Download High School - Montezuma-Cortez School District

1st Quarter
High School – Social Studies
Standard 1: History
Grade Level Expectation:
1. Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically
analyze and interpret data, and develop interpretations defended by evidence
Students should know and Instructional & Assessment
Content Evidence
Resources
Outcomes
be able to do:
Planning:
1.1a Evaluate a historical source
for point of view and
historical context
1.1b Gather and analyze historical
information, including
contradictory data, from a
variety of primary and
secondary sources, including
sources located on the
Internet, to support or reject
hypotheses
1.1c Construct and defend a
written historical argument
using relevant primary and
secondary sources as
evidence
1.1d Differentiate between facts
and historical interpretations,
recognizing that a historian’s
narrative reflects his or her
judgment about the
significance of particular facts
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
1
1st Quarter
High School – Social Studies
Grade Level Expectation:
2. The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time
Content Evidence
Outcomes
Students should know and
be able to do:
Instructional & Assessment
Planning:
Resources
Evaluate continuity and change
over the course of world history
Standard 1: History
1.2a Evaluate continuity and
change over the course of
world history
1.2b Investigate causes and
effects of significant events in
world history
1.2c Analyze the complexity of
events in world history
1.2d Examine and evaluate issues
of unity and diversity in world
history
United States history
(Reconstruction to the present):
1.2e Analyze continuity and
change in eras over the
course of United States
history
1.2f Investigate causes and
effects of significant events in
United States history. Topics
to include but not limited to
WWI, Great Depression, Cold
War
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
2
1st Quarter
High School – Social Studies
Standard 1: History
1.2g Analyze the complexity of
events in United States
history. Topics to include but
not limited to the suffrage
movement and the Civil
Rights Movement
1.2h Examine and evaluate issues
of unity and diversity from
Reconstruction to present.
Topics to include but not
limited to the rise and fall of
Jim Crow, role of patriotism,
and the role of religion
Grade Level Expectation:
3. The significance of ideas as powerful forces throughout history
Students should know and Instructional & Assessment
Content Evidence
Outcomes
be able to do:
Planning:
1.3a Discuss the historical
development and impact of
major world religions and
philosophies. Topics to
include but not limited to the
Enlightenment and modern
changes in Christianity, Islam,
Judaism, Buddhism and
Hinduism
1.3b Investigate the historical
development of and impact
of major scientific and
technological innovations.
Topics to include but not
limited to the Industrial
Revolution
Standard 1: History
Resources
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
3
1st Quarter
Standard 1: History
High School – Social Studies
1.3c Evaluate the historical
development and impact of
political thought, theory and
actions
1.3d Analyze the origins of
fundamental political debates
and how conflict,
compromise, and cooperation
have shaped national unity
and diversity. Topics to
include but not limited to
suffrage, Civil Rights and the
role of government
1.3e Analyze ideas critical to the
understanding of American
history. Topics to include but
not limited to populism,
progressivism, isolationism,
imperialism, anticommunism,
environmentalism, liberalism,
fundamentalism, and
conservatism
1.3f Describe and analyze the
historical development and
impact of the arts and
literature on the culture of
the United States
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
4
1st Quarter
High School – Social Studies
Standard 2: Geography
Grade Level Expectation:
1. Use different types of maps and geographic tools to analyze features on Earth to investigate and solve
geographic questions
Students should know and Instructional & Assessment
Content Evidence
Resources
Outcomes
be able to do:
Planning:
2.1a Gather data, make inferences
and draw conclusions from
maps and other visual
representations
2.1b Create and interpret various
graphs, tables, charts, and
thematic maps
2.1c Analyze and present
information using a variety of
geographic tools and
geographic findings in graphs,
tables, charts, and thematic
maps
2.1d Locate physical and human
features and evaluate their
implications for society
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
5
1st Quarter
High School – Social Studies
Standard 2: Geography
Grade Level Expectation:
2. Explain and interpret geographic variables that influence the interactions of people, places and environments
Students should know and Instructional & Assessment
Content Evidence
Resources
Outcomes
be able to do:
Planning:
2.2a Apply geography skills to help
investigate issues and justify
possible resolutions involving
people, places, and
environments. Topics to
include but not limited to how
people prepare for and
respond to natural hazards
2.2b Identify, evaluate, and
communicate strategies to
respond to constraints placed
on human systems by the
physical environment
2.2c Explain how altering the
environment has brought
prosperity to some places and
created environmental
dilemmas for others
2.2d Research and interpret
multiple viewpoints on issues
that shaped the current
policies and programs for
resource use
2.2e Explain how information and
changing perceptions and
values of places and
environment influence
personal actions
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
6
1st Quarter
High School – Social Studies
Resources
Standard 2: Geography
2.2f Define sustainability and
explain how an individual’s
actions may influence
sustainability
Grade Level Expectation:
3. The interconnected nature of the world, its people and places
Students should know and Instructional & Assessment
Content Evidence
Outcomes
be able to do:
Planning:
2.3a Explain how the uneven
distribution of resources in the
world can lead to conflict,
competition, or cooperation
among nations, regions, and
cultural groups
2.3b Explain that the world’s
population is increasingly
connected to and dependent
upon other people for both
human and natural resources
2.3c Explain how migration of
people and movement of
goods and ideas can enrich
cultures, but also create
tensions
2.3d Analyze how cooperation and
conflict influence the division
and control of Earth
2.3e Analyze patterns of
distribution and arrangements
of settlements and the
processes of the diffusion of
human activities
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
7
1st Quarter
High School – Social Studies
2.3f Make predictions and draw
conclusions about the global
impact of cultural diffusion
Standard 3: Economics
Grade Level Expectation:
1. Productive resources – natural, human, capital – are scarce; therefore, choices are made about how
individuals, businesses, governments, and societies allocate these resources
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
3.1a Analyze the relationships
between economic goals and
the allocation of scarce
resources
3.1b Explain how economic choices
by individuals, businesses,
governments, and societies
incur opportunity costs
3.1c Understand that effective
decision-making requires
comparing the additional
(marginal) costs of alternatives
with the additional (marginal)
benefits
3.1d Identify influential
entrepreneurs and describe
how they have utilized
resources to produce goods
and services
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
8
1st Quarter
High School – Social Studies
Instructional & Assessment
Planning:
Resources
Standard 3: Economics
Grade Level Expectation:
2. Economic policies affect markets
Students should know
Content Evidence
Outcomes
and be able to do:
3.2a Analyze how government
activities influence the
economy. Topics to include
but not limited to: taxation,
monetary policy, and the
Federal Reserve
3.2b Recognize the interaction
between foreign and domestic
economic policies. Topics to
include but not limited to:
embargoes, tariffs, and
subsidies
3.2c Identify government activities
that affect the local, state, or
national economy
3.2d Give examples of the role of
government in a market
economic system
3.2e Analyze how positive and
negative incentives influence
the economic choices made by
individuals, households,
businesses, governments, and
societies
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
9
1st Quarter
High School – Social Studies
Instructional & Assessment
Planning:
Resources
Standard 3: Economics
Grade Level Expectation:
3. Government and competition affect markets
Students should know
Content Evidence
Outcomes
and be able to do:
3.3a Analyze the role of
government within different
economies. Topics to include
but not limited to command
socialism, communism, and
market capitalism
3.3b Analyze the role of
competition within different
market structures. Topics to
include but not limited to pure
competition, monopolistic
competition, oligopoly, and
monopoly
3.3c Compare and contrast
economic systems in terms of
their ability to achieve
economic goals
3.3d Compare and contrast
different types of taxing.
