Connecticut State Standards for Social Studies:

CT.1. History: Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.

1.1. Gather historical data from multiple sources. 9
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Engage in reading challenging primary and secondary historical source materials, some of which is contradictory and requires questioning of validity. 6
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Describe sources of historical information. 4
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify the main idea in a source of historical information. 6
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Identify ways different cultures record their histories, compare past and present. 5
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Situations and events, and present findings in appropriate oral, written and visual ways. 8
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Create timelines which sequence events and peoples, using days, weeks, months, years, decades and centuries. 9
Suggested Titles for Connecticut Social Studies State Standard 1.7.

1.8. Write short narratives and statements of historical ideas and create other. 11
Suggested Titles for Connecticut Social Studies State Standard 1.8.

1.9. Appropriate presentations from investigations of source materials. 9
Suggested Titles for Connecticut Social Studies State Standard 1.9.

CT.2. History: Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

2.1. Demonstrate a familiarity with peoples, events and places from a broad spectrum of human experience through selected study from historical periods and from the various regions (e.g., East Asia, Europe, the Americas, Africa, South Asia, and West Asia).

2.2. Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location. 8
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Demonstrate knowledge of major trends in state and local history, including history of original peoples, early settlements and selected changes over the past two centuries. 11
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Place the history of their own families in the context of local, state, national and world history. 3
Suggested Titles for Connecticut Social Studies State Standard 2.4.

CT.3. History: Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

3.1. Recognize that people develop traditions that transmit their beliefs and ideals. 3
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Examine family life and cultures of different peoples at different times in history. 11
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Explain different types of conflict, different ways in which conflicts have been resolved, and different ways that conflicts and their resolutions have affected people. 8
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Describe and explain some of the reasons people have moved and relate these reasons to some historic movements of large groups of people. 6
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Describe some goods, products and ideas which were exchanged as the result of movement. 8
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Describe the impact of various technological developments on the local community and on the nation. 4
Suggested Titles for Connecticut Social Studies State Standard 3.6.

3.7. Identify individual achievements of scientists and inventors from many cultures and different historical periods and describe their achievements. 5
Suggested Titles for Connecticut Social Studies State Standard 3.7.

CT.4. History: Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

4.1. Exhibit curiosity and pose questions about the past when presented with artifacts, records or other evidence of the past. 1
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Seek historical back-ground when confronted with problems and issues of the past, as well as of today's world and their own lives. 5
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Be active learners at cultural institutions, such as museums and historical exhibitions.

4.4. Display empathy for people who have lived in the past. 5
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Recognize relationships between events and people of the past and present circumstances, concerns and developments. 5
Suggested Titles for Connecticut Social Studies State Standard 4.5.

CT.1. Civics and Government: United States Constitution and Government: Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.

1.1. Explain the purposes of laws and the ideas and principles that make just laws. 11
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain that individuals have rights and responsibilities to follow the law. 21
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Recognize the Constitution, including the Bill of Rights, as an important document that guides our country and limits the power of the government. 1
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify services provided by national, state and local governments and how we pay for them through taxation. 8
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Apply the process of how leaders are selected and how people monitor and influence decisions of their government. 7
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Identify the location of seats of government at the local, state and national levels. 8
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Apply the concepts of liberty, tolerance and majority rule and how they relate to individual rights. 10
Suggested Titles for Connecticut Social Studies State Standard 1.7.

CT.2. Civics and Government: Rights and Responsibilities of Citizens: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.

2.1. Explain the meaning and important characteristics of citizenship in the United States. 9
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Identify the rights of citizens in a democratic society and explain why certain responsibilities are important to themselves, their families, community, state and nation. 11
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Establish, explain and apply criteria useful in evaluating rules and laws for solving problems and resolving conflicts between people. 5
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Explain the importance of taking an active role in political leadership and public service in their school and community. 14
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Exercise political participation by discussing public issues, building consensus and becoming involved in politics. 18
Suggested Titles for Connecticut Social Studies State Standard 2.5.

CT.3. Civics and Government: Political Systems: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.

3.1. Define power and authority and how they evolve into government. 8
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Describe the need for a limited government so that people can be treated fairly. 14
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Define and describe government in terms of people and groups who apply and enforce rules and laws. 9
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Identify protection of individual rights and promotion of the common good. 2
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Identify what governments can and cannot do. 7
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Explain that it is important to limit government so that individual rights can be protected. 8
Suggested Titles for Connecticut Social Studies State Standard 3.6.

CT.4. Civics and Government: International Relations: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.

4.1. Explain how communities and nations interact with one another. 2
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Describe ways in which communities and nations influence each other. 2
Suggested Titles for Connecticut Social Studies State Standard 4.2.

CT.1. Geography: Places and Regions: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

1.1. Define and identify natural and human characteristics of places. 19
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain how human and natural processes shape places. 32
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Provide reasons why and describe how places and regions change and are connected. 27
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Observe and describe how places and regions are identified, defined and bounded. 7
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Locate places within their own and nearby communities in Connecticut. 1
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Locate major physical and human features in the New England region and the United States. 1
Suggested Titles for Connecticut Social Studies State Standard 1.6.

CT.2. Geography: Physical Systems: Students will use spatial perspective to explain the physical processes that shape the Earth's surface and its ecosystems.

2.1. Identify the types of physical systems and their characteristics that affect the Earth's surface Demonstrate how Earth-sun relationships shape climate and vegetation patterns. 11
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain the factors that affect the location, distribution and associations of features of the physical environment. 13
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Define local environmental features. 1
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Draw a simple map of continents and oceans. 8
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Locate Earth's major physical and human features (including cities, countries, bodies of water, etc.). 2
Suggested Titles for Connecticut Social Studies State Standard 2.5.

CT.3. Geography: Human Systems: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.

3.1. Explain the patterns, distributions and relocations of people. 5
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Identify the political, social and economic units of an area. 2
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Understand the elements of culture and how they change. 4
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Locate Earth's major physical and human features (including cities, countries, bodies of water, etc.). 21
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Explain locations and characteristics of human settlements and how they have changed over time. 6
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Describe the characteristics of a physical and a human system. 29
Suggested Titles for Connecticut Social Studies State Standard 3.6.

3.7. Locate places within their own and nearby communities in Connecticut. 1
Suggested Titles for Connecticut Social Studies State Standard 3.7.

3.8. Locate major physical and human features in the New England region and the United States. 1
Suggested Titles for Connecticut Social Studies State Standard 3.8.

CT.4. Geography: Human and Environmental Interaction: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.

4.1. Explain the characteristics and purposes of maps, globes and other geographical tools and technologies. 8
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Create information from maps, globes and geographic models in graphs, diagrams and charts. 7
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Use maps, globes, graphs, models, computer programs and texts, as appropriate. 16
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Explain how human and natural processes shape places. 19
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Explain ways in which humans use and interact with environments. 32
Suggested Titles for Connecticut Social Studies State Standard 4.5.

4.6. Identify locations of various economic activities and understand how physical and human factors influence them. 28
Suggested Titles for Connecticut Social Studies State Standard 4.6.

4.7. Describe how and why physical and human systems function and interact and the consequences of these interactions. 18
Suggested Titles for Connecticut Social Studies State Standard 4.7.

CT.1. Economics: Limited Resources: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

1.1. Define scarcity and abundance. 1
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Identify goods and services and give an example of each. 7
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Identify and give examples of resources: human, natural and capital, and explain how they are used. 14
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Explain why some countries are richer than others. 1
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Identify alternative uses of resources found in their home, school or neighborhood. 8
Suggested Titles for Connecticut Social Studies State Standard 1.5.

CT.2. Economics: Economic Systems: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.

2.1. Identify the three basic questions all economic systems must answer: a) What will be produced? b) How will it be produced? c) For whom will it be produced? 1
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain that there are different economic systems in the world and that these systems use different means to produce, distribute and exchange goods and services. 9
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Explain that a market exists whenever buyers and sellers exchange goods and services. 9
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Define a consumer and a producer and their roles in a market system.

2.5. Describe how the price of a good or service in a market is related to how much of it there is and how many people want it. 1
Suggested Titles for Connecticut Social Studies State Standard 2.5.

2.6. Explain that some goods and services are provided by the government. 2
Suggested Titles for Connecticut Social Studies State Standard 2.6.

2.7. Explain that government raises money by taxing and borrowing to pay for the goods and services it provides. 2
Suggested Titles for Connecticut Social Studies State Standard 2.7.

CT.3. Economics: Economic Interdependence: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

3.1. Describe how voluntary exchange benefits all parties involved in the exchange of goods and services. 12
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Describe how the ex-change of goods and services around the world creates interdependence among people in different places. 3
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Recognize that money is a generally accepted medium of exchange and that different countries use different currencies. 11
Suggested Titles for Connecticut Social Studies State Standard 3.3.

CT.1. History: Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.

1.1. Gather historical data from multiple sources. 10
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Engage in reading challenging primary and secondary historical source materials, some of which is contradictory and requires questioning of validity. 1
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Describe sources of historical information. 5
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify the main idea in a source of historical information. 1
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Identify ways different cultures record their histories, compare past and present. 7
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Situations and events, and present findings in appropriate oral, written and visual ways. 12
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Create timelines which sequence events and peoples, using days, weeks, months, years, decades and centuries. 14
Suggested Titles for Connecticut Social Studies State Standard 1.7.

1.8. Write short narratives and statements of historical ideas and create other. 11
Suggested Titles for Connecticut Social Studies State Standard 1.8.

1.9. Appropriate presentations from investigations of source materials. 10
Suggested Titles for Connecticut Social Studies State Standard 1.9.

CT.2. History: Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

2.1. Demonstrate a familiarity with peoples, events and places from a broad spectrum of human experience through selected study from historical periods and from the various regions (e.g., East Asia, Europe, the Americas, Africa, South Asia, and West Asia).

2.2. Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location. 11
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Demonstrate knowledge of major trends in state and local history, including history of original peoples, early settlements and selected changes over the past two centuries. 11
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Place the history of their own families in the context of local, state, national and world history. 3
Suggested Titles for Connecticut Social Studies State Standard 2.4.

CT.3. History: Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

3.1. Recognize that people develop traditions that transmit their beliefs and ideals. 4
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Examine family life and cultures of different peoples at different times in history. 13
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Explain different types of conflict, different ways in which conflicts have been resolved, and different ways that conflicts and their resolutions have affected people. 10
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Describe and explain some of the reasons people have moved and relate these reasons to some historic movements of large groups of people. 6
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Describe some goods, products and ideas which were exchanged as the result of movement. 6
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Describe the impact of various technological developments on the local community and on the nation. 4
Suggested Titles for Connecticut Social Studies State Standard 3.6.

3.7. Identify individual achievements of scientists and inventors from many cultures and different historical periods and describe their achievements. 11
Suggested Titles for Connecticut Social Studies State Standard 3.7.

CT.4. History: Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

4.1. Exhibit curiosity and pose questions about the past when presented with artifacts, records or other evidence of the past. 2
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Seek historical back-ground when confronted with problems and issues of the past, as well as of today's world and their own lives. 5
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Be active learners at cultural institutions, such as museums and historical exhibitions.

4.4. Display empathy for people who have lived in the past. 9
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Recognize relationships between events and people of the past and present circumstances, concerns and developments. 13
Suggested Titles for Connecticut Social Studies State Standard 4.5.

CT.1. Civics and Government: United States Constitution and Government: Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.

1.1. Explain the purposes of laws and the ideas and principles that make just laws. 12
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain that individuals have rights and responsibilities to follow the law. 22
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Recognize the Constitution, including the Bill of Rights, as an important document that guides our country and limits the power of the government. 1
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify services provided by national, state and local governments and how we pay for them through taxation. 9
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Apply the process of how leaders are selected and how people monitor and influence decisions of their government. 7
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Identify the location of seats of government at the local, state and national levels. 9
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Apply the concepts of liberty, tolerance and majority rule and how they relate to individual rights. 12
Suggested Titles for Connecticut Social Studies State Standard 1.7.

CT.2. Civics and Government: Rights and Responsibilities of Citizens: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.

2.1. Explain the meaning and important characteristics of citizenship in the United States. 9
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Identify the rights of citizens in a democratic society and explain why certain responsibilities are important to themselves, their families, community, state and nation. 11
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Establish, explain and apply criteria useful in evaluating rules and laws for solving problems and resolving conflicts between people. 5
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Explain the importance of taking an active role in political leadership and public service in their school and community. 16
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Exercise political participation by discussing public issues, building consensus and becoming involved in politics. 17
Suggested Titles for Connecticut Social Studies State Standard 2.5.

CT.3. Civics and Government: Political Systems: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.

3.1. Define power and authority and how they evolve into government. 10
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Describe the need for a limited government so that people can be treated fairly. 13
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Define and describe government in terms of people and groups who apply and enforce rules and laws. 9
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Identify protection of individual rights and promotion of the common good. 2
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Identify what governments can and cannot do. 9
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Explain that it is important to limit government so that individual rights can be protected. 9
Suggested Titles for Connecticut Social Studies State Standard 3.6.

CT.4. Civics and Government: International Relations: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.

4.1. Explain how communities and nations interact with one another. 3
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Describe ways in which communities and nations influence each other. 3
Suggested Titles for Connecticut Social Studies State Standard 4.2.

CT.1. Geography: Places and Regions: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

1.1. Define and identify natural and human characteristics of places. 22
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain how human and natural processes shape places. 38
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Provide reasons why and describe how places and regions change and are connected. 33
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Observe and describe how places and regions are identified, defined and bounded. 6
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Locate places within their own and nearby communities in Connecticut. 2
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Locate major physical and human features in the New England region and the United States. 2
Suggested Titles for Connecticut Social Studies State Standard 1.6.

CT.2. Geography: Physical Systems: Students will use spatial perspective to explain the physical processes that shape the Earth's surface and its ecosystems.

2.1. Identify the types of physical systems and their characteristics that affect the Earth's surface Demonstrate how Earth-sun relationships shape climate and vegetation patterns. 16
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain the factors that affect the location, distribution and associations of features of the physical environment. 10
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Define local environmental features. 2
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Draw a simple map of continents and oceans. 6
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Locate Earth's major physical and human features (including cities, countries, bodies of water, etc.). 2
Suggested Titles for Connecticut Social Studies State Standard 2.5.

CT.3. Geography: Human Systems: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.

3.1. Explain the patterns, distributions and relocations of people. 5
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Identify the political, social and economic units of an area. 3
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Understand the elements of culture and how they change. 5
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Locate Earth's major physical and human features (including cities, countries, bodies of water, etc.). 27
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Explain locations and characteristics of human settlements and how they have changed over time. 6
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Describe the characteristics of a physical and a human system. 27
Suggested Titles for Connecticut Social Studies State Standard 3.6.

3.7. Locate places within their own and nearby communities in Connecticut. 2
Suggested Titles for Connecticut Social Studies State Standard 3.7.

3.8. Locate major physical and human features in the New England region and the United States. 2
Suggested Titles for Connecticut Social Studies State Standard 3.8.

CT.4. Geography: Human and Environmental Interaction: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.

4.1. Explain the characteristics and purposes of maps, globes and other geographical tools and technologies. 8
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Create information from maps, globes and geographic models in graphs, diagrams and charts. 7
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Use maps, globes, graphs, models, computer programs and texts, as appropriate. 16
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Explain how human and natural processes shape places. 32
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Explain ways in which humans use and interact with environments. 42
Suggested Titles for Connecticut Social Studies State Standard 4.5.

4.6. Identify locations of various economic activities and understand how physical and human factors influence them. 21
Suggested Titles for Connecticut Social Studies State Standard 4.6.

