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K.2 |
The
student will describe everyday life in the present and in
the past and begin to recognize that things change over
time.
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K.3 |
The
student will describe the relative location of people,
places, and things by using positional words, with emphasis
on near/far, above/below, left/right, and behind/in front.
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K.6 |
The
student will match simple descriptions of work that people
do with the names of those jobs.
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K.7 |
The
student will identify the difference between basic needs
(food, clothing, and shelter) and wants (things people would
like to have); recognize that people use money to purchase
goods.
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K.8 |
The
student will demonstrate that being a good citizen involves
a) taking
turns and sharing;
b)
taking responsibility for certain classroom chores;
c)
taking care of personal belongings and respecting
what belongs to others;
d)
following rules and understanding the consequence of
breaking rules;
e) practicing honesty, self-control, and
kindness to others.
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1.6 |
The
student will describe how location, climate, and physical
surroundings affect the way people live, including their
food, clothing, shelter, transportation, and recreation.
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1.8 |
The
student will explain that people make choices because they
cannot have everything they want.
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1.10 |
The
student will apply the traits of a good citizen by
a)
focusing on fair play, exhibiting good sportsmanship,
helping others, and treating others with respect;
b)
recognizing the purpose of rules and practicing
self-control;
c)
working hard in school;
d)
taking responsibility for one’s own actions;
e) valuing honesty and truthfulness in oneself
and others.
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2.7 |
The
student will describe the differences between natural
resources (water, soil, wood, and coal), human resources
(people at work), and capital resources (machines, tools,
and buildings).
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2.9 |
The
student will explain that scarcity (limited resources)
requires people to make choices about producing and
consuming goods and services. |
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2.10 |
The
student will explain the responsibilities of a good citizen,
with emphasis on
a)
respecting and protecting the rights and property of
others;
b)
taking part in the voting process when making
classroom decisions;
c)
describing actions that can improve the school and
community;
d)
demonstrating self-discipline and self-reliance;
e) practicing honesty and trustworthiness.
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3.7 |
The
student will explain how producers use natural resources
(water, soil, wood, and coal), human resources (people at
work), and capital resources (machines, tools, and
buildings) to produce goods and services for consumers.
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3.8 |
The
student will recognize the concepts of specialization (being
an expert in one job, product, or service) and
interdependence (depending on others) in the production of
goods and services (in ancient Greece, Rome, the West
African empire of Mali, and in the present).
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VS.1 |
The
student will develop skills for historical and geographical
analysis including the ability to
a)
identify and interpret artifacts and primary and
secondary source documents to understand events in history;
b)
determine cause and effect relationships;
c)
compare and contrast historical events;
d)
draw conclusions and make generalizations;
e) make
connections between past and present;
f)
sequence events in Virginia history;
g)
interpret ideas and events from different historical
perspectives;
h) evaluate
and discuss issues orally and in writing;
i) analyze and interpret maps to explain
relationships among landforms, water features, climatic
characteristics, and historical events. |
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USI.1 |
The
student will develop skills for historical and geographical
analysis, including the ability to
a)
identify and interpret primary and secondary source
documents to increase understanding of events and life in
United States history to 1877;
b)
make connections between the past and the present;
c)
sequence events in United States history from
pre-Columbian times to 1877;
d)
interpret ideas and events from different historical
perspectives;e)
evaluate and discuss issues orally and in writing;
f)
analyze and interpret maps to explain relationships
among landforms, water features, climatic characteristics,
and historical events;
g)
distinguish between parallels of latitude and
meridians of longitude;
h) interpret patriotic slogans and excerpts from
notable speeches and documents.
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USII.1 |
The
student will demonstrate skills for historical and
geographical analysis, including the ability to
a)
analyze and interpret primary and secondary source
documents to increase understanding of events and life in
United States history from 1877 to the present;
b)
make connections between past and present;
c)
sequence events in United States history from 1877 to
the present;
d)
interpret ideas and events from different historical
perspectives;
e)
evaluate and debate issues orally and in writing;
f)
analyze and interpret maps that include major
physical features;
g)
use parallels of latitude and meridians of longitude
to describe hemispheric location;
h) interpret patriotic slogans and excerpts from
notable speeches and documents.
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USII.5 |
The
student will demonstrate knowledge of the social, economic,
and technological changes of the early twentieth century by
a)
explaining how developments in transportation
(including the use of the automobile), communication, and
rural electrification changed American life;
b)
describing the social changes that took place,
including prohibition, and the Great Migration north;
c)
examining art, literature, and music from the 1920s
and 1930s, emphasizing Langston Hughes, Duke Ellington, and
Georgia O’Keeffe and including the Harlem Renaissance;
d) identifying the causes of the Great
Depression, its impact on Americans, and the major features
of Franklin D. Roosevelt’s New Deal. |
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CE.1 |
The
student will develop the social studies skills citizenship
requires, including the ability to
a)
examine and interpret primary and secondary source
documents;
b)
create and explain maps, diagrams, tables, charts,
graphs, and spreadsheets;
c)
analyze political cartoons, political advertisements,
pictures, and other graphic media;
d)
distinguish between relevant and irrelevant
information;
e)
review information for accuracy, separating fact from
opinion;
f)
identify a problem and recommend solutions;
g) select and defend positions in writing,
discussion, and debate.
