.

Construct maps of specific places, such as the community and state, and describe the relative location of physical and human features.

Distinguish between landmasses and bodies of water on a map and globe, identifying the continent of North America and the countries and oceans bordering the United States of America.

Identify cardinal directions and use them to identify specific locations on a map and globe, including the location of the national capital, Washington, D.C., and the Oklahoma state capital, Oklahoma City.

Identify natural resources (e.g., water, soil, vegetation, minerals) and describe how people use natural resources to meet their needs and wants.

Identify ways in which people adapt to the world around them (e.g., specific clothing for different climates, storm shelters).

Identify how the physical environment of the community has been modified to meet specific needs (e.g., agricultural crops, forestry, dams).

Describe how the physical environment affects occupational and recreational opportunities in the local community and region.

Define culture and identify the elements of culture (e.g., language, customs, religion, food, clothing), using examples relevant to student experiences.

Explain how citizens are free to make choices about what to buy and that choices are necessary because wants cannot always be met.

Differentiate between natural resources and human-made products.

Explain how goods are produced from natural resources using human labor, identifying examples of goods and services that people in the local community produce (e.g., agricultural products, oil and gas, aerospace industry).

Explain how people are paid for their labor and how some people own their own businesses to earn money.

Compare the roles of consumers and producers in the United States of America’s economy and explain how individuals are both producers and consumers.

Explain the costs and benefits of spending and saving in order to meet one’s needs and wants.

Describe how setting goals and creating a budget help people obtain their needs and wants.

Explain how historical American inventors and entrepreneurs used their ideas to help others (e.g., Robert Fulton, Samuel Morse, Alexander Graham Bell, Thomas Edison).

Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world problems. A. Describe how people can work together to make decisions in the classroom and school. B. Engage in democratic processes to address authentic, real-world problems in the classroom. C. Identify and discuss local problems and ways in which people are trying to address these problems.

Develop practices which demonstrate an understanding that social studies involves the evaluation of evidence. A. Collaboratively ask and respond to essential questions of common concerns to the student and community. B. Use supporting questions to help guide learning of specific social studies content. C. Practice critical thinking skills by responding to various levels of open-ended questions. D. With guidance, demonstrate understanding of social studies content through completion of authentic tasks.

Demonstrate an understanding of the principles of government, the benefits of democratic systems, and their responsibilities as citizens. A. Identify democratic principles such as equality, fairness, and respect for the law. B. Identify responsibilities of people in authority in school and community settings. C. Describe the purposes of rules in various settings (e.g., family, classroom, school), how rules are made, and consequences for violating rules.

Develop skills which demonstrate an understanding of historical events and the people who shaped our history. A. Identify a primary source of information and with support, gather basic information (i.e., author, date, facts). B. Identify points of view and examples relevant to the student’s experiences. C. Explain possible reasons for an event and make simple timelines which reflect cause-effect relationships, with guidance and support.

Demonstrate a mastery of geographic concepts and the use of geographic tools to understand the impact of geography on the past and present. A. Answer geographic questions using geographic information about the student’s own community. B. Identify and describe the community’s human and physical environment through the use and creation of simple maps and photographs of the community. C. Identify how the physical environment impacts our daily lives and affects human activities.

Identify the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings. A. Collaboratively gather simple economic data from graphs. B. Identify needs and wants, including the concept of freedom of choice. C. Identify examples of the goods and services that school and community workers provide.

Comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies. A. Locate the topic or main idea and supporting details of a text. B. Use titles and graphic features, including photographs and illustrations, to understand a text.

Apply critical reading and thinking skills to interpret, evaluate, and respond to a variety of complex texts and perspectives. A. Identify the author’s purpose, with guidance and support. B. Locate facts that are clearly stated in a text (e.g., who, what, where, when, why, how). C. Ask and answer basic questions and engage in collaborative discussions about appropriate topics in a text.

Summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. A. Draw, label, dictate, and write an informative product with guidance and support. B. With guidance and support, draw, label, dictate, and write to express an opinion, providing reasons as support.

Engage in authentic research to acquire, refine, and share knowledge through written presentations and products. A. With guidance and support, generate a list of topics of interest and questions about social studies. B. Organize information found during group research, using graphic organizers and other aids with guidance and support. C. With guidance and support, create a simple presentation to communicate ideas and thoughts.

Describe the fundamental principles of our nation’s government, including liberty, equality, fair treatment, and respect for the property of others.

Explain and describe how a free people form a government to better protect their lives, property, and freedoms, and how the Constitution of the United States of America outlines the structure of our nation’s three branches of government.

Identify the basic roles of national leaders including the President of the United States of America, members of the United States of America Congress, and justices of the Supreme Court.

Explain that local, state, national, and Tribal governments exist to represent the needs of the people, make and enforce laws, and help resolve conflicts.

Explain how American Indian Nations are self-governing people who make decisions through Tribal representatives in order to meet the needs of their citizens and manage their land and resources.

Explain how individual liberties are protected by the Bill of Rights, using examples from the First Amendment.

Explain how active citizens participate in democratic governments by voting to elect officials who represent them and by running for public office.

Explain how all people can play important and responsible roles in their community through making good choices, obeying laws, volunteering, and working in public service (e.g., law enforcement, fire and rescue, public education).

Describe the responsibility of paying taxes and explain how taxes are used to provide community services (e.g., schools, fire and police protection, roads, parks and recreation).

Examine the meaning of the phrase, “E Pluribus Unum” ("Out of many, one") found on the Great Seal of the United States of America.

Compare perspectives of people in the past to people in the present and explain the importance of considering multiple viewpoints.

Explain the benefits of using both primary sources (e.g., diaries, documents, photographs, artifacts, oral accounts) and secondary sources (e.g., textbooks, films, literature) to understand a past or current event.

Explain reasons why past events happened and the changes they created by identifying the cause(s) and describing the effect(s) of an historical event.

Describe why people from various places and cultures have migrated to the United States of America (e.g., improved quality of life, economic opportunities, individual freedom).

Identify the contributions of people and groups who have shaped our history and explain how they are honored by federal holidays (e.g., Veterans Day, Presidents’ Day, Dr. Martin Luther King, Jr. Day, Constitution Day, Memorial Day, Independence Day).

Research biographies of notable Americans who exhibited patriotism and civic virtues by describing how each individual contributed to the welfare and betterment of the nation. A. Leadership (e.g., Abraham Lincoln, Chief Joseph, Rosa Parks, Cesar Chavez) B. Military Service (e.g., Davy Crockett, General Dwight Eisenhower, General Colin Powell) C. Science and Technology (e.g., Orville and Wilbur Wright, Jonas Salk, Amelia Earhart, Neil Armstrong) D. Public Service (e.g., Harriet Tubman, Clara Barton, Theodore Roosevelt, Mary McLeod Bethune).

Examine how people from other nations and other times made a difference in their communities around the world (e.g., Cincinnatus, Winston Churchill, Mohandas Gandhi, Nelson Mandela).

Construct and use basic physical and political maps, including a legend and compass rose; explain how symbols are used to represent physical features and man-made structures on a map.

Describe the relative location of the student’s community to major metropolitan centers of the state, using cardinal and intermediate directions.

Identify basic types of major landforms and bodies of water on physical maps.

Construct basic physical maps indicating the continents and oceans of the world.

