Idaho State Standards for Social Studies: Grade 9
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
ID.1. American Government: History: No goals or objectives in American Government.
1.1. Build an understanding of multiple perspectives and global interdependence.
9.GWH.1.1.1. No objectives at this grade level.
1.2. Trace the role of migration and immigration of people in the development of the United States.
9.GWH.1.2.1. No objectives at this grade level.
1.3. Identify the role of American Indians in the development of the United States.
9.GWH.1.3.1. No objectives at this grade level.
1.4. Analyze the political, social, and economic responses to industrialization and technological innovations in the development of the United States.
9.GWH.1.4.1. No objectives at this grade level.
1.5. Trace the role of exploration and expansion in the development of the United States.
9.GWH.1.5.1. No objectives at this grade level.
1.6. Explain the rise of human civilization.
9.GWH.1.6.1. No objectives at this grade level.
1.7. Trace how natural resources and technological advances have shaped human civilization.
9.GWH.1.7.1. No objectives at this grade level.
1.8. Build an understanding of the cultural and social development of human civilization.
9.GWH.1.8.1. The student will be able to describe the civilizations of the Western Hemisphere prior to European contact, such as Mesoamerica.
9.GWH.1.8.2. The student will be able to examine the impact of Europeans on indigenous cultures in the Western Hemisphere.
9.GWH.1.8.3. The student will be able to compare various approaches to European colonization in the Western Hemisphere.
9.GWH.1.8.4. The student will be able to recognize historical perspective by identifying the context in which events occurred.
1.9. Identify the role of religion in the development of human civilization.
9.GWH.1.9.1. No objectives at this grade level.
ID.2. American Government: Geography: No goals or objectives in American Government.
2.1. Build an understanding of multiple perspectives and global interdependence.
9.GWH.2.1.1. The student will be able to explain and use the components of maps, compare different map projections, and explain the appropriate uses for each. (469.01b)
9.GWH.2.1.2. The student will be able to apply latitude and longitude to locate places on Earth and describe the uses of locational technology, such as Global Positioning Systems (GPS) and Geographic Information Systems (GIS).
9.GWH.2.1.3. The student will be able to use mental maps to answer geographic questions and to analyze how they reflect an individual's attitude toward places. (469.01b)
9.GWH.2.1.4. The student will be able to analyze visual and mathematical data presented in charts, tables, graphs, maps, and other graphic organizers to assist in interpreting a historical event. (473.01a)
2.2. Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.
9.GWH.2.2.1. The student will be able to explain how Earth/sun relationships, ocean currents, and winds influence climate differences on Earth. (469.03f)
9.GWH.2.2.2. The student will be able to locate and map the climate regions of the Western Hemisphere. Describe the characteristics of each and explain how they differ.
9.GWH.2.2.3. The student will be able to identify major biomes and explain ways in which the natural environment of places in the Western Hemisphere relates to their climate. (469.03a)
2.3. Trace the migration and settlement of human populations on the earth's surface.
9.GWH.2.3.1. The student will be able to identify the names and locations of countries and major cities in the Western Hemisphere.
9.GWH.2.3.2. The student will be able to describe major physical characteristics of regions in the Western Hemisphere.
9.GWH.2.3.3. The student will be able to describe major cultural characteristics of regions in the Western Hemisphere.
2.4. Analyze the human and physical characteristics of different places and regions.
9.GWH.2.4.1. The student will be able to identify patterns of population distribution and growth in the Western Hemisphere and explain changes in these patterns, which have occurred over time. (469.04b)
9.GWH.2.4.2. The student will be able to compare and contrast cultural patterns in the Western Hemisphere, such as language, religion, and ethnicity. (469.04c)
9.GWH.2.4.3. The student will be able to analyze the locations of the major manufacturing and agricultural regions of the Western Hemisphere.
2.5. Explain how geography enables people to comprehend the relationships between people, places, and environments over time.
9.GWH.2.5.1. The student will be able to analyze the distribution of natural resources in the Western Hemisphere.
9.GWH.2.5.2. The student will be able to analyze and give examples of the consequences of human impact on the physical environment and evaluate ways in which technology influences human capacity to modify the physical environment. (469.05a)
9.GWH.2.5.3. The student will be able to give examples of how both natural and technological hazards have impacted the physical environment and human populations in specific areas of the Western Hemisphere. (469.05c)
9.GWH.2.5.4. The student will be able to give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments in the Western Hemisphere. (469.06c)
9.GWH.2.5.5. The student will be able to identify contrasting perspectives of environmental issues that affect the Western Hemisphere.
9.GWH.2.5.6. The student will be able to explain how human-induced changes in the physical environment in one place cause changes in another place, such as acid rain, air and water pollution, deforestation.) (469.05b)
ID.3. Economics: Economics: Students in Economics explain basic economic concepts, identify different influences on economic systems, analyze the different types of economic institutions, and explain the concepts of good personal finance.
3.1. Explain basic economic concepts.
9.GWH.3.1.1. No objectives at this grade level.
3.2. Identify different influences on economic systems.
9.GWH.3.2.1. The student will be able to describe how different economic systems in the Western Hemisphere answer the basic economic questions on what to produce, how to produce, and for whom to produce.
9.GWH.3.2.2. The student will be able to compare the standard of living of various countries of the Western Hemisphere today using Gross Domestic Product (GDP) per capita as an indicator.
9.GWH.3.2.3. The student will be able to analyze current economic issues in the countries of the Western Hemisphere using a variety of information resources.
9.GWH.3.2.4. The student will be able to identify economic connections between a local community and the countries of the Western Hemisphere.
3.3. Analyze the different types of economic institutions.
9.GWH.3.3.1. No objectives at this grade level.
3.4. Explain the concepts of good personal finance.
9.GWH.3.4.1. No objectives at this grade level.
