| A | B | C | D | E | F | G | H | I | J | K | L | ||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9-12 | |||
2 | Theme/Focus | Spaces and Places | Communities and Culture | Choices and Consequences | Immigration and Migration | Change and Continuity | Rights and Responsibilities | World Regions and Cultures | Contemporary Global Studies | US History and Civic Ideals | |||
3 | Theme/Focus | In kindergarten, students will engage in learning about themselves, their school, city and state. They will have opportunities to compare how life in the past is different from life today with respect to their own experiences. | In first grade, students will explore the culture of their own communities by examining leadership in their community, the role goods and services play in a community, and the history of diverse cultures over time. | In second grade, students will learn about choices and consequences. They will engage in thinking and conversing about their own responsibility to take care of their community, focusing on cooperation and citizenship. They will also learn about how government plays a role in establishing and maintaining local community spaces. | In third grade, students study how and why people move from one place to another with the theme “Immigration and Migration.” Students look at the geographic, political, and cultural reasons that people move to a new place as well as what they experience during the transition. They understand that a society is a complex and changing place shaped by laws and the civic virtues of the citizens who live there. | In fourth grade, students focus on how society has changed and stayed the same over time. Students see how change is inevitable and the patterns and consequences of change across different historical eras. | In fifth grade, students learn about how the Founding documents of the United States were developed and how these documents guide decisions. Students explore the multiple perspectives people have regarding their rights and responsibilities. | In sixth grade, students will focus on geography, history, and culture in global regions. Students will analyze regional, physical, and cultural characteristics of places. The analysis will show how these factors influenced people who lived there and how the people and characteristics have changed over time. | In seventh grade, students will explore global perspectives on contemporary issues and worldwide interdependence. The interconnected world we live in today requires that Iowa students be well-educated about worldwide issues to cultivate diplomacy, effective citizenship, and global competitiveness. Students could examine challenges facing the world community such as hunger, population, conflict, global environmental challenges, human rights, poverty, energy scarcity, global health, education, immigration, globalization, and other political, economic, social, and ecological concerns. | In eighth grade, students focus on the history of the United States including the American founding and establishment of democratic principles. Students will analyze the powers and civic responsibilities of citizens and examine the origins, functions, and structure of the U.S. government. As a result, students will gain an understanding of historical events in early American history, democratic principles, individual rights, and government institutions. | Behavioral Sciences Civics and Government Economics Financial Literacy Geography United States History World History | ||
4 | Inquiry Anchor Standards | Constructing Compelling Questions | SS.K.1. Recognize a compelling question. | SS.1.1. Explain why a compelling question is important. | SS.2.1. Explain why a compelling question is important. | SS.3.1. Identify disciplinary ideas associated with a compelling question. | SS.4.1. Explain how a compelling question represents key ideas in the field. | SS.5.1. Identify the disciplinary concepts and ideas associated with a compelling question. | SS.6.1. Explain how disciplinary concepts and ideas are associated with a compelling question. | SS.7.1. Compare disciplinary concepts and ideas associated with a compelling question. | SS.8.1. Explain points of agreement and disagreement of disciplinary concepts and ideas associated with a compelling question. | SS.9-12.1. Create compelling questions representing key ideas within the disciplines. | |
5 | Constructing Supporting Questions | SS.K.2. Identify the relationship between compelling and supporting questions. | SS.1.2. Generate supporting questions across the social studies disciplines related to compelling questions. | SS.2.2. Generate supporting questions across the social studies disciplines related to compelling questions. | SS.3.2. Use supporting questions to help answer the compelling question in an inquiry. | SS.4.2. Use supporting questions to help answer the compelling question in an inquiry. | SS.5.2. Use supporting questions to help answer the compelling question in an inquiry. | SS.6.2. Identify the relationship between supporting questions and compelling questions in an inquiry. | SS.7.2. Create supporting questions to help answer the compelling question in an inquiry. | SS.8.2. Construct supporting questions that demonstrate the relationship between them and the compelling question in an inquiry. | SS.9-12.2. Develop supporting questions that contribute to an inquiry and demonstrate how, through engaging source work, new compelling and supporting questions emerge. | ||