Describe the location of places on a map and globe, using a basic grid system.

Ask geographic questions about where places are located and why they are located there.

Examine how weather patterns, seasons, climate, and the physical features of a place can affect where and how people live.

Compare the characteristics of land use in urban and rural environments (e.g., agricultural and recreational purposes, manufacturing, shopping, community buildings, schools, modes of transportation).

Explain and describe human interaction with the environment by describing how humans both adapt to (e.g., clothing, housing, food choices) and modify it (e.g., farming, irrigation, mining, water reservoirs, construction of homes, businesses, highways) to meet their needs.

Examine cultural traits of families and communities, understanding that while culture makes us unique, all cultures share common features (e.g., language, customs, religious beliefs, economic activities, traditional clothing, shelter).

Describe how citizens live and work in a free market where they can make decisions about their work, what they want to produce, and what they want to buy.

Explain how goods are produced by using natural resources (e.g., water, soil, wood, coal), human resources (e.g., people at work), and capital resources (e.g., machines, tools, computers, buildings).

Explain that goods and services can be purchased by consumers using both money and credit.

Explain how prices of goods and services are affected by supply and demand, using examples relevant to student experiences.

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

Define trade and explain how trade can lead to interdependence among people and communities.

Identify and describe financial institutions in the community, such as banks, as businesses that provide services to help people manage and save their earnings.

Use biographies of American inventors and entrepreneurs, explaining how their ideas and work helped the nation grow (e.g., George Washington Carver, John Deere, Robert Fulton, Madam C.J. Walker, Henry Ford).

Examine how inventors from other nations and other times made a difference in the way people live today (e.g., Leonardo da Vinci, Marie Curie, Louis Braille, Albert Einstein).

Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world problems. A. Explain how people make decisions in a constitutional republic, using examples from their community and state. B. Use democratic processes to consider and propose actions to address authentic, real-world problems in the community and state. C. Describe a range of local and state problems and how communities and local governments are trying to address them.

Develop practices which demonstrate an understanding that social studies involves the evaluation of evidence. A. Ask and respond to enduring essential questions of common concerns to the community and state. B. Develop responses to supporting questions relevant to specific social studies content knowledge. C. Reinforce critical thinking skills by regularly asking and responding to levels of open-ended questions. D. Demonstrate understanding of social studies content through completion of authentic tasks and assessments.

Demonstrate an understanding of the principles of government, the benefits of democratic systems, and their responsibilities as citizens. A. Describe civic virtues and democratic principles such as equality, fairness, and respect for legitimate authority. B. Describe the basic structure of government at the local, state, and Tribal levels, including the importance of citizen participation C. Explain the purposes of laws and government in the community and state, examining the role of elected officials in making laws.

Develop skills which demonstrate an understanding of historical events and the people who shaped our history. A. Explain the difference between a primary and secondary source of information; gather basic information (i.e., author, date, facts). B. Define point of view and give examples relevant to the student’s experiences. C. Generate possible reasons for an event and draw conclusions from simple timelines by identifying immediate cause and effect relationships.

Demonstrate a mastery of geographic concepts and the use of geographic tools to understand the impact of geography on the past and present. A. Ask and answer geographic questions, using geographic information about the student’s community and state. B. Describe the community and state’s human and physical environment by creating and using maps, graphs, and other geographic models, including aerial photography. C. Identify and describe how humans modify and adapt to their physical environment, using its natural and human resources.

Identify the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings. A. Gather basic economic data from various types of graphs and charts. B. Describe freedom of choice when determining needs and wants in a free market, including costs and benefits resulting from economic decisions. C. Describe examples of the goods and services that local and state governments provide, explaining why people trade.

Comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies. A. Summarize the main idea and locate supporting details of a text (e.g., primary and secondary sources). B. Use graphic features of a text (e.g., photographs, titles, headings, subheadings, charts, illustrations, and graphs) to understand content.

Apply critical reading and thinking skills to interpret, evaluate, and respond to a variety of complex texts and perspectives. A. Determine the author’s purpose, including what the author wants to answer, explain, or describe in informational texts. B. Locate facts (e.g., who, what, where, when, why, how) to demonstrate an understanding of key details in a text. C. Ask and answer questions to clarify information and engage in collaborative discussions about appropriate topics in social studies.

Summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. A. Compose informative written products, focusing on the facts about a topic, including a main idea with supporting details. B. Express an opinion about a topic by composing a written product and providing logical reasons as support.

Engage in authentic research to acquire, refine, and share knowledge through written presentations and products. A. Generate a list of topics of interest and individual questions about a specific topic in social studies. B. Organize information found during group or individual research, using graphic organizers or other aids. C. Create a simple presentation to communicate ideas and thoughts gathered from research.

Read and describe the principle of a constitutional republic as government by the people. A. Explain how representatives of the people make and carry out laws in our communities, state, and nation. B. Explain that the Constitution of the United States of America and the Oklahoma Constitution are written plans for organizing the functions of government, which is composed of both state and national levels of authority. C. Describe the structure of Oklahoma’s government, including the role of major elected and appointed leaders in each of its three branches, including governor, state legislators, and court justices. D. Identify basic responsibilities of state and local governments (e.g., public safety, education, public works) and explain how taxes pay for services provided by local and state governments. E. Read and explain how the Preamble to the Oklahoma Constitution reflects the power of the people and their reliance on spiritual guidance.

Describe how American Indian Tribal governments are also based upon written constitutions and exercise the right to govern themselves (sovereignty) by making laws for Tribal lands and citizens, providing for schools and healthcare, and preserving Native culture and traditions.

Explain how Oklahomans are united through our heritage, state symbols, and special commemorations that reflect common ideals. A. Describe the significance of symbols represented on the State Seal and Oklahoma Flag, explaining how the name of Oklahoma is derived from the Choctaw language and reflects the state’s American Indian heritage. B. Explain how Tribal people and their governments are represented by flags and seals, reflecting the unique culture, history, and traditional symbols of each Tribe. C. Examine the significance of community, state, and federal holidays. D. Identify and explain the meaning of the Oklahoma motto, “Labor omnia vincit,” reflecting the importance of hard work and labor. E. Explain how Oklahomans exhibit the “Oklahoma Standard” when they unite as neighbors during difficult times, including response and recovery from the bombing of the Alfred P. Murrah Federal Building.

Define the concepts of civic virtue and examine the responsibilities of citizens. A. Examine why civility, cooperation, self-reliance, and respect for the law are important civic traits that support our communities, state, nation, and Tribes. B. Explain the importance of voting in elections and running for public office to the preservation of a constitutional republic. C. Describe how citizens can serve their community through jury duty and community service. D. Explain how military service is one of many ways that Oklahomans express their patriotism and sense of duty, exemplified by the Buffalo Soldiers, Native Code Talkers, and the 45th Infantry.

Use maps, graphs, photographs, charts, and geographic technology to organize information about people, places, and environments of the state.

Examine Oklahoma’s political and physical features using physical and political maps. A. Explain the relative location of the student’s school and the state of Oklahoma to surrounding states and major physical regions of the United States of America. B. Distinguish between relative location and absolute location (latitude and longitude) to describe the location of Oklahoma’s major natural and human features on maps and globes. C. Interpret thematic maps of Oklahoma using essential map elements (e.g., title, legend, scale, compass rose) to examine geographic features of the state. D. Use both political and physical maps to identify Oklahoma’s major landforms, bodies of water, and major metropolitan centers, recognizing the Native origins of many place names. E. Describe the state’s climate and various natural vegetation zones, explaining how climate can affect natural vegetation and economic activities.