ID.4. Economics: Civics and Government: Students in Economics build an understanding of the organization and formation of the American system of government.
4.1. Build an understanding of the foundational principles of the American political system.
9.GWH.4.1.1. No objectives at this grade level.
4.2. Build an understanding of the organization and formation of the American system of government.
9.GWH.4.2.1. No objectives at this grade level.
4.3. Build an understanding that all people in the United States have rights and assume responsibilities.
9.GWH.4.3.1. No objectives at this grade level.
4.4. Build an understanding of the evolution of democracy.
9.GWH.4.4.1. No objectives at this grade level.
4.5. Build an understanding of comparative government.
9.GWH.4.5.1. The student will be able to identify the major forms of government in the Western Hemisphere and compare them with the United States.
ID.5. Economics: Global Perspectives: Students in Economics build an understanding of multiple perspectives and global interdependence.
5.1. Build an understanding of multiple perspectives and global interdependence.
9.GWH.5.1.1. The student will be able to discuss how social institutions influence behavior in different societies in the Western Hemisphere.
9.GWH.5.1.2. The student will be able to give examples of how language, literature, and the arts shaped the development and transmission of culture in the Western Hemisphere.
9.GWH.5.1.3. The student will be able to define ethnocentrism and give examples of how this attitude can lead to cultural misunderstandings.
9.GWH.5.1.4. The student will be able to discuss present conflicts between cultural groups and nation-states in the Western Hemisphere.
ID.1. Geography Eastern Hemisphere: History: Students in Geography-Eastern Hemisphere build an understanding of the cultural and social development of human civilization.
1.1. Build an understanding of the cultural and social development of the United States.
9.GEH.1.1.1. No objectives at this grade level.
1.2. Trace the role of migration and immigration of people in the development of the United States.
9.GEH.1.2.1. No objectives at this grade level.
1.3. Identify the role of American Indians in the development of the United States.
9.GEH.1.3.1. No objectives at this grade level.
1.4. Analyze the political, social, and economic responses to industrialization and technological innovations in the development of the United States.
9.GEH.1.4.1. No objectives at this grade level.
1.5. Trace the role of exploration and expansion in the development of the United States.
9.GEH.1.5.1. No objectives at this grade level.
1.6. Explain the rise of human civilization.
9.GEH.1.6.1. No objectives at this grade level.
1.7. Trace how natural resources and technological advances have shaped human civilization.
9.GEH.1.7.1. No objectives at this grade level.
1.8. Build an understanding of the cultural and social development of human civilization.
9.GEH.1.8.1. The student will be able to describe the civilizations of the Eastern Hemisphere prior to European contact, such as Muslim civilization, China, Japan, and sub-Sahara Africa.
9.GEH.1.8.2. The student will be able to examine the impact of Europeans on indigenous cultures in the Eastern Hemisphere.
9.GEH.1.8.3. The student will be able to identify various colonial powers in the Eastern Hemisphere.
9.GEH.1.8.4. The student will be able to recognize historical perspective by identifying the context in which events occurred.
9.GEH.1.8.5. The student will be able to describe the historical origins, central beliefs, and spread of major religions, including Judaism, Christianity, Islam, Hinduism, Buddhism, and Confucianism.
9.GEH.1.8.6. The student will be able to examine multiple points of view by analyzing a current event relating to Africa or Asia. (469.06f)
1.9. Identify the role of religion in the development of human civilization.
9.GEH.1.9.1. No objectives at this grade level.
ID.2. Geography Eastern Hemisphere: Geography: Students in Geography-Eastern Hemisphere analyze the spatial organizations of people, places, and environment on the earth's surface, explain how human actions modify the physical environment and how physical systems affect human activity and living conditions, trace the migration and settlement of human populations on the earth's surface, analyze the human and physical characteristics of different places and regions, and explain how geography enables people to comprehend the relationships between people, places, and environments overtime.
2.1. Analyze the spatial organizations of people, places, and environment on the earth's surface.
9.GEH.2.1.1. The student will be able to explain and use the components of maps, compare different map projections, and explain the appropriate uses for each. (469.01b)
9.GEH.2.1.2. The student will be able to apply latitude and longitude to locate places on Earth and describe the uses of locational technology, such as Global Positioning Systems (GPS) and Geographic Information Systems (GIS).
9.GEH.2.1.3. The student will be able to use mental maps to answer geographic questions and to analyze how they reflect an individual's attitude toward places. (469.01b)
9.GEH.2.1.4. The student will be able to analyze visual and mathematical data presented in charts, tables, graphs, maps, and other graphic organizers to assist in interpreting a historical event. (473.01a)
2.2. Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.
9.GEH.2.2.1. The student will be able to explain how Earth/sun relationships, ocean currents, and winds influence climate differences on Earth. (469.03f)
9.GEH.2.2.2. The student will be able to locate and map the climate regions of the Eastern Hemisphere. Describe the characteristics of each and explain how they differ.
9.GEH.2.2.3. The student will be able to identify major biomes and explain ways in which the natural environment of places in the Eastern Hemisphere relates to their climate. (469.03a)
9.GEH.2.2.4. The student will be able to explain how physical processes have shaped Earth's surface. Classify these processes according to those that have built up Earth's surface (mountain-building and alluvial deposition) and those that wear away at Earth's surface (erosion). (469.03c)
2.3. Trace the migration and settlement of human populations on the earth's surface.
9.GEH.2.3.1. The student will be able to identify the names and locations of countries and major cities in the Eastern Hemisphere.
9.GEH.2.3.2. The student will be able to describe major physical characteristics of regions in the Eastern Hemisphere.
9.GEH.2.3.3. The student will be able to compare major cultural characteristics of regions in the Eastern Hemisphere.
