Social Studies Curriculum Framework K - 12

Transcription

1 Social Studies Curriculum Framework K - 12 Litchfield School District Approved 7/2016 1

2 Philosophy of Social Studies Education The civic mission of social studies education requires more than the acquisition of content. Since social studies has as its primary goal the development of a democratic citizenry, the experiences students have in their social studies classrooms should enable learners to engage in civic discourse and problem-solving, and to take informed civic action. Concepts of civics, government, history, economics, geography, psychology, sociology, and anthropology comprise the social studies. Combinations of concepts are integrated and designed into various courses of study to support student understanding of global conditions and events. Committee Tracy Allen, Grade 2 Teacher Julie Cohen, Grade 4 Teacher Audra McCollem, 7 th Grade Teacher Sarah Quimby, Grade 1 Teacher Heidi Paris, High School Teacher Kristen Patten, Grade 3 Teacher Tina Sweetser, Kindergarten Teacher Dr. Julie Heon, Director of Curriculum and Instruction Litchfield School District Approved 7/2016 2

3 Social Studies Education Instructional Practices Document-based Questions (DBQ s) are an essential instructional and assessment tool and should be employed regularly with students. Real-world applications of economics concept should be incorporated whenever possible. Incorporate into each grade level/course the appropriate themes and accompanying concepts as define by the National Council for the Social Studies: 1. Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity; 2. Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the past and its legacy; 3. People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments; 4. Individual, Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity; 5. Individuals, Groups, and Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions; 6. Power, Authority, and Governance: Social studies programs should include experiences that provide for the study of how people create, interact with, and change structures of power, authority, and governance; 7. Production, Distribution, and Consumption: Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services; 8. Science, Technology, and Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society; 9. Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence; and 10. Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. This curriculum framework is based upon the College, Career, and Civic Life (C3) Framework for Social Studies by the National Council for the Social Studies. Reading and writing shall conform to the College and Career Ready literacy standards. (see Appendix) Litchfield School District Approved 7/2016 3

4 Kindergarten Grade K Competency: Apply inquiry processes to support conclusions in the social sciences. Indicators: Create questions that help answer inquiry questions with teacher assistance (modeling, prompting). (K-W-L: What do I need to know?, surveys, interviews, inquiry/report/project. ) Locate sources of information with assistance (text-based, internet-based, informational articles) Discern if a source is fact or opinion when selecting supporting information. Competency: Evaluate historical or contemporary actions of people and/or events to draw conclusions. Indicators: Select from teacher generated choices, which reasons might be more likely than others to explain an event or a person s actions. Explain a point of view with valid reasons. Discuss ways to participate/take action (about a person, people, events or situations). Competency: Apply concepts of economics. Indicators: Explain how people earn an income. Explain the difference between needs and wants. Explain why people save. Competency: Apply concepts of history and civics. Indicators: Explain what is citizenship and the importance of helping others. Apply problem solving skills to situations involving good citizenship. Identify symbols of our country. Litchfield School District Approved 7/2016 4

5 Kindergarten Memorize the Pledge of Allegiance with correct wording and its purpose. Describe family traditions, celebrations and national holidays. Identify past as part of the time and space continuum. Competency: Apply concepts of geography. Indicators: Explain what a map and a globe are, and their uses. Identify cardinal directions, map symbols, basic landforms and bodies of water. Use directions and positional words to describe the relative location of one place to another to locate and describe places in school and community. Recite from memory their own phone number, street address, city or town, and state in which they live. Litchfield School District Approved 7/2016 5

6 Grade 1 Grade 1 Competency: Apply inquiry processes to support conclusions in the social sciences. Indicators: Create questions that help answer inquiry questions with teacher assistance (modeling, prompting). (K-W-L: What do I need to know?, surveys, interviews, inquiry/report/project. ) Compare and contrast sources of information that will help answer inquiry questions with assistance. Locate sources of information with assistance (text-based, internet-based, informational articles) Discern if a source is fact or opinion when selecting supporting information. Competency: Evaluate historical or contemporary actions of people and/or events to draw conclusions. Indicators: Select from teacher generated choices, which reasons might be more likely than others to explain an event or a person s actions. Explain a point of view with multiple valid reasons. Discuss ways to participate/take action (about a person, people, events or situations). Competency: Apply concepts of economics. Indicators: Describe the different types of jobs. Explain the difference and provide examples of needs and wants. Explain why people save. Describe examples of goods and services (buying). Identify prices of products in a local market. Competency: Apply concepts of history and civics. Litchfield School District Approved 7/2016 6

7 Grade 1 Explain the importance of good citizenship and helping others. Identify the rights and responsibilities of citizenship at home and school. Recite the Pledge of Allegiance with correct wording and its purpose. Describe national symbols, holidays, and traditions. Identify examples of how life was different in the past as part of the time and space continuum. Competency: Apply concepts of geography. Locate and identify continents, oceans, and countries in North America on maps and globes. Identify natural resources and how people are dependent on them. Differentiate between physical features and human features, and between natural resources and human-made products. Explain how weather and location affect how people live. Identify ways people can care for Earth s resources. Describe how communication and transportation link communities. Explain how people and goods move from place to place using different methods of transportation. Litchfield School District Approved 7/2016 7

