Mississippi State Standards for Social Studies:

MS.1. Self/Home: Develop an understanding of self/home in relationship to the expanding horizon theme. (C, H)

1.a. Identify the student's role in his/her immediate family. 29
Suggested Titles for Mississippi Social Studies State Standard 1.a.

1.b. Recognize non-traditional families (e.g., single parent, foster, etc.). 20
Suggested Titles for Mississippi Social Studies State Standard 1.b.

1.c. Describe personal physical changes over time (e.g., growing up). 2
Suggested Titles for Mississippi Social Studies State Standard 1.c.

1.d. Recognize varieties of family life and cultures (e.g., rural, urban, national, international (For Example: Japan)). 21
Suggested Titles for Mississippi Social Studies State Standard 1.d.

1.e. Identify student responsibilities at home and school (e.g., chores, completing tasks, following directions, etc.). 35
Suggested Titles for Mississippi Social Studies State Standard 1.e.

MS.2. Self/Home: Acquire the characteristics to be a responsible citizen in the United States. (C, H, G, E)

2.a. Explain the purpose of rules and laws and why they are important in the home and classroom. 4
Suggested Titles for Mississippi Social Studies State Standard 2.a.

2.b. Recognize authority figures in the home and school. 28
Suggested Titles for Mississippi Social Studies State Standard 2.b.

2.c. Identify state and national symbols (e.g., Mississippi state symbols, United States flag, American eagle, historical figures, proper civic protocol, etc.). 5
Suggested Titles for Mississippi Social Studies State Standard 2.c.

2.d. Discuss waste vs. non-waste (e.g., garbage, paper, plastic, recycling, consumable, non-consumable). 20
Suggested Titles for Mississippi Social Studies State Standard 2.d.

2.e. Discover the relationship among people, places, and environments (e.g., importance of following rules, safety, manners, etc.). 11
Suggested Titles for Mississippi Social Studies State Standard 2.e.

2.f. Recognize responsibilities of the individual (e.g., courteous public behavior, honesty, self-control, respect for the rights and property of others, etc.). 17
Suggested Titles for Mississippi Social Studies State Standard 2.f.

MS.3. Self/Home: Demonstrate the ability to use social studies tools (e.g., timelines, bar graphs, globes, classroom maps, etc). (C, H, G)

3.a. Recognize and apply terms related to location, direction, size, and distance (e.g., up, down, left, right, here, there, etc.). 5
Suggested Titles for Mississippi Social Studies State Standard 3.a.

3.b. Recognize the globe as a representation of Earth. 5
Suggested Titles for Mississippi Social Studies State Standard 3.b.

3.c. Recognize a map as a pictorial representation of reality (e.g., the classroom, city, etc.). 6
Suggested Titles for Mississippi Social Studies State Standard 3.c.

3.d. Identify cardinal directions. 6
Suggested Titles for Mississippi Social Studies State Standard 3.d.

MS.4. Self/Home: Identify the interdependence of economics (self/family). (C, G, E)

4.a. Classify primary land uses (e.g., farming, livestock, fishing, residential, recreation, etc.). 8
Suggested Titles for Mississippi Social Studies State Standard 4.a.

4.b. State the needs and wants of self and family as consumers (e.g., food [need], toy [want], shelter [need], castle [want], etc.). 6
Suggested Titles for Mississippi Social Studies State Standard 4.b.

4.c. State the scarcity of resources in the classroom/home environment (e.g., pencils, paper, etc.). 7
Suggested Titles for Mississippi Social Studies State Standard 4.c.

4.d. State the opportunity cost of choices made in the home environment (e.g., change, watch television or play outside, etc.). 4
Suggested Titles for Mississippi Social Studies State Standard 4.d.

4.e. State the goods and services provided by family producers. 10
Suggested Titles for Mississippi Social Studies State Standard 4.e.

4.f. State the division of labor within the classroom/home environment (e.g., making an art project, using an assembly line, classroom and community helpers, etc.). 25
Suggested Titles for Mississippi Social Studies State Standard 4.f.