4.7. Describe how and why physical and human systems function and interact and the consequences of these interactions. 28
Suggested Titles for Connecticut Social Studies State Standard 4.7.

CT.1. Economics: Limited Resources: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

1.1. Define scarcity and abundance. 1
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Identify goods and services and give an example of each. 9
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Identify and give examples of resources: human, natural and capital, and explain how they are used. 16
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Explain why some countries are richer than others. 1
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Identify alternative uses of resources found in their home, school or neighborhood. 10
Suggested Titles for Connecticut Social Studies State Standard 1.5.

CT.2. Economics: Economic Systems: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.

2.1. Identify the three basic questions all economic systems must answer: a) What will be produced? b) How will it be produced? c) For whom will it be produced? 1
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain that there are different economic systems in the world and that these systems use different means to produce, distribute and exchange goods and services. 10
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Explain that a market exists whenever buyers and sellers exchange goods and services. 10
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Define a consumer and a producer and their roles in a market system.

2.5. Describe how the price of a good or service in a market is related to how much of it there is and how many people want it. 1
Suggested Titles for Connecticut Social Studies State Standard 2.5.

2.6. Explain that some goods and services are provided by the government. 2
Suggested Titles for Connecticut Social Studies State Standard 2.6.

2.7. Explain that government raises money by taxing and borrowing to pay for the goods and services it provides. 1
Suggested Titles for Connecticut Social Studies State Standard 2.7.

CT.3. Economics: Economic Interdependence: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

3.1. Describe how voluntary exchange benefits all parties involved in the exchange of goods and services. 12
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Describe how the ex-change of goods and services around the world creates interdependence among people in different places. 2
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Recognize that money is a generally accepted medium of exchange and that different countries use different currencies. 11
Suggested Titles for Connecticut Social Studies State Standard 3.3.

CT.1. History: Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.

1.1. Gather historical data from multiple sources. 31
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Engage in reading challenging primary and secondary historical source materials, some of which is contradictory and requires questioning of validity. 18
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Describe sources of historical information. 18
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify the main idea in a source of historical information. 18
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Identify ways different cultures record their histories, compare past and present. 14
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Situations and events, and present findings in appropriate oral, written and visual ways. 13
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Create timelines which sequence events and peoples, using days, weeks, months, years, decades and centuries. 9
Suggested Titles for Connecticut Social Studies State Standard 1.7.

1.8. Write short narratives and statements of historical ideas and create other. 11
Suggested Titles for Connecticut Social Studies State Standard 1.8.

1.9. Appropriate presentations from investigations of source materials. 32
Suggested Titles for Connecticut Social Studies State Standard 1.9.

CT.2. History: Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

2.1. Demonstrate a familiarity with peoples, events and places from a broad spectrum of human experience through selected study from historical periods and from the various regions (e.g., East Asia, Europe, the Americas, Africa, South Asia, and West Asia). 2
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location. 12
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Demonstrate knowledge of major trends in state and local history, including history of original peoples, early settlements and selected changes over the past two centuries. 17
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Place the history of their own families in the context of local, state, national and world history. 4
Suggested Titles for Connecticut Social Studies State Standard 2.4.

CT.3. History: Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

3.1. Recognize that people develop traditions that transmit their beliefs and ideals. 9
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Examine family life and cultures of different peoples at different times in history. 22
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Explain different types of conflict, different ways in which conflicts have been resolved, and different ways that conflicts and their resolutions have affected people. 10
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Describe and explain some of the reasons people have moved and relate these reasons to some historic movements of large groups of people. 5
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Describe some goods, products and ideas which were exchanged as the result of movement. 4
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Describe the impact of various technological developments on the local community and on the nation. 4
Suggested Titles for Connecticut Social Studies State Standard 3.6.

3.7. Identify individual achievements of scientists and inventors from many cultures and different historical periods and describe their achievements. 15
Suggested Titles for Connecticut Social Studies State Standard 3.7.

CT.4. History: Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

4.1. Exhibit curiosity and pose questions about the past when presented with artifacts, records or other evidence of the past. 3
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Seek historical back-ground when confronted with problems and issues of the past, as well as of today's world and their own lives. 4
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Be active learners at cultural institutions, such as museums and historical exhibitions. 1
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Display empathy for people who have lived in the past. 1
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Recognize relationships between events and people of the past and present circumstances, concerns and developments. 16
Suggested Titles for Connecticut Social Studies State Standard 4.5.

CT.1. Civics and Government: United States Constitution and Government: Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.

1.1. Explain the purposes of laws and the ideas and principles that make just laws. 13
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain that individuals have rights and responsibilities to follow the law. 19
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Recognize the Constitution, including the Bill of Rights, as an important document that guides our country and limits the power of the government. 1
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify services provided by national, state and local governments and how we pay for them through taxation. 13
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Apply the process of how leaders are selected and how people monitor and influence decisions of their government. 7
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Identify the location of seats of government at the local, state and national levels. 11
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Apply the concepts of liberty, tolerance and majority rule and how they relate to individual rights. 11
Suggested Titles for Connecticut Social Studies State Standard 1.7.

CT.2. Civics and Government: Rights and Responsibilities of Citizens: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.

2.1. Explain the meaning and important characteristics of citizenship in the United States. 11
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Identify the rights of citizens in a democratic society and explain why certain responsibilities are important to themselves, their families, community, state and nation. 10
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Establish, explain and apply criteria useful in evaluating rules and laws for solving problems and resolving conflicts between people. 6
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Explain the importance of taking an active role in political leadership and public service in their school and community. 10
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Exercise political participation by discussing public issues, building consensus and becoming involved in politics. 16
Suggested Titles for Connecticut Social Studies State Standard 2.5.

CT.3. Civics and Government: Political Systems: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.

3.1. Define power and authority and how they evolve into government. 9
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Describe the need for a limited government so that people can be treated fairly. 11
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Define and describe government in terms of people and groups who apply and enforce rules and laws. 11
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Identify protection of individual rights and promotion of the common good. 3
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Identify what governments can and cannot do. 11
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Explain that it is important to limit government so that individual rights can be protected. 11
Suggested Titles for Connecticut Social Studies State Standard 3.6.

CT.4. Civics and Government: International Relations: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.

4.1. Explain how communities and nations interact with one another. 4
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Describe ways in which communities and nations influence each other. 5
Suggested Titles for Connecticut Social Studies State Standard 4.2.

CT.1. Geography: Places and Regions: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

1.1. Define and identify natural and human characteristics of places. 4
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain how human and natural processes shape places. 43
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Provide reasons why and describe how places and regions change and are connected. 34
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Observe and describe how places and regions are identified, defined and bounded. 6
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Locate places within their own and nearby communities in Connecticut. 3
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Locate major physical and human features in the New England region and the United States. 3
Suggested Titles for Connecticut Social Studies State Standard 1.6.

CT.2. Geography: Physical Systems: Students will use spatial perspective to explain the physical processes that shape the Earth's surface and its ecosystems.

2.1. Identify the types of physical systems and their characteristics that affect the Earth's surface Demonstrate how Earth-sun relationships shape climate and vegetation patterns. 19
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain the factors that affect the location, distribution and associations of features of the physical environment. 9
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Define local environmental features. 3
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Draw a simple map of continents and oceans. 9
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Locate Earth's major physical and human features (including cities, countries, bodies of water, etc.). 5
Suggested Titles for Connecticut Social Studies State Standard 2.5.

CT.3. Geography: Human Systems: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.

3.1. Explain the patterns, distributions and relocations of people. 6
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Identify the political, social and economic units of an area. 5
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Understand the elements of culture and how they change. 6
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Locate Earth's major physical and human features (including cities, countries, bodies of water, etc.). 39
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Explain locations and characteristics of human settlements and how they have changed over time. 9
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Describe the characteristics of a physical and a human system. 36
Suggested Titles for Connecticut Social Studies State Standard 3.6.

3.7. Locate places within their own and nearby communities in Connecticut. 3
Suggested Titles for Connecticut Social Studies State Standard 3.7.

3.8. Locate major physical and human features in the New England region and the United States. 3
Suggested Titles for Connecticut Social Studies State Standard 3.8.

CT.4. Geography: Human and Environmental Interaction: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.

4.1. Explain the characteristics and purposes of maps, globes and other geographical tools and technologies. 7
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Create information from maps, globes and geographic models in graphs, diagrams and charts. 6
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Use maps, globes, graphs, models, computer programs and texts, as appropriate. 20
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Explain how human and natural processes shape places. 37
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Explain ways in which humans use and interact with environments. 45
Suggested Titles for Connecticut Social Studies State Standard 4.5.

4.6. Identify locations of various economic activities and understand how physical and human factors influence them. 11
Suggested Titles for Connecticut Social Studies State Standard 4.6.

4.7. Describe how and why physical and human systems function and interact and the consequences of these interactions. 33
Suggested Titles for Connecticut Social Studies State Standard 4.7.

CT.1. Economics: Limited Resources: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

1.1. Define scarcity and abundance. 2
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Identify goods and services and give an example of each. 9
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Identify and give examples of resources: human, natural and capital, and explain how they are used. 18
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Explain why some countries are richer than others. 3
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Identify alternative uses of resources found in their home, school or neighborhood. 11
Suggested Titles for Connecticut Social Studies State Standard 1.5.

CT.2. Economics: Economic Systems: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.

2.1. Identify the three basic questions all economic systems must answer: a) What will be produced? b) How will it be produced? c) For whom will it be produced? 3
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain that there are different economic systems in the world and that these systems use different means to produce, distribute and exchange goods and services. 9
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Explain that a market exists whenever buyers and sellers exchange goods and services. 10
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Define a consumer and a producer and their roles in a market system. 9
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Describe how the price of a good or service in a market is related to how much of it there is and how many people want it. 2
Suggested Titles for Connecticut Social Studies State Standard 2.5.

2.6. Explain that some goods and services are provided by the government. 1
Suggested Titles for Connecticut Social Studies State Standard 2.6.

2.7. Explain that government raises money by taxing and borrowing to pay for the goods and services it provides. 2
Suggested Titles for Connecticut Social Studies State Standard 2.7.

CT.3. Economics: Economic Interdependence: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

3.1. Describe how voluntary exchange benefits all parties involved in the exchange of goods and services. 10
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Describe how the ex-change of goods and services around the world creates interdependence among people in different places. 3
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Recognize that money is a generally accepted medium of exchange and that different countries use different currencies. 7
Suggested Titles for Connecticut Social Studies State Standard 3.3.

CT.1. History: Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.

1.1. Gather historical data from multiple sources. 36
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Engage in reading challenging primary and secondary historical source materials, some of which is contradictory and requires questioning of validity. 11
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Describe sources of historical information. 11
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify the main idea in a source of historical information. 12
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Identify ways different cultures record their histories, compare past and present. 15
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Situations and events, and present findings in appropriate oral, written and visual ways. 22
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Create timelines which sequence events and peoples, using days, weeks, months, years, decades and centuries. 9
Suggested Titles for Connecticut Social Studies State Standard 1.7.

1.8. Write short narratives and statements of historical ideas and create other. 18
Suggested Titles for Connecticut Social Studies State Standard 1.8.

1.9. Appropriate presentations from investigations of source materials. 18
Suggested Titles for Connecticut Social Studies State Standard 1.9.

CT.2. History: Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

2.1. Demonstrate a familiarity with peoples, events and places from a broad spectrum of human experience through selected study from historical periods and from the various regions (e.g., East Asia, Europe, the Americas, Africa, South Asia, and West Asia). 4
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location. 29
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Demonstrate knowledge of major trends in state and local history, including history of original peoples, early settlements and selected changes over the past two centuries. 23
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Place the history of their own families in the context of local, state, national and world history. 16
Suggested Titles for Connecticut Social Studies State Standard 2.4.

CT.3. History: Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

3.1. Recognize that people develop traditions that transmit their beliefs and ideals. 7
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Examine family life and cultures of different peoples at different times in history. 25
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Explain different types of conflict, different ways in which conflicts have been resolved, and different ways that conflicts and their resolutions have affected people. 10
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Describe and explain some of the reasons people have moved and relate these reasons to some historic movements of large groups of people. 16
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Describe some goods, products and ideas which were exchanged as the result of movement. 10
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Describe the impact of various technological developments on the local community and on the nation. 12
Suggested Titles for Connecticut Social Studies State Standard 3.6.

3.7. Identify individual achievements of scientists and inventors from many cultures and different historical periods and describe their achievements. 19
Suggested Titles for Connecticut Social Studies State Standard 3.7.

CT.4. History: Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

4.1. Exhibit curiosity and pose questions about the past when presented with artifacts, records or other evidence of the past. 7
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Seek historical back-ground when confronted with problems and issues of the past, as well as of today's world and their own lives. 8
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Be active learners at cultural institutions, such as museums and historical exhibitions. 1
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Display empathy for people who have lived in the past. 1
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Recognize relationships between events and people of the past and present circumstances, concerns and developments. 15
Suggested Titles for Connecticut Social Studies State Standard 4.5.

CT.1. Civics and Government: United States Constitution and Government: Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.

1.1. Explain the purposes of laws and the ideas and principles that make just laws. 13
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain that individuals have rights and responsibilities to follow the law. 19
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Recognize the Constitution, including the Bill of Rights, as an important document that guides our country and limits the power of the government. 4
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify services provided by national, state and local governments and how we pay for them through taxation. 16
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Apply the process of how leaders are selected and how people monitor and influence decisions of their government. 5
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Identify the location of seats of government at the local, state and national levels. 13
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Apply the concepts of liberty, tolerance and majority rule and how they relate to individual rights. 11
Suggested Titles for Connecticut Social Studies State Standard 1.7.

CT.2. Civics and Government: Rights and Responsibilities of Citizens: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.

2.1. Explain the meaning and important characteristics of citizenship in the United States. 10
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Identify the rights of citizens in a democratic society and explain why certain responsibilities are important to themselves, their families, community, state and nation. 12
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Establish, explain and apply criteria useful in evaluating rules and laws for solving problems and resolving conflicts between people. 6
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Explain the importance of taking an active role in political leadership and public service in their school and community. 13
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Exercise political participation by discussing public issues, building consensus and becoming involved in politics. 16
Suggested Titles for Connecticut Social Studies State Standard 2.5.

CT.3. Civics and Government: Political Systems: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.

3.1. Define power and authority and how they evolve into government. 11
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Describe the need for a limited government so that people can be treated fairly. 12
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Define and describe government in terms of people and groups who apply and enforce rules and laws. 18
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Identify protection of individual rights and promotion of the common good. 7
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Identify what governments can and cannot do. 13
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Explain that it is important to limit government so that individual rights can be protected. 15
Suggested Titles for Connecticut Social Studies State Standard 3.6.

CT.4. Civics and Government: International Relations: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.

4.1. Explain how communities and nations interact with one another. 24
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Describe ways in which communities and nations influence each other. 26
Suggested Titles for Connecticut Social Studies State Standard 4.2.

CT.1. Geography: Places and Regions: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

1.1. Define and identify natural and human characteristics of places. 24
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain how human and natural processes shape places. 44
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Provide reasons why and describe how places and regions change and are connected. 40
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Observe and describe how places and regions are identified, defined and bounded. 23
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Locate places within their own and nearby communities in Connecticut. 12
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Locate major physical and human features in the New England region and the United States. 13
Suggested Titles for Connecticut Social Studies State Standard 1.6.

CT.2. Geography: Physical Systems: Students will use spatial perspective to explain the physical processes that shape the Earth's surface and its ecosystems.

