KINDERGARTEN: The student will be able to name the President of the United States.

FIRST GRADE: The student will be able to name and recognize the President and Vice President of the United States.

SECOND GRADE: The student will be able to name, recognize and tell basic job duties of the President and Vice President of the United States.

THIRD GRADE: The student will be able to list the three (3) branches of the United States Government and one (1) of their jobs.

KINGERGARTEN AND FIRST GRADE: The student will tell what state they live in.

SECOND GRADE: The student will know the state and country that they live in.

THIRD GRADE: The student will know the continent and hemispheres that they live in.

KINDERGARTEN: The student will be able to say the Pledge of Allegiance and the National Anthem.

FIRST GRADE: The student will be able to identify the American Flag and its history.

SECOND GRADE: The student will gain knowledge of the law and how it works.

THIRD GRADE: The student will demonstrate respect for society’s rules and laws.

KINDERGARTEN AND FIRST GRADE: The student will recognize community helpers and their jobs.

SECOND GRADE AND THIRD GRADE: The student will be introduced to community helpers and leaders

FOREIGN POLICIES, CONVERTING MONEY, TRADE RELATIONSHIPS, WAR

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will understand rules must be met concerning foreign policies, money, war, trade, etc.

FREEDOM, DEMOCRACY, RIGHTS

1776

BOSTON TEA PARTY

TAXATION WITHOUT REPRESENTATION

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will know what the Boston Tea Party is. Students will participate in activities (segregation). The student will understand the concept of freedom.

EQUALITY, GOODS, SERVICES, CONSUMPTION, SUPPLY AND DEMAND

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will understand the basic concept of supply and demand.

PAYDAY

KINDERGARTEN AND FIRST GRADE: The student, through play, will be able to pretend the exchange of money and goods. The student will realize jobs completed will earn them a wage.

MAKING CHOICES THEY ALL WANT, THROUGH MONEY AND MATH ACTIVITIES

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will be able to explain reasons for making economic choices. Depending on income, quality, resources, personal priorities, etc.

SKILLS, KNOWLEDGE, AVAILABLE RESOURCES, HOUSING ACROSS THE COUNTRY

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will become familiar with available resources, skills, and housing across the country.

IF NOT ENOUGH MONEY, FLUCTUATING PRICES, NEEDS OF SOCIETY, CONSTRUCTION WORKERS AFFECTED BY WEATHER, STRIKES, DISEASE

FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will become familiar with the idea that choices must be made for the demands of society.

WHAT ARE THE BENEFITS OF SHARING, BORROWING, MUTUAL NEEDS ARE MET, NOT ALL HAVE THE SAME RESOURCES

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will become familiar with the exchange of goods and services.

HOW MUCH IS SOMETHING WORTH TO YOU?

I’LL BE YOUR FRIEND IF. . .

MONEY CREATES A STANDARD

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will understand that money is a necessity to make exchange easier.

SCHOOLING, FIRE, POLICE, GOVERNMENTS, DCFS

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will become familiar with government services in the community and nation.

SECOND GRADE: The student will make a timeline of their life in pictures.

THIRD GRADE: The student will make a timeline of their life with pictures and a written autograph.

SECOND GRADE AND THIRD GRADE: The student will acquire information from art and photograph. (art teacher)

TELEVISION SHOWS, LITERATURE, AMISH, DIFFERENT COUNTRIES, DIFFERENT TIMES

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student, through literature, will be introduced to people in different times and places.

KINDERGARTEN AND FIRST GRADE: The student will be aware of local parks and public buildings in their community.

SECOND GRADE AND THIRD GRADE: The student will learn the historical significance of the schools, parks, and public buildings in their area.

KINDERGARTEN: The student will listen to stories about famous people and national holidays.

FIRST GRADE: The student will discuss and make projects of famous and national holidays.

SECOND GRADE: The student will read, write, and draw pictures of famous people and national holidays.

THIRD GRADE: The student will review the history of famous people and national holidays and tell about it orally and written.