MS.5. Self/Home: Integrate, connect and apply social studies into other subject areas and everyday life. (C, H, G)

5.a. Identify settings of read-aloud stories as geographic locations e.g., Grandfather's Journey -Japan). 12
Suggested Titles for Mississippi Social Studies State Standard 5.a.

5.b. Recognize that various cultures utilize different styles of writing (e.g., Japanese alphabet vs. English alphabet). 4
Suggested Titles for Mississippi Social Studies State Standard 5.b.

5.c. Recognize that countries are different sizes and shapes (e.g., islands of Japan vs. mainland United States). 3
Suggested Titles for Mississippi Social Studies State Standard 5.c.

5.d. Recognize that various cultures enjoy different styles of music, art, dress, food and languages. 5
Suggested Titles for Mississippi Social Studies State Standard 5.d.

MS.1. Family/School: Develop an understanding of family/school in relationship to the expanding horizon theme. (C, H, G, E)

1.a. Discover relationships among people, places, and environments (e.g., families in the United States and Germany). 32
Suggested Titles for Mississippi Social Studies State Standard 1.a.

1.b. Explain the different ways that families express and transmit their values or beliefs (e.g., picture albums, videos, family stories, holiday traditions, etc.). 21
Suggested Titles for Mississippi Social Studies State Standard 1.b.

1.c. Identify student responsibilities at home and school (e.g., completing homework, following procedures, etc.). 13
Suggested Titles for Mississippi Social Studies State Standard 1.c.

1.d. Recognize varieties of family life and cultures (e.g., rural, urban, national, and international (For Example: Germany), etc.). 10
Suggested Titles for Mississippi Social Studies State Standard 1.d.

MS.2. Family/School: Acquire the characteristics to be a responsible citizen. (C, H, E)

2.a. Demonstrate the voting process (e.g., by a show of hands, secret ballot, etc.). 2
Suggested Titles for Mississippi Social Studies State Standard 2.a.

2.b. Explain the purpose/consequences of rules in the school and how and why authority is obtained. 5
Suggested Titles for Mississippi Social Studies State Standard 2.b.

2.c. Explain why certain civic responsibilities (e.g., protocol such as manners, obeying rules, courteous public behavior and studying historical figures, etc.) are important to the child, family, and school. 9
Suggested Titles for Mississippi Social Studies State Standard 2.c.

2.d. Recognize responsibilities of the individual (e.g., respect for the rights and property of others, tolerance, honesty, compassion, self-control, participation in the democratic process, work for the common good, etc.). 25
Suggested Titles for Mississippi Social Studies State Standard 2.d.

MS.3. Family/School: Demonstrate the ability to use social studies tools (e.g., timelines, bar graphs, pictographs, globes, school maps, etc.). (C, H, G, E)

3.a. Identify time and space relevant to a student's environment (e.g., home/school) by using social studies tools (e.g., maps, timelines, etc.). 8
Suggested Titles for Mississippi Social Studies State Standard 3.a.

3.b. Demonstrate and apply spatial and ecological perspectives to life situations (e.g., waste disposal within a family or school environment, etc.). 23
Suggested Titles for Mississippi Social Studies State Standard 3.b.

3.c. Identify and apply cardinal directions to maps. 7
Suggested Titles for Mississippi Social Studies State Standard 3.c.

3.d. Recognize the globe as a representation of Earth. 5
Suggested Titles for Mississippi Social Studies State Standard 3.d.

MS.4. Family/School: Identify the interdependence of economics (self/family). (C, H, E)

4.a. Describe the needs and wants of students/family members as consumers. 1
Suggested Titles for Mississippi Social Studies State Standard 4.a.

4.b. Describe the scarcity of resources within the home/classroom environment (e.g., computers, etc.). 1
Suggested Titles for Mississippi Social Studies State Standard 4.b.

4.c. Describe the opportunity cost of choices made in the home/classroom environment (e.g., spending money for treats and not having money for lunch, etc.). 5
Suggested Titles for Mississippi Social Studies State Standard 4.c.

4.d. Describe the goods and services provided by student, family, and school producers. 11
Suggested Titles for Mississippi Social Studies State Standard 4.d.

