u.s. AND WORLD AFFAIRS 
OBJECTIVES WITH 
FURTHER DEFINITIONS 
copyright c 1990 Georgia Department of Education, Division of Instructional Media 
 
 u.s. AND WORlD AFFAIRS (11-12) 
CONfENT OBJECTIVE 
AI. Identifies the major regions of the world 
Region is the basic unit of geographic study. The concept of region is a way of organizing information; a region displays a unity as judged by selected criteria. Although there are many ways to define regions depending upon the topic, phenomena, issue or problem under consideration, regions share physical, cultural or political characteristics. Thus regions may vary in substance and in size or scale. When specific criteria for organizing world regions are unspecified, location and proximity of a nation to other nations is usually the primary criterion, with secondary consideration given to historical and cultural factors. 
1. Names major world regions such as latin America and the Caribbean, Western Europe, the Middle East, Southeast Asia and Tropical and Southern Africa (C) 
2. Locates major world regions on a map or a globe (C) 3. Identifies selected nations within a world region (C) 4. Locates selected nations within a region on a map or globe (C) 5. Specifies whether a world region is within the eastern or western 
hemispheres and within or across the northern and southern hemispheres (C) 6. Describes common attributes of nations within a region that give the region some unity (e.g., cultural/historical development, physical characteristics, location) (C) 7. Describes examples of nations forming alliances which tend to be organized around geographic, political, economic and/or cultural characteristics (C) 
 
 u.s. AND WORlD AFFAIRS (11-12) 
CONlENT OBJECI1VP 
A2. Classifies the major regions of the world according to climate, politics, economics, religion and language 
A variety of criteria or elements other than location may be used to delineate meaningful regions. These include, but are not limited to, physical features, cultural and human characteristics, political organizations and economic activities. In classifying a region according to physical features one might use climate, landforms, vegetation and natural resources. Cultural and human characteristics used for classification include population, language, religion, race and ethnicity. Political organization may refer to type of government unit or alliance or treaty commitments. Economic criteria may include level of national income, per capita gross national product, land use, agricultural production, manufacturing, service industries, trade activity and resource use. 
1. Describes physical features such as topography and climate that may be used to associate areas with a region (C) 
2. Identifies and locates regions on a map or globe according to physical features (C) 
3. Identifies and locates regions on a map or globe linked by cultural and population patterns (C) 
4. Identifies political entities such as NATO, the Warsaw Pact nations and OPEC that link nations, lists and locates on a map or globe the constituent nations and describes the elements that link the nations (C) 
5. Describes elements of culture and human population that link areas within designated regions (e.g., language, religion, ethnicity, level of educational attainment, life expectancy) (C) 
6. lists economic criteria that may distinguish groups of nations (e.g., trade relations; per capita income; proportion of workers in agriculture, manufacturing or service industries; degree of self-sufficiency) and distinguishes and groups nations that share similar characteristics (C) 
7. Selects cultural, economic or political data for several nations and develops graphs and maps to illustrate regional patterns (C) 
8. Compares and contrasts relationships among regionally classified areas or nations noting both prevailing patterns and exceptions (C) 
 
 u.s. and World Affairs (11-12), A2. (Cont.) 
9. Explains and gives examples of how the. loss of independence -- political, cultural or economic - may lead to conflict and war (C) 
10. Identifies and describes mechanisms and organizations that have been created to foster peaceful and workable solutions to problems resulting from increasing interdependence (e.g., trade agreements, cultural exchanges, the United Nations) (C) 
 
 u.s. AND WORlD AFFAIRS (11-12) 
CONTENT OBJECIlVE 
A3. Examines the relationship of interdependence to independence in the world 
Although human societies and nations often strive for independence, that is, freedom from control or influence of others in political, economic and social realms, nearly all modem human groups, societies and nations are interdependent. In early times, a greater degree of independence was sometimes possible because the human population was much smaller, groups were more isolated and cultural contact was less persistent and dramatic. As the world population has grown, the level of technology advanced, the pressure on limited resources multiplied and cultural diffusion spread. The interdependence of people and nations has increased to the point that events may have almost instantaneous worldwide repercussions. Similarly, individual action, when it forms a larger human pattern of behavior, as in the case of waste disposal, can result in a significant and detrimental impact on the fragile ecological system. 
1. Defines the terms independent and interdependent and gives examples of each on a personal, group and societal or national level (C) 
2. Describes how an event or action may affect others and the perception or feelings of those affected (c, A) 
3. Cites historical examples of nations or social groups that once had greater independence but have become more interdependent (e.g., Japan, native Americans) (C) 
4. Lists and describes current phenomena and trends that support independence and interdependence of nations and societal groups (C) 
5. Explains how personal choices affect public policy decisions that consequently affect the interplay of independence and interdependence in political and economic matters at the national level (e.g., private versus public transportation, use of electric energy) (C, A) 
6. Creates graphic representations which show how current situations may change as a result of future changes in political, social or economic conditions or practices (C) 
 
 u.s. AND WORID AFFAIRS (11-12) 
 
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CONlENT OBJECTIVE 
 
A4. Compares nationalism to globalism 
Nationalism, the perspective that one values the nation-state above other political entities, has been a strong factor in the development of the world's present nation-state system. Although nationalism often supplanted feudal, tribal, ethnic and other more local loyalties, these political and cultural identities continue to have a powerful attraction for many people throughout the world and sometimes result in challenges to national authority. In contrast, development of a global perspective emerged more slowly in the modem world. A global perspective became more widely held when issues such as environmental quality, population growth and food supply, international terrorism and questions of equity in the use of the world's limited resources among rich and poor nations demonstrated that more narrow perspectives threaten both national security and the very existence of life on planet Earth. 
1. Defines nationalism and gives examples of nationalism at work in recent and current events (C) 
2. Defines the term global perspective and gives examples of how such a perspective might lead one to view selected issues (e.g., the environment, national development, resources) differently than if viewed from a national perspective (C, A) 
3. Explains how one may maintain a balance among competing local, national and global perspectives on selected issues (C) 
4. Distinguishes the difference between national sovereignty and the authority of international agencies such as the United Nations or OPEC (C) 
5. Evaluates the effect on nationalism of the growth of multinational organizations (C) 
 
 U.S. AND WORlD AFFAIRS (11-12) 
CONTENT OBJECTIVE 
A5. Describes the role of patriotism, ethnocentrism, prejudice and stereotyping in the world 
Ethnocentrism, the strong, positive feelings individuals have toward their group, may lead them to stereotype or exaggerate differences among outsiders, develop distorted views of them and ascribe characteristics possessed by some to all outsiders. These views can build self-esteem and respect for one's own group at the expense of others, resulting in prejudice or feelings of suspicion, fear, intolerance and hatred of outsiders or foreigners. Distorted patriotism, or positive feelings and loyalty toward one's nation, can lead to chauvinism which disregards the value and legitimacy of others' culture and traditions, resulting in the notion of "my country right or wrong" in all or nearly all situations. These feelings and beliefs can be so powerful that people simply disregard facts and evidence that might lead to more rational, positive attitudes and behaviors. Historical examples abound in human history; Hitler's Third Reich is a classic example of what happens when these feelings and behaviors go unchecked. Contemporary examples can be found in the ethnocentrism and racial prejudice that exists in the United States, the Middle East's Arab-Israeli conflict, South Africa's apartheid system and national and ethnic conflicts in South and Southeast Asia and other places. 
1. Defines and gives examples of patriotism, ethnocentrism, prejudice and stereotyping in local, national and international settings (C) 
2. Explains why positive feelings towards one's group and nation are important elements in social and national cohesion (c, A) 
3. Analyzes given situations that demonstrate the presence of feelings of group and ethnic pride and nationalism to determine their positive and negative effects (c, A) 
4. Predicts the possible consequences of distorted patriotism, ethnocentrism, prejudice and stereotyping on the resolution of selected national and international issues (c, A) 
5. Suggests ways that the negative impact of chauvinistic nationalism, ethnocentrism, prejudice and stereotyping might be lessened in dealing with particular domestic and international issues or conflicts (C) 
 
 u.s. AND WORlD AFFAIRS (11-12) 
CONTENT OBJECTIVE 
A.6. Examines the conflict between traditionalism and technology 
Traditionalism refers to the preference people have for continuing to use prevailing means of producing goods and services which have been used successfully in the past and are currently widely accepted. Technology refers to new ways of producing goods and services more efficiently and effectively. Technological advances may help human beings do more work with less labor, less time or with fewer resources. In most societies, past and present, there has been a tension between traditionalism and technologically inspired change. Some societies, particularly those that are isolate~ are more traditionally oriented. Other societies are more comfortable with adopting innovations because of widely held cultural values, the press of social or environmental factors or the process of cultural diffusion that spreads technological change from one society to another. Technological change is often accompanied by social, domestic and international tensions and conflicts. 
1. Defines and gives examples of traditional ideas and practices within extended families, groups or contemporary society (C) 
2. Cites examples of technological change in agriculture, manufacturing or service industries (C) 
3. Gives examples of conflicts between traditional and technologically advanced means of production and determines the positions of the groups involved, alternatives for resolving the conflicts and costsjbenefits of the alternatives to resolve the issues (c, A) 
4. Describes feelings about changes in experienced or observed traditional ways of doing things (c, A) 
5. Describes the feelings of those displayed in the workplace as a result of technological change (c, A) 
6. Cites historical examples of the impact of technological change on human affairs both in the United States and in other societies (e.g., Eli Whitney's introduction of interchangeable parts in the manufacturing process in the nineteenth century United States, the "opening" of Japan by Perry in the 18508, various applications of technology to weapons and military strategy such as the invention of gunpowder or nuclear weapons) (C) 
 
 u.s. AND WORlD AFFAIRS (11-12) 
CONTENT OBJECTIVE 
B.7. Traces and analyzes selected cultural, economic, political and historical patterns in 
post-World War n Europe 
Cultural patterns refer to the ways in which institutions and ideas are connected within societies. These institutions and ideas include, but are not limited to, family, education, religion, moral and ethical behavior, traditions and commonly held beliefs about human beings and their relationship with one another and the natural and social environment. Economic patterns refer to the way in which the means of production are conceived, organized and operated; the way resources, products and services are distributed; and local, regional, national and international exchange and trade relationships. Political patterns refer to the nature and development of government institutions and political philosophies, the relationship among nation-states, international alliances, internal and external developments that lead to instability, political change, coup d'etat and revolution. Historical patterns refer to the linkage of events - political, economic, cultural and social -- over time that results in changes which can be grouped, organized and classified as a line of development. 
1. Identifies and locates on a map the nations of Europe prior to and after 
World War n (C) 2. Describes the results of World War n on political developments in 
Europe such as the creation of totalitarian governments in Eastern European nations under the military control or influence of the Soviet Union, the division of Germany and the creation of competing alliance systems - NATO and the Warsaw Pact (C) 3. Describes the different economic paths Eastern and Western European nations took and the emergence of the European Economic Community that is leading to economic unification by 1992 (C) 4. Explains the significance of the development and evolution of the European Economic Community toward economic and political unification (C) 5. Projects the possible line of development and implications of the political, economic and social changes in Eastern European nations and the reunification of Germany (C) 6. Examines the role that differences in the economic systems, cultural traditions and ethnic groups in Eastern and Western Europe played in bringing about political change in Eastern Europe (c, A) 
 
 u.s. and World Affairs (11-12), B.7. (Cont) 
7. Analyzes the role of the United States in the ecOnomic development of Western European nations through the Marshall Plan (C) 
8. Analyzes and evaluates of the role the United States in post-World War IT European affairs with specific reference to United States foreign policy goals and the means used to achieve these goals (C, A) 
9. Generalizes about the developments in post-World War IT Europe in relation to historic trends and the historical relationship of the United States to Western Europe (C) 
10. Evaluates the power and attractiveness of democracy and modern capitalism in bringing about political and social change in Europe (C, A) 
11. Suggests possible United States roles and policies toward Europe in the early twenty-first century and the likely consequences of pursuing those roles and policies given likely changes such as unification of European Community nations, the successful reunification of Germany and the fragmentation of the Soviet Union (c, A) 
12. Considers and evaluates the need for continuing United States military presence in Europe (C) 
 
 u.s. AND WORID AFFAIRS (11-12) 
CONTENT OBJECTIVE 
B.8. Traces and analyzes selected cultural, economic, political and historical patterns in 
post-World War n Middle East 
Cultural patterns refer to the ways in which institutions and ideas are connected within societies. These institutions and ideas include, but are not limited to, family, education, religion, moral and ethical behavior, traditions and commonly held beliefs about human beings and their relationship with one another and the natural and social environment. Economic patterns refer to the way in which the means of production are conceived, organized and operated; the way resources, products and services are distributed; and local, regional, national and international exchange and trade relationships. Political patterns refer to the nature and development of government institutions and political philosophies, the relationship among nation-states, international alliances, internal and external developments that lead to instability, political change, coup d'etat and revolution. Historical patterns refer to the linkage of events - political, economic, cultural and social - over time that results in changes which can be grouped, organized and classified as a line of development 
1. Identifies and locates on a map or globe the nations of the Middle East 
that existed or were created in the post World-War n era (C) 
2. Identifies major ethnic groups and religions found in the Middle East and describes the importance of religious sects and differences in cultural/religious ideas on the social, political and economic fabric of Middle Eastern nations (C) 
3. Identifies historical role of European nations and the United States in 
the Middle East prior to and after World War n (C) 
4. Identifies the roots of the Arab-Israeli conflict and discusses and analyzes United States policy toward Israel and Arab states in the region (C,A) 
5. Examines how vast oil resources of the Middle East enhance its strategic importance and serve as a source of political power for nations of the region (C) 
6. Compares and contrasts predominant United States cultural traditions with those of Israel and Arab nations (C) 
7. Examines the role of the United Nations in the Middle East since World 
War n and projects possible future roles for the global organization (C) 
 
 u.s. and :World Affairs (11-12), B.8. (Cont.) .:- 
8. Projects possible scenarios of Middle Eastern development and suggests potential United States responses and their likely consequences (C, A) 
9. Evaluates United States energy policies and practices as a factor in the relationship of the United States to Israel and Arab nations of the Middle East (c, A) 
 