NATIVE AMERICANS, AFRICAN LEGENDS (ANANSI) BISHOP TU TU, LIBRARIAN, MULTICULTURAL LITERATURE, CHRISTMAS

FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will, through literature and videos, become aware of individuals and groups in the world who have made a contribution.

THROUGH LITERATURE OVER A THREE OR FOUR YEAR PERIOD

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: Through literature, students will learn the historical facts of Native Americans in Illinois prior to the Black Hawk War.

PRICES RISING, COMMUNITY DEVELOPMENTS, BUSINESS COMMUNITY

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will, through literature and pictures and discussion, become aware of economic changes in their community.

KINDERGARTEN AND FIRST GRADE: The student will understand how people/groups make economic choices to improve their lives through literature and activities.

SECOND GRADE AND THIRD GRADE: The student will understand how people/groups make economic choices to improve their lives through literature and writing.

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will gain knowledge of trade among people by studying early Americans and European influence upon the Native American people.

MAYOR

AS COMMUNITY DEVELOPED, DIFFERENT PEOPLE TOOK PARTS, DIFFERENT COMMUNITY GROUPS FORMED, SOCIAL SERVICE ORGANIZATIONS

KINDERGARTEN, FIRST GRADE, SECOND GRADE, THIRD GRADE: The student will understand their community developed from various community groups and organizations.

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will be able to identify customs and traditions through literature and activities. Example: Cinco de Mayo, Christmas, Chinese New Year, etc.

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will compare, through pictures, how their environment has changed over time.

FORESTS, CAVES, JUNGLES, RAINFORESTS

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will examine, through pictures, film and literature, the different natural environments. Example: Caves, jungles, forests, etc.

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will be able to read a simple map and to identify basic features.

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will be able to name the basic landforms.

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will be able to distinguish between the different climates on earth.

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will understand how the physical environment is detrimental to their survival.

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will assess how the climate effects the outcomes of the physical environment, positively or negatively.

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will understand the process and importance of recycling for the environment.

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will realize that the growing community brings geographic changes to their local region.

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will be exposed to various United States folklore from different cultures, through literature, films, videos, etc.

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will be held responsible for various roles in the school community.

KINDERGARTEN, FIRST GRADE, SECOND GRADE AND THIRD GRADE: The student will describe the different needs of the community through stores, restaurants, etc.

FOURTH GRADE

1. Understand the purpose for United States Constitution and how it was formed.
2. Understand the reasons for state constitutions.
3. Explain the importance of fundamental concepts in Illinois Constitutions.

1. Understand the purpose of the Declaration of Independence and United States Constitution.
2. Students should understand that democracy works best when everyone participates and they make a difference if they speak up about an issue.

FOURTH GRADE

1. Compare/contrast state and local governments.
2. Know the branches of state government.
3. Know present state leaders of Illinois and local community.

1. Know the difference between local, state, and federal government and what each does.
2. Student will be able to identify three (3) branches of federal government and explain, in writing, the difference between each level.

Compare and contrast various political systems of the world. (e.g. monarchy, republic, dictatorship

1. Compare state’s rights to rights of a nation.
2. Understand the importance of voting. Understand that laws protect our rights.

FOURTH GRADE

Understand the role Martin Luther King, Jr. played in the Civil Rights Movement.

FIFTH GRADE

Discuss the emergence of the United States as a world power after World War II.

FOURTH GRADE

1. Understand role Abraham Lincoln played in the issue of slavery.
2. Explain role the Underground Railroad played in the slavery issue.

1. Paraphrase the freedoms expressed in the Bill of Rights vs. actual practices in society.
2. Show how, in a democracy, people help to make the laws (Senate, Supreme Court).

FOURTH GRADE

1. Discuss and understand the important role agriculture has in the economy of the State of Illinois.
2. Be able to identify the main agricultural products of the State of Illinois.
3. Understand the role of transportation in our state economy.

Relate interdependence of 13 colonies regarding goods and services produced.

FOURTH AND FIFTH GRADE: Understand the role education plays in determining career choices.

FOURTH GRADE

Be made aware of the role drought, the Depression and war play.

Research causes and effects of massive unemployment of the Great Depression.