8 Grade 2 Grade 2 Competency: Apply inquiry processes to support conclusions in the social sciences. Indicators: Create questions that help answer inquiry questions with teacher assistance (modeling, prompting). (K-W-L: What do I need to know?, surveys, interviews, inquiry/report/project. ) Compare and contrast sources of information that will help answer inquiry questions with assistance. Locate sources of information with minimal assistance (text-based, internet-based, informational articles) Discern if a source is fact or opinion when selecting supporting information. Competency: Evaluate historical or contemporary actions of people and/or events to draw conclusions. Indicators: Generate and evaluate possible reasons for an event or development in the past. Explain a point of view with multiple valid reasons. Evaluate ways to participate/take action (about a person, people, events or situations). Competency: Apply concepts of economics. Indicators: Defend choices (cost/benefit/opportunity cost) about needs and wants, considering scarcity. Explain ways to gain money and spend money on goods and services. Explain the role of trading goods and services. Describe the role of banks in an economy. Competency: Apply concepts of history and civics. Compare and contrast the role of citizenship in the community, state, and country. Litchfield School District Approved 7/2016 8

9 Grade 2 Describe how our citizenship rights are protected by our government. Explain how we learn about the past/history. Identify examples of early life/past in the United States as part of the time and space continuum. Competency: Apply concepts of geography. Indicators: Construct maps, graphs, and other representations of familiar places. Identify locations on a map using cardinal and intermediate directions, recognize how the equator and prime meridian divide the earth, and use geographical vocabulary to describe location. Identify the seven continents and four oceans on a map and globe. Recognize how geographic characteristics such as weather, climate, and location can influence people s decisions about how and where to live. Explain why and how people, goods, and ideas move from place to place. Explain how people in different communities use local and distant locations to meet their daily needs. Describe the connections between the location of a place and the economic activities found there. Litchfield School District Approved 7/2016 9

10 Grade 3 Grade 3 Competency: Apply inquiry processes to support conclusions in the social sciences. Indicators: Create questions that help answer inquiry questions with minimal assistance (modeling, prompting) (K-W-L: What do I need to know? surveys, interviews, inquiry/report/project. ) Select among relevant types of sources that help to answer an inquiry question independently. (fiction, informational, editorial) Gather multiple reliable sources of information with assistance. Create a conclusion based upon supporting information (considering broad concepts in social studies, with assistance). Competency: Evaluate historical or contemporary actions of people and/or events to draw conclusions. Indicators: Analyze an event or action and draw conclusions. Explain a point of view with multiple valid reasons and details Evaluate ways to participate/take action (about a person, people, events or situations). Competency: Apply concepts of economics. Indicators: Analyze the reasons for and benefits/costs of personal choices. Describe the roles of consumers and producers. Describe supply and demand. Explain the benefits of making a personal budget. Describe the services of banks. Litchfield School District Approved 7/

11 Grade 3 Competency: Apply concepts of history and civics. Indicators: Explain probable causes and effects of events and developments in U.S. History, from early settlements through the development of the federal government. Use evidence to develop a claim about the past, from early settlement through the development of the federal government. Sequence early events in United States history as part of the time and space continuum, to compare developments that happened at the same time. Competency: Apply concepts of geography. Indicators: Interpret political and topographical maps, gloves, and grids to locate places, elevation, and other features. Construct maps, graphs, and other representations of both familiar and unfamiliar places. Recognize that regions can be characterized by availability and use of resources; and identify various environmental concerns related to the use of resources. Explain that people use resources in different ways and explain how humans use of resources affects people, plants, animals, and the environment. Describe ways people depend on, interact with, modify, and adapt to their physical environment to meet their basic needs. Identify human actions that affect the environment in positive and negative ways. Explain how and why people protect the environment. Litchfield School District Approved 7/

12 Grade 4 Grade 4 Competency: Apply inquiry processes to support conclusions in the social sciences. Indicators: Evaluate and revise supporting questions that help answer inquiry questions throughout the process. (K-W-L: What do I need to know?, surveys, interviews, inquiry/report/project. ) Gather and analyze reliable sources of information from multiple sources. Select relevant types of sources that help to answer an inquiry question independently (from among teacher gathered and students gathered resources). (fiction, informational, editorial) Create a conclusion based upon supporting information (considering broad concepts in social studies). Competency: Evaluate historical or contemporary actions of people and/or events to draw conclusions. Indicators: Analyze an event or action and draw conclusions. Explain a point of view with multiple valid reasons and details Evaluate ways to participate/take action (about a person, people, events or situations). Competency: Apply concepts of economics. Compare and contrast types of needs and wants. Compare and contrast reasons (criteria, influences) for making decisions about needs and wants. Describe types of businesses, industries (including tourism), and agriculture in NH and compare to other states/regions. Compare and contrast the roles of consumers and producers. Explain how supply and demand impacts choices of consumers and producers. Competency: Apply concepts of history and civics. Compare and contrast local, state, and national government. Litchfield School District Approved 7/

13 Grade 4 Describe the responsibilities of citizenship based upon local, state and national laws and expectations. Use evidence to develop a claim about government or history. Evaluate the contributions of individuals and groups who have shaped significant historical events/changes in New Hampshire. Sequence early events in New Hampshire history as part of the time and space continuum, to compare developments that happened at the same time in U.S. history. Competency: Apply concepts of geography. Indicators: Identify locations using longitude and latitude. Interpret political, topographical, and historical maps to identify locations, features, and events. Explain how culture has influenced the way people modify and adapt to their environment over time in NH. Identify the resources available to people living in the state of NH. Compare and contrast New Hampshire s availability and use of resources to the availability and use of resources around the U.S. Analyze the way NH uses its resources, how communities in NH depend on, interact with, modify, and adapt to their physical environment to meet their basic needs. Analyze how and why the people of NH protect their environment. Litchfield School District Approved 7/