 U.S. AND WORLD AFFAIRS (11-12) 
CONTENT OBJECTIVE 
B.9. Traces and analyzes selected cultural, economic, political and historical patterns in 
post-World War n Africa 
Cultural patterns refer to the ways in which institutions and ideas are connected within societies. These institutions and ideas include, but are not limited to, family, education, religion, moral and ethical behavior, traditions and commonly held beliefs about human beings and their relationship with one another and the natural and social environment. Economic patterns refer to the way in which the means of production are conceived, organized and operated; the way resources, products and services are distributed; and local, regional, national and international exchange and trade relationships. Political patterns refer to the nature and development of government institutions and political philosophies, the relationship among nation-states, international alliances, internal and external developments that lead to instability, political change, coup d'etat and revolution. Historical patterns refer to the linkage of events - political, economic, cultural and social -- over time that results in changes which can be grouped, organized and classified as a line of development. 
1. Identifies and locates on a map or globe African nations that existed or 
gained independence since World War n (C) 
2. Outlines how past and current cultural traditions and arts of Africa have influenced United States culture (C) 
3. Identifies key national political leaders in various African nations (C) 4. Describes how the policies of the superpowers - the United States and 
Soviet Union - influenced and were influenced by political developments in Africa (C) 5. Describes the importance of ethnic and tribal groups, religious groupings, cultural and social traditions, political ideology, economic 
development and resources to the post-World War n development of 
African nations (C) 6. Describes the problems and challenges facing most African nations as 
they attempted to establish representative governments and the legitimate and accepted political authority needed to govern (C) 7. Summarizes the role European nations played in African development 
n prior to World War and identifies some ofthe ramifications of 
European colonialism on the social, economic and political institutions of those nations gaining independence in the post-war period (C) 
 
 u.s. and :World AffairS (11-12), B.9. (Cont.) 
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8. Describes the policy of apartheid pursued in South Africa and assesses evolving United States policies toward South Africa (C, A) 
9. Describes and evaluates United States policies toward the independence movements in Africa (c, A) 
10. Identifies and evaluates alternative policies that the United States might pursue either independently or in cooperation with other nations of the United Nations to address human needs in African nations tom by internal political strife, economic and chaos and natural disasters (C, A) 
 
 U.S. AND WORlD AFFAIRS (11-12) 
CON1ENT OBJECTIVE 
B.IO. Traces and analyzes selected cultural, economic, political and historical patterns in 
post-World War n Asia 
Cultural patterns refer to the ways in which institutions and ideas are connected within societies. These institutions and ideas include, but are not limited to, family, education, religion, moral and ethical behavior, traditions and commonly held beliefs about human beings and their relationship with one another and the natural and social environment. Economic patterns refer to the way in which the means of production are conceived, organized and operated; the way resources, products and services are distributed; and local, regional, national and international exchange and trade relationships. Political patterns refer to the nature and development of government institutions and political philosophies, the relationship among nation-states, international alliances, internal and external developments that lead to instability, political change, coup d'etat and revolution. Historical patterns refer to the linkage of events - political, economic, cultural and social -- over time that results in changes which can be grouped, organized and classified as a line of development 
1. Identifies and locates on a map or globe the nations of South Asia, Southeast Asia and East Asia (C) 
2. Identifies Asian nations that have emerged as strong economic forces in world markets and those that have not, describing reasons for success and lack of success (C) 
3. Describes the United States involvement in the Vietnam War and assesses the impact of the failed United States effort on the domestic and foreign policy of the country (c, A) 
4. Summarizes the importance of centuries of cultural diffusion in the region in such areas as family, religion and world view; the significance of European colonialism in the late nineteenth and twentieth centuries; 
and competing political ideologies in the post-World War n era (C) 
5. Describes the results of World War n in Asia on the emergence of 
nationalism and the independence movements in South and Southeast Asia, the establishment of a communist government in China and the changing balance of political power in the region (C) 6. Identifies and assesses the significance of political, economic and cultural factors that led to the establishment of totalitarian regimes in some nations while in others representative democratic governments emerged (C) 
 
 u.s. and World Affairs (11-12), B.10. (Cont.) 
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7. Identifies key economic issues confronting the United States as a result of the emergence of Japan, South Korea and other Asian nations as world economic competitors (C) 
8. Identifies and assesses possible United States alternative policies and economic actions to meet the economic challenges posed by the emerging industrial powers of Asia (C) 
9. Considers and evaluates the continuing need for retaining a United States military presence in Asia (e.g., bases in Japan, the Philippines and elsewhere) (C, A) 
10. Evaluates the United States treatment of Japan after World War II and the consequent emergence of Japan as a stable political democracy and economic superpower (c, A) 
 
 U.S. AND WORLD AFFAIRS (11-12) 
CONTENT OBJECfIVE 
B.Il. Traces and analyzes selected cultural, economic, political and historical patterns in post-World War II Americas 
Cultural patterns refer to the ways in which institutions and ideas are connected within societies. These institutions and ideas include, but are not limited to, family, education, religion, moral and ethical behavior, traditions and commonly held beliefs about human beings and their relationship with one another and the natural and social environment. Economic patterns refer to the way in which the means of production are conceived, organized and operated; the way resources, products and services are distributed; and local, regional, national and international exchange and trade relationships. Political patterns refer to the nature and development of government institutions and political philosophies, the relationship among nation-states, international alliances, internal and external developments that lead to instability, political change, coup d'etat and revolution. Historical patterns refer to the linkage of events - political, economic, cultural and social -- over time that results in changes which can be grouped, organized and classified as a line of development. 
1. Identifies and locates on a map or globe the nations of the Americas (C) 2. Summarizes United States involvement in and policy toward Latin 
America and Canada prior to World War II (C) 3. Compares the Canadian national experience and Canada's relations with 
the United States to that of Latin America and the United States (C) 4. Describes the major issues confronting Latin American nations (e.g., the 
quest for political stability and democratic government, the need to diversify and increase economic development to meet the needs of a rapidly growing population, urbanization, the need to develop political parity on the world scene and in their relations with the United States) (C) 5. Describes the factors that have led to United States military intervention in or support of insurgent forces in Latin America and assesses the policies that support such actions (c, A) 6. Describes the issues that exist regarding the production and distribution of illegal drugs by Latin Americans in the United States and examines current United States policies and possible alternatives for handling the issue (C, A) 7. Describes the ways in which economic and other linkages between the United States and Canada are increasing (C) 
 
 u.s. and World Affairs (11-12), B.11. (Conl) 
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8. Summarizes the increasingly interdependent relationship among the United States, Canada and Latin America (C) 
9. Considers and evaluates environmental, resource and economic issues that exist between the United States and Canada and the United States and Mexico and other Latin American nations (e.g., water use and quality, air pollution, the role of multinational corporations, illegal aliens coming into the United States) (c, A) 
 
 U.S. AND WORlD AFFAIRS (11-12) 
CONTENT OBJECITVE 
Cl2. Traces the nature of cooperation and conflict among major ideologies 
The major ideologies or systematic schemes of thinking about human life and culture are represented by the communist bloc, the western democracies and nations which consider themselves neutral or non-aligned with either communist or democratic countries or blocs. Even countries which have greatly different ways of viewing life can cooperate in such areas as trade between nations, assistance to countries in need, cultural exchanges and membership and participation in organizations addressing problems on a global level. Differences in ideology inevitably also bring conflict or disagreement which can lead to such problems as regional skirmishes, war, blocking of cultural and educational interactions, inflexible positions in international organizations, barriers to free trade and armaments races. 
1. Identifies specific countries which belong to the communist bloc, the democracies and the neutral or nonaligned movement (C) 
2. Gives examples of cooperation between countries having very different political ideologies (e.g., United States and Soviet Union) (C) 
3. Describes regional conflicts of the present time resulting from differing ideologies (C) 
4. Describes non-military conflicts which can result out of differing political ideologies (C) 
5. Assesses the degree to which cooperation between or among nations with different ideologies can lead to decreasing international tensions (C) 
 
 u.s. AND WORlD AFFAIRS (11-12) .;... 
CONfENT OBJECTIVE 
C.l3. Analyzes the world balance of power with respect to economic and political competition 
The post-war era found the balance of power in the world dramatically changed. After World War IT, the world was dominated by two superpowers, the United States and the Soviet Union, and they found themselves embroiled in the bitter Cold War. The competition for allies between the East and West dominated events in all parts of the world. 
Economic development was a central concern for most of the world's people. World trade became an integral part of domestic economies. The "First World" is composed of the western democracies, the "Second World" is primarily made up of the Soviet Union and other communist nations and the "Third World" is composed of the nations that were breaking away from their colonial origins and are underdeveloped or developing as an industrialized society. These terms convey a sense of a world in which different nations are in different stages of economic development 
1. Defines and gives examples of the terms First World, Second World and Third World (C) 
2. Describes the evolution of the world into three ideological camps (Le., the western democracies, the communist bloc and the Third World countries) (C) 
3. Explains the nonalignment course which many of the newly emerging nations established (C) 
4. Describes the traditional pattern of world trade (C) 
5. Describes the steps taken since World War n to develop an effective 
world economy (e.g., International Monetary Fund, the World Bank, economic summits) (C) 6. Analyzes the independence movements to affirm the right of all nations to choose their own form of government (C) 7. Analyzes the international economic order as related to the "Third World" countries and the industrialized nations (C) 8. Analyzes the continuing problems of developing a sound and equitable world economy (C) 9. Explains the interdependence of the economies of all nations in today's world (C) 
 
 u.s. AND WORlD AFFAIRS (11-12) .;,.. 
CONTENT OBJECTIVE 
C.14. Describes the origin and nature of world terrorism 
Terrorism is the systematic use of violence, or threat of violence, by an individual or group to achieve certain aims. It is intended to intimidate or coerce all those who are not in sympathy with these aims. Although terrorism is far more dangerous today than in the past, it is not a new phenomenon. Groups have used systematic violence and threat to intimidate others many times in the past. 
1. Defines the term terrorism (C) 2. Identifies terrorist groups of the past and describes activities of these 
groups (C) 3. Gives reasons why terrorist groups are formed (C) 4. Describes the work of national and international organizations which 
deal with terrorist groups and terrorism (C) 
n S. Identifies terrorist activities since World War and analyzes their 
impact on relationships between and among nations (C) 6. Analyzes situations which result in terrorist activities (C) 7. Assesses the impact of the mass media, especially television, on terrorist 
activities (C) 
 
 U.S. AND WORID AFFAIRS (11-12) 
CONTENT OBJECTIVE 
C.1S. Describes the relationship of multinational corporations and world trade 
A multinational corporation is a company that has divisions or operations in more than two nations. Many businesses are multinational in their makeup, either through the purchase of resources or use of labor markets. In today's world, nations also depend on one another for goods. The status of one nation's economy can affect the economic well-being of other countries. It is in the best interest of all nations to promote a stable world economy. To promote a stable world economy, world leaders hold economic summits and negotiate trade agreements. The United States trade deficit, however, has become a serious issue with implications for world markets. 
1. Defines the terms multinational corporation, trade and trade deficit (C) 2. Identifies ways in which world leaders have encouraged world trade (C) 3. Describes the role of world trade in the global economy (C) 4. Describes the effect of world trade on foreign policy of the United States 
(C) 5. Suggests ways to reduce the trade deficit of the United States (C) 6. Explains the purpose of the Bretton Woods system, the International 
Monetary Fund, the World Bank and the General Agreement of Tariffs and Trade (GAIT) (C) 7. Explains the difference between free trade and protectionism (C) 8. Evaluates the use of various economic sanctions as a tool for forcing a nation to change its policies (e.g., South Africa, Iraq) (C) 
 