6 | Gathering and Evaluating Sources | N/A | SS.1.3. Determine if a source is primary or secondary and distinguish whether it is mostly fact or opinion. | SS.2.3. Determine if a source is primary or secondary and distinguish whether it is mostly fact or opinion. | SS.3.3. Determine the credibility of one source. | N/A | SS.5.3. Determine the credibility of multiple sources. | SS.6.3. Gather relevant information from primary and secondary sources using the origin and authority of the source to guide the selection. SS.6.4. With teacher direction, evaluate the credibility of primary and secondary sources by determining their relevance and intended use. | SS.7.3. Gather relevant information from primary and secondary sources using the origin, authority, structure, and context of the sources to guide the selection. SS.7.4. With guided practice, evaluate the credibility of primary and secondary sources by determining their relevance and intended use. | SS.8.3. Gather relevant information from multiple sources using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. SS.8.4. Independently, evaluate the credibility of primary and secondary sources by determining their relevance and intended use. | SS.9-12.3. Gather relevant information from multiple sources representing a wide range of views while using the origin, authority, structure, context, and corroborative value of the sources to guide the selection. SS.9-12.4. Evaluate the credibility of a source by examining how experts value the source. | ||
7 | Developing Claims and Using Evidence | N/A | N/A | N/A | SS.3.4. Cite evidence that supports a response to supporting or compelling questions. | SS.4.3. Cite evidence that supports a response to supporting or compelling questions. | SS.5.4. Identify evidence that draws information from multiple perspectives and sources in response to a compelling question. | SS.6.5. With teacher direction, identify evidence that draws information from multiple perspectives and sources to support claims, noting evidentiary limitations. SS.6.6. With teacher direction, develop claims and counterclaims while pointing out the strengths and limitations of both. | SS.7.5. With guided practice, identify evidence that draws information from multiple perspectives and sources to support claims, noting evidentiary limitations. SS.7.6. With guided practice, develop claims and counterclaims while pointing out the strengths and limitations of both. | SS.8.5. Independently, identify evidence that draws information from multiple perspectives and sources to support claims, noting evidentiary limitations. SS.8.6. Independently, develop claims and counterclaims while pointing out the strengths and limitations of both. SS.8.7. Independently, construct arguments using claims and evidence from multiple sources. | SS.9-12.5. Identify evidence that draws information directly and substantively from multiple sources to detect inconsistencies in evidence in order to revise or strengthen claims. SS.9-12.6. Refine claims and counterclaims attending to precision, significance, and knowledge conveyed through the claim while pointing out the strengths and limitations of both. | ||
8 | Communicating and Critiquing Conclusions | SS.K.3. Construct responses to compelling questions using examples. | SS.1.4. Construct responses to compelling questions using examples. | SS.2.4. Construct responses to compelling questions using reasoning, examples, and relevant details | SS.3.5. Construct responses to compelling questions using reasoning, examples, and relevant details. | SS.4.4. Construct responses to compelling questions using reasoning, examples, and relevant details. | SS.5.5. With teacher direction, construct responses to compelling questions supported by reasoning and evidence. | SS.6.7. With teacher direction, construct arguments using claims and evidence from multiple sources. SS.6.8. With guided practice, construct responses to compelling questions supported by reasoning and evidence. SS.6.9. Present original arguments based on credible sources using a variety of media to authentic audiences. SS.6.10. With teacher direction, analyze the disciplinary arguments of peers’ for credibility. | SS.7.7. With guided practice, construct arguments using claims and evidence from multiple sources. SS.7.8. Independently construct responses to compelling questions supported by reasoning and evidence. SS.7.9. Present original arguments based on credible sources using a variety of media to authentic audiences. SS.7.10. With guided practice, analyze disciplinary arguments of peers for credibility. | SS.8.8. Construct responses to compelling questions supported by reasoning and evidence while acknowledging the strengths and weaknesses of the explanations. SS.8.9. Present original arguments based on credible sources using a variety of media to authentic audiences. SS.8.10. Independently, analyze disciplinary arguments of peers for credibility. | SS.9-12.7. Construct arguments using precise and knowledgeable claims, with evidence from multiple sources, while acknowledging counterclaims and evidentiary weaknesses. SS.9-12.8. Construct explanations using reasoning, correct sequence, examples, and details with significant and pertinent information and data, while acknowledging the strengths and weaknesses of the explanations given its purpose. SS.9-12.9. Present adaptations of arguments and explanations that feature evocative ideas and perspectives on issues and topics to reach a range of audiences and venues outside the classroom using print and oral technologies and digital technologies. SS.9-12.10. Critique the use of claims and evidence in arguments for credibility. | ||