FOURTH GRADE

1. Recognize that commercials and advertisements try to influence our choices as consumers.
2. Recognize peer pressure as a determining factor in our choices as consumers.

Students will be able to explain how world conditions, the environment, and the economy all affect consumers’ choices.

FIFTH GRADE

Students will be able to identify the factors affecting supply and demand.

FOURTH GRADE

1. Understand that, if a choice is made to take drugs, good health and the opportunity to be a productive citizen in society are given up.
2. Understand that sacrifices have to be made in order to be successful in life.

FIFTH GRADE

Students will be able to identify the factors affecting supply and demand.

FIFTH GRADE

Understand the chances an inventor takes when he puts his product on the market.

FOURTH GRADE

Describe why early settlers traded with Native Americans.

FOURTH GRADE

Understand what labor unions are and why they were formed.

FIFTH GRADE

1. Recognize interdependence among people.
2. Students should be able to discuss the Industrial Revolution and its effect on the country’s economy.

FIFTH GRADE

Develop an awareness of social problems and how government agencies respond to these problems.

FIFTH GRADE

Identify social and educational programs provided by local, stand and federal government.

SIXTH GRADE

Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present.

FIFTH GRADE

Explore the principles of the Declaration of Independence, the United States Constitution, and the Bill of Rights to help students consider what they need to do to protect the freedoms these documents enshrine.

FIFTH GRADE

List the reasons for the formation of the original 13 colonies.

FIFTH GRADE

Identify major causes of the American Revolution and describe the consequences of the Revolution through the early national period, including the roles of George Washington, Thomas Jefferson and Benjamin Franklin.

FIFTH GRADE

Examine presidential elections that were pivotal in the formation of modern political parties.

FIFTH GRADE

Understand the importance of the Louisiana Purchase and how it affected the size and economy of the United States. Students should be able to explain the importance of major political leaders.

SIXTH GRADE Describe the historical development of monarchies, oligarchies and city-states in ancient civilizations.

SIXTH GRADE

Describe the origins of Western political ideas and institutions (e.g. Greek democracy, Roman republic, Magna Carta and Common Law).

FIFTH GRADE

List the reasons plantation owners felt slavery was needed. Students will be able to distinguish between indentured servants and slaves.

FIFTH GRADE

Students will be able to identify individuals and how their inventions contributed to economic change.

FOURTH GRADE

Describe significant economic events, including industrialization, immigration, the Great Depression, the shift to a service economy and the rise of technology, that influenced history from the industrial development era to the present in relation to the State of Illinois. (In My Illinois)

SIXTH GRADE

Describe the economic consequences of the first agricultural revolution, 4000 BCE-1000 BCE.

SIXTH GRADE

Describe the basic economic systems of the world’s great civilizations including Mesopotamia, Egypt, Aegean/Mediterranean and Asian civilizations, 1000 BCE--500 CE.

SIXTH GRADE

Describe basic economic changes that led to and resulted from the manorial agricultural system.

FIFTH GRADE

Students will be able to define religious freedom.

FOURTH GRADE

Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois.

FIFTH GRADE

Students should be able to understand that an active citizen is someone who cares about and participates in the world around them.

SIXTH GRADE

Describe the various roles of men, women and children in the family, at work, and in the community in various time periods and places (e.g., ancient Rome, Medieval Europe, ancient China).

FOURTH GRADE

Identify environmental factors that drew settlers to the State of Illinois.

FIFTH GRADE

1. Describe the Gold Rush.
2. Students will be able to describe the fertile lands of Oregon and migration to that area.

FIFTH GRADE

Identify National Parks in the various regions of the United States. Understand the reasons for having National Parks.

FOURTH GRADE

Understand the role of the Great Lakes in the development of trade and transportation in Illinois.

SIXTH GRADE

Describe how people in hunting and gathering and early pastoral societies adapted to their respective environments.

FOURTH GRADE

Compare physical characteristics of different ecosystems (forests, desert, prairie, and tundra) including vegetation, land forms, wildlife and climate.

FOURTH GRADE

Use maps, charts, graphs, diagrams and pictures to gather information about people, places and environments.