 U.S. AND WORlD AFFAIRS (11-12) 
CONTENT OBJECTIVE 
D.16. Describes the structure of national decision-making organization 
The fundamental foreign policies or objectives of the United States are shaped by the attitudes and desires of the American people. The executive branch and the United States Department of State, working with advisors from the Congress, the military and others, chart the specific policies for implementation. The National Security Act of 1947 set up the National Security Council to serve as an advisory board. This board is made up of the President, the Vice President, the Secretaries of State and Defense and several key advisors on foreign and military matters. 
1. Identifies some traditional objectives of United States foreign policy which are based on the attitudes and desires of the American people (C) 
2. Describes the role of the executive branch in formulating foreign policy (C) 
3. Describes the role of the Congress in formulating foreign policy (C) 4. Analyzes the role of the following objectives which have shaped 
American foreign policy: peace, security, neutrality, justice, freedom, humanitarianism, territorial elbow room, commercial prosperity, investment and trade abroad (C) 5. Analyzes traditional or fundamental United States foreign policies (e.g., isolation, freedom of the seas, the Monroe Doctrine, Pan-Americanism, the Open Door and the peaceful settlement of disputes) (C) 6. Analyzes the role of the Department of State in shaping and implementing foreign policy of the United States (C) 7. Analyzes the structure of the Department of State as it relates to implementing foreign policy (C) 
 
 U.S. AND WORlD AFFAIRS (11-12) 
CONTENT OBJECTIVE 
D.17. Relates the powers and effectiveness of the United Nations and World Court 
The United Nations (UN) Charter was adopted in San Francisco in 1945, and the United States Senate approved it on July 28, 1945, by a vote of 89-2. Two major bodies were set up. One was the Security Council, dominated by the Big Five Powers -- the United States, Russia, Britain, France and China. A larger body, the Assembly, had representation from all member nations and could be controlled by the smaller nations. However, anyone of the five big powers on the Security Council could veto a resolution passed by the Assembly. While there were major disappointments in some areas, such as disarmament, there were substantial gains in world health and in social, cultural and economic areas through such agencies as the United Nations Educational, Scientific and Cultural Organization (UNESCO). 
The International Court of Justice was patterned after the old World Court under the League of Nations. In 1946 the Senate voted to adhere to the new International Court of Justice. This acceptance was watered down when Senators, yielding to their time-honored fears, voted to exempt from "compulsory jurisdiction" all disputes involving domestic affairs, such as tariffs and immigration. The United States reserved the right to be the sole judge of what was "domestic." 
1. Describes and analyzes the structure of the United Nations (C) 2. Describes and analyzes the structure of the International Court of 
Justice (C) 3. Analyzes the relationship of the United States to the United Nations 
since its founding and gives examples of events to illustrate this 
relationship (C) 4. Analyzes the relationship of the United States to the International Court 
of Justice and gives examples of decisions which illustrate this relationship (C) 
 
 u.s. AND WORlD AFFAIRS (11-12) 
CONTENT OBJECTIVE 
E.18. Describes factors relevant to population issues 
World population growth has increased dramatically in the past fifty years. The poorest countries in the world are generally growing the fastest, while more industrialized nations have slow growth rates. Some countries, such as France and Germany, are concerned about declining birthrates and even depopulation. A major factor which contributes to the growing numbers of people on the planet is a lower death rate brought on by improved health care and the eradication of some diseases. In less developed nations, the birth rate stays high because tradition in many of these countries continues to mandate large families. Changes in population demographics can have major political and social ramifications. For example, larger nations have historically conquered smaller nations, one ethnic group growing at a more rapid rate than another can affect internal issues and a nation having a smaller number of young people will have problems associated with a growing population of elderly persons. 
1. Identifies problems associated with a rapidly growing population (C) 2. Identifies problems associated with a declining population (C) 3. Describes examples of how changing population demographics can affect 
political and economic relationships (e.g., growing elderly population in Sweden, Catholic population growing faster than Protestant in Northern Ireland, Arab population growing faster than Jewish in Israel) (C) 4. Evaluates methods of population control and the effectiveness of their use in various nations (c, A) 
 
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CONTENT OBJECI1VE 
E.19. Examines the nature and origin of refugee problems 
Refugees are persons who flee to a foreign country to escape danger or persecution. In recent years, refugees have fled into neighboring countries to escape armed conflicts in their country. In 1979, over 2.5 million Afghans fled to Pakistan; more than 250,000 Vietnamese "boat people" fled to the United States; thousands of Haitians fled to the United States in the early 19805 to escape Duvalier's harsh rule; the Ethiopian civil war resulted in thousands of people fleeing to the Sudan; and the Iraqi invasion of Kuwait has caused Kuwaitis to flee to Saudi Arabia and other nations. Refugees present host countries with problems related to acculturation, housing, employment and a variety of other social, economic and political issues. 
1. Identifies factors which cause people to flee their homeland (C) 2. Identifies nations with a history of accepting refugees (C) 3. Describes present situations with refugee problems (C) 4. Explains why nations accept refugees in spite of the social, political and 
economic problems of integrating them into their societies (C, A) 5. Assesses advantages of being known as a country with a history of 
accepting refugees (c, A) 6. Evaluates the work of organizations (national and international) which 
work in the area of refugee assistance (C) 
 
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CONTENT OBJECTIVE 
E.20. Describes the impact of competition for food and resources 
The world rivalry for food and resources such as energy and technology is largely rooted in uneven distribution patterns. There is no global shortage of food, for example, but a lack of transportation mechanisms in receiving nations, civil wars and other political or infrastructure problems which prevent food from reaching those in need. On a broader scale, uneven geographic distribution of resources such as energy impacts on lifestyles of people around the globe. Wealthier nations consume a disproportionate portion of the resources, bringing about disparity between people in industrialized and developing nations. Aid is sent to developing countries to assist in the building of roads, schools and hospitals and the provision of food. 
1. Identifies relationships between the existence of hunger and political, social and other factors within a particular nation (C) 
2. Describes the inequality of food resource distribution in the world (C) 3. Compares the relative health of nations using life expectancy as an 
indicator of health (C) 4. Identifies natural resources (e.g., oil, minerals) for which there is 
worldwide competition (C) 5. Compares the relative wealth of nations using average income per capita 
as an indicator of wealth (C) 6. Explains the need for the United States to fund foreign aid programs 
both for humanitarian and national security reasons (C) 
 
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CONTENT OBJECTIVE 
E.21. Evaluates the significance of environmental issues in world affairs 
Environmental protection is a global concern. Acid rain, damage to the ozone layer of the atmosphere, nuclear waste, pesticide run-off and destruction of the rainforests all have implications to the quality of life for all citizens of the planet without regard to national boundaries. As individual nations become aware of these issues, governmental leaders must balance domestic needs with international concerns. Agreements regarding acid rain between the United States and Canada, problems with pollution of rivers along the United States/Mexico border and international pressure on those cutting the rainforests in Brazil are examples of international concerns about the environment of this hemisphere. The cost of environmental protection is great and impacts on national budgets. 
1. Identifies environmental issues of international concern (C) 2. Identifies causes of pollution and describes the environmental conditions 
that will result if it goes unchecked (C) 3. Explains domestic economic reasons for Brazilians cutting rainforests 
and the global impact of this action (C) 4. Evaluates proposed solutions to global environmental problems (C) 
 
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CONTENT OBJECTIVE 
E.22. Analyzes the nature and impact of armaments issues 
Armament issues relate to military expenditures and the growing, wide-spread access of weapons to nations. As warfare has become more dependent on industry, the civilians who are employed by the military-industrial complex have become almost as important to national defense as the military itself. Military and social programs compete for shares of limited national budgets. In the overall global picture, no social problem receives as much financial support from the public treasury as the military function. Increased funding for armaments either means raising taxes, increasing the deficit or reducing social spending (and thus altering standard of living). The politics of access to armaments is also an international issue. As the major industrial nations provide less developed countries with armaments, the potential for regional and/or global conflict increases. 
1. Identifies how military spending may be damaging or beneficial to a nation's economy (C) 
2. Discusses ways in which national defense interests are compatible with global interests (C) 
3. Describes the balance of power in a given region of the world as the function of armaments provided by industrial nations (C) 
4. Relates the impact of spending on armaments to the social well being of the citizens of a nation (C) 
 
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.... 
 
CONTENT OBJECTIVE 
 
E.23. Traces the history of international human rights issues 
Human rights issues are those which deal with such concepts as justice, equality and the dignity of all people. Each day the media reports examples of the denial of basic human rights. Apartheid in South Africa, "disappearances" in Latin America, homelessness in the United States, Soviet emigration policies, hunger in Ethiopia and calls for political self-determination are examples of human rights issues. The fundamental causes of these violations of human rights can be traced to political roots. 
1. Identifies the Universal Declaration of Human Rights as a document of basic principles (C) 
2. Identifies issues related to the achievement of human rights in the United States and other nations (C) 
3. Differentiates between rights guaranteed by the United States Constitution and those which are not (C) 
4. Examines foreign policy options as they relate to human rights (C) 5. Clarifies beliefs and values regarding the role of human rights in making 
foreign policy (c, A) 6. Describes historical events in black history in the United States as they 
pertain to social, economic and political indicators (C) 7. Compares the conditions of women in different societies (C) 8. Evaluates arguments for and against the death penalty (c, A) 
 
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SKILL OBJECTIVE ... 
A.I. Identifies and classifies ideas according to the frame of reference, ideology or bias of different writers or speakers 
Classifies ideas by frame of reference, ideology or bias means the ability to recognize differences in general frame of reference of opposing groups such as political conservatives versus liberals, religious believers versus unbelievers, feminist historians versus traditionalist historians, pacifists versus militarists, etc. 
1. Recognizes examples of gender stereotyping in passages from history or social science texts (C) 
2. Sorts political commentary into conservative and liberal categories (C) 3. Gives examples of how a military officer might give a different 
interpretation of a war than a person who did not serve in the military (C) 4. Sorts several narratives about historical periods into those which might 
have been written by authors representing different frames of reference (C) 5. Identifies important events or interpretations which have been left out of texts due to the frame of reference, ideology or bias of the authors (C) 
 
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... 
 
SKIlL OBJECI1VE .' 
 
A2. Uses a table of contents 
Features of a book refers to sections of the book and to format characteristics which help readers to locate information quickly and efficiently. Features include title and title page, table of contents, glossary, index, appendix, bibliography, headings for units and chapters, boldface type, endnotes, footnotes, marginal notes and chapter summaries. 
1. Obtains overview of a textbook by reading the table of contents, statements printed in boldface type, marginal notes and chapter summaries (C) 
2. Locates specific topics by reading the table of contents and index (C) 3. Locates definitions of key terms by reading the glossary (C) 4. Selects additional books to read by scanning the bibliography (C) 
 
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SKILL OBJECTIVE_ 
A.3. Uses a bibliography 
Features of a book refers to sections of the book and to format characteristics which help readers to locate information quickly and efficiently. Features include title and title page, table of contents, glossary, index, appendix, bibliography, headings for units and chapters, boldface type, endnotes, footnotes, marginal notes and chapter summaries. 
1. Obtains overview of a textbook by reading the table of contents, statements printed in boldface type, marginal notes and chapter summaries (C) 
2. Locates specific topics by reading the table of contents and index (C) 3. Locates definitions of key terms by reading the glossary (C) 4. Selects additional books to read by scanning the bibliography (C) 
 
 u.s. AND WORlD AFFAIRS (11-12) 
SKILL OBJECI1VE .. 
A4. Compares, analyzes and evaluates artifacts in relation to subject content 
An artifact is a product of human workmanship. To compare, analyze and evaluate artifacts means to determine their approximate age, the location in which they were produced and the culture which produced them.. 
1. Identifies the culture and region which produced a given artifact (C) 2. Identifies possible uses for a given artifact (C) 3. Compares and contrasts cultures given representative sets of artifacts (C) 4. Analyzes the general level of civilization of a culture when given a set of 
representative artifacts (C) 
 
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SKILL OBJECTIVE ... 
A5. Locates and interprets suitable data from multiple types of sources, e.g., nonprint, specialized references, periodicals, newspapers, yearbooks, etc. 
Locates and works with information from a variety of sources refers to independent study or group projects which take students beyond the social studies textbook. Social studies information can also be found in such sources as standard reference works, trade books, photograph collections and the mass media. 
1. Uses photograph collections and the non-print mass media to obtain facts and generalizations about other places and people or about social problems (C) 
2. Interviews people from other places and cultures or who have special knowledge about a social problem (C) 
3. Locates standard references and appropriate trade books in school media center (C) 
4. Uses published scholarly studies on specialized topics related to social studies (C) 
5. Obtains information from the local community (C) (K-12) 6. Uses more than one source of information during independent study or 
group projects (C) 
 
