Prek-4

5-8

9-12

6.1.a. Identify multiple causes and effects of events under study; and

6.1.b. Examine how people in specific circumstances behave in order to predict human behavior in similar situations.

Evidence Prek-4 applies, plus-

6.1.c. Examine specific events, make general observations about human behavior, and apply these observations in proposing solutions to a similar social problem.

Evidence Prek-8 applies, plus-

6.1.d. Use knowledge of change and continuity in making decisions and taking action on public issues; and

6.1.e. Distinguish intentions and intended impacts from unpredicted and unwanted effects.

Prek-4

5-8

9-12

6.2.a. Compare and contrast differing sets of data.

Evidence Prek-4 applies, plus-

6.2.b. Use statistical methodology to describe and interpret a broad range of societal issues (e.g., infant mortality, literacy rates, indicators of quality of life, the effects of government policies on various groups);

6.2.c. Distinguish among fact, bias, stereotyping, generalizing, and categorizing in gathering and presenting evidence and data;

6.2.d. Find evidence to support claims; and

6.2.e. Judge credibility of sources.

Evidence Prek-8 applies, plus-

6.2.f. Research and evaluate a public issue by tracing its origins, gathering and presenting data and other relevant evidence, and justifying the best resolution;

6.2.g. Identify unstated assumptions;

6.2.h. Identify logical fallacies and inconsistencies; and

6.2.i. Determine the validity of an argument.

Prek-4

5-8

9-12

6.3.a. Differentiate among fact, opinion, and interpretation; and

6.3.b. Distinguish relevant from irrelevant information.

Evidence Prek-4 applies, plus-

6.3.c. Recognize and evaluate the human tendencies to categorize, romanticize, or vilify individuals and groups through selected facts and interpretations; and

6.3.d. Analyze interpretations of events from the perspective of various groups, and evaluate the credibility of differing accounts.

Evidence Prek-8 applies, plus-

6.3.e. Identify and distinguish among the uses and forms (official and unofficial) of propaganda.

Prek-4

5-8

9-12

6.4.a. Demonstrate understanding of concepts of past, present and future (e.g., create time lines, create chronologies based on narratives, compare and contrast family life, or school, and community life in different periods);

6.4.b. Examine local history by reading historical narratives and documents, investigating artifacts, architecture, and other resources that illustrate key periods in local history (e.g., investigate local town's history and establish its connection/place with Vermont and other cultures);

6.4.c. Investigate the impact of new knowledge and inventions (e.g., the knowledge of fire, the printing press, the cotton gin, train, automobile, textile, machine, electricity, steam); and

6.4.d. Identify and sequence patterns of change and compare historical data from Vermont, the U.S. and the world by examining:

VERMONT

 -family and community

      life now and in the

      past;

     -the people, events,

         problems and ideas

         that created

         Vermont

UNITED STATES

     -how democratic

       values came to be 

       and how  people,

       (e.g. Washington,

       Lincoln, King) events

       (e.g.4th of July,

       Memorial Day, Labor

       Day) and Symbols

       (e.g. flags, eagles)

       have exemplified

       them

     -regional folklore and

       cultural contributions

       that helped form our

       national heritage

 WORLD

    -family and community

       life now and in the

       past

-major discoveries in

science and technology, their social and economic effects, and the scientists and inventors responsible for them.

Evidence Prek-4 b. and c.  applies, plus-

6.4.aa. Demonstrate the ways that time has been organized throughout history (e.g. linear, cyclical) and various dating system (e.g., A.D., B.C.); and

6.4.dd. Sequence historical eras; identify the characteristics of transitions between eras, being sure to make connections to the present; and research, examine, and analyze historical data from each era:

VERMONT

The Pre-Contact to 1608 Era

   -discover how Abenaki oral tradition reflects and influences their society

The Colonization Era (1609-1774)

      -interpret the impact of resettlement on Abenaki, European colonizers, and the environment

Revolutionary/New State Era (1775-1791)

     -identify how various groups and individuals participated in the Revolution.