2.1. Identify the types of physical systems and their characteristics that affect the Earth's surface Demonstrate how Earth-sun relationships shape climate and vegetation patterns. 16
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain the factors that affect the location, distribution and associations of features of the physical environment. 8
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Define local environmental features. 13
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Draw a simple map of continents and oceans. 24
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Locate Earth's major physical and human features (including cities, countries, bodies of water, etc.). 13
Suggested Titles for Connecticut Social Studies State Standard 2.5.

CT.3. Geography: Human Systems: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.

3.1. Explain the patterns, distributions and relocations of people. 25
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Identify the political, social and economic units of an area. 25
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Understand the elements of culture and how they change. 19
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Locate Earth's major physical and human features (including cities, countries, bodies of water, etc.). 43
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Explain locations and characteristics of human settlements and how they have changed over time. 28
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Describe the characteristics of a physical and a human system. 26
Suggested Titles for Connecticut Social Studies State Standard 3.6.

3.7. Locate places within their own and nearby communities in Connecticut. 12
Suggested Titles for Connecticut Social Studies State Standard 3.7.

3.8. Locate major physical and human features in the New England region and the United States. 14
Suggested Titles for Connecticut Social Studies State Standard 3.8.

CT.4. Geography: Human and Environmental Interaction: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.

4.1. Explain the characteristics and purposes of maps, globes and other geographical tools and technologies. 25
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Create information from maps, globes and geographic models in graphs, diagrams and charts. 14
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Use maps, globes, graphs, models, computer programs and texts, as appropriate. 20
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Explain how human and natural processes shape places. 41
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Explain ways in which humans use and interact with environments. 44
Suggested Titles for Connecticut Social Studies State Standard 4.5.

4.6. Identify locations of various economic activities and understand how physical and human factors influence them. 7
Suggested Titles for Connecticut Social Studies State Standard 4.6.

4.7. Describe how and why physical and human systems function and interact and the consequences of these interactions. 26
Suggested Titles for Connecticut Social Studies State Standard 4.7.

CT.1. Economics: Limited Resources: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

1.1. Define scarcity and abundance. 1
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Identify goods and services and give an example of each. 17
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Identify and give examples of resources: human, natural and capital, and explain how they are used. 23
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Explain why some countries are richer than others. 13
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Identify alternative uses of resources found in their home, school or neighborhood. 12
Suggested Titles for Connecticut Social Studies State Standard 1.5.

CT.2. Economics: Economic Systems: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.

2.1. Identify the three basic questions all economic systems must answer: a) What will be produced? b) How will it be produced? c) For whom will it be produced? 11
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain that there are different economic systems in the world and that these systems use different means to produce, distribute and exchange goods and services. 13
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Explain that a market exists whenever buyers and sellers exchange goods and services. 15
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Define a consumer and a producer and their roles in a market system. 18
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Describe how the price of a good or service in a market is related to how much of it there is and how many people want it. 1
Suggested Titles for Connecticut Social Studies State Standard 2.5.

2.6. Explain that some goods and services are provided by the government. 3
Suggested Titles for Connecticut Social Studies State Standard 2.6.

2.7. Explain that government raises money by taxing and borrowing to pay for the goods and services it provides. 2
Suggested Titles for Connecticut Social Studies State Standard 2.7.

CT.3. Economics: Economic Interdependence: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

3.1. Describe how voluntary exchange benefits all parties involved in the exchange of goods and services. 2
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Describe how the ex-change of goods and services around the world creates interdependence among people in different places. 14
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Recognize that money is a generally accepted medium of exchange and that different countries use different currencies. 6
Suggested Titles for Connecticut Social Studies State Standard 3.3.

CT.1. History: Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.

1.1. Gather historical data from multiple sources. 8
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Engage in reading challenging primary and secondary historical source materials, some of which is contradictory and requires questioning of validity. 12
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Describe sources of historical information. 12
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify the main idea in a source of historical information. 12
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Identify ways different cultures record their histories, compare past and present. 17
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Situations and events, and present findings in appropriate oral, written and visual ways. 21
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Create timelines which sequence events and peoples, using days, weeks, months, years, decades and centuries. 23
Suggested Titles for Connecticut Social Studies State Standard 1.7.

1.8. Write short narratives and statements of historical ideas and create other. 7
Suggested Titles for Connecticut Social Studies State Standard 1.8.

1.9. Appropriate presentations from investigations of source materials. 24
Suggested Titles for Connecticut Social Studies State Standard 1.9.

CT.2. History: Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

2.1. Demonstrate a familiarity with peoples, events and places from a broad spectrum of human experience through selected study from historical periods and from the various regions (e.g., East Asia, Europe, the Americas, Africa, South Asia, and West Asia). 28
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location. 34
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Demonstrate knowledge of major trends in state and local history, including history of original peoples, early settlements and selected changes over the past two centuries. 7
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Place the history of their own families in the context of local, state, national and world history. 16
Suggested Titles for Connecticut Social Studies State Standard 2.4.

CT.3. History: Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

3.1. Recognize that people develop traditions that transmit their beliefs and ideals. 8
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Examine family life and cultures of different peoples at different times in history. 14
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Explain different types of conflict, different ways in which conflicts have been resolved, and different ways that conflicts and their resolutions have affected people. 10
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Describe and explain some of the reasons people have moved and relate these reasons to some historic movements of large groups of people. 34
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Describe some goods, products and ideas which were exchanged as the result of movement. 36
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Describe the impact of various technological developments on the local community and on the nation. 8
Suggested Titles for Connecticut Social Studies State Standard 3.6.

3.7. Identify individual achievements of scientists and inventors from many cultures and different historical periods and describe their achievements. 15
Suggested Titles for Connecticut Social Studies State Standard 3.7.

CT.4. History: Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

4.1. Exhibit curiosity and pose questions about the past when presented with artifacts, records or other evidence of the past. 18
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Seek historical back-ground when confronted with problems and issues of the past, as well as of today's world and their own lives. 10
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Be active learners at cultural institutions, such as museums and historical exhibitions. 14
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Display empathy for people who have lived in the past. 14
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Recognize relationships between events and people of the past and present circumstances, concerns and developments. 8
Suggested Titles for Connecticut Social Studies State Standard 4.5.

CT.1. Civics and Government: United States Constitution and Government: Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.

1.1. Explain the purposes of laws and the ideas and principles that make just laws. 4
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain that individuals have rights and responsibilities to follow the law. 11
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Recognize the Constitution, including the Bill of Rights, as an important document that guides our country and limits the power of the government. 7
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify services provided by national, state and local governments and how we pay for them through taxation. 10
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Apply the process of how leaders are selected and how people monitor and influence decisions of their government. 10
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Identify the location of seats of government at the local, state and national levels. 10
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Apply the concepts of liberty, tolerance and majority rule and how they relate to individual rights. 14
Suggested Titles for Connecticut Social Studies State Standard 1.7.

CT.2. Civics and Government: Rights and Responsibilities of Citizens: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.

2.1. Explain the meaning and important characteristics of citizenship in the United States. 7
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Identify the rights of citizens in a democratic society and explain why certain responsibilities are important to themselves, their families, community, state and nation. 13
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Establish, explain and apply criteria useful in evaluating rules and laws for solving problems and resolving conflicts between people. 4
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Explain the importance of taking an active role in political leadership and public service in their school and community. 15
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Exercise political participation by discussing public issues, building consensus and becoming involved in politics. 20
Suggested Titles for Connecticut Social Studies State Standard 2.5.

CT.3. Civics and Government: Political Systems: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.

3.1. Define power and authority and how they evolve into government. 15
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Describe the need for a limited government so that people can be treated fairly. 18
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Define and describe government in terms of people and groups who apply and enforce rules and laws. 18
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Identify protection of individual rights and promotion of the common good. 13
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Identify what governments can and cannot do. 11
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Explain that it is important to limit government so that individual rights can be protected. 14
Suggested Titles for Connecticut Social Studies State Standard 3.6.

CT.4. Civics and Government: International Relations: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.

4.1. Explain how communities and nations interact with one another. 7
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Describe ways in which communities and nations influence each other. 7
Suggested Titles for Connecticut Social Studies State Standard 4.2.

CT.1. Geography: Places and Regions: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

1.1. Define and identify natural and human characteristics of places. 3
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain how human and natural processes shape places. 4
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Provide reasons why and describe how places and regions change and are connected. 6
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Observe and describe how places and regions are identified, defined and bounded. 23
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Locate places within their own and nearby communities in Connecticut. 2
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Locate major physical and human features in the New England region and the United States. 13
Suggested Titles for Connecticut Social Studies State Standard 1.6.

CT.2. Geography: Physical Systems: Students will use spatial perspective to explain the physical processes that shape the Earth's surface and its ecosystems.

2.1. Identify the types of physical systems and their characteristics that affect the Earth's surface Demonstrate how Earth-sun relationships shape climate and vegetation patterns. 12
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain the factors that affect the location, distribution and associations of features of the physical environment. 9
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Define local environmental features. 13
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Draw a simple map of continents and oceans. 15
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Locate Earth's major physical and human features (including cities, countries, bodies of water, etc.). 17
Suggested Titles for Connecticut Social Studies State Standard 2.5.

CT.3. Geography: Human Systems: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.

3.1. Explain the patterns, distributions and relocations of people. 13
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Identify the political, social and economic units of an area. 24
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Understand the elements of culture and how they change. 17
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Locate Earth's major physical and human features (including cities, countries, bodies of water, etc.). 3
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Explain locations and characteristics of human settlements and how they have changed over time. 9
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Describe the characteristics of a physical and a human system. 16
Suggested Titles for Connecticut Social Studies State Standard 3.6.

3.7. Locate places within their own and nearby communities in Connecticut. 2
Suggested Titles for Connecticut Social Studies State Standard 3.7.

3.8. Locate major physical and human features in the New England region and the United States. 14
Suggested Titles for Connecticut Social Studies State Standard 3.8.

CT.4. Geography: Human and Environmental Interaction: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.

4.1. Explain the characteristics and purposes of maps, globes and other geographical tools and technologies. 17
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Create information from maps, globes and geographic models in graphs, diagrams and charts. 23
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Use maps, globes, graphs, models, computer programs and texts, as appropriate. 25
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Explain how human and natural processes shape places. 53
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Explain ways in which humans use and interact with environments. 48
Suggested Titles for Connecticut Social Studies State Standard 4.5.

4.6. Identify locations of various economic activities and understand how physical and human factors influence them. 13
Suggested Titles for Connecticut Social Studies State Standard 4.6.

4.7. Describe how and why physical and human systems function and interact and the consequences of these interactions. 34
Suggested Titles for Connecticut Social Studies State Standard 4.7.

CT.1. Economics: Limited Resources: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

1.1. Define scarcity and abundance. 2
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Identify goods and services and give an example of each. 7
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Identify and give examples of resources: human, natural and capital, and explain how they are used. 25
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Explain why some countries are richer than others. 16
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Identify alternative uses of resources found in their home, school or neighborhood. 21
Suggested Titles for Connecticut Social Studies State Standard 1.5.

CT.2. Economics: Economic Systems: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.

2.1. Identify the three basic questions all economic systems must answer: a) What will be produced? b) How will it be produced? c) For whom will it be produced? 6
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain that there are different economic systems in the world and that these systems use different means to produce, distribute and exchange goods and services. 6
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Explain that a market exists whenever buyers and sellers exchange goods and services. 6
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Define a consumer and a producer and their roles in a market system. 6
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Describe how the price of a good or service in a market is related to how much of it there is and how many people want it. 2
Suggested Titles for Connecticut Social Studies State Standard 2.5.

2.6. Explain that some goods and services are provided by the government. 8
Suggested Titles for Connecticut Social Studies State Standard 2.6.

2.7. Explain that government raises money by taxing and borrowing to pay for the goods and services it provides. 4
Suggested Titles for Connecticut Social Studies State Standard 2.7.

CT.3. Economics: Economic Interdependence: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

3.1. Describe how voluntary exchange benefits all parties involved in the exchange of goods and services. 7
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Describe how the ex-change of goods and services around the world creates interdependence among people in different places. 3
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Recognize that money is a generally accepted medium of exchange and that different countries use different currencies. 4
Suggested Titles for Connecticut Social Studies State Standard 3.3.

CT.1. History: Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.

1.1. Formulate historical questions based on primary and secondary sources, including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts. 27
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Gather information from multiple sources, including archives or electronic databases, to have experience with historical sources and to appreciate the need for multiple perspectives. 12
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Distinguish between primary and secondary sources. 22
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Interpret data in historical maps, photographs, art works and other artifacts. 8
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Examine data to determine the adequacy and sufficiency of evidence, point of view, historical context, bias, distortion and propaganda, and to distinguish fact from opinion. 13
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Analyze data in order to see persons and events in their historical context, understand causal factors and appreciate change over time. 20
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Examine current concepts, issues, events and themes from historical perspectives and identify principle conflicting ideas between competing narratives or interpretations of historical events.

1.8. Develop written narratives and short interpretative essays, as well as other appropriate presentations from investigations of source materials. 8
Suggested Titles for Connecticut Social Studies State Standard 1.8.

CT.2. History: Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

2.1. Demonstrate an in-depth understanding of major events and trends of United States history (e.g., the American Revolution, the Civil War, industrialization, the Great Depression, the cold war). 69
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Demonstrate an in-depth understanding of selected events representing major trends of world history (e.g., emergence of new centers of agrarian society in the 3rd and 2nd millennia BCE, the Black Death, the Columbian voyages, the French Revolution, World War II). 10
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Demonstrate an in-depth understanding of major events and trends in local history (e.g., the Pequot war, establishment of self-government, and disestablishment of the Puritan church, industrialization, waves of in-and-out migration, suburbanization, and racial tensions). 4
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location. 20
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Explain the relationships among the events and trends studied in local, state, national and world history. 4
Suggested Titles for Connecticut Social Studies State Standard 2.5.

CT.3. History: Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

3.1. Explain the origins of American religious diversity, showing knowledge of some of the beliefs of native Americans and migrants to the new world and give examples of ways those beliefs have changed over time. 17
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Explain how roles and status of people have differed and changed throughout history based on gender, age, class, racial and ethnic identity, wealth, and/or social position. 11
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Describe the emergence of select governmental systems, principles and institutions. 10
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Describe some of the more common forms of government found in the past, giving examples of societies that have practiced them (e.g., monarchy, oligarchy, clan/tribal, autocracy, dynasty, theocracy, republic, democracy). 9
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Describe examples of how societies throughout history have used various forms of visual arts, dance, theater, myths, literature and music to express their beliefs, sense of identity and philosophical ideas. 19
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Explain reasons for conflict and the ways conflicts have been resolved. 19
Suggested Titles for Connecticut Social Studies State Standard 3.6.

3.7. Identify and analyze the various causes and effects of movements of groups of people. 15
Suggested Titles for Connecticut Social Studies State Standard 3.7.

3.8. Explain the significance of the achievements of selected individual scientists and inventors from around the world and from various periods. 14
Suggested Titles for Connecticut Social Studies State Standard 3.8.

3.9. Explain how economic factors influenced historical events in the United States and other regions of the world. 3
Suggested Titles for Connecticut Social Studies State Standard 3.9.

3.10. Describe, explain and analyze the impact of the exchange of ideas on societies, politics, religion, etc. 16
Suggested Titles for Connecticut Social Studies State Standard 3.10.

CT.4. History: Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

4.1. Initiate questions and hypotheses about historic events being studied. 10
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Describe and analyze, using historical data and understandings, the options which are available to parties involved in contemporary conflicts or decision making. 10
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Be active learners at cultural institutions such as museums and historical exhibitions. 4
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Display empathy for people who have lived in the past. 20
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Describe relationships between historical subject matter and other subjects they study, current issues and personal concerns. 13
Suggested Titles for Connecticut Social Studies State Standard 4.5.

