Page SOC_Strands_ St

Discipline Strand Standard & Description Cluster Level Benchmark & Description
Strand Standard Benchmark
Strand 1 - HISTORICAL PERSPECTIVE (Standards 1-4)
SOC. I. Historical Perspective 1. Time & Chronology EE. 1. Use analog and digital clocks to tell time.
SOC. I. Historical Perspective 1. Time & Chronology EE. 2. Use weeks, months and years as intervals of time.
SOC. I. Historical Perspective 1. Time & Chronology EE. 3. Distinguish among the past, the present and the future.
SOC. I. Historical Perspective 1. Time & Chronology EE. 4. Place events of their lives and the lives of others in chronological order.
SOC. I. Historical Perspective 1. Time & Chronology LE. 1. Measure chronological time by decades and centuries.
SOC. I. Historical Perspective 1. Time & Chronology LE. 2. Place major events in the development of their local community and the state of Michigan in chronological order.
SOC. I. Historical Perspective 1. Time & Chronology LE. 3. Place major events in the early history of the United States In chronological order.
SOC. I. Historical Perspective 1. Time & Chronology MS. 1. Construct and interpret timelines of people and events from the history of Michigan and the United States through the era of Reconstruction and from the history of other regions of the world.
SOC. I. Historical Perspective 1. Time & Chronology MS. 2. Describe major factors that characterize the following eras in United States history: The Meeting of Three Worlds (beginnings to 1620) Colonization and Settlement (1585 - 1763) Revolution and the New Nation (1754 - 1815) Expansion and Reform (1801 - 18
SOC. I. Historical Perspective 1. Time & Chronology MS. 3. Select a contemporary condition in Africa Asia Canada Europe and Latin America and trace some of the major historical origins of each.
SOC. I. Historical Perspective 1. Time & Chronology HS. 1. Construct and interpret timelines of people and events in the history of Michigan and the United States since the era of Reconstruction.
SOC. I. Historical Perspective 1. Time & Chronology HS. 2. Describe major factors that characterize the following eras in United States history: The Development of the Industrial United States (1870 - 1900), The Emergence of Modern America (1890 - 1930), The Great Depression and World War II (1929 - 1945), Pos
SOC. I. Historical Perspective 1. Time & Chronology HS. 3. Identify some of the major eras in world history and describe their defining characteristics. 
SOC. I. Historical Perspective 2. Comprehending the Past EE. 1. Identify who was involved, what happened and where it happened in stories about the past.
SOC. I. Historical Perspective 2. Comprehending the Past EE. 2. Describe the past through the eyes and experiences of those who were there as revealed through their records.
SOC. I. Historical Perspective 2. Comprehending the Past EE. 3. Recount events from simple biographies of women and men representing a variety of societies from the past.
SOC. I. Historical Perspective 2. Comprehending the Past EE. 4. Identify and explain how individuals in history demonstrated good character and personal virtue.
SOC. I. Historical Perspective 2. Comprehending the Past LE. 1. Summarize the sequence of key events in stories describing life from the past in their local community, the state of Michigan and other parts of the United States .
SOC. I. Historical Perspective 2. Comprehending the Past LE. 2. Use narratives and graphic data to compare the past of their local community, the state of Michigan and other parts of the United States with present day life in those places.
SOC. I. Historical Perspective 2. Comprehending the Past LE. 3. Recount the lives and characters of a variety of individuals from the past representing their local community, the state of Michigan and other parts of the United States.
SOC. I. Historical Perspective 2. Comprehending the Past LE. 4. Identify and explain how individuals in history demonstrated good character and personal virtue.
SOC. I. Historical Perspective 2. Comprehending the Past MS. 1. Use narratives and graphic data to describe the settings of significant events that shaped the development of Michigan as a state and the United States as a nation during the eras prior to Reconstruction.
SOC. I. Historical Perspective 2. Comprehending the Past MS. 2. Identify and explain how individuals in history demonstrated good character and personal virtue.
SOC. I. Historical Perspective 2. Comprehending the Past MS. 3. Select conditions in various parts of the world and describe how they have been shaped by events from the past.
SOC. I. Historical Perspective 2. Comprehending the Past MS. 4. Use historical biographies to explain how events from the past affected the lives of individuals and how some individuals influenced the course of history.
SOC. I. Historical Perspective 2. Comprehending the Past HS. 1. Draw upon narratives and graphic data to explain significant events that shaped the development of Michigan as a state and the United States as a nation during the eras since Reconstruction.
SOC. I. Historical Perspective 2. Comprehending the Past HS. 2. Identify and explain how individuals in history demonstrated good character and personal virtue.
SOC. I. Historical Perspective 2. Comprehending the Past HS. 3. Select events and individuals from the past that have had global impact on the modern world and describe their impact. 
SOC. I. Historical Perspective 3. Analyzing & Interpreting the Past EE. 1. Use a variety of records to construct a narrative about their personal or family histories.
SOC. I. Historical Perspective 3. Analyzing & Interpreting the Past EE. 2. Differentiate between historical facts and historical interpretations.
