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Correlations to Standards by State by Academic Discipline

Michigan Social Studies Content Strands Grades 6-8

Strand I. Historical Perspective

    Students use knowledge of the past to construct meaningful understanding of our diverse cultural heritage and to inform their civic judgments.

Standard I.I Time and Chronology

Standard I.2 Comprehending the Past

Standard I.3 Analyzing and Interpreting the Past

    All students will reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from evidence

    1. Use primary and secondary records to analyze significant events that shaped the development of Michigan as a state and the United States as a nation prior to the end of the era of Reconstruction.

    2. Analyze interpretations of major events selected from African, Asian, Canadian, European and Latin American history to reveal the perspectives of the authors.

    3. Show that historical knowledge is tentative and subject to change by describing interpretations of the past that have been revised when new information was uncovered.

    4. Compose narratives of events from the history of Michigan and of the United States prior to the era of Reconstruction.

Standard I.4 Judging Decisions from the Past

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Strand II. Geographic Perspective

    Students will use knowledge of spatial patterns on earth to understand processes that shape human environments and to make decisions about society.

Standard II.I "Diversity of People, Places, and Cultures"

Standard II.2 Human/Environment Interaction

    All students will describe, compare, and explain the locations and characteristics of ecosystems, resources, human adaptation, environmental impact, and the interrelationships among them.

    1. Locate, describe, and compare the ecosystems, resources, and human environment interactions of major world regions.

    2. Locate major ecosystems, describe their characteristics, and explain the process that created them.

    3. Explain the importance of different kinds of ecosystems to people.

    4. Explain how humans modify the environment and describe some of the possible consequences of those modifications.

    5. Describe the consequences of human/environment interactions in several different types of environment.

Standard II.3 Location, Movement, and Connections

    All students will describe, compare, and explain the locations and characteristics of economic activities, trade, political activities, migration, information flow, and the interrelationships among them.

    1. Locate and describe major economic activities and occupations of major world regions and explain the reasons for their locations.

    2. Explain how governments have divided land and sea areas into different regions.

    3. Describe how and why people, goods and services, and information move within world regions and between regions.

    4. Describe the major economic and political connections between the United States and different world regions and explain their causes and consequences.

Standard II.4 "Regions, Patterns, and Processes"

    All students will describe and compare characteristics of ecosystems, states, regions, countries, major world regions, and patterns and explain the processes that created them.

Standard II.5 Global Issues and Events

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Strand III. Civic Perspective

    Students will use knowledge of American government and politics to make informed decisions about governing their communities.

Standard III.I Purposes of Government

    All students will identify the purposes of national, state, and local governments in the United States, describe how citizens organize government to accomplish their purposes and assess their effectiveness.

    1. Describe how the federal government in the United States serves the purposes set forth in the Preamble to the Constitution.

    2. Distinguish between representative democracy in the United States and other forms of government.

    3. Explain how the rule of law protects individual rights and serves the common good.

    4. Explain the importance of limited government to protect political and economic freedom.

    • Federalism AND ALL FOCUS TOPICS
      http://www.beyondbooks.com/gov91/3.asp

Standard III.2 Ideals of American Democracy

    All students will explain the meaning and origin of the ideas, including the core democratic values expressed in the Declaration of Independence, the Constitution, and other foundational documents of the United States.

    1. Identify the essential ideas expressed in the Declaration of Independence and the origins of those ideas, and explain how they set the foundation for civic life, politics and government in the United States.

    2. Describe provisions of the U.S. Constitution which delegate to government the powers necessary to fulfill the purposes for which it was established.

    3. Explain means for limiting the powers of government established by the U.S. Constitution.

Standard III.3 Democracy in Action

    All students will describe the political and legal processes created to make decisions, seek consensus, and resolve conflicts in a free society.

    1. Distinguish between civil and criminal procedure.

    2. Identify disparities between American ideals and realities and propose ways to reduce them.

Standard III.4 American Government and Politics

    All students will explain how American governmental institutions at the local, state, and federal levels provide for the limitation and sharing of power and how the nation's political system provides for the exercise of power.

    1. Evaluate information and arguments from various sources in order to evaluate candidates for public office.

    2. Explain how the Constitution is maintained as the supreme law of the land.

Standard III.5 American Government and World Affairs

    All students will understand how the world is organized politically, the formation of American foreign policy, and the roles the United States plays in the international arena.

    1. Describe the purposes and functions of major international, governmental

    2. Describe means used by the United States to resolve international conflicts.

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Strand IV. Economic Perspective

    Students will use knowledge of the production, distribution, and consumption of goods and services to make personal and societal decisions about the use of scarce resources.

