Curriculum Standards for Social Studies
National Council for the Social Studies
Theme II: Time, Continuity and Change
- 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 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 interpret information such as atlases, data bases, grid systems, charts, graphs, and maps.
- Standard D - The student estimates distance, calculates scale, and distinguishes other geographic relationships such as population density and spatial distribution patterns.
- 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 B - The student describes the role that supply and demand, prices, incentives, and profits play in determining what is produced and distributed in a competitive market system.
- Standard D - The student describes a range of examples of the various institutions that make up economic systems such as households, business firms, banks, government agencies, labor unions, and corporations.
- Standard F - The student explains and illustrates how values and beliefs influence different economic decisions
- Standard G -differentiate among various forms of exchange and money.
- Standard H - The student compares basic economic systems according to who determines what is produced, distributed, and consumed.
- Standard I - The student uses economic concepts to help explain historical and current developments and issues in local, national, or global contexts