Topics to include but not
limited to progressive,
regressive, and proportional
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
10
1st Quarter
High School – Social Studies
Standard 3: Economics
Grade Level Expectation:
4. Design, analyze, and apply a financial plan based on short- and long-term financial goals (PFL)
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
3.4a Develop a financial plan
including a budget based on
short- and long- term goals
3.4b Analyze financial information
for accuracy, relevance, and
steps for identity protection
3.4c Describe factors affecting
take-home pay
3.4d Identify sources of personal
income and likely deductions
and expenditures as a basis for
a financial plan
3.4e Describe legal and ethical
responsibilities regarding tax
liabilities
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
11
1st Quarter
High School – Social Studies
Standard 3: Economics
Standard 3: Economics
Grade Level Expectation:
5. Analyze strategic spending, saving, and investment options to achieve the objectives of diversification,
liquidity, income, and growth (PFL)
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
3.5a Compare and contrast the
variety of investments
available for a diversified
portfolio
3.5b Evaluate factors to consider
when managing savings and
investment accounts
3.5c Explain how economic cycles
affect personal financial
decisions
3.5d Describe the appropriate
types of investments to
achieve the objectives of
liquidity, income and growth
Grade Level Expectation:
6. The components of personal credit to manage credit and debt (PFL)
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
3.6a Analyze various lending
sources, services, and financial
institutions
3.6b Investigate legal and personal
responsibilities affecting
lenders and borrowers
3.6c Make connections between
building and maintaining a
credit history and its impact on
lifestyle
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
12
1st Quarter
High School – Social Studies
Resources
Standard 3:
Economics
Grade Level Expectation:
7. Identify, develop, and evaluate risk-management strategies (PFL)
Students should know
Instructional & Assessment
Content Evidence
Outcomes
and be able to do:
Planning:
3.7a Differentiate between types of
insurance
3.7b Explain the function and
purpose of insurance
3.7c Select and evaluate strategies
to mitigate risk
Standard 4: Civics
Grade Level Expectation:
1. Research, formulate positions, and engage in appropriate civic participation to address local, state, and
national issues or policies
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
4.1a Engage ethically in civic
activities including discussing
current issues, advocating for
their rights and the rights of
others, practicing their
responsibilities, influencing
governmental actions, and
other community service
learning opportunities
4.1b Evaluate how individuals and
groups can effectively use the
structure and functions of
various levels of government
to shape policy
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
13
1st Quarter
High School – Social Studies
Standard 4: Civics
4.1c Describe the roles and
influence of individuals,
groups, and the press as
checks on governmental
practices
4.1d Identify which level of
government is appropriate for
various policies and
demonstrate an ability to
appropriately engage with that
level of government
4.1e Critique various media sources
for accuracy and perspective
Grade Level Expectation:
2. Purposes of and limitations on the foundations, structures and functions of government
Students should know
Instructional & Assessment
Content Evidence
Outcomes
and be able to do:
Planning:
4.2a Describe the origins, purposes
and limitations of government
and include the contribution of
key philosophers and
documents
4.2b Identify the structure,
function, and roles of
members of government and
their relationship to
democratic values
Standard 4: Civics
Resources
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
14
1st Quarter
Standard 4: Civics
High School – Social Studies
4.2c Analyze and explain the
importance of the principles of
democracy and the inherent
competition among values.