Standard IV.I Individual and Household Choices

    All students will describe and demonstrate how the economic forces of scarcity and choice affect the management of personal financial resources, shape consumer decisions regarding the purchase, use, and disposal of goods and services, and affect the economic well-being of individuals and society.

    1. Use economic reasoning when comparing price, quality and features of goods and services.

    2. Evaluate employment and career opportunities in light of economic trends.

    3. Analyze the reliability of information when making economic decisions.

Standard IV.2 Business Choices

    All students will explain and demonstrate how businesses confront scarcity and choice when organizing, producing, and using resources, and when supplying the marketplace.

    1. Using a real example, describe how business practices, profit, and a willingness to take risks, enabled an entrepreneur to operate.

    2. Compare various methods for the production and distribution of goods and services.

    3. Describe the effects of a current public policy on businesses.

    4. Examine the historical and contemporary role an industry has played and continues to play in a community.

Standard IV.3 Role of Government

    All students will describe how government decisions on taxation, spending, public goods, and regulation impact what is produced, how it is produced, and who receives the benefits of production.

    1. Distinguish between public and private goods using contemporary examples.

    2. Identify and describe different forms of economic measurement.

    3. Use case studies to assess the role of government in the economy.

    4. Distinguish different forms of taxation and describe their effects.

Standard IV.4 Economic Systems

    All students will explain how a free market economic system works, as well as other economic systems, to coordinate and facilitate the exchange, production, distribution, and consumption of goods and services.

    1. Compare the historical record of market economies in solving the problem of scarcity.

    2. Describe the roles of the various economic institutions which comprise the American economic system such as governments, business firms, labor unions, banks, and households.

    3. Use case studies to exemplify how supply and demand, prices, incentives, and profits determine what is produced and distributed in the American economy.

    4. Analyze how purchasers obtain information about goods and services from advertising and other sources.

    Standard IV.5 Trade

    All students will describe how trade generates economic development and interdependence and analyze the resulting challenges and benefits for individuals, producers, and government.

    1. Identify the current and potential contributions of national and world regions to trade.

    2. Examine the role of the United States government in regulating commerce as stated in the United States Constitution.

    3. Describe the historical development of the different means of payment such as barter, precious metals, or currency to facilitate exchange.

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Strand V. Inquiry

    Students will use methods of social science investigation to answer questions about society.

Standard V.I Information Processing

    All students will acquire information from books, maps, newspapers, data sets, and other sources, organize and present the information in maps, graphs, charts, and time lines, interpret the meaning and significance of information, and use a variety of electronic technologies to assist in accessing and managing information.

    1. Locate and interpret information about the natural environments and cultures of countries using a variety of primary and secondary sources and electronic technologies, including computers and telecommunications where appropriate.

    2. Use traditional and electronic means to organize social science information and to make maps, graphs, and tables.

    3. Interpret social science information about the natural environment and cultures of countries from a variety of primary and secondary sources

Standard V.2 Conducting Investigations

    All students will conduct investigations by formulating a clear statement of a question, gathering and organizing information from a variety of sources, analyzing and interpreting information, formulating and testing hypotheses, reporting results both orally and in writing, and making use of appropriate technology.

    1. Pose a social science question about a culture, world region, or international problem.

    2. Gather and analyze information using appropriate information technologies to answer the question posed.

    3. Construct an answer to the question posed and support their answer with evidence.

    4. Report the results of their investigation including procedures followed and possible alternative conclusions.

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Strand VI. Public Discourse and Decision Making

    Students will analyze public issues and construct and express thoughtful positions on these issues.

Standard VI.I Identifying and Analyzing Issues

    All students will state an issue clearly as a question of public policy, trace the origins of the issue, analyze various perspectives people bring to the issue, and evaluate possible ways to resolve the issue.

    1. State public policy issues and their related ethical, definitional, and factual issues as questions.

    2. Trace the origins of a public issue.

    3. Explain how culture and experiences shape positions that people take on an issue.

Standard VI.2 Group Discussion

    All students will engage their peers in constructive conversation about matters of public concern by clarifying issues, considering opposing views, applying democratic values, anticipating consequences, and working toward making decisions.

    1. Engage each other in conversations which attempt to clarify and resolve national and international policy issues.

Standard VI.3 Persuasive Writing

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Strand VII. "Citizen Involvement"

    Students will act constructively to further the public good.

Standard VII.I Responsible Personal Conduct

    All students will consider the effects of an individual's actions on other people, how one acts in accordance with the rule of law, and how one acts in a virtuous and ethically responsible way as a member of society.

    1. Use laws and other ethical rules to evaluate their own conduct and the conduct of others.

    2. Engage in activities intended to contribute to solving a national or international problem they have studied.

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