Louisiana State Standards for Social Studies: Grade 10
Currently Perma-Bound only has suggested titles for grades K-8 in the Science and Social Studies areas. We are working on expanding this.
LA.G-H. Geography: Physical and Cultural Systems: Students develop a spatial understanding of Earth's surface and the processes that shape it, the connections between people and places, and the relationship between man and his environment.
G-1A-H1. The World in Spatial Terms: using geographic representations, tools, and technologies to explain, analyze, and solve geographic problems. (1, 2, 3, 4)
G-1A-H2. The World in Spatial Terms: organizing geographic information and answering complex questions by formulating mental maps of places and regions. (1, 2, 3, 4)
G-1B-H1. Places and Regions: determining how location and social, cultural, and economic processes affect the features and significance of places. (1, 2, 3, 4)
G-1B-H2. Places and Regions: analyzing the ways in which physical and human characteristics of places and regions have affected historic events. (1, 2, 3, 4)
G-1B-H3. Places and Regions: analyzing the various ways in which physical and human regions are structured and interconnected. (1, 2, 3, 4)
G-1B-H4. Places and Regions: explaining and evaluating the importance of places and regions to cultural identity. (1, 2, 3, 4, 5)
G-1C-H1. Physical and Human Systems: analyzing the ways in which Earth's dynamic and interactive physical processes affect different regions of the world. (1, 2, 3, 4)
G-1C-H2. Physical and Human Systems: determining the economic, political, and social factors that contribute to human migration and settlement patterns and evaluating their impact on physical and human systems. (1, 2, 3, 4)
G-1C-H3. Physical and Human Systems: analyzing trends in world population numbers and patterns and predicting their consequences. (1, 2, 3, 4)
G-1C-H4. Physical and Human Systems: analyzing the characteristics, distribution, and interrelationships of the world's cultures. (1, 2, 3, 4, 5)
G-1C-H5. Physical and Human Systems: describing and evaluating spatial distribution of economic systems and how economic systems affect regions. (1, 3)
G-1C-H6. Physical and Human Systems: analyzing how cooperation, conflict, and self-interests impact social, political, and economic entities on Earth. (1, 2, 3, 4, 5)
G-1D-H1. Environment and Society: describing and evaluating the ways in which technology has expanded the human capability to modify the physical environment. (1, 2, 3, 4, 5)
G-1D-H2. Environment and Society: examining the challenges placed on human systems by the physical environment and formulating strategies to deal with these challenges. (1, 2, 3, 4, 5)
G-1D-H3. Environment and Society: analyzing the relationship between natural resources and the exploration, colonization, settlement, and uses of land in different regions of the world. (1, 2, 3, 4, 5)
G-1D-H4. Environment and Society: evaluating policies and programs related to the use of natural resources. (1, 2, 3, 4, 5)
G-1D-H5. Environment and Society: developing plans to solve local and regional geographic problems related to contemporary issues. (1, 2, 3, 4, 5)
GLE-G-H-1. Grade Level Expectation: World Geography: The World in Spatial Terms: Identify, explain, and apply the five themes of geography (G-1A-H1)
GLE-G-H-2. Grade Level Expectation: World Geography: The World in Spatial Terms: Compare and contrast various types of maps (G-1A-H1)
GLE-G-H-3. Grade Level Expectation: World Geography: The World in Spatial Terms: Analyze or interpret a map to locate geographic information, using a variety of map elements (e.g., compass rose, symbols, distance scales, time zones, latitude, longitude) (G-1A-H1)
GLE-G-H-4. Grade Level Expectation: World Geography: The World in Spatial Terms: Use a city or road map to plot a route from one place to another or to identify the shortest route (G-1A-H1)
GLE-G-H-5. Grade Level Expectation: World Geography: The World in Spatial Terms: Construct a map based on given narrative information (e.g., location of cities, bodies of water, places of historical significance) (G-1A-H1)
GLE-G-H-6. Grade Level Expectation: World Geography: The World in Spatial Terms: Construct a chart, diagram, graph, or graphic organizer to display geographic information (G-1A-H1)
GLE-G-H-7. Grade Level Expectation: World Geography: The World in Spatial Terms: Analyze, interpret, and use information in charts, diagrams, and graphs to explain geographic issues (G-1A-H1)
GLE-G-H-8. Grade Level Expectation: World Geography: The World in Spatial Terms: Use maps drawn from memory to answer geographic questions (G-1A-H2)
GLE-G-H-9. Grade Level Expectation: World Geography: Places and Regions: Identify and analyze the distinguishing physical or human characteristics of a given place (e.g., landforms, precipitation, ecosystems, settlement patterns, economic activities) (G-1B-H1)
GLE-G-H-10. Grade Level Expectation: World Geography: Places and Regions: Evaluate how location, topography, climate, natural resources, and other physical characteristics affect human activities (e.g., cultural diversity, migration, physical features, historical events, plantation, subsistence farming) or the significance of a place (G-1B-H1)
GLE-G-H-11. Grade Level Expectation: World Geography: Places and Regions: Draw conclusions about a place or area from its geographic or physical features (G-1B-H1)
GLE-G-H-12. Grade Level Expectation: World Geography: Places and Regions: Explain how topography, climate, soil, vegetation, and natural resources shape the history of a region (G-1B-H2)
GLE-G-H-13. Grade Level Expectation: World Geography: Places and Regions: Explain how location, physical features, and human characteristics of places influenced historical events (e.g., World War II, Cuban Missile Crisis, Vietnam, Middle East conflicts) (G-1B-H2)
GLE-G-H-14. Grade Level Expectation: World Geography: Places and Regions: Explain ways in which regional systems are interconnected (e.g., interstate transportation and trade, interconnecting rivers and canals) (G-1B-H3)
GLE-G-H-15. Grade Level Expectation: World Geography: Places and Regions: Analyze world regions in terms of given characteristics (e.g., population density, natural resources, economic activities, demography) (G-1B-H3)
GLE-G-H-16. Grade Level Expectation: World Geography: Places and Regions: Explain how physical or geographical characteristics (e.g., mountain ranges, interconnecting waterways) facilitate or hinder regional interactions (G-1B-H3)
GLE-G-H-17. Grade Level Expectation: World Geography: Places and Regions: Explain how technological advances have led to increasing interaction between regions (e.g., use of satellites for monitoring and exploration) (G-1B-H3)
GLE-G-H-18. Grade Level Expectation: World Geography: Places and Regions: Analyze how human activities and physical characteristics of regions have led to regional labels (e.g., Dust Bowl, New South, Sunbelt) (G-1B-H4)
GLE-G-H-19. Grade Level Expectation: World Geography: Places and Regions: Describe how physical, historical, and cultural characteristics give definition to a place or region (e.g., New South, Jerusalem) (G-1B-H4)
GLE-G-H-20. Grade Level Expectation: World Geography: Physical and Human Systems: Categorize elements of the natural environment as belonging to one of four components of Earth's physical systems: atmosphere, lithosphere, biosphere, or hydrosphere (G-1C-H1)
GLE-G-H-21. Grade Level Expectation: World Geography: Physical and Human Systems: Characterize areas or regions in terms of the physical processes that affect them (e.g., Pacific Ocean 'Rim of Fire,' San Andreas fault) (G-1C-H1)
GLE-G-H-22. Grade Level Expectation: World Geography: Physical and Human Systems: Examine the physical effects of Earth-Sun relationships (G-1C-H1)
GLE-G-H-23. Grade Level Expectation: World Geography: Physical and Human Systems: Explain the movement of wind patterns across the earth, its relationship to ocean currents, and its climatic effects on various regions of the world (G-1C-H1)
GLE-G-H-24. Grade Level Expectation: World Geography: Physical and Human Systems: Examine the effects of a physical process (e.g., erosion and depository processes, global warming, El Nino) on the natural environment and societies of an area and draw conclusions from that information (G-1C-H1)
GLE-G-H-25. Grade Level Expectation: World Geography: Physical and Human Systems: Compare and contrast past and present trends in human migration (G-1C-H2)
GLE-G-H-26. Grade Level Expectation: World Geography: Physical and Human Systems: Assess the role of environmental changes, economic scarcity, conflict, political developments, cultural factors, and prosperity in human migration (e.g., escape from persecution or famine, migration to the suburbs) (G-1C-H2)
GLE-G-H-27. Grade Level Expectation: World Geography: Physical and Human Systems: Analyze patterns of urban development in an area or region (G-1C-H3)
GLE-G-H-28. Grade Level Expectation: World Geography: Physical and Human Systems: Compare, contrast, and analyze the distribution, growth rates, and other demographic characteristics of human populations in various countries or regions (G-1C-H3)