14 Grade 5 Grade 5 Competency: Apply inquiry processes to support conclusions in the social sciences. Indicators: Determine the kinds of sources that will be helpful in answering essential and supporting questions, taking into consideration at least two different points of view people have about how to answer the questions. Compare information provided by at least 2 different sources. Summarize how at least 2 different kinds of sources are used to explain events. Create a conclusion based upon supporting information (considering broad concepts in social studies). Competency: Evaluate historical or contemporary actions of people and/or events to develop evidence-based claims. Indicators: Identify and use evidence that draws information from at least 2 different sources to develop claims in response to essential questions. Construct arguments using claims and evidence from at least 2 different sources. Construct explanations, using reasoning, correct sequence, examples, and details with relevant information and data. Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and/or global problems at various times and places. Present a summary of arguments and explanations to others outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, and reports) and digital technologies (e.g., Internet, social media, and digital documentary). Litchfield School District Approved 7/

15 Grade 5 Competency: Apply concepts of economics. Indicators: Identify examples of the variety of resources (human capital, physical capital, and natural resources) that are used to produce goods and services. Explain the effects of increasing economic interdependence of different groups within participating nations. Compare and contrast positive and negative incentives that influence the decisions people make. Competency: Apply concepts of history and civics. Indicators: Identify the beliefs, experiences, perspectives, and values that underlie their own and others points of view about civic issues. Compare and contrast how rules and laws change society and how people change rules and laws. Compare and contrast why individuals and groups during the same historical period differed in their perspectives and how they differ from our perspectives today. Explain probable causes and effects of events and developments. Apply evidence to develop a claim about the past. Competency: Apply concepts of geography. Indicators: Select maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics. Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas. Explain how natural and agricultural (man-made) catastrophic events in one place affect people living in other places. Litchfield School District Approved 7/

16 Grade 6 Grade 6 Competency: Apply inquiry processes to support conclusions in the social sciences. Indicators: Explain points of agreement experts have about interpretations and applications of key ideas associated with essential and supporting questions. Compare and contrast information provided by multiple sources. Summarize how the multiple sources are used to explain events. Create a conclusion based upon supporting information (considering broad concepts in social studies). Competency: Evaluate historical or contemporary actions of people and/or events to develop evidence-based claims. Indicators: Select evidence that draws information from multiple sources to develop claims in response to essential questions. Construct and critique arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments. Construct explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weakne sse s of the explanations. Draw on multiple disciplinary concepts to analyze how a specific problem can manifest itself at local, regional, and/or global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem. Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Litchfield School District Approved 7/

17 Grade 6 Competency: Apply concepts of economics. Indicators: Describe the roles of institutions such as corporations, non-profits, and labor unions in a market economy. Explain how economic decisions affect the well-being of individuals, businesses, or society. Summarize and translate how changes in supply and demand cause changes in prices and quantities of good s and services, labor, and credit. Compare and contrast the benefits and the costs of trade policies to individuals, businesses, and/or society. Competency: Apply concepts of history and civics. Indicators: Explain the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in the United States with comparisons to other countries. Verify the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts. Analyze connections among events and developments in broader historical contexts. Justify/ support questions generated about individuals and groups to analyz e why they, and the developments they shaped, are seen as historically significant. Analyze multiple factors that influenced the perspectives of people during different historical eras. Compa re and contra st multiple causes and effects of events and developments. Competency: Apply concepts of geography. Indicators: Create and use maps and use satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics. Litchfield School District Approved 7/

18 Analyze the combinations of cultural and environmental characteristics that make places both similar to and different from other places. Explain how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices. Analyze the ways in which cultural and environmental characteristics vary among various regions of the world. Grade 6 Litchfield School District Approved 7/

19 Grade 7 Grade 7 Competency: Apply inquiry processes to support conclusions in the social sciences. Indicators: Explain key ideas in the study of world history. Compare and Contrast points of agreement experts have about interpretations and applications of key ideas associated with essential and supporting questions. Evaluate and justify the use of different kinds of sources that will be helpful in answering essential and supporting questions, taking into consideration multiple points of views represented in the sources. Analyze and synthesize information provided by different historical sources about the past to create a conclusion. Competency: Evaluate historical or contemporary actions of people and/or events to develop evidence-based claims. Indicators: Develop claims and counterclaims while pointing out the strengths and limitations of both. Construct and critique arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments. Construct and critique explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations. Compare multiple disciplinary concepts to analyze how a specific problem can manifest itself at local, regional, and/or global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem. Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Litchfield School District Approved 7/

20 Grade 7 Competency: Apply concepts of economics. Indicators: Explain why standards of living increase as productivity improves. Interpret ways in which money facilitates exchange by reducing transactional costs. Compar e and contr ast the benefits and the costs of trade policies to individuals, businesses, and/or society. Compar e and contr as t barriers to trade and how those barriers influence trade among nations. Competency: Apply concepts of history and civics. Indicators: Assess specific rules and laws (both actual and proposed) as means of addressing public problems. Compare historical and contemporary means of changing societies, and promoting the common good. Analyze connections among events and developments in broader historical contexts. Create questions about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant. Explain how and why perspectives of people have changed over time. Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose. Compare the central arguments in secondary works of history on related topics in multiple media. Competency: Apply concepts of geography. Indicators: Interp ret maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions, and changes in their environmental characteristics. Analyze how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places. Litchfield School District Approved 7/

21 Compare and contrast how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices. Evaluate the influences of long-term human-induced environmental change on spatial patterns of conflict and cooperation. Grade 7 Analyze the ways in which cultural and environmental characteristics vary among various regions of the world. Litchfield School District Approved 7/

