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Curriculum Standards for Social Studies
National Council for the Social Studies

Hopewell Furnace: A Pennsylvania Iron-making Plantation
relates to the following Social Studies Standards:

    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 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.
  • Standard E - The student develops critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of people in different historical contexts.

    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 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 H - The student examine, interprets, and analyze physical and cultural patterns and their interactions, such as land uses, 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 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.
  • Standard B - The student analyzes group and institutional influences on people, events, and elements of culture.
  • Standard C - The student describes the various forms institutions take and the interactions of people with institutions.

    Theme VI: Power, Authority and Governance

  • Standard A - The student examines issues involving the rights, roles and status of the individual in relation to the general welfare.

    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 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 C - The student explains the difference between private and public goods and services.
  • 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 E - The student describes the role of specialization and exchange in the economic process.
  • Standard F - The student explains and illustrate how values and beliefs influence different economic decisions.
  • Standard G. The student differentiates 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 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 VIII: Science, Technology and Society

  • Standard A - The student examines and describes the influence of culture on scientific and technological choices and advancement, such as in transportation, medicine, and warfare.
  • Standard B - The student shows through specific examples how science and technology have changed people's perceptions of the social and natural world, such as in their relationship to the land, animal life, family life, and economic needs, wants, and security.
  • 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.

 

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