CT.1. Civics and Government: United States Constitution and Government: Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.

1.1. Demonstrate an under-standing of the historical background of the Declaration of Independence 15
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain how the Constitution divides the power of government among the executive, legislative and judicial branches, and how each branch can check the power of another. 13
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Explain how and why powers are distributed among the national, state and local governments. 14
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify their representatives in national and state legislatures, and the heads of the executive branch at the national, state and local levels. 17
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Understand the process of how a bill becomes a law. 9
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Explain how an individual's rights to life, liberty and property are protected by the Constitution and criminal and civil laws. 7
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Describe means of conflict management, including negotiation, mediation, arbitration and litigation. 11
Suggested Titles for Connecticut Social Studies State Standard 1.7.

1.8. Describe how the public agenda is shaped by political leaders and parties, interest groups, the media, public opinion, state and federal courts, and individual citizens. 13
Suggested Titles for Connecticut Social Studies State Standard 1.8.

CT.2. Civics and Government: Rights and Responsibilities of Citizens: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.

2.1. Describe how one becomes a citizen of the United States. 7
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain the meaning of political rights (e.g., right to vote, right to assemble) as distinguished from personal rights (e.g., freedom of speech, freedom of movement). 10
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Evaluate situations involving conflicts between rights and propose solutions to these conflicts. 9
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Identify significant characteristics of an effective citizen and know how to influence public policy by participating in the government of their school. 6
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Research an issue of interest and be able to take and defend a position on that issue. 7
Suggested Titles for Connecticut Social Studies State Standard 2.5.

2.6. Identify and apply criteria useful in selecting political leaders at the local, state and national levels. 4
Suggested Titles for Connecticut Social Studies State Standard 2.6.

CT.3. Civics and Government: Political Systems: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.

3.1. Describe and compare unlimited and limited government. 20
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Explain the meaning of civic life, politics and government. 18
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Compare and evaluate forms of government found outside the United States. 20
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Describe the role of the U.S. Constitution in the limitation of government powers. 6
Suggested Titles for Connecticut Social Studies State Standard 3.4.

CT.4. Civics and Government: International Relations: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.

4.1. Describe the organization of the world into nation-states and describe some ways that nation-states interact with one another. 1
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Explain what foreign policy is and give examples of United States foreign policy. 4
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Describe the influence of U.S. political, economic and cultural ideas on other nations and the influence of other nations' ideas on the United States. 11
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Evaluate the impact of significant international events on the United States and on other nations. 13
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Describe the roles of the three branches of U.S. government in developing and conducting foreign policy. 14
Suggested Titles for Connecticut Social Studies State Standard 4.5.

4.6. Describe how foreign policy decisions may affect domestic groups and organizations. 10
Suggested Titles for Connecticut Social Studies State Standard 4.6.

4.7. Describe how domestic groups and organizations seek to influence foreign policy decisions. 6
Suggested Titles for Connecticut Social Studies State Standard 4.7.

CT.1. Geography: Places and Regions: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

1.1. Describe human and natural characteristics of places and how they shape or place identity. 2
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Describe the process and impact of regional change. 5
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Examine ways in which regions are interconnected. 5
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify and evaluate various perspectives associated with places and regions. 5
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Explain and assess how culture affects perception of places and regions. 14
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Use latitude and longitude to locate places and calculate differences between places. 26
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Locate natural and cultural features in their own and nearby communities, in the United States and in other regions of the world, as needed, to answer geographic questions. 24
Suggested Titles for Connecticut Social Studies State Standard 1.7.

1.8. Demonstrate how personal knowledge and experiences influence an individual's perception of places. 10
Suggested Titles for Connecticut Social Studies State Standard 1.8.

CT.2. Geography: Physical Systems: Students will use spatial perspective to explain the physical processes that shape the Earth's surface and its ecosystems.

2.1. Understand how concepts of physical geography can be applied to explain natural processes. 8
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Understand and apply how natural processes influence the formation and location of resources. 2
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Use basic climatic and other physical data to understand how natural processes shape environ-mental patterns. 9
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Explain local and world patterns of ecosystem distribution. 9
Suggested Titles for Connecticut Social Studies State Standard 2.4.

CT.3. Geography: Human Systems: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.

3.1. Explain the patterns and characteristics of human migrations at various levels. 15
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Explain how patterns of international trade change technology, transportation and communication, and affect economic activities and human migration. 7
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Analyze the formation, characteristics and functions of urban, suburban and rural settlements. 16
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Identify processes that divide Earth's surface into different political and economic units from local to international levels. 4
Suggested Titles for Connecticut Social Studies State Standard 3.4.

CT.4. Geography: Human and Environmental Interaction: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.

4.1. Explain the essential features and functions of maps, globes, photographs, geographic models and satellite images. 25
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Make maps, globes, models, charts and geographic databases. 25
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Compare and contrast differences among maps, globes, photographs, models and satellite images for solving geo-graphic problems. 25
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Use maps, globes, models, graphs, charts and data-bases to analyze distributions and patterns. 25
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Describe human and natural characteristics of places and how they shape or lace identity. 25
Suggested Titles for Connecticut Social Studies State Standard 4.5.

4.6. Draw a freehand map from memory of increasing and appropriate complexity to display geographic information and answer geographic questions. 25
Suggested Titles for Connecticut Social Studies State Standard 4.6.

4.7. Demonstrate and explain ways that humans depend on, adapt to and alter the physical environment. 2
Suggested Titles for Connecticut Social Studies State Standard 4.7.

4.8. Identify the ways ecosystems are transformed through physical and human activities, and can predict the consequences of these activities. 36
Suggested Titles for Connecticut Social Studies State Standard 4.8.

CT.1. Economics: Limited Resources: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

1.1. Compare the resources used by various cultures, countries and/or regions throughout the world. 27
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain that households, businesses, governments and societies face scarcity just as individuals do. 1
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Define opportunity and cost, giving examples. 5
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Present historical and current controversies about the use of resources. 23
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Illustrate how resources can be used in a variety of ways. 22
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Explain economic growth as a sustained increase in the production of goods and services, and that Gross Domestic Product is the basic measure of economic output. 5
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Explain how technological change and innovation improves a society's productivity and economic growth. 6
Suggested Titles for Connecticut Social Studies State Standard 1.7.

CT.2. Economics: Economic Systems: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.

2.1. Explain how different economic systems (traditional, market and command use different means to produce, distribute and exchange goods and services. 4
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain that all countries' economies reflect a mix of market, command and traditional elements. 4
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Describe the relationships among demand, supply and price and their roles in a market system. 2
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Identify how fundamental characteristics of a market system (e.g., private property, profits and competition, businesses, labor, banks and government) influence decision making. 3
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Identify governmental activities that affect the local, state, national and international economy. 3
Suggested Titles for Connecticut Social Studies State Standard 2.5.

2.6. Describe how, in a market system, government enforces property rights and provides for standardized systems (e.g., weights and measures, and money). 2
Suggested Titles for Connecticut Social Studies State Standard 2.6.

2.7. Analyze the impact of government taxing and spending decisions on specific individuals, businesses, organizations and groups. 12
Suggested Titles for Connecticut Social Studies State Standard 2.7.

CT.3. Economics: Economic Interdependence: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

3.1. Explain how specialization leads to more efficient use of economic resources and economic growth. 27
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Explain why trade encourages specialization. 2
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Explain how specialization increases interdependence among producers, consumers and nations and consequently leads to a higher standard of living. 2
Suggested Titles for Connecticut Social Studies State Standard 3.3.

CT.1. History: Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.

1.1. Formulate historical questions based on primary and secondary sources, including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts. 27
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Gather information from multiple sources, including archives or electronic databases, to have experience with historical sources and to appreciate the need for multiple perspectives. 14
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Distinguish between primary and secondary sources. 18
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Interpret data in historical maps, photographs, art works and other artifacts. 19
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Examine data to determine the adequacy and sufficiency of evidence, point of view, historical context, bias, distortion and propaganda, and to distinguish fact from opinion. 4
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Analyze data in order to see persons and events in their historical context, understand causal factors and appreciate change over time. 16
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Examine current concepts, issues, events and themes from historical perspectives and identify principle conflicting ideas between competing narratives or interpretations of historical events.

1.8. Develop written narratives and short interpretative essays, as well as other appropriate presentations from investigations of source materials. 7
Suggested Titles for Connecticut Social Studies State Standard 1.8.

CT.2. History: Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

2.1. Demonstrate an in-depth understanding of major events and trends of United States history (e.g., the American Revolution, the Civil War, industrialization, the Great Depression, the cold war). 78
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Demonstrate an in-depth understanding of selected events representing major trends of world history (e.g., emergence of new centers of agrarian society in the 3rd and 2nd millennia BCE, the Black Death, the Columbian voyages, the French Revolution, World War II). 21
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Demonstrate an in-depth understanding of major events and trends in local history (e.g., the Pequot war, establishment of self-government, and disestablishment of the Puritan church, industrialization, waves of in-and-out migration, suburbanization, and racial tensions). 4
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location. 27
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Explain the relationships among the events and trends studied in local, state, national and world history. 4
Suggested Titles for Connecticut Social Studies State Standard 2.5.

CT.3. History: Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

3.1. Explain the origins of American religious diversity, showing knowledge of some of the beliefs of native Americans and migrants to the new world and give examples of ways those beliefs have changed over time. 21
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Explain how roles and status of people have differed and changed throughout history based on gender, age, class, racial and ethnic identity, wealth, and/or social position. 5
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Describe the emergence of select governmental systems, principles and institutions. 12
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Describe some of the more common forms of government found in the past, giving examples of societies that have practiced them (e.g., monarchy, oligarchy, clan/tribal, autocracy, dynasty, theocracy, republic, democracy). 12
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Describe examples of how societies throughout history have used various forms of visual arts, dance, theater, myths, literature and music to express their beliefs, sense of identity and philosophical ideas. 12
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Explain reasons for conflict and the ways conflicts have been resolved. 33
Suggested Titles for Connecticut Social Studies State Standard 3.6.

3.7. Identify and analyze the various causes and effects of movements of groups of people. 5
Suggested Titles for Connecticut Social Studies State Standard 3.7.

3.8. Explain the significance of the achievements of selected individual scientists and inventors from around the world and from various periods. 9
Suggested Titles for Connecticut Social Studies State Standard 3.8.

3.9. Explain how economic factors influenced historical events in the United States and other regions of the world. 2
Suggested Titles for Connecticut Social Studies State Standard 3.9.

3.10. Describe, explain and analyze the impact of the exchange of ideas on societies, politics, religion, etc. 22
Suggested Titles for Connecticut Social Studies State Standard 3.10.

CT.4. History: Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

4.1. Initiate questions and hypotheses about historic events being studied. 5
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Describe and analyze, using historical data and understandings, the options which are available to parties involved in contemporary conflicts or decision making. 4
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Be active learners at cultural institutions such as museums and historical exhibitions. 1
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Display empathy for people who have lived in the past. 11
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Describe relationships between historical subject matter and other subjects they study, current issues and personal concerns. 13
Suggested Titles for Connecticut Social Studies State Standard 4.5.

CT.1. Civics and Government: United States Constitution and Government: Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.

1.1. Demonstrate an under-standing of the historical background of the Declaration of Independence 7
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain how the Constitution divides the power of government among the executive, legislative and judicial branches, and how each branch can check the power of another. 10
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Explain how and why powers are distributed among the national, state and local governments. 13
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify their representatives in national and state legislatures, and the heads of the executive branch at the national, state and local levels. 9
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Understand the process of how a bill becomes a law. 6
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Explain how an individual's rights to life, liberty and property are protected by the Constitution and criminal and civil laws. 6
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Describe means of conflict management, including negotiation, mediation, arbitration and litigation. 7
Suggested Titles for Connecticut Social Studies State Standard 1.7.

1.8. Describe how the public agenda is shaped by political leaders and parties, interest groups, the media, public opinion, state and federal courts, and individual citizens. 16
Suggested Titles for Connecticut Social Studies State Standard 1.8.

CT.2. Civics and Government: Rights and Responsibilities of Citizens: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.

2.1. Describe how one becomes a citizen of the United States. 7
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain the meaning of political rights (e.g., right to vote, right to assemble) as distinguished from personal rights (e.g., freedom of speech, freedom of movement). 7
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Evaluate situations involving conflicts between rights and propose solutions to these conflicts. 7
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Identify significant characteristics of an effective citizen and know how to influence public policy by participating in the government of their school. 4
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Research an issue of interest and be able to take and defend a position on that issue. 4
Suggested Titles for Connecticut Social Studies State Standard 2.5.

2.6. Identify and apply criteria useful in selecting political leaders at the local, state and national levels. 4
Suggested Titles for Connecticut Social Studies State Standard 2.6.

CT.3. Civics and Government: Political Systems: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.

3.1. Describe and compare unlimited and limited government. 10
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Explain the meaning of civic life, politics and government. 16
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Compare and evaluate forms of government found outside the United States. 10
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Describe the role of the U.S. Constitution in the limitation of government powers. 3
Suggested Titles for Connecticut Social Studies State Standard 3.4.

CT.4. Civics and Government: International Relations: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.

4.1. Describe the organization of the world into nation-states and describe some ways that nation-states interact with one another. 1
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Explain what foreign policy is and give examples of United States foreign policy. 12
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Describe the influence of U.S. political, economic and cultural ideas on other nations and the influence of other nations' ideas on the United States. 13
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Evaluate the impact of significant international events on the United States and on other nations. 23
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Describe the roles of the three branches of U.S. government in developing and conducting foreign policy. 15
Suggested Titles for Connecticut Social Studies State Standard 4.5.

4.6. Describe how foreign policy decisions may affect domestic groups and organizations. 12
Suggested Titles for Connecticut Social Studies State Standard 4.6.

4.7. Describe how domestic groups and organizations seek to influence foreign policy decisions. 11
Suggested Titles for Connecticut Social Studies State Standard 4.7.

CT.1. Geography: Places and Regions: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

1.1. Describe human and natural characteristics of places and how they shape or place identity. 3
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Describe the process and impact of regional change. 6
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Examine ways in which regions are interconnected. 8
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify and evaluate various perspectives associated with places and regions. 7
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Explain and assess how culture affects perception of places and regions. 6
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Use latitude and longitude to locate places and calculate differences between places. 29
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Locate natural and cultural features in their own and nearby communities, in the United States and in other regions of the world, as needed, to answer geographic questions. 30
Suggested Titles for Connecticut Social Studies State Standard 1.7.

1.8. Demonstrate how personal knowledge and experiences influence an individual's perception of places. 13
Suggested Titles for Connecticut Social Studies State Standard 1.8.

CT.2. Geography: Physical Systems: Students will use spatial perspective to explain the physical processes that shape the Earth's surface and its ecosystems.

2.1. Understand how concepts of physical geography can be applied to explain natural processes. 5
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Understand and apply how natural processes influence the formation and location of resources. 3
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Use basic climatic and other physical data to understand how natural processes shape environ-mental patterns. 6
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Explain local and world patterns of ecosystem distribution. 5
Suggested Titles for Connecticut Social Studies State Standard 2.4.

CT.3. Geography: Human Systems: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.

3.1. Explain the patterns and characteristics of human migrations at various levels. 5
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Explain how patterns of international trade change technology, transportation and communication, and affect economic activities and human migration. 7
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Analyze the formation, characteristics and functions of urban, suburban and rural settlements. 8
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Identify processes that divide Earth's surface into different political and economic units from local to international levels. 5
Suggested Titles for Connecticut Social Studies State Standard 3.4.