GLE-G-H-29. Grade Level Expectation: World Geography: Physical and Human Systems: Analyze the current and future impact of population growth on the world (e.g., natural resources, food supply, standard of living) (G-1C-H3)
GLE-G-H-30. Grade Level Expectation: World Geography: Physical and Human Systems: Analyze population pyramids and use other data, graphics, and maps to describe population characteristics of different societies and to predict future growth (G-1C-H3)
GLE-G-H-31. Grade Level Expectation: World Geography: Physical and Human Systems: Compare the role that culture plays in incidents of cooperation and conflict in the present-day world (G-1C-H4)
GLE-G-H-32. Grade Level Expectation: World Geography: Physical and Human Systems: Analyze how certain cultural characteristics can link or divide regions (e.g., language, religion, demography) (G-1C-H4)
GLE-G-H-33. Grade Level Expectation: World Geography: Physical and Human Systems: Identify the geographical distribution of the different economic systems (market, command, traditional, mixed) (G-1C-H5)
GLE-G-H-34. Grade Level Expectation: World Geography: Physical and Human Systems: Distinguish between developed and developing countries, including the standard of living in these nations, GDP, and per capita income (G-1C-H5)
GLE-G-H-35. Grade Level Expectation: World Geography: Physical and Human Systems: Analyze ways in which the distribution of economic systems relates to regional tensions or regional cooperation (e.g., North and South Korea) (G-1C-H6)
GLE-G-H-36. Grade Level Expectation: World Geography: Physical and Human Systems: Analyze the role of differing points of view and national self-interest in disputes over territory and resources (e.g., oil, water, boundaries) (G-1C-H6)
GLE-G-H-37. Grade Level Expectation: World Geography: Physical and Human Systems: Analyze regional issues and alliances in terms of common interests related to territory and resources (e.g., oil, water, boundaries) (G-1C-H6)
GLE-G-H-38. Grade Level Expectation: World Geography: Environment and Society: Identify technological advances that expanded human capacity to modify the environment (e.g., steam, coal, electric, nuclear power, levees) (G-1D-H1)
GLE-G-H-39. Grade Level Expectation: World Geography: Environment and Society: Describe challenges to human systems and activities posed by the physical environment or the impact of natural processes and disasters on human systems (e.g., infrastructure) (G-1D-H2)
GLE-G-H-40. Grade Level Expectation: World Geography: Environment and Society: Analyze or evaluate strategies for dealing with environmental challenges (e.g., dams or dikes to control floods, fertilizer to improve crop production) (G-1D-H2)
GLE-G-H-41. Grade Level Expectation: World Geography: Environment and Society: Analyze the relationship between the development of natural resources in a region and human settlement patterns or regional variations in land use (G-1D-H3)
GLE-G-H-42. Grade Level Expectation: World Geography: Environment and Society: Assess the ways in which unequal distribution of natural resources has led to exploration, colonization, and conflict (G-1D-H3)
GLE-G-H-43. Grade Level Expectation: World Geography: Environment and Society: Analyze world or regional distribution of natural resources in terms of import need and export capacity (G-1D-H3)
GLE-G-H-44. Grade Level Expectation: World Geography: Environment and Society: Analyze the relationship between a country's standard of living and its locally accessible natural resources (e.g., the effects of oil or natural gas reserves in a region) (G-1D-H3)
GLE-G-H-45. Grade Level Expectation: World Geography: Environment and Society: Describe the impact of the scarcity of natural resources (e.g., water shortage) or pollution (e.g., air, water) (G-1D-H3)
GLE-G-H-46. Grade Level Expectation: World Geography: Environment and Society: Assess the role of government in preserving natural resources and protecting the physical environment (G-1D-H4)
GLE-G-H-47. Grade Level Expectation: World Geography: Environment and Society: Evaluate the effectiveness of policies and programs related to conservation and use of natural resources (G-1D-H4)
GLE-G-H-48. Grade Level Expectation: World Geography: Environment and Society: Evaluate import and export policies in regard to a country's needs for resources (G-1D-H4)
GLE-G-H-49. Grade Level Expectation: World Geography: Environment and Society: Debate a position on an environmental issue involving conservation or use of natural resources (e.g., private vs. public interest) (G-1D-H5)
GLE-G-H-50. Grade Level Expectation: World Geography: Environment and Society: Evaluate options for solving a local or regional problem involving physical processes or environmental challenges (e.g., government disaster aid, environmental clean-up cost responsibility) (G-1D-H5)
LA.C-H. Civics: Citizenship and Government: Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship.
C-1A-H1. Structure and Purposes of Government: analyzing the necessity and purposes of politics and government and identifying examples of programs that fit within those purposes. (1, 2, 4, 5)
C-1A-H2. Structure and Purposes of Government: comparing and evaluating the essential characteristics of various systems of government and identifying historical and contemporary examples of each. (1, 2, 3, 4, 5)
C-1A-H3. Structure and Purposes of Government: explaining and evaluating issues related to the distribution of powers and responsibilities within the federal system. (1, 2, 4, 5)
C-1A-H4. Structure and Purposes of Government: explaining the organization and functions of local, state, and national governments and evaluating their relationships. (1, 2, 3, 4, 5)
C-1A-H5. Structure and Purposes of Government: evaluating the role and importance of law in the American political system and applying criteria to evaluate laws. (1, 2, 3, 4, 5)
C-1A-H6. Structure and Purposes of Government: examining the major responsibilities of the national government for domestic and foreign policy. (1, 3, 4, 5)
C-1A-H7. Structure and Purposes of Government: explaining how government is financed through taxation. (1, 3, 4, 5)
C-1B-H1. Foundations of the American Political System: analyzing the central edias and historical origins of American constitutional government and evaluating how this form of government has helped to shape American society. (1,2,3,4,5)
C-1B-H2. Foundations of the American Political System: explaining basic democratic beliefs and principles of constitutional democracy in American society and applying them to the analysis of issues of conflicting beliefs and principles. (1, 2, 3, 4, 5)
C-1B-H3. Foundations of the American Political System: analyzing the nature of American political and social conflict. (1, 2, 3, 4, 5)
C-1B-H4. Foundations of the American Political System: evaluating issues related to the differences between American ideals and the realities of American social and political life. (1, 2, 4, 5)
C-1B-H5. Foundations of the American Political System: evaluating the roles of political parties, campaigns, and elections in American politics. (1, 2, 3, 4, 5)
C-1B-H6. Foundations of the American Political System: analyzing the historical and contemporary roles of associations and groups in local, state, and national politics. (1,2,3,4,5)
C-1C-H1. International Relationships: analyzing how the world is organized politically and evaluating how the interaction of political entities, such as nation-states and international organizations, affects the United States. (1, 2, 3, 4, 5)
C-1C-H2. International Relationships: analyzing the major foreign policy positions of the United States and evaluating their consequences. (1, 2, 3, 4, 5)
C-1C-H3. International Relationships: evaluating the impact of American ideas and actions on the world and analyzing the effects of significant international developments on the United States. (1, 2, 3, 4, 5)
C-1D-H1. Roles of the Citizen: evaluating and defending positions on issues regarding the personal, political, and economic rights of citizens. (1, 2, 3, 4, 5)
C-1D-H2. Roles of the Citizen: evaluating and defending positions regarding the personal and civic responsibilities of citizens in American constitutional democracy. (1, 2, 3, 4, 5)
C-1D-H3. Roles of the Citizen: explaining and evaluating the various forms of political participation that citizens can use to monitor and shape the formation and implementation of public policy. (1, 2, 4, 5)
C-1D-H4. Roles of the Citizen: analyzing and evaluating the importance of political leadership, public service, and a knowledgeable citizenry to American constitutional democracy. (1, 2, 4, 5)
GLE-C-H-1. Grade Level Expectation: Civics: Structure and Purposes of Government: Explain competing ideas about the purposes of politics and government and identify reasons why government is necessary (C-1A-H1)
GLE-C-H-2. Grade Level Expectation: Civics: Structure and Purposes of Government: Identify and describe services provided by government and assess their necessity and effectiveness (e.g., health care, education) (C-1A-H1)
