Social Studies by vivi07

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									State: Colorado Grades: 9-12 Content: Social Studies Standard Correlation Date: 9/03 Skill/ Skill/ Strategy Strategy # Name MX103-01 Structure of Government Strand Text Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Standard Text Objective Text

Students know and understand analyzing how different forms of what government is and what government execute the purposes of purpose it serves. government; and Students know and understand analyzing how different forms of what government is and what government execute the purposes of purpose it serves. government; and Students know and understand analyzing how different forms of what government is and what government execute the purposes of purpose it serves. government; and Students know and understand analyzing and knowing how different what government is and what forms of government impact the individual purpose it serves. (for example, personal freedom and political liberty). Students know and understand analyzing and knowing how different what government is and what forms of government impact the individual purpose it serves. (for example, personal freedom and political liberty). Students know and understand analyzing and knowing how different what government is and what forms of government impact the individual purpose it serves. (for example, personal freedom and political liberty).

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Purpose of Government

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Government Systems

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Purpose of Government

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Government Systems

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Government Systems

Skill/ Skill/ Strategy Strategy # Name MX103-01 Structure of Government

Strand Text Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.

Standard Text Students know the essential characteristics of limited and unlimited government. Students know the essential characteristics of limited and unlimited government. Students know the essential characteristics of limited and unlimited government. Students know the essential characteristics of limited and unlimited government. Students know the essential characteristics of limited and unlimited government. Students know the essential characteristics of limited and unlimited government. Students know the essential characteristics of limited and unlimited government. Students understand the principles of the United States constitutional government.

Objective Text comparing and contrasting limited and unlimited government (for example, constitutional republic, authoritarian, and totalitarian government); comparing and contrasting limited and unlimited government (for example, constitutional republic, authoritarian, and totalitarian government); comparing and contrasting limited and unlimited government (for example, constitutional republic, authoritarian, and totalitarian government); comparing how constitutions promote the principles of a political system and provide the basis for government; and comparing how constitutions promote the principles of a political system and provide the basis for government; and describing how constitutions and the rule of law may limit government.

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Purpose of Government

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Government Systems

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Government Systems

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Structure of Government

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Government Systems

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Structure of Government

describing how constitutions and the rule of law may limit government.

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Structure of Government

analyzing the political thought that influenced the development of the United States Constitution (for example, social contract theory, the major ideas of republicanism, natural rights philosophy);

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Strand Text

Standard Text Students understand the principles of the United States constitutional government.

Objective Text analyzing the political thought that influenced the development of the United States Constitution (for example, social contract theory, the major ideas of republicanism, natural rights philosophy); analyzing the political thought that influenced the development of the United States Constitution (for example, social contract theory, the major ideas of republicanism, natural rights philosophy); analyzing the political thought that influenced the development of the United States Constitution (for example, social contract theory, the major ideas of republicanism, natural rights philosophy); evaluating the Federalist and AntiFederalist positions in the context of contemporary United States society; evaluating the Federalist and AntiFederalist positions in the context of contemporary United States society; evaluating the Federalist and AntiFederalist positions in the context of contemporary United States society; evaluating the Federalist and AntiFederalist positions in the context of contemporary United States society;

Read the Rules Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.

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Beginnings

Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.

Students understand the principles of the United States constitutional government.

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Revolution and Students understand the purposes of the New Nation government, and the basic constitutional principles of the United States republican form of government.

Students understand the principles of the United States constitutional government.

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Identify Context Students understand the purposes of and Purpose government, and the basic constitutional principles of the United States republican form of government. Compare and Students understand the purposes of Contrast government, and the basic constitutional principles of the United States republican form of government. Explain Students understand the purposes of Discrepancies government, and the basic constitutional principles of the United States republican form of government. Build the Big Students understand the purposes of Picture government, and the basic constitutional principles of the United States republican form of government.

Students understand the principles of the United States constitutional government. Students understand the principles of the United States constitutional government. Students understand the principles of the United States constitutional government. Students understand the principles of the United States constitutional government.

Skill/ Skill/ Strategy Strategy # Name MX98-05 Draw Conclusions

Strand Text

Standard Text Students understand the principles of the United States constitutional government. Students understand the principles of the United States constitutional government. Students understand the principles of the United States constitutional government. Students understand the principles of the United States constitutional government. Students understand the principles of the United States constitutional government.

Objective Text evaluating the Federalist and AntiFederalist positions in the context of contemporary United States society; evaluating the Federalist and AntiFederalist positions in the context of contemporary United States society; evaluating the Federalist and AntiFederalist positions in the context of contemporary United States society; evaluating the Federalist and AntiFederalist positions in the context of contemporary United States society; explaining the conditions which are necessary for the United States constitutional government to operate effectively (for example, the acceptance of or commitment to common constitutional principles). explaining the conditions which are necessary for the United States constitutional government to operate effectively (for example, the acceptance of or commitment to common constitutional principles). explaining the conditions which are necessary for the United States constitutional government to operate effectively (for example, the acceptance of or commitment to common constitutional principles).

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Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Revolution and Students understand the purposes of the New Nation government, and the basic constitutional principles of the United States republican form of government. Read the Rules Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Structure of Students understand the purposes of Government government, and the basic constitutional principles of the United States republican form of government. Structure of Students understand the purposes of Government government, and the basic constitutional principles of the United States republican form of government.

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Read the Rules Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.

Students understand the principles of the United States constitutional government.

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Democracy in Action

Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.

Students understand the principles of the United States constitutional government.

Skill/ Skill/ Strategy Strategy # Name MX104-03 Making Decisions, Seeking Consensus, and Resolving Conflicts Read the Rules

Strand Text Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.