CT.4. Geography: Human and Environmental Interaction: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.

4.1. Explain the essential features and functions of maps, globes, photographs, geographic models and satellite images. 32
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Make maps, globes, models, charts and geographic databases. 40
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Compare and contrast differences among maps, globes, photographs, models and satellite images for solving geo-graphic problems. 32
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Use maps, globes, models, graphs, charts and data-bases to analyze distributions and patterns. 40
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Describe human and natural characteristics of places and how they shape or lace identity. 29
Suggested Titles for Connecticut Social Studies State Standard 4.5.

4.6. Draw a freehand map from memory of increasing and appropriate complexity to display geographic information and answer geographic questions. 27
Suggested Titles for Connecticut Social Studies State Standard 4.6.

4.7. Demonstrate and explain ways that humans depend on, adapt to and alter the physical environment. 2
Suggested Titles for Connecticut Social Studies State Standard 4.7.

4.8. Identify the ways ecosystems are transformed through physical and human activities, and can predict the consequences of these activities. 37
Suggested Titles for Connecticut Social Studies State Standard 4.8.

CT.1. Economics: Limited Resources: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

1.1. Compare the resources used by various cultures, countries and/or regions throughout the world. 22
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain that households, businesses, governments and societies face scarcity just as individuals do. 1
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Define opportunity and cost, giving examples. 2
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Present historical and current controversies about the use of resources. 28
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Illustrate how resources can be used in a variety of ways. 28
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Explain economic growth as a sustained increase in the production of goods and services, and that Gross Domestic Product is the basic measure of economic output. 3
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Explain how technological change and innovation improves a society's productivity and economic growth. 10
Suggested Titles for Connecticut Social Studies State Standard 1.7.

CT.2. Economics: Economic Systems: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.

2.1. Explain how different economic systems (traditional, market and command use different means to produce, distribute and exchange goods and services. 4
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain that all countries' economies reflect a mix of market, command and traditional elements. 4
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Describe the relationships among demand, supply and price and their roles in a market system. 3
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Identify how fundamental characteristics of a market system (e.g., private property, profits and competition, businesses, labor, banks and government) influence decision making. 3
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Identify governmental activities that affect the local, state, national and international economy. 1
Suggested Titles for Connecticut Social Studies State Standard 2.5.

2.6. Describe how, in a market system, government enforces property rights and provides for standardized systems (e.g., weights and measures, and money). 11
Suggested Titles for Connecticut Social Studies State Standard 2.6.

2.7. Analyze the impact of government taxing and spending decisions on specific individuals, businesses, organizations and groups. 9
Suggested Titles for Connecticut Social Studies State Standard 2.7.

CT.3. Economics: Economic Interdependence: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

3.1. Explain how specialization leads to more efficient use of economic resources and economic growth. 31
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Explain why trade encourages specialization. 4
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Explain how specialization increases interdependence among producers, consumers and nations and consequently leads to a higher standard of living. 4
Suggested Titles for Connecticut Social Studies State Standard 3.3.

CT.1. History: Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.

1.1. Formulate historical questions based on primary and secondary sources, including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts. 33
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Gather information from multiple sources, including archives or electronic databases, to have experience with historical sources and to appreciate the need for multiple perspectives. 18
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Distinguish between primary and secondary sources. 27
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Interpret data in historical maps, photographs, art works and other artifacts. 27
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Examine data to determine the adequacy and sufficiency of evidence, point of view, historical context, bias, distortion and propaganda, and to distinguish fact from opinion. 36
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Analyze data in order to see persons and events in their historical context, understand causal factors and appreciate change over time. 28
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Examine current concepts, issues, events and themes from historical perspectives and identify principle conflicting ideas between competing narratives or interpretations of historical events. 7
Suggested Titles for Connecticut Social Studies State Standard 1.7.

1.8. Develop written narratives and short interpretative essays, as well as other appropriate presentations from investigations of source materials. 9
Suggested Titles for Connecticut Social Studies State Standard 1.8.

CT.2. History: Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

2.1. Demonstrate an in-depth understanding of major events and trends of United States history (e.g., the American Revolution, the Civil War, industrialization, the Great Depression, the cold war). 104
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Demonstrate an in-depth understanding of selected events representing major trends of world history (e.g., emergence of new centers of agrarian society in the 3rd and 2nd millennia BCE, the Black Death, the Columbian voyages, the French Revolution, World War II). 37
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Demonstrate an in-depth understanding of major events and trends in local history (e.g., the Pequot war, establishment of self-government, and disestablishment of the Puritan church, industrialization, waves of in-and-out migration, suburbanization, and racial tensions). 2
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location. 24
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Explain the relationships among the events and trends studied in local, state, national and world history. 16
Suggested Titles for Connecticut Social Studies State Standard 2.5.

CT.3. History: Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

3.1. Explain the origins of American religious diversity, showing knowledge of some of the beliefs of native Americans and migrants to the new world and give examples of ways those beliefs have changed over time. 28
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Explain how roles and status of people have differed and changed throughout history based on gender, age, class, racial and ethnic identity, wealth, and/or social position. 20
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Describe the emergence of select governmental systems, principles and institutions. 34
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Describe some of the more common forms of government found in the past, giving examples of societies that have practiced them (e.g., monarchy, oligarchy, clan/tribal, autocracy, dynasty, theocracy, republic, democracy). 36
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Describe examples of how societies throughout history have used various forms of visual arts, dance, theater, myths, literature and music to express their beliefs, sense of identity and philosophical ideas. 23
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Explain reasons for conflict and the ways conflicts have been resolved. 76
Suggested Titles for Connecticut Social Studies State Standard 3.6.

3.7. Identify and analyze the various causes and effects of movements of groups of people. 17
Suggested Titles for Connecticut Social Studies State Standard 3.7.

3.8. Explain the significance of the achievements of selected individual scientists and inventors from around the world and from various periods. 19
Suggested Titles for Connecticut Social Studies State Standard 3.8.

3.9. Explain how economic factors influenced historical events in the United States and other regions of the world. 5
Suggested Titles for Connecticut Social Studies State Standard 3.9.

3.10. Describe, explain and analyze the impact of the exchange of ideas on societies, politics, religion, etc. 32
Suggested Titles for Connecticut Social Studies State Standard 3.10.

CT.4. History: Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

4.1. Initiate questions and hypotheses about historic events being studied. 15
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Describe and analyze, using historical data and understandings, the options which are available to parties involved in contemporary conflicts or decision making. 6
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Be active learners at cultural institutions such as museums and historical exhibitions. 1
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Display empathy for people who have lived in the past. 41
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Describe relationships between historical subject matter and other subjects they study, current issues and personal concerns. 23
Suggested Titles for Connecticut Social Studies State Standard 4.5.

CT.1. Civics and Government: United States Constitution and Government: Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.

1.1. Demonstrate an under-standing of the historical background of the Declaration of Independence 4
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain how the Constitution divides the power of government among the executive, legislative and judicial branches, and how each branch can check the power of another. 17
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Explain how and why powers are distributed among the national, state and local governments. 16
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify their representatives in national and state legislatures, and the heads of the executive branch at the national, state and local levels. 4
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Understand the process of how a bill becomes a law. 7
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Explain how an individual's rights to life, liberty and property are protected by the Constitution and criminal and civil laws. 22
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Describe means of conflict management, including negotiation, mediation, arbitration and litigation. 22
Suggested Titles for Connecticut Social Studies State Standard 1.7.

1.8. Describe how the public agenda is shaped by political leaders and parties, interest groups, the media, public opinion, state and federal courts, and individual citizens. 18
Suggested Titles for Connecticut Social Studies State Standard 1.8.

CT.2. Civics and Government: Rights and Responsibilities of Citizens: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.

2.1. Describe how one becomes a citizen of the United States. 8
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain the meaning of political rights (e.g., right to vote, right to assemble) as distinguished from personal rights (e.g., freedom of speech, freedom of movement). 13
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Evaluate situations involving conflicts between rights and propose solutions to these conflicts. 13
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Identify significant characteristics of an effective citizen and know how to influence public policy by participating in the government of their school. 19
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Research an issue of interest and be able to take and defend a position on that issue. 39
Suggested Titles for Connecticut Social Studies State Standard 2.5.

2.6. Identify and apply criteria useful in selecting political leaders at the local, state and national levels. 19
Suggested Titles for Connecticut Social Studies State Standard 2.6.

CT.3. Civics and Government: Political Systems: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.

3.1. Describe and compare unlimited and limited government. 38
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Explain the meaning of civic life, politics and government. 51
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Compare and evaluate forms of government found outside the United States. 37
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Describe the role of the U.S. Constitution in the limitation of government powers. 5
Suggested Titles for Connecticut Social Studies State Standard 3.4.

CT.4. Civics and Government: International Relations: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.

4.1. Describe the organization of the world into nation-states and describe some ways that nation-states interact with one another. 9
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Explain what foreign policy is and give examples of United States foreign policy. 25
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Describe the influence of U.S. political, economic and cultural ideas on other nations and the influence of other nations' ideas on the United States. 31
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Evaluate the impact of significant international events on the United States and on other nations. 36
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Describe the roles of the three branches of U.S. government in developing and conducting foreign policy. 34
Suggested Titles for Connecticut Social Studies State Standard 4.5.

4.6. Describe how foreign policy decisions may affect domestic groups and organizations. 28
Suggested Titles for Connecticut Social Studies State Standard 4.6.

4.7. Describe how domestic groups and organizations seek to influence foreign policy decisions. 19
Suggested Titles for Connecticut Social Studies State Standard 4.7.

CT.1. Geography: Places and Regions: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

1.1. Describe human and natural characteristics of places and how they shape or place identity. 6
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Describe the process and impact of regional change. 6
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Examine ways in which regions are interconnected. 6
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify and evaluate various perspectives associated with places and regions. 5
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Explain and assess how culture affects perception of places and regions. 21
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Use latitude and longitude to locate places and calculate differences between places. 24
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Locate natural and cultural features in their own and nearby communities, in the United States and in other regions of the world, as needed, to answer geographic questions. 26
Suggested Titles for Connecticut Social Studies State Standard 1.7.

1.8. Demonstrate how personal knowledge and experiences influence an individual's perception of places. 33
Suggested Titles for Connecticut Social Studies State Standard 1.8.

CT.2. Geography: Physical Systems: Students will use spatial perspective to explain the physical processes that shape the Earth's surface and its ecosystems.

2.1. Understand how concepts of physical geography can be applied to explain natural processes. 14
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Understand and apply how natural processes influence the formation and location of resources. 13
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Use basic climatic and other physical data to understand how natural processes shape environ-mental patterns. 13
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Explain local and world patterns of ecosystem distribution. 10
Suggested Titles for Connecticut Social Studies State Standard 2.4.

CT.3. Geography: Human Systems: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.

3.1. Explain the patterns and characteristics of human migrations at various levels. 16
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Explain how patterns of international trade change technology, transportation and communication, and affect economic activities and human migration. 14
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Analyze the formation, characteristics and functions of urban, suburban and rural settlements. 6
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Identify processes that divide Earth's surface into different political and economic units from local to international levels. 5
Suggested Titles for Connecticut Social Studies State Standard 3.4.

CT.4. Geography: Human and Environmental Interaction: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.

4.1. Explain the essential features and functions of maps, globes, photographs, geographic models and satellite images. 11
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Make maps, globes, models, charts and geographic databases. 27
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Compare and contrast differences among maps, globes, photographs, models and satellite images for solving geo-graphic problems. 24
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Use maps, globes, models, graphs, charts and data-bases to analyze distributions and patterns. 29
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Describe human and natural characteristics of places and how they shape or lace identity. 22
Suggested Titles for Connecticut Social Studies State Standard 4.5.

4.6. Draw a freehand map from memory of increasing and appropriate complexity to display geographic information and answer geographic questions. 22
Suggested Titles for Connecticut Social Studies State Standard 4.6.

4.7. Demonstrate and explain ways that humans depend on, adapt to and alter the physical environment. 8
Suggested Titles for Connecticut Social Studies State Standard 4.7.

4.8. Identify the ways ecosystems are transformed through physical and human activities, and can predict the consequences of these activities. 87
Suggested Titles for Connecticut Social Studies State Standard 4.8.

CT.1. Economics: Limited Resources: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

1.1. Compare the resources used by various cultures, countries and/or regions throughout the world. 53
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain that households, businesses, governments and societies face scarcity just as individuals do. 2
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Define opportunity and cost, giving examples. 6
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Present historical and current controversies about the use of resources. 58
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Illustrate how resources can be used in a variety of ways. 57
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Explain economic growth as a sustained increase in the production of goods and services, and that Gross Domestic Product is the basic measure of economic output. 2
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Explain how technological change and innovation improves a society's productivity and economic growth. 24
Suggested Titles for Connecticut Social Studies State Standard 1.7.

CT.2. Economics: Economic Systems: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.

2.1. Explain how different economic systems (traditional, market and command use different means to produce, distribute and exchange goods and services. 6
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain that all countries' economies reflect a mix of market, command and traditional elements. 6
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Describe the relationships among demand, supply and price and their roles in a market system. 4
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Identify how fundamental characteristics of a market system (e.g., private property, profits and competition, businesses, labor, banks and government) influence decision making. 6
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Identify governmental activities that affect the local, state, national and international economy. 15
Suggested Titles for Connecticut Social Studies State Standard 2.5.

2.6. Describe how, in a market system, government enforces property rights and provides for standardized systems (e.g., weights and measures, and money). 7
Suggested Titles for Connecticut Social Studies State Standard 2.6.

2.7. Analyze the impact of government taxing and spending decisions on specific individuals, businesses, organizations and groups. 11
Suggested Titles for Connecticut Social Studies State Standard 2.7.

CT.3. Economics: Economic Interdependence: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

3.1. Explain how specialization leads to more efficient use of economic resources and economic growth. 34
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Explain why trade encourages specialization. 9
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Explain how specialization increases interdependence among producers, consumers and nations and consequently leads to a higher standard of living. 11
Suggested Titles for Connecticut Social Studies State Standard 3.3.

CT.1. History: Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextualizing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.

1.1. Formulate historical questions based on primary and secondary sources, including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts. 26
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Gather information from multiple sources, including archives or electronic databases, to have experience with historical sources and to appreciate the need for multiple perspectives. 9
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Distinguish between primary and secondary sources. 17
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Interpret data in historical maps, photographs, art works and other artifacts. 19
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Examine data to determine the adequacy and sufficiency of evidence, point of view, historical context, bias, distortion and propaganda, and to distinguish fact from opinion. 17
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Analyze data in order to see persons and events in their historical context, understand causal factors and appreciate change over time. 44
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Examine current concepts, issues, events and themes from historical perspectives and identify principle conflicting ideas between competing narratives or interpretations of historical events. 5
Suggested Titles for Connecticut Social Studies State Standard 1.7.

1.8. Develop written narratives and short interpretative essays, as well as other appropriate presentations from investigations of source materials. 7
Suggested Titles for Connecticut Social Studies State Standard 1.8.

CT.2. History: Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

2.1. Demonstrate an in-depth understanding of major events and trends of United States history (e.g., the American Revolution, the Civil War, industrialization, the Great Depression, the cold war). 75
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Demonstrate an in-depth understanding of selected events representing major trends of world history (e.g., emergence of new centers of agrarian society in the 3rd and 2nd millennia BCE, the Black Death, the Columbian voyages, the French Revolution, World War II). 21
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Demonstrate an in-depth understanding of major events and trends in local history (e.g., the Pequot war, establishment of self-government, and disestablishment of the Puritan church, industrialization, waves of in-and-out migration, suburbanization, and racial tensions). 2
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location. 12
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Explain the relationships among the events and trends studied in local, state, national and world history. 9
Suggested Titles for Connecticut Social Studies State Standard 2.5.