GLE-C-H-3. Grade Level Expectation: Civics: Structure and Purposes of Government: Identify programs, institutions, and activities that fulfill a given governmental or political purpose (e.g., the court system, the military, revenue sharing, block grants) (C-1A-H1)
GLE-C-H-4. Grade Level Expectation: Civics: Structure and Purposes of Government: Analyze ways in which the purposes of the U.S. government, as defined in the U.S. Constitution, are achieved (e.g., protecting individual rights, providing for the general welfare) (C-1A-H1)
GLE-C-H-5. Grade Level Expectation: Civics: Structure and Purposes of Government: Compare and contrast various forms of government among nations that have been significant in U.S. history (e.g., absolute monarchy in England or France, Germany under Hitler, the Soviet Union under Stalin) (C-1A-H2)
GLE-C-H-6. Grade Level Expectation: Civics: Structure and Purposes of Government: Explain the distribution of powers, responsibilities, and the limits of the U.S. federal government (C-1A-H3)
GLE-C-H-7. Grade Level Expectation: Civics: Structure and Purposes of Government: Categorize governmental powers as delegated, reserved, concurrent, or implied (C-1A-H3)
GLE-C-H-8. Grade Level Expectation: Civics: Structure and Purposes of Government: Identify powers denied to federal or state governments by the U.S. Constitution (C-1A-H3)
GLE-C-H-9. Grade Level Expectation: Civics: Structure and Purposes of Government: Analyze or assess issues related to the distribution of powers at the federal level (e.g., tensions among the three branches of government, roles and responsibilities of the three branches) (C-1A-H3)
GLE-C-H-10. Grade Level Expectation: Civics: Structure and Purposes of Government: Explain the structure and functions of the three branches of the federal government, including regulatory and independent agencies and the court system (C-1A-H4)
GLE-C-H-11. Grade Level Expectation: Civics: Structure and Purposes of Government: Cite the roles, duties, qualifications, and terms of office for key elected and appointed officials (C-1A-H4)
GLE-C-H-12. Grade Level Expectation: Civics: Structure and Purposes of Government: Explain the structure and functions of state, parish, and local governments (C-1A-H4)
GLE-C-H-13. Grade Level Expectation: Civics: Structure and Purposes of Government: Discuss the advantages and disadvantages of various types of local government (C-1A-H4)
GLE-C-H-14. Grade Level Expectation: Civics: Structure and Purposes of Government: Examine constitutional provisions concerning the relationship between federal and state governments (C-1A-H4)
GLE-C-H-15. Grade Level Expectation: Civics: Structure and Purposes of Government: Explain the processes and strategies of how a bill becomes a law at the federal and state levels (C-1A-H5)
GLE-C-H-16. Grade Level Expectation: Civics: Structure and Purposes of Government: Evaluate a specific law or court ruling on given criteria (C-1A-H5)
GLE-C-H-17. Grade Level Expectation: Civics: Structure and Purposes of Government: Examine the meaning, implications, or applications of the U.S. Constitution (e.g., the Bill of Rights, Fourteenth Amendment) (C-1A-H5)
GLE-C-H-18. Grade Level Expectation: Civics: Structure and Purposes of Government: Define domestic and foreign policies (C-1A-H6)
GLE-C-H-19. Grade Level Expectation: Civics: Structure and Purposes of Government: Analyze responsibilities of the federal government for domestic and foreign policy (e.g. monetary policy, national defense) (C-1A-H6)
GLE-C-H-20. Grade Level Expectation: Civics: Structure and Purposes of Government: Analyze a past or present domestic or foreign policy issue from a news article or editorial (C-1A-H6)
GLE-C-H-21. Grade Level Expectation: Civics: Structure and Purposes of Government: Explain how government is financed (e.g., taxation, fines, user fees, borrowing)(C-1A-H7)
GLE-C-H-22. Grade Level Expectation: Civics: Structure and Purposes of Government: Identify the major sources of tax revenues at the federal, state, and local levels (C-1A-H7)
GLE-C-H-23. Grade Level Expectation: Civics: Structure and Purposes of Government: Analyze or evaluate various uses of tax dollars (e.g., the public's need for services versus the public's resistance to taxation) (C-1A-H7)
GLE-C-H-24. Grade Level Expectation: Civics: Structure and Purposes of Government: Use the rules of taxation (ability, equity, ease of payment, convenient times to pay) to analyze or evaluate a given tax practice (C-1A-H7)
GLE-C-H-25. Grade Level Expectation: Civics: Foundations of the American Political System: Analyze the significance of the Magna Carta, English common law, and the English Bill of Rights in creating limited government in the United States (C-1B-H1)
GLE-C-H-26. Grade Level Expectation: Civics: Foundations of the American Political System: Explain how European philosophers (e.g., Rousseau, Locke, Montesquieu, Voltaire) helped shape American democratic ideas (C-1B-H1)
GLE-C-H-27. Grade Level Expectation: Civics: Foundations of the American Political System: Analyze central ideas in an American historical document and explain the document's significance in shaping the U.S. Constitution (C-1B-H1)
GLE-C-H-28. Grade Level Expectation: Civics: Foundations of the American Political System: Explain the meaning and importance of principles of U.S. constitutional democracy in American society (C-1B-H1)
GLE-C-H-29. Grade Level Expectation: Civics: Foundations of the American Political System: Assess the importance of the U.S. Constitution as the Supreme Law of the Land, and ways in which U.S. constitutional government has helped shape American society (C-1B-H1)
GLE-C-H-30. Grade Level Expectation: Civics: Foundations of the American Political System: Identify and describe examples of freedoms enjoyed today but denied to earlier Americans (C-1B-H1)
GLE-C-H-31. Grade Level Expectation: Civics: Foundations of the American Political System: Explain issues involved in various compromises or plans leading to the creation of the U.S. Constitution (C-1B-H2)
GLE-C-H-32. Grade Level Expectation: Civics: Foundations of the American Political System: Interpret, analyze, or apply ideas presented in a given excerpt from any political document or material (e.g., speech, essay, editorial, court case) (C-1B-H2)
GLE-C-H-33. Grade Level Expectation: Civics: Foundations of the American Political System: Analyze a given example of American political or social conflict, and state and defend a position on the issue (C-1B-H3)
GLE-C-H-34. Grade Level Expectation: Civics: Foundations of the American Political System: Analyze discrepancies between American ideals and social or political realities of life (e.g., equal protection vs. Jim Crow laws) (C-1B-H4)
GLE-C-H-35. Grade Level Expectation: Civics: Foundations of the American Political System: Explain the two-party system and assess the role of third parties in the election process (C-1B-H5)
GLE-C-H-36. Grade Level Expectation: Civics: Foundations of the American Political System: Assess the significance of campaigns, campaign finance, elections, the Electoral College, and the U.S. census in the U.S. political system (C-1B-H5)
GLE-C-H-37. Grade Level Expectation: Civics: Foundations of the American Political System: Analyze the use and effects of propaganda (C-1B-H5)
GLE-C-H-38. Grade Level Expectation: Civics: Foundations of the American Political System: Identify key platform positions of the major political parties (C-1B-H5)
GLE-C-H-39. Grade Level Expectation: Civics: Foundations of the American Political System: Evaluate the role of the media and public opinion in American politics (C-1B-H6)
GLE-C-H-40. Grade Level Expectation: Civics: Foundations of the American Political System: Explain historical and contemporary roles of special interest groups, lobbyists, and associations in U.S. politics (C-1B-H6)
GLE-C-H-41. Grade Level Expectation: Civics: International Relationships: Identify the political divisions of the world and the factors that contribute to those divisions (C-1C-H1)
GLE-C-H-42. Grade Level Expectation: Civics: International Relationships: Analyze and assess the various ways that nation-states interact (C-1C-H1)
GLE-C-H-43. Grade Level Expectation: Civics: International Relationships: Explain the role of the United Nations or other international organizations in political interactions and conflicts (C-1C-H1)
GLE-C-H-44. Grade Level Expectation: Civics: International Relationships: Analyze ways in which the interactions of nation-states or international organizations affect the United States (C-1C-H1)
GLE-C-H-45. Grade Level Expectation: Civics: International Relationships: Describe the means by which the United States upholds national security, protects its economic welfare and strategic interests, and attains its foreign policy objectives (e.g., aid, sanctions, embargos, treaties) (C-1C-H2)
GLE-C-H-46. Grade Level Expectation: Civics: International Relationships: Assess the extent to which a given U.S. foreign policy position has helped or hindered the United States' relations with the rest of the world (C-1C-H2)