Standard Text Students understand the principles of the United States constitutional government.

Objective Text explaining the conditions which are necessary for the United States constitutional government to operate effectively (for example, the acceptance of or commitment to common constitutional principles). analyzing how amendments, laws, and landmark decisions have helped fulfill the promise of the Constitution; analyzing the relationship between the Constitution and the political culture in which it exists; developing, evaluating, and defending positions about the importance of adhering to constitutional principles in managing conflicts over diverse viewpoints (for example, taxation, civil rights, and balance of power); and developing, evaluating, and defending positions about the importance of adhering to constitutional principles in managing conflicts over diverse viewpoints (for example, taxation, civil rights, and balance of power); and developing, evaluating, and defending positions about the importance of adhering to constitutional principles in managing conflicts over diverse viewpoints (for example, taxation, civil rights, and balance of power); and

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Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Read the Rules Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Clarify the Issue Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.

Students know the distinctive characteristics of the political culture of the United States. Students know the distinctive characteristics of the political culture of the United States. Students know the distinctive characteristics of the political culture of the United States.

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Find Parallels Students understand the purposes of and Precedents government, and the basic constitutional principles of the United States republican form of government.

Students know the distinctive characteristics of the political culture of the United States.

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Examine Influences

Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.

Students know the distinctive characteristics of the political culture of the United States.

Skill/ Skill/ Strategy Strategy # Name MX100-04 Generate Alternatives

Strand Text Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.

Standard Text Students know the distinctive characteristics of the political culture of the United States.

Objective Text developing, evaluating, and defending positions about the importance of adhering to constitutional principles in managing conflicts over diverse viewpoints (for example, taxation, civil rights, and balance of power); and developing, evaluating, and defending positions about the importance of adhering to constitutional principles in managing conflicts over diverse viewpoints (for example, taxation, civil rights, and balance of power); and developing, evaluating, and defending positions about the importance of adhering to constitutional principles in managing conflicts over diverse viewpoints (for example, taxation, civil rights, and balance of power); and developing, evaluating, and defending positions on the effectiveness of the Constitution and Bill of Rights in protecting the rights of all citizens. developing, evaluating, and defending positions on the effectiveness of the Constitution and Bill of Rights in protecting the rights of all citizens. developing, evaluating, and defending positions on the effectiveness of the Constitution and Bill of Rights in protecting the rights of all citizens. developing, evaluating, and defending positions on the effectiveness of the Constitution and Bill of Rights in protecting the rights of all citizens.

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Predict Students understand the purposes of Consequences government, and the basic constitutional principles of the United States republican form of government.

Students know the distinctive characteristics of the political culture of the United States.

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Present and Justify Results

Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government.

Students know the distinctive characteristics of the political culture of the United States.

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Read the Rules Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Clarify the Issue Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Find Parallels Students understand the purposes of and Precedents government, and the basic constitutional principles of the United States republican form of government. Examine Students understand the purposes of Influences government, and the basic constitutional principles of the United States republican form of government.

Students know the distinctive characteristics of the political culture of the United States. Students know the distinctive characteristics of the political culture of the United States. Students know the distinctive characteristics of the political culture of the United States. Students know the distinctive characteristics of the political culture of the United States.

Skill/ Skill/ Strategy Strategy # Name MX100-04 Generate Alternatives

Strand Text

Standard Text Students know the distinctive characteristics of the political culture of the United States. Students know the distinctive characteristics of the political culture of the United States. Students know the distinctive characteristics of the political culture of the United States. Students know the organization and functions of local, state, and national governments.

Objective Text developing, evaluating, and defending positions on the effectiveness of the Constitution and Bill of Rights in protecting the rights of all citizens. developing, evaluating, and defending positions on the effectiveness of the Constitution and Bill of Rights in protecting the rights of all citizens. developing, evaluating, and defending positions on the effectiveness of the Constitution and Bill of Rights in protecting the rights of all citizens. analyzing how the organization of the local, state, and national governments influences the formulation and implementation of policy (for example, weak versus strong mayoral system, unicameral versus bicameral legislature, legislative approval of presidential appointments); analyzing how the design of the United States Constitution balances and checks to prevent the abuse of power (for example, Marbury v. Madison, Supreme Court packing under New Deal, Watergate); and analyzing how the design of the United States Constitution balances and checks to prevent the abuse of power (for example, Marbury v. Madison, Supreme Court packing under New Deal, Watergate); and

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Students understand the purposes of government, and the basic constitutional principles of the United States republican form of government. Predict Students understand the purposes of Consequences government, and the basic constitutional principles of the United States republican form of government. Present and Students understand the purposes of Justify Results government, and the basic constitutional principles of the United States republican form of government. Structure of Students know the structure and function Government of local, state, and national government and how citizen involvement shapes public policy.

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Structure of Government

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Students know how power, authority, and responsibility are distributed, shared, and limited through federalism as established by the United States Constitution. Read the Rules Students know the structure and function Students know how power, of local, state, and national government authority, and responsibility are and how citizen involvement shapes public distributed, shared, and limited policy. through federalism as established by the United States Constitution.

Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy.

Skill/ Skill/ Strategy Strategy # Name MX103-01 Structure of Government

Strand Text Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy.

Standard Text

Objective Text developing, evaluating, and defending positions on historical and contemporary conflicts over the respective roles, balance of power, and responsibility between local, state, and federal government. developing, evaluating and defending positions on current issues regarding judicial protection of individual rights (for example, explaining the basic concept of due process protections, including presumption of innocence, speedy and public trials, right to counsel, trial by jury, right of appeal). developing, evaluating and defending positions on current issues regarding judicial protection of individual rights (for example, explaining the basic concept of due process protections, including presumption of innocence, speedy and public trials, right to counsel, trial by jury, right of appeal). developing, evaluating and defending positions on current issues regarding judicial protection of individual rights (for example, explaining the basic concept of due process protections, including presumption of innocence, speedy and public trials, right to counsel, trial by jury, right of appeal).