Describe ways early inhabitants of present-day Oklahoma satisfied their basic needs and wants by interacting with the environment and using the natural resources of the region. A. Explain that people both adapt to and modify their environment in order to meet their basic needs and wants. B. Describe how the environment contains natural resources used by humans and identify the characteristics of renewable versus non-renewable resources by providing examples found in Oklahoma. C. Identify the ways in which physical geography influenced early American Indian cultures of the region (e.g., bison hunting, fur trading, farming). D. Describe how early settlers to the region adapted to and modified their environment (e.g., sod houses, windmills, irrigation of cash crops).

Examine how Oklahomans continue to adapt and modify their environments to meet their needs. A. Summarize how weather events, such as floods and tornadoes, impact the people and economy of Oklahoma. B. Explain how Oklahomans changed their environments to support development of the state (e.g., recreational lakes, hydroelectric dams, wildlife refuges, the McClellan-Kerr Arkansas River Navigation System). C. Examine the concepts of scarcity and surplus of natural resources and describe the role of citizens in conserving the state’s resources (e.g., water rationing, recycling efforts).

Examine the state’s earliest peoples and the significance of their interactions. A. Describe the cause-effect relationship between historic events by creating basic timelines and drawing basic conclusions about key events in Oklahoma’s past. B. Describe how prior to European exploration of the region, American Indian cultures (e.g., Moundbuilders, Wichita, Caddo) traded goods using well-developed systems of intertribal trade routes. C. Examine reasons for early explorations (e.g., Coronado, Washington Irving, George Catlin) into present-day Oklahoma and summarize observations regarding the land, people, and resources. D. Describe the experiences of forced removals and relocation of American Indians to Indian Territory, explaining significant changes to American Indian cultures and ways of life. E. Explain that today Oklahoma is the home to thirty-nine American Indian Nations with unique traditions and ways of life, by comparing Tribal cultures.

Describe the development of the state and its resources. A. Explain the importance of the cattle industry to the early economy, including the influence of Hispanic ranching traditions (e.g., vaqueros, lasso, corral) and how cattle trails, such as the Great Western and Chisholm Trails became major transportation routes. B. Describe continued migration by various newcomers to the region, such as the Boomer Movement, identifying different points of view held by American Indians and settlers regarding the settling of Native lands. C. Explain how many African Americans migrated to Oklahoma, considering it an opportunity where farming communities, businesses, and schools could grow (e.g., historic Black towns, Tulsa’s Greenwood District). D. Describe the commemoration of Statehood Day, November 16, as the joining of Indian and Oklahoma Territories and admission of Oklahoma to the United States of America in 1907. E. Describe challenges faced by citizens during the Dust Bowl, focusing on how Oklahomans adapted to harsh environmental conditions and survived economic hardships. F. Identify when and under what circumstances the student’s community was founded and describe the different groups of people who have influenced its growth and development.

Describe how individuals have contributed to the development of Oklahoma by describing the achievements of notable citizens in the fields of A. Science and Medicine (e.g., Shannon Lucid, Thomas Stafford, Dr. Nazih Zuhdi) B. Technology (e.g., Sequoyah, Wiley Post) C. the Arts (e.g., Maria Tallchief, The Kiowa Six, Will Rogers, Woody Guthrie, Enoch Kelly Haney) D. Politics (e.g., Standing Bear, Clara Luper, Carl Albert, Wilma Mankiller) E. Sports (e.g., Bill Pickett, Jim Thorpe, Mickey Mantle, Shannon Miller).

Describe the features of a market economic system. A. Explain how citizens make their own decisions about what goods or services are produced, and what is purchased, using examples from the local community. B. Describe how the laws of supply and demand impact people's choices about producing and consuming goods and services.

Examine how entrepreneurs have contributed to the state’s economy. A. Explain how labor (human effort), land (natural resources), and capital (tools, machinery, technology) are used to produce goods and services. B. Describe how notable Oklahoma entrepreneurs (e.g., Gordon and May Lillie, O.W. Gurley, Frank Philips, Tom and Judy Love, Bill Braum) used their labor, land, and capital to build businesses and make a difference in their communities and the state.

Describe the importance of Oklahoma’s goods and services to the state’s economic growth. A. Explain how Oklahoma’s oil and gas discoveries (e.g., the Glenn Pool and Oklahoma City Oil Field), affected the economic well-being of many Oklahomans and continue to be a significant economic sector. B. Examine how the development of recent economic activities has contributed to the state’s economy, identifying examples of goods and services provided by local businesses and industries (e.g., commercial agriculture, manufacturing, tourism, Tribal enterprises, and military installations). C. Describe how the state’s economy is connected to national and international trade by identifying major exports originating from Oklahoma (e.g., oil, aircraft, beef, wheat).

Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world problems. A. Explain how people make decisions in a constitutional republic, using examples from their community and state. B. Use democratic processes to consider and propose actions to address authentic, real-world problems in the community and state. C. Describe a range of local and state problems and how communities and local governments are trying to address them.

Develop practices which demonstrate an understanding that social studies involves the evaluation of evidence. A. Ask and respond to enduring essential questions of common concerns to the community and state. B. Develop responses to supporting questions relevant to specific social studies content knowledge. C. Reinforce critical thinking skills by regularly asking and responding to levels of open-ended questions. D. Demonstrate understanding of social studies content through completion of authentic tasks and assessments.

Demonstrate an understanding of the principles of government, the benefits of democratic systems, and their responsibilities as citizens. A. Describe civic virtues and democratic principles such as equality, fairness, and respect for legitimate authority. B. Describe the basic structure of government at the local, state, and Tribal levels, including the importance of citizen participation. C. Explain the purposes of laws and government in the community and state, examining the role of elected officials in making laws.

Develop skills which demonstrate an understanding of historical events and the people who shaped our history. A. Explain the difference between a primary and secondary source of information; gather basic information (i.e., author, date, facts). B. Define point of view and give examples relevant to the student’s experiences. C. Generate possible reasons for an event and draw conclusions from simple timelines by identifying immediate cause and effect relationships.

Demonstrate a mastery of geographic concepts and the use of geographic tools to understand the impact of geography on the past and present. A. Ask and answer geographic questions, using geographic information about the student’s community and state. B. Describe the community and state’s human and physical environment by creating and using maps, graphs, and other geographic models, including aerial photography. C. Identify and describe how humans modify and adapt to their physical environment, using its natural and human resources.

Identify the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings. A. Gather basic economic data from various types of graphs and charts. B. Describe freedom of choice when determining needs and wants in a free market, including costs and benefits resulting from economic decisions. C. Describe examples of the goods and services that local and state governments provide, explaining why people trade.

Comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies. A. Summarize the main idea and locate supporting details of a text (e.g., primary and secondary sources). B. Use graphic features of a text (e.g., photographs, titles, headings, subheadings, charts, illustrations, and graphs) to understand content.