4.e. Describe the division of labor within the home/classroom environment (e.g., family helps make a holiday meal, etc.). 9
Suggested Titles for Mississippi Social Studies State Standard 4.e.

MS.5. Family/School: Integrate, connect, and apply social studies into other subject areas and everyday life. (C, H, E)

5.a. Identify settings of read-aloud stories as geographic locations (e.g., German book of your choice, Pinocchio). 5
Suggested Titles for Mississippi Social Studies State Standard 5.a.

5.b. Identify children's literature characters as members of various cultures (e.g., characters from German book). 3
Suggested Titles for Mississippi Social Studies State Standard 5.b.

5.c. Compare and contrast items from various cultures (e.g., German chocolate vs. American chocolate, clothing, currency, etc.). 1
Suggested Titles for Mississippi Social Studies State Standard 5.c.

5.d. Recognize that various cultures enjoy different styles of dance (e.g., German folk dance, etc.), music, art, dress, and language. 5
Suggested Titles for Mississippi Social Studies State Standard 5.d.

MS.1. School/Neighborhood: Develop an understanding of school/neighborhoods in relationship to the expanding horizon theme. (C, H, G, E)

1.a. Compare and contrast selected neighborhoods (e.g., local schools/neighborhoods and Chinese schools/neighborhoods, etc.). 9
Suggested Titles for Mississippi Social Studies State Standard 1.a.

1.b. Specify roles of different community helpers. 15
Suggested Titles for Mississippi Social Studies State Standard 1.b.

1.c. Represent the relationship among people, places, and environments (e.g., school and neighborhoods through time, etc.). 5
Suggested Titles for Mississippi Social Studies State Standard 1.c.

1.d. Identify student responsibilities at home, school, and in the neighborhood (e.g., homework, school supplies, following procedures, neighborhood awareness (neighborhood cleanup, home safety), etc.). 13
Suggested Titles for Mississippi Social Studies State Standard 1.d.

1.e. Recognize varieties of family life and cultures (e.g., rural, urban, national, and international (For Example: China), etc.). 15
Suggested Titles for Mississippi Social Studies State Standard 1.e.

MS.2. School/Neighborhood: Acquire the characteristics to be a responsible citizen. (C, H, E)

2.a. Explain the importance of Americans sharing history and supporting certain values, principles, and beliefs (e.g., holidays, democracy, historical figures, constitution, etc.). 17
Suggested Titles for Mississippi Social Studies State Standard 2.a.

2.b. Describe diversity in the United States and identify its benefits (e.g., cultural traditions and practices, variety of viewpoints, new ideas, etc.). 21
Suggested Titles for Mississippi Social Studies State Standard 2.b.

2.c. Explain why certain civic responsibilities (For Example: civic protocol, studying historical figures, etc.) are important to students in their school/neighborhood (e.g., littering, caring for the elderly, courteous public behavior, etc.). 24
Suggested Titles for Mississippi Social Studies State Standard 2.c.

2.d. Recognize responsibilities of the individual (e.g., respect for the rights and property of others, tolerance, honesty, compassion, self-control, participation in the democratic process, work for the common good, etc.). 12
Suggested Titles for Mississippi Social Studies State Standard 2.d.

MS.3. School/Neighborhood: Demonstrate the ability to use social studies tools (e.g., timelines, compass, maps, globes, graphs, etc.). (C, H, G, E)

3.a. Identify time and space relevant to a student's environment (e.g., school/neighborhood, etc.) by using social studies tools (e.g., maps, timelines, etc.). 6
Suggested Titles for Mississippi Social Studies State Standard 3.a.

3.b. Demonstrate and apply spatial and ecological perspectives to life situations (e.g., location of waste disposal, etc.). 32
Suggested Titles for Mississippi Social Studies State Standard 3.b.

3.c. Identify and apply cardinal directions. 5
Suggested Titles for Mississippi Social Studies State Standard 3.c.

MS.4. School/Neighborhood: Identify the interdependence of economics (self/family). (C, H, E)

4.a. Recognize resources and scarcity of resources within a neighborhood environment (e.g., parks, water during drought, etc.). 15
Suggested Titles for Mississippi Social Studies State Standard 4.a.