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Students know how power, authority, and responsibility are distributed, shared, and limited through federalism as established by the United States Constitution. Clarify the Issue Students know the structure and function Students know and understand of local, state, and national government the place of law in the Colorado and how citizen involvement shapes public and United States constitutional policy. systems.

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Find Parallels Students know the structure and function and Precedents of local, state, and national government and how citizen involvement shapes public policy.

Students know and understand the place of law in the Colorado and United States constitutional systems.

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Examine Influences

Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy.

Students know and understand the place of law in the Colorado and United States constitutional systems.

Skill/ Skill/ Strategy Strategy # Name MX100-04 Generate Alternatives

Strand Text Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy.

Standard Text Students know and understand the place of law in the Colorado and United States constitutional systems.

Objective Text developing, evaluating and defending positions on current issues regarding judicial protection of individual rights (for example, explaining the basic concept of due process protections, including presumption of innocence, speedy and public trials, right to counsel, trial by jury, right of appeal). developing, evaluating and defending positions on current issues regarding judicial protection of individual rights (for example, explaining the basic concept of due process protections, including presumption of innocence, speedy and public trials, right to counsel, trial by jury, right of appeal). evaluating the contemporary roles of voters, political parties, associations, and groups in local, state, and national politics (for example, political action committees, interest groups, think tanks, unions, professional organizations); evaluating the contemporary roles of voters, political parties, associations, and groups in local, state, and national politics (for example, political action committees, interest groups, think tanks, unions, professional organizations); analyzing a current public policy issue at local, state, or national levels and evaluating the alternative positions (for example, welfare reform);

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Predict Students know the structure and function Consequences of local, state, and national government and how citizen involvement shapes public policy.

Students know and understand the place of law in the Colorado and United States constitutional systems.

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Democracy in Action

Students know the structure and function Students know how public policy of local, state, and national government is developed at the local, state, and how citizen involvement shapes public and national levels. policy.

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Making Decisions, Seeking Consensus, and Resolving Conflicts

Students know the structure and function Students know how public policy of local, state, and national government is developed at the local, state, and how citizen involvement shapes public and national levels. policy.

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Clarify the Issue Students know the structure and function Students know how public policy of local, state, and national government is developed at the local, state, and how citizen involvement shapes public and national levels. policy.

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Strand Text

Standard Text

Objective Text

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Find Parallels Students know the structure and function and Precedents of local, state, and national government and how citizen involvement shapes public policy. Examine Students know the structure and function Influences of local, state, and national government and how citizen involvement shapes public policy. Generate Students know the structure and function Alternatives of local, state, and national government and how citizen involvement shapes public policy. Clarify the Issue Students know the structure and function of local, state, and national government and how citizen involvement shapes public policy.

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Students know how public policy analyzing a current public policy issue at is developed at the local, state, local, state, or national levels and and national levels. evaluating the alternative positions (for example, welfare reform); Students know how public policy analyzing a current public policy issue at is developed at the local, state, local, state, or national levels and and national levels. evaluating the alternative positions (for example, welfare reform); Students know how public policy analyzing a current public policy issue at is developed at the local, state, local, state, or national levels and and national levels. evaluating the alternative positions (for example, welfare reform); Students know how public policy developing, evaluating, and defending is developed at the local, state, positions about the role of media and and national levels. public opinion in United States politics (for example, ways that government and media influence public opinion and the behavior of public officials). Find Parallels Students know the structure and function Students know how public policy developing, evaluating, and defending and Precedents of local, state, and national government is developed at the local, state, positions about the role of media and and how citizen involvement shapes public and national levels. public opinion in United States politics (for policy. example, ways that government and media influence public opinion and the behavior of public officials). Examine Students know the structure and function Students know how public policy developing, evaluating, and defending Influences of local, state, and national government is developed at the local, state, positions about the role of media and and how citizen involvement shapes public and national levels. public opinion in United States politics (for policy. example, ways that government and media influence public opinion and the behavior of public officials).

Skill/ Skill/ Strategy Strategy # Name MX100-04 Generate Alternatives

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developing, evaluating, and defending positions about the role of media and public opinion in United States politics (for example, ways that government and media influence public opinion and the behavior of public officials). Predict Students know the structure and function Students know how public policy developing, evaluating, and defending Consequences of local, state, and national government is developed at the local, state, positions about the role of media and and how citizen involvement shapes public and national levels. public opinion in United States politics (for policy. example, ways that government and media influence public opinion and the behavior of public officials). Present and Students know the structure and function Students know how public policy developing, evaluating, and defending Justify Results of local, state, and national government is developed at the local, state, positions about the role of media and and how citizen involvement shapes public and national levels. public opinion in United States politics (for policy. example, ways that government and media influence public opinion and the behavior of public officials). Interactions Students know the political relationship of Students understand how the identifying and analyzing issues Among Nations the United States and its citizens to other United States government concerning the national interests of the nations and to world affairs. develops foreign policy. United States. American Foreign Policy Students know the political relationship of the United States and its citizens to other nations and to world affairs. Students understand how the United States government develops foreign policy. Students understand the domestic and foreign policy influence the United States has on other nations and how the actions of other nations influence politics and society of the United States. identifying and analyzing issues concerning the national interests of the United States. evaluating the impact of significant international developments on the United States and other nations (for example, impact of land mines);

Students know the structure and function Students know how public policy of local, state, and national government is developed at the local, state, and how citizen involvement shapes public and national levels. policy.