FOURTH GRADE

1. Understand what causes erosion.
2. Understand why Illinois has good farmland.
3. Understand why early settlers came to Illinois.

FOURTH GRADE

Understand life and conditions in different ecosystems, including forests, desert, prairie and tundra.

FOURTH GRADE

Describe how floods, drought, and fire change the quality of life.

FOURTH GRADE

1. Describe role of transportation in Illinois.
2. Describe importance of trade for early settlers in Illinois.

FOURTH GRADE

Describe how human activity affects the environment by the building of cities, the construction of roads, and pollution.

FOURTH GRADE

1. Describe how glaciers determined the type of land in Illinois.
2. Understand the importance of Lake Michigan in influencing Chicago’s growth.

Describe how various Native American tribes depended on nature for their existence (materials for homes, clothing, food, etc.).

FOURTH GRADE

Understand that early settlement in Illinois was influenced by rivers and the rich land around them.

FIFTH GRADE

Students should be able to discuss reasons for starting settlements near waterways. Explain the reasons for western expansion.

FOURTH GRADE

FIFTH GRADE

Students learn that working with others makes everyone feel good. They should be able to discuss how people living in different neighborhoods are communities working together.

FOURTH GRADE

Describe the ways in which institutions meet the needs of society (e.g., Natural History Museum, Museum of Science and Industry, Zoo, Aquarium, Planetarium, Ethnic Museums).

FIFTH GRADE

Describe the ways in which institutions meet the needs of society (e.g., NATO and UN) through current events.

FOURTH GRADE

Understand what caused many people to leave rural areas and settle in urban areas.

FIFTH GRADE

Describe interdependence of Native American tribes.

SIXTH GRADE

Describe how changes in production (e.g., hunting and gathering, agricultural, industrial) and population caused changes in social systems.

SEVENTH GRADE

The students should be able to: Compare and contrast the Federal and State Constitutions; the law-making process and specific court cases and their effects upon society as a whole.

SEVENTH GRADE

The students should be able to: Understand the weaknesses of the Articles of Confederation as compared to the Federal Constitution and compare and contrast different forms of government (monarchy, dictatorship, republic, and democracy).

SEVENTH GRADE

The students should be able to: Analyze Thomas Paine’s "Common Sense" and how it inspires the Patriot cause; locate news articles that try to inspire or influence a particular political goal.

SEVENTH GRADE

The students should be able to: Know the unjust policies that created the American desire for independence by comparing the Mayflower Compact, United States and State of Illinois Constitutions.

SEVENTH GRADE

The students should be able to: Understand the effect that the Critical Period had on the development of America; Understand the weaknesses of the Articles of Confederation; Analyze Virginia Plan’s solution to the representation problem at the Constitutional Convention; Analyze New Jersey Plan’s solution to the representation problem at the Constitutional Convention.

SEVENTH GRADE

The students should be able to understand the economic rewards that could be attained by finding an all water route to the East and assess the value of the exotic products during the Exploration period.

SEVENTH GRADE

The students should be able to understand the significance of the triangular trade routes that brought new goods and services as well as the economic growth to the colonies.

SEVENTH GRADE

The students should be able to understand how economic pressure could be placed upon England through boycotts and non-importation of British goods by the colonist.

SEVENTH GRADE

The students should be able to compare and contrast pre Revolutionary taxes to the taxes levied by different levels of government today and compare their uses to benefit society as a whole.

Local, State and United States History (US)

Early history in the Americas to 1620

Colonial history and settlement to 1763

The American Revolution and early national period to 1820s

National expansion from 1815 to 1850

The Civil War and Reconstruction from 1850 to 1877

Development of the industrial United States from 1865 to 1914

The emergence of the United States as a world power from 1890 to 1920

Post World War II and the Cold War from 1945 to 1968

Contemporary United States from 1968 to present

World History (W)

Prehistory to 2000 BCE

Early civilizations, nonwestern empires, and tropical civilizations

The rise of pastoral peoples to 1000 BCE

Classical civilizations from 1000 BCE to 500 CE

Fragmentation and interaction of civilizations from 500 to 1100 CE

Centralization of power in different regions from 1000 to 1500 CE

Early modern world from 1450 to 1800

Global unrest, change and revolution from 1750 to 1850

Global encounters and imperialism and their effects from 1850 to 1914

The twentieth century to 1945

The contemporary world from 1945 to the present

SEVENTH GRADE

The students should be able to compare and contrast the New Jersey and Virginia Plan’s viewpoints on representation.