22 Grade 8 Grade 8 Competency: Apply inquiry processes to support conclusions in the social sciences. Indicators: Explain key ideas in the field. Evaluate and justify the use of different kinds of sources that will be helpful in understanding key ideas taking into consideration multiple points of view represented in the sources. Analyze point of agreement experts have about interpretations and applications of key ideas in American history. Analyze and self-assess the relationship between key ideas and their supporting ideas as mutually reinforcing. Competency: Evaluate historical or contemporary actions of people and/or events to develop evidence-based claims. Indicators: Adjust claims and counterclaims while pointing out the strengths and limitations of both. Evaluate the credibility of a source by determining its relevance and point of view. Analyze arguments using claims and evidence from multiple sources, while acknowledging the strengths and limitations of the arguments. Analyze explanations using reasoning, correct sequence, examples, and details with relevant information and data, while acknowledging the strengths and weaknesses of the explanations. Apply multiple disciplinary concepts to analyze how a specific problem can manifest itself at local, regional, and/or global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem. Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., internet, social, media, and digital documentary). Litchfield School District Approved 7/

23 Grade 8 Competency: Apply concepts of economics. Indicators: Evaluate the state of employment, unemployment, inflations, total production, income, and economic growth in an economy. Analyze the role of innovation and entrepreneurship in a market economy. Describe the role of competition in the determination of prices and wagers in a market economy. Compare and contrast the benefits and the costs of trade policies to individuals, businesses, and/or society. Competency: Apply concepts of history and civics. Indicators: Examine the origins, purposes, and impact of constitutions, laws, treaties, and/or international agreements. Analyze ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system. Create questions about individuals and groups to analyze why they. and the developments they shaped, are seen as historically significant. Evaluate how and why perspectives of people have changed over time. Compare and contrast the central arguments in secondary works of history on related topics in multiple media. Competency: Apply concepts of geography. Indicators: Analyze how the physical and human characteristics of places and regions are connected to human identities and cultures. Compare and contrast how changes in transportation and communication technology influence the spatial connections among human settlements and affect the diffusion of ideas and cultural practices. Evaluate the influences of long-term human-induced environmental change on spatial patterns of conflict and cooperation. Analyze the ways in which cultural and environmental characteristics vary among various regions of the United States. Litchfield School District Approved 7/

24 Civics & Economics Community and the Individual: Civics & Economics Apply inquiry processes to support conclusions in the social sciences. Explain points of agreement and disagreement about interpretations and applications of disciplinary concepts and ideas associated with a compelling and/ or supporting question. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. Refine claims and counterclaims to identify the strengths and weaknesses of both. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Apply proper MLA format. Evaluate historical or contemporary actions of people and/or events to develop evidencebased claims. Construct explanations using reasoning, examples, and details with information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, and technical). Present adaptations of arguments and explanations that feature ideas and perspectives on issues and topics. Litchfield School District Approved 7/

25 Civics & Economics Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. Evaluate citizens and institutions effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved. Evaluate the extent to which competition among sellers and among buyers exists in specific markets. Use benefits and costs to evaluate the effectiveness of government policies to improve market outcomes. Apply concepts of civics. Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions. Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans participation over time, and alternative models from other countries, past and present. Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested. Critique relationships among governments, civil societies, and economic markets. Apply civic virtues and democratic principles when working with others. Use appropriate deliberative processes in multiple settings. Litchfield School District Approved 7/

26 Civics & Economics Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place. Apply a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school civic contexts. Apply concepts of economics. Critique relationships among governments, civil societies, and economic markets. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. Use marginal benefits and marginal costs to construct an argument for or against an approach or solution to an economic issue. Analyze the ways in which incentives influence what is produced and distributed in a market system. Describe the consequences of competition in specific markets. Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes Litchfield School District Approved 7/

27 Civics & Economics Describe the roles of institutions such as clearly defined property rights and the rule of law in a market economy. Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living. Analyze the role of comparative advantage in international trade of goods and services. Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. Demonstrate conceptual understanding of essential topics in the social sciences. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested. Describe the consequences of competition in specific markets. Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes Describe the roles of institutions such as clearly defined property rights and the rule of law in a market economy. Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living. Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. Litchfield School District Approved 7/

28 World Studies World Studies Apply inquiry processes to support conclusions in the social sciences. Explain points of agreement and disagreement about interpretations and applications of disciplinary concepts and ideas associated with a compelling and/ or supporting question. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. Refine claims and counterclaims to identify the strengths and weaknesses of both. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Apply proper MLA format. Evaluate historical or contemporary actions of people and/or events to develop evidencebased claims. Construct explanations using reasoning, examples, and details with information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, and technical). Present adaptations of arguments and explanations that feature ideas and perspectives on issues and topics. Litchfield School District Approved 7/

29 World Studies Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. Evaluate citizens and institutions effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and principles. Use benefits and costs to evaluate the effectiveness of government policies to improve market outcomes. Evaluate public policies in terms of intended and unintended outcomes, and related consequences. Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions. Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. Distinguish between long-term causes and triggering events in developing a historical argument. Analyze the social, political, and economic factors of historical periods. Analyze the role of citizens in global political systems, with attention to various theories of political beliefs and alternative models from other countries, past and present. Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order. Litchfield School District Approved 7/

30 World Studies Critique relationships among governments, civil societies, and economic markets. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. Use marginal benefits and marginal costs to construct an argument for or against an approach or solution to an economic issue. Analyze the ways in which incentives influence what is produced and distributed in a market system. Use economic indicators to analyze the current and future state of the economy. Analyze the role of comparative advantage in international trade of goods and services. Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them. Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population. Analyze the ways in which the perspectives of those writing history shaped the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use. Analyze change and continuity in historical eras. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. Litchfield School District Approved 7/