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Interactions Students know the political relationship of Among Nations the United States and its citizens to other nations and to world affairs.

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Strand Text

Standard Text Students understand the domestic and foreign policy influence the United States has on other nations and how the actions of other nations influence politics and society of the United States. Students understand the domestic and foreign policy influence the United States has on other nations and how the actions of other nations influence politics and society of the United States. Students understand the domestic and foreign policy influence the United States has on other nations and how the actions of other nations influence politics and society of the United States. Students understand the domestic and foreign policy influence the United States has on other nations and how the actions of other nations influence politics and society of the United States. Students understand the domestic and foreign policy influence the United States has on other nations and how the actions of other nations influence politics and society of the United States.

Objective Text giving examples of how foreign policy decisions made by foreign countries affect the United States;

Interactions Students know the political relationship of Among Nations the United States and its citizens to other nations and to world affairs.

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Interactions Students know the political relationship of Among Nations the United States and its citizens to other nations and to world affairs.

evaluating current international issues in which the foreign policy of the United States has played a significant role (for example, world trade negotiations - GATT agreements); and

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American Foreign Policy

Students know the political relationship of the United States and its citizens to other nations and to world affairs.

evaluating current international issues in which the foreign policy of the United States has played a significant role (for example, world trade negotiations - GATT agreements); and

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Economic Systems

Students know the political relationship of the United States and its citizens to other nations and to world affairs.

evaluating current international issues in which the foreign policy of the United States has played a significant role (for example, world trade negotiations - GATT agreements); and

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Making Students know the political relationship of Decisions, the United States and its citizens to other Seeking nations and to world affairs. Consensus, and Resolving Conflicts

identifying opportunities for citizens of the United States to participate in the resolution of international problems and concerns (for example, citizens pressure to release the remains of POWs from Vietnam).

Skill/ Skill/ Strategy Strategy # Name MX104-03 Making Decisions, Seeking Consensus, and Resolving Conflicts Making Decisions, Seeking Consensus, and Resolving Conflicts Making Decisions, Seeking Consensus, and Resolving Conflicts Back to Basics

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Students understand how citizens exercise Students know what citizenship explaining the rights and obligations of the roles, rights and responsibilities of is. United States citizens; participation in civic life at all levels - local, state, and national.

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Students understand how citizens exercise Students know how citizens can the roles, rights and responsibilities of participate in civic life. participation in civic life at all levels - local, state, and national.

evaluating the effectiveness of various forms of political participation (for example, voting, attending political and governmental meetings, contacting public officials);

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Students understand how citizens exercise Students know how citizens can describing various ways one can exercise the roles, rights and responsibilities of participate in civic life. leadership and participate in public affairs participation in civic life at all levels - local, (for example, campaigning); state, and national.

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Economic Systems

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Markets and Trade

Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

Students know the patterns and comparing and contrasting the networks of economic characteristics and distribution of interdependence. economic systems;

Students know the patterns and comparing and contrasting the networks of economic characteristics and distribution of interdependence. economic systems;

Students know the patterns and analyzing factors influencing economic networks of economic interdependence of countries, including interdependence. world trade;

Skill/ Skill/ Strategy Strategy # Name MX101-01 Back to Basics

Strand Text Students understand how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict. Students understand the effects of interactions between human and physical systems and the changes in meaning, use, distribution, and importance of resources.

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Objective Text

Students know the patterns and analyzing how and why levels of economic networks of economic development vary among places. interdependence.

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Back to Basics

Students know the changes that analyzing the effects of economic activity occur in the meaning, use, in modifying and transforming resources. location, distribution, and importance of resources. Students know the general chronological order of events and people in history. identifying events and people that characterize each of the major eras in United States and world history

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Identify Context Students understand the chronological and Purpose organization of history and know how to organize events and people into major eras to identify and explain historical relationships. Gather Students understand the chronological Information organization of history and know how to organize events and people into major eras to identify and explain historical relationships. Establish Students understand the chronological Context organization of history and know how to organize events and people into major eras to identify and explain historical relationships. Establish Students understand the chronological Context organization of history and know how to organize events and people into major eras to identify and explain historical relationships. Look at Students understand the chronological Different Points organization of history and know how to of View organize events and people into major eras to identify and explain historical relationships.

Students know the general chronological order of events and people in history.

identifying events and people that characterize each of the major eras in United States and world history

Students use chronology to organize historical events and people.

reconstructing the time structure and identifying connections found in historical narratives;

Students use chronology to organize historical events and people.

Students use chronology to examine and explain historical relationships.

using timelines to organize large quantities of historical information, compare different time periods and places, and answer historical questions; and analyzing and explaining cause-and-effect relationships using historical information that is organized chronologically; and

Skill/ Skill/ Strategy Strategy # Name MX98-02 Compare and Contrast

Strand Text

Standard Text Students use chronology to examine and explain historical relationships.

Objective Text analyzing and explaining cause-and-effect relationships using historical information that is organized chronologically; and

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Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. Analyze Impact Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. Build the Big Students understand the chronological Picture organization of history and know how to organize events and people into major eras to identify and explain historical relationships. Identify Context Students know how to use the processes and Purpose and resources of historical inquiry.

Students use chronology to examine and explain historical relationships.

using both chronological order and the duration of events to detect and analyze patterns of historical continuity and change. using both chronological order and the duration of events to detect and analyze patterns of historical continuity and change. gathering, analyzing, and reconciling historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses.