Values to include but not be
limited to freedom and
security, individual rights and
common good, and rights and
responsibilities
4.2d Analyze the role of the
founding documents and the
evolution of their
interpretation through
governmental action and court
cases. Documents to include
but not limited to the United
States Constitution and the Bill
of Rights
4.2e Use media literacy skills to
locate multiple valid sources of
information regarding the
foundations, structures, and
functions of government
4.2f Analyze how court decisions,
legislative debates, and
various and diverse groups
have helped to preserve,
develop, and interpret the
rights and ideals of the
American system of
government
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
15
1st Quarter
High School – Social Studies
Standard 4: Civics
4.2g Evaluate the effectiveness of
our justice system in
protecting life, liberty, and
property
Grade Level Expectation:
3. Analyze how public policy - domestic and foreign - is developed at the local, state, and national levels and
compare how policy-making occurs in other forms of government
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
4.3a Discuss multiple perspectives
on local issues and options for
participating in civic life
4.3b Analyze and discuss multiple
perspectives on state issues
and option for participating in
civic affairs by shaping policies
4.3c Explain how to monitor and
influence public policy
4.3d Analyze goals and tools used
by the United States in
developing foreign policy
4.3e Illustrate how various
governments and leaders
interact and evaluate how
interactions among nations
affect domestic and world
events
4.3f Compare and contrast how
different systems of
government function
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
16
2nd Quarter
High School – Social Studies
Standard 1: History
Grade Level Expectation:
4. Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically
analyze and interpret data, and develop interpretations defended by evidence
Students should know and Instructional & Assessment
Content Evidence
Resources
Outcomes
be able to do:
Planning:
1.1a Evaluate a historical source
for point of view and
historical context
1.1b Gather and analyze historical
information, including
contradictory data, from a
variety of primary and
secondary sources, including
sources located on the
Internet, to support or reject
hypotheses
1.1c Construct and defend a
written historical argument
using relevant primary and
secondary sources as
evidence
1.1d Differentiate between facts
and historical interpretations,
recognizing that a historian’s
narrative reflects his or her
judgment about the
significance of particular facts
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
17
2nd Quarter
High School – Social Studies
Grade Level Expectation:
1. The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time
Content Evidence
Outcomes
Students should know and
be able to do:
Instructional & Assessment
Planning:
Resources
Evaluate continuity and change
over the course of world history
Standard 1: History
1.2a Evaluate continuity and
change over the course of
world history
1.2b Investigate causes and
effects of significant events in
world history
1.2c Analyze the complexity of
events in world history
1.2d Examine and evaluate issues
of unity and diversity in world
history
United States history
(Reconstruction to the present):
1.2e Analyze continuity and
change in eras over the
course of United States
history
1.2f Investigate causes and
effects of significant events in
United States history. Topics
to include but not limited to
WWI, Great Depression, Cold
War
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
18
2nd Quarter
High School – Social Studies
Standard 1: History
1.2g Analyze the complexity of
events in United States
history. Topics to include but
not limited to the suffrage
movement and the Civil
Rights Movement
1.2h Examine and evaluate issues
of unity and diversity from
Reconstruction to present.
Topics to include but not
limited to the rise and fall of
Jim Crow, role of patriotism,
and the role of religion
Grade Level Expectation:
2. The significance of ideas as powerful forces throughout history
Students should know and Instructional & Assessment
Content Evidence
Outcomes
be able to do:
Planning:
1.3a Discuss the historical
development and impact of
major world religions and
philosophies. Topics to
include but not limited to the
Enlightenment and modern
changes in Christianity, Islam,
Judaism, Buddhism and
Hinduism
1.3b Investigate the historical
development of and impact
of major scientific and
technological innovations.
Topics to include but not
limited to the Industrial
Revolution
Standard 1: History
Resources
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
19
2nd Quarter
Standard 1: History
High School – Social Studies
1.3c Evaluate the historical
development and impact of
political thought, theory and
actions
1.3d Analyze the origins of
fundamental political debates
and how conflict,
compromise, and cooperation
have shaped national unity
and diversity. Topics to
include but not limited to
suffrage, Civil Rights and the
role of government
1.3e Analyze ideas critical to the
understanding of American
history. Topics to include but
not limited to populism,
progressivism, isolationism,
imperialism, anticommunism,
environmentalism, liberalism,
fundamentalism, and
conservatism
1.3f Describe and analyze the
historical development and
impact of the arts and
literature on the culture of
the United States
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
20
2nd Quarter
High School – Social Studies
Standard 2: Geography
Grade Level Expectation:
1. Use different types of maps and geographic tools to analyze features on Earth to investigate and solve
geographic questions
Students should know and Instructional & Assessment
Content Evidence
Resources
Outcomes
be able to do:
Planning:
2.1a Gather data, make inferences
and draw conclusions from
maps and other visual
representations
2.1b Create and interpret various
graphs, tables, charts, and
thematic maps
2.1c Analyze and present
information using a variety of
geographic tools and
geographic findings in graphs,
tables, charts, and thematic
maps
2.1d Locate physical and human
features and evaluate their
implications for society
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
21
2nd Quarter
High School – Social Studies
Standard 2: Geography
Grade Level Expectation:
2. Explain and interpret geographic variables that influence the interactions of people, places and environments
Students should know and Instructional & Assessment
Content Evidence
Resources
Outcomes
be able to do:
Planning:
2.2a Apply geography skills to help
investigate issues and justify
possible resolutions involving
people, places, and
environments. Topics to
include but not limited to how
people prepare for and
respond to natural hazards
2.2b Identify, evaluate, and
communicate strategies to
respond to constraints placed
on human systems by the
physical environment
2.2c Explain how altering the
environment has brought
prosperity to some places and
created environmental
dilemmas for others
2.2d Research and interpret
multiple viewpoints on issues
that shaped the current
policies and programs for
resource use
2.2e Explain how information and
changing perceptions and
values of places and
environment influence
personal actions
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
22
2nd Quarter
High School – Social Studies
Resources
Standard 2: Geography
2.2f Define sustainability and
explain how an individual’s
actions may influence
sustainability
Grade Level Expectation:
3. The interconnected nature of the world, its people and places
Students should know and Instructional & Assessment
Content Evidence
Outcomes
be able to do:
Planning:
2.3a Explain how the uneven
distribution of resources in the
world can lead to conflict,
competition, or cooperation
among nations, regions, and
cultural groups
2.3b Explain that the world’s
population is increasingly
connected to and dependent
upon other people for both
human and natural resources
2.3c Explain how migration of
people and movement of
goods and ideas can enrich
cultures, but also create
tensions
2.3d Analyze how cooperation and
conflict influence the division
and control of Earth
2.3e Analyze patterns of
distribution and arrangements
of settlements and the
processes of the diffusion of
human activities
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
23
2nd Quarter
High School – Social Studies
2.3f Make predictions and draw
conclusions about the global
impact of cultural diffusion
Standard 3: Economics
Grade Level Expectation:
1. Productive resources – natural, human, capital – are scarce; therefore, choices are made about how
individuals, businesses, governments, and societies allocate these resources
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
3.1a Analyze the relationships
between economic goals and
the allocation of scarce
resources
3.1b Explain how economic choices
by individuals, businesses,
governments, and societies
incur opportunity costs
3.1c Understand that effective
decision-making requires
comparing the additional
(marginal) costs of alternatives
with the additional (marginal)
benefits
3.1d Identify influential
entrepreneurs and describe
how they have utilized
resources to produce goods
and services
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
24
2nd Quarter
High School – Social Studies
Instructional & Assessment
Planning:
Resources
Standard 3: Economics
Grade Level Expectation:
2. Economic policies affect markets
Students should know
Content Evidence
Outcomes
and be able to do:
3.2a Analyze how government
activities influence the
economy. Topics to include
but not limited to: taxation,
monetary policy, and the
Federal Reserve
3.2b Recognize the interaction
between foreign and domestic
economic policies. Topics to
include but not limited to:
embargoes, tariffs, and
subsidies
3.2c Identify government activities
that affect the local, state, or
national economy
3.2d Give examples of the role of
government in a market
economic system
3.2e Analyze how positive and
negative incentives influence
the economic choices made by
individuals, households,
businesses, governments, and
societies
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
25
2nd Quarter
High School – Social Studies
Instructional & Assessment
Planning:
Resources
Standard 3: Economics
Grade Level Expectation:
3. Government and competition affect markets
Students should know
Content Evidence
Outcomes
and be able to do:
3.3a Analyze the role of
government within different
economies. Topics to include
but not limited to command
socialism, communism, and
market capitalism
3.3b Analyze the role of
competition within different
market structures. Topics to
include but not limited to pure
competition, monopolistic
competition, oligopoly, and
monopoly
3.3c Compare and contrast
economic systems in terms of
their ability to achieve
economic goals
3.3d Compare and contrast
different types of taxing.