31 World Studies Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. Analyze how historical contexts shaped and continue to shape people s perspectives. Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources. Analyze multiple and complex causes and effects of events in the past. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. Critique the central arguments in secondary works of history on related topics in multiple media in terms of their historical accuracy. Demonstrate conceptual understanding of essential topics in the social sciences. Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions. Generate possible explanations for a government role in markets when market inefficiencies exist. Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes. Use current data to explain the influence of changes in spending, production, and the money supply on various economic conditions. Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics. Explain how the perspectives of people in the present shape interpretations of the past. Litchfield School District Approved 7/

32 American Studies American Studies Apply inquiry processes to support conclusions in the social sciences. Explain points of agreement and disagreement about interpretations and applications of disciplinary concepts and ideas associated with a compelling and/ or supporting question. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. Refine claims and counterclaims to identify the strengths and weaknesses of both. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Apply proper MLA format. Evaluate historical or contemporary actions of people and/or events to develop evidencebased claims. Construct explanations using reasoning, examples, and details with information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, and technical). Present adaptations of arguments and explanations that feature ideas and perspectives on issues and topics. Litchfield School District Approved 7/

33 American Studies Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. Evaluate citizens and institutions effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and principles. Evaluate public policies in terms of intended and unintended outcomes, and related consequences. Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions. Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. Distinguish between long-term causes and triggering events in developing a historical argument. Use benefits and costs to evaluate the effectiveness of government policies to improve market outcomes. Analyze the social, political, and economic factors of historical periods. Analyze the role of citizens in global political systems, with attention to various theories of political beliefs and alternative models from other countries, past and present. Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order Critique relationships among governments, civil societies, and economic markets. Litchfield School District Approved 7/

34 American Studies Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. Use marginal benefits and marginal costs to construct an argument for or against an approach or solution to an economic issue. Analyze the ways in which incentives influence what is produced and distributed in a market system. Use economic indicators to analyze the current and future state of the economy. Analyze the role of comparative advantage in international trade of goods and services. Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them. Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population. Analyze the ways in which the perspectives of those writing history shaped the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use. Analyze change and continuity in historical eras. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. Litchfield School District Approved 7/

35 American Studies Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. Analyze how historical contexts shaped and continue to shape people s perspectives. Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources. Analyze multiple and complex causes and effects of events in the past. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. Critique the central arguments in secondary works of history on related topics in multiple media in terms of their historical accuracy. Demonstrate conceptual understanding of essential topics in the social sciences. Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions. Generate possible explanations for a government role in markets when market inefficiencies exist. Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes. Use current data to explain the influence of changes in spending, production, and the money supply on various economic conditions. Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics. Explain how the perspectives of people in the present shape interpretations of the past. Litchfield School District Approved 7/

36 Constitution Constitution Apply inquiry processes to support conclusions in the social sciences. Explain points of agreement and disagreement about interpretations and applications of disciplinary concepts and ideas associated with a compelling and/ or supporting question. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. Refine claims and counterclaims to identify the strengths and weaknesses of both. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Apply proper MLA format. Evaluate historical or contemporary actions of people and/or events to develop evidencebased claims. Construct explanations using reasoning, examples, and details with information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, and technical). Present adaptations of arguments and explanations that feature ideas and perspectives on issues and topics. Litchfield School District Approved 7/

37 Constitution Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. Analyze the social, political, and economic factors of historical periods. Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans participation over time, and alternative models from other countries, past and present. Use appropriate deliberative processes in multiple settings. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. Analyze change and continuity in historical eras. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. Analyze how historical contexts shaped and continue to shape people s perspectives. Analyze the ways in which the perspectives of those writing history shaped the history that they produced. Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time. Litchfield School District Approved 7/

38 Constitution Analyze the relationship between historical sources and the secondary interpretations made from them. Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose. Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources. Critique the appropriateness of the historical sources used in a secondary interpretation. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. Demonstrate conceptual understanding of essential topics in the social sciences. Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested. Explain how the perspectives of people in the present shape interpretations of the past. Litchfield School District Approved 7/

39 Lincoln Reconstructed Lincoln Reconstructed Apply inquiry processes to support conclusions in the social sciences. Explain points of agreement and disagreement about interpretations and applications of disciplinary concepts and ideas associated with a compelling and/ or supporting question. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. Refine claims and counterclaims to identify the strengths and weaknesses of both. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Apply proper MLA format. Evaluate historical or contemporary actions of people and/or events to develop evidencebased claims. Construct explanations using reasoning, examples, and details with information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, and technical). Present adaptations of arguments and explanations that feature ideas and perspectives on issues and topics. Litchfield School District Approved 7/

40 Lincoln Reconstructed Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. Analyze the social, political, and economic factors of historical periods. Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans participation over time, and alternative models from other countries, past and present. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. Analyze change and continuity in historical eras. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. Analyze how historical contexts shaped and continue to shape people s perspectives. Analyze the ways in which the perspectives of those writing history shaped the history that they produced. Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time. Analyze the relationship between historical sources and the secondary interpretations made from them. Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose. Litchfield School District Approved 7/

41 Lincoln Reconstructed Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources. Critique the appropriateness of the historical sources used in a secondary interpretation. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. Demonstrate conceptual understanding of essential topics in the social sciences. Explain how the perspectives of people in the present shape interpretations of the past. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested. Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions. Litchfield School District Approved 7/

42 Economics of Recycling Economics of Recycling Apply inquiry processes to support conclusions in the social sciences. Explain points of agreement and disagreement about interpretations and applications of disciplinary concepts and ideas associated with a compelling and/ or supporting question. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. Refine claims and counterclaims to identify the strengths and weaknesses of both. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Apply proper MLA format. Evaluate historical or contemporary actions of people and/or events to develop evidencebased claims. Construct explanations using reasoning, examples, and details with information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, and technical). Present adaptations of arguments and explanations that feature ideas and perspectives on issues and topics. Litchfield School District Approved 7/