2.4. Analyze the human and physical characteristics of different places and regions.
9.GEH.2.4.1. The student will be able to use maps, charts, and graphs to compare rural and urban populations in selected countries in the Eastern Hemisphere.
9.GEH.2.4.2. The student will be able to compare and contrast cultural patterns in the Eastern Hemisphere, such as language, religion, and ethnicity. (469.04c)
9.GEH.2.4.3. The student will be able to analyze the locations of the major manufacturing and agricultural regions of the Eastern Hemisphere.
2.5. Explain how geography enables people to comprehend the relationships between people, places, and environments over time.
9.GEH.2.5.1. The student will be able to analyze the distribution of natural resources in the Eastern Hemisphere.
9.GEH.2.5.2. The student will be able to analyze and give examples of the consequences of human impact on the physical environment and evaluate ways in which technology influences human capacity to modify the physical environment. (469.05a)
9.GEH.2.5.3. The student will be able to give examples of how both natural and technological hazards have impacted the physical environment and human populations in specific areas of the Eastern Hemisphere. (469.05c)
9.GEH.2.5.4. The student will be able to give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments in the Eastern Hemisphere. (469.06c)
9.GEH.2.5.5. The student will be able to identify contrasting perspectives of environmental issues that affect the Eastern Hemisphere.
9.GEH.2.5.6. The student will be able to explain how human-induced changes in the physical environment in one place cause changes in another place, such as acid rain, air and water pollution, deforestation. (469.05b)
ID.3. Geography Eastern Hemisphere: Economics: Students in Geography-Eastern Hemisphere identify different influences on economic systems.
3.1. Explain basic economic concepts.
9.GEH.3.1.1. No objectives at this grade level.
3.2. Identify different influences on economic systems.
9.GEH.3.2.1. The student will be able to describe how different economic systems in the Eastern Hemisphere answer the basic economic questions on what to produce, how to produce, and for whom to produce.
9.GEH.3.2.2. The student will be able to compare the standard of living of various countries of the Eastern Hemisphere today using Gross Domestic Product (GDP) per capita as an indicator.
9.GEH.3.2.3. The student will be able to analyze current economic issues in the countries of the Eastern Hemisphere using a variety of information resources.
9.GEH.3.2.4. The student will be able to identify economic connections between a local community and the countries of the Eastern Hemisphere.
9.GEH.3.2.5. The student will be able to identify specific areas of the Eastern Hemisphere with important natural resource deposits.
9.GEH.3.2.6. The student will be able to investigate how physical geography, productive resources, specialization, and trade have influenced the way people earn income.
3.3. Analyze the different types of economic institutions.
9.GEH.3.3.1. No objectives at this grade level.
3.4. Explain the concepts of good personal finance.
9.GEH.3.4.1. No objectives at this grade level.
ID.4. Geography Eastern Hemisphere: Civics and Government: Students in Geography-Eastern Hemisphere build an understanding of comparative government.
4.1. Build an understanding of the foundational principles of the American political system.
9.GEH.3.5.1. No objectives at this grade level.
4.2. Build an understanding of the organization and formation of the American system of government.
9.GEH.3.6.1. No objectives at this grade level.
4.3. Build an understanding that all people in the United States have rights and assume responsibilities.
9.GEH.3.7.1. No objectives at this grade level.
4.4. Build an understanding of the evolution of democracy.
9.GEH.3.8.1. No objectives at this grade level.
4.5. Build an understanding of comparative government.
9.GEH.4.5.1. The student will be able to identify the major forms of government in the Eastern Hemisphere and compare them with the United States.
9.GEH.4.5.2. The student will be able to give examples of the different routes to independence from colonial rule taken by countries.
ID.5. Geography Eastern Hemisphere: Global Perspectives: Students in Geography-Eastern Hemisphere build an understanding of multiple perspectives and global interdependence.
5.1. Build an understanding of multiple perspectives and global interdependence.
9.GEH.5.1.1. The student will be able to discuss how social institutions, including the family, religion, and education, influence behavior in different societies in the Eastern Hemisphere.
9.GEH.5.1.2. The student will be able to give examples of how language, literature, and the arts shaped the development and transmission of culture in the Eastern Hemisphere.
9.GEH.5.1.3. The student will be able to define ethnocentrism and give examples of how this attitude can lead to cultural misunderstandings.
9.GEH.5.1.4. The student will be able to discuss present conflicts between cultural groups and nation-states in the Eastern Hemisphere.
9.GEH.5.1.5. The student will be able to give examples of the benefits of global connections, such as developing opportunities for trade, cooperating in seeking solutions to mutual problems, learning for technological advances, acquiring new perspectives, and benefiting from developments in architecture, music, and the arts.
9.GEH.5.1.6. The student will be able to give examples of the causes and consequences of current global issues, such as the expansion of global markets, the urbanization of the developing world, the consumption of natural resources, and the extinction of species, and speculate possible responses by various individuals, groups, and nations.
ID.1. World History And Civilization: History: Students in World History and Civilization explain the rise of human civilization, trace how natural resources and technological advances have shaped human civilization, build an understanding of the cultural and social development of human civilization, and identify the role of religion in the development of human civilization.
1.1. Build an understanding of the cultural and social development of the United States.
9.WHC.1.1.1. No objectives at this grade level.
1.2. Trace the role of migration and immigration of people in the development of the United States.
9.WHC.1.2.1. No objectives at this grade level.
1.3. Identify the role of American Indians in the development of the United States.
9.WHC.1.3.1. No objectives at this grade level.
1.4. Analyze the political, social, and economic responses to industrialization and technological innovations in the development of the United States.
9.WHC.1.4.1. No objectives at this grade level.
1.5. Trace the role of exploration and expansion in the development of the United States.
9.WHC.1.5.1. No objectives at this grade level.