Apply critical reading and thinking skills to interpret, evaluate, and respond to a variety of complex texts and perspectives. A. Determine the author’s purpose, including what the author wants to answer, explain, or describe in informational texts. B. Locate facts (e.g., who, what, where, when, why, how) to demonstrate an understanding of key details in a text. C. Ask and answer questions to clarify information and engage in collaborative discussions about appropriate topics in social studies.

Summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. A. Compose informative written products, focusing on the facts about a topic, including a main idea with supporting details. B. Express an opinion about a topic by composing a written product and providing logical reasons as support.

Engage in authentic research to acquire, refine, and share knowledge through written presentations and products. A. Generate a list of topics of interest and individual questions about a specific topic in social studies. B. Organize information found during group or individual research, using graphic organizers or other aids. C. Create a simple presentation to communicate ideas and thoughts gathered from research.

Describe the principles of democratic governments, such as the United States of America. A. Identify the principles upon which our nation’s government is based, including the rule of law, compromise, equality, and individual rights of life, liberty and property. B. Examine the responsibility of the United States of America’s democractic government as it relates to the promotion of the common good (e.g., security of the people, law and order general welfare). C. Explain why the United States of America is considered a constitutional republic by identifying the people as the source of authority and describing how the people engage in the political process of fair elections at local, state, and national levels. D. Explain how the Constitution of the United States of America is a written plan for establishing the shared powers of government and organizing its institutions. E. Explain basic principles expressed in the Declaration of Independence.

Analyze the historical development of American Indian citizenship and constitutional rights in the United States of America. Examine how tribal sovereignty and United States of America citizenship function within the United States of America. making, and compromise to make laws. D. Explain how citizens can contribute to the betterment of their communities through public service, charitable donations, and volunteerism. E. Summarize ways in which citizens are stewards of the nation’s environment by examining how natural resources can be managed wisely (e.g., recycling and anti-littering efforts, water conservation, development of renewable energy sources).

Use geographic tools to acquire and process information from a spatial perspective. A. Use and describe various elements of maps (e.g., key/legend, scale, cardinal and intermediate directions) to examine the physical and human features of the nation. B. Use maps and other geographic representations (e.g., globes, charts, graphs) and geographic technologies to draw conclusions (e.g., settlement patterns, population trends, population density, relative location of natural resources to manufacturing centers). C. Use the system of latitude and longitude to identify the absolute location of physical and human features of the United States of America. D. Interpret aerial photographs, satellite images, and thematic maps to locate and identify physical and human features of the United States of America and North America. E. Analyze the human and physical characteristics of the United States of America using the Five Themes of Geography (location, place, human-environment-interaction, movement, region) as a strategy to organize and compare each major region of the United States of America.

Identify major physical regions of the United States of America and their unique features. A. Identify the location and the physical characteristics of the major landforms and bodies of water in the United States of America. B. Describe the location of major climate zones (tropical, temperate, continental, polar) explaining how climate affects natural vegetation. C. Draw conclusions from geographic data to explain how climate, vegetation, and bodies of water can affect the location and growth of settlements and the development of economic activities.

Analyze the human characteristics of the United States of America. A. Identify and locate on a political map the fifty states, the nation’s capital and its most populated cities. B. Explain how the United States of America is home to people from different places and from many backgrounds. C. Examine motives for human migration by identifying basic push and pull factors (e.g., pull factors: economic opportunity, religious freedom, education; push factors: instability, conflict, natural disasters), using examples from United States of America history.

Examine the concept of culture, including the distribution and complexity of major cultural groups of the United States of America. A. Identify the characteristics of culture (e.g., language, customs, religious beliefs, food, clothing, shelter) and compare cultural characteristics of different regions, including the influence of Native peoples and immigrants to each region and how they contribute to a shared American culture. B. Explain how culture can affect the ways in which people live and how culture can change over time through cultural diffusion.

Analyze how humans interact with their environments in order to meet their needs and wants. A. Explain how humans adapt to the physical environment (e.g., food, shelter, earning a living) by identifying historical and contemporary examples. B. Describe how humans modify the environment to meet their needs (e.g., clearing of forests, crop rotation and irrigation, conservation, extraction of fossil fuels, construction of housing additions and businesses). C. Identify major projects in which Americans have modified the environment for the development of regions (e.g., Mississippi River levees, Hoover Dam, Golden Gate Bridge, Colorado River Aqueduct, Trans-Alaska Pipeline, New York skyline). D. Identify ways in which economic activities can affect ecosystems (e.g., clearing forests, draining wetlands, diverting waterways) by examining present-day issues related to the use of resources and the importance of supporting human development while being responsible with resources.

Examine the various American Indian cultures inhabiting the nation prior to European explorations. A. Explain that North America is the home to well-developed societies and cultures (e.g., Inuit, Puebloan, Mississippian, Haudenosaunee) who flourished prior to European arrival. B. Describe American Indian groups and compare cultural characteristics (e.g., use of natural resources, food, shelter, customs) according to the geographic location of their original homelands (e.g., Eastern Woodlands, Southeast, Great Plains, Southwest, Great Basin, California, Northwest Coast). C. Explain how museums, national parks, and heritage centers attempt to preserve American Indian cultural heritage (e.g., Mesa Verde, Cahokia Mounds, Chaco Canyon).

Summarize the goals and consequences of European expeditions of North America. A. Explain how Spain, France, and England were motivated to explore the continent by a desire to expand their wealth and culture, convert Native peoples to Christianity, acquire natural resources, and develop trade relations. B. Trace and describe the impact of significant European expeditions (e.g., England: Henry Hudson; France: Jacques Cartier; Portugal: Vasco da Gama; Spain: Christopher Columbus, Hernando de Soto, Ferdinand Magellan, Juan Ponce de León). C. Explain interactions between American Indians, Spanish explorations, French fur traders, and early European settlers, comparing different perspectives toward land ownership and use of resources. D. Evaluate the mutual benefits and consequences of the Columbian Exchange, including agriculture, trade, military alliances, technology, slavery, and disease resulting in the significant decline of Native peoples.

Describe the features of a market economy and evaluate common benefits and tradeoffs. A. Define a market economic system, explaining how the United States of America’s market system encourages free enterprise, economic development, private property rights, and individual prosperity. B. Describe how production, distribution, and consumption of goods and services are economic decisions made by producers and consumers to satisfy their needs and wants. C. Compare the factors of production (e.g., labor, land, capital, entrepreneurship) and explain how they are used together to produce goods and services, as exemplified by contemporary American entrepreneurs.

Describe how economic activities impact the nation’s economy. A. Identify the major economic activities in which people of each region work to satisfy their needs and wants (e.g., commercial agriculture, manufacturing, energy production, construction, and services such as healthcare and technology). B. Distinguish between renewable (e.g., water, soil, solar) and nonrenewable resources (e.g., fossil fuels: oil, natural gas, coal) and explain how they are used to produce goods and services, using examples from regional economies. C. Describe the relative location and importance of natural resources which support human development in each region (e.g., Mid-Continent oilfield, Appalachian and Rocky Mountain coal basins, Ogallala Aquifer, Imperial Valley, Outer Banks).

Describe the patterns and networks of economic interdependence among regions and the world. A. Explain how transportation routes connect economic regions and support economic growth (e.g., St. Lawrence Seaway, Transcontinental Railroad, Route 66, Interstate Highway System). B. Describe reasons why people and nations trade, providing examples of major imports and exports produced and consumed by Americans.

Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world problems. A. Explain how human experiences can shape a person’s point of view about civic issues. B. Use a range of democratic procedures to discuss and make decisions about real-world problems in the community, region, and nation. C. Explain challenges of the past and present and describe strategies used to address local, regional, or national problems.

Develop practices which demonstrate an understanding that social studies involves the evaluation of evidence. A. Ask and examine essential questions that are important to others, as well as enduring across social studies topics. B. Compare points of agreement from reliable information used to answer supporting questions related to social studies content. C. Demonstrate critical thinking skills by frequently developing and answering various depth of knowledge questions. D. Reinforce understanding of social studies content through collaborative inquiries and the completion of authentic tasks and assessments.

Demonstrate an understanding of the principles of government, the benefits of democratic systems, and their responsibilities as citizens. A. Explain democratic principles in historic documents by identifying examples of civic virtues and principles at work in state and national settings. B. Explain the structure, responsibilities, and powers exercised by officials of the national government and describe ways informed citizens can and should participate. C. Examine the principles of the Constitution of the United States of America, including how laws are made in a democratic society and are used to protect individual rights.

Develop skills which demonstrate an understanding of historical events and the people who shaped our history. A. Compare and analyze primary and secondary sources from the past and present, including the intended audience and author’s purpose. B. Compare perspectives of individuals and groups from different regions and experiences, including the past and present. C. Explain multiple causes and effects of events and developments of the past or present; create timelines to identify multiple causes and effects from given information.

Demonstrate a mastery of geographic concepts and the use of geographic tools to understand the impact of geography on the past and present. A. Answer geographic questions by organizing geographic information from historical as well as contemporary perspectives. B. Analyze human and physical features of the nation by drawing conclusions and explaining spatial relationships of physical and human places from geographic representations. C. Explain how environmental factors affected historical events and continue to impact contemporary human activities.

Identify the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings. A. Interpret and draw conclusions from economic data on charts and graphs. B. Explain how the concept of supply and demand operates in a market economy, using historical and contemporary examples. C. Analyze the importance of innovation and entrepreneurship in a market economy.

Comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies. A. Use information accurately from a text when explaining the text explicitly and when drawing inferences from the text. B. Use information from multiple print or digital sources (e.g., timelines, maps, graphs, political cartoons, images, artwork) to answer a question.

Apply critical reading and thinking skills to interpret, evaluate, and respond to a variety of complex texts and perspectives. A. Determine an author’s purpose and draw conclusions to evaluate how well the author’s purpose was achieved. B. Distinguish fact from opinion in nonfiction text and investigate facts for accuracy C. Engage in collaborative discussions about appropriate topics and texts, expressing ideas clearly to others in group and whole class settings.

Summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. A. Compose informative written products by introducing and developing a topic, supported by evidence (e.g. facts, examples, details) and maintaining an organized structure. B. Clearly state an opinion through written products, supported by examples, details, and reasoning.

Engage in authentic research to acquire, refine, and share knowledge through written presentations and products. A. Formulate a viable research question related to expanding knowledge of social studies concepts. B. Organize information from research, quoting accurately from the source and avoiding plagiarism. C. Create presentations or products which summarize research findings from two or more sources.

Describe the region prior to English settlement as the home to established and self-governing Native societies representing multiple cultures and engaging in vast intertribal trade routes.

Summarize the economic, political, and cultural reasons for European colonization of North America, including competition over the continent’s land and natural resources, the development of new trade relationships, and opportunities for religious freedom.

Explain England’s goals for the settlement of Virginia, including attempts to stake claim on North America at Roanoke and to develop Jamestown as a profit venture for investors.

Explain the personal, economic, and political forces driving labor migration to Virginia, including immigration, indentured servitude, and the enslavement of Africans.

Analyze the early successes and challenges of Jamestown, by explaining the A. leadership and diplomacy of Captain John Smith B. challenges of the Starving Time and the value of Powhatan trade to sustain the colony C. export of natural resources and John Rolfe’s development of tobacco as a cash crop D. deteriorating relationships with the Powhatan, characterized by differing views on land ownership.

Explain the English commitment to the permanent settlement at Jamestown as evidenced through an elected representative government (House of Burgesses), private ownership of land, and the recruitment of women and families.

Describe the importance of freedom from religious persecution that motivated immigration by Pilgrims (separatists) to Plymouth Colony as opposed to economic reasons that motivated other colonists.

Explain the early successes and challenges for Pilgrims of the Plymouth settlement including the A. adaptation to an unfamiliar and harsh environment B. practice of self-government established by the Mayflower Compact C. leadership of William Bradford.

Explain the founding and development of the Massachusetts Bay Colony, including A. a stable government influenced by Puritan religious beliefs B. self-government through town meetings C. governors elected by freemen D. protection of individual rights established in the Massachusetts Body of Liberties. E. leadership of John Winthrop and his vision of a “city upon a hill.”

Describe the contact and exchange between colonists and Native peoples by explaining A. how American Indian knowledge of the environment, agricultural practices (e.g., three sisters), and hunting skills contributed to the sustenance of colonial settlements B. early alliances with the Wampanoag under the leadership of Ousamequin (Massasoit) and the importance of Tisquantum (Squanto) to Plymouth’s survival C. how contact between cultures led at times to misunderstandings and conflict.

Explain how settlements in other colonies were influenced by a desire for religious freedom, economic opportunity, and self-government, including A. Roger Williams’ advocacy for religious freedom and his founding of the Providence Plantation B. Anne Hutchinson’s opposition to Puritan restrictions on religious freedom C. William Penn’s establishment of a haven for Quakers and diverse faiths in Pennsylvania D. Thomas Hooker’s influence in formulating the Fundamental Orders of Connecticut E. George Calvert’s (First Baron of Baltimore) creation of a refuge for persecuted Catholics in Maryland F. James Oglethorpe’s recruitment of England’s impoverished and religious minorities to Georgia.

Compare the economic development of the three colonial regions including A. agricultural exports as affected by climate, physical features, and natural resources B. a labor system utilizing indentured servants in various occupations C. a growing reliance on enslaved labor considered essential to the plantation system.

Explain the economic and cultural interactions resulting from the triangular trade routes, including the forced migration of Africans through the Transatlantic slave trade and experiences of the Middle Passage.

Analyze the forms of self-government in the colonies. A. Explain how English traditions of limited government (Parliament’s relationship to the monarchy) and ethical traditions reflected in colonial covenants and political writings which shaped the colonial experience in self-government. B. Describe how representative government was established through various institutions (e.g., New England town hall meetings, colonial legislatures, colonial charters). C. Examine early discussions on intercolonial cooperation exemplified by the Albany Plan of Union and Benjamin Franklin's “Join or Die” political cartoon. D. Evaluate the influence of the Haudenosaunee (Iroquois) Confederacy on colonial attempts to unite.

Analyze the evolving relationship between American Indians and the British colonists by describing how A. although colonists and American Indians benefited from trade, disputes erupted over territorial claims. B. armed conflicts devastated both British settlements and Tribal communities.

Compare the experiences of both free and enslaved persons in the British colonies, including resistance efforts by enslaved peoples and attempts to preserve aspects of African culture.

Analyze how growing political and economic tensions led to dissent among American colonists by explaining A. the enforcement of trade restrictions and tax collection by England in response to its debt from the French and Indian War. B. resentment over the Proclamation of 1763 and its restriction of western settlement.