Topics to include but not
limited to progressive,
regressive, and proportional
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
26
2nd Quarter
High School – Social Studies
Standard 3: Economics
Grade Level Expectation:
4. Design, analyze, and apply a financial plan based on short- and long-term financial goals (PFL)
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
3.4a Develop a financial plan
including a budget based on
short- and long- term goals
3.4b Analyze financial information
for accuracy, relevance, and
steps for identity protection
3.4c Describe factors affecting
take-home pay
3.4d Identify sources of personal
income and likely deductions
and expenditures as a basis for
a financial plan
3.4e Describe legal and ethical
responsibilities regarding tax
liabilities
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
27
2nd Quarter
High School – Social Studies
Standard 3: Economics
Standard 3: Economics
Grade Level Expectation:
5. Analyze strategic spending, saving, and investment options to achieve the objectives of diversification,
liquidity, income, and growth (PFL)
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
3.5a Compare and contrast the
variety of investments
available for a diversified
portfolio
3.5b Evaluate factors to consider
when managing savings and
investment accounts
3.5c Explain how economic cycles
affect personal financial
decisions
3.5d Describe the appropriate
types of investments to
achieve the objectives of
liquidity, income and growth
Grade Level Expectation:
6. The components of personal credit to manage credit and debt (PFL)
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
3.6a Analyze various lending
sources, services, and financial
institutions
3.6b Investigate legal and personal
responsibilities affecting
lenders and borrowers
3.6c Make connections between
building and maintaining a
credit history and its impact on
lifestyle
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
28
2nd Quarter
High School – Social Studies
Resources
Standard 3:
Economics
Grade Level Expectation:
7. Identify, develop, and evaluate risk-management strategies (PFL)
Students should know
Instructional & Assessment
Content Evidence
Outcomes
and be able to do:
Planning:
3.7a Differentiate between types of
insurance
3.7b Explain the function and
purpose of insurance
3.7c Select and evaluate strategies
to mitigate risk
Standard 4: Civics
Grade Level Expectation:
1. Research, formulate positions, and engage in appropriate civic participation to address local, state, and
national issues or policies
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
4.1a Engage ethically in civic
activities including discussing
current issues, advocating for
their rights and the rights of
others, practicing their
responsibilities, influencing
governmental actions, and
other community service
learning opportunities
4.1b Evaluate how individuals and
groups can effectively use the
structure and functions of
various levels of government
to shape policy
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
29
2nd Quarter
High School – Social Studies
Standard 4: Civics
4.1c Describe the roles and
influence of individuals,
groups, and the press as
checks on governmental
practices
4.1d Identify which level of
government is appropriate for
various policies and
demonstrate an ability to
appropriately engage with that
level of government
4.1e Critique various media sources
for accuracy and perspective
Grade Level Expectation:
2. Purposes of and limitations on the foundations, structures and functions of government
Students should know
Instructional & Assessment
Content Evidence
Outcomes
and be able to do:
Planning:
4.2a Describe the origins, purposes
and limitations of government
and include the contribution of
key philosophers and
documents
4.2b Identify the structure,
function, and roles of
members of government and
their relationship to
democratic values
Standard 4: Civics
Resources
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
30
2nd Quarter
Standard 4: Civics
High School – Social Studies
4.2c Analyze and explain the
importance of the principles of
democracy and the inherent
competition among values.