SOC. I. Historical Perspective 3. Analyzing & Interpreting the Past EE. 3. Explain why accounts of the same event differ.
SOC. I. Historical Perspective 3. Analyzing & Interpreting the Past LE. 1. Use primary sources to reconstruct past events in their local community.
SOC. I. Historical Perspective 3. Analyzing & Interpreting the Past LE. 2. Interpret conflicting accounts of events in both Michigan and United States history and analyze the viewpoints of the authors.
SOC. I. Historical Perspective 3. Analyzing & Interpreting the Past LE. 3.Compose simple narratives of events from the history of the state of Michigan and the United States.
SOC. I. Historical Perspective 3. Analyzing & Interpreting the Past MS. 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.
SOC. I. Historical Perspective 3. Analyzing & Interpreting the Past MS. 2. Analyze interpretations of major events selected from African, Asian, Canadian, European and Latin American history to reveal the perspectives of the authors.
SOC. I. Historical Perspective 3. Analyzing & Interpreting the Past MS. 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.
SOC. I. Historical Perspective 3. Analyzing & Interpreting the Past MS. 4. Compose narratives of events from the history of Michigan and of the United States prior to the era of Reconstruction.
SOC. I. Historical Perspective 3. Analyzing & Interpreting the Past HS. 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 since the era of Reconstruction.
SOC. I. Historical Perspective 3. Analyzing & Interpreting the Past HS. 2. Challenge arguments of historical inevitability by formulating examples of how different choices could have led to different consequences. 
SOC. I. Historical Perspective 3. Analyzing & Interpreting the Past HS. 3. Select contemporary problems in the world and compose historical narratives that explain their antecedents. 
SOC. I. Historical Perspective 4. Judging Decisions From the Past EE. 1. Recall situations in their lives that required decisions and evaluate the decisions made in light of their consequences.
SOC. I. Historical Perspective 4. Judging Decisions From the Past EE. 2. Evaluate decisions made by others as reported in stories about the past.
SOC. I. Historical Perspective 4. Judging Decisions From the Past LE. 1. Identify problems from the past that divided their local community, the state of Michigan, and the United States and analyze the Interests and values of those involved.
SOC. I. Historical Perspective 4. Judging Decisions From the Past LE. 2. Select decisions made to solve past problems and evaluate those decisions In terms of ethical considerations, the interests of those affected by the decisions, and the short- and long-term consequences in those decisions.
SOC. I. Historical Perspective 4. Judging Decisions From the Past MS. 1. Identify major decisions in Michigan and the United States history prior to the end of the era of Reconstruction, analyze contemporary factors contributing to the decisions and consider alternative courses of action.
SOC. I. Historical Perspective 4. Judging Decisions From the Past MS. 2. Identify major decisions in the history of Africa, Asia, Canada, Europe and Latin America, analyze contemporary factors contributing to the decisions and consider alternative courses of action .
SOC. I. Historical Perspective 4. Judging Decisions From the Past MS. 3. Identify the responses of individuals to historic violations of human dignity involving discrimination, persecution and crimes against humanity.
SOC. I. Historical Perspective 4. Judging Decisions From the Past MS. 4. Select historic decisions and evaluate them in light of core democratic values and resulting costs and benefits as viewed from a variety of perspectives.
SOC. I. Historical Perspective 4. Judging Decisions From the Past HS. 1. Identify major decisions in the history of Michigan and the United States since the era of Reconstruction, analyze contemporary factors contributing to the decisions and consider alternative courses of action.
SOC. I. Historical Perspective 4. Judging Decisions From the Past HS. 2. Evaluate the responses of individuals to historic violations of human dignity involving discrimination, persecution and crimes against humanity.
SOC. I. Historical Perspective 4. Judging Decisions From the Past HS. 3. Analyze key decisions by drawing appropriate historical analogies.
SOC. I. Historical Perspective 4. Judging Decisions From the Past HS. 4. Select pivotal decisions in United States history and evaluate them in light of core democratic values and resulting costs and benefits as viewed from a variety of perspectives. 
Strand 2 - GEOGRAPHIC PERSPECTIVE (Standards 1 - 5)
SOC. II. Geographic Perspective 1. People, Places & Cultures EE. 1. Describe the human characteristics of places and explain some basic causes for those characteristics.
SOC. II. Geographic Perspective 1. People, Places & Cultures EE. 2. Describe the natural characteristics of places and explain some basic causes for those characteristics.
SOC. II. Geographic Perspective 1. People, Places & Cultures LE. 1. Locate and describe cultures and compare the similarities and differences among the roles of women, men, and families.
SOC. II. Geographic Perspective 1. People, Places & Cultures LE. 2. Locate and describe diverse kinds of communities and explain the reasons for their characteristics and locations.
SOC. II. Geographic Perspective 1. People, Places & Cultures LE. 3. Locate and describe the major places, cultures, and communities of the nation and compare their characteristics.
SOC. II. Geographic Perspective 1. People, Places & Cultures MS. 1. Locate and describe the diverse places, cultures, and communities of major world regions.