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.;,.. 
SKIlL OBJECTIVE ... 
A6. Analyzes interpretations of same event from different news sources 
Analyzing interpretations of the same event from multiple sources means that the interpretation of an event is determined in part by an observer's frame of reference, perspective or point of view. Scholars tend not to see differing interpretations as clearly right or wrong, but as more or less complete and as reflecting the beliefs, values and assumptions of the person making the interpretation. 
1. Compares and contrasts different interpretations of a event (C) 2. Identifies important differences in the frames of reference of two or more 
interpreters of an event (C) 3. Evaluates the expertise of two or more interpreters of an event (C) 4. Identifies possible bias in the frames of reference of two or more 
interpreters of an event (C) 5. Identifies possible elements of own frame of reference which might affect 
interpretation of a given event (C) 
 
 u.s. AND WORlD AFFAIRS (11-12) .;,.. SKILL OBJECTIVE 
A 7. Determines the sequence of events required for a given historical interpretation 
Events can be sequenced in chronological, causal or logical order. To determine or arrange the sequence means to recognize the time order of events, the cause/effect order of events or the logical relationship between premises and conclusion. 
1. Produces an historical timeline with events in proper sequence (C) 2. Identifies the approximate dates of major events in American or world 
history (C) 3. Recognizes probable cause and effect when given a set of events (C) 4. Draws an appropriate conclusion given a set of premises (C) 
 
 U.S. AND WORlD AFFAIRS (11-12) 
SKILL OBJECTIVE ... 
A.8. Analyzes cause and effect relationships 
Identifies cause and effect relationships means the ability to (1) differentiate between those relationships which probably are causal and those which probably are not, (2) recognize those events which probably have multiple causes rather than a single cause, (3) determine the probable direction of causation and recognize that some cause/effect relationships are bi-directional and (4) recognize that the existence of causal relationships is difficult to demonstrate. 
1. States causal claims as tentative or probable rather than certain (C) 2. Gives an example of possible bi-directional causality (Le., instances in 
which two variables may be both cause and effect) (C) 3. States more than one possible cause of an effect (C) 4. Identifies the cause (independent variable) and the effect (dependent 
variable) in a straightforward example (C) 5. Gives an example of a possible noncausal relationship (C) 6. States alternative possible causes (rival hypotheses) when given a causal 
claim (C) 7. States the components or steps in a simple true experiment for 
determining causation (C) 
 
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SKIlL OBJECTIVE .... 
A9. Takes notes and develops outlines from a formal extended lecture, reading, listening or viewing 
Takes notes means that the reader, listener or observer is able to abstract the essence of a message. Develops outlines means that the student is able to express that abstracted message in outline form. Outlining requires the student to sort main ideas from subordinate ideas and to express the relationship of the latter to the former. 
1. Identifies main ideas and subordinate ideas in a written or spoken message (C) 
2. Expresses the chronological or logical sequence of main ideas by sequencing those topics in an outline (C) 
3. Expresses the relationship of subordinate ideas to main ideas by listing the subordinate ideas as subtopics in an outline (C) 
4. Uses a standard outline format (C) 
 
 u.s. AND WORID AFFAIRS (11-12) 
 
" 
 
" 
 
SKll.L OBJECITVE ". 
 
AID. Distinguishes between fact and opinion 
The terms fact and opinion are coordinate concepts, because an example of fact serves as a nonexample of opinion and vice versa. Furthermore, both terms are ambiguous in that each term has multiple acceptable meanings that are applicable to history and the social sciences. A student who can distinguish between fact and opinion knows multiple meaning for each term and can correctly sort a set of examples of these coordinate concepts. Sometimes fact versus opinion refers to the fact that some descriptive claims are based on reasonably solid evidence and others are based on little more than guesswork. Sometimes fact versus opinion refers to the difference between a finding and a conclusion based on that finding. In this case, the finding is referred to as a fact and the conclusion is an interpretation or opinion that goes beyond and gives meaning to the finding. Sometimes fact versus opinion refers to the difference between descriptive claims and normative claims or value claims. Descriptive claims are fact in that their truth can be tested using empirical procedures. In contrast, it makes no sense to speak of the truth of a value claim or normative claim. The goodness of a normative claim is ultimately a matter of judgement or opinion. 
1. Distinguishes between descriptive claims for which there is good evidence and descriptive claims which are based on guesswork (C) 
2. Distinguishes between descriptive claims and value claims (C) 3. Distinguishes between findings and conclusions (C) 
 
 U.S. AND WORLD AFFAIRS (11-12) 
SKIlL OBJECTIVE ... 
A 11. Distinguishes between objective and subjective source material 
Source material may be objective or subjective in several ways. Data which are gathered using instruments which require a minimum of inference to score, such as multiple-choice tests, are sometimes referred to as objective versus subjective data gathering techniques, such as the use of interviews. Data that can be reduced to a set of numbers is sometimes referred to as objective versus data which can only be described verbally. Statements which contain obvious emotive loading are sometimes called subjective versus objective statements which use language that has been nearly stripped of its emotive overtones. Furthermore, sources which describe only behavior are sometimes called objective versus sources which attempt to describe the inner life, the feelings and commitments of human subjects. 
1. Distinguishes between quantitative and qualitative data (C) 2. Explains the advantages and disadvantages of quantitative versus 
qualitative data (C) 3. Distinguishes between descriptions of human behavior and human 
feelings, ideas and commitments (C) 4. Explains the advantages and disadvantages of data which is limited to the 
description of behavior and data which attempt to describe inner states of human subjects (C) 5. Rewrites descriptions so that emotive loading is reduced (C) 6. Explains how emotive loading sometimes reflects the bias or frame of reference of the author or speaker (C) 
 
 U.S. AND WORlD AFFAIRS (11-12) 
SKILL OBJECTIVE 
A 12. Acquires and processes information by using thought processes (recall, translation, interpretation, application, analysis, synthesis, evaluation) 
Thought processes refers to skills variously labeled analytic thinking, critical thinking or reflective thinking. Examples of those skills include the ability to deduce possible instances from a generalization, to form generalizations from a set of instances, to draw valid conclusions from a set of premises, to recognize inconsistency and to recognize and challenge assumptions. 
1. States and challenges possible assumptions underlying a conclusion (C) 2. Develops analogies which test the consistency of a position (C) 3. Challenges the adequacy of analogies developed to test the consistency of 
a position (C) 4. Draws a valid inference when given a set of premises (C) 5. Offers alternative hypotheses in response to a problem (C) 6. States alternative outcomes which would weaken or strengthen the 
evidence in support of a hypothesis when given the details of a planned experiment (C) 7. States the limitations of evidence offered in support of a hypothesis (C) 
 
 u.s. AND WORlD AFFAIRS (11-12) .:SKIIL OBJECTIVE ... 
A.l3. Develops and uses charts, tables, graphs and grids to acquire information 
Organizes, summarizes and interprets information refers to the ability to deal with raw data efficiently. Unorganized data are difficult to interpret. When data are summarized in charts, graphs, tables, timelines, or other graphic forms, trends can be obseIVed, comparisons can be made more readily and major ideas can be remembered. The groups of skills involved are the ability to read and to produce charts, graphs, tables and timelines. 
1. Answers a question by correctly interpreting a chart, graph, table or timeline (C) 
2. Transfers data into a chart, graph, table or timeline (C) 3. Interprets themes of graphic displays produced in newspapers or 
magazines written for children or adults (C) 4. Produces a graph, chart, table or timeline using data from history or one 
of the social sciences (C) 
 
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SKIlL OBJECTIVE .. 
A.14. Uses features of books for information, e.g., foreword, preface, table of contents, glossary, index, appendix 
Features of a book refers to sections of the book and to format characteristics which help readers to locate information quickly and efficiently. Features include title and title page, table of contents, glossary, index, appendix, bibliography, headings for units and chapters, boldface type, endnotes, footnotes, marginal notes and chapter summaries. 
1. Obtains overview of a textbook by reading the table of contents, statements printed in boldface type, marginal notes and chapter summaries (C) 
2. Locates specific topics by reading the table of contents and index (C) 3. Locates definitions of key terms by reading the glossary (C) 4. Selects additional books to read by scanning the bibliography (C) 
 
 U.S. AND WORLD AFFAIRS (11-12) 
SKILL OBJECfIVE . 
AlS. Organizes, summarizes and interprets information 
Organizes, summarizes and interprets information refers to the ability to deal with raw data efficiently. Unorganized data are difficult to interpret. When data are summarized in charts, graphs, tables, timelines, or other graphic forms, trends can be observed, comparisons can be made more readily and major ideas can be remembered. The groups of skills involved are the ability to read and to produce charts, graphs, tables and timelines. 
1. Answers a question by correctly interpreting a chart, graph, table or timeline (C) 
2. Transfers data into a chart, graph, table or timeline (C) 3. Interprets themes of graphic displays produced in newspapers or 
magazines written for children or adults (C) 4. Produces a graph, chart, table or timeline using data from history or one 
of the social sciences (C) 
 
 u.s. AND WORlD AFFAIRS (11-12) 
SKILL OBJECTIVE ... 
B.16. Identifies a historical problem 
To identify a problem is to address and describe a given set of circumstances. These circumstances may be intellectually puzzling, require a prediction, require the resolution of social conflict or confront the observer with an ethical dilemma. These circumstances may be related to personal experience, historical events or events within the context of any social studies class. The circumstances may be interpreted as having desirable and/or undesirable effects or consequences. 
1. Describes and labels problems using language that is precise and relatively free of emotive loading (C) 
2. Describes situations which keep a person, society or region from being as successful as they might be (C) 
3. Identifies a set of circumstances which the student cannot explain, such as "Holding all other things constant, why is the average temperature of the atmosphere inversely related to altitude?" (C) 
4. Identifies political-ethical problems faced by a society (C) 
 
 U.S. AND WORLD AFFAIRS (11-12) 
SKILL OBJECTIVE .. 
B.17. Formulates hypotheses or interpretations and subjects them to an orderly critical process 
To formulate hypotheses is to develop possible explanations for problematic circumstances or to predict possible consequences of proposed solutions to a problem. To evaluate an hypothesis is to question its relevance to the problem under consideration, question the evidence given in support of the hypothesis, question whether the full range of plausible hypotheses has been explicated and compare and contrast rival hypotheses. 
1. States an hypothesis and the evidence which supports it (C) 2. Compares and contrasts several hypotheses and the evidence which 
supports them (C) 3. Modifies hypotheses in the light of new evidence (C) 4. Questions the logical relevance of the hypothesis to the problem (C) 5. Asks others to suggest additional hypotheses (C) 6. States the kind of evidence that might cause the hypothesis to be 
abandoned (C) 7. States the degree of certainty with which the hypothesis might be true or 
false (C) 
 
 U.S. AND WORlD AFFAIRS (11-12) 
SKILL OBJECTIVE 
B.I8. Identifies criteria to evaluate the design of a proposed investigation 
A proposed investigation is a plan of action to test empirical hypotheses, generalizations, propositions or theories which may be stated as questions. To evaluate the design is to analyze the plan of study to see if it is appropriate for the question being tested. To identify criteria for the analysis is to select the appropriate standards by which the plan or design can be evaluated. 
1. Selects standards for judging the effectiveness of the investigation (C) 2. Asks questions about the expertise and bias of authors when consulting 
written sources (C) 3. Asks questions about the adequacy of the sample when reading research 
reports or conducting original research (C) 4. Asks questions about the validity of tests, interview schedules or 
questionnaires when reading research reports or conducting original research (C) 5. Asks questions about the plausibility of rival hypotheses (C) 6. Examines own frame of reference for bias (C) 7. States appropriate qualifications or limitations of findings when 
drawing conclusions (C) 8. Analyzes the investigation in light of the set of standards and makes 
changes where necessary (C) 
 
 U.S. AND WORlD AFFAIRS (11-12) 
SKIll OBJECTIVE . 
B.19. Cites short- and long-range consequences of alternatives 
Alternatives or choices are options available in a given situation. Each option may produce results which indicate that the choice was true or false or good or bad. Results may also be immediate or projected. It is possible to describe likely outcomes for each option. To make a decision is to select the alternative which is most likely true or most likely to produce good rather than bad effects. 
1. Lists the possible solutions to a given problem (C) 2. Lists the possible outcomes to be expected if the solution is true when the 
problem is an intellectual puzzle (C) 3. Lists the possible desirable and undesirable outcomes when the problem 
is an ethical issue (C) 4. Decides whether possible outcomes are immediate or long range (C) 5. Selects the alternative which is most likely true, that is the alternative 
which will most likely produce the predicted effects, when the problem is an intellectual puzzle (C) 6. Selects the alternative which will most likely produce good rather than bad effects when the problem is an ethical issue (C) 7. Accepts consequences which indicate that the alternative chosen was false when the problem is an intellectual puzzle (C) 8. Accepts responsibility for making an ethically undesirable choice (C) 
 