Students use chronology to examine and explain historical relationships.

Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses. Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.

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Compare and Contrast

Students know how to use the processes and resources of historical inquiry.

gathering, analyzing, and reconciling historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses.

Skill/ Skill/ Strategy Strategy # Name MX98-03 Explain Discrepancies

Strand Text Students know how to use the processes and resources of historical inquiry.

Standard Text Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses. Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses. Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses. Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses. Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.

Objective Text gathering, analyzing, and reconciling historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses.

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Build the Big Picture

Students know how to use the processes and resources of historical inquiry.

gathering, analyzing, and reconciling historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses.

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Draw Conclusions

Students know how to use the processes and resources of historical inquiry.

gathering, analyzing, and reconciling historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses.

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Gather Information

Students know how to use the processes and resources of historical inquiry.

gathering, analyzing, and reconciling historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses.

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Establish Context

Students know how to use the processes and resources of historical inquiry.

gathering, analyzing, and reconciling historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses.

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Strand Text

Standard Text Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses. Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses. Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses. Students know how to interpret and evaluate primary and secondary sources of historical information. Students know how to interpret and evaluate primary and secondary sources of historical information. Students know how to interpret and evaluate primary and secondary sources of historical information.

Objective Text gathering, analyzing, and reconciling historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses.

Look at Students know how to use the processes Different Points and resources of historical inquiry. of View

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Analyze Impact Students know how to use the processes and resources of historical inquiry.

gathering, analyzing, and reconciling historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses.

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Speculate About Alternatives

Students know how to use the processes and resources of historical inquiry.

gathering, analyzing, and reconciling historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses.

MX98-01

Identify Context Students know how to use the processes and Purpose and resources of historical inquiry.

explaining how historical descriptions, arguments, and judgments can reflect the bias of the author and/or the prevailing ideas of the culture and time period; evaluating data within the social, political, and economic context in which it was created, testing its credibility, and evaluating its bias; and comparing and contrasting the reliability of information received from multiple sources.

MX99-02

Establish Context

Students know how to use the processes and resources of historical inquiry.

MX98-02

Compare and Contrast

Students know how to use the processes and resources of historical inquiry.

Skill/ Skill/ Strategy Strategy # Name MX99-03

Strand Text

Standard Text Students know how to interpret and evaluate primary and secondary sources of historical information. Students know how various societies were affected by contacts and exchanges among diverse peoples. Students know how various societies were affected by contacts and exchanges among diverse peoples. Students understand how economic factors have influenced historical events. Students understand how economic factors have influenced historical events. Students understand how economic factors have influenced historical events. Students understand how economic factors have influenced historical events. Students understand how economic factors have influenced historical events.

Objective Text comparing and contrasting the reliability of information received from multiple sources. explaining the reasons for major periods of immigration to the United States and describing how different segments of U.S. society reacted and changed; and explaining the reasons for major periods of immigration to the United States and describing how different segments of U.S. society reacted and changed; and analyzing the relationship between economic factors and social and political policies throughout United States history; analyzing the relationship between economic factors and social and political policies throughout United States history; analyzing the relationship between economic factors and social and political policies throughout United States history; analyzing the relationship between economic factors and social and political policies throughout United States history; explaining how the rise and expansion of trade have connected and affected the history of regions of the world; and

Look at Students know how to use the processes Different Points and resources of historical inquiry. of View Industrialization Students understand that societies are diverse and have changed over time.

MX97-01

MX96-01

Beginnings

Students understand that societies are diverse and have changed over time.

MX101-01

Back to Basics

MX101-02

Economic Policy

MX101-03

Markets and Trade

MX101-04

Economic Systems

MX101-03

Markets and Trade

Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.

Skill/ Skill/ Strategy Strategy # Name MX101-04 Economic Systems

Strand Text Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.

Standard Text Students understand how economic factors have influenced historical events. Students understand how economic factors have influenced historical events. Students understand how economic factors have influenced historical events.

Objective Text explaining how the rise and expansion of trade have connected and affected the history of regions of the world; and explaining how the rise and expansion of trade have connected and affected the history of regions of the world; and describing modern historical developments in economic interdependence (for example, the emergence of the Pacific Rim, NAFTA, the European Union), and their impact on individuals and societies. explaining the historical development of the economic system of the United States; analyzing the history of the relationship between economics systems and the role of governments throughout history; describing characteristics of specific economic systems and how these systems have existed in different ways at different times throughout history (for example, manorialism, mercantilism, capitalism, socialism, communism); and tracing the historical factors that lead to the transition from local and regional economies to a globally interdependent economy.

MX101-02

Economic Policy

MX101-04

Economic Systems

MX101-01

Back to Basics

MX101-01

Back to Basics

MX103-03

Government Systems

Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history. Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.

Students understand the historical development and know the characteristics of various economic systems. Students understand the historical development and know the characteristics of various economic systems. Students understand the historical development and know the characteristics of various economic systems.

MX101-04

Economic Systems

Students understand how science, technology, and economic activity have developed, changed, and affected societies throughout history.

Students understand the historical development and know the characteristics of various economic systems.

Skill/ Skill/ Strategy Strategy # Name MX103-01 Structure of Government

Strand Text Students understand political institutions and theories that have developed and changed over time.

Standard Text Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained. Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained. Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained.