4.b. Describe the needs and wants of neighborhood consumers (e.g., drinking water [need], water for a swimming pool [want], etc.). 7
Suggested Titles for Mississippi Social Studies State Standard 4.b.

4.c. Describe the division of labor within a school/neighborhood environment (e.g., planning a neighborhood garage sale, etc.). 7
Suggested Titles for Mississippi Social Studies State Standard 4.c.

4.d. Identify goods and services provided by neighborhoods (e.g., goods are objects [cookies], services are actions [bakery], etc.). 18
Suggested Titles for Mississippi Social Studies State Standard 4.d.

4.e. Describe the opportunity cost of choices (e.g., keeping a job and staying in the neighborhood or relocating, etc.). 10
Suggested Titles for Mississippi Social Studies State Standard 4.e.

MS.5. School/Neighborhood: Integrate, connect and apply social studies into other subject areas and everyday life. C, H, G)

5.a. Identify story elements of read-aloud stories from various cultures (e.g., The Last Dragon). 6
Suggested Titles for Mississippi Social Studies State Standard 5.a.

5.b. Compare and contrast various styles of art and music from different cultures (e.g., China). 5
Suggested Titles for Mississippi Social Studies State Standard 5.b.

5.c. Create a story based on facts presented about life in a different country (e.g., China). 4
Suggested Titles for Mississippi Social Studies State Standard 5.c.

5.d. Construct a picture using materials from various countries (e.g., tangrams, chopsticks from China, etc.). 2
Suggested Titles for Mississippi Social Studies State Standard 5.d.

MS.1. Communities/Local Government: Develop an understanding of community/local government in relationship to the expanding horizon theme. (C, H, G, E)

1.a. Describe relationships among people, places, and environments (e.g., local communities and Kenya, etc.). 9
Suggested Titles for Mississippi Social Studies State Standard 1.a.

1.b. Describe how human activities alter the environment (e.g., reservoirs, dams, slash and burn forests, construction). 37
Suggested Titles for Mississippi Social Studies State Standard 1.b.

1.c. Identify historical figures in local communities and explain their characteristics and significance. 4
Suggested Titles for Mississippi Social Studies State Standard 1.c.

1.d. Describe local community life through history. 5
Suggested Titles for Mississippi Social Studies State Standard 1.d.

1.e. Compare selected communities in North America and other areas.

1.f. Identify student responsibilities at home, school, and community (e.g., homework, school supplies, procedures, school/community drives). 8
Suggested Titles for Mississippi Social Studies State Standard 1.f.

1.g. Recognize varieties of family life and cultures (e.g., rural, urban, national, and international (For Example: Kenya)). 12
Suggested Titles for Mississippi Social Studies State Standard 1.g.

MS.2. Communities/Local Government: Acquire the characteristics to be a responsible citizen in the United States. (C, H, G, E)

2.a. Define the necessity and purpose(s) of government in a community. 4
Suggested Titles for Mississippi Social Studies State Standard 2.a.

2.b. Recognize that there are different forms of government in different communities around the world. 10
Suggested Titles for Mississippi Social Studies State Standard 2.b.

2.c. Explain the purpose of rules and laws and why they are important to a community e.g., recycling, energy conservation, courteous public behavior, etc.). 23
Suggested Titles for Mississippi Social Studies State Standard 2.c.

2.d. Identify some important beliefs commonly held by Americans about themselves and their government (e.g., individual rights and freedoms, common good, respect for law, importance of work, education, volunteerism, conflict resolution, etc.). 19
Suggested Titles for Mississippi Social Studies State Standard 2.d.

2.e. Explain the most important responsibilities of local government to the community. 8
Suggested Titles for Mississippi Social Studies State Standard 2.e.

2.f. Explain why certain civic responsibilities (e.g., civic protocol, and studying historical figures, etc.) are important to individuals and to the community. 9
Suggested Titles for Mississippi Social Studies State Standard 2.f.

2.g. Recognize responsibilities of the individual as they relate to the student's community (e.g., respect for the rights and property of others, tolerance, honesty, compassion, self-control, participation in the democratic process, work for the common good, etc.). 8
Suggested Titles for Mississippi Social Studies State Standard 2.g.