1.6. Explain the rise of human civilization.
9.WHC.1.6.1. The student will be able to describe types of evidence used by anthropologists, archaeologists, and other scholars to reconstruct early human and cultural development. (462.01a)
9.WHC.1.6.2. The student will be able to using archaeological evidence, describe the characteristics of early hunter-gatherer communities. (462.01b)
9.WHC.1.6.3. The student will be able to analyze the characteristics of early civilizations.
1.7. Trace how natural resources and technological advances have shaped human civilization.
9.WHC.1.7.1. The student will be able to explain how man adapted the environment for civilization to develop. (462.04a)
9.WHC.1.7.2. The student will be able to identify the technological advances developed by Ancient, Greco Roman, Medieval, Early-Modern, and Modern European societies and civilizations. (462.04b)
1.8. Build an understanding of the cultural and social development of human civilization.
9.WHC.1.8.1. The student will be able to find examples of how writing, art, architecture, mathematics, and science have evolved in western civilization over time. (462.05b)
9.WHC.1.8.2. The student will be able to identify the origins and characteristics of different social classes.
9.WHC.1.8.3. The student will be able to describe how the structure of family changes in relation to socioeconomic conditions.
1.9. Identify the role of religion in the development of human civilization.
9.WHC.1.9.1. The student will be able to explain the relationship between religion and the peoples understanding of the natural world. (462.07c)
9.WHC.1.9.2. The student will be able to explain how religion shaped the development of western civilization. (462.07a)
9.WHC.1.9.3. The student will be able to discuss how religion influenced social behavior and created social order. (462.07b)
9.WHC.1.9.4. The student will be able to describe how different religious beliefs were sources of conflict.
ID.2. World History And Civilization: Geography: Students in World History and Civilization analyze the spatial organizations of people, places, and environment on the earth's surface, trace the migration and settlement of human populations on the earth's surface, analyze the human and physical characteristics of different places and regions, and explain how geography enables people to comprehend the relationships between people, places, and environments over time.
2.1. Analyze the spatial organizations of people, places, and environment on the earth's surface.
9.WHC.2.1.1. The student will be able to locate places on maps using latitude and longitude systems and compass directions. (463.01a)
9.WHC.2.1.2. The student will be able to locate and label on map or globe major rivers, mountain ranges, gulfs, and seas of the continents and their countries. (463.01b)
2.2. Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.
9.WHC.2.2.1. No objectives at this grade level.
2.3. Trace the migration and settlement of human populations on the earth's surface.
9.WHC.2.3.1. The student will be able to identify main reasons for major migrations of people. (463.03a)
9.WHC.2.3.2. The student will be able to explain how climate affects human migration and settlement. (463.03b)
9.WHC.2.3.3. The student will be able to describe how physical features such as mountain ranges, fertile plains, and rivers led to the development of cultural regions. (463.03c)
9.WHC.2.3.4. The student will be able to explain how transportation routes stimulate growth of cities and the exchange of goods, knowledge, and technology. (463.03d)
2.4. Analyze the human and physical characteristics of different places and regions.
9.WHC.2.4.1. The student will be able to compare and contrast physical features on the planet. (463.02a)
9.WHC.2.4.2. The student will be able to explain the impact of waterways on civilizations. (463.02b)
9.WHC.2.4.3. The student will be able to identify the characteristics of significant early civilization. (463.02c)
2.5. Explain how geography enables people to comprehend the relationships between people, places, and environments over time.
9.WHC.2.5.1. The student will be able to explain how the resources of an area can be the source of conflict between competing groups. (463.04a)
9.WHC.2.5.2. The student will be able to illustrate how the population growth rate impacts a nation's resources. (463.04b)
9.WHC.2.5.3. The student will be able to explain how rapid growth of cities can lead to economic, social, and political problems. (463.04c)
9.WHC.2.5.4. The student will be able to describe how the conservation of resources is necessary to maintain a healthy and productive environment for future generations. (463.04d)
ID.3. World History and Civilization: Economics: Students in World History and Civilization explain basic economic concepts and identify different influences on economic systems.
3.1. Explain basic economic concepts.
9.WHC.3.1.1. The student will be able to explain how historically people have relied on their natural resources to meet their needs. (465.01b)
9.WHC.3.1.2. The student will be able to list examples that show how economic opportunity and a higher standard of living are important factors in the migration of people. (465.01c)
9.WHC.3.1.3. The student will be able to analyze the role of money as a means of exchange. (465.02a)
9.WHC.3.1.4. The student will be able to describe alternative means of exchange. (465.02b)
3.2. Identify different influences on economic systems.
9.WHC.3.2.1. The student will be able to analyze the impact of economic growth on European society. (465.03a)
9.WHC.3.2.2. The student will be able to trace the evolution of hunting-gathering, agrarian, industrial and technological economic systems.
9.WHC.3.2.3. The student will be able to identify influential economic thinkers and the impact of their philosophies.
9.WHC.3.2.4. The student will be able to identify important economic organizations that have influenced economic growth.
3.3. Analyze the different types of economic institutions.
9.WHC.3.3.1. No objectives at this grade level.
3.4. Explain the concepts of good personal finance.
9.WHC.3.4.1. No objectives at this grade level.
ID.4. World History and Civilization: Civics and Government: Students in World History and Civilization build an understanding of the evolution of democracy.
4.1. Build an understanding of the foundational principles of the American political system.
9.WHC.4.1.1. No objectives at this grade level.
4.2. Build an understanding of the organization and formation of the American system of government.
9.WHC.4.2.1. No objectives at this grade level.
4.3. Build an understanding that all people in the United States have rights and assume responsibilities.
9.WHC.4.3.1. No objectives at this grade level.
4.4. Build an understanding of the evolution of democracy.
9.WHC.4.4.1. The student will be able to describe the role of government in population movements throughout western civilization. (462.05d)
9.WHC.4.4.2. The student will be able to analyze the various political philosophies which shaped western civilization including the City-State, Monarchy, Republic, Nation-State, and Democracy.
