Table of
Contents

Theme I: Culture

• Standard A - The student compares similarities and differences in the ways groups, societies, and cultures meet human needs and concerns.
• Standard C - The student explains and give examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture.
• Standard D - The student explains why individuals and groups respond differently to their physical and social environments and/or changes to them on the basis of shared assumptions, values, and beliefs.
• Standard E - The student articulates the implications of cultural diversity, as well as cohesion, within and across groups.

Theme III: People, Places and Environments

• Standard A - The student elaborates mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape.
• Standard C - The student uses appropriate resources, data sources, and geographic tools such as aerial photographs, satellite images, geographic information systems (GIS), map projections, and cartography to generate, manipulate, and interprets information such as atlases, data bases, grid systems, charts, graphs, and maps.
• Standard G - The student describes how people creates places that reflect cultural values and ideals as they build neighborhoods, parks, shopping centers, and the like.
• 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.
• Standard K - The student proposes, compares, and evaluates alternative uses of land and resources in communities, regions, nations, and the world.

Theme IV: Individual Development and Identity

• Standard A. The student relates personal changes to social, cultural, and historical contexts.
• Standard B - The student describes personal connections to places associated with community, nation, and world.
• Standard C - The student describes the ways family, gender, ethnicity, nationality, and institutional affiliations contribute to personal identity.
• Standard E - The student identifies and describes ways regional, ethnic, and national cultures influence individuals daily lives.
• Standard G - The student identifies and interprets examples of stereotyping, conformity, and altruism.
• Standard H - The student works independently and cooperatively to accomplish goals.

Theme V: Individuals, Groups, and Institutions

• Standard A - The student demonstrates an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups.

Theme VII: Production, Distribution and Consumption

• Standard A - The student gives and explain examples of ways that economic systems structure choices about how goods and services are to be produced and distributed.
• Standard I - The student uses economic concepts to help explain historical and current developments and issues in local, national, or global contexts
• Standard J - The student uses economic reasoning to compare different proposals for dealing with a contemporary social issue such as unemployment, acid rain, or high quality education.

Theme IX: Global Connections

• Standard B - The student analyze examples of conflict, cooperation, and interdependence among groups, societies, and nations.
• Standard D - The student explore the causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as health, security, resource allocation, economic development, and environmental quality.
• Standard F -The student demonstrate understanding of concerns, standards, issues, and conflicts related to universal human rights.

Theme X: Civic Ideals and Practices

• Standard C - The student locate, access, analyze, organize, and apply information about selected public issues recognizing and explaining multiple points of view.
• Standard D - The student practice forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic.
• Standard G - The student analyze the influence of diverse forms of public opinion on the development of public policy and decision-making.
• Standard I - The student explain the relationship between policy statements and action plans used to address issues of public concern.