SOC. II. Geographic Perspective 1. People, Places & Cultures MS. 2. Describe and compare characteristics of major world cultures including language, religion, belief systems, gender roles, and traditions.
SOC. II. Geographic Perspective 1. People, Places & Cultures MS. 3. Explain why people live and work as they do in different regions.
SOC. II. Geographic Perspective 1. People, Places & Cultures HS. 1. Describe how major world issues and events affect various people, societies, places, and cultures in different ways.
SOC. II. Geographic Perspective 1. People, Places & Cultures HS. 2. Explain how culture might affect women's and men's perceptions
SOC. II. Geographic Perspective 2. Human/Environment Interaction EE. 1. Describe how people use the environment to meet human needs and wants.
SOC. II. Geographic Perspective 2. Human/Environment Interaction EE. 2. Describe the ways in which their environment has been changed by people, and the ways their lives are affected by the environment.
SOC. II. Geographic Perspective 2. Human/Environment Interaction EE. 3. Suggest ways the people can help improve their environment. 
SOC. II. Geographic Perspective 2. Human/Environment Interaction LE. 1. Explain basic ecosystem concepts and processes.
SOC. II. Geographic Perspective 2. Human/Environment Interaction LE. 2. Describe the location, use, and importance of different kinds of resources and explain how they are created and the consequences of their use.
SOC. II. Geographic Perspective 2. Human/Environment Interaction LE. 3. Describe the major physical patterns, ecosystems, resources, and land uses of the state, region, and country and explain the processes that created them.
SOC. II. Geographic Perspective 2. Human/Environment Interaction LE. 4. Explain how various people and cultures have adapted to and modified the environment.
SOC. II. Geographic Perspective 2. Human/Environment Interaction MS. 1. Locate, describe, and compare the ecosystems, resources, and human environment interactions of major world regions.
SOC. II. Geographic Perspective 2. Human/Environment Interaction MS. 2. Locate major ecosystems, describe their characteristics, and explain the process that created them.
SOC. II. Geographic Perspective 2. Human/Environment Interaction MS. 3. Explain the importance of different kinds of ecosystems to people.
SOC. II. Geographic Perspective 2. Human/Environment Interaction MS. 4. Explain how humans modify the environment and describe some of the possible consequences of those modifications.
SOC. II. Geographic Perspective 2. Human/Environment Interaction MS. 5. Describe the consequences of human/environment interactions in several different types of environment.
SOC. II. Geographic Perspective 2. Human/Environment Interaction HS. 1. Describe the environmental consequences of major world processes and events.
SOC. II. Geographic Perspective 2. Human/Environment Interaction HS. 2. Assess the relationship between property ownership and the management of natural resources. 
SOC. II. Geographic Perspective 3. Location, Movement & Connections EE. 1. Identify locations of significance in their immediate environment and explain reasons for their location.
SOC. II. Geographic Perspective 3. Location, Movement & Connections EE. 2. Identify people and places in other locations and explain their importance to the community.
SOC. II. Geographic Perspective 3. Location, Movement & Connections EE. 3. Identify people, goods, services and ideas in their local community which have come from other places and describe why they moved.
SOC. II. Geographic Perspective 3. Location, Movement & Connections LE. 1. Describe major kinds of economic activity and explain the factors influencing their location.
SOC. II. Geographic Perspective 3. Location, Movement & Connections LE. 2. Describe the causes, consequences, routes and movement of major migration to the United States.
SOC. II. Geographic Perspective 3. Location, Movement & Connections LE. 3. Explain how transportation and communication link people and communities.
SOC. II. Geographic Perspective 3. Location, Movement & Connections LE. 4. Describe some of the major movements of goods, people, jobs and information within Michigan and the United States and explain the reasons for the movements.
SOC. II. Geographic Perspective 3. Location, Movement & Connections MS. 1. Locate and describe major economic activities and occupations of major world regions and explain the reasons for their locations.
SOC. II. Geographic Perspective 3. Location, Movement & Connections MS. 2. Explain how governments have divided land and sea areas into different regions.
SOC. II. Geographic Perspective 3. Location, Movement & Connections MS. 3. Describe how and why people, goods and services, and information move within world regions and between regions.
SOC. II. Geographic Perspective 3. Location, Movement & Connections MS. 4. Describe the major economic and political connections between the United States and different world regions and explain their causes and consequences.
SOC. II. Geographic Perspective 3. Location, Movement & Connections HS. 1. Describe major world patterns of economic activity and explain the reasons for the patterns.
SOC. II. Geographic Perspective 3. Location, Movement & Connections HS. 2. Explain how events have causes and consequences in different parts of the world. 
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes EE. 1. Identify regions in their immediate environment and describe their characteristics and boundaries. 
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes EE. 2. Compare their community and region with others.
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes EE. 3. Describe changes in the region over time as well as presently.
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes LE. 1. Draw sketch maps of the community, region, and nation.
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes LE. 2. Describe places, cultures, and communities in the United States and compare them with those in other regions and countries.
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes LE. 3. Describe the geography of Michigan at major times in its history and explain the reasons for its change.