9 | Taking Informed Action | SS.K.4. Take group or individual action to help address local, regional, and/or global problems. SS.K.5. Use deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms. | SS.1.5. Take group or individual action to help address local, regional, and/or global problems. SS.1.6. Use deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms. | SS.2.5. Take group or individual action to help address local, regional, and/or global problems. SS.2.6. Use deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms. | SS.3.6. Identify challenges and opportunities when taking action to address problems, including predicting possible results. SS.3.7. Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms. | SS.4.5. Identify challenges and opportunities when taking action to address problems, including predicting possible results. SS.4.6. Use a range of deliberative and democratic procedures to make decisions about and act on civic problems in their classrooms. | SS.5.6. Identify challenges and opportunities when taking action to address problems, including predicting possible results. SS.5.7. Use a range of consensus-building and democratic procedures to make decisions about and act on civic problems in the classroom. | SS.6.11. Explain the challenges and opportunities people face when taking action to address problems, including predicting possible results. SS.6.12. Apply a range of deliberative and democratic procedures to make decisions and take action in classrooms, schools, and communities. | SS.7.11. Explain the challenges people face and opportunities they create in addressing local, regional, and global problems at various times and places. SS.7.12. Apply a range of deliberative and democratic procedures to make decisions and take action in classrooms, schools, and communities. | SS.8.11. Analyze how a specific problem can manifest itself at the local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem. SS.8.12. Apply a range of deliberative and democratic procedures to make decisions and take action in classrooms, schools, and communities. | SS.9-12.11. Use disciplinary and interdisciplinary lenses to understand the characteristics and causes of local, regional, and global problems; instances of such problems in multiple contexts; and challenges and opportunities faced by those trying to address these problems over time and place. SS.9-12.12. Apply a range of deliberative and democratic strategies and procedures to make decisions and take action in their classrooms, schools, and out-of-school contexts. | ||
10 | Behavorial Science | Recognize the Interaction Between the Individual and Various Groups | SS.K.6. Describe students’ roles in different groups of which they are members including their family, school, and community. | SS.1.7. Investigate how social identities can influence students’ own and others’ thoughts and behaviors. | SS.2.7. Explain how people from different groups work through conflict when solving a community problem. | SS.3.8. Describe the effects, opportunities, and conflicts that happened when people from different social groups came into contact with each other. | SS.4.7. Explain causes of conflict or collaboration among different social groups. | SS.5.8. Analyze how rights and laws influence interactions between groups in society. | SS.6.14. Explain how groups form in our society, and how groups, as well as the individuals within those groups, can influence each other. | SS.7.14. Examine what causes inequalities and how they exist within a society. | SS.Psy.9-12.13. Explain how social, cultural, gender, and economic factors influence behavior and human interactions in societies around the world. SS.Psy.9-12.14. Examine how an individual’s involvement in a collective group can influence their individual thoughts and behaviors. SS.Psy.9-12.15. Analyze the influence different individual members of a group can have on the collective thought and behavior of the group as a whole. SS.Soc.9-12.13. Explain the formation of groups and the creation and development of societal norms and values. SS.Soc.9-12.14. Identify characteristics of groups, and the influences that groups and individuals have on each other. SS.Soc.9-12.15. Distinguish patterns and causes of stratification that lead to social inequalities, and their impact on both individuals and groups. SS.Soc.9-12.16. Examine and evaluate reactions to social inequalities, including conflict, and propose alternative responses. SS-US.9-12.14. Evaluate the impact of gender roles on economic, political, and social life in the U.S. SS-WH.9-12.13. Describe the impact of culture and institutions on societies. | ||
11 | Examine Factors that Led to Continuity and Change on Human Development and Behavior | SS.K.7. Describe ways in which students and others are alike and different within a variety of social categories. | SS.1.8. Identify students’ own cultural practices and those of others within the community and around the world. | SS.3.9. Compare and contrast the treatment of a variety of demographic groups in the past and present. | SS.5.9. Analyze the strategies that a variety of demographic groups have used to ensure their rights. | SS.6.13. Identify what makes up a culture and examine how people acquire their cultural beliefs and value systems. | SS.7.13. Identify social, political and economic factors that can influence our thoughts and behavior. | SS.Psy.9-12.16. Investigate human behavior from biological, cognitive, behavioral, and sociocultural perspectives. SS.Psy.9-12.17. Demonstrate a basic understanding of the scientific methods that are at the core of psychology. SS.Psy.9-12.18. Evaluate and utilize theories and methodologies, necessary to plan, conduct, and especially interpret research results. SS.Psy.9-12.19. Adhere to and consider the impact of American Psychological Association and federal guidelines for the ethical treatment of human and nonhuman research participants. SS.Psy.9-12.20. Collect and analyze data designed to answer a psychological question using basic descriptive and inferential statistics. SS.Soc.9-12.17. Analyze the development of sociological perspectives over the course of time, and how those perspectives are used today. SS.Soc.9-12.18. Utilize various scientific methods to interpret behavior and events through the lens of a sociologist. SS.Soc.9-12.19. Determine ethical issues and necessary guidelines for conducting and analyzing behavioral science research. SS.Soc.9-12.20. Apply appropriate research methods to collect and analyze data designed to answer a sociological question. SS-US.9-12.13. Analyze how diverse ideologies impacted political and social institutions during eras such as Reconstruction, the Progressive Era, and the Civil Rights movement. | |||||