43 Economics of Recycling Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales. Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries. Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. Evaluate public policies in terms of intended and unintended outcomes, and related consequences. Analyze the social, political, and economic factors in the study of recycling. Analyze the role of citizens in the U.S. political system. Analyze citizens and institutions effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. Apply civic virtues and democratic principles when working with others. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. Litchfield School District Approved 7/

44 Economics of Recycling Use marginal benefits and marginal costs to construct an argument for or against an approach or solution to an economic issue. Analyze the possible consequences, (intended and unintended) of government policies to improve market outcomes. Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them. Analyze how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. Demonstrate conceptual understanding of essential topics in the social sciences. Distinguish between long-term causes and triggering events. Describe the possible consequences, (intended and unintended) of government policies to improve market outcomes. Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. Litchfield School District Approved 7/

45 Contemporary Issues Contemporary Issues Apply inquiry processes to support conclusions in the social sciences. Explain points of agreement and disagreement about interpretations and applications of disciplinary concepts and ideas associated with a compelling and/ or supporting question. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. Refine claims and counterclaims to identify the strengths and weaknesses of both. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Apply proper MLA format. Evaluate historical or contemporary actions of people and/or events to develop evidencebased claims. Construct explanations using reasoning, examples, and details with information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, and technical). Present adaptations of arguments and explanations that feature ideas and perspectives on issues and topics. Litchfield School District Approved 7/

46 Contemporary Issues Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. Evaluate citizens and institutions effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved. Evaluate public policies in terms of intended and unintended outcomes, and related consequences. Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions. Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions. Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales. Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use. Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries. Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. Litchfield School District Approved 7/

47 Contemporary Issues Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. Analyze the social, political, and economic factors in the study of contemporary issues. Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans participation over time, and alternative models from other countries, past and present Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order. Critique relationships among governments, civil societies, and economic markets. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights. Analyze the role of comparative advantage in international trade of goods and services. Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them. Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population. Analyze change and continuity in historical eras. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. Analyze how historical contexts shaped and continue to shape people s perspectives. Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time. Analyze multiple and complex causes and effects of events in the past. Litchfield School District Approved 7/

48 Contemporary Issues Demonstrate conceptual understanding of essential topics in the social sciences. Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics. Explain how the perspectives of people in the present shape interpretations of the past. Distinguish between long-term causes and triggering events in developing a historical argument. Litchfield School District Approved 7/

49 Psychology Psychology Apply inquiry processes to support conclusions in the social sciences. Explain points of agreement and disagreement about interpretations and applications of disciplinary concepts and ideas associated with a compelling and/ or supporting question. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. Refine claims and counterclaims to identify the strengths and weaknesses of both. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Apply proper MLA format. Evaluate historical or contemporary actions of people and/or events to develop evidencebased claims. Construct explanations using reasoning, examples, and details with information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, and technical). Present adaptations of arguments and explanations that feature ideas and perspectives on issues and topics. Litchfield School District Approved 7/

50 Psychology Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. Use existing evidence and formulate conclusions about psychological phenomena. Suggest psychologically based ethical solutions to actual problems including, but not limited to, those encountered in education, business and industry, and the environment. Analyze and apply a range of psychological topics. Investigate human behavior from biological, cognitive, behavioral, and sociocultural perspectives. Discuss theories, methodologies, and empirical findings necessary to plan, conduct, and especially interpret research results. Collect and analyze data designed to answer a psychological question using basic descriptive and inferential statistics. Explore multicultural and global perspectives that recognize how diversity is important to explaining human behavior. Use critical thinking skills to become better consumers of psychological knowledge. Apply the major theoretical approaches in psychology to educational, emotional, political, ethical, motivational, organizational, personal, and social issues. Apply psychological knowledge to civic engagement. Demonstrate conceptual understanding of essential topics in the social sciences. Demonstrate a basic understanding of the scientific methods that are at the core of psychology. Explain how the validity and reliability of observations and measurements relate to data analysis. Explain the complexities of human thought and behavior, as well as the factors related to the individual differences among people. Litchfield School District Approved 7/

51 Psychology Describe biological, psychological, and sociocultural factors that influence individuals cognition, perception, and behavior. Explain the interaction of biology and experience (i.e., nature and nurture) and its influence on behavior. Explain common themes across the field of psychological science, including ethical issues, diversity, developmental issues, and concerns about health and wellbeing Discuss ways in which the applications of psychological science can address domestic and global issues. Explain how social, cultural, gender, and economic factors influence behavior and human interactions in societies around the world. Identify the role psychological science can play in helping us understand differences in individual cognitive and physical abilities. Litchfield School District Approved 7/

52 Sociology Sociology Apply inquiry processes to support conclusions in the social sciences. Explain points of agreement and disagreement about interpretations and applications of disciplinary concepts and ideas associated with a compelling and/ or supporting question. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. Refine claims and counterclaims to identify the strengths and weaknesses of both. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Apply proper MLA format. Evaluate historical or contemporary actions of people and/or events to develop evidencebased claims. Construct explanations using reasoning, examples, and details with information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, and technical). Present adaptations of arguments and explanations that feature ideas and perspectives on issues and topics. Litchfield School District Approved 7/