CT.3. History: Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

3.1. Explain the origins of American religious diversity, showing knowledge of some of the beliefs of native Americans and migrants to the new world and give examples of ways those beliefs have changed over time. 28
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Explain how roles and status of people have differed and changed throughout history based on gender, age, class, racial and ethnic identity, wealth, and/or social position. 12
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Describe the emergence of select governmental systems, principles and institutions. 33
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Describe some of the more common forms of government found in the past, giving examples of societies that have practiced them (e.g., monarchy, oligarchy, clan/tribal, autocracy, dynasty, theocracy, republic, democracy). 34
Suggested Titles for Connecticut Social Studies State Standard 3.4.

3.5. Describe examples of how societies throughout history have used various forms of visual arts, dance, theater, myths, literature and music to express their beliefs, sense of identity and philosophical ideas. 20
Suggested Titles for Connecticut Social Studies State Standard 3.5.

3.6. Explain reasons for conflict and the ways conflicts have been resolved. 57
Suggested Titles for Connecticut Social Studies State Standard 3.6.

3.7. Identify and analyze the various causes and effects of movements of groups of people. 16
Suggested Titles for Connecticut Social Studies State Standard 3.7.

3.8. Explain the significance of the achievements of selected individual scientists and inventors from around the world and from various periods. 18
Suggested Titles for Connecticut Social Studies State Standard 3.8.

3.9. Explain how economic factors influenced historical events in the United States and other regions of the world. 4
Suggested Titles for Connecticut Social Studies State Standard 3.9.

3.10. Describe, explain and analyze the impact of the exchange of ideas on societies, politics, religion, etc. 27
Suggested Titles for Connecticut Social Studies State Standard 3.10.

CT.4. History: Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

4.1. Initiate questions and hypotheses about historic events being studied. 10
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Describe and analyze, using historical data and understandings, the options which are available to parties involved in contemporary conflicts or decision making. 4
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Be active learners at cultural institutions such as museums and historical exhibitions. 1
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Display empathy for people who have lived in the past. 34
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Describe relationships between historical subject matter and other subjects they study, current issues and personal concerns. 17
Suggested Titles for Connecticut Social Studies State Standard 4.5.

CT.1. Civics and Government: United States Constitution and Government: Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.

1.1. Demonstrate an under-standing of the historical background of the Declaration of Independence 9
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain how the Constitution divides the power of government among the executive, legislative and judicial branches, and how each branch can check the power of another. 17
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Explain how and why powers are distributed among the national, state and local governments. 16
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify their representatives in national and state legislatures, and the heads of the executive branch at the national, state and local levels. 4
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Understand the process of how a bill becomes a law. 6
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Explain how an individual's rights to life, liberty and property are protected by the Constitution and criminal and civil laws. 17
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Describe means of conflict management, including negotiation, mediation, arbitration and litigation. 17
Suggested Titles for Connecticut Social Studies State Standard 1.7.

1.8. Describe how the public agenda is shaped by political leaders and parties, interest groups, the media, public opinion, state and federal courts, and individual citizens. 20
Suggested Titles for Connecticut Social Studies State Standard 1.8.

CT.2. Civics and Government: Rights and Responsibilities of Citizens: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.

2.1. Describe how one becomes a citizen of the United States. 11
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain the meaning of political rights (e.g., right to vote, right to assemble) as distinguished from personal rights (e.g., freedom of speech, freedom of movement). 13
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Evaluate situations involving conflicts between rights and propose solutions to these conflicts. 13
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Identify significant characteristics of an effective citizen and know how to influence public policy by participating in the government of their school. 19
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Research an issue of interest and be able to take and defend a position on that issue. 18
Suggested Titles for Connecticut Social Studies State Standard 2.5.

2.6. Identify and apply criteria useful in selecting political leaders at the local, state and national levels. 17
Suggested Titles for Connecticut Social Studies State Standard 2.6.

CT.3. Civics and Government: Political Systems: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.

3.1. Describe and compare unlimited and limited government. 30
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Explain the meaning of civic life, politics and government. 35
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Compare and evaluate forms of government found outside the United States. 29
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Describe the role of the U.S. Constitution in the limitation of government powers. 2
Suggested Titles for Connecticut Social Studies State Standard 3.4.

CT.4. Civics and Government: International Relations: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.

4.1. Describe the organization of the world into nation-states and describe some ways that nation-states interact with one another. 8
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Explain what foreign policy is and give examples of United States foreign policy. 16
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Describe the influence of U.S. political, economic and cultural ideas on other nations and the influence of other nations' ideas on the United States. 26
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Evaluate the impact of significant international events on the United States and on other nations. 26
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Describe the roles of the three branches of U.S. government in developing and conducting foreign policy. 20
Suggested Titles for Connecticut Social Studies State Standard 4.5.

4.6. Describe how foreign policy decisions may affect domestic groups and organizations. 21
Suggested Titles for Connecticut Social Studies State Standard 4.6.

4.7. Describe how domestic groups and organizations seek to influence foreign policy decisions. 16
Suggested Titles for Connecticut Social Studies State Standard 4.7.

CT.1. Geography: Places and Regions: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

1.1. Describe human and natural characteristics of places and how they shape or place identity. 15
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Describe the process and impact of regional change. 7
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Examine ways in which regions are interconnected. 9
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Identify and evaluate various perspectives associated with places and regions. 6
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Explain and assess how culture affects perception of places and regions. 20
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Use latitude and longitude to locate places and calculate differences between places. 11
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Locate natural and cultural features in their own and nearby communities, in the United States and in other regions of the world, as needed, to answer geographic questions. 25
Suggested Titles for Connecticut Social Studies State Standard 1.7.

1.8. Demonstrate how personal knowledge and experiences influence an individual's perception of places. 26
Suggested Titles for Connecticut Social Studies State Standard 1.8.

CT.2. Geography: Physical Systems: Students will use spatial perspective to explain the physical processes that shape the Earth's surface and its ecosystems.

2.1. Understand how concepts of physical geography can be applied to explain natural processes. 9
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Understand and apply how natural processes influence the formation and location of resources. 8
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Use basic climatic and other physical data to understand how natural processes shape environ-mental patterns. 10
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Explain local and world patterns of ecosystem distribution. 2
Suggested Titles for Connecticut Social Studies State Standard 2.4.

CT.3. Geography: Human Systems: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.

3.1. Explain the patterns and characteristics of human migrations at various levels. 15
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Explain how patterns of international trade change technology, transportation and communication, and affect economic activities and human migration. 10
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Analyze the formation, characteristics and functions of urban, suburban and rural settlements. 6
Suggested Titles for Connecticut Social Studies State Standard 3.3.

3.4. Identify processes that divide Earth's surface into different political and economic units from local to international levels. 5
Suggested Titles for Connecticut Social Studies State Standard 3.4.

CT.4. Geography: Human and Environmental Interaction: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.

4.1. Explain the essential features and functions of maps, globes, photographs, geographic models and satellite images. 13
Suggested Titles for Connecticut Social Studies State Standard 4.1.

4.2. Make maps, globes, models, charts and geographic databases. 14
Suggested Titles for Connecticut Social Studies State Standard 4.2.

4.3. Compare and contrast differences among maps, globes, photographs, models and satellite images for solving geo-graphic problems. 13
Suggested Titles for Connecticut Social Studies State Standard 4.3.

4.4. Use maps, globes, models, graphs, charts and data-bases to analyze distributions and patterns. 15
Suggested Titles for Connecticut Social Studies State Standard 4.4.

4.5. Describe human and natural characteristics of places and how they shape or lace identity. 13
Suggested Titles for Connecticut Social Studies State Standard 4.5.

4.6. Draw a freehand map from memory of increasing and appropriate complexity to display geographic information and answer geographic questions. 10
Suggested Titles for Connecticut Social Studies State Standard 4.6.

4.7. Demonstrate and explain ways that humans depend on, adapt to and alter the physical environment. 7
Suggested Titles for Connecticut Social Studies State Standard 4.7.

4.8. Identify the ways ecosystems are transformed through physical and human activities, and can predict the consequences of these activities. 60
Suggested Titles for Connecticut Social Studies State Standard 4.8.

CT.1. Economics: Limited Resources: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

1.1. Compare the resources used by various cultures, countries and/or regions throughout the world. 37
Suggested Titles for Connecticut Social Studies State Standard 1.1.

1.2. Explain that households, businesses, governments and societies face scarcity just as individuals do. 2
Suggested Titles for Connecticut Social Studies State Standard 1.2.

1.3. Define opportunity and cost, giving examples. 4
Suggested Titles for Connecticut Social Studies State Standard 1.3.

1.4. Present historical and current controversies about the use of resources. 41
Suggested Titles for Connecticut Social Studies State Standard 1.4.

1.5. Illustrate how resources can be used in a variety of ways. 36
Suggested Titles for Connecticut Social Studies State Standard 1.5.

1.6. Explain economic growth as a sustained increase in the production of goods and services, and that Gross Domestic Product is the basic measure of economic output. 2
Suggested Titles for Connecticut Social Studies State Standard 1.6.

1.7. Explain how technological change and innovation improves a society's productivity and economic growth. 21
Suggested Titles for Connecticut Social Studies State Standard 1.7.

CT.2. Economics: Economic Systems: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.

2.1. Explain how different economic systems (traditional, market and command use different means to produce, distribute and exchange goods and services. 6
Suggested Titles for Connecticut Social Studies State Standard 2.1.

2.2. Explain that all countries' economies reflect a mix of market, command and traditional elements. 6
Suggested Titles for Connecticut Social Studies State Standard 2.2.

2.3. Describe the relationships among demand, supply and price and their roles in a market system. 4
Suggested Titles for Connecticut Social Studies State Standard 2.3.

2.4. Identify how fundamental characteristics of a market system (e.g., private property, profits and competition, businesses, labor, banks and government) influence decision making. 6
Suggested Titles for Connecticut Social Studies State Standard 2.4.

2.5. Identify governmental activities that affect the local, state, national and international economy. 11
Suggested Titles for Connecticut Social Studies State Standard 2.5.

2.6. Describe how, in a market system, government enforces property rights and provides for standardized systems (e.g., weights and measures, and money). 7
Suggested Titles for Connecticut Social Studies State Standard 2.6.

2.7. Analyze the impact of government taxing and spending decisions on specific individuals, businesses, organizations and groups. 8
Suggested Titles for Connecticut Social Studies State Standard 2.7.

CT.3. Economics: Economic Interdependence: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

3.1. Explain how specialization leads to more efficient use of economic resources and economic growth. 19
Suggested Titles for Connecticut Social Studies State Standard 3.1.

3.2. Explain why trade encourages specialization. 6
Suggested Titles for Connecticut Social Studies State Standard 3.2.

3.3. Explain how specialization increases interdependence among producers, consumers and nations and consequently leads to a higher standard of living. 7
Suggested Titles for Connecticut Social Studies State Standard 3.3.

CT.1. History: Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextual zing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.

1.1. Formulate historical questions and hypotheses from multiple perspectives, using multiple sources.

1.2. Gather, analyze and reconcile historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses.

1.3. Interpret oral traditions and legends as 'histories'; evaluate data within the historical, social, political and economic context in which it was created, testing its credibility and evaluating its bias.

1.4. Describe the multiple intersecting causes of events.

1.5. Use primary source documents to analyze multiple perspectives.

CT.2. History: Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

2.1. Demonstrate an understanding of major events and trends in world history, United States and local history from all historical periods and from all the regions of the world.

2.2. Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location.

2.3. Explain relationships among the events and trends studied in local, national and world history.

CT.3. History: Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

3.1. Describe basic tenets of the world religions that have acted as major forces throughout history, including, but not limited to, Buddhism, Christianity, Hinduism, Islam and Judaism, and indigenous popular religions.

3.2. Give examples of the visual arts, dance, music, theater and architecture of the major periods of history and explain what they indicate about the values and beliefs of various societies.

3.3. Demonstrate an understanding of the ways that cultural encounters and the interaction of people of different cultures in pre-modern as well as modern times have shaped new identities and ways of life.

3.4. Identify various parties and analyze their interest in conflicts from selected historical periods.

3.5. Describe, explain and analyze political, economic and social consequences that came about as the resolution of a conflict.

3.6. Demonstrate an under-standing of the ways race, gender, ethnicity and class issues have affected individuals and societies in the past.

3.7. Analyze the causes and consequences of major technological turning points in history, e.g., their effects on people, societies and economies.

3.8. Explain how the use and expansion of trade have connected and affected the history of a global economy.

3.9. Evaluate the economic and technological impact of the exchange of goods on societies throughout history.

3.10. Explain the multiple forces and developments (cultural, political, economic and scientific) that have helped to connect the peoples of the world.

CT.4. History: Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

4.1. Initiate questions and hypotheses about historic events they are studying

4.2. Describe and analyze, using historical data and understandings, the options which are avail-able to parties involved in contemporary conflicts or decision making.

4.3. Be active learners at cultural institutions such as museums and historical exhibitions.

4.4. Display empathy for people who have lived in the past.

4.5. Describe relationships between historical subject matter and other subjects they study, current issues and personal concerns.

CT.1. Civics and Government: United States Constitution and Government: Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.

1.1. Apply an understanding of historical and contemporary conflicts over Constitutional principles.

1.2. Analyze historical and contemporary conflicts through the respective role of local, state and national governments.

1.3. Explain how the design of the U.S. Constitution is intended to balance and check the powers of the branches of government.

1.4. Analyze, using historical and contemporary examples, the meaning and significance of the ideal of equal protection under the law for all persons.

1.5. Explain why state and federal court powers of judicial review reflect the United States idea of constitutional government.

1.6. Evaluate the contemporary roles of political parties, associations, media groups and public opinion in local, state and national politics.

CT.2. Civics and Government: Rights and Responsibilities of Citizens: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.

2.1. Evaluate whether or when their obligations as citizens require that their personal desires, beliefs and interests be subordinated to the public good.

2.2. Identify and explain characteristics needed for effective participation in public life.

2.3. Establish, explain and apply criteria to evaluate rules and laws.

2.4. Monitor and influence the formation and implementation of policy through various forms of participation.

2.5. Take a position on a current policy issue and attempt to influence its formation, development and implementation.

CT.3. Civics and Government: Political Systems: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.

3.1. Evaluate the importance of developing self-government so as to restrict arbitrary power.

3.2. Analyze and evaluate the advantages and disadvantages of limited and unlimited government.

3.3. Compare two or more constitutions and how they promote the principles of their respective political systems and provide the basis for government.

3.4. Describe how constitutions may limit government in order to protect individual rights and promote the common good.

3.5. Explain how purposes served by government have implications for the individual and society.

3.6. Provide examples of legitimate authority and exercise of power without authority.

CT.4. Civics and Government: International Relations: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.

4.1. Describe how the United States influences other governments and international organizations and how the United States, in turn, is influenced by them.

4.2. Analyze and evaluate the significance of major U.S. foreign policies and major international events and conditions over time.

4.3. Develop proposals regarding solutions to significant international, political, economic, demographic or environmental issues.

4.4. Analyze the respective roles of the executive and legislative branches in developing and implementing foreign policy.

4.5. Identify and analyze the various domestic, political, economic and social interests which play roles in the development of foreign policy.