12 | Apply Appropriate Research Procedures and Skills of a Behavioral Scientist | SS.Psy.9-12.21./SS.Soc.9-12.21. Explain how the validity and reliability of observations and measurements relate to data analysis. SS.Psy.9-12.22./SS.Soc.9-12.22. Apply the major theoretical approaches and perspectives in behavioral science to our daily lives and civic engagement. SS.Psy.9-12.23./SS.Soc.9-12.23. Assess issues and problems within our society using behavioral science knowledge, and develop ethical solutions to address those issues. | |||||||||||
13 | Civics/Government | Analyze Civic and Political Institutions | SS.2.8. Explain the purpose of different government functions. (21st century skills) | SS.7.15. Distinguish and apply the powers and responsibilities of global citizens, interest groups and the media in a variety of governmental and nongovernmental contexts. (21st century skills) SS.7.16. Examine the origins, purposes, and impact of laws, treaties, and international agreements. (21st century skills) SS.7.17. Describe the roles of political, civil, and economic organizations in shaping people's lives. (21st century skills) | SS.8.13. Explain the powers and responsibilities of citizens, political parties, and the media in a variety of governmental and nongovernmental contexts. (21st century skills) SS.8.14. Examine and explain the origins, functions and structure of government with reference to the US Constitution and other founding documents, branches of government, bureaucracies, and other systems and its effectiveness on citizens. (21st century skills) | SS-Gov.9-12.13. Evaluate the powers and responsibilities of local, state, tribal, national, and international civic and political institutions, how they interact and the role of government in maintaining order. (21st century skills) SS-Gov.9-12.14. Analyze the role of citizens in the U.S. political system, with attention to the definition of who is a citizen, expansion of that definition over time, and changes in participation over time. (21st century skills) SS-Gov.9-12.15. Analyze the origins of government with attention to the purpose(s) of government, various theories of democracy, rule of law, and alternative models from other nations and groups. (21st century skills) SS-Gov.9-12.16. Evaluate how the U.S. Constitution establishes the Rule of Law, governmental powers and responsibilities, as well as limits to a government. (21st century skills) SS-Gov.9-12.17. Evaluate and explain the relationships among the branches of government, including federalism, separation of powers, the supremacy clause, the necessary and proper clause, judicial review, executive privilege, pocket veto, executive orders, quorum, filibuster, and other related topics. (21st century skills) SS-Gov.9-12.18. Critique the influence of intermediary institutions on government and policy such as, interest groups, political parties, the mass media, campaigns, caucuses, elections, PACs, and local, state, tribal, and international organizations. (21st century skills) SS-WH.9-12.14. Compare various systems of government, such as monarchies, democracies/republics, empires, and dictatorships, and their methods of maintaining order and/or control. (21st century skills) | |||||||
14 | Apply Civic Virtues and Democratic Principles | SS.1.9. Describe a situation that exemplifies democratic principles including, but not limited to, equality, freedom, liberty, respect for individual rights, and deliberation. (21st century skills) | SS.2.9. Develop an opinion on a decision about a local issue. (21st century skills) | SS.4.8. Evaluate how civic virtues and democratic principles have guided or do guide governments, societies, and/or communities. (21st century skills) | SS.5.10. Describe how the Declaration of Independence and the Constitution impact the decisions of government, society, and/or communities. (21st century skills) | SS-Gov.9-12.19. Evaluate the effectiveness of political action in changing government and policy, such as voting, debate, contacting officials, campaign contributions, protest, civil disobedience, and any alternative methods to participation. (21st century skills) SS-Gov.9-12.20. Explain the significance of civic values to a well-functioning democracy including concepts such as conviction vs. compromise, majority rule vs. minority rights, state interests vs. individual interests, rights vs. responsibilities, and other related topics. (21st century skills) SS-Gov.9-12.21. Explain the mechanisms of political socialization in American democracy such as the effects of the family, school, community, and media in influencing one’s political decisions. (21st century skills) SS-Gov.9-12.22. Identify and evaluate the contributions of Iowans who have played a role in promoting civic and democratic principles. (21st century skills) SS-US.9-12.15. Assess the impact of individuals and reform movements on changes to civil rights and liberties. (21st century skills) | |||||||
15 | Interpret Processes, Rules and Laws | SS.K.8. Determine a procedure for how people can effectively work together to make decisions to improve their classrooms or communities. (21st century skills) SS.K.9. Compare and contrast rules from different places. (21st century skills) | SS.1.10. Compare and contrast rules or laws within different communities and cultures. (21st century skills) | SS.2.10. Determine effective strategies for solving particular community problems. (21st century skills) | SS.3.10. Explain how rules and laws impact society. (21st century skills) SS.3.11. Provide examples of historical and contemporary ways that societies have changed. (21st century skills) | SS.4.9. Explain how the enforcement of a specific ruling or law changed society. (21st century skills) SS.4.10. Describe how societies have changed in the past and continue to change. (21st century skills) | SS.5.11. Explain the processes people use to change rules and laws in the classroom, school, government, and/or society. (21st century