Objective Text identifying and explaining the role of the ideas expressed in the documents that influenced the development of constitutional democracy (for example, Magna Carta, English Bill of Rights, Mayflower Compact); identifying and explaining the role of the ideas expressed in the documents that influenced the development of constitutional democracy (for example, Magna Carta, English Bill of Rights, Mayflower Compact); analyzing how the ideas set forth in the Declaration of Independence, Constitution and Bill of Rights, Federalist Papers, and landmark Supreme Court cases affect and operate in the contemporary United States; identifying and analyzing how historical events have affected the organization of the political system of the United States (for example, the American Revolution, the Civil War, the Mexican War, the Populist and Progressive Movements); and identifying and analyzing how historical events have affected the organization of the political system of the United States (for example, the American Revolution, the Civil War, the Mexican War, the Populist and Progressive Movements); and

MX103-02

Purpose of Government

Students understand political institutions and theories that have developed and changed over time.

MX104-01

Read the Rules Students understand political institutions and theories that have developed and changed over time.

MX96-03

Revolution and Students understand political institutions the New Nation and theories that have developed and changed over time.

Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained.

MX96-04

Expansion and Reform

Students understand political institutions and theories that have developed and changed over time.

Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained.

Skill/ Skill/ Strategy Strategy # Name MX96-05

Strand Text

Standard Text Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained.

Objective Text identifying and analyzing how historical events have affected the organization of the political system of the United States (for example, the American Revolution, the Civil War, the Mexican War, the Populist and Progressive Movements); and analyzing how the United States’ political system has dealt with various constitutional crises (for example, the Civil War, Alien-Sedition Acts, assassinations, Watergate). analyzing how the United States’ political system has dealt with various constitutional crises (for example, the Civil War, Alien-Sedition Acts, assassinations, Watergate). analyzing how the United States’ political system has dealt with various constitutional crises (for example, the Civil War, Alien-Sedition Acts, assassinations, Watergate). analyzing how the United States’ political system has dealt with various constitutional crises (for example, the Civil War, Alien-Sedition Acts, assassinations, Watergate).

Civil War and Students understand political institutions Reconstruction and theories that have developed and changed over time.

MX96-02

Colonization Students understand political institutions and Settlement and theories that have developed and changed over time.

Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained. Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained. Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained. Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained.

MX96-03

Revolution and Students understand political institutions the New Nation and theories that have developed and changed over time.

MX96-04

Expansion and Reform

Students understand political institutions and theories that have developed and changed over time.

MX96-05

Civil War and Students understand political institutions Reconstruction and theories that have developed and changed over time.

Skill/ Skill/ Strategy Strategy # Name MX97-01

Strand Text

Standard Text Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained. Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained. Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained. Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained. Students understand how democratic ideas and institutions in the United States have developed, changed, and/or been maintained.

Objective Text analyzing how the United States’ political system has dealt with various constitutional crises (for example, the Civil War, Alien-Sedition Acts, assassinations, Watergate). analyzing how the United States’ political system has dealt with various constitutional crises (for example, the Civil War, Alien-Sedition Acts, assassinations, Watergate). analyzing how the United States’ political system has dealt with various constitutional crises (for example, the Civil War, Alien-Sedition Acts, assassinations, Watergate). analyzing how the United States’ political system has dealt with various constitutional crises (for example, the Civil War, Alien-Sedition Acts, assassinations, Watergate). analyzing how the United States’ political system has dealt with various constitutional crises (for example, the Civil War, Alien-Sedition Acts, assassinations, Watergate).

Industrialization Students understand political institutions and theories that have developed and changed over time.

MX97-02

Emergence of Modern America

Students understand political institutions and theories that have developed and changed over time.

MX97-03

Great Students understand political institutions Depression and and theories that have developed and World War II changed over time.

MX97-04

The Post-War Era

Students understand political institutions and theories that have developed and changed over time.

MX97-05

Contemporary America

Students understand political institutions and theories that have developed and changed over time.

Skill/ Skill/ Strategy Strategy # Name MX103-03 Government Systems

Strand Text Students understand political institutions and theories that have developed and changed over time.

Standard Text Students know how various systems of government have developed and functioned throughout history.

Objective Text comparing and contrasting the characteristics and effects of the various political systems that developed throughout history (for example, republics, representative and direct democracy , feudalism, centralized monarchy, absolutism, principalities, imperial dynasties, tribal kingdoms); describing the characteristics and ideas of various modern political systems, and giving examples of nations that have used them (for example, democracy, fascism, and communism); and describing and analyzing the major events in the expansion of the political power of the United States (for example, the American Revolution, the Louisiana Purchase, the Mexican War); analyzing the causes and events of major wars of the contemporary era and the resulting changes in the distribution of political power (for example, World War I, World War II, War in Vietnam, the Russian Invasion of Afghanistan); and analyzing the causes and events of major wars of the contemporary era and the resulting changes in the distribution of political power (for example, World War I, World War II, War in Vietnam, the Russian Invasion of Afghanistan); and

MX103-03

Government Systems

Students understand political institutions and theories that have developed and changed over time.

Students know how various systems of government have developed and functioned throughout history.

MX96-04

Expansion and Reform

Students understand political institutions and theories that have developed and changed over time.

Students know how political power has been acquired, maintained, used, and/or lost throughout history.

MX97-02

Emergence of Modern America

Students understand political institutions and theories that have developed and changed over time.

Students know how political power has been acquired, maintained, used, and/or lost throughout history.

MX97-03

Great Students understand political institutions Depression and and theories that have developed and World War II changed over time.

Students know how political power has been acquired, maintained, used, and/or lost throughout history.

Skill/ Skill/ Strategy Strategy # Name MX97-04 The Post-War Era

Strand Text Students understand political institutions and theories that have developed and changed over time.

Standard Text Students know how political power has been acquired, maintained, used, and/or lost throughout history.