     -evaluate Vermont's definition of citizenship and governmental principles in Vermont's Constitution

The Agricultural, Industrial, Social Transition Era (1791-

1860)

     -discover how changes in farming and other industries affect social patterns in Vermont

UNITED STATES

Native cultures to 1600

     -examine two or more native cultures and identify cultural similarities and differences among them (e.g., economic systems, governmental structures)

Colonization (1500-1774)

     -trace the evolution of political, religious, economic and social institutions in the American colonies.

The Revolutionary/New State Era (1775-1791)

    -investigate the political, social and economic causes of the American Revolution

    -analyze the ideas and institutions in the Declaration of Independence, the Constitution, and the Bill of Rights

Expansion (1791-1890)

    -investigate and analyze the conditions that led to territorial expansion, effects on various groups, and concepts of nationalism and sectionalism

WORLD

Nomadic/Pastoral Era - 1000 BCE

   -early human development -river valleys and the rise of civilization (e.g. Mesopotamia, Egypt, Indus River Valley, Yellow River

Rise of Institutions and Empires - 500 CE

   -analyze governments and religions (e.g. Greece and China)

    -analyze economic systems and trade (e.g. in Africa)

Expanding Exchange and Encounters through the First Global Age 500 – 1500

    -describe Feudal systems and the Renaissance (e.g. in Italy and Japan)

   -examine the rise of trading centers and cultures in conflict (e.g. Aztec and African empires),

Evidence Prek-4 b. and c. applies, plus-

6.4.ddd. Sequence historical eras; identify the characteristics of

transitions between eras, being sure to make connections to past and present; and research, analyze, and synthesize historical data from each era:

VERMONT

The Growth and Emergence of Modern Vermont Era (1860-1930)

     -discover the impact Vermonters made on the Civil War and the war's impact on life in Vermont

    -discover the environmental and industrial factors that effect the emergence of modern Vermont (e.g. the great flood of 1927 and immigrations)

The Modern Era (1930-present)

     -discover the challenges that continue to face Vermonters ( e.g. rural to urban, natural disasters, local vs. state control, cultural diversity, and the great depression, WWI, WWII)

UNITED STATES

Civil War / Reconstruction(1850-1877)

       -investigate the social, political, and economic causes

and effects of the Civil War

The Emergence of Modern America(1877-1930)

     -analyze the impact of major forces that shaped America in the late Nineteenth and early Twentieth Century (e.g. industrialization, urbanization, immigration, imperialism, nationalism, unionism, and the struggle for equal rights)

    -analyze causes and effects of WWI and the US role in the world

Great Depression and WW II(1929-1945)

    -analyze causes and effects of the Great Depression and identify policies designed to fix it.   

     -causes and effects of WWII

Post War United States(1945-present)

      -analyze the domestic issues facing the US in post World War II as well as foreign policy issues.

WORLD

Age of Exploration (1450-1815)

-Columbian encounters    

-global voyages

Age of Revolution (1689-1920)

     -analyze the nature of political, economic, industrial, and social revolutions (e.g. Glorious Revolution, American Revolution, French Revolution, Russian Revolution, Industrial Revolution)

Patterns of Global Change (1815-1918)

     -investigate colonization/Imperialism/conflict (e.g. Africa, Asia, South America, Australia)

 Modern 1914- present

   -analyze the causes and consequences of WW I and the collapse of European world order

     -describe the rise of totalitarian governments(e.g., fascist, nazi and communist) and their effects (e.g., the Cold War)

     -analyze the transition from colonialism to independence (e.g. India Asia, Africa)

    -examine the promises and paradoxes of the 20th century (e.g. dealing with continuing technological, environmental and human rights issues)

Prek-4

5-8

9-12

6.5.a. Describe and interpret events through the perspectives of people (both famous and common) living in the time and place under study.

Evidence Prek-4 applies, plus-

6.5.b. Demonstrate understanding of the relationships among powerful people, important events, and the lives of common people.

Evidence Prek-8 applies, plus-

6.5.b. Demonstrate understanding of the relationships among powerful people, important events, and the lives of common people.

Prek-4

5-8

9-12

6.6.a. Classify objects from "long ago" and today; and

6.6.b. Explain what this classification shows us about change over time.