MS.3. Communities/Local Government: Demonstrate the ability to use social studies tools (e.g., timelines, maps, globes, compasses, graphs, technological resources, grids, schedules, etc.). (C, H, G, E)

3.a. Use maps and globes to find relative and absolute locations in regard to different communities (e.g., spatial perspective, longitude, latitude, etc.). 13
Suggested Titles for Mississippi Social Studies State Standard 3.a.

3.b. Show movement of products/people in a community and surrounding areas. 4
Suggested Titles for Mississippi Social Studies State Standard 3.b.

3.c. Identify time and space relevant to a student's community (e.g., school and community) by using social studies tools (e.g., timelines, maps, etc.). 14
Suggested Titles for Mississippi Social Studies State Standard 3.c.

3.d. Demonstrate and apply spatial and ecological perspectives in life situations (e.g., locating waste disposal in your community, etc.). 22
Suggested Titles for Mississippi Social Studies State Standard 3.d.

3.e. Recognize that the world is divided into different communities (e.g., cultural, political, geographic, etc.). 7
Suggested Titles for Mississippi Social Studies State Standard 3.e.

3.f. Identify all cardinal and intermediate directions. 8
Suggested Titles for Mississippi Social Studies State Standard 3.f.

3.g. Locate various geographical points using latitude and longitude (e.g., map of Africa). 9
Suggested Titles for Mississippi Social Studies State Standard 3.g.

MS.4. Communities/Local Government: Identify the interdependence of economics (self/family, school/neighborhood, and local).

4.a. Identify the ways in which a community depends upon other communities to provide for its wants and needs and goods and services (e.g., goods are objects [car, shampoo], services are actions [auto repair, haircut]). 14
Suggested Titles for Mississippi Social Studies State Standard 4.a.

4.b. Identify resources and scarcity of resources within the community (e.g., water, waste disposal areas). 17
Suggested Titles for Mississippi Social Studies State Standard 4.b.

4.c. Describe the opportunity costs of choices made within the community (e.g., jobs and relocation, etc.). 13
Suggested Titles for Mississippi Social Studies State Standard 4.c.

4.d. Describe the division of labor within communities (e.g., awareness of jobs and careers). 10
Suggested Titles for Mississippi Social Studies State Standard 4.d.

MS.5. Communities/Local Government: Integrate, connect and apply social studies into other subject areas and everyday life. (G, H, C)

5.a. Identify story elements of read-aloud stories from various cultures (e.g., Mufaro's Beautiful Daughter). 9
Suggested Titles for Mississippi Social Studies State Standard 5.a.

5.b. Compare and contrast various animals and their habitats from different countries (e.g., elephants, lions, zebras, desert, savannah, etc.). 7
Suggested Titles for Mississippi Social Studies State Standard 5.b.

5.c. Create a cultural artifact of another country/culture using geometric patterns (e.g., pictures, animals, masks). 1
Suggested Titles for Mississippi Social Studies State Standard 5.c.

MS.1. Mississippi Studies: Integrate, connect, and apply social studies into other subject areas and everyday life. (G, H, C)

1.a. Identify story elements in read-aloud stories based on Mississippi (e.g., Steamboats on the MS). 3
Suggested Titles for Mississippi Social Studies State Standard 1.a.

1.b. Identify various cultures in Mississippi (e.g., Native American). 3
Suggested Titles for Mississippi Social Studies State Standard 1.b.

1.c. Measure the distance between geographical locations discussed within stories (e.g., Devil's Highway - measure distance traveled along The Natchez Trace). 24
Suggested Titles for Mississippi Social Studies State Standard 1.c.

1.d. Identify regional soil types in Mississippi and investigate their effects on local agriculture. 5
Suggested Titles for Mississippi Social Studies State Standard 1.d.

1.e. Explain the connections between Mississippi and other states (e.g., economic, political borders, etc.). 19
Suggested Titles for Mississippi Social Studies State Standard 1.e.