GLE-C-H-47. Grade Level Expectation: Civics: International Relationships: Explain how U.S. domestic policies, constitutional principles, economic behavior, and culture affect its relations with the rest of the world (C-1C-H3)
GLE-C-H-48. Grade Level Expectation: Civics: International Relationships: Describe ways in which ideas, actions, and problems of other nations impact the United States (C-1C-H3)
GLE-C-H-49. Grade Level Expectation: Civics: Roles of the Citizen: Distinguish between personal, political, and economic rights of citizenship (C-1D-H1)
GLE-C-H-50. Grade Level Expectation: Civics: Roles of the Citizen: Describe the importance of various rights of citizenship to the individual or to society at large (C-1D-H1)
GLE-C-H-51. Grade Level Expectation: Civics: Roles of the Citizen: Analyze an amendment or law concerning the rights of citizens in terms of their effect on public policy or American life (e.g., Nineteenth Amendment, Americans with Disabilities Act) (C-1D-H1)
GLE-C-H-52. Grade Level Expectation: Civics: Roles of the Citizen: Evaluate and defend a position on a given situation or issue in terms of the personal, political, or economic rights of citizens (C-1D-H1)
GLE-C-H-53. Grade Level Expectation: Civics: Roles of the Citizen: Assess the difference between personal and civic responsibilities (C-1D-H2)
GLE-C-H-54. Grade Level Expectation: Civics: Roles of the Citizen: Describe various forms of political participation (C-1D-H3)
GLE-C-H-55. Grade Level Expectation: Civics: Roles of the Citizen: Evaluate current and past political choices that individuals, groups, and nations have made, taking into account historical context (C-1D-H3)
GLE-C-H-56. Grade Level Expectation: Civics: Roles of the Citizen: Describe the importance of political leadership to American society, and identify ways in which citizens can exercise leadership (C-1D-H4)
GLE-C-H-57. Grade Level Expectation: Civics: Roles of the Citizen: Identify examples of public service, and describe the importance of public service to American society (C-1D-H4)
GLE-C-H-58. Grade Level Expectation: Civics: Roles of the Citizen: Evaluate the claim that American constitutional democracy requires the participation of an attentive, knowledgeable, and competent citizenry (C-1D-H4)
GLE-C-H-59. Grade Level Expectation: Civics: Roles of the Citizen: Compare and evaluate characteristics, style, and effectiveness of state and national leaders, past and present (C-1D-H4)
LA.E-H. Economics: Interdependence and Decision Making: Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the world.
E-1A-H1. Fundamental Economic Concepts: analyzing the impact of the scarcity of productive resources and examining the choices and opportunity cost that result. (1, 2, 3, 4, 5)
E-1A-H2. Fundamental Economic Concepts: analyzing the roles that production, distribution, and consumption play in economic decisions. (1, 2, 3, 4)
E-1A-H3. Fundamental Economic Concepts: applying the skills and knowledge necessary in making decisions about career options. (2, 3, 4, 5)
E-1A-H4. Fundamental Economic Concepts: comparing and evaluating economic systems. (1, 2, 3, 4)
E-1A-H5. Fundamental Economic Concepts: explaining the basic features of market structures and exchanges. (1, 3, 4)
E-1A-H6. Fundamental Economic Concepts: analyzing the roles of economic institutions, such as corporations and labor unions, that compose economic systems. (1, 2, 4)
E-1A-H7. Fundamental Economic Concepts: analyzing the roles of money and banking in an economic system. (1, 2, 3, 4)
E-1A-H8. Fundamental Economic Concepts: applying economic concepts to understand and evaluate historical and contemporary issues. (1, 2, 3, 4)
E-1B-H1. Individuals, Households, Businesses, and Governments: identifying factors that cause changes in supply and demand. (1, 2, 3, 4)
E-1B-H2. Individuals, Households, Businesses, and Governments: analyzing how changes in supply and demand, price, incentives, and profit influence production and distribution in a competitive market system. (1, 2, 4)
E-1B-H3. Individuals, Households, Businesses, and Governments: analyzing the impact of governmental taxation, spending, and regulation on different groups in a market economy. (1, 2, 3, 4, 5)
E-1B-H4. Individuals, Households, Businesses, and Governments: analyzing the causes and consequences of worldwide economic interdependence. (1, 2, 3, 4)
E-1B-H5. Individuals, Households, Businesses, and Governments: evaluating the effects of domestic policies on international trade. (1, 2, 3, 4)
E-1B-H6. Individuals, Households, Businesses, and Governments: analyzing Louisiana's role in the national and world economies. (1, 2, 3, 4, 5)
E-1C-H1. The Economy as a Whole: explaining the meanings of such economic indicators as GDP, per capita GDP, real GDP, CPI, and unemployment rate. (1, 3, 4)
E-1C-H2. The Economy as a Whole: explaining how interest rates, investments, and inflation/deflation impact the economy. (1, 3, 4)
E-1C-H3. The Economy as a Whole: analyzing the causes and consequences of unemployment, underemployment, and income distribution in a market economy. (1, 2, 3, 4)
E-1C-H4. The Economy as a Whole: explaining the basic concepts of United States fiscal policy, monetary policy, and regulations and describing their effects on the economy. (1, 3, 4)
GLE-E-H-1. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Apply fundamental economic concepts to decisions about personal finance (E-1A-H1)
GLE-E-H-2. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Define scarcity (E-1A-H1)
GLE-E-H-3. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Identify factors that drive economic decisions (e.g., incentives, benefits, costs, trade-offs, consequences) (E-1A-H1)
GLE-E-H-4. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Analyze an economic choice at the personal, family, or societal level to determine its opportunity cost (E-1A-H1)
GLE-E-H-5. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Explain how the scarcity of natural resources leads to economic interdependence (E-1A-H1)
GLE-E-H-6. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Identify the four basic economic questions (E-1A-H1)
GLE-E-H-7. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Define productivity and characterize the relationship between productivity and standard of living (E-1A-H2)
GLE-E-H-8. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Explain the role of marketing and channels of distribution in economic decisions (E-1A-H2)
GLE-E-H-9. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Identify actions or conditions that increase productivity or output of the economy (E-1A-H2)
GLE-E-H-10. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Explain the skills, knowledge, talents, personal characteristics, and efforts likely to enhance prospects of success in finding a job in a particular field (E-1A-H3)
GLE-E-H-11. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Explain the types of jobs important to meeting the needs of Louisiana industries and an information-based society (E-1A-H3)
GLE-E-H-12. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Evaluate various careers in terms of availability, educational and skill requirements, salary and benefits, and intrinsic sources of job satisfaction (E-1A-H3)
GLE-E-H-13. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Compare contemporary and historic economic systems (e.g., ownership and control of production and distribution, determination of wages) (E-1A-H4)
GLE-E-H-14. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Explain the advantages and disadvantages of given market structures (E-1A-H5)
GLE-E-H-15. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Explain factors affecting levels of competition in a market (e.g., number of buyers and sellers, profit motive, collusion among buyers or sellers, presence of cartels) (E-1A-H5)
GLE-E-H-16. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Explain the effects of competition on producers and consumers (E-1A-H5)
GLE-E-H-17. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Analyze the role of various economic institutions in economic systems (E-1A-H6)
GLE-E-H-18. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Explain the role of government as producer, employer, and consumer in economic systems (E-1A-H6)
GLE-E-H-19. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Analyze the importance of labor-management relations and the effects of given labor and management practices on productivity or business profitability (E-1A-H6)
GLE-E-H-20. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Compare and contrast characteristics of various forms of business ownership (E-1A-H6)
GLE-E-H-21. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Explain ways in which businesses have changed to meet rising production costs or to compete more effectively in a global market (E-1A-H6)
GLE-E-H-22. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Analyze the role of banks in economic systems (e.g., increasing the money supply by making loans) (E-1A-H7)