EIGHTH GRADE

The students should be able to write an opinion on the ruling of Plessy vs. Ferguson.

SEVENTH GRADE

The students should be able to: Understand the economic rewards that could be attained by finding all water routes to the East; Know how maps depict the world during the Exploration Period.

The students should be able to tell why they think the Battle of El Alamein has been called the turning point of World War II based on the map.

SEVENTH GRADE

The students should be able to: Assess the effect that the Boston Massacre had on the American people; Analyze the term "massacre" and compare it to the events and facts of the Boston Massacre.

EIGHTH GRADE

The students should be able to define "fact" and " interpretation" and list five (5) historical facts and write an interpretation about the Reconstruction.

SEVENTH GRADE

The students should be able to: Compare and contrast French, English and Dutch influences within the newly formed colonies; Understand the economic vagaries that created sectionalism in the colonies.

SEVENTH GRADE

The students should be able to: Understand the significance of the Boston Tea Party and how this leads to the feelings that the Patriots and the Loyalists had about independence.

SEVENTH GRADE

The students should be able to: Understand the changing structure of the United States Constitution as a document and the amending process due to court cases: Marbury vs. Madison (1803), "Supreme Court review of Laws"; Plessy vs. Ferguson (1896), "separate but equal"; Brown vs. Board of Education Topeka Kansas (1954) "overturn Plessy vs. Ferguson; Roe vs. Wade (1973) "right to privacy".

SEVENTH GRADE

• THE AMERICAN REVOLUTION AND EARLY NATIONAL PERIOD TO 1820’S

EIGHTH GRADE

The students should be able to identify the early foreign policies of the United States during our expansion overseas and list ways that the United States showed the World that it was a world power.

SEVENTH GRADE

HISTORICAL ERAS

LOCAL, STATE AND UNITED STATES HISTORY (US)

• EARLY HISTORY IN THE AMERICAS 1620

• COLONIAL HISTORY AND SETTLEMENT TO 1763

SEVENTH GRADE

The students should be able to understand the North and the South’s perspective on the economic issue of slavery and the impact of tariffs which benefited the North and hurt the South.

EIGHTH GRADE

The students should be able to:

1. Recognize that big business changed the way of life in America.
2. Describe some of the cultural and other contributions of immigrants to American life.
3. Describe some of the problems of urbanization.

EIGHTH GRADE

The students should be able to:

1. State some way the growth of industry changed the way Americans did business.
2. Explain why reformers wanted to end the spoils system of governments and institutions.
3. Describe how Congress tried to regulate the misconducts of big business.
4. Identify the goals of the progressives.

SEVENTH GRADE

The students should be able to compare and contrast modes of transportation, i.e. land, air, and water, and the impact that each has upon the development of an area.

SEVENTH GRADE

The students should be able to understand and know of the person or persons responsible for starting each colonial area or colony with regard to natural resources, personal culture, and religious persecution.

SEVENTH GRADE

The students should be able to: Compare and contrast city and rural life during each of the following periods: early colonization, westward expansion, Civil War Era, and industrialization.

i.e. graph shifts of population over time from rural to city

i.e. graph ethnic population movements over time

i.e. locate dense ethnic populations on a map of a particular time period

i.e. list economic vagaries that created sectionalism in the colonies or states

SEVENTH GRADE

The students should be able to identify the natural resources found in different locations of the United States and how these natural resources led to economic opportunities.

SEVENTH GRADE

• NATIONAL EXPANSION FROM 1815-1850

EIGHTH GRADE

The students should be able to:

1. List some major causes of cities to grow after the Civil War.
2. Describe some of the problems of urbanization.
3. Identify some reform that helped to improve city life and the environment.