4.6. Describe and analyze the process by which foreign policy decisions are developed and executed.

CT.1. Geography: Places and Regions: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

1.1. Explain and describe the natural and cultural characteristics of one place to distinguish it from another apply the concept of region to organize the study of a complex problem.

1.2. Explain that regions are interconnected and may also overlap.

1.3. Explain why places and regions are important to human and cultural identity and stand as symbols for unifying society.

1.4. Analyze ways different groups in society view places and regions differently.

CT.2. Geography: Physical Systems: Students will use spatial perspective to explain the physical processes that shape the Earth's surface and its ecosystems.

2.1. Describe regional variations of physical processes.

2.2. Explain the operation and interaction of different natural systems (such as climate and oceans) to understand global change.

2.3. Analyze the distribution of ecosystems by interpreting relationships between soil and climate, and plant and animal life.

2.4. Evaluate ecosystems in terms of biodiversity and productivity and show how they are dynamic and interactive.

2.5. Draw a freehand map of the world with continents (appropriate shape and size) located in relation to equator, tropics, circles and prime meridian.

2.6. Use geographic tools to represent and interpret Earth's physical and human systems.

CT.3. Geography: Human Systems: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.

3.1. Describe the consequences of human population patterns and growth trends over time.

3.2. Explain the characteristics, distribution and relationships of economic system at various levels.

3.3. Explain and analyze how various populations and economic elements inter-act and influence the spatial patterns of settlement.

3.4. Explain and analyze the causes of change in the political, social and economic division of the Earth's surface at different scales.

3.5. Use geographic tools to represent and interpret Earth's physical and human systems.

3.6. Draw a freehand map demonstrating political, cultural or economic relationships.

CT.4. Geography: Human and Environmental Interaction: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.

4.1. Use maps, globes, charts and databases to analyze and suggest solutions to real-world problems.

4.2. Create appropriate maps and other tools to solve, illustrate or answer geographic problems.

4.3. Analyze how human systems interact, connect and cause changes in physical systems.

4.4. Locate at least 50 major countries and physical features on a map or globe.

4.5. Apply concepts of ecosystems to understand and solve environmental problems.

CT.1. Economics: Limited Resources: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

1.1. Compare the resources used by various cultures, countries and/or regions throughout the world.

1.2. Analyze the impact of economic choices on the allocation of scarce resources.

1.3. Explain that a country's potential Gross Domestic Product depends on the quantity and quality of natural resources, the size and skills of the population, and the amount and quality of its capital stock.

1.4. Define, defend and predict how the use of specific resources may impact the future.

1.5. Analyze how technological change can affect long-range productivity.

1.6. Analyze how market forces and government regulation impact the use of resources.

CT.2. Economics: Economic Systems: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.

2.1. Evaluate economic systems by their ability to achieve broad societal goals, such as efficiency, equity, security, employment, stability and economic growth.

2.2. Identify and explain the factors that determine and cause changes in demand, supply and the market-clearing (equilibrium) price.

2.3. Compare and contrast the characteristics and effects of different market structures, including pure competition, monopolistic competition, oligopoly and monopoly.

2.4. Interpret important statistics about the national economy: the inflation rate, unemployment rate, Gross Domestic Product and its growth rate.

2.5. Understand the causes and effects of periods of growth and recession evident in the history of market economies.

2.6. Analyze the impact of government taxing and spending actions and changes in the money supply and interest rates on the national economy.

2.7. Contrast and compare different types of taxes, including progressive, regressive and proportional taxes.

2.8. Explain reasons for government action in the economy, including pro-viding public goods and services, maintaining competition, redistributing income, promoting employment, stabilizing prices and sustaining reasonable rates of economic growth.

2.9. Analyze the impact of specific government actions in the economy on different groups, including consumers, employees and businesses.

CT.3. Economics: Economic Interdependence: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

3.1. Illustrate the international differences in resources, productivity and prices that are a basis for international trade.

3.2. Evaluate the effects of national policies (e.g., on trade, immigration and foreign investments, as well as fiscal and monetary policies) on the international exchange of goods, services and investments.

3.3. Explain that a nation has a comparative advantage when it can produce a product at a lower opportunity cost than its trading partner.

CT.1. History: Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextual zing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.

1.1. Formulate historical questions and hypotheses from multiple perspectives, using multiple sources.

1.2. Gather, analyze and reconcile historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses.

1.3. Interpret oral traditions and legends as 'histories'; evaluate data within the historical, social, political and economic context in which it was created, testing its credibility and evaluating its bias.

1.4. Describe the multiple intersecting causes of events.

1.5. Use primary source documents to analyze multiple perspectives.

CT.2. History: Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

2.1. Demonstrate an understanding of major events and trends in world history, United States and local history from all historical periods and from all the regions of the world.

2.2. Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location.

2.3. Explain relationships among the events and trends studied in local, national and world history.

CT.3. History: Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

3.1. Describe basic tenets of the world religions that have acted as major forces throughout history, including, but not limited to, Buddhism, Christianity, Hinduism, Islam and Judaism, and indigenous popular religions.

3.2. Give examples of the visual arts, dance, music, theater and architecture of the major periods of history and explain what they indicate about the values and beliefs of various societies.

3.3. Demonstrate an understanding of the ways that cultural encounters and the interaction of people of different cultures in pre-modern as well as modern times have shaped new identities and ways of life.

3.4. Identify various parties and analyze their interest in conflicts from selected historical periods.

3.5. Describe, explain and analyze political, economic and social consequences that came about as the resolution of a conflict.

3.6. Demonstrate an under-standing of the ways race, gender, ethnicity and class issues have affected individuals and societies in the past.

3.7. Analyze the causes and consequences of major technological turning points in history, e.g., their effects on people, societies and economies.

3.8. Explain how the use and expansion of trade have connected and affected the history of a global economy.

3.9. Evaluate the economic and technological impact of the exchange of goods on societies throughout history.

3.10. Explain the multiple forces and developments (cultural, political, economic and scientific) that have helped to connect the peoples of the world.

CT.4. History: Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

4.1. Initiate questions and hypotheses about historic events they are studying

4.2. Describe and analyze, using historical data and understandings, the options which are avail-able to parties involved in contemporary conflicts or decision making.

4.3. Be active learners at cultural institutions such as museums and historical exhibitions.

4.4. Display empathy for people who have lived in the past.

4.5. Describe relationships between historical subject matter and other subjects they study, current issues and personal concerns.

CT.1. Civics and Government: United States Constitution and Government: Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.

1.1. Apply an understanding of historical and contemporary conflicts over Constitutional principles.

1.2. Analyze historical and contemporary conflicts through the respective role of local, state and national governments.

1.3. Explain how the design of the U.S. Constitution is intended to balance and check the powers of the branches of government.

1.4. Analyze, using historical and contemporary examples, the meaning and significance of the ideal of equal protection under the law for all persons.

1.5. Explain why state and federal court powers of judicial review reflect the United States idea of constitutional government.

1.6. Evaluate the contemporary roles of political parties, associations, media groups and public opinion in local, state and national politics.

CT.2. Civics and Government: Rights and Responsibilities of Citizens: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.

2.1. Evaluate whether or when their obligations as citizens require that their personal desires, beliefs and interests be subordinated to the public good.

2.2. Identify and explain characteristics needed for effective participation in public life.

2.3. Establish, explain and apply criteria to evaluate rules and laws.

2.4. Monitor and influence the formation and implementation of policy through various forms of participation.

2.5. Take a position on a current policy issue and attempt to influence its formation, development and implementation.

CT.3. Civics and Government: Political Systems: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.

3.1. Evaluate the importance of developing self-government so as to restrict arbitrary power.

3.2. Analyze and evaluate the advantages and disadvantages of limited and unlimited government.

3.3. Compare two or more constitutions and how they promote the principles of their respective political systems and provide the basis for government.

3.4. Describe how constitutions may limit government in order to protect individual rights and promote the common good.

3.5. Explain how purposes served by government have implications for the individual and society.

3.6. Provide examples of legitimate authority and exercise of power without authority.

CT.4. Civics and Government: International Relations: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.

4.1. Describe how the United States influences other governments and international organizations and how the United States, in turn, is influenced by them.

4.2. Analyze and evaluate the significance of major U.S. foreign policies and major international events and conditions over time.

4.3. Develop proposals regarding solutions to significant international, political, economic, demographic or environmental issues.

4.4. Analyze the respective roles of the executive and legislative branches in developing and implementing foreign policy.

4.5. Identify and analyze the various domestic, political, economic and social interests which play roles in the development of foreign policy.

4.6. Describe and analyze the process by which foreign policy decisions are developed and executed.

CT.1. Geography: Places and Regions: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

1.1. Explain and describe the natural and cultural characteristics of one place to distinguish it from another apply the concept of region to organize the study of a complex problem.

1.2. Explain that regions are interconnected and may also overlap.

1.3. Explain why places and regions are important to human and cultural identity and stand as symbols for unifying society.

1.4. Analyze ways different groups in society view places and regions differently.

CT.2. Geography: Physical Systems: Students will use spatial perspective to explain the physical processes that shape the Earth's surface and its ecosystems.

2.1. Describe regional variations of physical processes.

2.2. Explain the operation and interaction of different natural systems (such as climate and oceans) to understand global change.

2.3. Analyze the distribution of ecosystems by interpreting relationships between soil and climate, and plant and animal life.

2.4. Evaluate ecosystems in terms of biodiversity and productivity and show how they are dynamic and interactive.

2.5. Draw a freehand map of the world with continents (appropriate shape and size) located in relation to equator, tropics, circles and prime meridian.

2.6. Use geographic tools to represent and interpret Earth's physical and human systems.

CT.3. Geography: Human Systems: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.

3.1. Describe the consequences of human population patterns and growth trends over time.

3.2. Explain the characteristics, distribution and relationships of economic system at various levels.

3.3. Explain and analyze how various populations and economic elements inter-act and influence the spatial patterns of settlement.

3.4. Explain and analyze the causes of change in the political, social and economic division of the Earth's surface at different scales.

3.5. Use geographic tools to represent and interpret Earth's physical and human systems.

3.6. Draw a freehand map demonstrating political, cultural or economic relationships.

CT.4. Geography: Human and Environmental Interaction: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.

4.1. Use maps, globes, charts and databases to analyze and suggest solutions to real-world problems.

4.2. Create appropriate maps and other tools to solve, illustrate or answer geographic problems.

4.3. Analyze how human systems interact, connect and cause changes in physical systems.

4.4. Locate at least 50 major countries and physical features on a map or globe.

4.5. Apply concepts of ecosystems to understand and solve environmental problems.

CT.1. Economics: Limited Resources: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

1.1. Compare the resources used by various cultures, countries and/or regions throughout the world.

1.2. Analyze the impact of economic choices on the allocation of scarce resources.

1.3. Explain that a country's potential Gross Domestic Product depends on the quantity and quality of natural resources, the size and skills of the population, and the amount and quality of its capital stock.

1.4. Define, defend and predict how the use of specific resources may impact the future.

1.5. Analyze how technological change can affect long-range productivity.

1.6. Analyze how market forces and government regulation impact the use of resources.

CT.2. Economics: Economic Systems: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.

2.1. Evaluate economic systems by their ability to achieve broad societal goals, such as efficiency, equity, security, employment, stability and economic growth.

2.2. Identify and explain the factors that determine and cause changes in demand, supply and the market-clearing (equilibrium) price.

2.3. Compare and contrast the characteristics and effects of different market structures, including pure competition, monopolistic competition, oligopoly and monopoly.

2.4. Interpret important statistics about the national economy: the inflation rate, unemployment rate, Gross Domestic Product and its growth rate.

2.5. Understand the causes and effects of periods of growth and recession evident in the history of market economies.

2.6. Analyze the impact of government taxing and spending actions and changes in the money supply and interest rates on the national economy.

2.7. Contrast and compare different types of taxes, including progressive, regressive and proportional taxes.

2.8. Explain reasons for government action in the economy, including pro-viding public goods and services, maintaining competition, redistributing income, promoting employment, stabilizing prices and sustaining reasonable rates of economic growth.

2.9. Analyze the impact of specific government actions in the economy on different groups, including consumers, employees and businesses.

CT.3. Economics: Economic Interdependence: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

3.1. Illustrate the international differences in resources, productivity and prices that are a basis for international trade.

3.2. Evaluate the effects of national policies (e.g., on trade, immigration and foreign investments, as well as fiscal and monetary policies) on the international exchange of goods, services and investments.

3.3. Explain that a nation has a comparative advantage when it can produce a product at a lower opportunity cost than its trading partner.

CT.1. History: Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextual zing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.

1.1. Formulate historical questions and hypotheses from multiple perspectives, using multiple sources.

1.2. Gather, analyze and reconcile historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses.

1.3. Interpret oral traditions and legends as 'histories'; evaluate data within the historical, social, political and economic context in which it was created, testing its credibility and evaluating its bias.

1.4. Describe the multiple intersecting causes of events.

1.5. Use primary source documents to analyze multiple perspectives.

CT.2. History: Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

2.1. Demonstrate an understanding of major events and trends in world history, United States and local history from all historical periods and from all the regions of the world.

2.2. Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location.

2.3. Explain relationships among the events and trends studied in local, national and world history.

CT.3. History: Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

3.1. Describe basic tenets of the world religions that have acted as major forces throughout history, including, but not limited to, Buddhism, Christianity, Hinduism, Islam and Judaism, and indigenous popular religions.

3.2. Give examples of the visual arts, dance, music, theater and architecture of the major periods of history and explain what they indicate about the values and beliefs of various societies.

3.3. Demonstrate an understanding of the ways that cultural encounters and the interaction of people of different cultures in pre-modern as well as modern times have shaped new identities and ways of life.

3.4. Identify various parties and analyze their interest in conflicts from selected historical periods.

3.5. Describe, explain and analyze political, economic and social consequences that came about as the resolution of a conflict.

3.6. Demonstrate an under-standing of the ways race, gender, ethnicity and class issues have affected individuals and societies in the past.

3.7. Analyze the causes and consequences of major technological turning points in history, e.g., their effects on people, societies and economies.

3.8. Explain how the use and expansion of trade have connected and affected the history of a global economy.

3.9. Evaluate the economic and technological impact of the exchange of goods on societies throughout history.

3.10. Explain the multiple forces and developments (cultural, political, economic and scientific) that have helped to connect the peoples of the world.

CT.4. History: Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

4.1. Initiate questions and hypotheses about historic events they are studying

4.2. Describe and analyze, using historical data and understandings, the options which are avail-able to parties involved in contemporary conflicts or decision making.

4.3. Be active learners at cultural institutions such as museums and historical exhibitions.

4.4. Display empathy for people who have lived in the past.

4.5. Describe relationships between historical subject matter and other subjects they study, current issues and personal concerns.

CT.1. Civics and Government: United States Constitution and Government: Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.

1.1. Apply an understanding of historical and contemporary conflicts over Constitutional principles.

1.2. Analyze historical and contemporary conflicts through the respective role of local, state and national governments.

1.3. Explain how the design of the U.S. Constitution is intended to balance and check the powers of the branches of government.

1.4. Analyze, using historical and contemporary examples, the meaning and significance of the ideal of equal protection under the law for all persons.

1.5. Explain why state and federal court powers of judicial review reflect the United States idea of constitutional government.

1.6. Evaluate the contemporary roles of political parties, associations, media groups and public opinion in local, state and national politics.

CT.2. Civics and Government: Rights and Responsibilities of Citizens: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.

2.1. Evaluate whether or when their obligations as citizens require that their personal desires, beliefs and interests be subordinated to the public good.