GLE-E-H-23. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Describe the functions and purposes of the financial markets (E-1A-H7)
GLE-E-H-24. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Compare and contrast credit, savings, and investment services available to the consumer from financial institutions (E-1A-H7)
GLE-E-H-25. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Apply an economic concept to analyze or evaluate a given historical economic issue or situation (e.g., causes of the Great Depression, how the New Deal changed the role of the federal government) (E-1A-H8)
GLE-E-H-26. Grade Level Expectation: Free Enterprise: Fundamental Economic Concepts: Interpret information about a current economic system undergoing change from a largely command or traditional system to a more mixed system (e.g., Eastern European countries, China, other developing economies) (E-1A-H8)
GLE-E-H-27. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Explain, analyze, and apply principles of supply and demand, including concepts of price, equilibrium point, incentives, and profit (E-1B-H1)
GLE-E-H-28. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Identify factors that cause changes in supply or demand for a product (e.g. complements, substitutes) (E-1B-H1)
GLE-E-H-29. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Explain the role of factors of production in the economy (E-1B-H2)
GLE-E-H-30. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Identify factors affecting production/allocation of goods/services and characterize their effects (E-1B-H2)
GLE-E-H-31. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Identify the difference between monetary and non-monetary incentives and how changes in incentives cause changes in behavior (E-1B-H2)
GLE-E-H-32. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Analyze the circular flow of goods and services and money payments from a diagram (E-1B-H2)
GLE-E-H-33. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Identify various forms of taxation (E-1B-H3)
GLE-E-H-34. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Describe the impact of given forms of taxation (E-1B-H3)
GLE-E-H-35. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Describe the effects of governmental action or intervention in a market economy (E-1B-H3)
GLE-E-H-36. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Describe major revenue and expenditure categories and their respective proportions of local, state, and federal budgets (E-1B-H3)
GLE-E-H-37. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Predict how changes in federal spending and taxation would affect budget deficits and surpluses and the national debt (E-1B-H3)
GLE-E-H-38. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Evaluate the impact of policies related to the use of resources (e.g., water use regulations, policies on scarce natural resources) (E-1B-H3)
GLE-E-H-39. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Explain the causes of global economic interdependence (E-1B-H4)
GLE-E-H-40. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Describe the worldwide exchange of goods and services in terms of its effect in increasing global interdependence and global competition (E-1B-H4)
GLE-E-H-41. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Examine fundamental concepts of currency valuation and foreign exchange and their role in a global economy (E-1B-H4)
GLE-E-H-42. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Explain how the economy of one country can affect the economies of other countries or the balance of trade among nations (E-1B-H4)
GLE-E-H-43. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Explain the role of the International Monetary Fund in supporting world economies (E-1B-H4)
GLE-E-H-44. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Identify and evaluate various types of trade barriers among nations (E-1B-H5)
GLE-E-H-45. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Take and defend a position on a trade policy or issue (e.g., NAFTA, G8, European Union) (E-1B-H5)
GLE-E-H-46. Grade Level Expectation: Free Enterprise: Individuals, Households, Businesses, and Governments: Evaluate the role and importance of Louisiana ports and products in the national and international economy (E-1B-H6)
GLE-E-H-47. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Explain the meaning or use of various economic indicators and their implications as measures of economic well-being (E-1C-H1)
GLE-E-H-48. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Define productivity and characterize the relationship between productivity and standard of living (E-1C-H1)
GLE-E-H-49. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Interpret various economic indicators used in a chart, table, or news article (E-1C-H1)
GLE-E-H-50. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Draw conclusions about two different economies based on given economic indicators (E-1C-H1)
GLE-E-H-51. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Explain how inflation and deflation are reflected in the Consumer Price Index (E-1C-H2)
GLE-E-H-52. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Explain the impact of inflation/deflation on individuals, nations, and the world, including its impact on economic decisions (E-1C-H2)
GLE-E-H-53. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Describe the effects of interest rates on businesses and consumers (E-1C-H2)
GLE-E-H-54. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Predict the consequences of investment decisions made by individuals, businesses, and government (E-1C-H2)
GLE-E-H-55. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Predict how interest rates will act as an incentive for savers and borrowers (E-1C-H2)
GLE-E-H-56. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Explain various causes and consequences of unemployment in a market economy (E-1C-H3)
GLE-E-H-57. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Analyze regional, national, or demographic differences in rates of unemployment (E-1C-H3)
GLE-E-H-58. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Analyze the relationship between the business cycle and employment (E-1C-H3)
GLE-E-H-59. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Explain the meaning of underemployment and analyze its causes and consequences (E-1C-H3)
GLE-E-H-60. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Explain factors contributing to unequal distribution of income in a market economy (E-1C-H3)
GLE-E-H-61. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Interpret a chart or graph displaying various income distributions (e.g., in the United States vs. the Third World, various groups within a country) (E-1C-H3)
GLE-E-H-62. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Distinguish monetary policy from fiscal policy (E-1C-H4)
GLE-E-H-63. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Explain the role of the Federal Reserve System as the central banking system of the United States (E-1C-H4)
GLE-E-H-64. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Explain the role of regulatory agencies in the U.S. economy (E-1C-H4)
GLE-E-H-65. Grade Level Expectation: Free Enterprise: The Economy as a Whole: Explain the role of the Federal Deposit Insurance Corporation (FDIC) (E-1C-H4)
LA.H-H. History: Time, Continuity, and Change: Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.
H-1A-H1. Historical Thinking Skills: applying key concepts, such as chronology and conflict, to explain and analyze patterns of historical change and continuity. (1, 2, 3, 4)
H-1A-H2. Historical Thinking Skills: explaining and analyzing events, ideas, and issues within a historical context. (1, 2, 3, 4)
H-1A-H3. Historical Thinking Skills: interpreting and evaluating the historical evidence presented in primary and secondary sources. (1, 2, 3, 4)
H-1A-H4. Historical Thinking Skills: utilizing knowledge of facts and concepts drawn from history and methods of historical inquiry to analyze historical and contemporary issues. (1, 2, 3, 4, 5)
H-1A-H5. Historical Thinking Skills: conducting research in efforts to analyze historical questions and issues. (1, 2, 3, 4)
H-1A-H6. Historical Thinking Skills: analyzing cause-effect relationships. (1, 2, 3, 4)
H-1B-H1. United States History: Era 1: Three Worlds Meet (Beginnings to 1620): analyzing the significant changes that resulted from interactions among the peoples of Europe, Africa, and the Americas. (1, 2, 3, 4)
H-1B-H2. United States History: Era 2: Colonization and Settlement (1565-1763): summarizing the process by which the United States was colonized and later became an independent nation. (1, 4)
H-1B-H3. United States History: Era 3: Revolution and the New Nation (1754-1820s): analyzing the development of the American constitutional system. (1, 2, 3, 4)
H-1B-H4. United States History: Era 4: Expansion and Reform (1801-1861): tracing territorial expansion and reform movements in the United States. (1, 3, 4)
H-1B-H5. United States History: Era 5: Civil War and Reconstruction (1850-1877)analyzing the origins, major events, and effects of the Civil War and Reconstruction. (1, 2, 3, 4)