skills) SS.5.12. Describe how laws, rules and processes have changed over time in order to restrict, protect, or extend rights. (21st century skills) | SS-Gov.9-12.23. Evaluate multiple procedures for making governmental decisions at the local, state, national, and international levels. (21st century skills) SS-Gov.9-12.24. Analyze how people use and challenge public policies through formal and informal means with attention to important judicial processes and landmark court cases. (21st century skills) SS-Gov.9-12.25. Evaluate the intended and unintended consequences of the implementation of public policy, specifically looking at the bureaucracy, citizen feedback, public opinion polls, interest groups, media coverage, and other related topics. (21st century skills) SS-Gov.9-12.26. Analyze the historical, contemporary, and emerging patterns of political action and activism including voter demographics, party trends over time, polling data, campaign strategies and trends, and alternative means of participating. (21st century skills) | |||||
16 | Economics | Engage in Economic Decision Making | SS.K.10. Give examples of choices that are made because of scarcity. | SS.1.11. Compare the goods and services that people in the local community produce with those that are produced in other communities. | SS.3.12. Use historical examples to describe how scarcity requires a person to make choices. | SS.4.11. Describe how scarcity requires a person to make a choice and identify costs associated with that choice. | SS.7.18. Explain and evaluate how economic decisions affect the wellbeing of individuals, businesses, and society. | SS.8.15. Evaluate how economic decisions affect the wellbeing of individuals, businesses, and society. | SS-Econ.9-12.13. Apply the concept of scarcity when making economic decisions. SS-Econ.9-12.14. Use cost-benefit analysis to argue for or against an economic decision. | ||||
17 | Critique (Explain) Exchange and Markets | SS.3.13. Identify how people use natural resources, human resources, and physical capital to produce goods and services SS.3.14. Describe the role of various financial institutions in an economy. | SS.4.12. Using historical and/or local examples, explain how competition has influenced the production of goods and services. SS.4.13. Compare and contrast different ways that the government interacts with the economy. | SS.5.13. Describe how goods and services are produced and distributed domestically and globally. | SS.7.19. Explain how external benefits, costs, supply and demand, and competition influence market prices, wages, and outcomes. | SS.8.16. Analyze the role of innovation and entrepreneurship in institutions throughout early American history in a market economy. | SS-Econ.9-12.15. Analyze what goes into determining, and who determines, what is produced and distributed in a market system. SS-Econ.9-12.16. Describe how changes in the level of competition can affect price and output levels in specific markets. SS-Econ.9-12.17. Explain how changes in supply and demand cause changes of goods and services, labor, credit, and foreign currencies. SS-Econ.9-12.18. Evaluate the effectiveness of government policies altering market outcomes. SS-Econ.9-12.19. Describe the roles of institutions such as clearly defined property rights and the rule of law in a market economy. | ||||||
18 | Evaluate the National Economy | SS.2.11. Evaluate choices about how to use scarce resources that involve prioritizing wants and needs. SS.2.12. Identify how people use natural resources to produce goods and services. SS.2.13. Describe examples of the goods and services that governments provide. | SS.4.14. Explain the reasons why the costs of goods and services rise and fall. | SS.5.14. Explain how various levels of government use taxes to pay for the goods and services they provide. | SS.8.17. Use historical evidence to evaluate the state of regional economies throughout early American history. | SS-Econ.9-12.20. Use economic indicators to evaluate economic conditions. SS-Econ.9-12.21. Explain why advancements in technology and investments in capital goods and human capital increase economic growth and standards of living. SS-US.9-12.16. Examine labor and governmental efforts to reform and/or maintain a capitalistic economic system in the Great Depression. | |||||||
19 | Assess the Global Economy | SS.1.12. Explain why people in one country trade goods and services with people in other countries. | SS.3.15. Analyze why and how individuals, businesses, and nations around the world specialize and trade. | SS.5.15. Explain how trade impacts relationships between countries. | SS.6.15. Distinguish how varying economic systems impact a nation and its citizens. | SS.7.20. Investigate the impact of trade policies and barriers on a nation and its citizens. | SS-Econ.9-12.22. Explain the role of specialization in trade. SS-Econ.9-12.23. Explain how globalization has impacted various aspects of economic growth, labor markets, and rights of citizens, the environment, and resource and income distribution in different nations. SS-WH.9-12.15. Compare and contrast various economic and labor systems within and across societies. SS-WH.9-12.16. Examine the ways in which trade, commerce, and industrialization affected societies. | ||||||
20 | Financial Literacy | Develop Financial and Career Goals | SS.1.13. Explain why people have different jobs in the community. (21st century skills) | SS.2.14. Explain how different careers take different levels of education. (21st century skills) | SS.3.16. Describe how people take risks to improve their family income through education, career changes and moving to new places. | SS.6.24. Explain how personal financial decisions are influenced by an individual’s interpretation of needs and wants. (21st century skills) | SS.7.28. Predict the relationship between financial goals and achievements. (21st century skills) | SS-FL.9-12.13. Develop short- and long-term financial goals. (21st century skills) SS-FL.9-12.14. Evaluate entrepreneurship, career choices and the effect on the standard of living. (21st century skills) | |||||