Objective Text analyzing the causes and events of major wars of the contemporary era and the resulting changes in the distribution of political power (for example, World War I, World War II, War in Vietnam, the Russian Invasion of Afghanistan); and analyzing the causes and events of major wars of the contemporary era and the resulting changes in the distribution of political power (for example, World War I, World War II, War in Vietnam, the Russian Invasion of Afghanistan); and describing the eras of United States diplomacy from the Revolution through the modern period (for example, the Monroe Doctrine, the domino theory, detente); describing the eras of United States diplomacy from the Revolution through the modern period (for example, the Monroe Doctrine, the domino theory, detente); describing the eras of United States diplomacy from the Revolution through the modern period (for example, the Monroe Doctrine, the domino theory, detente); describing the eras of United States diplomacy from the Revolution through the modern period (for example, the Monroe Doctrine, the domino theory, detente);

MX97-05

Contemporary America

Students understand political institutions and theories that have developed and changed over time.

Students know how political power has been acquired, maintained, used, and/or lost throughout history.

MX96-04

Expansion and Reform

Students understand political institutions and theories that have developed and changed over time.

MX96-05

Civil War and Students understand political institutions Reconstruction and theories that have developed and changed over time.

MX97-01

Industrialization Students understand political institutions and theories that have developed and changed over time.

MX97-02

Emergence of Modern America

Students understand political institutions and theories that have developed and changed over time.

Students know the history of relationships among different political powers and the development of international relations. Students know the history of relationships among different political powers and the development of international relations. Students know the history of relationships among different political powers and the development of international relations. Students know the history of relationships among different political powers and the development of international relations.

Skill/ Skill/ Strategy Strategy # Name MX97-03

Strand Text

Standard Text Students know the history of relationships among different political powers and the development of international relations. Students know the history of relationships among different political powers and the development of international relations. Students know the history of relationships among different political powers and the development of international relations. Students know the history of relationships among different political powers and the development of international relations. Students know the history of relationships among different political powers and the development of international relations. Students know that economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs.

Objective Text describing the eras of United States diplomacy from the Revolution through the modern period (for example, the Monroe Doctrine, the domino theory, detente); describing the eras of United States diplomacy from the Revolution through the modern period (for example, the Monroe Doctrine, the domino theory, detente); describing the eras of United States diplomacy from the Revolution through the modern period (for example, the Monroe Doctrine, the domino theory, detente); explaining how the foreign policy of the United States and other nations continues to develop and change; and

Great Students understand political institutions Depression and and theories that have developed and World War II changed over time.

MX97-04

The Post-War Era

Students understand political institutions and theories that have developed and changed over time.

MX97-05

Contemporary America

Students understand political institutions and theories that have developed and changed over time.

MX105-02

American Foreign Policy

Students understand political institutions and theories that have developed and changed over time.

MX97-03

Great Students understand political institutions Depression and and theories that have developed and World War II changed over time.

MX102-01

Be an Informed Students understand that because of the Consumer condition of scarcity, decisions must be made about the use of scarce resources.

analyzing the development of and issues associated with worldwide movements and organizations such as the League of Nations, the United Nations, and Amnesty International. explaining how economic choices made by individuals, households, businesses, governments, and societies impose opportunity costs on societies as a whole; and

Skill/ Skill/ Strategy Strategy # Name MX101-02 Economic Policy

Strand Text Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

Standard Text Students know that economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs. Students know that economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs. Students know that economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs. Students know that economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs. Students know that economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs.

Objective Text explaining how economic choices made by individuals, households, businesses, governments, and societies impose opportunity costs on societies as a whole; and explaining how economic choices made by individuals, households, businesses, governments, and societies impose opportunity costs on societies as a whole; and explaining how economic choices made by individuals, households, businesses, governments, and societies impose opportunity costs on societies as a whole; and explaining how economic choices made by individuals, households, businesses, governments, and societies impose opportunity costs on societies as a whole; and analyzing the relationship between economic goals and the allocation of scarce resources.

MX101-01

Back to Basics

Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

MX101-03

Markets and Trade

Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

MX101-04

Economic Systems

Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

MX101-01

Back to Basics

Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

Skill/ Skill/ Strategy Strategy # Name MX102-02 Understand Business Behavior

Strand Text Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

Standard Text Students know that economic choices are made because resources are scarce and that the act of making economic choices imposes opportunity costs. Students understand that economic incentives influence the use of scarce human, capital, and natural resources.

Objective Text analyzing the relationship between economic goals and the allocation of scarce resources.

MX101-01

Back to Basics

Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

MX101-02

Economic Policy

Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

Students understand that economic incentives influence the use of scarce human, capital, and natural resources.

MX101-03

Markets and Trade

Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

Students understand that economic incentives influence the use of scarce human, capital, and natural resources.

MX101-04

Economic Systems

Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

Students understand that economic incentives influence the use of scarce human, capital, and natural resources.

analyzing how economic incentives influence the economic choices made by individuals, households, businesses, governments, and societies to use scarce human, capital, and natural resources more efficiently to meet their economic goals. analyzing how economic incentives influence the economic choices made by individuals, households, businesses, governments, and societies to use scarce human, capital, and natural resources more efficiently to meet their economic goals. analyzing how economic incentives influence the economic choices made by individuals, households, businesses, governments, and societies to use scarce human, capital, and natural resources more efficiently to meet their economic goals. analyzing how economic incentives influence the economic choices made by individuals, households, businesses, governments, and societies to use scarce human, capital, and natural resources more efficiently to meet their economic goals.

Skill/ Skill/ Strategy Strategy # Name MX102-01

Strand Text

Standard Text Students understand that economic incentives influence the use of scarce human, capital, and natural resources.