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes LE. 4. Describe the physical, economic, and cultural geography of contemporary Michigan and its causes, advantages, and disadvantages.
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes LE. 5. Describe the Great Lakes ecosystem, and explain physical and human processes that act upon them.
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes LE. 6. Describe the geography of major United States regions, compare the regions, and explain the processes that created them.
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes MS. 1. Draw a sketch map of the world from memory.
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes MS. 2. Locate and describe major cultural, economic, political and environmental features of Africa, Europe, Asia, Australia and North and South America and the processes that created them.
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes MS. 3. Describe major patterns of world population, physical features, ecosystems, cultures and explain some of the factors causing the patterns.
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes MS. 4. Compare major world regions with respect to cultures, economy, governmental systems, environment, and communications.
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes HS. 1. Explain how major world processes affect different world regions.
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes HS. 2. Explain how major world regions are changing.
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes HS. 3. Explain how processes like population growth, economic development, urbanization resource use, international trade, global communication, and environmental impact are affecting different world regions. 
SOC. II. Geographic Perspective 4. Regions, Patterns & Processes HS. 4. Describe major patterns of economic development and political systems and explain some of the factors causing them.
SOC. II. Geographic Perspective 5. Global Issues & Events EE. 1. Locate and describe major world events that are having an impact on their community and explain why they are important to the community.
SOC. II. Geographic Perspective 5. Global Issues & Events LE. 1. Locate major world events and explain how they impact people and the environment.
SOC. II. Geographic Perspective 5. Global Issues & Events MS. 1. Describe how social and scientific changes in regions may have global consequences.
SOC. II. Geographic Perspective 5. Global Issues & Events MS. 2. Describe the geographic aspects of events taking place in different world regions.
SOC. II. Geographic Perspective 5. Global Issues & Events MS. 3. Explain how elements of the physical geography, culture, and history of the region may be influencing current events.
SOC. II. Geographic Perspective 5. Global Issues & Events HS. 1. Explain how geography and major world processes influence major world events.
SOC. II. Geographic Perspective 5. Global Issues & Events HS. 2. Explain the causes and importance of global Issues Involving cultural stability and change, economic development and international trade, resource use, environmental impact conflict and cooperation, and explain how they may affect the future. 
Strand 3 - CIVIL PERSPECTIVE (Standards 1-5)
SOC. III. Civic Perspective 1. Purposes of Government EE. 1. Cite examples of government carrying out its legal authority in their local community.
SOC. III. Civic Perspective 1. Purposes of Government EE. 2. Describe consequences of not having rules.
SOC. III. Civic Perspective 1. Purposes of Government LE. 1. Distinguish among local, state, and national government in the United States and describe the roles of government institutions at all three levels.
SOC. III. Civic Perspective 1. Purposes of Government LE. 2. Give examples of authority and the use of power without authority.
SOC. III. Civic Perspective 1. Purposes of Government LE. 3. Give reasons for limiting the power of government.
SOC. III. Civic Perspective 1. Purposes of Government MS. 1. Describe how the federal government in the United States serves the purposes set forth In the Preamble to the Constitution. 
SOC. III. Civic Perspective 1. Purposes of Government MS. 2. Distinguish between representative democracy in the United States and other forms of government.
SOC. III. Civic Perspective 1. Purposes of Government MS. 3. Explain how the rule of law protects individual rights and serves the common good.
SOC. III. Civic Perspective 1. Purposes of Government MS. 4. Explain the importance of limited government to protect political and economic freedom.
SOC. III. Civic Perspective 1. Purposes of Government HS. 1. Explain the advantages and disadvantages of a federal system of government.
SOC. III. Civic Perspective 1. Purposes of Government HS. 2. Evaluate how effectively the federal government is serving the purposes for which it was created.
SOC. III. Civic Perspective 1. Purposes of Government HS. 3. Evaluate the relative merits of the American presidential system and parliamentary systems.
SOC. III. Civic Perspective 2. Ideals of American Democracy EE. 1. Identify aspects of life at school and in the local community that illustrate Justice and freedom. 
SOC. III. Civic Perspective 2. Ideals of American Democracy LE. 1. Interpret the development and summarize the main points in the Declaration of Independence.
SOC. III. Civic Perspective 2. Ideals of American Democracy LE. 2. Interpret the meaning of specific rights guaranteed by the Constitution including religious liberty, free expression, privacy, property, due process of law and equal protection of the law. 
SOC. III. Civic Perspective 2. Ideals of American Democracy LE. 3. Explain responsibilities citizens have to uphold constitutional rights.
SOC. III. Civic Perspective 2. Ideals of American Democracy MS. 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.
SOC. III. Civic Perspective 2. Ideals of American Democracy MS. 2. Describe provisions of the U.S. Constitution which delegate to government the powers necessary to fulfill the purposes for which It was established.
SOC. III. Civic Perspective 2. Ideals of American Democracy MS. 3. Explain means for limiting the powers of government established by the U.S. Constitution.
SOC. III. Civic Perspective 2. Ideals of American Democracy HS. 1. Identify benefits and challenges of diversity in American life.