21 | Analyze Credit and Debt Levels | SS.K.11. Explain the difference between buying and borrowing. (21st century skills) | SS.1.14. Explain why something borrowed must be returned. (21st century skills) | SS.6.26. Explain how debit cards differ from credit cards, gift cards, and savings accounts. (21st century skills) | SS.7.30. Explain an individual's rights and responsibilities as a consumer. (21st century skills) | SS.8.27. Calculate the cost of borrowing money for different types of goods. (21st century skills) | SS-FL.9-12.18. Analyze the cost and benefits of different types of credit and debt. (21st century skills) SS-FL.9-12.19. Summarize a borrower's rights and responsibilities. (21st century skills) SS-FL.9-12.20. Investigate strategies to avoid and manage debt effectively. (21st century skills) | ||||||
22 | Create a Saving and Spending Plan | SS.K.12. Distinguish between appropriate spending choices. (21st century skills) | SS.2.15. Evaluate choices and consequences for spending and saving. (21st century skills) | SS.3.17. Explain an individual's responsibility for credit and debt. (21st century skills) | SS.4.15. Identify factors that can influence people’s different spending and saving choices. (21st century skills) | SS.5.16. Demonstrate ways to monitor how money is spent and saved. (21st century skills) | SS.6.25. Demonstrate how to allocate income for spending, saving and giving. (21st century skills) | SS.7.29. Analyze how external factors, such as marketing and advertising techniques, might influence spending decisions. (21st century skills) | SS.8.26. Discuss the components of a personal spending plan, including income, planned saving and expenses. (21st century skills) | SS-FL.9-12.15. Evaluate the effect of taxes and other factors on income. (21st century skills) SS-FL.9-12.16. Develop a saving and spending, using a financial recordkeeping tool. (21st century skills) SS-FL.9-12.17. Apply consumer skills to spending and spending decisions. (21st century skills) | |||
23 | Evaluate Savings and Long Term Investments | SS.1.15. Describe the role of financial institutions in the community in order to save and invest. (21st century skills) | SS.3.18. Determine the importance of saving/investing in relation to future needs. (21st century skills) | SS.6.27. Identify the advantages and disadvantages of various savings tools. (21st century skills) | SS.7.31. Explain how an investment differs from a savings account in potential risks and returns. (21st century skills) | SS.8.28. Explain how investing may build wealth and help meet financial goals. (21st century skills) | SS-FL.9-12.21. Evaluate short-term savings tools. (21st century skills) SS-FL.9-12.22. Apply investment tools to meet financial goals. (21st century skills) | ||||||
24 | Measure Risk Management Tools | SS.4.16. Determine the consequences of sharing personal information with others. (21st century skills) | SS.5.17. Give examples of financial risks that individuals and households face. (21st century skills) SS.5.18. Investigate ways that personal information is fraudulently obtained. (21st century skills) | SS.6.28. Describe how to protect one’s identity from common threats. (21st century skills) | SS.8.29. Identify ways insurance may minimize personal financial risk. (21st century skills) | SS-FL.9-12.23. Justify reasons to use various forms of insurance. (21st century skills) SS-FL.9-12.24. Establish strategies for protection of personal identity and other forms of fraud. (21st century skills) | |||||||
25 | Geography | Create Geographic Representations | SS.K.13. Create a route to a specific location using maps, globes, and other simple geographic models. | SS.1.16. Using maps, globes, and other simple geographic models, compare and contrast routes for people or goods that consider environmental characteristics. | SS.2.16. Using maps, globes, and other simple geographic models, evaluate routes for people or goods that consider environmental characteristics. | SS.3.19. Create a geographic representation to explain how the unique characteristics of a place affect migration. | SS.4.17. Create a geographic representation to illustrate how the natural resources in an area affect the decisions people make. | SS.5.19. Create geographic representations to illustrate how cultural and environmental characteristics of a region impacted a historical event. | SS.6.16. Utilize and construct geographic representations to explain and analyze regional, environmental, and cultural characteristics. | SS-Geo.9-12.13. Employ maps to display and explain the spatial patterns of human and environmental characteristics. SS-Geo.9-12.14. Integrate multiple geographic representations to explain relationships between the locations of places and regions and their political, cultural, and economic dynamics. SS-Geo.9-12.15. Use geographic data to analyze variations in the spatial patterns of human and/or environmental characteristics at multiple scales. | |||
26 | Evaluate Human Environment Interaction | SS.K.14. Compare environmental characteristics in Iowa with other places. | SS.1.17. Describe how environmental characteristics and cultural characteristics impact each other in different regions of the U.S. | SS.2.17. Explain how environmental characteristics impact the location of particular places. | SS.3.20. Describe how cultural characteristics influence people’s choices to live in different regions of the U.S. | SS.4.18. Describe how environmental and cultural characteristics influence population distribution in specific places or regions. | SS.6.17. Analyze and explain the cultural, physical, and environmental characteristics of places and regions and how this affects the life of the people who live there. | SS.8.18. Explain how the physical and human characteristics of places and regions influence culture. | SS-Geo.9-12.16. Analyze relationships and interactions within and between human and physical systems to explain reciprocal influences. SS-Geo.9-12.17. Analyze how environmental and cultural characteristics of various places and regions influence political and economic decisions. SS-Geo.9-12.18. Evaluate the impact of human settlement activities on the environmental and cultural characteristics of specific places and regions. | ||||