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CE.4 |
The
student will demonstrate knowledge of personal character
traits that facilitate thoughtful and effective
participation in civic life by
a)
practicing trustworthiness and honesty;
b)
practicing courtesy and respect for the rights of
others;
c)
practicing responsibility, accountability, and
self-reliance;
d)
practicing respect for the law;
e) practicing patriotism.
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CE.9 |
The
student will demonstrate knowledge of how economic decisions
are made in the marketplace by
a)
applying the concepts of scarcity, resources, choice,
opportunity cost, price, incentives, supply and demand,
production, and consumption;
b)
comparing the differences among free market, command,
and mixed economies;
describing the characteristics of the United States economy,
including free markets, private property, profit, and
competition.
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CE.12 |
The
student will demonstrate knowledge of career opportunities
by
a)
identifying talents, interests, and aspirations that
influence career choice;
b)
identifying attitudes and behaviors that strengthen
the individual work ethic and promote career success;
c)
identifying skills and education that careers
require;
examining the impact of technological change on career
opportunities. |
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WHI.1 |
The
student will improve skills in historical research and
geographical analysis by
a)
identifying, analyzing, and interpreting primary and
secondary sources to make generalizations about events and
life in world history to 1500 a.d.;
b)
using maps, globes, artifacts, and pictures to
analyze the physical and cultural landscapes of the world
and interpret the past to 1500 a.d.;
c)
identifying major geographic features important to
the study of world history to 1500 a.d.;
d)
identifying and comparing political boundaries with
the location of civilizations, empires, and kingdoms from
4000 b.c. to 1500 a.d.;
e) analyzing trends in human migration and
cultural interaction from prehistory to 1500 a.d.
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WHI.10 |
The
student will demonstrate knowledge of civilizations and
empires of the Eastern Hemisphere and their interactions
through regional trade patterns by
a)
locating major trade routes;
b)
identifying technological advances and transfers,
networks of economic interdependence, and cultural
interactions;
c)
describing Japan, with emphasis on the impact of
Shinto and Buddhist traditions and the influence of Chinese
culture;
describing east African kingdoms of Axum and Zimbabwe and
west African civilizations of Ghana, Mali, and Songhai in
terms of geography, society, economy, and religion.
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WHII.1 |
The
student will improve skills in historical research and
geographical analysis by
a)
identifying, analyzing, and interpreting primary and
secondary sources to make generalizations about events and
life in world history since 1500 a.d.;
b)
using maps, globes, artifacts, and pictures to
analyze the physical and cultural landscapes of the world
and to interpret the past since 1500 a.d.;
c)
identifying geographic features important to the
study of world history since 1500 a.d.;
d)
identifying and comparing political boundaries with
the location of civilizations, empires, and kingdoms from
1500 a.d. to the present;
e) analyzing trends in human migration and
cultural interaction from 1500 a.d. to the present.
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WHII.6 |
The
student will demonstrate knowledge of scientific, political,
economic, and religious changes during the sixteenth,
seventeenth, and eighteenth centuries by
a) describing
the Scientific Revolution and its effects;
b)
describing the Age of Absolutism, including the
monarchies of Louis XIV, Frederick the Great, and Peter the
Great;
c)
assessing the impacts of the English Civil War and
the Glorious Revolution on democracy;
d)
explaining the political, religious, and social ideas
of the Enlightenment and the ways in which they influenced
the founders of the United States;
e)
describing the French Revolution;
f)
identifying the impact of the American and French
Revolutions on Latin America;
g) describing the expansion of the arts,
philosophy, literature, and new technology.
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WG.3 |
The
student will apply the concept of a region by
a)
explaining how characteristics of regions have led to
regional labels;
b)
explaining how regional landscapes reflect cultural
characteristics of their inhabitants;
c) analyzing how cultural characteristics,
including the world’s major languages and religions, link or
divide regions. |
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VUS.1 |
The
student will demonstrate skills for historical and
geographical analysis, including the ability to
a)
identify, analyze, and interpret primary and
secondary source documents, records, and data, including
artifacts, diaries, letters, photographs, journals,
newspapers, historical accounts, and art to increase
understanding of events and life in the United States;
b)
evaluate the authenticity, authority, and credibility
of sources;
c)
formulate historical questions and defend findings
based on inquiry and interpretation;
d)
develop perspectives of time and place, including the
construction of maps and various time lines of events,
periods, and personalities in American history;
e)
communicate findings orally and in analytical essays
and/or comprehensive papers;
f)
develop skills in discussion, debate, and persuasive
writing with respect to enduring issues and determine how
divergent viewpoints have been addressed and reconciled;
g)
apply geographic skills and reference sources to
understand how relationships between humans and their
environment have changed over time;
h) interpret the significance of excerpts from
famous speeches and other documents. |
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