Explain efforts to mobilize support for the American Revolution. A. Compare the role of the Sons of Liberty, the Committees of Correspondence, and the Minutemen. B. Describe how the British raids and armed encounters at Lexington and Concord became catalysts for the revolution. C. Explain how Thomas Paine’s Common Sense shifted American sentiment toward independence. D. Describe the significance of the rallying cry, “no taxation without representation.”

Explain the meaning of the key ideals expressed in the Declaration of Independence, drafted by Thomas Jefferson and the Committee of Five, adopted July 4, 1776, including A. natural, unalienable rights, such as life, liberty, and the pursuit of happiness B. the equality of all individuals C. the purpose of government D. the principle of self-rule by consent of the governed E. specific colonial grievances and rights as British citizens.

Explain how the colonists were divided toward the growing call for independence by identifying various points of view and motivations, including patriots, loyalists, American Indian Nations, women, and enslaved persons.

Compare the advantages and disadvantages of the British and the American colonies during the Revolutionary War, including military leadership and strength, population, resources, and foreign alliances.

Examine the first United States of America centralized system of government under the Continental Congress and established by the Articles of Confederation. A. Identify the Articles of Confederation as a loose alliance of states. B. Explain the importance of the Articles of Confederation to wage a war and conduct foreign diplomacy.

Analyze the relationships of significant military and diplomatic events of the Revolutionary War. A. Explain how the Battle of Bunker Hill, although a Patriot loss, confirmed colonial commitment to the patriot cause. B. Describe the Continental Army’s victory at Trenton, exemplified by Washington’s military leadership against professional British and Hessian troops. C. Explain that the Battles of Saratoga are considered a turning point with regards to securing French support for the revolution. D. Describe the harsh conditions at the Valley Forge Encampment and how Washington’s leadership created a cohesive, disciplined fighting force. E. Explain the significance of Thomas Paine’s The Crisis in bolstering patriot morale among the public and the military. F. Describe how the support of the French army and navy helped Americans defeat Lord Cornwallis at Yorktown. G. Summarize the significance of the Treaty of Paris (1783) on the United States of America’s status as a free nation.

Identify the contributions of key individuals influential to the American Revolution in the fields of A. patriot leadership (e.g., Samuel Adams, Benjamin Rush, Paul Revere) B. politics and diplomacy (e.g., Patrick Henry, Benjamin Franklin, John Adams, Nancy Ward “Nanyehi”) C. military service (e.g., Nathan Hale, John Paul Jones, Daniel Morgan, Ethan Allen, Nathanael Greene, Benedict Arnold, Marquis de Lafayette) D. Native alliances (e.g., Stockbridge Indian regiment of Minutemen, Oneida scouts) E. ideological writing (e.g., Thomas Paine, Mercy Otis Warren, Phillis Wheatley).

Evaluate the major issues that led to the Constitutional Convention, including the public alarm raised from Shays’ Rebellion and challenges faced by a national government too weak to conduct its affairs.

Identify the role of leaders of the Constitutional Convention, including its president George Washington and the influence of James Madison, known as the “Father of the Constitution.”

Read, discuss, and explain the Declaration of Independence and how it has shaped the United States of America. Explain the key debates and compromises of the Constitutional Convention, including A. the goals of a stronger union with respect to commerce and political stability B. state representation in Congress, presented by opposing Virginia and New Jersey Plans, and resolved by the Great Compromise, creating a bicameral legislature C. congressional representation resolved by the Three-Fifths Compromise and the potential for a future ban of the international slave trade.

Describe the public debates over the Constitution’s ratification, comparing the viewpoints of the Federalists, led by James Madison and Alexander Hamilton, and Anti-Federalists, led by George Mason, regarding the powers of central government and the necessity for a national Bill of Rights.

Explain that the United States of America’s government was established through a written Constitution, establishing the supreme law of the land. A. Examine the Preamble of the Constitution of the United States of America and identify the major purposes of government. B. Explain how the people are the ultimate source of government power in a constitutional republic.

Summarize the rights and liberties protected by the Bill of Rights. A. Draw connections to colonial conditions which prompted the adoption of particular amendments. B. Identify contemporary examples of rights, liberties, and due process protections guaranteed by the Bill of Rights.

Analyze the structure and operations of government established in the Constitution of the United States of America. A. Explain why the Framers separated government’s powers into different branches, identify the three branches of the United States of America’s government (legislative, executive, judicial), and describe each branch’s basic function. B. Describe the system of checks and balances, explaining how each branch of government can limit the power of other branches. C. Examine the system of shared powers (federalism) between the federal and state levels of governments, explaining why the Framers assigned specific powers to each level. D. Explain how the Constitution of the United States of America establishes a process for making laws, including specific roles for Congress, the President, and the Supreme Court.

Analyze the historical development of American Indian Citizenship and constitutional rights in the United States of America, including the passage of the Indian Citizenship Act of 1924. Examine how Tribal sovereignty and United States of America citizenship function within the United States of America. A. Describe how the Commerce Clause of the Constitution establishes a nation-to-nation relationship between the United States of America and Tribal governments. B. Explain that Tribal governments possess powers, including the authority to determine Tribal citizenship, make and enforce laws, manage lands and natural resources, and provide for the needs of Tribal citizens.

Analyze the role and responsibilities of all United States of America citizens by explaining A. why voting in public elections is necessary to maintain a constitutional republic B. how becoming informed voters contributes to wise decisions C. how citizens exchange ideas through peaceful protest and civil discourse D. that service on a trial jury promotes fair justice for all citizens E. why payment of taxes is required to support projects for the common good F. that safety and order rely on respect for authority and laws G. how registration for military service ensures the nation is prepared to defend itself.

Describe the presidential leadership of George Washington, including the A. creation of cabinet positions B. precedent of not seeking a third term C. read and discuss his Farewell Address.

Identify the significant work of President John Adams, which A. ensured the new nation's ability to defend itself by strengthening the army and navy B. left a legacy of cautious foreign policy based on national interest.

Explain the impact of President Thomas Jefferson’s presidency, including A. the purchase of Louisiana Territory and its effect on westward expansion B. geographic and scientific knowledge gained from the Meriwether Lewis and William Clark expedition C. efforts to enter and maintain treaties with American Indian Nations.

Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world problems. A. Explain how human experiences can shape a person’s point of view about civic issues. B. Use a range of democratic procedures to discuss and make decisions about real-world problems in the community, region, and nation. C. Explain challenges of the past and present and describe strategies used to address local, regional, or national problems.

Develop practices which demonstrate an understanding that social studies involves the evaluation of evidence. A. Ask and examine essential questions that are important to others, as well as enduring across social studies topics. B. Compare points of agreement from reliable information used to answer supporting questions related to social studies content. C. Demonstrate critical thinking skills by frequently developing and answering various depth of knowledge questions. D. Reinforce understanding of social studies content through collaborative inquiries and the completion of authentic tasks and assessments.

Demonstrate an understanding of the principles of government, the benefits of democratic systems, and their responsibilities as citizens. A. Explain democratic principles in historic documents by identifying examples of civic virtues and principles at work in state and national settings. B. Explain the structure, responsibilities, and powers exercised by officials of the national government and describe ways informed citizens can and should participate. C. Examine the principles of the Constitution of the United States of America, including how laws are made in a democratic society and are used to protect individual rights.