SOC. III. Civic Perspective 2. Ideals of American Democracy HS. 2. Use the ideas in the Declaration of Independence to evaluate the conduct of citizens, political behavior, and the practices of government. 
SOC. III. Civic Perspective 3. Democracy In Action EE. 1. Explain how conflicts at school or in the local community might be resolved in ways that are consistent with core democratic values.
SOC. III. Civic Perspective 3. Democracy In Action LE. 1. Describe what state and federal courts are expected to do.
SOC. III. Civic Perspective 3. Democracy In Action LE. 2. Describe issues that arise over constitutional rights.
SOC. III. Civic Perspective 3. Democracy In Action MS. 1. Distinguish between civil and criminal procedure.
SOC. III. Civic Perspective 3. Democracy In Action MS. 2. Identify disparities between American ideals and realities and propose ways to reduce them.
SOC. III. Civic Perspective 3. Democracy In Action HS. 1. Using actual cases, evaluate the effectiveness of civil and criminal courts in the United States.
SOC. III. Civic Perspective 3. Democracy In Action HS. 2. Explain why people may agree on democratic values in the abstract, but disagree when they are applied to specific situations.
SOC. III. Civic Perspective 3. Democracy In Action HS. 3. Evaluate possible amendments to the Constitution.
SOC. III. Civic Perspective 4. American Government & Politics EE. 1. Identify rules at school and in the local community and consider consequences for breaking rules.
SOC. III. Civic Perspective 4. American Government & Politics EE. 2. Describe fair ways for groups to make decisions.
SOC. III. Civic Perspective 4. American Government & Politics EE. 3. Describe ways that individuals influence each other.
SOC. III. Civic Perspective 4. American Government & Politics LE. 1. Distinguish among making, enforcing, and interpreting laws.
SOC. III. Civic Perspective 4. American Government & Politics LE. 2. Explain how law is used to manage conflict in American society.
SOC. III. Civic Perspective 4. American Government & Politics LE. 3. Explain the basic organization of the local , state, and federal governments.
SOC. III. Civic Perspective 4. American Government & Politics LE. 4. Describe how citizens participate in election campaigns.
SOC. III. Civic Perspective 4. American Government & Politics MS. 1. Evaluate information and arguments from various sources in order to evaluate candidates for public office.
SOC. III. Civic Perspective 4. American Government & Politics MS. 2. Explain how the Constitution is maintained as the supreme law of the land.
SOC. III. Civic Perspective 4. American Government & Politics HS. 1. Evaluate proposals for reform of the political system.
SOC. III. Civic Perspective 4. American Government & Politics HS. 2. Analyze causes of tension between the branches of government. 
SOC. III. Civic Perspective 5. American Govt. & World Affairs EE. 1. Distinguish between events in this country and events abroad.
SOC. III. Civic Perspective 5. American Govt. & World Affairs EE. 2. Recognize that events in other countries can affect Americans.
SOC. III. Civic Perspective 5. American Govt. & World Affairs LE. 1. Explain various ways that nations of the world interact with each other.
SOC. III. Civic Perspective 5. American Govt. & World Affairs LE. 2. Describe events in other countries that have affected Americans and, conversely, events within the United States that have affected other countries.
SOC. III. Civic Perspective 5. American Govt. & World Affairs MS. 1. Describe the purposes and functions of major international, governmental organizations.
SOC. III. Civic Perspective 5. American Govt. & World Affairs MS. 2. Describe means used by the United States to resolve internatlonal conflicts.
SOC. III. Civic Perspective 5. American Govt. & World Affairs HS. 1. Describe the influence of the American concept of democracy and individual rights in the world.
SOC. III. Civic Perspective 5. American Govt. & World Affairs HS. 2. Evaluate foreign policy positions in light of national interests and American values. 
SOC. III. Civic Perspective 5. American Govt. & World Affairs HS. 3. Decide what the relationship should be between the United States and international organizations.
Strand 4 - ECONOMIC PERSPECTIVE (Standards 1-5)
SOC. IV. Economic Perspective 1. Individual & Household Choices EE. 1. Identify ways families produce and consume goods and services.
SOC. IV. Economic Perspective 1. Individual & Household Choices EE. 2. List ways that individuals can conserve limited resources.
SOC. IV. Economic Perspective 1. Individual & Household Choices LE. 1. Explain why people must face scarcity when making economic decisions.
SOC. IV. Economic Perspective 1. Individual & Household Choices LE. 2. Identify the opportunity costs in personal decision making situations.
SOC. IV. Economic Perspective 1. Individual & Household Choices LE. 3. Use a decision making model to explain a personal choice.
SOC. IV. Economic Perspective 1. Individual & Household Choices LE. 4. Analyze the costs, benefits, and alternatives to using consumer credit.
SOC. IV. Economic Perspective 1. Individual & Household Choices MS. 1. Use economic reasoning when comparing price, quality and features of goods and services.
SOC. IV. Economic Perspective 1. Individual & Household Choices MS. 2. Evaluate employment and career opportunities in light of economic trends.
SOC. IV. Economic Perspective 1. Individual & Household Choices MS. 3. Analyze the reliability of information when making economic decisions. 