Objective Text

Be an Informed Students understand that because of the Consumer condition of scarcity, decisions must be made about the use of scarce resources.

MX102-02

Understand Business Behavior

Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

MX102-02

Understand Business Behavior

Students understand that because of the condition of scarcity, decisions must be made about the use of scarce resources.

analyzing how economic incentives influence the economic choices made by individuals, households, businesses, governments, and societies to use scarce human, capital, and natural resources more efficiently to meet their economic goals. Students understand that analyzing how economic incentives economic incentives influence influence the economic choices made by the use of scarce human, individuals, households, businesses, capital, and natural resources. governments, and societies to use scarce human, capital, and natural resources more efficiently to meet their economic goals. Students understand that explaining how changes in the investment resources can be used in many of resources and specialization by ways and understand the costs individual, households, businesses, of alternative uses. governments, and societies affect productivity (for example, a firm's investment in training enables its individual workers to produce more.) Students understand that resources can be used in many ways and understand the costs of alternative uses. explaining how changes in the investment of resources and specialization by individual, households, businesses, governments, and societies affect productivity (for example, a firm's investment in training enables its individual workers to produce more.)

MX102-01

Be an Informed Students understand that because of the Consumer condition of scarcity, decisions must be made about the use of scarce resources.

Skill/ Skill/ Strategy Strategy # Name MX102-01

Strand Text

Standard Text Students understand that resources can be used in many ways and understand the costs of alternative uses.

Objective Text

Be an Informed Students understand that because of the Consumer condition of scarcity, decisions must be made about the use of scarce resources.

MX101-04

Economic Systems

MX101-01

Back to Basics

identifying personal investment strategies for different economic goals, such as retirement, a child’s education, or saving for a new house (students should be familiar with the risk-reward level of various types of investments, how risk is matched with the time horizon of the need for the funds invested, and how mutual funds work). Students understand how different Students understand how comparing and contrasting economic economic systems impact decisions about different economic systems systems in terms of their ability to achieve the use of resources and the production impact decisions about the use economic goals; and and distribution of goods and services. of resources and the production and distribution of goods and services. Students understand how different Students understand the describing how changes in the number of economic systems impact decisions about fundamental characteristics of producers, production costs, or the prices the use of resources and the production the United States economic of substitute and complementary products and distribution of goods and services. system cause changes in supply; and Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services. Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services. Students understand the fundamental characteristics of the United States economic system Students understand that government actions and policies, including taxes , spending, and regulations influence the operation of economies. comparing and contrasting the characteristics of different market structures, including pure competition, oligopoly, monopoly, and monopolistic competition.* interpreting measurements of inflation rates and unemployment rates and relating these to the general economic "health" of the national economy;

MX101-03

Markets and Trade

MX101-02

Economic Policy

Skill/ Skill/ Strategy Strategy # Name MX101-02 Economic Policy

Strand Text Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services.

Standard Text Students understand that government actions and policies, including taxes , spending, and regulations influence the operation of economies.

Objective Text explaining the impact of government taxing and spending decisions on specific individuals, households, businesses, governments, and societies (for example, social security and Small Business Administration, national debt); comparing and contrasting different types of taxes, including progressive, regressive, and proportional taxes;

MX101-02

Economic Policy

MX101-02

Economic Policy

Students understand that government actions and policies, including taxes , spending, and regulations influence the operation of economies. Students understand how different Students understand that economic systems impact decisions about government actions and the use of resources and the production policies, including taxes , and distribution of goods and services. spending, and regulations influence the operation of economies.

Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services.

MX101-02

Economic Policy

Students understand how different economic systems impact decisions about the use of resources and the production and distribution of goods and services.

MX101-03

Markets and Trade

Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies.

Students understand that government actions and policies, including taxes , spending, and regulations influence the operation of economies. Students understand that the exchange of goods and services creates economic interdependence and change.

describing the economic roles of government, such as establishing fiscal policy , providing public goods and services, maintaining competition, generating and using revenues, promoting employment, stabilizing prices, and sustaining reasonable rates of economic growth (for example, Medicaid, and public education) ; and describing the effects of specific government regulations on different groups, including consumers, employees, and businesses (for example, unfunded mandates); and giving examples of international differences in resources, productivity, and prices that provide a basis for international trade;

Skill/ Skill/ Strategy Strategy # Name MX101-04 Economic Systems

Strand Text Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies. Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies. Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies. Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies. Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies. Students understand the results of trade, exchange, and interdependence among individuals, households, businesses, governments, and societies.

Standard Text Students understand that the exchange of goods and services creates economic interdependence and change.

Objective Text giving examples of international differences in resources, productivity, and prices that provide a basis for international trade;

MX101-03

Markets and Trade

Students understand that the describing the factors that lead to a nation exchange of goods and services having a comparative advantage in trade; creates economic interdependence and change. Students understand that the explaining effects of domestic policies on exchange of goods and services international trade; creates economic interdependence and change. explaining why nations often restrict trade by using quotas, tariffs, and non-tariff barriers to trade (for example, cars entering the U.S. must have a catalytic converter); and Students understand that the comparing and contrasting the exchange of goods and services characteristics of free trade and restricted creates economic trade (Example: Embargo). interdependence and change. Students understand how a country's monetary system facilitates the exchange of resources. describing how fiscal or monetary policies can affect exchange rates and international trade. Students understand that the exchange of goods and services creates economic interdependence and change.

MX101-04

Economic Systems

MX101-04

Economic Systems

MX101-04

Economic Systems

MX101-04

Economic Systems


								
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