Values to include but not be
limited to freedom and
security, individual rights and
common good, and rights and
responsibilities
4.2d Analyze the role of the
founding documents and the
evolution of their
interpretation through
governmental action and court
cases. Documents to include
but not limited to the United
States Constitution and the Bill
of Rights
4.2e Use media literacy skills to
locate multiple valid sources of
information regarding the
foundations, structures, and
functions of government
4.2f Analyze how court decisions,
legislative debates, and
various and diverse groups
have helped to preserve,
develop, and interpret the
rights and ideals of the
American system of
government
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
31
2nd Quarter
High School – Social Studies
Standard 4: Civics
4.2g Evaluate the effectiveness of
our justice system in
protecting life, liberty, and
property
Grade Level Expectation:
3. Analyze how public policy - domestic and foreign - is developed at the local, state, and national levels and
compare how policy-making occurs in other forms of government
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
4.3a Discuss multiple perspectives
on local issues and options for
participating in civic life
4.3b Analyze and discuss multiple
perspectives on state issues
and option for participating in
civic affairs by shaping policies
4.3c Explain how to monitor and
influence public policy
4.3d Analyze goals and tools used
by the United States in
developing foreign policy
4.3e Illustrate how various
governments and leaders
interact and evaluate how
interactions among nations
affect domestic and world
events
4.3f Compare and contrast how
different systems of
government function
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
32
3rd Quarter
High School – Social Studies
Standard 1: History
Grade Level Expectation:
1. Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically
analyze and interpret data, and develop interpretations defended by evidence
Students should know and Instructional & Assessment
Content Evidence
Resources
Outcomes
be able to do:
Planning:
1.1a Evaluate a historical source
for point of view and
historical context
1.1b Gather and analyze historical
information, including
contradictory data, from a
variety of primary and
secondary sources, including
sources located on the
Internet, to support or reject
hypotheses
1.1c Construct and defend a
written historical argument
using relevant primary and
secondary sources as
evidence
1.1d Differentiate between facts
and historical interpretations,
recognizing that a historian’s
narrative reflects his or her
judgment about the
significance of particular facts
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
33
3rd Quarter
High School – Social Studies
Grade Level Expectation:
2. The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time
Content Evidence
Outcomes
Students should know and
be able to do:
Instructional & Assessment
Planning:
Resources
Evaluate continuity and change
over the course of world history
Standard 1: History
1.2a Evaluate continuity and
change over the course of
world history
1.2b Investigate causes and
effects of significant events in
world history
1.2c Analyze the complexity of
events in world history
1.2d Examine and evaluate issues
of unity and diversity in world
history
United States history
(Reconstruction to the present):
1.2e Analyze continuity and
change in eras over the
course of United States
history
1.2f Investigate causes and
effects of significant events in
United States history. Topics
to include but not limited to
WWI, Great Depression, Cold
War
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
34
3rd Quarter
High School – Social Studies
Standard 1: History
1.2g Analyze the complexity of
events in United States
history. Topics to include but
not limited to the suffrage
movement and the Civil
Rights Movement
1.2h Examine and evaluate issues
of unity and diversity from
Reconstruction to present.
Topics to include but not
limited to the rise and fall of
Jim Crow, role of patriotism,
and the role of religion
Grade Level Expectation:
3. The significance of ideas as powerful forces throughout history
Students should know and Instructional & Assessment
Content Evidence
Outcomes
be able to do:
Planning:
1.3a Discuss the historical
development and impact of
major world religions and
philosophies. Topics to
include but not limited to the
Enlightenment and modern
changes in Christianity, Islam,
Judaism, Buddhism and
Hinduism
1.3b Investigate the historical
development of and impact
of major scientific and
technological innovations.
Topics to include but not
limited to the Industrial
Revolution
Standard 1: History
Resources
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
35
3rd Quarter
Standard 1: History
High School – Social Studies
1.3c Evaluate the historical
development and impact of
political thought, theory and
actions
1.3d Analyze the origins of
fundamental political debates
and how conflict,
compromise, and cooperation
have shaped national unity
and diversity. Topics to
include but not limited to
suffrage, Civil Rights and the
role of government
1.3e Analyze ideas critical to the
understanding of American
history. Topics to include but
not limited to populism,
progressivism, isolationism,
imperialism, anticommunism,
environmentalism, liberalism,
fundamentalism, and
conservatism
1.3f Describe and analyze the
historical development and
impact of the arts and
literature on the culture of
the United States
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
36
3rd Quarter
High School – Social Studies
Standard 2: Geography
Grade Level Expectation:
1. Use different types of maps and geographic tools to analyze features on Earth to investigate and solve
geographic questions
Students should know and Instructional & Assessment
Content Evidence
Resources
Outcomes
be able to do:
Planning:
2.1a Gather data, make inferences
and draw conclusions from
maps and other visual
representations
2.1b Create and interpret various
graphs, tables, charts, and
thematic maps
2.1c Analyze and present
information using a variety of
geographic tools and
geographic findings in graphs,
tables, charts, and thematic
maps
2.1d Locate physical and human
features and evaluate their
implications for society
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
37
3rd Quarter
High School – Social Studies
Standard 2: Geography
Grade Level Expectation:
2. Explain and interpret geographic variables that influence the interactions of people, places and environments
Students should know and Instructional & Assessment
Content Evidence
Resources
Outcomes
be able to do:
Planning:
2.2a Apply geography skills to help
investigate issues and justify
possible resolutions involving
people, places, and
environments. Topics to
include but not limited to how
people prepare for and
respond to natural hazards
2.2b Identify, evaluate, and
communicate strategies to
respond to constraints placed
on human systems by the
physical environment
2.2c Explain how altering the
environment has brought
prosperity to some places and
created environmental
dilemmas for others
2.2d Research and interpret
multiple viewpoints on issues
that shaped the current
policies and programs for
resource use
2.2e Explain how information and
changing perceptions and
values of places and
environment influence
personal actions
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
38
3rd Quarter
High School – Social Studies
Resources
Standard 2: Geography
2.2f Define sustainability and
explain how an individual’s
actions may influence
sustainability
Grade Level Expectation:
3. The interconnected nature of the world, its people and places
Students should know and Instructional & Assessment
Content Evidence
Outcomes
be able to do:
Planning:
2.3a Explain how the uneven
distribution of resources in the
world can lead to conflict,
competition, or cooperation
among nations, regions, and
cultural groups
2.3b Explain that the world’s
population is increasingly
connected to and dependent
upon other people for both
human and natural resources
2.3c Explain how migration of
people and movement of
goods and ideas can enrich
cultures, but also create
tensions
2.3d Analyze how cooperation and
conflict influence the division
and control of Earth
2.3e Analyze patterns of
distribution and arrangements
of settlements and the
processes of the diffusion of
human activities
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
39
3rd Quarter
High School – Social Studies
2.3f Make predictions and draw
conclusions about the global
impact of cultural diffusion
Standard 3: Economics
Grade Level Expectation:
1. Productive resources – natural, human, capital – are scarce; therefore, choices are made about how
individuals, businesses, governments, and societies allocate these resources
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
3.1a Analyze the relationships
between economic goals and
the allocation of scarce
resources
3.1b Explain how economic choices
by individuals, businesses,
governments, and societies
incur opportunity costs
3.1c Understand that effective
decision-making requires
comparing the additional
(marginal) costs of alternatives
with the additional (marginal)
benefits
3.1d Identify influential
entrepreneurs and describe
how they have utilized
resources to produce goods
and services
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
40
3rd Quarter
High School – Social Studies
Instructional & Assessment
Planning:
Resources
Standard 3: Economics
Grade Level Expectation:
2. Economic policies affect markets
Students should know
Content Evidence
Outcomes
and be able to do:
3.2a Analyze how government
activities influence the
economy. Topics to include
but not limited to: taxation,
monetary policy, and the
Federal Reserve
3.2b Recognize the interaction
between foreign and domestic
economic policies. Topics to
include but not limited to:
embargoes, tariffs, and
subsidies
3.2c Identify government activities
that affect the local, state, or
national economy
3.2d Give examples of the role of
government in a market
economic system
3.2e Analyze how positive and
negative incentives influence
the economic choices made by
individuals, households,
businesses, governments, and
societies
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
41
3rd Quarter
High School – Social Studies
Instructional & Assessment
Planning:
Resources
Standard 3: Economics
Grade Level Expectation:
3. Government and competition affect markets
Students should know
Content Evidence
Outcomes
and be able to do:
3.3a Analyze the role of
government within different
economies. Topics to include
but not limited to command
socialism, communism, and
market capitalism
3.3b Analyze the role of
competition within different
market structures. Topics to
include but not limited to pure
competition, monopolistic
competition, oligopoly, and
monopoly
3.3c Compare and contrast
economic systems in terms of
their ability to achieve
economic goals
3.3d Compare and contrast
different types of taxing.