Develop skills which demonstrate an understanding of historical events and the people who shaped our history. A. Compare and analyze primary and secondary sources from the past and present, including the intended audience and author’s purpose. B. Compare perspectives of individuals and groups from different regions and experiences, including the past and present. C. Explain multiple causes and effects of events and developments of the past or present; create timelines to identify multiple causes and effects from given information.

Demonstrate a mastery of geographic concepts and the use of geographic tools to understand the impact of geography on the past and present. A. Answer geographic questions by organizing geographic information from historical as well as contemporary perspectives. B. Analyze human and physical features of the nation by drawing conclusions and explaining spatial relationships of physical and human places from geographic representations. C. Explain how environmental factors affected historical events and continue to impact contemporary human activities.

Identify the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings. A. Interpret and draw conclusions from economic data on charts and graphs. B. Explain how the concept of supply and demand operates in a market economy, using historical and contemporary examples. C. Analyze the importance of innovation and entrepreneurship in a market economy.

Comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies. A. Use information accurately from a text when explaining the text explicitly and when drawing inferences from the text. B. Use information from multiple print or digital sources (e.g., timelines, maps, graphs, political cartoons, images, artwork) to answer a question.

Apply critical reading and thinking skills to interpret, evaluate, and respond to a variety of complex texts and perspectives. A. Determine an author’s purpose and draw conclusions to evaluate how well the author’s purpose was achieved. B. Distinguish fact from opinion in nonfiction text and investigate facts for accuracy. C. Engage in collaborative discussions about appropriate topics and texts, expressing ideas clearly to others in group and whole class settings.

Summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. A. Compose informative written products by introducing and developing a topic, supported by evidence (e.g. facts, examples, details) and maintaining an organized structure. B. Clearly state an opinion through written products, supported by examples, details, and reasoning.

Engage in authentic research to acquire, refine, and share knowledge through written presentations and products. A. Formulate a viable research question related to expanding knowledge of social studies concepts. B. Organize information from research, quoting accurately from the source and avoiding plagiarism. C. Create presentations or products which summarize research findings from two or more sources.

Describe geography as a field of inquiry which answers “the why of where” by examining both physical and human geography using spatial thinking skills.

Integrate visual information to organize understandings about the people and environments of the Western Hemisphere. A. Apply the concepts of scale, distance, and direction to explain the relative location of physical and human places using maps and globes; explain how various map projections are distorted. B. Use the system of latitude and longitude to identify the absolute location of a place on maps and globes. C. Use different types of maps, graphs, charts, and geographic tools, such as satellite imagery and Geographic Information System (GIS) technology to draw conclusions and make predictions from geographic data.

Compare characteristics of major regions of the Western Hemisphere through the regular use of strategies, such as the Five Themes of Geography (location, place, human-environment-interaction, movement, regions) which utilize critical thinking about geographic concepts.

Describe and analyze the role of geographic factors on events that impact the people and places of the Western Hemisphere, using both primary and secondary sources.

Identify and describe on a physical map the major landforms and bodies of water important to the development of each region of the Western Hemisphere.

Use visual information to describe on a physical map the major climate and vegetation zones, drawing conclusions about their impact on human development.

Explain how the factors of latitude, elevation, and proximity to bodies of water influence climate and human activities.

Describe the distribution of natural resources found in each region, delineating between renewable and nonrenewable resources, and explaining how the relative location to such resources can influence the economic development of a region.

Identify on a political map the major countries and population centers of each region, describing urban, rural, suburban, and metropolitan settlement patterns.

Identify the primary cause of the American Revolution as a colonial struggle for self-rule. A. Describe the impact of the Stamp Act and Quartering Act which prompted formation of the Stamp Act Congress. B. Compare different strategies used to challenge British policies, including the use of propaganda and the boycott of British imports. C. Explain how the enactment of the Townshend Duties and the Tea Act led to escalated tensions, such as the Boston Massacre and the Boston Tea Party. D. Describe how the passage of the Intolerable Acts (Coercive Acts) prompted the American colonists to unite at the First Continental Congress.

Define cultural diffusion by describing how cultural characteristics spread and impact contemporary regions (e.g., entertainment, fast foods, social media’s rapid spread of ideas, wide use of the smartphone).

Examine the impact of geography on migration and population distribution. A. Define push factors of migration (e.g., instability, conflict, natural disasters) using historic or contemporary examples (e.g., European colonization, political or religious asylum seekers). B. Identify and provide examples of pull factors of migration (e.g., economic opportunity, religious freedom, family ties, education).

Describe the ethnic heritage of Indigenous cultures of the Western Hemisphere. A. Explain that various complex societies, economic, and political systems developed on the North and South American continents, each known for unique achievements and contributions prior to the arrival of Europeans. B. Compare the cultures of Native peoples of the United States of America and Canada (e.g., Ancestral Puebloan, Mississippian, First Nations, Inuit, Metis). C. Explain how the Olmec and Maya adapted to and modified their environment to develop advanced civilizations in Mesoamerica, featuring advancements in science, architecture, the development of a writing system, and regional trade. D. Describe how the Aztec conquest of other Indigenous peoples created extensive trade networks and wealth. E. Explain how the Inca were able to control an expansive empire in the Andes, developing a strong central government and innovations in agriculture.

Describe the cultural interactions between American Indian cultures and European settlers which impacted the heritage and history of major regions of the Western Hemisphere. A. Identify examples of cultural diffusion (e.g., Columbian Exchange: availability of new commodities and technology; assimilation of American Indian into colonial societies). B. Describe the impact of English and French settlement of North America on cultural characteristics such as language, customs, and principles of self-government. C. Examine Spanish colonialism of Latin America and its influence on language, religion, and customs, including the practices of privateering and mercantilism. D. Explain the effects of plantation agriculture and the importation of enslaved labor on the economic development and cultural heritage of regions. E. Identify the major regions of the Western Hemisphere that received enslaved Africans and explain how European imperial expansion, colonial labor demands, and Atlantic trade networks produced the trans-Atlantic slave trade.

Explain how humans adapt to the environment (e.g., types and location of housing, clothing and food choices, methods of transportation, and options for economic activities) using historic and contemporary examples.

Analyze the impact of natural disasters on human populations, including displacement, scarcity of consumer goods, economic activities, and loss of life.

Describe how humans modify the natural environment to support human development, such as subsistence and commercial agriculture, extraction of fossil fuels and minerals, development of industry, and urbanization.

Identify environmental challenges (e.g., air pollution, acid rain, deforestation) and explain how they can impact a region (e.g., oil spills, Amazonia’s ranching and logging operations, Mexico City’s urban sprawl).

Evaluate the need to preserve resources, climate, and wildlife by creating public awareness, including the efforts of eco-tourism.

Describe the role of citizens as responsible stewards of natural resources and the environment (e.g., recycling campaigns, water conservation, national parks, protection of wildlife preserves).