9.WHC.4.4.3. The student will be able to analyze and evaluate the global expansion of liberty and democracy through revolution and reform movements in challenging authoritarian or despotic regimes. (464.02a)
4.5. Build an understanding of comparative government.
9.WHC.4.5.1. No objectives at this grade level.
ID.5. World History and Civilization: Global Perspectives: Students in World History and Civilization build an understanding of multiple perspectives and global interdependence.
5.1. Build an understanding of multiple perspectives and global interdependence.
9.WHC.5.1.1. The student will be able to explain common reasons and consequences for the breakdown of order among nation-states, such as conflicts about national interests, ethnicity, and religion; competition for resources and territory; the absence of effective means to enforce international law.
9.WHC.5.1.2. The student will be able to explain the global consequences of major conflicts in the 20th century, such as World War I; World War II, including the Holocaust; and the Cold War.
ID.1. U.S. History I: History: Students in U.S. History I build an understanding of the cultural and social development of the United States, trace the role of migration and immigration of people in the development of the United States, identify the role of American Indians in the development of the United States, analyze the political, social, and economic responses to industrialization and technological innovations in the development of the United States, and trace the role of exploration and expansion in the development of the United States.
1.1. Build an understanding of the cultural and social development of the United States.
9.USH1.1.1.1. The student will be able to compare and contrast the different cultural and social influences that emerged in the North American colonies. (479.01a)
9.USH1.1.1.2. The student will be able to describe the experiences of culturally, ethnically, and racially different groups existing as part of American society prior to the Civil War. (479.01b)
9.USH1.1.1.3. The student will be able to analyze the common traits, beliefs, and characteristics that unite the United States as a nation and a society. (479.01c)
9.USH1.1.1.4. The student will be able to discuss the causes and effects of various conflicts in American history such as the American Revolution, Civil War and Reconstruction.
1.2. Trace the role of migration and immigration of people in the development of the United States.
9.USH1.1.2.1. The student will be able to analyze the religious, political, and economic motives of European immigrants who came to North America. (476.01a)
9.USH1.1.2.2. The student will be able to explain the motives and consequences for the involuntary immigration to North America. (476.01b)
9.USH1.1.2.3. The student will be able to analyze the concept of Manifest Destiny and its impact on American Indians and the development of the United States. (476.01d)
1.3. Identify the role of American Indians in the development of the United States.
9.USH1.1.3.1. The student will be able to trace federal policies and treaties such as removal, reservations, and allotment throughout history that have impacted contemporary American Indians.
9.USH1.1.3.2. The student will be able to explain how and why events may be interpreted differently according to the points of view of participants and observers.
9.USH1.1.3.3. The student will be able to discuss the resistance of American Indians to assimilation.
1.4. Analyze the political, social, and economic responses to industrialization and technological innovations in the development of the United States.
9.USH1.1.4.1. The student will be able to explain the consequences of scientific and technological inventions and changes on the social and economic lives of the people in the development the United States. (477.01a)
9.USH1.1.4.2. The student will be able to explain how the development of various modes of transportation increased economic prosperity and promoted national unity. (477.01b)
1.5. Trace the role of exploration and expansion in the development of the United States.
9.USH1.1.5.1. The student will be able to examine the development of diverse cultures in what is now the United States. (475.01a)
9.USH1.1.5.2. The student will be able to identify significant countries and their roles and motives in the European exploration of the Americas. (475.01b)
9.USH1.1.5.3. The student will be able to analyze and describe the interactions between native peoples and the European explorers. (475.01c)
9.USH1.1.5.4. The student will be able to summarize the major events in the European settlement of North America from Jamestown to the end of the 18th century. (475.01d)
9.USH1.1.5.5. The student will be able to explain the United States territorial expansion between 1801 and 1861 and identify internal and external conflicts. (475.01e, f)
1.6. Explain the rise of human civilization.
9.USH1.1.6.1. No objectives at this grade level.
1.7. Trace how natural resources and technological advances have shaped human civilization.
9.USH1.1.7.1. No objectives at this grade level.
1.8. Build an understanding of the cultural and social development of human civilization.
9.USH1.1.8.1. No objectives at this grade level.
1.9. Identify the role of religion in the development of human civilization.
9.USH1.1.9.1. No objectives at this grade level.
ID.2. U.S. History I: Geography: Students in U.S. History I analyze the spatial organizations of people, places, and environment on the earth's surface, explain how human actions modify the physical environment and how physical systems affect human activity and living conditions, and trace the migration and settlement of human populations on the earth's surface.
2.1. Analyze the spatial organizations of people, places, and environment on the earth's surface.
9.USH1.2.1.1. The student will be able to develop and interpret different kinds of maps, globes, graphs, charts, databases and models. (485.01a)
2.2. Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.
9.USH1.2.2.1. The student will be able to explain ways in which people responded to their physical environment in the early national history of the United States. (485.03a)
9.USH1.2.2.2. The student will be able to analyze ways in which the physical environment affected political and economic development.
2.3. Trace the migration and settlement of human populations on the earth's surface.
9.USH1.2.3.1. The student will be able to illustrate westward migration across North America.
2.4. Analyze the human and physical characteristics of different places and regions.
9.USH1.2.4.1. No objectives at this grade level.
2.5. Explain how geography enables people to comprehend the relationships between people, places, and environments over time.
9.USH1.2.5.1. No objectives at this grade level.
ID.3. U.S. History I: Economics: Students in U.S. History I explain basic economic concepts and identify different influences on economic systems.
3.1. Explain basic economic concepts.
9.USH1.3.1.1. The student will be able to describe the economic characteristics of colonialism. (483.01a)
9.USH1.3.1.2. The student will be able to compare the economic development of the North with the South.