H-1B-H6. United States History: Era 6: The Development of the Industrial United States (1870-1900): analyzing the development of industrialization and examining its impact on American society. (1, 2, 3, 4)
H-1B-H7. United States History: Era 6: The Development of the Industrial United States (1870-1900): describing the immigration and internal migration patterns that have occurred in the history of the United States and examining the cultural and social changes that have resulted. (1, 2, 3, 4)
H-1B-H8. United States History: Era 7: The Emergence of Modern America (1890-1930): evaluating the significance of the Progressive Movement. (1, 2, 3, 4)
H-1B-H9. United States History: Era 7: The Emergence of Modern America (1890-1930): analyzing the rise of the labor and agrarian movements. (1, 2, 3, 4)
H-1B-H10. United States History: Era 7: The Emergence of Modern America (1890-1930): explaining the changing role of the United States in world affairs through World War I. (1, 3, 4)
H-1B-H11. United States History: Era 7: The Emergence of Modern America (1890-1930): analyzing the significant changes that evolved in the United States between World War I and the Great Depression. (1, 2, 3, 4)
H-1B-H12. United States History: Era 8: The Great Depression and World War II (1929-1945): analyzing the causes, developments, and effects of the Great Depression and the New Deal. (1, 2, 3, 4)
H-1B-H13. United States History: Era 8: The Great Depression and World War II (1929-1945): analyzing the origins, course, and results of World War II. (1, 2, 3, 4)
H-1B-H14. United States History: Era 9: Contemporary United States (1945 to the Present): examining and summarizing key developments and issues in foreign and domestic policies during the Cold War era. (1, 2, 3, 4)
H-1B-H15. United States History: Era 9: Contemporary United States (1945 to the Present): analyzing the economic, political, social, and cultural transformation of the United States since World War II. (1, 2, 3, 4, 5)
H-1B-H16. United States History: Era 9: Contemporary United States (1945 to the Present): explaining the major changes that have resulted as the United States has moved from an industrial to an information society. (1, 3, 4)
H-1B-H17. United States History: Era 9: Contemporary United States (1945 to the Present): analyzing developments and issues in contemporary American society. (1, 2, 3, 4, 5)
H-1B-H18. United States History: Era 9: Contemporary United States (1945 to the Present): discussing and demonstrating an understanding of recent developments in foreign and domestic policies. (1, 2, 3, 4, 5)
H-1C-H1. World History: Era 1: The Beginnings of Society: analyzing the development of early human communities and civilizations. (1, 2, 3, 4)
H-1C-H2. World History: Era 2: The Rise of Early Civilizations (4000-1000 B.C.): making generalizations about the cultural legacies of both the ancient river and the classical civilizations. (1, 3, 4)
H-1C-H3. World History: Era 3: Classical Traditions, Major Religions, and Giant Empire (1000 B.C.-A.D. 300)analyzing the origins, central ideas, and worldwide impact of major religious and philosophical traditions. (1, 2, 3, 4)
H-1C-H4. World History: Era 4: Expanding Zones of Exchange and Encounter (A.D. 300-1000): summarizing the developments and contributions of civilizations that flourished in Europe, Asia, Africa, and the Americas. (1, 3, 4)
H-1C-H5. World History: Era 5: Intensified Hemispheric Interactions (A.D. 1000-1500): analyzing the consequences of the economic and cultural interchange that increasingly developed among the peoples of Europe, Asia, and Africa. (1, 2, 3, 4)
H-1C-H6. World History: Era 6: Emergence of the First Global Age (1450-1770): analyzing the impact of transoceanic linking of all major regions of the world. (1, 2, 3, 4)
H-1C-H7. World History: Era 6: Emergence of the First Global Age (1450-1770): analyzing the political, cultural, and economic developments and trends that resulted in the transformation of major world regions. (1, 2, 3, 4)
H-1C-H8. World History: Era 6: Emergence of the First Global Age (1450-1770): explaining how the emergence of territorial empires in Europe, Asia, and Africa unified large areas politically, economically, and culturally. (1, 3, 4)
H-1C-H9. World History: Era 6: Emergence of the First Global Age (1450-1770): tracing the expansion of European power and economic influence in the world and examining the impact of this expansion on societies in Asia and the Americas. (1, 3, 4)
H-1C-H10. World History: Era 7: An Age of Revolutions (1750-1914): analyzing the impact that political revolutions and new ideologies had on societies around the world. (1, 2, 3, 4)
H-1C-H11. World History: Era 7: An Age of Revolutions (1750-1914): evaluating the economic, political, and social consequences of the agricultural and industrial revolutions on world societies. (1, 2, 3, 4)
H-1C-H12. World History: Era 7: An Age of Revolutions (1750-1914): analyzing the patterns of worldwide change that emerged during the era of Western military and economic domination. (1, 2, 3, 4)
H-1C-H13. World History: Era 8: A Half-Century of Crisis and Achievement (1900-1945): analyzing the causes and international consequences of World War I, the rise and actions of totalitarian systems, World War II, and other early 20th century conflicts. (1, 2, 3, 4)
H-1C-H14. World History: Era 9: The 20th Century Since 1945 (1945 to the Present): analyzing the international power shifts and the breakup of colonial empires that occurred in the years following World War II. (1, 2, 3, 4)
H-1C-H15. World History: Era 9: The 20th Century Since 1945 (1945 to the Present): explaining the worldwide significance of major political, economic, social, cultural, and technological developments and trends. (1, 2, 3, 4, 5)
GLE-H-H-1. Grade Level Expectation: U.S. History: Historical Thinking Skills: Construct a timeline to explain and analyze historical periods in U.S. history (H-1A-H1)
GLE-H-H-2. Grade Level Expectation: U.S. History: Historical Thinking Skills: Compare historical periods or historical conflicts in terms of similar issues, actions, or trends in U.S. history (H-1A-H1)
GLE-H-H-3. Grade Level Expectation: U.S. History: Historical Thinking Skills: Contrast past and present events or ideas in U.S. history, demonstrating awareness of differing political, social, or economic context (H-1A-H1)
GLE-H-H-4. Grade Level Expectation: U.S. History: Historical Thinking Skills: Analyze change or continuity in the United States over time based on information in stimulus material (H-1A-H1)
GLE-H-H-5. Grade Level Expectation: U.S. History: Historical Thinking Skills: Describe multiple perspectives on an historical issue or event in U.S. history (H-1A-H2)
GLE-H-H-6. Grade Level Expectation: U.S. History: Historical Thinking Skills: Analyze the point of view of an historical figure or group in U.S. history (H-1A-H2)
GLE-H-H-7. Grade Level Expectation: U.S. History: Historical Thinking Skills: Analyze or interpret a given historical event, idea, or issue in U.S. history (H-1A-H2)
GLE-H-H-8. Grade Level Expectation: U.S. History: Historical Thinking Skills: Debate an historical point of view, with supporting evidence, on an issue or event in U.S. history (H-1A-H2)
GLE-H-H-9. Grade Level Expectation: U.S. History: Historical Thinking Skills: Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3)
GLE-H-H-10. Grade Level Expectation: U.S. History: Historical Thinking Skills: Determine when primary and/or secondary sources would be most useful when analyzing historical events (H-1A-H3)
GLE-H-H-11. Grade Level Expectation: U.S. History: Historical Thinking Skills: Propose and defend alternative courses of action to address an historical or contemporary issue, and evaluate their positive and negative implications (H-1A-H4)
GLE-H-H-12. Grade Level Expectation: U.S. History: Historical Thinking Skills: Analyze and evaluate the credibility of a given historical document (e.g., in terms of its source, unstated assumptions) (H-1A-H4)
GLE-H-H-13. Grade Level Expectation: U.S. History: Historical Thinking Skills: Analyze source material to identify opinion or propaganda and persuasive techniques (H-1A-H4)
GLE-H-H-14. Grade Level Expectation: U.S. History: Historical Thinking Skills: Interpret a political cartoon depicting an historical event, issue, or perspective (H-1A-H4)
GLE-H-H-15. Grade Level Expectation: U.S. History: Historical Thinking Skills: Interpret or analyze historical data in a map, table, or graph to explain historical factors or trends (H-1A-H4)
GLE-H-H-16. Grade Level Expectation: U.S. History: Historical Thinking Skills: Construct a narrative summary of an historical speech or address (H-1A-H5)
GLE-H-H-17. Grade Level Expectation: U.S. History: Historical Thinking Skills: Conduct historical research using a variety of resources to answer historical questions related to U.S. history and present that research in appropriate format(s) (visual, electronic, written) (H-1A-H5)
GLE-H-H-18. Grade Level Expectation: U.S. History: Historical Thinking Skills: Analyze causes and effects in historical and contemporary U.S. events, using a variety of resources (H-1A-H6)