 U.S. AND WORlD AFFAIRS (11-12) 
.;... 
SKIlL OBJECTIVE 
B.20. Accepts or rejects hypotheses or interpretations on the basis of collected evidence 
A hypothesis or interpretation is a possible explanation for a certain behavior on the part of an individual or group. To accept or reject that explanation is to agree with it or discard it based on information presented. To state a conclusion is to acknowledge your agreement or disagreement with the explanation. 
1. States whether the findings provide strong, moderate or weak support for the conclusion (C) 
2. Distinguishes between conclusions and findings related to hypotheses (C) 3. States a conclusion related to a hypothesis and states the findings which 
support that conclusion (C) 
 
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SKILL OBJECTIVE_ 
B.22. Chooses a reasonable solution to various alternatives 
A problem may be an intellectual puzzle for which there is no ready answer, an ethical issue or a set of circumstances which have negative consequences. To choose a reasonable or appropriate solution is to select from possible alternatives the behavior which appears to have the best probability of success or, in some cases, the solution which is most prudent, that is, has the best probability of avoiding disaster. At times, the most reasonable decision is to recognize that not enough is known to make a wise choice. When confronted with ethical problems, reasonable choice requires selecting which values to support. 
1. Lists alternative possible solutions to the problem (C) 2. Recognizes the communal nature of problems and attempts to reach 
consensus concerning the meaning of the problem statement and of proposed solutions (C) 3. Lists the evidence or reasons which support or oppose each possible solutio~ including conflicting values, when appropriate (C) 4. Selects one choice, when the evidence is adequate to support one choice, or explains why a choice is premature (C) 5. Qualifies the selection by presenting the evidence which supports it, as well as its limitations, and states the conditions under which a different choice would be more reasonable (C) 
 
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.;... 
SKILL OBJECTIVE . 
B.23. Changes the solution if new data warrant it 
Data are findings. A solution is a decision concerning either an intellectual puzzle or an ethical issue. New data may indicate that former solutions were incorrect. 
1. States decisions as tentative rather than absolute, indicating openness to new data or new interpretations (C) 
2. States possible evidence or consequences which would indicate that a decision was incorrect (C) 
3. States the degree of certainty with which a decision is judged to be correct (C) 
4. Seeks critique of decisions and invites critics to present new evidence or new interpretations (C) 
5. Changes position when the balance of evidence shifts (C) 
 
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SKIIL OBJECTIVE 
B.24. Observes interrelationships between two problems and between solutions to each 
A problem is either an intellectual puzzle or an ethical issue. A solution is either an answer to the puzzle or a decision concerning an ethically appropriate course of action. To observe interrelationships between more than one problem and solution is to understand how several causes and effects are linked together and influence each other. 
1. Identifies problems that are not independent of each other and explains their relationship (C) 
2. Gives an example of how a solution to one problem might be the cause of another (C) 
3. Gives an example to illustrate that problems seldom have single causes (i.e., problems are produced by multiple causes) (C) 
4. Gives an example to illustrate that the solution to a problem can have multiple unintended consequences (C) 
 
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SKILL OBJECTIVE 
 
C.25. Translates dates into centuries 
One hundred years is a century, thus the period 0-99 after the birth of Christ is called the first century, AD., and the second 100 years (100-199) are the second 
century of recorded history after Christ The centuries since Christ are labeled AD. 
Those before Christ are labeled B.C. 
1. Places a given date into the correct century, either AD. or RC. (C) 2. Describes a given date with the appropriate adjective reflecting the 
correct century (C) 3. Translates centuries on the Christian calendar to centuries on a non- 
Christian calendar (C) 
 
 u.s. AND WORlD AFFAIRS (11-12) 
SKIIL OBJECTIVE_ 
C.26. Formulates generalizations and conclusions about events 
Conclusions or generalizations are principles based on facts. Assimilating facts and developing a valid principle from those facts requires some understanding of events and the ability to think critically about the validity of claims based on those events. 
1. States a conclusion or generalization and justifies it with several facts (C) 2. States whether a conclusion is based on a population of events or on a 
sample of those events (C) 3. States whether a sample of events which serves as the basis for a 
conclusion or generalization is representative of the relevant population of events (C) 4. Formulates a generalization about the ability of experts to predict the duration of important events, such as the length of wars or the length of economic depressions (C) 
 
 U.S. AND WORlD AFFAIRS (11-12) 
SKILL OBJECTIVE 
Co2? Formulates generalizations about time in studying the development of human affairs 
Conclusions or generalizations are principles based on facts. Assimilating facts and developing a valid principle from those facts requires some understanding of events and the ability to think critically about the validity of claims based on those events. 
1. States a conclusion or generalization and justifies it with several facts (C) 2. States whether a conclusion is based on a population of events or on a 
sample of those events (C) 3. States whether a sample of events which serves as the basis for a 
conclusion or generalization is representative of the relevant population of events (C) 4. Formulates a generalization about the ability of experts to predict the duration of important events, such as the length of wars or the length of economic depressions (C) 
 
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SKILL OBJECTIVE 
C.28. Clusters dates-events to establish time relationships among historic events 
Important events are understood in part by locating them in time. The Constitution of the United States, for instance, cannot be understood apart from locating it as a product of the late eighteenth century. Furthermore, important events happen in chronological proximity to each other. Those events help define important historical periods. 
1. States the date or approximate date of important events (C) 2. Identifies important historical periods by the events that occurred during 
those periods (C) 3. lists events which occurred during an important historical period (C) 4. Identifies a current issue when given a sequence of events related to it (C) 
 
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SKIlL OBJECTIVE 
C.29. Relates the past to the present in the study of change and continuity in human affairs 
Over time change occurs in all societies; however, some basic activities or patterns do not change, but have a sense of continuity. Many current happenings have their roots in events from the past, and these happenings are better understood if their antecedents are understood. 
1. Compares a current event to a similar event in history (C) 2. Identifies recurring patterns of similar events in history (C) 3. Explains how constitutions are shaped by the prior development of 
philosophical thought (C) 4. Traces current religions to their origins and explains how religions have 
influenced major events in history (C) 
 
 U.S. AND WORLD AFFAIRS (11-12) SKILL OBJECTIVE 
D.30. Identifies goals and priorities 
Successful completion of cooperative tasks depends on the ability of members to clearly define desired ends or objectives. When more than one end or objective is acceptable for a situation or problem, one should first rate or rank the relative desirability of achieving each option. 
1. States a group's goals for a cooperative project (C, A) 2. Identifies tasks for the completion of a group task (C) 3. Prioritizies tasks for completion of a group task (C, A) 
 
 U.S. AND WORlD AFFAIRS (11-12) 
SKILL OBJECTIVE . 
D.31. Participates in a group activity observing set rules or procedures 
The ability to accomplish a task in cooperation with others in an important characteristic of a citizen in a democratic society. The establishment of procedures to be followed often accompanies and encourages the completion of cooperative tasks. 
1. Follows rules for class discussion (A) 2. listens to opinions of other students (A) 3. Shows respect for the rights and property of others (A) 4. Formulates rules to be followed for a student organization (C, A) 5. Debates an issue following preset rules and procedures (C, A) 
 
 U.S. AND WORLD AFFAIRS (11-12) 
SKILL OBJECTIVE 
D.32. Works with others using democratic principles 
In a society in which all persons are guaranteed the right to express their own opinions, citizens must be able to engage in face-to-face exchanges of ideas. Respect for the right of others to have differing opinions and the ability to accept compromise solutions to problems are important aspects of such idea exchanges. 
1. Gives opinions on choices for a class activity (A) 2. Debates solutions to a current events problem (C, A) 3. Participates in a civic improvement project (C, A) 4. Contributes to the completion of a cooperative oral presentation on a 
relevant topic (C, A) 
 
 u.s. AND WORlD AFFAIRS (11-12) 
SKILL OBJECTIVE ... 
D.33. Identifies and uses alternative methods of managing conflict 
In situations involving social interaction, differences of opinion may result among group members. Such dissension or conflict may be resolved by generation of a set of options which could be used to settle the differences. Alternative options should then be judged before a decision is reached. 
1. Appeals to an outside source to resolve group conflict (C, A) 2. lists alternatives to resolve a conflict in a group (C, A) 3. Shows the ability to compromise in group situations (A) 
 
 U.S. AND WORlD AFFAIRS (11-12) 
SKILL OBJECTIVE 
D.34. Uses many sources to obtain current information and opinions 
Personal beliefs are made, modified, change or strengthened based on data gathered from external origins. A large number of these external origins exist in the form of reference materials and the beliefs of others expressed in various media or in person. 
1. Interprets stated positions of politicians (C, A) 2. Debates alternative solutions to a current political or economic problem 
(C, A) 3. Compares and contrast two opinions on an issue (C, A) 4. Contrasts the opinions expressed in editorials (C) 5. Interviews school officials and students on a relevant topic (C) 
 
 u.s. AND WORLD AFFAIRS (11-12) 
SKIlL OBJECTIVE .. 
D.35. Evaluates the reliability of information gathered 
One aspect of decision-making is the ability to judge the worth or accuracy of data used to make decisions. The valuing of the data is dependent on a variety of factors which must each be weighed to give an assessment of the accuracy of the data. 
1. Explains sources of bias in collected data (C) 2. Distinguishes fact from opinion in print and non-print material (C) 3. illustrates how individual perception may differ from person to person (C) 4. Identifies possible areas of unreliability in personal interviews (C) 
 
 u.s. AND WORlD AFFAIRS (11-12) 
 
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SKilL OBJECTIVE 
 
D.36. Obtains the views of others 
Citizens in a democratic society form beliefs based on their own experiences and knowledge. These beliefs are formed by analyzing others' beliefs and allowing others to freely express those beliefs even when they conflict with one's own views or positions. 
1. Participates in a debate on the election of a government official (C, A) 2. Debates possible solutions to a current social problem (C, A) 3. Compares and contrasts newspaper editorials on the same topic (C, A) 4. Outlines arguments for and against a pending action of a local, state or 
national government (c, A) 
 
 U.S. AND WORlD AFFAIRS (11-12) SKIlL OBJECTIVE 
D.37. States reasons for advocated position 
Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to fonnulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders. 
1. Explains one's position on a topic of current events (C, A) 2. Lists reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A) 
 
 D.38. Presents viewpoint to other citizens, leaders, officials, etc. 
Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders. 
1. Explains one's position on a topic of current events (C, A) 2. Usts reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A) 
 
 u.s. AND WORLD AFFAIRS (11-12) 
SKILL OBJECTIVE 
D.39. Organizes and participates in activities for effective action to support personal views 
Citizens in a democratic society have many opportunities to be involved in community or public activities to support their personal views. Involvement may be improved and made more efficient by setting goals, organizing and prioritizing tasks and initiating action in a systematic way. 
1. Plans a campaign for a school election (C, A) 2. Plans for political action on a current issue (C, A) 3. Seeks the support of public officials for a stated position (C, A) 4. Takes part in the activities of community action groups (C, A) 5. Explains various means by which one's opinions or ideas can be promoted 
(C) 
 
 u.s. AND WORLD AFFAIRS (11-12) .... SKILL OBJECTIVE 
E.40. Identifies some problems of cartography in projecting the globe onto a flat surface as related to historical maps 
Map-makers face a fundamental dilemma in attempting to draw the features of a three-dimensional world on a two-dimensional surface. Various technical methods have been devised by map-makers to accomplish this task, but distortions always occur in the representation of some part of the world. 
1. Differentiates between several major types of map projections (C) 2. Locates areas of distortion on a map (C) 3. Explains why distortions appear on particular map projections (C) 4. Contrasts representation of particular land areas on different map 
projections (C) 
 
 u.s. AND WORlD AFFAIRS (11-12) 
SKIIL OBJECTIVE .' 
EA1. Locates political divisions 
For each land area on earth, there are a variety of physical and political subdivisions. By using maps, physical feature names or political place names may be identified. 
1. Identifies political boundaries on a map (C) 2. Distinguishes state and national boundaries on a map or globe (C) 
 
 U.S. AND WORlD AFFAIRS (11-12) 
SKILL OBJECTIVE 
E.42. Locates air and ocean currents which affected exploration and development 
The natural cycles of movement in the atmosphere and in the larger bodies of water covering the earth provided energy sources for pre-engine powered ships. Juxtaposition of points of land in the paths of consistently moving sea and air streams influenced where sea-faring explorers ventured and later established settlements. These naturally occurring air and sea patterns are identifiable on specialty maps. 
1. Identifies major air currents on the earth (C) 2. Identifies major ocean currents on the earth (C) 3. Explains how air and water currents affected early explores (C) 4. Explains how air and water current encouraged development of certain 
coastal areas (C) 
 
 U.S. AND WORID AFFAIRS (11-12) 
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SKILL OBJECfIVE .. 
E.43. Interprets the key or legend on a map 
Color, labeling, symbolic figures and sometimes texture are used by cartographers in their attempt to make two-dimensional models of the earth's surface. Depending on the purpose of the model, the cartographer will choose various abstract symbols to represent real features on the earth or to convey some sort of data about the area of focus. Many symbols are standardized and will be used by cartographers, while others will be peculiar to the purpose of the map or the cartographer. 
1. Identifies the meaning of symbols on a map (C) 2. Explains the purpose of a map based on information in a map key (C) 3. Locates information for a specific purpose on a map (C) 4. Draws conclusions about a region based on information in several maps 
(e.g., the economy, culture) (C) 
 
 u.s. AND WORlD AFFAIRS (11-12) 
SKIlL OBJECTIVE 
E.44. Analyzes historical maps 
Cartographers create plane surface representative models of the earth for a variety of uses. Some are general use models which give general information about the surface features of the earth in an area. Others are for specialized use and provide specific sets of data for users with specific needs. By accessing various types of maps and synthesizing information from them, users are able to gain information, generate theories or draw conclusions that would not have been available from a single source. 
1. Identifies special purpose maps needed for specific information (C) 2. Locates information in multiple map sources to support or refute claims 
made by others (C) 3. Collects economic and/or political data using map references (C) 4. Uses multiple map references in support of a hypothesis (C) 5. Draws conclusions based on information in multiple map references (C) 
 
 u.s. AND WORlD AFFAIRS (11-12) 
 
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SKIlL OBJECTIVE . 
 