2.2. Identify and explain characteristics needed for effective participation in public life.

2.3. Establish, explain and apply criteria to evaluate rules and laws.

2.4. Monitor and influence the formation and implementation of policy through various forms of participation.

2.5. Take a position on a current policy issue and attempt to influence its formation, development and implementation.

CT.3. Civics and Government: Political Systems: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.

3.1. Evaluate the importance of developing self-government so as to restrict arbitrary power.

3.2. Analyze and evaluate the advantages and disadvantages of limited and unlimited government.

3.3. Compare two or more constitutions and how they promote the principles of their respective political systems and provide the basis for government.

3.4. Describe how constitutions may limit government in order to protect individual rights and promote the common good.

3.5. Explain how purposes served by government have implications for the individual and society.

3.6. Provide examples of legitimate authority and exercise of power without authority.

CT.4. Civics and Government: International Relations: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.

4.1. Describe how the United States influences other governments and international organizations and how the United States, in turn, is influenced by them.

4.2. Analyze and evaluate the significance of major U.S. foreign policies and major international events and conditions over time.

4.3. Develop proposals regarding solutions to significant international, political, economic, demographic or environmental issues.

4.4. Analyze the respective roles of the executive and legislative branches in developing and implementing foreign policy.

4.5. Identify and analyze the various domestic, political, economic and social interests which play roles in the development of foreign policy.

4.6. Describe and analyze the process by which foreign policy decisions are developed and executed.

CT.1. Geography: Places and Regions: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

1.1. Explain and describe the natural and cultural characteristics of one place to distinguish it from another apply the concept of region to organize the study of a complex problem.

1.2. Explain that regions are interconnected and may also overlap.

1.3. Explain why places and regions are important to human and cultural identity and stand as symbols for unifying society.

1.4. Analyze ways different groups in society view places and regions differently.

CT.2. Geography: Physical Systems: Students will use spatial perspective to explain the physical processes that shape the Earth's surface and its ecosystems.

2.1. Describe regional variations of physical processes.

2.2. Explain the operation and interaction of different natural systems (such as climate and oceans) to understand global change.

2.3. Analyze the distribution of ecosystems by interpreting relationships between soil and climate, and plant and animal life.

2.4. Evaluate ecosystems in terms of biodiversity and productivity and show how they are dynamic and interactive.

2.5. Draw a freehand map of the world with continents (appropriate shape and size) located in relation to equator, tropics, circles and prime meridian.

2.6. Use geographic tools to represent and interpret Earth's physical and human systems.

CT.3. Geography: Human Systems: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.

3.1. Describe the consequences of human population patterns and growth trends over time.

3.2. Explain the characteristics, distribution and relationships of economic system at various levels.

3.3. Explain and analyze how various populations and economic elements inter-act and influence the spatial patterns of settlement.

3.4. Explain and analyze the causes of change in the political, social and economic division of the Earth's surface at different scales.

3.5. Use geographic tools to represent and interpret Earth's physical and human systems.

3.6. Draw a freehand map demonstrating political, cultural or economic relationships.

CT.4. Geography: Human and Environmental Interaction: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.

4.1. Use maps, globes, charts and databases to analyze and suggest solutions to real-world problems.

4.2. Create appropriate maps and other tools to solve, illustrate or answer geographic problems.

4.3. Analyze how human systems interact, connect and cause changes in physical systems.

4.4. Locate at least 50 major countries and physical features on a map or globe.

4.5. Apply concepts of ecosystems to understand and solve environmental problems.

CT.1. Economics: Limited Resources: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

1.1. Compare the resources used by various cultures, countries and/or regions throughout the world.

1.2. Analyze the impact of economic choices on the allocation of scarce resources.

1.3. Explain that a country's potential Gross Domestic Product depends on the quantity and quality of natural resources, the size and skills of the population, and the amount and quality of its capital stock.

1.4. Define, defend and predict how the use of specific resources may impact the future.

1.5. Analyze how technological change can affect long-range productivity.

1.6. Analyze how market forces and government regulation impact the use of resources.

CT.2. Economics: Economic Systems: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.

2.1. Evaluate economic systems by their ability to achieve broad societal goals, such as efficiency, equity, security, employment, stability and economic growth.

2.2. Identify and explain the factors that determine and cause changes in demand, supply and the market-clearing (equilibrium) price.

2.3. Compare and contrast the characteristics and effects of different market structures, including pure competition, monopolistic competition, oligopoly and monopoly.

2.4. Interpret important statistics about the national economy: the inflation rate, unemployment rate, Gross Domestic Product and its growth rate.

2.5. Understand the causes and effects of periods of growth and recession evident in the history of market economies.

2.6. Analyze the impact of government taxing and spending actions and changes in the money supply and interest rates on the national economy.

2.7. Contrast and compare different types of taxes, including progressive, regressive and proportional taxes.

2.8. Explain reasons for government action in the economy, including pro-viding public goods and services, maintaining competition, redistributing income, promoting employment, stabilizing prices and sustaining reasonable rates of economic growth.

2.9. Analyze the impact of specific government actions in the economy on different groups, including consumers, employees and businesses.

CT.3. Economics: Economic Interdependence: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

3.1. Illustrate the international differences in resources, productivity and prices that are a basis for international trade.

3.2. Evaluate the effects of national policies (e.g., on trade, immigration and foreign investments, as well as fiscal and monetary policies) on the international exchange of goods, services and investments.

3.3. Explain that a nation has a comparative advantage when it can produce a product at a lower opportunity cost than its trading partner.

CT.1. History: Historical Thinking: Students will develop historical thinking skills, including chronological thinking and recognizing change over time; contextual zing, comprehending and analyzing historical literature; researching historical sources; understanding the concept of historical causation; understanding competing narratives and interpretation; and constructing narratives and interpretation.

1.1. Formulate historical questions and hypotheses from multiple perspectives, using multiple sources.

1.2. Gather, analyze and reconcile historical information, including contradictory data, from primary and secondary sources to support or reject hypotheses.

1.3. Interpret oral traditions and legends as 'histories'; evaluate data within the historical, social, political and economic context in which it was created, testing its credibility and evaluating its bias.

1.4. Describe the multiple intersecting causes of events.

1.5. Use primary source documents to analyze multiple perspectives.

CT.2. History: Local, United States and World History: Students will use historical thinking skills to develop an understanding of the major historical periods, issues and trends in United States history, world history, and Connecticut and local history.

2.1. Demonstrate an understanding of major events and trends in world history, United States and local history from all historical periods and from all the regions of the world.

2.2. Locate the events, peoples and places they have studied in time and place (e.g., on a time line and map) relative to their own location.

2.3. Explain relationships among the events and trends studied in local, national and world history.

CT.3. History: Historical Themes: Students will apply their understanding of historical periods, issues and trends to examine such historical themes as ideals, beliefs and institutions; conflict and conflict resolution; human movement and interaction; and science and technology in order to understand how the world came to be the way it is.

3.1. Describe basic tenets of the world religions that have acted as major forces throughout history, including, but not limited to, Buddhism, Christianity, Hinduism, Islam and Judaism, and indigenous popular religions.

3.2. Give examples of the visual arts, dance, music, theater and architecture of the major periods of history and explain what they indicate about the values and beliefs of various societies.

3.3. Demonstrate an understanding of the ways that cultural encounters and the interaction of people of different cultures in pre-modern as well as modern times have shaped new identities and ways of life.

3.4. Identify various parties and analyze their interest in conflicts from selected historical periods.

3.5. Describe, explain and analyze political, economic and social consequences that came about as the resolution of a conflict.

3.6. Demonstrate an under-standing of the ways race, gender, ethnicity and class issues have affected individuals and societies in the past.

3.7. Analyze the causes and consequences of major technological turning points in history, e.g., their effects on people, societies and economies.

3.8. Explain how the use and expansion of trade have connected and affected the history of a global economy.

3.9. Evaluate the economic and technological impact of the exchange of goods on societies throughout history.

3.10. Explain the multiple forces and developments (cultural, political, economic and scientific) that have helped to connect the peoples of the world.

CT.4. History: Applying History: Students will recognize the continuing importance of historical thinking and historical knowledge in their own lives and in the world in which they live.

4.1. Initiate questions and hypotheses about historic events they are studying

4.2. Describe and analyze, using historical data and understandings, the options which are avail-able to parties involved in contemporary conflicts or decision making.

4.3. Be active learners at cultural institutions such as museums and historical exhibitions.

4.4. Display empathy for people who have lived in the past.

4.5. Describe relationships between historical subject matter and other subjects they study, current issues and personal concerns.

CT.1. Civics and Government: United States Constitution and Government: Students will apply knowledge of the U.S. Constitution, how the U.S. system of government works and how the rule of law and the value of liberty and equality have an impact on individual, local, state and national decisions.

1.1. Apply an understanding of historical and contemporary conflicts over Constitutional principles.

1.2. Analyze historical and contemporary conflicts through the respective role of local, state and national governments.

1.3. Explain how the design of the U.S. Constitution is intended to balance and check the powers of the branches of government.

1.4. Analyze, using historical and contemporary examples, the meaning and significance of the ideal of equal protection under the law for all persons.

1.5. Explain why state and federal court powers of judicial review reflect the United States idea of constitutional government.

1.6. Evaluate the contemporary roles of political parties, associations, media groups and public opinion in local, state and national politics.

CT.2. Civics and Government: Rights and Responsibilities of Citizens: Students will demonstrate knowledge of the rights and responsibilities of citizens to participate in and shape public policy, and contribute to the maintenance of our democratic way of life.

2.1. Evaluate whether or when their obligations as citizens require that their personal desires, beliefs and interests be subordinated to the public good.

2.2. Identify and explain characteristics needed for effective participation in public life.

2.3. Establish, explain and apply criteria to evaluate rules and laws.

2.4. Monitor and influence the formation and implementation of policy through various forms of participation.

2.5. Take a position on a current policy issue and attempt to influence its formation, development and implementation.

CT.3. Civics and Government: Political Systems: Students will explain that political systems emanate from the need of humans for order, leading to compromise and the establishment of authority.

3.1. Evaluate the importance of developing self-government so as to restrict arbitrary power.

3.2. Analyze and evaluate the advantages and disadvantages of limited and unlimited government.

3.3. Compare two or more constitutions and how they promote the principles of their respective political systems and provide the basis for government.

3.4. Describe how constitutions may limit government in order to protect individual rights and promote the common good.

3.5. Explain how purposes served by government have implications for the individual and society.

3.6. Provide examples of legitimate authority and exercise of power without authority.

CT.4. Civics and Government: International Relations: Students will demonstrate an understanding of how the major elements of international relations and world affairs affect their lives and the security and well-being of their community, state and nation.

4.1. Describe how the United States influences other governments and international organizations and how the United States, in turn, is influenced by them.

4.2. Analyze and evaluate the significance of major U.S. foreign policies and major international events and conditions over time.

4.3. Develop proposals regarding solutions to significant international, political, economic, demographic or environmental issues.

4.4. Analyze the respective roles of the executive and legislative branches in developing and implementing foreign policy.

4.5. Identify and analyze the various domestic, political, economic and social interests which play roles in the development of foreign policy.

4.6. Describe and analyze the process by which foreign policy decisions are developed and executed.

CT.1. Geography: Places and Regions: Students will use spatial perspective to identify and analyze the significance of physical and cultural characteristics of places and world regions.

1.1. Explain and describe the natural and cultural characteristics of one place to distinguish it from another apply the concept of region to organize the study of a complex problem.

1.2. Explain that regions are interconnected and may also overlap.

1.3. Explain why places and regions are important to human and cultural identity and stand as symbols for unifying society.

1.4. Analyze ways different groups in society view places and regions differently.

CT.2. Geography: Physical Systems: Students will use spatial perspective to explain the physical processes that shape the Earth's surface and its ecosystems.

2.1. Describe regional variations of physical processes.

2.2. Explain the operation and interaction of different natural systems (such as climate and oceans) to understand global change.

2.3. Analyze the distribution of ecosystems by interpreting relationships between soil and climate, and plant and animal life.

2.4. Evaluate ecosystems in terms of biodiversity and productivity and show how they are dynamic and interactive.

2.5. Draw a freehand map of the world with continents (appropriate shape and size) located in relation to equator, tropics, circles and prime meridian.

2.6. Use geographic tools to represent and interpret Earth's physical and human systems.

CT.3. Geography: Human Systems: Students will interpret spatial patterns of human migration, economic activities and political units in Connecticut, the nation and the world.

3.1. Describe the consequences of human population patterns and growth trends over time.

3.2. Explain the characteristics, distribution and relationships of economic system at various levels.

3.3. Explain and analyze how various populations and economic elements inter-act and influence the spatial patterns of settlement.

3.4. Explain and analyze the causes of change in the political, social and economic division of the Earth's surface at different scales.

3.5. Use geographic tools to represent and interpret Earth's physical and human systems.

3.6. Draw a freehand map demonstrating political, cultural or economic relationships.

CT.4. Geography: Human and Environmental Interaction: Students will use geographic tools and technology to explain the interactions of humans and the larger environment, and the evolving consequences of those interactions.

4.1. Use maps, globes, charts and databases to analyze and suggest solutions to real-world problems.

4.2. Create appropriate maps and other tools to solve, illustrate or answer geographic problems.

4.3. Analyze how human systems interact, connect and cause changes in physical systems.

4.4. Locate at least 50 major countries and physical features on a map or globe.

4.5. Apply concepts of ecosystems to understand and solve environmental problems.

CT.1. Economics: Limited Resources: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

1.1. Compare the resources used by various cultures, countries and/or regions throughout the world.

1.2. Analyze the impact of economic choices on the allocation of scarce resources.

1.3. Explain that a country's potential Gross Domestic Product depends on the quantity and quality of natural resources, the size and skills of the population, and the amount and quality of its capital stock.

1.4. Define, defend and predict how the use of specific resources may impact the future.

1.5. Analyze how technological change can affect long-range productivity.

1.6. Analyze how market forces and government regulation impact the use of resources.

CT.2. Economics: Economic Systems: Students will demonstrate that various economic systems coexist, and that economic decisions are made by individuals and/or governments, influenced by markets, cultural traditions, individuals and governments in the allocation of goods and services.

2.1. Evaluate economic systems by their ability to achieve broad societal goals, such as efficiency, equity, security, employment, stability and economic growth.

2.2. Identify and explain the factors that determine and cause changes in demand, supply and the market-clearing (equilibrium) price.

2.3. Compare and contrast the characteristics and effects of different market structures, including pure competition, monopolistic competition, oligopoly and monopoly.

2.4. Interpret important statistics about the national economy: the inflation rate, unemployment rate, Gross Domestic Product and its growth rate.

2.5. Understand the causes and effects of periods of growth and recession evident in the history of market economies.

2.6. Analyze the impact of government taxing and spending actions and changes in the money supply and interest rates on the national economy.

2.7. Contrast and compare different types of taxes, including progressive, regressive and proportional taxes.

2.8. Explain reasons for government action in the economy, including pro-viding public goods and services, maintaining competition, redistributing income, promoting employment, stabilizing prices and sustaining reasonable rates of economic growth.

2.9. Analyze the impact of specific government actions in the economy on different groups, including consumers, employees and businesses.

CT.3. Economics: Economic Interdependence: Students will demonstrate how the exchange of goods and services by individuals, groups and nations create economic interdependence and change.

3.1. Illustrate the international differences in resources, productivity and prices that are a basis for international trade.

3.2. Evaluate the effects of national policies (e.g., on trade, immigration and foreign investments, as well as fiscal and monetary policies) on the international exchange of goods, services and investments.

3.3. Explain that a nation has a comparative advantage when it can produce a product at a lower opportunity cost than its trading partner.