GLE-H-H-19. Grade Level Expectation: U.S. History: United States History: Examine the causes of industrialization and analyze its impact on production, business structures, the work force, and society in the United States (H-1B-H6)
GLE-H-H-20. Grade Level Expectation: U.S. History: United States History: Describe the emergence of big business and analyze how it changed American society in the late nineteenth century (H-1B-H6)
GLE-H-H-21. Grade Level Expectation: U.S. History: United States History: Analyze the changing relationship between the federal government and private industry (H-1B-H6)
GLE-H-H-22. Grade Level Expectation: U.S. History: United States History: Describe the phases, geographic origins, and motivations behind mass migration to and within the United States (H-1B-H7)
GLE-H-H-23. Grade Level Expectation: U.S. History: United States History: Explain the causes of the late nineteenth-century urbanization of the United States, including immigration and migration from rural areas, and discuss its impact in such areas as housing, political structures, and public health (H-1B-H7)
GLE-H-H-24. Grade Level Expectation: U.S. History: United States History: Explain the impact of legislation, federal Indian and land policies, technological developments, and economic policies on established social and migratory groups in the settlement of the western United States (e.g., Dawes Act, Chinese Exclusion Act) (H-1B-H7)
GLE-H-H-25. Grade Level Expectation: U.S. History: United States History: Analyze the role of the media, political leaders, and intellectuals in raising awareness of social problems among Americans in the United States (e.g., Muckrakers, Presidents Roosevelt, Taft, and Wilson, Jane Adams) (H-1B-H8)
GLE-H-H-26. Grade Level Expectation: U.S. History: United States History: Evaluate the Progressive movement in terms of its goals and resulting accomplishments (e.g., Sixteenth through Nineteenth Amendments, Pure Food and Drug Act, advances in land conservation) (H-1B-H8)
GLE-H-H-27. Grade Level Expectation: U.S. History: United States History: Describe problems facing farmers and laborers, the ways they sought to enact change, and the responses of the government and business community (e.g., populism, share-croppers, rise of labor unions) (H-1B-H9)
GLE-H-H-28. Grade Level Expectation: U.S. History: United States History: Locate on a world map the territories acquired by the United States during its emergence as an imperial power in the world and explain how these territories were acquired (H-1B-H10)
GLE-H-H-29. Grade Level Expectation: U.S. History: United States History: Explain the U.S. policy of imperialism and how it increased U.S. involvement in world affairs (H-1B-H10)
GLE-H-H-30. Grade Level Expectation: U.S. History: United States History: Identify causes of World War I (H-1B-H10)
GLE-H-H-31. Grade Level Expectation: U.S. History: United States History: Describe the events that led to U.S. involvement in World War I (H-1B-H10)
GLE-H-H-32. Grade Level Expectation: U.S. History: United States History: Identify and describe significant events and issues during World War I (H-1B-H10)
GLE-H-H-33. Grade Level Expectation: U.S. History: United States History: Identify and explain the consequences of World War I, in terms of changes in U.S foreign and domestic policies during the 1920s (e.g., Treaty of Versailles, Wilson's Fourteen Points, League of Nations) (H-1B-H11)
GLE-H-H-34. Grade Level Expectation: U.S. History: United States History: Identify the characteristics of the 1920s and describe the cultural changes that resulted (e.g., Harlem Renaissance, prohibition, women's suffrage) (H-1B-H11)
GLE-H-H-35. Grade Level Expectation: U.S. History: United States History: Analyze the international and domestic events, interests, and philosophies that prompted threats to civil liberties in the aftermath of World War I (H-1B-H11)
GLE-H-H-36. Grade Level Expectation: U.S. History: United States History: Identify the causes of the Great Depression (e.g., over speculation, Stock Market Crash of 1929) and analyze its impact on American society (H-1B-H12)
GLE-H-H-37. Grade Level Expectation: U.S. History: United States History: Explain the expanding role of government as a result of the Great Depression and the New Deal and analyze the effects of the New Deal legislation (H-1B-H12)
GLE-H-H-38. Grade Level Expectation: U.S. History: United States History: Describe the conditions that led to the outbreak of World War II (H-1B-H13)
GLE-H-H-39. Grade Level Expectation: U.S. History: United States History: Describe the events that led the United States into World War II (H-1B-H13)
GLE-H-H-40. Grade Level Expectation: U.S. History: United States History: Describe the course of World War II, including major turning points and key strategic decisions (H-1B-H13)
GLE-H-H-41. Grade Level Expectation: U.S. History: United States History: Describe the effects of World War II on the U.S. home front and Europe, including the Holocaust (H-1B-H13)
GLE-H-H-42. Grade Level Expectation: U.S. History: United States History: Explain the consequences and impact of World War II (e.g., Cold War, United Nations, Baby Boom) (H-1B-H13)
GLE-H-H-43. Grade Level Expectation: U.S. History: United States History: Analyze the spread of Communism after World War II and its impact on U.S. foreign policy (H-1B-H14)
GLE-H-H-44. Grade Level Expectation: U.S. History: United States History: Analyze the conflicts that resulted from Cold War tensions (e.g., Vietnam War, Korean War) (H-1B-H14)
GLE-H-H-45. Grade Level Expectation: U.S. History: United States History: Describe the impact of the Cold War on American society and domestic policy (e.g., McCarthyism, Space Race) (H-1B-H14)
GLE-H-H-46. Grade Level Expectation: U.S. History: United States History: Analyze the reasons for the end of the Cold War and its impact on the world today (H-1B-H14)
GLE-H-H-47. Grade Level Expectation: U.S. History: United States History: Explain the impact of post-World War II domestic policies on life in the United States (e.g., the Great Society) (H-1B-H15)
GLE-H-H-48. Grade Level Expectation: U.S. History: United States History: Identify the primary leaders of the Civil Rights Movement and describe major issues and accomplishments (H-1B-H15)
GLE-H-H-49. Grade Level Expectation: U.S. History: United States History: Describe the effects of Watergate on the United States and its political system (H-1B-H15)
GLE-H-H-50. Grade Level Expectation: U.S. History: United States History: Identify and describe the social and cultural changes from the 1960s to the present (e.g., Women's Movement) (H-1B-H15)
GLE-H-H-51. Grade Level Expectation: U.S. History: United States History: Evaluate various means of achieving equality of political rights (e.g., civil disobedience vs. violent protest) (H-1B-H15)
GLE-H-H-52. Grade Level Expectation: U.S. History: United States History: Evaluate the effects of the mass media on American society (H-1B-H16)
GLE-H-H-53. Grade Level Expectation: U.S. History: United States History: Describe the impact of technology on American society (H-1B-H16)
GLE-H-H-54. Grade Level Expectation: U.S. History: United States History: Analyze contemporary issues in American society and suggest alternative solutions (H-1B-H17)
GLE-H-H-55. Grade Level Expectation: U.S. History: United States History: Identify recent U.S. Supreme Court decisions and describe how they impact political and social institutions (e.g., presidential election of 2000) (H-1B-H17)
GLE-H-H-56. Grade Level Expectation: U.S. History: United States History: Describe the relationship of the United States and nations of the world in the post-Cold War era (e.g., Middle East conflicts, U.S. peace keeping) (H-1B-H18)
GLE-H-H-57. Grade Level Expectation: U.S. History: United States History: Identify recent trends in the U.S. economy and explain shifts in government policy designed to address them (e.g., NAFTA, global economy) (H-1B-H18)
GLE-H-H-58. Grade Level Expectation: U.S. History: United States History: Identify and explain recent domestic issues and reform movements (e.g., terrorism, energy, environment, war on drugs, education) (H-1B-H18)
GLE-H-H-59. Grade Level Expectation: World History: Historical Thinking Skills: Construct a timeline to explain and analyze historical periods in world history (H-1A-H1)
GLE-H-H-60. Grade Level Expectation: World History: Historical Thinking Skills: Compare historical periods or historical conflicts in terms of similar issues, actions, or trends in world history (H-1A-H1)
GLE-H-H-61. Grade Level Expectation: World History: Historical Thinking Skills: Contrast past and present events or ideas in world history, demonstrating awareness of differing political, social, or economic context (H-1A-H1)
GLE-H-H-62. Grade Level Expectation: World History: Historical Thinking Skills: Analyze change or continuity in areas of the world over time based on information in stimulus material (H-1A-H1)
GLE-H-H-63. Grade Level Expectation: World History: Historical Thinking Skills: Describe multiple perspectives on an historical issue or event in world history (H-1A-H2)