SOC. IV. Economic Perspective 1. Individual & Household Choices HS. 1. Design a strategy for earning, spending, saving, and investing their resources.
SOC. IV. Economic Perspective 1. Individual & Household Choices HS. 2. Evaluate the impact on households of alternative solutions to societal problems such as health care, housing, or energy use.
SOC. IV. Economic Perspective 1. Individual & Household Choices HS. 3. Analyze ways individuals can select suppliers of goods and services and protect themselves from deception in the marketplace. 
SOC. IV. Economic Perspective 2. Business Choices EE. 1. Connect economic needs with businesses that meet them.
SOC. IV. Economic Perspective 2. Business Choices EE. 2. Select a particular good or service and describe the types of resources necessary to produce and distribute it.
SOC. IV. Economic Perspective 2. Business Choices LE. 1. Distinguish between natural resources, human capital, and capital equipment In the production of a good or service.
SOC. IV. Economic Perspective 2. Business Choices LE. 2. Distinguish among individual ownership, partnership, and corporation.
SOC. IV. Economic Perspective 2. Business Choices LE. 3. Examine the historical and contemporary role a major industry has played in the state of Michigan and the United States
SOC. IV. Economic Perspective 2. Business Choices MS. 1. Using a real example, describe how business practices, profit, and a willingness to take risks, enabled an entrepreneur to operate.
SOC. IV. Economic Perspective 2. Business Choices MS. 2. Compare various methods for the production and distribution of goods and services.
SOC. IV. Economic Perspective 2. Business Choices MS. 3. Describe the effects of a current public policy on businesses.
SOC. IV. Economic Perspective 2. Business Choices MS. 4. Examine the historical and contemporary role an industry has played and continues to play in a community.
SOC. IV. Economic Perspective 2. Business Choices HS. 1. Outline the decision making process a business goes through when deciding whether to export to a foreign market.
SOC. IV. Economic Perspective 2. Business Choices HS. 2. Evaluate ways to resolve conflicts resulting from differences between business Interests and community values. 
SOC. IV. Economic Perspective 3. Role of Government EE. 1. Describe a good or service provided by the local government and the method of payment.
SOC. IV. Economic Perspective 3. Role of Government EE. 2. Identify the goods and services their school provides and the people who provide them.
SOC. IV. Economic Perspective 3. Role of Government EE. 3. Identify an unmet local economic need and propose a plan to meet it.
SOC. IV. Economic Perspective 3. Role of Government LE. 1. Use a decision making model to explain a choice involving a public good or service.
SOC. IV. Economic Perspective 3. Role of Government LE. 2. Distinguish between the economic roles of local, state, and federal governments and cite examples of each .
SOC. IV. Economic Perspective 3. Role of Government LE. 3. Use a local example to assess the effectiveness of the government at providing public goods or resolving an economic dispute.
SOC. IV. Economic Perspective 3. Role of Government MS. 1. Distinguish between public and private goods using contemporary examples.
SOC. IV. Economic Perspective 3. Role of Government MS. 2. Identify and describe different forms of economic measurement.
SOC. IV. Economic Perspective 3. Role of Government MS. 3. Use case studies to assess the role of government in the economy.
SOC. IV. Economic Perspective 3. Role of Government MS. 4. Distinguish different forms of taxation and describe their effects.
SOC. IV. Economic Perspective 3. Role of Government HS. 1. Describe the use of economic indicators and assess their accuracy.
SOC. IV. Economic Perspective 3. Role of Government HS. 2. Distinguish between monetary and fiscal policy and explain how each might be applied to problems such as unemployment and inflation.
SOC. IV. Economic Perspective 3. Role of Government HS. 3. Compare governmental approaches to economic growth in developing countries.
SOC. IV. Economic Perspective 3. Role of Government HS. 4. Evaluate a government spending program on the basis of its intended and unintended results.
SOC. IV. Economic Perspective 3. Role of Government HS. 5. Select criteria to use in evaluating tax policy.
SOC. IV. Economic Perspective 4. Economic Systems EE. 1. Identify examples of markets they experience in their daily life.
SOC. IV. Economic Perspective 4. Economic Systems EE. 2. Distinguish between producers and consumers in a market economy.
SOC. IV. Economic Perspective 4. Economic Systems EE. 3. Describe how the choices they make impact business decisions.
SOC. IV. Economic Perspective 4. Economic Systems LE. 1. Explain how prices are determined in a market economy and how they serve as a means of allocating resources.
SOC. IV. Economic Perspective 4. Economic Systems LE. 2. Describe how they act as a producer and a consumer.
SOC. IV. Economic Perspective 4. Economic Systems LE. 3. Analyze how Michigan's location has impacted its economic development.
SOC. IV. Economic Perspective 4. Economic Systems MS. 1. Compare the historical record of market economies in solving the problem of scarcity.
SOC. IV. Economic Perspective 4. Economic Systems MS. 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.
SOC. IV. Economic Perspective 4. Economic Systems MS. 3. Use case studies to exemplify how supply and demand, prices, incentives, and profits determine what is produced and distributed in the American economy.