Topics to include but not
limited to progressive,
regressive, and proportional
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
42
3rd Quarter
High School – Social Studies
Standard 3: Economics
Grade Level Expectation:
4. Design, analyze, and apply a financial plan based on short- and long-term financial goals (PFL)
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
3.4a Develop a financial plan
including a budget based on
short- and long- term goals
3.4b Analyze financial information
for accuracy, relevance, and
steps for identity protection
3.4c Describe factors affecting
take-home pay
3.4d Identify sources of personal
income and likely deductions
and expenditures as a basis for
a financial plan
3.4e Describe legal and ethical
responsibilities regarding tax
liabilities
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
43
3rd Quarter
High School – Social Studies
Standard 3: Economics
Standard 3: Economics
Grade Level Expectation:
5. Analyze strategic spending, saving, and investment options to achieve the objectives of diversification,
liquidity, income, and growth (PFL)
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
3.5a Compare and contrast the
variety of investments
available for a diversified
portfolio
3.5b Evaluate factors to consider
when managing savings and
investment accounts
3.5c Explain how economic cycles
affect personal financial
decisions
3.5d Describe the appropriate
types of investments to
achieve the objectives of
liquidity, income and growth
Grade Level Expectation:
6. The components of personal credit to manage credit and debt (PFL)
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
3.6a Analyze various lending
sources, services, and financial
institutions
3.6b Investigate legal and personal
responsibilities affecting
lenders and borrowers
3.6c Make connections between
building and maintaining a
credit history and its impact on
lifestyle
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
44
3rd Quarter
High School – Social Studies
Resources
Standard 3:
Economics
Grade Level Expectation:
7. Identify, develop, and evaluate risk-management strategies (PFL)
Students should know
Instructional & Assessment
Content Evidence
Outcomes
and be able to do:
Planning:
3.7a Differentiate between types of
insurance
3.7b Explain the function and
purpose of insurance
3.7c Select and evaluate strategies
to mitigate risk
Standard 4: Civics
Grade Level Expectation:
1. Research, formulate positions, and engage in appropriate civic participation to address local, state, and
national issues or policies
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
4.1a Engage ethically in civic
activities including discussing
current issues, advocating for
their rights and the rights of
others, practicing their
responsibilities, influencing
governmental actions, and
other community service
learning opportunities
4.1b Evaluate how individuals and
groups can effectively use the
structure and functions of
various levels of government
to shape policy
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
45
3rd Quarter
High School – Social Studies
Standard 4: Civics
4.1c Describe the roles and
influence of individuals,
groups, and the press as
checks on governmental
practices
4.1d Identify which level of
government is appropriate for
various policies and
demonstrate an ability to
appropriately engage with that
level of government
4.1e Critique various media sources
for accuracy and perspective
Grade Level Expectation:
2. Purposes of and limitations on the foundations, structures and functions of government
Students should know
Instructional & Assessment
Content Evidence
Outcomes
and be able to do:
Planning:
4.2a Describe the origins, purposes
and limitations of government
and include the contribution of
key philosophers and
documents
4.2b Identify the structure,
function, and roles of
members of government and
their relationship to
democratic values
Standard 4: Civics
Resources
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
46
3rd Quarter
Standard 4: Civics
High School – Social Studies
4.2c Analyze and explain the
importance of the principles of
democracy and the inherent
competition among values.