E.45. Uses maps and globes to locate geographic settings of historic and current events 
A more comprehensive understanding of a world occurrence may be gained by the analysis of cartographers' plane or spherical surface representative models of the area in which the occurrence happened. Gazetteers or indexes to atlases may be used to find grid coordinates for places which may then be found on the model. 
1. Locates regions of interest on a map or globe (C) 2. Locates appropriate maps for a specific purpose (C) 3. Uses an index or gazetteer to find grid coordinates of a place of interest 
(C) 4. Draws conclusions about (political events, current economic events, 
historical and current events) based on information in maps (C) 
 
 u.s. AND WORLD AFFAIRS (11-12) 
SKIIL OBJECTIVE 
E.46. Uses general and special atlases and gazetteers for study 
Collections of maps may be found in books which contain both general purpose and special purpose maps. Such books often contain an index of geographic names with accompanying information to assist users in locating places on the maps in the collection. 
1. Locates maps of a region of interest in an atlas (C) 2. lists characteristics of a region based on information in various types of 
maps in an atlas (C) 3. Uses an index or gazetteer to find grid coordinates of a place of interest 
(C) 4. Locates appropriate maps in an atlas for a specific purpose (C) 
 
 U.S. AND WORLD AFFAIRS (11-12) 
SKILL OBJECTIVE 
E.47. Infers human activities and ways of life from data found on a map or combination of maps 
Plane surface representative models of the earth's surface may be created for a variety of purposes. General purpose models and specific purpose models may serve as reference sources for a variety of data collection needs. Many of these models focus on the effects of people on the earth or give information about their culture. 
1. Chooses appropriate maps to gather information about human activity in a specific region (C) 
2. Uses multiple maps to gather data in support of a conclusion about the people of a geographic region (C) 
3. Draws conclusions about human activity in a region based on information in several maps (C) 
4. Locates multiple types of information on a map or maps to refute or support statements about human activity in a region (C) 
 
 u.s. AND WORLD AFFAIRS (11-12) .... SKILL OBJECTIVE 
E,48. Uses and interprets the concept of scale on a variety of maps 
For each two-dimensional representation of the earth done by a cartographer, a unit of distance is used in the model that is proportional to the distance in real life. Using information in the legend, actual distances may be computed by users of the representative model. 
1. Locates map scales on various maps (C) 2. Contrasts distances on large- and small-scale maps (C) 3. Translates numerical map scales into words (C) 4. Computes actual distances based on map measurements (C) 
 
 UNITED STATES mSTORY (9-12) 
 
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CONTENT OBJECI1VE 
 
1.39. Analyzes how conflicting philosophies affect the United States government's role in solving domestic economic problems 
Economic philosophies range from conservative, which generally believes the government should not interfere with the economy, to liberal, which historically has been in favor of attempts to regulate and control the economy. Since the 1930s and the Great Depression, the United States government has taken a more active role in regulating the domestic economy. 
1. Defines the terms balanced budget, aggregate demand, deficit spending and stagflation (C) 
2. Identifies the basic tenets of Keynesian economics (C) 3. Explains the role of the Federal Reserve System in regulating the 
domestic economy (C) 4. Explains how economics deals with the problem of making choices and 
using scarce resources and describes how this concept relates to the role of government in the domestic economy (C) 5. Describes social and political consequences of tight or loose monetary policies (C) 6. Analyzes different economic philosophies and presents the advantages and disadvantages of each (C) 7. Evaluates whether it is better to cut taxes or increase federal spending to stimulate the economy during an economic slowdown (C) 8. Debates the role of the federal government in stimulating or slowing down economic growth (C) 
 
 UNITED STATES mSTORY (9-12) 
 
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CONTENT OBJECflVE 
 
1.40. Examines the intellectual, cultural and technological changes in the post-World 
War n period to the present 
Changes since World War n have been frequent and dramatic. The 
intellectual/political philosophies have tended to polarize into conservatives and liberals, with moderates seeking compromises. Cultural and technological changes have affected the way people live, work and relate to one another. These changes have been in such areas as women's rights, equal opportunity for minorities, legalized abortion, virtual elimination of some diseases and vastly reduced transportation time. 
1. Defines the terms conserva,tive, liberal and moderate (C) 2. Gives examples of how technology has changed the culture of America 
(C) 3. Identifies people who have helped bring about social and cultural change 
in the United States (e.g., Betty Friedan, H. Rap Brown, Benjamin Spock) (C) 4. Describes major intellectual trends in the United States since 1945 (C) 5. Describes social issues that are major concerns in the United States today (C) 6. Describes major changes in American culture since 1945 (C) 7. Analyzes how American culture has been affected by immigration in the 19708 and 19808 (C) 8. Evaluates the impact of technological advances on American culture (e.g., genetic engineering, robotics, space age inventions) (c, A) 
 
 UNITED STATES HISTORY (9-12) 
SKILL OBJECTIVE .... 
A 1. Locates main ideas in multiple types of sources, e.g., nonprint, specialized references, periodicals, newspapers, atlases, yearbooks, government publications, etc. 
Main idea(s) refers to the central theme or themes of a message. Main ideas might take one or more of several forms. They might be generalizations; the moral of a lesson; the most important direction(s) in a set of directions; a set of causes or effects; or the outstanding charaeteristic(s) of a person, place, thing or event. Students demonstrate reading or listening comprehension by identifying and explaining main ideas. 
1. Selects the photograph or drawing which best illustrates the main idea(s) of a story or lesson (C) 
2. States the main idea(s) of a story or lesson by using a single word, phrase or sentence (C) 
3. Locates the topic sentence in a written passage (C) 4. Summarizes a lecture in paragraph or outline form (C) 5. States the moral of a story or lesson (C) 6. Selects main idea from either written, auditory or visual sources (C) 
 
 UNITED STATES HISTORY (9-12) 
SKIlL OBJECI1VE . 
A2. Takes notes and develops outlines through reading, listening or viewing 
Takes notes means that the reader, listener or observer is able to abstract the essence of a message. Develops outlines means that the student is able to express that abstracted message in outline form. Outlining requires the student to sort main ideas from subordinate ideas and to express the relationship of the latter to the former. 
1. Identifies main ideas and subordinate ideas in a written or spoken message (C) 
2. Expresses the chronological or logical sequence of main ideas by sequencing those topics in an outline (C) 
3. Expresses the relationship of subordinate ideas to main ideas by listing the subordinate ideas as subtopics in an outline (C) 
4. Uses a standard outline format (C) 
 
 UNITED STATES HISTORY (9-12) 
SKIlL OBJECTIVE_ 
A3. Uses features of books for information: table of contents, glossary, index, appendix, bibliography 
Features of a book refers to sections of the book and to format characteristics which help readers to locate information quickly and efficiently. Features include title and title page, table of contents, glossary, index, appendix, bibliography, headings for units and chapters, boldface type, endnotes, footnotes, marginal notes and chapter summaries. 
1. Obtains overview of a textbook by reading the table of contents, statements printed in boldface type, marginal notes and chapter summaries (C) 
2. Locates specific topics by reading the table of contents and index (C) 3. Locates definitions of key terms by reading the glossary (C) 4. Selects additional books to read by scanning the bibliography (C) 
 
 UNITED STATES HISTORY (9-12) 
 
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SKILL OBJECI1VE. 
 
A4. Distinguishes between fact and opinion relating to U.S. history 
The terms fact and opinion are coordinate concepts, because an example of fact serves as a nonexample of opinion and vice versa. Furthermore, both terms are ambiguous in that each term has multiple acceptable meanings that are applicable to history and the social sciences. A student who can distinguish between fact and opinion knows multiple meaning for each term and can correctly sort a set of examples of these coordinate concepts. Sometimes fact versus opinion refers to the fact that some descriptive claims are based on reasonably solid evidence and others are based on little more than guesswork. Sometimes fact versus opinion refers to the difference between a finding and a conclusion based on that finding. In this case, the finding is referred to as a fact and the conclusion is an interpretation or opinion that goes beyond and gives meaning to the finding. Sometimes fact versus opinion refers to the difference between descriptive claims and normative claims or value claims. Descriptive claims are fact in that their truth can be tested using empirical procedures. In contrast, it makes no sense to speak of the truth of a value claim or normative claim. The goodness of a normative claim is ultimately a matter of judgement or opinion. 
1. Distinguishes between descriptive claims for which there is good evidence and descriptive claims which are based on guesswork (C) 
2. Distinguishes between descriptive claims and value claims (C) 3. Distinguishes between findings and conclusions (C) 
 
 UNITED STATES mSTORY (9-12) 
 
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SKILL OBJECTIVE.. 
 
AS. Develops and interprets charts, tables, timelines, graphs, diagrams and other graphic aids 
Organizes, summarizes and interprets information refers to the ability to deal with raw data efficiently. Unorganized data are difficult to interpret. When data are summarized in charts, graphs, tables, timelines, or other graphic forms, trends can be observed, comparisons can be made more readily and major ideas can be remembered. The groups of skills involved are the ability to read and to produce charts, graphs, tables and timelines. 
1. Answers a question by correctly interpreting a chart, graph, table or timeline (C) 
2. Transfers data into a chart, graph, table or timeline (C) 3. Interprets themes of graphic displays produced in newspapers or 
magazines written for children or adults (C) 4. Produces a graph, chart, table or timeline using data from history or one 
of the social sciences (C) 
 
 UNITED STATES HISTORY (9-12) 
~-' . 
SKll..L OBJEcnVE ... 
A6. Distinguishes between primary and secondary sources and determines respective uses 
Primary sources are first-hand accounts of the past. Usually, they date closely in time to the events under study. Secondary sources are derived from primary sources. Often, letters, diaries, newspaper accounts, business records and old photographs are primary sources. Biographies, textbooks and reference books are examples of secondary sources. 
1. .Categorizes examined sources as secondary or primary (C) 2. Sorts the content of a newspaper or magazine article ideas which did or 
did not come from eye witnesses (C) 3. Sorts the content of a bibliography from a history textbook into those 
sources which are probably primary and those which are probably secondary (C) 4. Explains the advantages and disadvantages in using primary versus secondary sources when conducting research (C) 
 
 UNITED STATES HISTORY (9-12) 
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SKIlL OBJECIlVE 
 
A 7. Determines sequence of events and identifies cause and effect relationships 
 
Identifies cause and effect relationships means the ability to (1) differentiate between those relationships which probably are causal and those which probably are not, (2) recognize those events which probably have multiple causes rather than a single cause, (3) determine the probable direction of causation and recognize that some cause/effect relationships are bi-directional and (4) recognize that the existence of causal relationships is difficult to demonstrate. 
 
1. States causal claims as tentative or probable rather than certain (C) 
 
2. Gives an example of possible bi-directional causality (Le., instances in 
 
which two variables may be both cause and effect) (C) 
 
3. States more than one possible cause of an effect (C) 
 
4. Identifies the cause (independent variable) and the effect (dependent 
 
variable) in a straightforward example (C) 
 
5. Gives an example of a possible noncausal relationship (C) 
 
6. States alternative possible causes (rival hypotheses) when given a causal 
 
claim(q 
 
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7. States the components or steps in a simple true experiment for 
 
determining causation (C) 
 
 UNITED STATES HISTORY (9-12) 
 
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SKIll OBJECTIVE . 
 