SOC. IV. Economic Perspective 4. Economic Systems MS. 4. Analyze how purchasers obtain information about goods and services from advertising and other sources.
SOC. IV. Economic Perspective 4. Economic Systems HS. 1. Use case studies to exemplify how supply and demand, prices, incentives, and profits determine what is produced and distributed in a competitive world market. 
SOC. IV. Economic Perspective 4. Economic Systems HS. 2. Describe relationships between a domestic economy and the international economic system.
SOC. IV. Economic Perspective 4. Economic Systems HS. 3. Evaluate the United States and other economic systems on their ability to achieve broad social goals such as freedom efficiency, equity, security, development, and stability.
SOC. IV. Economic Perspective 4. Economic Systems HS. 4. Describe relationships among the various economic Institutions that comprise economic systems such as households, business firms, banks, government agencies, and labor unions.
SOC. IV. Economic Perspective 4. Economic Systems HS. 5. Compare and contrast a free market economic system with other economic systems.
SOC. IV. Economic Perspective 5. Trade EE. 1. Recognize economic exchanges in which they participate.
SOC. IV. Economic Perspective 5. Trade EE. 2. Identify United States coin and currency denominations and describe the role of cash in the exchange of goods and services.
SOC. IV. Economic Perspective 5. Trade LE. 1. Trace the national origin of common household items and the trade flows which brought them to the United States.
SOC. IV. Economic Perspective 5. Trade LE. 2. Describe benefits of internatlonal trade to consumers and producers .
SOC. IV. Economic Perspective 5. Trade LE. 3. Describe how businesses are involved in trade as producers, distributors, Importers, and exporters.
SOC. IV. Economic Perspective 5. Trade MS. 1. Identify the current and potential contributions of national and world regions to trade.
SOC. IV. Economic Perspective 5. Trade MS. 2. Examine the role of the United States government in regulating commerce as stated in the United States Constitution.
SOC. IV. Economic Perspective 5. Trade MS. 3. Describe the historical development of the different means of payment such as barter, precious metals, or currency to facilitate exchange.
SOC. IV. Economic Perspective 5. Trade HS. 1. Evaluate the benefits and problems of an economic system built on voluntary exchange.
SOC. IV. Economic Perspective 5. Trade HS. 2. Trace the historical development of international trading ties.
SOC. IV. Economic Perspective 5. Trade HS. 3. Explain how specialization, interdependence and economic development are related.
SOC. IV. Economic Perspective 5. Trade HS. 4. Describe the effect of currency exchange, tariffs, quotas, and product standards on world trade and domestic economic activity.
Strand 5 - INQUIRY (Standards 1-2)
SOC. V. Inquiry 1. Information Processing EE. 1. Locate information using people, books, audio/video recordings, photos, simple maps, graphs and tables.
SOC. V. Inquiry 1. Information Processing EE. 2. Acquire information from observation of the local environment.
SOC. V. Inquiry 1. Information Processing EE. 3. Organize information to make and interpret simple maps of their local surroundings and simple graphs and tables of social data drawn from their experience.
SOC. V. Inquiry 1. Information Processing LE. 1. Locate information about local, state and national communities using a variety of traditional sources, electronic technologies, and direct observations.
SOC. V. Inquiry 1. Information Processing LE. 2. Organize social science information to make maps, graphs and tables.
SOC. V. Inquiry 1. Information Processing LE. 3. Interpret social science information about local, state, and national communities from maps, graphs, and charts.
SOC. V. Inquiry 1. Information Processing MS. 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.
SOC. V. Inquiry 1. Information Processing MS. 2. Use traditional and electronic means to organize social science information and to make maps, graphs, and tables.
SOC. V. Inquiry 1. Information Processing MS. 3. Interpret social science information about the natural environment and cultures of countries from a variety of primary and secondary sources.
SOC. V. Inquiry 1. Information Processing HS. 1. Locate information pertaining to a specific social science topic in-depth using a variety of sources and electronic technologies .
SOC. V. Inquiry 1. Information Processing HS. 2. Use traditional and electronic means to organize and interpret Information pertaining to a specific social science topic and prepare it for in-depth presentation .
SOC. V. Inquiry 1. Information Processing HS. 3. Develop generalizations pertaining to a specific social science topic by interpreting information from a variety of sources. 
SOC. V. Inquiry 2. Conducting Investigations EE. 1. Pose a question about Iife in their school or local community.
SOC. V. Inquiry 2. Conducting Investigations EE. 2. Gather and analyze information in order to answer the question posed.
SOC. V. Inquiry 2. Conducting Investigations EE. 3. Construct an answer to the question posed and support their answer with evidence.
SOC. V. Inquiry 2. Conducting Investigations EE. 4. Report the results of their investigation.
SOC. V. Inquiry 2. Conducting Investigations LE. 1. Pose a social science question about Michigan or the United States.
SOC. V. Inquiry 2. Conducting Investigations LE. 2. Gather and analyze Information using appropriate information technologies to answer the question posed.