3.2. Identify different influences on economic systems.
9.USH1.3.2.1. The student will be able to describe the emergence and evolution of a market economy.
9.USH1.3.2.2. The student will be able to analyze the role of government policy in the early economic development of the United States. (484.01b)
3.3. Analyze the different types of economic institutions.
9.USH1.3.3.1. No objectives at this grade level.
3.4. Explain the concepts of good personal finance.
9.USH1.3.4.1. No objectives at this grade level.
ID.4. U.S. History I: Civics and Government: Students in U.S. History I build an understanding of the foundational principles of the American political system, the organization and formation of the American system of government, that all people in the United States have rights and assume responsibilities, and the evolution of democracy.
4.1. Build an understanding of the foundational principles of the American political system.
9.USH1.4.1.1. The student will be able to trace the development of constitutional democracy in the United States, such as the Mayflower Compact, colonial assemblies, Bacon's Rebellion. (480.01.a)
9.USH1.4.1.2. The student will be able to identify fundamental values and principles as expressed in basic documents such as the Declaration of Independence, Articles of Confederation, and the United States Constitution. (480.01b)
9.USH1.4.1.3. The student will be able to evaluate issues in which fundamental values and principles are in conflict, such as between liberty and equality, individual interests and the common good, and majority rule and minority protections. (480.01d)
4.2. Build an understanding of the organization and formation of the American system of government.
9.USH1.4.2.1. The student will be able to explain how the executive, legislative, and judicial powers are distributed and shared among the three branches of national government. (481.01a)
9.USH1.4.2.2. The student will be able to explain how and why powers are distributed and shared between national and state governments in the United States. (481.01b)
4.3. Build an understanding that all people in the United States have rights and assume responsibilities.
9.USH1.4.3.1. The student will be able to provide and evaluate examples of social and political leadership in early American history. (474.01d)
9.USH1.4.3.2. The student will be able to describe ways in which citizens participated in early American public life. (482.01c)
4.4. Build an understanding of the evolution of democracy.
9.USH1.4.4.1. The student will be able to describe the role of gender, race, ethnicity, religion, and national origin on the development of individual/political rights. (474.01e)
4.5. Build an understanding of comparative government.
9.USH1.4.5.1. No objectives at this grade level.
ID.5. U.S. History I: Global Perspectives: Students in U.S. History I build an understanding of multiple perspectives and global interdependence.
5.1. Build an understanding of multiple perspectives and global interdependence.
9.USH1.5.1.1. The student will be able to explain the significance of principal policies and events in the United States' relations with the world, such as the War of 1812, Monroe Doctrine, and Mexican and Spanish American Wars.
9.USH1.5.1.2. The student will be able to evaluate the major foreign policy positions that have characterized the United States' relations with the world, such as isolationism and imperialism.
9.USH1.5.1.3. The student will be able to discuss the use of the national interest as a criterion for shaping foreign policy.
ID.1. U.S. History II: History: Students in U.S. History II build an understanding of the cultural and social development of the United States, trace the role of migration and immigration of people in the development of the United States, identify the role of American Indians in the development of the United States, analyze the political, social, and economic responses to industrialization and technological innovations in the development of the United States, and trace the role of exploration and expansion in the development of the United States.
1.1. Build an understanding of the cultural and social development of the United States.
9.USH2.1.1.1. The student will be able to analyze ways in which language, literature, the arts, traditions, beliefs, values and behavior patterns of diverse cultures have enriched American society. (498.01a)
9.USH2.1.1.2. The student will be able to discuss the causes and effects of various conflicts in American history.
1.2. Trace the role of migration and immigration of people in the development of the United States.
9.USH2.1.2.1. The student will be able to identify motives for continued immigration to the United States. (495.01a)
9.USH2.1.2.2. The student will be able to analyze the changes in the political, social, and economic conditions of immigrant groups. (495.01b)
9.USH2.1.2.3. The student will be able to discuss the causes and effects of 20th century migration.
1.3. Identify the role of American Indians in the development of the United States.
9.USH2.1.3.1. The student will be able to trace federal policies such as Indian citizenship, Indian Reorganization Act, Termination, AIM, and self determination throughout history that have impacted contemporary American Indians.
9.USH2.1.3.2. The student will be able to discuss the resistance of American Indians to assimilation.
9.USH2.1.3.3. The student will be able to explain the influences of American Indians to the history and culture of the United States.
1.4. Analyze the political, social, and economic responses to industrialization and technological innovations in the development of the United States.
9.USH2.1.4.1. The student will be able to explain the factors that contributed to the rise of industrialization in the 19th century. (496.01a)
9.USH2.1.4.2. The student will be able to describe the economic responses to industrialization and the emergence of the American labor movement. (496.01b)
9.USH2.1.4.3. The student will be able to analyze the political and social responses to industrialization. (496.01c)
9.USH2.1.4.4. The student will be able to identify and analyze the causes of the Great Depression and its effects upon American society. (496.01e)
9.USH2.1.4.5. The student will be able to account for and define the shift from the industrial society at the beginning of the 20th century to the technological society at the end of the 20th century. (496.01f)
1.5. Trace the role of exploration and expansion in the development of the United States.
9.USH2.1.5.1. The student will be able to describe the factors that contributed to the expansion of the United States. (494.01d)
1.6. Explain the rise of human civilization.
9.USH2.1.6.1. No objectives at this grade level.
1.7. Trace how natural resources and technological advances have shaped human civilization.
9.USH2.1.7.1. No objectives at this grade level.
1.8. Build an understanding of the cultural and social development of human civilization.
9.USH2.1.8.1. No objectives at this grade level.
1.9. Identify the role of religion in the development of human civilization.
9.USH2.1.9.1. No objectives at this grade level.