AB. Analyzes artifacts related to specific geography topics 
An artifact is a product of human workmanship. To compare, analyze and evaluate artifacts means to determine their approximate age, the location in which they were produced and the culture which produced them. 
1. Identifies the culture and region which produced a given artifact (C) 2. Identifies possible uses for a given artifact (C) 3. Compares and contrasts cultures given representative sets of artifacts (C) 4. Analyzes the general level of civilization of a culture when given a set of 
representative artifacts (C) 
 
 UNITED STATES mSTORY (9-12) 
 
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SKIll. OBJECTIVE . 
 
A9. Analyzes interpretations of the same event from multiple types of sources 
Analyzing interpretations of the same event from multiple sources means that the interpretation of an event is determined in part by an observer's frame of reference, perspective or point of view. Scholars tend not to see differing interpretations as clearly right or wrong, but as more or less complete and as reflecting the beliefs, values and assumptions of the person making the interpretation. 
1. Compares and contrasts different interpretations of a event (C) 2. Identifies important differences in the frames of reference of two or more 
interpreters of an event (C) 3. Evaluates the expertise of two or more interpreters of an event (C) 4. Identifies possible bias in the frames of reference of two or more 
interpreters of an event (C) 5. Identifies possible elements of own frame of reference which might affect 
interpretation of a given event (C) 
 
 UNITED STATES HISTORY (9-12) .:..- 
SKll.L OBJECTIVE. 
AlO. Oassifies ideas according to frame of reference, ideology or bias of different writers or speakers 
Classifies ideas by frame of reference, ideology or bias means the ability to recognize differences in general frame of reference of opposing groups such as political conservatives versus liberals, religious believers versus unbelievers, feminist historians versus traditionalist historians, pacifists versus militarists, etc. 
1. Recognizes examples of gender stereotyping in passages from history or social science texts (C) 
2. Sorts political commentary into conservative and liberal categories (C) 3. Gives examples of how a military officer might give a different 
interpretation of a war than a person who did not serve in the military (C) 4. Sorts several narratives about historical periods into those which might 
have been written by authors representing different frames of reference (C) 5. Identifies important events or interpretations which have been left out of texts due to the frame of reference, ideology or bias of the authors (C) 
 
 UNITED STATES IUSTORY (9-12) 
 
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SKILL OBJECTIVE- 
 
All. Formulates questions related to historical issues 
To fonnulate questions means to develop an informed, insightful and relevant line of inquiry. The questions may be factual, i.e., about important matters of fact relevant to history or the social sciences. They may be definitional, i.e., about the meaning of key terms within history or the social sciences. Or they may be normative, i.e., about what should or should not be done or have been done in relation to some topic in history or the social sciences. 
1. Asks important, relevant normative questions when given a topic in history or the social sciences (C) 
2. Asks important, relevant questions about matters of fact when given a topic in history or the social sciences (C) 
3. Asks important, relevant questions about definitional issues when given a topic in history or the social sciences (C) 
 
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A12. Acquires and processes information by using thought processes (recall, translation, interpretation, application, analysis, synthesis, evaluation) 
Thought processes refers to skills variously labeled analytic thinking, critical thinking or reflective thinking. Examples of those skills include the ability to deduce possible instances from a generalization, to form generalizations from a set of instances, to draw valid conclusions from a set of premises, to recognize inconsistency and to recognize and challenge assumptions. 
1. States and challenges possible assumptions underlying a conclusion (C) 2. Develops analogies which test the consistency of a position (C) 3. Challenges the adequacy of analogies developed to test the consistency of 
a position (C) 4. Draws a valid inference when given a set of premises (C) 5. Offers alternative hypotheses in response to a problem (C) 6. States alternative outcomes which would weaken or strengthen the 
evidence in support of a hypothesis when given the details of a planned experiment (C) 7. States the limitations of evidence offered in support of a hypothesis (C) 
 
 UNITED STATES HISTORY (9-12) 
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SKIIL OBJECI1VE . 
B.13. Identifies and defines a problem related to U.S. history 
To identify a problem is to address and describe a given set of circumstances. These circumstances may be intellectually puzzling, require a prediction, reqUire the resolution of social conflict or confront the observer with an ethical dilemma. These circumstances may be related to personal experience, historical events or events within the context of any social studies class. The circumstances may be interpreted as having desirable and/or undesirable effects or consequences. 
1. Describes and labels problems using language that is precise and relatively free of emotive loading (C) 
2. Describes situations which keep a person, society or region from being as successful as they might be (C) 
3. Identifies a set of circumstances which the student cannot explain, such as "Holding all other things constant, why is the average temperature of the atmosphere inversely related to altitude?" (C) 
4. Identifies political-ethical problems faced by a society (C) 
 
 UNITED STATES HISTORY (9-12) 
 
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SKIlL OBJECTIVE.. 
 
B.14. Formulates possible alternatives/solutions to a problem 
Possible alternatives to a problem are choices which might resolve the problem. They are possible solutions to an intellectual puzzle confronting the student, possible solutions to an ethical dilemma or choices which might reduce the negative effects of a set of circumstances. To formulate or propose alternatives means to generate a list of choices. 
1. Lists several ways to reduce the negative effects of a set of circumstances (C) 
2. Lists several possible explanations for an intellectual puzzle (C) 3. Lists several possible courses of action when faced with an ethical issue 
(C) 4. Categorizes choices of behavior in addressing a given problem (C) 5. Lists several possible outcomes if a problem is left unresolved (C) 
 
 UNITED STATES HISTORY (9-12) 
 
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SKIlL OBJECTIVE. 
 
B.15. Collects evidence using appropriate, reliable data 
Sources are materials or procedures which provide information. They include, but are not limited to, newspapers, magazines, films, books, computer programs, people and original empirical studies. To identify the best source is to select those materials and procedures which will provide the most relevant, reliable and valid data. 
1. Generates a list of materials and procedures for obtaining information on a given subject (C) 
2. Identifies community experts who can provide information about a problem (C) 
3. Consults standard references (e.g., encyclopedias, atlases) (C) 4. Consults library sources such as the card catalogue and Reader's Guide 
(C) 5. Collects information pertinent to topic (C) 6. Evaluates which sources would be most relevant for a given subject (C) 7. Decides whether original empirical research is needed (C) 
 
 UNITED STATES HISTORY (9-12) 
SKIlL OBJECI1VE 
B.16. Cites short- and long-range positive and negative consequences of alternatives 
Alternatives or choices are options available in a given situation. Each option may produce results which indicate that the choice was true or false or good or bad. Results may also be immediate or projected. It is possible to describe likely outcomes for each option. To make a decision is to select the alternative which is most likely true or most likely to produce good rather than bad effects. 
1. Lists the possible solutions to a given problem (C) 2. Lists the possible outcomes to be expected if the solution is true when the 
problem is an intellectual puzzle (C) 3. Lists the possible desirable and undesirable outcomes when the problem 
is an ethical issue (C) 4. Decides whether possible outcomes are immediate or long range (C) 5. Selects the alternative which is most likely true, that is the alternative 
which will most likely produce the predicted effects, when the problem is an intellectual puzzle (C) 6. Selects the alternative which will most likely produce good rather than bad effects when the problem is an ethical issue (C) 7. Accepts consequences which indicate that the alternative chosen was false when the problem is an intellectual puzzle (C) 8. Accepts responsibility for making an ethically undesirable choice (C) 
 
 UNITED STATES HISTORY (9-12) 
SKIll OBJECflVE. 
B.17. Chooses a reasonable solution from among the various alternatives 
A problem may be an intellectual puzzle for which there is no ready answer, an ethical issue or a set of circumstances which have negative consequences. To choose a reasonable or appropriate solution is to select from possible alternatives the behavior which appears to have the best probability of success or, in some cases, the solution which is most prudent, that is, has the best probability of avoiding disaster. At times, the most reasonable decision is to recognize that not enough is known to make a wise choice. When confronted with ethical problems, reasonable choice requires selecting which values to support. 
1. lists alternative possible solutions to the problem (C) 2. Recognizes the communal nature of problems and attempts to reach 
consensus concerning the meaning of the problem statement and of proposed solutions (C) 3. lists the evidence or reasons which support or oppose each possible solution, including conflicting values, when appropriate (C) 4. Selects one choice, when the evidence is adequate to support one choice, or explains why a choice is premature (C) 5. Qualifies the selection by presenting the evidence which supports it, as well as its limitations, and states the conditions under which a different choice would be more reasonable (C) 
 
 UNITED STATES mSTORY (9-12) 
SKll.L OBJECTIVE . 
B.1S. Identifies areas for future study 
Future study refers to the investigation of problems which are either not presented or not resolved in text material or classroom lectures. Future study may entail library research, the collection of original data and the application of problem solving skills. 
1. Reviews textbook to locate interesting topics which have been left out or given cursory treatment (C) 
2. Compares multiple resources on the same topic for contrasting interpretations (C) 
3. Examines bibliography in textbook to locate books or articles which present contrasting interpretations or detailed treatments of interesting topics (C) 
4. Examines standard references in media center for contrasting interpretations or detailed treatments of interesting topics (e.g., newspapers, periodicals) (C) 
5. Keeps notebook for listing topics which might be amenable to original research (C) 
 
 UNITED STATES HISTORY (9-12) 
 
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SKilL OBJECIlVE-. 
 
C.19. Works within a group, following set rules of procedure, to complete an assigned task 
The ability to accomplish a task in cooperation with others in an important characteristic of a citizen in a democratic society. The establishment of procedures to be followed often accompanies and encourages the completion of cooperative tasks. 
1. Follows rules for class discussion (A) 2. Listens to opinions of other students (A) 3. Shows respect for the rights and property of others (A) 4. Formulates rules to be followed for a student organization (C, A) 5. Debates an issue following preset rules and procedures (c, A) 
 
 UNITED STATES mSTORY (9-12) .>SKILL OBJECllVE_ 
C.20. Demonstrates through classroom activities the necessity for rules in an ordered society 
The ability to accomplish a task in cooperation with others in an important characteristic of a citizen in a democratic society. The establishment of procedures to be followed often accompanies and encourages the completion of cooperative tasks. 
1. Follows rules for class discussion (A) 2. Listens to opinions of other students (A) 3. Shows respect for the rights and property of others (A) 4. Formulates rules to be followed for a student organization (C, A) 5. Debates an issue following preset rules and procedures (C, A) 
 
 UNITED STATES HISTORY (9-12) 
 
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SKIll. OBJECTIVE. 
 
C.2!. Works with others using democratic principles 
In a society in which all persons are guaranteed the right to express their own opinions, citizens must be able to engage in face-ta-face exchanges of ideas. Respect for the right of others to have differing opinions and the ability to accept compromise solutions to problems are important aspects of such idea exchanges. 
1. Gives opinions on choices for a class activity (A) 2. Debates solutions to a current events problem (C, A) 3. Participates in a civic improvement project (c, A) 4. Contributes to the completion of a cooperative oral presentation on a 
relevant topic (c, A) 
 
 UNITED STATES HISTORY (9-12) SKILL OBJECTIVE.'. 
C.22. Uses alternative methods of managing conflict 
In situations involving social interaction, differences of opinion may result among group members. Such dissension or conflict may be resolved by generation of a set of options which could be used to settle the differences. Alternative options should then be judged before a decision is reached. 
1. Appeals to an outside source to resolve group conflict (C, A) 2. Lists alternatives to resolve a conflict in a group (C, A) 3. Shows the ability to compromise in group situations (A) 
 
 UNITED STATES HISTORY (9-12) 
.:.- 
SKIll OBJECTIVE 
C.23. Listens to and respects the views of others 
Citizens in a democratic society form beliefs based on their own experiences and knowledge. These beliefs are formed by analyzing others' beliefs and allowing others to freely express those beliefs even when they conflict with one's own views or positions. 
1. Participates in a debate on the election of a government official (C, A) 2. Debates possible solutions to a current social problem (c, A) 3. Compares and contrasts newspaper editorials on the same topic (C, A) 4. Outlines arguments for and against a pending action of a local, state or 
national government (c, A) 
 
 UNITED STATES HiSTORY (9-12) 
 
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SKILL OBJECTIVE 
 
C.24. Uses many sources to obtain current information and opinions 
 
Personal beliefs are made, modified, change or strengthened based on data gathered from external origins. A large number of these external origins exist in the form of reference materials and the beliefs of others expressed in various media or in person. 
 
1. Interprets stated positions of politicians (C, A) 
 
. 
 