MS.2. Mississippi Studies: Acquire the characteristics to be a responsible citizen at the local, state, national and international level. (C, H, G, E)

2.a. Explain the functions, responsibilities, and histories of governments. 35
Suggested Titles for Mississippi Social Studies State Standard 2.a.

2.b. Explain the process of electing local and state officials. 9
Suggested Titles for Mississippi Social Studies State Standard 2.b.

2.c. Explain the student's role as a responsible citizen (e.g., justice, equality, responsibility, freedom, integrity, loyalty, honesty, diversity, compassion, fairness, courage, authority, rule of law, etc.). 13
Suggested Titles for Mississippi Social Studies State Standard 2.c.

2.d. Recognize responsibilities of the individual at home school, community and state(e.g., courteous public behavior, respect for the rights and property of others, tolerance, honesty, compassion, self-control, participation in the democratic process, and work for the common good). 8
Suggested Titles for Mississippi Social Studies State Standard 2.d.

MS.3. Mississippi Studies: Demonstrate the ability to use social studies tools (e.g., timelines, maps, primary sources, globes, compasses, graphs, technological resources, grids, schedules, etc.). (C, H, G, E)

3.a. Describe relationships among people, places, and environments (e.g., the Delta and the blues, etc.). 19
Suggested Titles for Mississippi Social Studies State Standard 3.a.

3.b. Demonstrate spatial and ecological perspectives to life situations (e.g., location of waste disposals in the state, wetlands, forest areas, etc.). 16
Suggested Titles for Mississippi Social Studies State Standard 3.b.

3.c. Locate Mississippi in relation to other states. 3
Suggested Titles for Mississippi Social Studies State Standard 3.c.

3.d. Identify time relevant to the student's environment (e.g., home/school) by using social studies tools (e.g., maps, timelines, graphs, etc.). 43
Suggested Titles for Mississippi Social Studies State Standard 3.d.

3.e. Review cardinal and intermediate directions. 10
Suggested Titles for Mississippi Social Studies State Standard 3.e.

3.f. Recognize space relevant to a student's environment (e.g., home/school, etc.) by using social studies tools (e.g., cardinal directions, map legends, etc.). 18
Suggested Titles for Mississippi Social Studies State Standard 3.f.

3.g. Sequence historical events in proper chronological order (e.g., Battle of Vicksburg, etc.). 18
Suggested Titles for Mississippi Social Studies State Standard 3.g.

3.h. Locate various places in Mississippi using a grid (e.g., city or state map). 3
Suggested Titles for Mississippi Social Studies State Standard 3.h.

MS.4. Mississippi Studies: Identify the interdependence of economics (self, family, local, and state). (C, H, G, E)

4.a. Compare the resources and scarcity of resources in a local region to other regions in Mississippi (e.g., Delta's rich soil vs. coastal waters). 22
Suggested Titles for Mississippi Social Studies State Standard 4.a.

4.b. Compare the resources and scarcity of resources of regions in Mississippi to other state regions. 21
Suggested Titles for Mississippi Social Studies State Standard 4.b.

4.c. Describe the division of labor within the state (e.g., government, industry, agriculture). 3
Suggested Titles for Mississippi Social Studies State Standard 4.c.

4.d. Describe the opportunity cost of choices made within Mississippi (e.g., cotton farming vs. soybean, pasture vs. manufacturing, beaches vs. casinos, landfill vs. park, etc.). 4
Suggested Titles for Mississippi Social Studies State Standard 4.d.

MS.1. United States Studies: Examine the historical development of the United States of America. (H, G)

1.a. Identify the various groups who migrated to North America and the cause(s) of this migration. 12
Suggested Titles for Mississippi Social Studies State Standard 1.a.

1.b. Investigate the impact of the various cultural groups who settled the United 23
Suggested Titles for Mississippi Social Studies State Standard 1.b.

1.c. Analyze the formation of and territorial expansion of our nation (e.g., founding of the original thirteen English colonies, Westward Expansion, addition of states and territories, etc.). 24
Suggested Titles for Mississippi Social Studies State Standard 1.c.

1.d. Analyze past and present patterns of rural/urban migrations within the United States. 14
Suggested Titles for Mississippi Social Studies State Standard 1.d.