Compare systems of governments. A. Define and describe the characteristics of limited governments (democracy, constitutional republic, constitutional monarchy) and authoritarian systems (dictatorship, oligarchy, absolute monarchy). B. Compare different forms of constitutional republics, exemplified by the constitutional republic of the United States of America and the constitutional monarchy of Canada. C. Analyze the historical development of American Indian citizenship and constitutional rights in the United States of America, including the passage of the Indian Citizenship Act of 1924. Examine how tribal sovereignty and United States of America citizenship function within the United States of America. Compare the rights and responsibilities of tribal citizenship with those of state and national citizenship, including the role of laws such as the Indian Civil Rights Act of 1968. D. Describe how historic struggles for independence in Latin America and the Caribbean were influenced by the American revolution and Constitution, leading to the creation of modern republics. E. Describe challenges for several Latin American governments and economies, due to a history of political and economic instability.

Compare common features of the Constitution of the United States of America to other representative governments of the Western Hemisphere, focusing on the principles of limited government, individual rights and liberties, and the role of the citizen in the selection of government officials.

Explain how people organize economic systems to address basic economic questions regarding which goods and services will be produced, how they will be distributed, and who will consume them.

Analyze the benefits and limitations of the world’s economic systems. A. Define the characteristics of traditional, market, and command economic systems. B. Describe how government policies affect economic activities within a nation, as well as determine trade relationships. C. Compare the outcomes of different economic systems for human prosperity, equality, and freedom.

Explain how different sectors of a nation’s economy contribute to the development of a nation. A. Primary Sector: Extraction and harvesting of natural products (e.g., Venezuela’s Orinoco Belt, Chile’s artisanal fishing, logging of Canada’s boreal forests). B. Secondary Sector: Production of goods through manufacturing and construction (e.g., United States of America's steel industry, Argentina’s meat-processing, Mexico’s automotive exports). C. Tertiary Sector: Businesses that provide services to consumers (e.g., Costa Rica's ecotourism, New York Stock Exchange, Houston’s MD Anderson Cancer Center). D. Quaternary Sector: Research and intellectual services such as technological advancement and innovation (e.g., Silicon Valley and Sao Paulo’s technology centers, Massachusetts Institute of Technology).

Identify and compare the characteristics of developed and developing countries by analyzing data (e.g., literacy rate, life expectancy, per capita income, and infant mortality) used by geographers to measure development.

Define the concept of region as an area sharing common characteristics and explain how regions can be categorized in many ways, such as political, physical, cultural, and economic.

Identify examples of physical regions sharing common features of landforms, climate, vegetation, and natural resources (e.g., Great Plains, New England, Amazonia, Canadian Shield, Altiplano, sun belt, tornado alley).

Identify examples of man-made regions sharing common characteristics related to culture, human settlement, history, economic activities, and governments (e.g., Latin America, corn belt, Northeast megalopolis, Silicon Valley, British Commonwealth, barrio, suburb).

Describe patterns of economic interdependence and trade linking regions of the Western Hemisphere. A. Define basic concepts related to trade, including exports and imports, tariffs, free trade, and balance of trade. B. Explain economic interdependence as it relates to the outsourcing of jobs to developing regions.

Explain reasons for cooperation among nations of the Western Hemisphere. A. Describe how the people of different regions cooperate to address common concerns and how such cooperation impacts global interdependence (e.g., the United States-Mexico-Canada Agreement, Mercosur). B. Examine how supranational organizations (e.g., Organization of American States, Arctic Council) create cooperative political, economic, defense, and cultural regions.

Explain reasons for conflict between regions of the Western Hemisphere, such as territorial disputes, access to natural resources, and ethnic differences (e.g., boundary and mineral claims of the Arctic, Indigenous sovereignty over oil and gas reserves in Bolivia, immigration across the United States of America -Mexico border).

Demonstrate an understanding of the virtue of civil discourse to analyze and address real-world problems. A. Analyze why the acknowledgement of different perspectives can contribute to civil discourse and solutions to civic issues. B. Apply a range of deliberative and democratic procedures to discuss, make decisions, and propose action about real-world problems in and out of school. C. Use information to analyze how a specific problem can manifest itself in regional and global issues, describing options for solutions.

Develop practices which demonstrate an understanding that social studies involves the evaluation of evidence. A. Investigate and propose answers to essential questions representing complex enduring issues across the social studies disciplines. B. Answer supporting questions related to social studies content knowledge and make connections to different interpretations. C. Develop deeper critical thinking skills by questioning assumptions and identifying inconsistencies or errors in reasoning. D. Demonstrate understanding of social studies content through the development of self-driven inquiries and the completion of authentic tasks and assessments.

Demonstrate an understanding of the principles of government, the benefits of democratic systems, and their responsibilities as citizens. A. Compare and analyze civic virtues and democratic principles in historic and global settings, explaining how they influence political institutions. B. Compare the powers and responsibilities of the United States of America’s government to other forms of government, including the roles and rights of citizens. C. Examine the impact of constitutions, laws, treaties, and international agreements on the limits of government, including the concepts of sovereignty and the rule of law.

Develop skills which demonstrate an understanding of historical events and the people who shaped our history. A. Gather and draw conclusions from sources of evidence, identifying plausible author, occasion, audience, purpose, and possible bias. B. Describe multiple factors and explain how they can influence the perspectives of individuals and groups on events from history and the modern era. C. Distinguish multiple causation, including immediate versus long-term cause-effect relationships; construct timelines of related events.

Demonstrate a mastery of geographic concepts and the use of geographic tools to understand the impact of geography on the past and present. A. Answer geographic questions and conduct investigations by acquiring, organizing, and interpreting information about the modern world and historical events. B. Use multiple mapping techniques, data visuals, satellite images, and geographic technology to analyze spatial patterns of physical and human characteristics, making connections between regions. C. Explain how the environment affects cultural patterns and historical events, providing opportunities and challenges for human development.

Identify the principles of economic systems and develop an understanding of the benefits of a market system in local, national, and global settings. A. Analyze, interpret, and compare economic data from multiple charts and graphs. B. Identify different types of economic systems, comparing advantages and disadvantages for citizens and the growth of a nation’s economy. C. Explain how technology and trade impact standard of living and economic interdependence, using historical or contemporary examples.

Comprehend, evaluate, and synthesize textual sources to acquire and refine knowledge in the social studies. A. Paraphrase the main idea and cite evidence from primary and secondary sources; provide an accurate summary of a source distinct from prior knowledge or opinion. B. Integrate the use of visual information (e.g., maps, charts, photographs, videos, political cartoons, artwork) with textual information from primary and secondary sources to draw conclusions.

Apply critical reading and thinking skills to interpret, evaluate, and respond to a variety of complex texts and perspectives. A. Analyze works written on the same topic and compare methods the authors use to achieve similar or different purposes. B. Evaluate textual evidence to determine whether a claim is substantiated. C. Engage in collaborative discussions about information presented in social studies texts, expressing ideas clearly while building on the ideas of others.

Summarize and paraphrase, integrate evidence, and cite sources to create written products, research projects, and presentations for multiple purposes related to social studies content. A. Compose informative essays and other written products using and citing evidence (e.g., facts, examples, details) from multiple sources and maintaining an organized structure. B. Compose argumentative written products by introducing a claim, recognizing an opposing viewpoint, and organizing evidence and reasoning from credible sources.

Engage in authentic research to acquire, refine, and share knowledge through written presentations and products. A. Refine and formulate viable research questions related to social studies investigations, using well-developed theses or claims. B. Quote, paraphrase, and summarize findings, avoiding plagiarism. C. Organize and create presentations or products using research from a variety of formats and encompassing different points of view.