27 | Analyze Human Population Movement and Patterns | SS.K.15. Explain why and how people move from place to place. | SS.1.18. Use a map to detail the journey of particular people, goods, or ideas as they move from place to place. SS.1.19. Compare how people in different types of communities use goods from local and distant places to meet their daily needs. | SS.2.18. Describe how the choices people make impact local and distant environments. | SS.3.21. Use map evidence to explain how human settlements and movements relate to the locations and use of various regional landforms and natural resources. | SS.4.19. Explain influences on the development and decline of different modes of transportation in U.S. regions. | SS.5.20. Analyze how rules and laws encourage or restrict human population movements to and within the United States of America. | SS.6.18. Explain how changes in transportation, communication, and technology influence the movement of people, goods, and ideas in various countries. | SS.7.21. Evaluate the push and pull factors involved in human population movement and patterns. | SS.8.19. Explain how push and pull factors contributed to immigration and migration in early American history. | SS-Geo.9-12.19. Analyze the reciprocal relationship between historical events and the spatial diffusion of ideas, technologies, cultural practices and the distribution of human population. SS-Geo.9-12.20. Assess the impact of economic activities and political decisions on urban, suburban, and rural regions. SS-US.9-12.17. Explain the patterns of and responses to immigration on the development of American culture and law. SS-US.9-12.18. Analyze the effects of urbanization, segregation, and voluntary and forced migration within regions of the U.S. on social, political, and economic structures. SS-WH.9-12.19. Explain the influence of human migrations on patterns of settlement and culture. | ||
28 | Analyze Global Interconnections | SS.6.19. Explain how global changes in population distribution patterns affect changes in land use in particular countries or regions. | SS.7.22. Explain how the relationship between the environmental characteristics of places and production of goods influences the spatial patterns of world trade. SS.7.23. Explain how global changes in population distribution patterns affect changes in land use in particular areas. | SS.8.20. Explain how global interconnections influenced early American history. | SS-Geo.9-12.21. Analyze how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade and land use. SS-Geo.9-12.22. Evaluate how economic globalization and the expanding use of scarce resources contribute to conflict and cooperation within and among countries. SS-Geo.9-12.23. Analyze the consequences of human-made and natural catastrophes on global trade, politics, and human migration. SS-US.9-12.19. Examine how imperialism changed the role of the United States on the world stage prior to World War I. SS-US.9-12.20. Analyze the growth of and challenges to U.S. involvement in the world in the post-World War II era. SS-WH.9-12.17. Evaluate the consequences of human made and natural catastrophes on global trade, politics, and human migration. SS-WH.9-12.18. Assess impact of conflict and diplomacy on international relations. | ||||||||
29 | HIstory | Analyze Change, Continuity, and Context | SS.K.16. Distinguish at least two related items or events by sequencing them from the past to the present. SS.K.17. Compare life in the past to life today. | SS.1.20. Create a chronological sequence of multiple related events in the past and present using specific times. SS.1.21. Compare life in the past to life today within different communities and cultural groups, including indigenous communities. | SS.2.19. Make a prediction about the future based on past related events. SS.2.20. Determine the influence of particular individuals and groups who have shaped significant historical change. | SS.3.22. Compare and contrast events that happened at the same time. | SS.4.20. Compare and contrast events that happened at the same time. | SS.5.21. Describe the connections between historical developments that occurred within the same time period. | SS.6.20. Analyze connections among historical events and developments in various geographic and cultural contexts. | SS.7.24. Analyze connections among historical events and developments in contemporary global issues. | SS.8.21. Analyze connections among early American historical events and developments in broader historical contexts. | SS-US.9-12-21. Analyze change, continuity and context across eras and places of study from civil war to modern America. SS-US.9-12-22. Evaluate the impact of inventions and technological innovations on the American society and culture. SS-WH.9-12.20. Evaluate methods used to change or expand systems of power and/or authority. SS-WH.9-12.21. Investigate cultural advancements within societies with attention to belief systems, ideologies, the arts, science and technology. SS-WH.9-12.22. Analyze the influence of social, political and economic developments on gender roles and social status. | |