53 Sociology Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. Propose and evaluate alternative responses to inequality. Analyze and apply a range of sociological topics. Illustrate how sociological analysis can provide useful data-based information for decision making. Analyze how social structures and cultures change. Analyze the influence of the primary agents of socialization and why they are influential. Interpret the effects of inequality on groups and individuals. Analyze why the distribution of power and inequalities can result in conflict. Demonstrate conceptual understanding of essential topics in the social sciences. Explain the sociological perspective and how it differs from other social sciences. Define social context in terms of the external forces that shape human behavior. Identify how social context influences individuals. Give examples of the strengths and weaknesses of four main methods of sociological research: surveys, experiments, observations, and content analysis. Identify the major components of culture and cite examples of how culture influences the individuals in it. Identify important social institutions in society. Explain the role of social institutions in society. Explain the social construction of self and groups. Litchfield School District Approved 7/

54 Sociology Identify characteristics of groups, as well as the effects groups have on individuals and society, and the effects of individuals and societies on groups. Explain how in-group and out-group membership influences the life chances of individuals and shapes societal norms and values. Identify common patterns of social inequality. Litchfield School District Approved 7/

55 Foreign Relations Foreign Relations Apply inquiry processes to support conclusions in the social sciences. Explain points of agreement and disagreement about interpretations and applications of disciplinary concepts and ideas associated with a compelling and/ or supporting question. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. Refine claims and counterclaims to identify the strengths and weaknesses of both. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Apply proper MLA format. Evaluate historical or contemporary actions of people and/or events to develop evidencebased claims. Construct explanations using reasoning, examples, and details with information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, and technical). Present adaptations of arguments and explanations that feature ideas and perspectives on issues and topics. Litchfield School District Approved 7/

56 Foreign Relations Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. Evaluate citizens and institutions effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. Use appropriate deliberative processes in multiple settings. Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved. Evaluate public policies in terms of intended and unintended outcomes, and related consequences. Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions. Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. Distinguish between long-term causes and triggering events in developing a historical argument. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. Litchfield School District Approved 7/

57 Foreign Relations Analyze the social, political, and economic factors of historical periods. Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans participation over time, and alternative models from other countries, past and present. Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order. Critique relationships among governments, civil societies, and economic markets. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights. Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them. Analyze change and continuity in historical eras. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras Analyze how historical contexts shaped and continue to shape people s perspectives. Analyze multiple and complex causes and effects of events in the past. Demonstrate conceptual understanding of essential topics in the social sciences. Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested. Litchfield School District Approved 7/

58 Foreign Relations Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics. Explain how the perspectives of people in the present shape interpretations of the past. Litchfield School District Approved 7/

59 Law & Ethics Law & Ethics Apply inquiry processes to support conclusions in the social sciences. Explain points of agreement and disagreement about interpretations and applications of disciplinary concepts and ideas associated with a compelling and/ or supporting question. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. Refine claims and counterclaims to identify the strengths and weaknesses of both. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Apply proper MLA format. Evaluate historical or contemporary actions of people and/or events to develop evidencebased claims. Construct explanations using reasoning, examples, and details with information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, and technical). Present adaptations of arguments and explanations that feature ideas and perspectives on issues and topics. Litchfield School District Approved 7/

60 Law & Ethics Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. Evaluate public policies in terms of intended and unintended outcomes, and related consequences. Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. Evaluate citizens and institutions effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. Analyze the social and political factors of historical periods. Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans participation over time, and alternative models from other countries, past and present. Use appropriate deliberative processes in multiple settings. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order. Analyze change and continuity in historical eras. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. Analyze how historical contexts shaped and continue to shape people s perspectives. Litchfield School District Approved 7/

61 Law & Ethics Analyze the relationship between historical sources and the secondary interpretations made from them. Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. Demonstrate conceptual understanding of essential topics in the social sciences. Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested. Explain how the perspectives of people in the present shape interpretations of the past. Litchfield School District Approved 7/

62 Advanced Applied Economics Advanced Applied Economics Apply inquiry processes to support conclusions in the social sciences. Explain points of agreement and disagreement about interpretations and applications of disciplinary concepts and ideas associated with a compelling and/ or supporting question. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. Refine claims and counterclaims to identify the strengths and weaknesses of both. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Evaluate historical or contemporary actions of people and/or events to develop evidencebased claims. Construct explanations using reasoning, examples, and details with information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, and technical). Present adaptations of arguments and explanations that feature ideas and perspectives on issues and topics. Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. Litchfield School District Approved 7/

63 Advanced Applied Economics Evaluate public policies in terms of intended and unintended outcomes, and related consequences. Evaluate the extent to which competition among sellers and among buyers exists in specific markets. Use benefits and costs to evaluate the effectiveness of government policies to improve market outcomes. Evaluate the selection of monetary and fiscal policies in a variety of economic conditions. Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions. Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries. Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. Analyze the social, political, and economic factors of historical periods. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different group Use marginal benefits and marginal costs to construct an argument for or against an approach or solution to an economic issue. Analyze the ways in which incentives influence what is produced and distributed in a market system. Use economic indicators to analyze the current and future state of the economy Litchfield School District Approved 7/

64 Advanced Applied Economics Analyze the role of comparative advantage in international trade of goods and services. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics. Analyze change and continuity in historical eras. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. Analyze how historical contexts shaped and continue to shape people s perspectives. Analyze the relationship between historical sources and the secondary interpretations made from them. Analyze multiple and complex causes and effects of events in the past. Critique relationships among governments, civil societies, and economic markets. Demonstrate conceptual understanding of essential topics in the social sciences. Describe the consequences of competition in specific markets. Generate possible explanations for a government role in markets when market inefficiencies exist. Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes. Describe the roles of institutions such as clearly defined property rights and the rule of law in a market economy. Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living. Litchfield School District Approved 7/

65 Advanced Applied Economics Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics. Litchfield School District Approved 7/