Values to include but not be
limited to freedom and
security, individual rights and
common good, and rights and
responsibilities
4.2d Analyze the role of the
founding documents and the
evolution of their
interpretation through
governmental action and court
cases. Documents to include
but not limited to the United
States Constitution and the Bill
of Rights
4.2e Use media literacy skills to
locate multiple valid sources of
information regarding the
foundations, structures, and
functions of government
4.2f Analyze how court decisions,
legislative debates, and
various and diverse groups
have helped to preserve,
develop, and interpret the
rights and ideals of the
American system of
government
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
47
3rd Quarter
High School – Social Studies
Standard 4: Civics
4.2g Evaluate the effectiveness of
our justice system in
protecting life, liberty, and
property
Grade Level Expectation:
3. Analyze how public policy - domestic and foreign - is developed at the local, state, and national levels and
compare how policy-making occurs in other forms of government
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
4.3a Discuss multiple perspectives
on local issues and options for
participating in civic life
4.3b Analyze and discuss multiple
perspectives on state issues
and option for participating in
civic affairs by shaping policies
4.3c Explain how to monitor and
influence public policy
4.3d Analyze goals and tools used
by the United States in
developing foreign policy
4.3e Illustrate how various
governments and leaders
interact and evaluate how
interactions among nations
affect domestic and world
events
4.3f Compare and contrast how
different systems of
government function
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
48
4th Quarter
High School – Social Studies
Standard 1: History
Grade Level Expectation:
1. Use the historical method of inquiry to ask questions, evaluate primary and secondary sources, critically
analyze and interpret data, and develop interpretations defended by evidence
Students should know and Instructional & Assessment
Content Evidence
Resources
Outcomes
be able to do:
Planning:
1.1a Evaluate a historical source
for point of view and
historical context
1.1b Gather and analyze historical
information, including
contradictory data, from a
variety of primary and
secondary sources, including
sources located on the
Internet, to support or reject
hypotheses
1.1c Construct and defend a
written historical argument
using relevant primary and
secondary sources as
evidence
1.1d Differentiate between facts
and historical interpretations,
recognizing that a historian’s
narrative reflects his or her
judgment about the
significance of particular facts
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
49
4th Quarter
High School – Social Studies
Grade Level Expectation:
2. The key concepts of continuity and change, cause and effect, complexity, unity and diversity over time
Content Evidence
Outcomes
Students should know and
be able to do:
Instructional & Assessment
Planning:
Resources
Evaluate continuity and change
over the course of world history
Standard 1: History
1.2a Evaluate continuity and
change over the course of
world history
1.2b Investigate causes and
effects of significant events in
world history
1.2c Analyze the complexity of
events in world history
1.2d Examine and evaluate issues
of unity and diversity in world
history
United States history
(Reconstruction to the present):
1.2e Analyze continuity and
change in eras over the
course of United States
history
1.2f Investigate causes and
effects of significant events in
United States history. Topics
to include but not limited to
WWI, Great Depression, Cold
War
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
50
4th Quarter
High School – Social Studies
Standard 1: History
1.2g Analyze the complexity of
events in United States
history. Topics to include but
not limited to the suffrage
movement and the Civil
Rights Movement
1.2h Examine and evaluate issues
of unity and diversity from
Reconstruction to present.
Topics to include but not
limited to the rise and fall of
Jim Crow, role of patriotism,
and the role of religion
Grade Level Expectation:
3. The significance of ideas as powerful forces throughout history
Students should know and Instructional & Assessment
Content Evidence
Outcomes
be able to do:
Planning:
1.3a Discuss the historical
development and impact of
major world religions and
philosophies. Topics to
include but not limited to the
Enlightenment and modern
changes in Christianity, Islam,
Judaism, Buddhism and
Hinduism
1.3b Investigate the historical
development of and impact
of major scientific and
technological innovations.
Topics to include but not
limited to the Industrial
Revolution
Standard 1: History
Resources
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
51
4th Quarter
Standard 1: History
High School – Social Studies
1.3c Evaluate the historical
development and impact of
political thought, theory and
actions
1.3d Analyze the origins of
fundamental political debates
and how conflict,
compromise, and cooperation
have shaped national unity
and diversity. Topics to
include but not limited to
suffrage, Civil Rights and the
role of government
1.3e Analyze ideas critical to the
understanding of American
history. Topics to include but
not limited to populism,
progressivism, isolationism,
imperialism, anticommunism,
environmentalism, liberalism,
fundamentalism, and
conservatism
1.3f Describe and analyze the
historical development and
impact of the arts and
literature on the culture of
the United States
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
52
4th Quarter
High School – Social Studies
Standard 2: Geography
Grade Level Expectation:
1. Use different types of maps and geographic tools to analyze features on Earth to investigate and solve
geographic questions
Students should know and Instructional & Assessment
Content Evidence
Resources
Outcomes
be able to do:
Planning:
2.1a Gather data, make inferences
and draw conclusions from
maps and other visual
representations
2.1b Create and interpret various
graphs, tables, charts, and
thematic maps
2.1c Analyze and present
information using a variety of
geographic tools and
geographic findings in graphs,
tables, charts, and thematic
maps
2.1d Locate physical and human
features and evaluate their
implications for society
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
53
4th Quarter
High School – Social Studies
Standard 2: Geography
Grade Level Expectation:
2. Explain and interpret geographic variables that influence the interactions of people, places and environments
Students should know and Instructional & Assessment
Content Evidence
Resources
Outcomes
be able to do:
Planning:
2.2a Apply geography skills to help
investigate issues and justify
possible resolutions involving
people, places, and
environments. Topics to
include but not limited to how
people prepare for and
respond to natural hazards
2.2b Identify, evaluate, and
communicate strategies to
respond to constraints placed
on human systems by the
physical environment
2.2c Explain how altering the
environment has brought
prosperity to some places and
created environmental
dilemmas for others
2.2d Research and interpret
multiple viewpoints on issues
that shaped the current
policies and programs for
resource use
2.2e Explain how information and
changing perceptions and
values of places and
environment influence
personal actions
Montezuma-Cortez RE-1 Office of Academic Services
Social Studies – High School Curriculum Map
*Indicates District Outcome
2012-2013
54
4th Quarter
High School – Social Studies
Resources
Standard 2: Geography
2.2f Define sustainability and
explain how an individual’s
actions may influence
sustainability
Grade Level Expectation:
3. The interconnected nature of the world, its people and places
Students should know and Instructional & Assessment
Content Evidence
Outcomes
be able to do:
Planning:
2.3a Explain how the uneven
distribution of resources in the
world can lead to conflict,
competition, or cooperation
among nations, regions, and
cultural groups
2.3b Explain that the world’s
population is increasingly
connected to and dependent
upon other people for both
human and natural resources
2.3c Explain how migration of
people and movement of
goods and ideas can enrich
cultures, but also create
tensions
2.3d Analyze how cooperation and
conflict influence the division
and control of Earth
2.3e Analyze patterns of
distribution and arrangements
of settlements and the
processes of the diffusion of
human activities
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2.3f Make predictions and draw
conclusions about the global
impact of cultural diffusion
Standard 3: Economics
Grade Level Expectation:
1. Productive resources – natural, human, capital – are scarce; therefore, choices are made about how
individuals, businesses, governments, and societies allocate these resources
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
3.1a Analyze the relationships
between economic goals and
the allocation of scarce
resources
3.1b Explain how economic choices
by individuals, businesses,
governments, and societies
incur opportunity costs
3.1c Understand that effective
decision-making requires
comparing the additional
(marginal) costs of alternatives
with the additional (marginal)
benefits
3.1d Identify influential
entrepreneurs and describe
how they have utilized
resources to produce goods
and services
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Instructional & Assessment
Planning:
Resources
Standard 3: Economics
Grade Level Expectation:
2. Economic policies affect markets
Students should know
Content Evidence
Outcomes
and be able to do:
3.2a Analyze how government
activities influence the
economy. Topics to include
but not limited to: taxation,
monetary policy, and the
Federal Reserve
3.2b Recognize the interaction
between foreign and domestic
economic policies. Topics to
include but not limited to:
embargoes, tariffs, and
subsidies
3.2c Identify government activities
that affect the local, state, or
national economy
3.2d Give examples of the role of
government in a market
economic system
3.2e Analyze how positive and
negative incentives influence
the economic choices made by
individuals, households,
businesses, governments, and
societies
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Instructional & Assessment
Planning:
Resources
Standard 3: Economics
Grade Level Expectation:
3. Government and competition affect markets
Students should know
Content Evidence
Outcomes
and be able to do:
3.3a Analyze the role of
government within different
economies. Topics to include
but not limited to command
socialism, communism, and
market capitalism
3.3b Analyze the role of
competition within different
market structures. Topics to
include but not limited to pure
competition, monopolistic
competition, oligopoly, and
monopoly
3.3c Compare and contrast
economic systems in terms of
their ability to achieve
economic goals
3.3d Compare and contrast
different types of taxing.
