Curriculum Standards for Social Studies
National Council for the Social Studies
Theme II: Time, Continuity and Change
- Standard B - The student identifies and uses key concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity.
- Standard C - The student identifies and describes selected historical periods and patterns of change within and across cultures, such as the rise of civilizations, the development of transportation systems, the growth and breakdown of colonial systems, and others.
Theme III: People, Places, and Environment
- Standard A - The student elaborates mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape.
- Standard B - The student creates, interprets, uses, and distinguishes various representations of the earth, such as maps, globes, and photographs.
- Standard D - The student estimates distance, calculates scale, and distinguishes other geographic relationships such as population density and spatial distribution patterns.
- Standard G - The student describes how people create places that reflect cultural values and ideals as they build neighborhoods, parks, shopping centers, and the like.
- Standard H - The student examines, interprets, and analyzes physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes.
- Standard I - The student describes ways that historical events have been influenced by, and have influenced, physical and human geographic factors in local, regional, national, and global settings.
Theme VII: Production, Distribution, and Consumption
- Standard I - The student uses economic concepts to help explain historical and current developments and issues in local, national, or global contexts.
Theme VIII: Science, Technology, and Society
- Standard C - The student describes examples in which values, beliefs, and attitudes have been influenced by new scientific and technological knowledge, such as the invention of the printing press, conceptions of the universe, applications of atomic energy, and genetic discoveries.
- Standard D - The student explains the need for laws and policies to govern scientific and technological applications, such as in the safety and well-being of workers and consumers and the regulation of utilities, radio, and television.