ID.2. U.S. History II: Geography: Students in U.S. History II analyze the spatial organizations of people, places, and environment on the earth's surface, explain how human actions modify the physical environment and how physical systems affect human activity and living conditions, and trace the migration and settlement of human populations on the earth's surface.
2.1. Analyze the spatial organizations of people, places, and environment on the earth's surface.
9.USH2.2.1.1. The student will be able to develop and interpret different kinds of maps, globes, graphs, charts, databases and models. (485.01a)
2.2. Explain how human actions modify the physical environment and how physical systems affect human activity and living conditions.
9.USH2.2.2.1. The student will be able to explain ways in which people responded to their physical environment in the development and emergence of the modern United States. (485.03a)
9.USH2.2.2.2. The student will be able to analyze ways in which the physical environment affected political and economic development.
2.3. Trace the migration and settlement of human populations on the earth's surface.
9.USH2.2.3.1. The student will be able to analyze how scientific and technological innovations have shaped migration and settlement patterns in the modern United States.
2.4. Analyze the human and physical characteristics of different places and regions.
9.USH2.2.4.1. No objectives at this grade level.
2.5. Explain how geography enables people to comprehend the relationships between people, places, and environments over time.
9.USH2.2.5.1. No objectives at this grade level.
ID.3. U.S. History II: Economics: Students in U.S. History II explain basic economic concepts and identify different influences on economic systems.
3.1. Explain basic economic concepts.
9.USH2.3.1.1. The student will be able to describe the emergence of the modern corporation.
9.USH2.3.1.2. The student will be able to describe the development of a consumer economy.
9.USH2.3.1.3. The student will be able to analyze the role of the modern United States in the global economy.
3.2. Identify different influences on economic systems.
9.USH2.3.2.1. The student will be able to analyze the role of government policy in the economic development of the modern United States. (484.01b)
3.3. Analyze the different types of economic institutions.
9.USH2.3.3.1. No objectives at this grade level.
3.4. Explain the concepts of good personal finance.
9.USH2.3.4.1. No objectives at this grade level.
ID.4. U.S. History II: Civics and Government: Students in U.S. History II build an understanding that all people in the United States have rights and assume responsibilities.
4.1. Build an understanding of the foundational principles of the American political system.
9.USH2.4.1.1. No objectives at this grade level.
4.2. Build an understanding of the organization and formation of the American system of government.
9.USH2.4.2.1. No objectives at this grade level.
4.3. Build an understanding that all people in the United States have rights and assume responsibilities.
9.USH2.4.3.1. The student will be able to identify the impact of landmark United States Supreme Court cases, including Plessy v. Ferguson and Brown v. Board of Education of Topeka. (490.01b, c)
9.USH2.4.3.2. The student will be able to provide and evaluate examples of social and political leadership in American history. (490.01e)
4.4. Build an understanding of the evolution of democracy.
9.USH2.4.4.1. The student will be able to trace the development of political, civil, and economic rights. (490.01b, c)
4.5. Build an understanding of comparative government.
9.USH2.4.5.1. No objectives at this grade level.
ID.5. U.S. History II: Global Perspectives: Students in U.S. History II build an understanding of multiple perspectives and global interdependence.
5.1. Build an understanding of multiple perspectives and global interdependence.
9.USH2.5.1.1. The student will be able to compare competing belief systems of the 20th century, including communism, totalitarianism, isolationism, and internationalism.
9.USH2.5.1.2. The student will be able to trace the major foreign policy positions that have characterized the United States' relations with the world in the 20TH century.
9.USH2.5.1.3. The student will be able to explain the significance of principal events in the United States' relations with the world, such as World Wars I and II, formation of the United Nations, Marshall Plan, NATO, Korean and Vietnam Wars, end of the Cold War, and interventions in Latin America. (497.01d, e, f, g, h)
9.USH2.5.1.4. The student will be able to explain how and why the United States assumed the role of world leader after World War II and what its leadership role is in the world today. (497.01e)
ID.1. American Government: History: No goals or objectives in American Government.
1.1. Build an understanding of multiple perspectives and global interdependence.
9.AGH.1.1.1. No objectives at this grade level.
ID.2. American Government: Geography: No goals or objectives in American Government.
2.1. Build an understanding of multiple perspectives and global interdependence.
9.AGH.2.1.1. No objectives at this grade level.
ID.3. American Government: Economics: No goals or objectives in American Government.
3.1. Build an understanding of multiple perspectives and global interdependence.
9.AGH.3.1.1. No objectives at this grade level.
ID.4. American Government: Civics and Government: Students in American Government build an understanding of the foundational principles of the American political system, the organization and formation of the American system of government, that all people in the United States have rights and assume responsibilities, and the evolution of democracy.
4.1. Build an understanding of the foundational principles of the American political system.
9.G.4.1.1. The student will be able to describe the origins of constitutional law in western civilization, including the natural rights philosophy, Magna Carta (1215), common law, and the Bill of Rights (1689) in England. (503.01a, c)
9.G.4.1.2. The student will be able to describe historical milestones that led to the creation of limited government in the United States, such as the Declaration of Independence (1776), Articles of Confederation (1781), state constitutions and charters, United States Constitution (1787), and the Bill of Rights (1791) in the United States. (503.01e)
9.G.4.1.3. The student will be able to analyze the essential ideals and objectives of the original organizing documents of the United States including the Declaration of Independence, the Articles of Confederation, and the United States Constitution. (503.01b)
9.G.4.1.4. The student will be able to explain the central principles of the United States governmental system including written constitution, popular sovereignty, limited government, separation of powers, majority rule with minority rights, and federalism. (503.01c)