Evidence Prek-4 applies, plus-

6.6.c. Collect and use primary resources (e.g., letters, diaries, artifacts, artwork, documents) in building original historical interpretations; and

6.6.d. Use oral history methods and data to understand the ways in which people assign meaning to their own historical experiences.

Evidence Prek-8 applies, plus-

6.6.e. Use statistical methods and data collection to make interpretations, comparisons, and conclusions about scientific, governmental, social, and other changes in society;

6.6.f. Identify and analyze recurring themes in the midst of change (e.g., ethnic and national identity); and

6.6.g. Explain why we study human actions in the past.

Prek-4

5-8

9-12

6.7.a. Identify location and patterns of local areas (e.g., create and use maps of classroom, schoolyard, neighborhoods, and town, to identify the location of physical features; use clay to create landforms or landmarks [mountains, islands, isthmus,      peninsulas]

6.7.b. Develop a mental map and make a representational map for school to home; home to relatives; or home to friend’s house; of community, town or city; of the major global physical divisions, such as continents and oceans; and of tropical, mid-latitude, and polar regions;

6.7.c. Make and use a grid (coordinate) system to give locations. Locate on a map and globe the cardinal directions, poles, equator, tropics, Arctic and Antarctic circles;

6.7.d. Use scale to calculate and estimate distance on a map; and

6.7.e. Make and use legend/keys on a variety of thematic maps.

Evidence e. applies, plus-

6.7.aa. Describe such spatial patterns as population distributions, land use patterns, climate, transportation networks in Vermont, the United States, and the world;

6.7.bb. Locate the physical, political and cultural regions of Vermont, the United States, and of the world. Locate major mountain ranges, major rivers, major climate and vegetation zones;

6.7.cc. Create a thematic map from spatial data and describe the patterns of spatial variation. (e.g. , map birth rate data for the United States); and

6.7.dd. Use map and atlas resources to compare and contrast patterns of spatial variation (e.g. contrast the global distribution of developed countries with the distribution of developing countries).

Evidence e applies, plus-

6.7.aaa. Use data from an analysis of global distribution of human population and interpret interrelationships among population distribution, land use patterns, landforms, climate, transportation networks, to propose solutions to global problems;

6.7.bbb. Map, compare and contrast the location of major ethnic, religious, industrial, and political regions of the world over time;

6.7.ccc. Analyze causes of patterns of spatial variation and use this information to identify trends and make predictions. (e.g., infant mortality, population density, interstate highways, elevation, and precipitation); and

6.7.ddd. Use map, atlas, and computer resources to analyze perspectives and evaluate the best location for a spatial feature. (e.g. factory, school, landfill, wastewater plant, hospital, bridge, etc.).

Prek-4

5-8

9-12

6.8.a. Recognize the causes, effects, processes and patterns of human movements, both chosen and forced (e.g., family heritage and origins, family migrations);

6.8.b. Recognize voluntary and involuntary migration factors (e.g. drought, famine, economic opportunity, conflicts, slavery); and

6.8.c. Link the movement of material and non-material culture traits to specific cultural regions. ( e.g. pottery, tools, songs, stories)

Evidence c. applies, plus-

6.8.aa. Analyze and evaluate the causes and effects, processes and patterns of human movements, both chosen and forced in the community, Vermont, and the world (e.g., impact of transportation, technology);

6.8.bb. Describe the impact of voluntary and involuntary migration on physical and human systems (e.g., Irish potato famine, spread of Islam, Native American displacement, California gold rush; and

6.8.d. Recognize push/pull factors related to migration and settlement. Explain how physical and cultural factors relate to the location of settlements; (e.g. transportation systems, communication networks, government policy, land use, economic and social patterns)

Evidence d. applies, plus-

6.8.aaa. Evaluate the impact of human migration on patterns of spatial variation (e.g. settlement patterns during the Industrial Revolution, refugee movements);

6.8.cc. Explain how technology affects the diffusion of culture (e.g., mass media, transportation networks).

Prek-4

5-8

9-12

6.9.a. Debate and define the rights, principles, and responsibilities of citizenship in a school, community and country.

6.9.aa. Examine ways people become citizens of the United States; and

6.9.b. Analyze and debate the problems of majority rule and the protection of minority rights as written in the U.S. Constitution.