SOC. V. Inquiry 2. Conducting Investigations LE. 3. Construct an answer to the question posed and support their answer with evidence.
SOC. V. Inquiry 2. Conducting Investigations LE. 4. Report the result of their investigation including the procedures followed.
SOC. V. Inquiry 2. Conducting Investigations MS. 1. Pose a social science question about a culture, world region, or international problem.
SOC. V. Inquiry 2. Conducting Investigations MS. 2. Gather and analyze information using appropriate information technologies to answer the question posed.
SOC. V. Inquiry 2. Conducting Investigations MS. 3. Construct an answer to the question posed and support their answer with evidence.
SOC. V. Inquiry 2. Conducting Investigations MS. 4. Report the results of their investigation including procedures followed and possible alternative conclusions.
SOC. V. Inquiry 2. Conducting Investigations HS. 1. Conduct an investigation prompted by a social science question and compare alternative interpretations of their findings.
SOC. V. Inquiry 2. Conducting Investigations HS. 2. Report the results of their investigation including procedures followed and a rationale for their conclusions. 
Strand VI - CITIZEN INVOLVEMENT (Standards 1-3)
SOC. VI. Public Discourse & Decision Making 1. Identifying and Analyzing Issues EE. 1. Pose a question about matters of public concern that they have encountered in school or in the local community. 
SOC. VI. Public Discourse & Decision Making 1. Identifying and Analyzing Issues EE. 2. Compare their own viewpoint about the matter raised with that of another individual.
SOC. VI. Public Discourse & Decision Making 1. Identifying and Analyzing Issues LE. 1. Pose local, state, and national policy issues as questions.
SOC. VI. Public Discourse & Decision Making 1. Identifying and Analyzing Issues LE. 2. Explain how a particular public issue became a problem and why people disagree about it.
SOC. VI. Public Discourse & Decision Making 1. Identifying and Analyzing Issues LE. 3. Evaluate possible resolutions of a public issue.
SOC. VI. Public Discourse & Decision Making 1. Identifying and Analyzing Issues MS. 1. State public policy issues and their related ethical, definitional, and factual issues as questions.
SOC. VI. Public Discourse & Decision Making 1. Identifying and Analyzing Issues MS. 2. Trace the origins of a public issue.
SOC. VI. Public Discourse & Decision Making 1. Identifying and Analyzing Issues MS. 3. Explain how culture and experiences shape positions that people take on an issue. 
SOC. VI. Public Discourse & Decision Making 1. Identifying and Analyzing Issues HS. 1. Generate possible alternative resolutions to public issues and evaluate them using criteria that have been identified.
SOC. VI. Public Discourse & Decision Making 2. Group Discussion EE. 1. Engage each other in conversation about issues pertaining to governing their school.
SOC. VI. Public Discourse & Decision Making 2. Group Discussion LE. 1. Engage each other in conversations which attempt to clarify and resolve issues pertaining to local, state, and national policy.
SOC. VI. Public Discourse & Decision Making 2. Group Discussion MS. 1. Engage each other in conversations which attempt to clarify and resolve national and international policy issues.
SOC. VI. Public Discourse & Decision Making 2. Group Discussion HS. 1. Engage each other in elaborated conversations that deeply examine public policy issues and help make reasoned and informed decisions.
SOC. VI. Public Discourse & Decision Making 3. Persuasive Writing EE. 1. Compose brief statements expressing a decision on an issue in the school or local community.
SOC. VI. Public Discourse & Decision Making 3. Persuasive Writing LE. 1. Compose a short essay expessing a decision on a local, state, or national policy issue.
SOC. VI. Public Discourse & Decision Making 3. Persuasive Writing MS. 1. Compose essays expressing decisions on national and international policy issues.
SOC. VI. Public Discourse & Decision Making 3. Persuasive Writing HS. 1. Compose extensively elaborated essays expressing and justifying decisions on public policy issues.
Strand VII - 
SOC. VII. Citizen Involvement 1. Responsible Personal Conduct EE. 1. Help to determine, interpret and enforce school rules.
SOC. VII. Citizen Involvement 1. Responsible Personal Conduct EE. 2. Participate in projects designed to help others in their local community
SOC. VII. Citizen Involvement 1. Responsible Personal Conduct LE. 1. Report how their behavior has been guided by concern for the law.
SOC. VII. Citizen Involvement 1. Responsible Personal Conduct LE. 2. Engage in activities intended to contribute to solving a local, state or national problem they have studied.
SOC. VII. Citizen Involvement 1. Responsible Personal Conduct MS. 1. Use laws and other ethical rules to evaluate their own conduct and the conduct of others.
SOC. VII. Citizen Involvement 1. Responsible Personal Conduct MS. 2. Engage in activities intended to contribute to solving a national or international problem they have studied.
SOC. VII. Citizen Involvement 1. Responsible Personal Conduct HS. 1. Act out of respect for the rule of law and hold others accountable to the same standard.
SOC. VII. Citizen Involvement 1. Responsible Personal Conduct HS. 2. Plan and conduct activities intended to advance their views on matters of public policy, report the results of their efforts and evaluate their effectiveness .