4.2. Build an understanding of the organization and formation of the American system of government.
9.G.4.2.1. The student will be able to identify the three branches of federal government, their powers, and responsibilities. (504.01a)
9.G.4.2.2. The student will be able to explain the functions, powers, interactions, and relationships among federal, state, local, and tribal governments. (504.01b)
9.G.4.2.3. The student will be able to analyze and explain sovereignty and the treaty/trust relationship the United States has with American Indian tribes with emphasis on Idaho, such as hunting and fishing rights, and land leasing. (504.01d)
9.G.4.2.4. The student will be able to analyze the role of political parties and other political organizations and their impact on the American system of government. (504.01e)
9.G.4.2.5. The student will be able to explain the electoral process at each level of government. (506.01c)
4.3. Build an understanding that all people in the United States have rights and assume responsibilities.
9.G.4.3.1. The student will be able to explain the ways in which individuals become citizens and distinguish among obligations, responsibilities, and rights. (506.01d)
9.G.4.3.2. The student will be able to explain the implications of dual citizenship with regard to American Indians.
9.G.4.3.3. The student will be able to identify the ways in which citizens can participate in the political process at the local, state, and national level. (506.01b)
9.G.4.3.4. The student will be able to analyze and evaluate decisions about rights of individuals in landmark cases of the United States Supreme Court, including Gideon v. Wainwright, Miranda v. Arizona. (490.01b)
4.4. Build an understanding of the evolution of democracy.
9.G.4.4.1. The student will be able to analyze the struggles for the extension of civil rights. (490.01c)
9.G.4.4.2. The student will be able to analyze and evaluate states' rights disputes past and present. (490.01d)
9.G.4.4.3. The student will be able to provide and evaluate examples of the role of leadership in the changing relationship among the branches of American government. (490.01e)
9.G.4.4.4. The student will be able to discuss the interpretation and application of the United States Constitution.
4.5. Build an understanding of comparative government.
9.G.4.5.1. No objectives at this grade level.
ID.5. American Government: Global Perspectives: Students in American Government build an understanding of multiple perspectives and global interdependence.
5.1. Build an understanding of multiple perspectives and global interdependence.
9.G.5.1.1. The student will be able to compare different forms of government, such as presidential with parliamentary, unitary with federal, democracy with dictatorship.
9.G.5.1.2. The student will be able to discuss the mutual impact of ideas, issues, and policies among nations, including environmental, economic, and humanitarian. (505.01c)
9.G.5.1.3. The student will be able to describe the characteristics of United States foreign policy and how it has been made and implemented over time. (505.01a)
9.G.5.1.4. The student will be able to identify and evaluate the role of the United States in international organizations and agreements, such as United Nations, NAFTA, and the International Red Cross. (505.01b)
ID.3. Economics: Economics: Students in Economics explain basic economic concepts, identify different influences on economic systems, analyze the different types of economic institutions, and explain the concepts of good personal finance.
3.1. Explain basic economic concepts.
9.E.3.1.1. The student will be able to define scarcity and explain its implications in decision making. (510.01a)
9.E.3.1.2. The student will be able to identify ways in which the interaction of all buyers and sellers influence prices. (510.01b)
9.E.3.1.3. The student will be able to identify the incentives that determine what is produced and distributed in a competitive market system. (510.01d)
3.2. Identify different influences on economic systems.
9.E.3.2.1. The student will be able to compare and contrast the characteristics of different economic systems. (510.01f)
9.E.3.2.2. The student will be able to explain and illustrate the impact of economic policies and decisions made by governments, business and individuals. (512.01b)
3.3. Analyze the different types of economic institutions.
9.E.3.3.1. The student will be able to explain the characteristics of various types of business and market structures. (513.01a)
9.E.3.3.2. The student will be able to describe the elements of entrepreneurship. (513.01b)
9.E.3.3.3. The student will be able to identify the role of the financial markets and institutions. (513.01c)
9.E.3.3.4. The student will be able to explain the purposes of labor unions. (513.01e)
9.E.3.3.5. The student will be able to explain the difference between monetary policy and fiscal policy.
9.E.3.3.6. The student will be able to analyze the various parts of the business cycle and its effect on the economy.
3.4. Explain the concepts of good personal finance.
9.E.3.4.1. The student will be able to examine and apply the elements of responsible personal fiscal management such as budgets, interest, investment, credit, and debt. (514.01a)
9.E.3.4.2. The student will be able to identify and evaluate sources and examples of consumers' responsibilities and rights. (514.01b)
9.E.3.4.3. The student will be able to discuss the impact of taxation as applied to personal finances. (514.01c)
ID.4. Economics: Civics and Government: Students in Economics build an understanding of the organization and formation of the American system of government.
4.1. Build an understanding of the foundational principles of the American political system.
9.E.4.1.1. No objectives at this grade level.
4.2. Build an understanding of the organization and formation of the American system of government.
9.E.4.2.1. The student will be able to explain the basic functions of government in a mixed economic system. (512.01c)
9.E.4.2.2. The student will be able to identify laws and policies adopted in the United States to regulate competition. (512.01c)
4.3. Build an understanding that all people in the United States have rights and assume responsibilities.
9.E.4.3.1. No objectives at this grade level.
4.4. Build an understanding of the evolution of democracy.
9.E.4.4.1. No objectives at this grade level.
4.5. Build an understanding of comparative government.
9.E.4.5.1. No objectives at this grade level.
ID.5. Economics: Global Perspectives: Students in Economics build an understanding of multiple perspectives and global interdependence.
5.1. Build an understanding of multiple perspectives and global interdependence.
9.E.5.1.1. The student will be able to describe the involvement of the United States in international economic organizations and treaties, such as GATT, NAFTA, and the WTO. (505.01b)
9.E.5.1.2. The student will be able to analyze global economic interdependence and competition.
9.E.5.1.3. The student will be able to apply economic concepts to explain the role of imports/exports both nationally and internationally. (510.01g)