6.9.aa. Examine ways people become citizens of the United States; and

6.9.b. Analyze and debate the problems of majority rule and the protection of minority rights as written in the U.S. Constitution.

Prek-4

5-8

9-12

6.10.a. Identify and classify different types of leadership (e.g., family, peer group, classroom, government) and the evolution of rules and laws; and

6.10.b. Identify the rights and responsibilities and the concepts of equality and freedom embodied in such documents as the Declaration of Independence, Constitution, and the Bill of Rights.

6.10.aa. Describe the basic principles of democracy (e.g. individual rights, responsibility for the common good, equal protection under the law, freedom of speech, majority rule with protection for minority rights) and draw historical connections to Greece, Rome, and Pre-Columbian and Colonial America;

6.10.bb. Identify and describe the basic features of the political system in the United States, the three branches of government, and identify representative leaders from various levels of government and the role of the branches within those governments.

6.10.aaa. Analyze how people organize and exercise political power in limited governments (e.g. United States, Japan, India,) and unlimited governments (e.g. 20th Century totalitarian systems) and assess how each system has or has not worked in practice as representative democracies or authoritarian regimes

6.10.bbb. Evaluate how political systems, including the American system, evolve; and

6.10.c. Trace the origins and interpret the continuing influence of different political philosophies as they emerged from the following traditions:

   Greco-Roman

   European

          Enlightenment

    Eastern traditions

    African traditions

    Native American

         traditions

Prek-4

5-8

9-12

6.11.a. Examine community (e.g., classroom, school, town, nation) for fair treatment of all people.

Evidence Prek-4 applies, plus-

6.11.b. Identify, compare, contrast, and evaluate the political and economic power of various groups.

Evidence Prek-8 applies, plus-

6.11.c. Analyze the influences that interest groups and public opinion have had on political, social, and economic life.

Prek-4

5-8

9-12

6.12.a. Identify and compare how various communities (e.g., classroom, school) have defined human rights.

6.12.aa. Evaluate the impact of social choices (e.g. efforts to end hunger, finance health care, defend homelands) on human rights; and

6.12.b. Explain the importance to the individual and to society of personal rights (e.g., freedom of thought and conscience, freedom of movement and residence).

6.12.aaa. Identify and evaluate how individual and group action

promote or deny human rights; and

6.12.bb. Compare and contrast various statements about human

rights (e.g., U.S. Bill of Rights, Universal Declaration of

Human Rights) and examine their current impact.

Prek-4

5-8

9-12

6.13.a. Identify the cultural/ethnic groups in your local community in Vermont, and in the world, and describe by using characteristics of culture (e.g., food, housing, customs, beliefs); and

6.13.b. Describe how cultural traditions are passed down in families and communities, and how traditions change over time. (e.g., holiday festivals worldwide, oral histories, writing and other media).

6.13.aa. Investigate the factors that make us human in different cultural and social settings (e.g., language, arts, literature); and

6.13.bb. Identify and analyze key ways in which culture is transmitted, (e.g. oral tradition, media, migration, and conquest), and the key forces of cultural change (e.g., technological, economic, political, military).

6.13.aaa. Analyze how culture shapes world view and how it unifies and divides people. (e.g., national, religious, ethnic, racial and class bias); and

6.13.bbb. Analyze the globalization of culture and the emergence of new cultural forms (e.g., the spread of American popular culture and the spread of Asian culture).

Prek-4

5-8

9-12

6.14.a. Identify the differences between homogeneity and diversity, and explain how each can cause community tensions and disunity, or can contribute to harmony and unity; and

6.14.b. Identify and evaluate the benefits and stresses of diversity on a society (e.g., classroom, town, nation)

Evidence Prek-4 applies, plus-

6.14.c. Analyze the shared values and beliefs of various subcultures that hold them together.

Evidence Prek-8 applies, plus-

6.14.d. Analyze perceptions of race, gender, ethnic group, and socioeconomic class as forces of unity and disunity; and

6.14.e. Compare and contrast societies where diversity has led to either unity or disunity, and suggest lessons that can be learned about societal cohesiveness (e.g., melting pot vs. salad bowl).