30 | Compare Perspectives | SS.2.21. Compare perspectives of people in the past to those in the present with regards to particular questions or issues. | SS.3.23. Compare and contrast conflicting historical perspectives about a past event or issue. | SS.4.21. Analyze conflicting perspectives on historical and current events/issues. | SS.5.22. Explain how economic, political, and social contexts shaped people's perspectives at a given time in history. | SS.6.21. Explain how and why perspectives of people have changed throughout different historical eras. | SS.7.25. Explain how and why perspectives on various contemporary issues have changed over time. | SS.8.22. Explain how and why prevailing social, cultural, and political perspectives changed during early American history. | SS.US.9-12.25. Analyze how regional, racial, ethnic and gender perspectives influenced American history and culture. SS-WH.9-12.24. Examine and explain how the perspectives of individuals and societies impact world history. | ||||
31 | Critique Historical Sources and Evidence | SS.K.18. Given context clues, develop a reasonable idea about who created the primary or secondary source, when they created it, where they created it, or why they created it. | SS.1.22. Given context clues, develop a reasonable idea about who created a primary or secondary source, when they created it, where they created it, and why they created it. | SS.2.22. Identify context clues and develop a reasonable idea about who created the primary or secondary source, when they created it, where they created it, and why they created it. | SS.3.24. Infer the intended audience and purpose of a primary source using textual evidence. | SS.4.22. Infer the purpose of a primary source and from that the intended audience. | SS.5.23. Using information from within a primary source, infer the intended audience, purpose, and how the creator's intended audience shaped the source. | SS.8.24. Critique primary and secondary sources of information with attention to the source of the document, its context, accuracy, and usefulness such as the Declaration of Independence, the Bill of Rights, the Constitution, Washington’s Farewell address, the Louisiana Purchase treaty, Monroe Doctrine, Indian Removal Act, Missouri Compromise, Dred Scott v. Sanford, and the Treaty of Guadalupe-Hidalgo. | SS-US.9-12-23. Analyze the relationship between historical sources and the secondary interpretations made from them. SS-US.9-12.24. Critique primary and secondary sources of information with attention to the source of the document, its context, accuracy, and usefulness such as the Reconstruction amendments, Emancipation Proclamation, Treaty of Fort Laramie, Chinese Exclusion Act, Roosevelt’s Corollary to the Monroe Doctrine, Wilson’s Fourteen Points, New Deal Program Acts, Roosevelt’s Declaration of War, Executive Order 9066, Truman Doctrine, Eisenhower’s Farewell Speech, Gulf of Tonkin Resolution, Test Ban Treaty of 1963, Brown vs. Board of Education decision, Letter from a Birmingham Jail, and the Voting Act of 1965. SS-WH.9-12.23. Critique primary and secondary sources of information with attention to the source of the document, its context, accuracy, and usefulness of sources throughout world history. | ||||
32 | Justify Causation & Argumentation | SS.2.23. Given a set of options, using evidence, articulate why one reasons is more likely than others to explain a historical event or development. | SS.3.25. Explain probable causes and effects of events and developments. SS.3.26. Develop a claim about the past based on cited evidence. | SS.4.23. Explain probable causes and effects of events and developments. SS.4.24. Develop a claim about the past and cite evidence to support it. | SS.5.24. Explain probable causes and effects of historical developments. SS.5.25. Develop a claim about the past and cite evidence to support it. | SS.6.22. Explain multiple causes and effects of events and developments in the past. | SS.7.26. Explain multiple causes and effects of various contemporary global events and developments. | SS.8.23. Explain multiple causes and effects of events and developments in early American history. | SS.US.9-12.26. Determine multiple and complex causes and effects of historical events in American history including, but not limited to, the Civil War, World War I and II, the Korean War and the Vietnam War. SS-WH.9-12.25. Determine multiple and complex causes and effects of historical events within world history. | ||||
33 | Iowa History | SS.K.19. Compare and contrast local environmental characteristics to that of other parts of the state of Iowa. | SS.1.23. Describe the diverse cultural makeup of Iowa’s past and present in the local community, including indigenous and agricultural communities. | SS.2.24. Describe the intended and unintended consequences of using Iowa’s natural resources. | SS.3.27. Analyze the movement of different groups in and out of Iowa, including the removal and return of indigenous people. SS.3.28. Explain the cultural contributions that different groups have made on Iowa. | SS.4.25. Analyze the impact of technological changes in Iowa, across time and place. SS.4.26. Explain how Iowa’s agriculture has changed over time. | SS.5.26. Analyze Iowa's role in civil rights history. | SS.6.23. Compare Iowa’s geography, natural resources and climate to other regions of the world. | SS.7.27. Analyze the role that Iowa plays in contemporary global issues. | SS.8.25. Examine the evolution of the function and structure of government in Iowa. | SS-Gov.9-12.27. Compare and contrast the institutions and systems of Iowa government and politics that are unique to the state including but not limited to Iowa’s unique role in presidential selection and in the special status of Meskwaki lands as non-reservation lands. SS-Gov.9-12.28. Identify local and state issues in Iowa and evaluate formal or informal courses of action used to affect policy. SS-Econ.9-12.24. Analyze how national and global economic issues and systems impact Iowa’s economy. SS-Geo.9-12.24. Identify and evaluate Iowans or groups of Iowans who have influenced Iowa’s environmental or cultural geography. SS.US.9-12.27. Evaluate Iowans or groups of Iowans who have influenced U.S. History. SS-WH.9-12.26. Assess Iowans or groups of Iowans who have influenced world history. | ||
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