SEVENTH GRADE

The students should be able to:

1. Be able to define the terms geography, spatial, interaction and place.
2. Describe the four (4) hemispheres using a globe or a map.
3. Distinguish between relative and exact location and give examples of each.
4. Locate places using lines of longitude and latitude.

SEVENTH GRADE

The students should be able to:

1. Describe the five (5) basic parts of a map.
2. List the four (4) properties that a map can have.
3. Measure distance in miles or kilometers using a map scale.
4. Identify line, bar, and circle graphs and analyze information from each.

SEVENTH GRADE

The students should be able to:

1. Label the crust, mantle, and inner and outer core on a diagram of the earth.
2. Explain the "Continental Drift Theory".
3. List and describe the five (5) major soil types, giving two (2) locations where each is found.
4. Define the following geographic terms: prairies; permafrost; savannas, biome, tropical rainforest; steppe, and tundra.
5. Describe the effects of the development of agriculture and the Industrial Revolution on the natural environment.
6. List the four (4) main elements of climate.
7. Explain the effects of latitude, altitude, water and land on climate.
8. Identify the five (5) major climate groups.

SEVENTH GRADE

The students should be able to:

1. Explain relationships among the American economy and industrialization, labor and urbanization, 1800 to present.
2. Describe how economic developments and government policies after 1800’s affected the country’s economic institution.

SEVENTH GRADE

The students should be able to:

1. Distinguish among enculturation, cultural diffusion, and acculturation.
2. List the four (4) major stages in the development of culture.
3. Distinguish between material and non-material elements of culture.
4. Compare and contrast simple and complex cultures.

SEVENTH GRADE

The students should be able to:

1. Identify the natural resources that attracted Europeans to America.
2. List some of the resources for each region of the United States.
3. List several factors that make United States regions an important agricultural or industrial area.
4. Identify resources of the United States regions that are used throughout the world.

SEVENTH GRADE

The students should be able to:

1. List several factors for the migration of people to a new geographical area.
2. Describe the effects that religion, political, and economic effects migration and population growth.
3. Explain the movement of people from rural to urban areas.

The students should be able to:

1. Identify the affects of immigration on the growth of cities and population.
2. Explain the great migration during World War I.

SEVENTH GRADE

The students should be able to:

1. List several reasons how modern improvements have helped change settlements.
2. Describe how the industrial revolution changed the rural and urban areas.
3. List and describe modern inventions of the Industrial Revolution.

SEVENTH GRADE

The students should be able to:

1. List the landforms and waterways and how they effect each United States region.
2. List some of the resources from each United States region and how they effect the United States.
3. List each continent and several of their resources and how they effect these continents.

SEVENTH GRADE

The students should be able to compare and contrast the cultures of the Aztec, Inca and Maya to the diverse cultures in the United States.

EIGHTH GRADE

The students should be able to:

1. List some of the cultural activities of immigrants that were adopted by other ethnic groups.
2. List some things that made Harlem a center of culture during the l920’s.

SEVENTH GRADE

The students should be able to compare the economics of the antebellum South and the North during that period.

EIGHTH GRADE

The students should be able to:

1. Identify some advances made during the l950’s against segregation.
2. Describe how the Vietnam War and Watergate hurt the country.
3. Explain why violence broke out in American cities during the 1960’s.
4. Name some ways life changed for women during the 1920’s.

SEVENTH GRADE

The students should be able to explain how the cotton gin revolutionized cotton production and expanded the idea of slavery westward.

EIGHTH GRADE

The students should be able to report on the cultural activities of Harlem that were shared by other ethnic groups during the l920’s.

EIGHTH GRADE

The students should be able to:

1. List the ways in which the diverse groups developed America’s ways and maintained common beliefs.
2. List some of the cultural activities and other things immigrants and Americans had to spend their leisure time doing.
3. Explain how entertainment united Americans.
4. Describe the new American culture that developed with changing America.

SEVENTH GRADE

The students should be able to understand how an increasingly varied population helped produce a distinct American culture and identity.

EIGHTH GRADE

The students should be able to:

1. Identify three (3) contributions of 5-8 diverse groups of America.
2. Identify the time period of the contributions.