66 Social Entrepreneurship Social Entrepreneurship Apply inquiry processes to support conclusions in the social sciences. Explain points of agreement and disagreement about interpretations and applications of disciplinary concepts and ideas associated with a compelling and/ or supporting question. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. Refine claims and counterclaims to identify the strengths and weaknesses of both. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Apply proper MLA format. Evaluate historical or contemporary actions of people and/or events to develop evidencebased claims. Construct explanations using reasoning, examples, and details with information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, and technical). Present adaptations of arguments and explanations that feature ideas and perspectives on issues and topics. Litchfield School District Approved 7/

67 Social Entrepreneurship Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels in terms of the civic purposes achieved. Evaluate public policies in terms of intended and unintended outcomes, and related consequences. Evaluate the selection of monetary and fiscal policies in a variety of economic conditions. Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions. Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions. Evaluate the influence of long-term climate variability on human migration and settlement patterns, resource use, and land uses at local-to-global scales. Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries. Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. Analyze the social, political, and economic factors of historical periods. Critique relationships among governments, civil societies, and economic markets. Apply civic virtues and democratic principles when working with others. Use appropriate deliberative processes in multiple settings. Litchfield School District Approved 7/

68 Social Entrepreneurship Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues. Analyze how incentives influence choices that may result in policies with a range of costs and benefits for different groups. Use economic indicators to analyze the current and future state of the economy. Analyze change and continuity in historical eras. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. Analyze how historical contexts shaped and continue to shape people s perspectives. Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time. Use questions generated about multiple historical sources to pursue further inquiry and investigate additional sources. Analyze multiple and complex causes and effects of events in the past. Distinguish between long-term causes and triggering events in developing a historical argument. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. Demonstrate conceptual understanding of essential topics in the social sciences. Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living. Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics. Litchfield School District Approved 7/

69 AP US History AP US HISTORY Apply inquiry processes to support conclusions in the social sciences. Explain points of agreement and disagreement about interpretations and applications of disciplinary concepts and ideas associated with a compelling and/ or supporting question. Determine the kinds of sources that will be helpful in answering compelling and supporting questions. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. Refine claims and counterclaims to identify the strengths and weaknesses of both. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Apply proper MLA format. Evaluate historical or contemporary actions of people and/or events to develop evidencebased claims. Construct explanations using reasoning, examples, and details with information and data, while acknowledging the strengths and weaknesses of the explanation given its purpose (e.g., cause and effect, chronological, procedural, and technical). Present adaptations of arguments and explanations that feature ideas and perspectives on issues and topics. Litchfield School District Approved 7/

70 AP US History Assess options for individual and collective action to address local, regional, and global problems by engaging in self-reflection, strategy identification, and complex causal reasoning. Evaluate citizens and institutions effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. Evaluate citizens and institutions effectiveness in addressing social and political problems at the local, state, tribal, national, and/or international level. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles. Evaluate public policies in terms of intended and unintended outcomes, and related consequences. Use benefits and costs to evaluate the effectiveness of government policies to improve market outcomes. Evaluate the selection of monetary and fiscal policies in a variety of economic conditions Evaluate how political and economic decisions throughout time have influenced cultural and environmental characteristics of various places and regions. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions. Evaluate the impact of economic activities and political decisions on spatial patterns within and among urban, suburban, and rural regions. Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries. Evaluate the consequences of human-made and natural catastrophes on global trade, politics, and human migration. Litchfield School District Approved 7/

71 AP US History Evaluate how historical events and developments were shaped by unique circumstances of time and place as well as broader historical contexts. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past. Analyze the social, political, and economic factors of historical periods. Analyze the role of citizens in the U.S. political system, with attention to various theories of democracy, changes in Americans participation over time, and alternative models from other countries, past and present Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order. Critique relationships among governments, civil societies, and economic markets. Use appropriate deliberative processes in multiple settings. Analyze the impact and the appropriate roles of personal interests and perspectives on the application of civic virtues, democratic principles, constitutional rights, and human rights. Analyze how people use and challenge local, state, national, and international laws to address a variety of public issues. Analyze historical, contemporary, and emerging means of changing societies, promoting the common good, and protecting rights. Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences that occur among them. Analyze the reciprocal nature of how historical events and the spatial diffusion of ideas, technologies, and cultural practices have influenced migration patterns and the distribution of human population. Analyze change and continuity in historical eras. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context. Analyze complex and interacting factors that influenced the perspectives of people during different historical eras. Analyze how historical contexts shaped and continue to shape people s perspectives. Analyze the ways in which the perspectives of those writing history shaped the history that they produced. Litchfield School District Approved 7/

72 AP US History Analyze how current interpretations of the past are limited by the extent to which available historical sources represent perspectives of people at the time. Analyze the relationship between historical sources and the secondary interpretations made from them. Critique the usefulness of historical sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose. Critique the appropriateness of the historical sources used in a secondary interpretation. Critique the central arguments in secondary works of history on related topics in multiple media in terms of their historical accuracy. Critique the central arguments in secondary works of history on related topics in multiple media in terms of their historical accuracy. Demonstrate conceptual understanding of essential topics in the social sciences. Distinguish the powers and responsibilities of local, state, tribal, national, and international civic and political institutions. Generate possible explanations for a government role in markets when market inefficiencies exist. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested. Describe the possible consequences, both intended and unintended, of government policies to improve market outcomes Describe the roles of institutions such as clearly defined property rights and the rule of law in a market economy. Use current data to explain the influence of changes in spending, production, and the money supply on various economic conditions Explain how current globalization trends and policies affect economic growth, labor markets, rights of citizens, the environment, and resource and income distribution in different nations. Litchfield School District Approved 7/

73 AP US History Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics. Explain how the perspectives of people in the present shape interpretations of the past. Litchfield School District Approved 7/

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