2. Debates alternative solutions to a current political or economic problem 
 
(C, A) 
 
3. Compares and contrast two opinions on an issue (C, A) 
 
4. Contrasts the opinions expressed in editorials (C) 
 
5. Interviews school officials and students on a relevant topic (C) 
 
 UNTIED STATES mSTORY (9-12) 
 
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SKIll OBJECTIVE 
 
C.25. Obtains information by asking appropriate questions in interviews 
The gathering of data for decision-making often requires gaining access to the personal knowledge and beliefs of others through direct contact. Oarification of information during such exchanges is accomplished through careful inquiry with those whose knowledge and views are being sought. 
1. Develops questions to be used in a interview (C) 2. Asks relevant questions of people being interviewed (C, A) 3. Summarizes an interview developed to obtain information about an 
historical event (C) 4. Analyzes the importance of questions to the conduct of an interview (C, 
A) 
 
 UNITED STATES HISTORY (9-12) SKILL OBJECnVE-- 
C26. Evaluates the reliability of information gathered 
One aspect of decision-making is the ability to judge the worth or accuracy of data used to make decisions. The valuing of the data is dependent on a variety of factors which must each be weighed to give an assessment of the accuracy of the data. 
1. Explains sources of bias in collected data (C) 2. Distinguishes fact from opinion in print and non-print material (C) 3. Illustrates how individual perception may differ from person to person (C) 4. Identifies possible areas of unreliability in personal interviews (C) 
 
 UNITED STATES HISTORY (9-12) 
 
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SKILL OBJECfIVE. 
 
C.27. Identifies goals and priorities 
Successful completion of cooperative tasks depends on the ability of members to clearly define desired ends or objectives. When more than one end or objective is acceptable for a situation or problem, one should first rate or rank the relative desirability of achieving each option. 
1. States a group's goals for a cooperative project (c, A) 2. Identifies tasks for the completion of a group task (C) 3. Prioritizies tasks for completion of a group task (c, A) 
 
 UNITED STATES HISTORY (9-12) 
 
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SKilL OBJECTIVE . 
 
C28. Formulates and defends positions on an issue 
Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to fonnulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders. 
1. Explains one's position on a topic of current events (c, A) 2. lists reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A) 
 
 UNITED STATES HISTORY (9-12) 
 
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SKILL OBJECTIVE 
 
C.29. States reasons for an advocated position 
Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical 
arguments in support of his or her opinion or position on an issue and share these 
with other citizens and leaders. 
1. Explains one's position on a topic of current events (C, A) 2. lists reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A) 
 
 UNITED STATES mSTORY (9-12) 
 
... 
 
SKIlL OBJECI1VE.. 
 
C.30. Recognizes the right of others to hold differing positions 
Citizens in a democratic society form beliefs based on their own experiences and knowledge. These beliefs are formed by analyzing others' beliefs and allowing others to freely express those beliefs even when they conflict with one's own views or positions. 
1. Participates in a debate on the election of a government official (C, A) 2. Debates possible solutions to a current social problem (C, A) 3. Compares and contrasts newspaper editorials on the same topic (C, A) 4. Outlines arguments for and against a pending action of a local, state or 
national government (C, A) 
 
 UNITED STATES HISTORY (9-12) 
SKILL OBJECTIVE- 
C.31. Participates in planning for effective action in civic affairs 
Citizens in a democratic society have many opportunities to be involved in . 
community or public activities to support their personal views. Involvement may be improved and made more efficient by setting goals, organizing and prioritizing tasks and initiating action in a systematic way. 
1. Plans a campaign for a school election (c, A) 2. Plans for political action on a current issue (c, A) 3. Seeks the support of public officials for a stated position (c, A) 4. Takes part in the activities of community action groups (c, A) S. Explains various means by which one's opinions or ideas can be promoted 
(C) 
 
 UNITED STATES HISTORY (9-12) SKILL OBJECI1VE .'. 
C.32. Presents viewpoint to others 
Citizens in a democratic society are free to express their opinions on various issues they encounter. One function of a citizen is to formulate rational and logical arguments in support of his or her opinion or position on an issue and share these with other citizens and leaders. 
1. Explains one's position on a topic of current events (c, A) 2. lists reasons for support of a candidate for public office (C, A) 3. Explains how one's position on an issue was determined (C, A) 
 
 UNITED STATES mSTORY (9-12) 
:... 
SKILL OBJECIlVE .. 
0.33. Computes differences between time zones 
Different areas of longitude have different times based on their position in relationship to the Prime Median (0 degrees). The number of hours that separate time zones is calculated using approximately 15 degrees of longitude per time zone. 
1. Determines the number of hours difference between any points on the globe (C) 
2. States whether one zone is ahead or behind another in time (C) 3. Explains the clock time at various places on the Earth at any given point 
of time (C) 
 
 UNITED STATES mSTORY (9-12) 
SKIlL OBJECTIVE '. 
D.34. Translates dates into centuries 
One hundred years is a century, thus the period 0-99 after the birth of Christ is called the first century, AD., and the second 100 years (100-199) are the second century of recorded history after Christ. The centuries since Christ are labeled AD. Those before Christ are labeled B.C. 
1. Places a given date into the correct century, either AD. or B.e. (C) 2. Describes a given date with the appropriate adjective reflecting the 
correct century (C) 3. Translates centuries on the Christian calendar to centuries on a non- 
Christian calendar (C) 
 
 UNITED STATES HISTORY (9-12) 
 
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SKIlL OBJECI1VE 
 
D.35. Formulates generalizations and conclusions about time in studying the development of human affairs 
Conclusions or genera1izations are principles based on facts. Assimilating facts and developing a valid principle from those facts requires some understanding of events and the ability to think critically about the validity of claims based on those events. 
1. States a.conclusion or generalization and justifies it with several facts (C) 2. States whether a conclusion is based on a population of events or on a 
sample of those events (C) 3. States whether a sample of events which serves as the basis for a 
conclusion or genera1ization is representative of the relevant population of events (C) 4. Formulates a genera1ization about the ability of experts to predict the duration of important events, such as the length of wars or the length of economic depressions (C) 
 
 UNTIED STATES mSTORY (9-12) .; 
SKIlL OBJECTIVE. 
D.36. Relates the past to the present in the study of change and continuity in human affairs 
Over time change occurs in all societies; however, some basic activities or patterns do not change, but have a sense of continuity. Many current happenings have their roots in events from the past, and these happenings are better understood if their antecedents are understood. 
1. Compares a current event to a similar event in history (C) 2. Identifies recurring patterns of similar events in history (C) 3. Explains how the growth of cities is related to developments in 
transportation (C) 4. Explains how changes in the American family are related to economic 
changes in American life (C) 5. Explains how constitutions are shaped by the prior development of 
philosophical thought (C) 6. Traces current religions to their origins and explains how religions have 
influenced major events in history (C) 
 
 UNfIED STATES mSTORY (9-12) 
 
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SKIlL OBJECTIVE. 
 
D.37. Makes timeline sequencing a series of events 
A line or continuum may be used to show the order in which things happen.. Any specific event or activity, whether in an individual's life or in history, may be put in sequence on such a line or continuum. 
1. Constructs a list of events and places them in order on a continuum (C) 2. Constructs a list of favorite American heros and places them on a 
timeline (C) 3. Constructs a list of events leading to the American Revolution and places 
them on a timeline (C) 4. Constructs a list of events in a famous exploration, such as Magellan's 
voyage around the world, and places them on a timeline (C) S. Constructs a list of events related to an important economic event, such as 
the Great Depression, and places them on a timeline (C) 6. Constructs a list of developments in the economic organization of society 
from hunting and gathering to industrialization and places them on a timeline (C) 
 
 UNITED STATES HISTORY (9-l2) SKIlL OBJECI1VE-. 
0.38. Uses cardinal and intermediate directions to locate various cultural/political and natural features on the earth 
A system of imaginary parallel and perpendicular lines is often incorporated into a map's design to facilitate the location of specific places on the map by users. Each place on the map will thus have its own identifying location using a coordinate system of numbers or numbers and letters. 
1. Identifies the east/west and north/south grid lines of a map (C) 2. Locates a place on a map using latitude and longitude (C) 3. Identifies the location of a place relative to another using cardinal and 
intermediate directions (C) 
 
 UNITED STATES HISTORY (9-12) SKILL OBJECTIVE. 
D.39. Uses a grid system to find exact locations 
A system of imaginary parallel and perpendicular lines is often incorporated into a map's design to facilitate the location of specific places on the map by users. Each place on the map will thus have its own identifying location using a coordinate system of numbers or numbers and letters. 
1. Identifies the east/west and north/south grid lines of a map (C) 2. Locates a place on a map using latitude and longitude (C) 3. Identifies the location of a place relative to another using cardinal and 
intermediate directions (C) 
 
 UNITED STATES HISTORY (9-12) 
 
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SKIlL OBJECl1VE- 
 
0.40. Determines direction from the study of maps and globes 
The points on the earth which correspond to the rotational axis form the foundation of a grid system of locating places on the surface of the planet. By orienting a person or map toward the point roughly in line with the star Polaris and identifying the apparent path of solar objects in the sky, a standardized frame of reference is established by which location may be determined. 
1. Identifies the direction "north" relative to a point on a map (C) 2. Explains the relative position of two points on a map using 'cardinal 
directions (C) 3. Orients a map to magnetic north (C) 4. Identifies the cardinal direction quadrant of a point on a map (C) 
 
 UNITED STATES HISTORY (9-12) 
SKILL OBJECTIVE. 
0.41. Uses circle measurements in degrees, minutes and seconds 
Measurements of angles are often necessary when determining distance and 
location on spherical surfaces such as the earth's. Standardized units of measure 
have been established with basic units and smaller, gradient units for more precise calculations. 
1. Differentiates among degrees, minutes and seconds (C) 2. Determines latitude and longitude coordinates of a point in degrees, 
minutes and seconds (C) 3. Locates points on a map given coordinates in degrees, minutes and 
seconds (C) 4. Explains the use of degrees, minutes and seconds in locating places on the 
earth (C) 
 
 UNITED STATES HISTORY (9-12) 
SKILL OBJECI1VE . 
D.42. Uses map scale to determine distance 
Cartographers attempt to produce accurate representations of features on the earth in their two-dimensional models of the earth's surface. Spaces between points on the earth are proportionally represented in these models. Actual units of length may be determined from the model using information included in the map key or legend. 
1. Defines the term map scale (C) 2. Locates map scales on various maps (C) 3. Explains how to draw a map to scale (C) 4. Computes actual distances based on map measurements (C) 5. Creates a map of a familiar place which includes a map scale (C) 
 
 UNITED STATES HISTORY (9-12) 
SKIll OBJECTIVE ." 
0.43. Demonstrates that scale can be expressed in alternative formats 
Cartographers create representations of the earth's surface which have distan~es proportional to real distances. Actual units of length may be computed from the model using information included in the legend. Such information on proportional distances may be given in words, fractional numbers, ratios or graphically represented. 
1. lists different ways by which map scale may be expressed (C) 2. Explains how actual distances are computed using the various alternative 
formats for showing map scale (C) 3. Converts one form of expression of scale to another (C) 4. Writes a map scale in several different ways (C) 
 
 UNITED STATES HISTORY (9-12) 
SKilL OBJECTIVE 
0.44. Uses map keys and legends to correctly interpret resource, product, historic, physical, political and economic maps 
Color, labeling, symbolic figures and sometimes texture are used by cartographers in their attempt to make two-dimensional models of the earth's surface. Depending on the purpose of the model, the cartographer will choose various abstract symbols to represent real features on the earth or to convey some sort of data about the area of focus. Many symbols are standardized and will be used by cartographers, while others will be peculiar to the purpose of the map or the cartographer. 
1. Identifies the meaning of symbols on a map (C) 2. Explains the purpose of a map based on information in a map key (C) 3. Locates information for a specific purpose on a map (C) 4. Draws conclusions about a region based on information in several maps 
(e.g., the economy, culture) (C) 
 
 UNITED STATES HISTORY (9-12) 
SKIll OBJECfIVE_ 
D.45. Draws conclusions based on multiple pieces of information included on maps 
Cartographers create plane surface representative models of the earth for a variety of uses. Some are general use models which give general information about the surface features of the earth in an area. Others are for specialized use and provide specific sets of data for users with specific needs. Some models provide both special and general purpose information on the same map. 
1. Chooses appropriate maps with information for a specific purpose (C) 2. Uses multiple components of a map in support of a hypothesis (C) 3. Draws conclusions based on several types of information on a map (C) 4. Locates multiple types of information on a map to support or refute 
claims by others (C) 
 
 UNITED STATES HISTORY (9-12) 
SKILL OBJECTIVE ... 
D.46. Uses maps and globes to explain geographic settings of historic and current events 
A more comprehensive understanding of a world occurrence may be gained by the analysis of cartographers' plane or spherical surface representative models of the area in which the occurrence happened. Gazetteers or indexes to atlases may be used to find grid coordinates for places which may then be found on the model. 
1. Locates regions of interest on a map or globe (C) 2. Locates appropriate maps for a specific purpose (C) 3. Uses an index or gazetteer to find grid coordinates of a place of interest 
(C) 4. Draws conclusions about (political events, current economic events, 
historical and current events) based on information in maps (C)