GLE-H-H-64. Grade Level Expectation: World History: Historical Thinking Skills: Analyze the point of view of an historical figure or group in world history (H-1A-H2)
GLE-H-H-65. Grade Level Expectation: World History: Historical Thinking Skills: Analyze or interpret a given historical event, idea, or issue in world history (H-1A-H2)
GLE-H-H-66. Grade Level Expectation: World History: Historical Thinking Skills: Debate an historical point of view, with supporting evidence, on an issue or event in world history (H-1A-H2)
GLE-H-H-67. Grade Level Expectation: World History: Historical Thinking Skills: Evaluate and use multiple primary or secondary materials to interpret historical facts, ideas, or issues (H-1A-H3)
GLE-H-H-68. Grade Level Expectation: World History: Historical Thinking Skills: Determine when primary and/or secondary sources would be most useful when analyzing historical events (H-1A-H3)
GLE-H-H-69. Grade Level Expectation: World History: Historical Thinking Skills: Propose and defend alternative courses of action to address an historical or contemporary issue, and evaluate their positive and negative implications (H-1A-H4)
GLE-H-H-70. Grade Level Expectation: World History: Historical Thinking Skills: Analyze and evaluate the credibility of a given historical document (e.g., in terms of its source, unstated assumptions) (H-1A-H4)
GLE-H-H-71. Grade Level Expectation: World History: Historical Thinking Skills: Analyze source material to identify opinion or propaganda and persuasive techniques (H-1A-H4)
GLE-H-H-72. Grade Level Expectation: World History: Historical Thinking Skills: Interpret a political cartoon depicting an historical event, issue, or perspective (H-1A-H4)
GLE-H-H-73. Grade Level Expectation: World History: Historical Thinking Skills: Interpret or analyze historical data in a map, table, or graph to explain historical factors or trends (H-1A-H4)
GLE-H-H-74. Grade Level Expectation: World History: Historical Thinking Skills: Construct a narrative summary of an historical speech or address (H-1A-H5)
GLE-H-H-75. Grade Level Expectation: World History: Historical Thinking Skills: Conduct historical research using a variety of resources to answer historical questions related to world history and present that research in appropriate format(s) (visual, electronic, written) (H-1A-H5)
GLE-H-H-76. Grade Level Expectation: World History: Historical Thinking Skills: Analyze causes and effects in historical and contemporary world events, using a variety of resources (H-1A-H6)
GLE-H-H-77. Grade Level Expectation: World History: World History: Explain the origins, developments, and consequences of the transatlantic slave trade between Africa and the Americas and Europe (H-1C-H6)
GLE-H-H-78. Grade Level Expectation: World History: World History: Identify major technological innovations in shipbuilding, navigation, and naval warfare, and explain how these technological advances were related to European voyages of exploration, conquest, and colonization (H-1C-H6)
GLE-H-H-79. Grade Level Expectation: World History: World History: Identify demographic, economic, and social trends in major world regions (H-1C-H7)
GLE-H-H-80. Grade Level Expectation: World History: World History: Describe key features of the Renaissance, Reformation, Scientific Revolution, and the Age of Enlightenment (H-1C-H7)
GLE-H-H-81. Grade Level Expectation: World History: World History: Describe major changes in world political boundaries between 1450 and 1770 and assess the extent and limitations of European political and military power in Africa, Asia, and the Americas as of the mid-eighteenth century (H-1C-H8)
GLE-H-H-82. Grade Level Expectation: World History: World History: Describe the development of nation-states and major world powers (H-1C-H8)
GLE-H-H-83. Grade Level Expectation: World History: World History: Describe the goals and consequences of European colonization in the Americas (H-1C-H9)
GLE-H-H-84. Grade Level Expectation: World History: World History: Describe the European commercial penetration of Asia and the impact on trade (H-1C-H9)
GLE-H-H-85. Grade Level Expectation: World History: World History: Identify the influence of European economic power within Africa and its impact on other parts of the world (H-1C-H9)
GLE-H-H-86. Grade Level Expectation: World History: World History: Describe the major ideas of philosophers and their effects on the world (H-1C-H10)
GLE-H-H-87. Grade Level Expectation: World History: World History: Identify causes and evaluate effects of major political revolutions since the seventeenth century (H-1C-H10)
GLE-H-H-88. Grade Level Expectation: World History: World History: Describe how the American Revolution differed from the French Revolution and the impact both had on world political developments (H-1C-H10)
GLE-H-H-89. Grade Level Expectation: World History: World History: Describe the characteristics of the agricultural revolution that occurred in England and Western Europe and analyze its effects on population growth, industrialization, and patterns of landholding (H-1C-H11)
GLE-H-H-90. Grade Level Expectation: World History: World History: Describe the expansion of industrial economies and the resulting social transformations throughout the world (e.g., urbanization, change in daily work life) (H-1C-H11)
GLE-H-H-91. Grade Level Expectation: World History: World History: Describe the motives, major events, and effects of Western European and American imperialism in Africa, Asia, and the Americas (H-1C-H12)
GLE-H-H-92. Grade Level Expectation: World History: World History: Using a map, identify the extent of European and American territorial expansion (H-1C-H12)
GLE-H-H-93. Grade Level Expectation: World History: World History: Describe the origins, major events, and peace settlements of World War I from multiple international perspectives (H-1C-H13)
GLE-H-H-94. Grade Level Expectation: World History: World History: Describe the causes and consequences of the Russian Revolution of 1917 (H-1C-H13)
GLE-H-H-95. Grade Level Expectation: World History: World History: Explain how art, literature, and intellectual thought reflect changes brought about by World War I (e.g., Freud, Einstein) (H-1C-H13)
GLE-H-H-96. Grade Level Expectation: World History: World History: Explain the causes and consequences of global depression following World War I (H-1C-H13)
GLE-H-H-97. Grade Level Expectation: World History: World History: Describe the political, social, and economic conditions leading to the rise of totalitarianism in the Soviet Union, Germany, Italy, Japan, and Spain (H-1C-H13)
GLE-H-H-98. Grade Level Expectation: World History: World History: Describe the origins, major events, and peace settlements of World War II including decisions made at wartime conferences (H-1C-H13)
GLE-H-H-99. Grade Level Expectation: World History: World History: Explain the consequences of World War II as a total war (e.g., occupation of defeated powers, Nuremberg trials, Japanese war trials, Cold War, NATO, Warsaw Pact) (H-1C-H13)
GLE-H-H-100. Grade Level Expectation: World History: World History: Explain major differences in the political ideologies and values of the Western democracies versus the Soviet bloc and how they led to development of the Cold War (H-1C-H14)
GLE-H-H-101. Grade Level Expectation: World History: World History: Describe the causes and effects of major Cold War crises and military conflicts on the world (H-1C-H14)
GLE-H-H-102. Grade Level Expectation: World History: World History: Analyze and compare the development of Communism in the Soviet Union and China (H-1C-H14)
GLE-H-H-103. Grade Level Expectation: World History: World History: Describe the end of colonial rule in Asia, Africa, the Americas, and the Middle East (H-1C-H14)
GLE-H-H-104. Grade Level Expectation: World History: World History: Describe the role of the United Nations in the contemporary world (H-1C-H14)
GLE-H-H-105. Grade Level Expectation: World History: World History: Analyze the consequences of the breakup of the Soviet Union on the world (H-1C-H15)
GLE-H-H-106 Grade Level Expectation: World History: World History: Describe terrorist movements in terms of their proliferation and impact on politics and societies (H-1C-H15)
GLE-H-H-107. Grade Level Expectation: World History: World History: Describe the progress and status of democratic movements and civil rights around the world (H-1C-H15)
GLE-H-H-108. Grade Level Expectation: World History: World History: Explain the political, social, and economic significance of the growing interdependence in the global economy (H-1C-H15)
GLE-H-H-109. Grade Level Expectation: World History: World History: Analyze information about current economic systems undergoing change (e.g., command economy to mixed economy, traditional economy to industrial economy, developing countries to developed countries) (H-1C-H15)
GLE-H-H-110. Grade Level Expectation: World History: World History: Describe and evaluate the significance and possible consequences of major technological innovations and trends (H-1C-H15)