Topics to include but not
limited to progressive,
regressive, and proportional
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Standard 3: Economics
Grade Level Expectation:
4. Design, analyze, and apply a financial plan based on short- and long-term financial goals (PFL)
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
3.4a Develop a financial plan
including a budget based on
short- and long- term goals
3.4b Analyze financial information
for accuracy, relevance, and
steps for identity protection
3.4c Describe factors affecting
take-home pay
3.4d Identify sources of personal
income and likely deductions
and expenditures as a basis for
a financial plan
3.4e Describe legal and ethical
responsibilities regarding tax
liabilities
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Standard 3: Economics
Standard 3: Economics
Grade Level Expectation:
5. Analyze strategic spending, saving, and investment options to achieve the objectives of diversification,
liquidity, income, and growth (PFL)
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
3.5a Compare and contrast the
variety of investments
available for a diversified
portfolio
3.5b Evaluate factors to consider
when managing savings and
investment accounts
3.5c Explain how economic cycles
affect personal financial
decisions
3.5d Describe the appropriate
types of investments to
achieve the objectives of
liquidity, income and growth
Grade Level Expectation:
6. The components of personal credit to manage credit and debt (PFL)
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
3.6a Analyze various lending
sources, services, and financial
institutions
3.6b Investigate legal and personal
responsibilities affecting
lenders and borrowers
3.6c Make connections between
building and maintaining a
credit history and its impact on
lifestyle
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Resources
Standard 3:
Economics
Grade Level Expectation:
7. Identify, develop, and evaluate risk-management strategies (PFL)
Students should know
Instructional & Assessment
Content Evidence
Outcomes
and be able to do:
Planning:
3.7a Differentiate between types of
insurance
3.7b Explain the function and
purpose of insurance
3.7c Select and evaluate strategies
to mitigate risk
Standard 4: Civics
Grade Level Expectation:
1. Research, formulate positions, and engage in appropriate civic participation to address local, state, and
national issues or policies
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
4.1a Engage ethically in civic
activities including discussing
current issues, advocating for
their rights and the rights of
others, practicing their
responsibilities, influencing
governmental actions, and
other community service
learning opportunities
4.1b Evaluate how individuals and
groups can effectively use the
structure and functions of
various levels of government
to shape policy
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Standard 4: Civics
4.1c Describe the roles and
influence of individuals,
groups, and the press as
checks on governmental
practices
4.1d Identify which level of
government is appropriate for
various policies and
demonstrate an ability to
appropriately engage with that
level of government
4.1e Critique various media sources
for accuracy and perspective
Grade Level Expectation:
2. Purposes of and limitations on the foundations, structures and functions of government
Students should know
Instructional & Assessment
Content Evidence
Outcomes
and be able to do:
Planning:
4.2a Describe the origins, purposes
and limitations of government
and include the contribution of
key philosophers and
documents
4.2b Identify the structure,
function, and roles of
members of government and
their relationship to
democratic values
Standard 4: Civics
Resources
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Standard 4: Civics
High School – Social Studies
4.2c Analyze and explain the
importance of the principles of
democracy and the inherent
competition among values.
Values to include but not be
limited to freedom and
security, individual rights and
common good, and rights and
responsibilities
4.2d Analyze the role of the
founding documents and the
evolution of their
interpretation through
governmental action and court
cases. Documents to include
but not limited to the United
States Constitution and the Bill
of Rights
4.2e Use media literacy skills to
locate multiple valid sources of
information regarding the
foundations, structures, and
functions of government
4.2f Analyze how court decisions,
legislative debates, and
various and diverse groups
have helped to preserve,
develop, and interpret the
rights and ideals of the
American system of
government
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Standard 4: Civics
4.2g Evaluate the effectiveness of
our justice system in
protecting life, liberty, and
property
Grade Level Expectation:
3. Analyze how public policy - domestic and foreign - is developed at the local, state, and national levels and
compare how policy-making occurs in other forms of government
Students should know
Instructional & Assessment
Content Evidence
Resources
Outcomes
and be able to do:
Planning:
4.3a Discuss multiple perspectives
on local issues and options for
participating in civic life
4.3b Analyze and discuss multiple
perspectives on state issues
and option for participating in
civic affairs by shaping policies
4.3c Explain how to monitor and
influence public policy
4.3d Analyze goals and tools used
by the United States in
developing foreign policy
4.3e Illustrate how various
governments and leaders
interact and evaluate how
interactions among nations
affect domestic and world
events
4.3f Compare and contrast how
different systems of
government function
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