MS.2. United States Studies: Discover how democratic values were established and have been exemplified by people, events, and symbols. (C, H)

2.a. Determine how democratic principles developed (e.g., women's suffrage, civil rights, etc.). 14
Suggested Titles for Mississippi Social Studies State Standard 2.a.

2.b. Compare our democratic principles to those of non-democratic nations. 8
Suggested Titles for Mississippi Social Studies State Standard 2.b.

2.c. Research/analyze how democratic events and symbols have evolved (e.g., flag, voting, inaugurations, etc.). 11
Suggested Titles for Mississippi Social Studies State Standard 2.c.

MS.3. United States Studies: Analyze spatial and ecological relationships between people, places, and environments utilizing social studies tools (e.g., timelines, mental and physical maps, globes, resources, graphs, a compass rose, political cartoons, charts, primary and secondary sources, technology, and other geographical representations). (C, H, G, E)

3.a. Analyze how 'national' and 'state' boundaries developed and have changed over time (e.g., Native American, Colonial, Louisiana Purchase, etc.). 7
Suggested Titles for Mississippi Social Studies State Standard 3.a.

3.b. Identify and locate the five regions of the United States including major United States cities, waterways, and landforms (e.g., Great Lakes, Grand Canyon, Mississippi River, states and capitals, etc.). 21
Suggested Titles for Mississippi Social Studies State Standard 3.b.

3.c. Measure/calculate distance on a variety of maps (e.g., map scales, etc.). 29
Suggested Titles for Mississippi Social Studies State Standard 3.c.

3.d. Analyze geographic information using social studies tools (e.g., graphs, timelines, maps, charts, globes, technology, etc.). 29
Suggested Titles for Mississippi Social Studies State Standard 3.d.

3.e. Identify cardinal and intermediate directions on maps. 22
Suggested Titles for Mississippi Social Studies State Standard 3.e.

3.f. Evaluate land use with a variety of maps (e.g., farming, industrial, recreation, housing, etc.). 36
Suggested Titles for Mississippi Social Studies State Standard 3.f.

3.g. Explain map essentials (e.g., scale, map symbols, elevation, etc.).Interpret special purpose maps and their uses (e.g., climate, vegetation, population, topographic, etc.). 30
Suggested Titles for Mississippi Social Studies State Standard 3.g.

3.h. Develop and use mental maps for identifying location. 20
Suggested Titles for Mississippi Social Studies State Standard 3.h.

3.i. Identify continents and place the United States appropriately. 20
Suggested Titles for Mississippi Social Studies State Standard 3.i.

3.j. Using social studies tools, identify and compare the characteristics of the five regions of the United States (e.g., soil, landforms, vegetation, wildlife, climate, etc.). 20
Suggested Titles for Mississippi Social Studies State Standard 3.j.

MS.4. United States Studies: Examine how the government, established by the Constitution, embodies the purposes, values, and principles of United States democracy. (C, H)

4.a. Explain how the powers of the national government are distributed, shared, and limited. 11
Suggested Titles for Mississippi Social Studies State Standard 4.a.

4.b. Identify people, places, documents, and events that led to the establishment of a democratic system (e.g., the Founding Fathers, Declaration of Independence, Articles of Confederation, Constitution, Bill of Rights, etc.). 22
Suggested Titles for Mississippi Social Studies State Standard 4.b.

4.c. Define 'rule of law' and explain how it protects individual rights of citizens. 8
Suggested Titles for Mississippi Social Studies State Standard 4.c.

MS.5. United States Studies: Analyze the ideals, principles, and practices of citizenship in a democratic society. (C, H)

5.a. Explain the meaning of American citizenship (e.g., change in definition of citizen over time, the process of becoming a citizen, etc.). 6
Suggested Titles for Mississippi Social Studies State Standard 5.a.

5.b. Identify the character traits that are important to the preservation and improvement of American constitutional democracy (e.g., courage, honesty, individual responsibility, compassion, patriotism, loyalty, freedom, integrity, fairness, justice, equality, diversity, authority, rule of law, etc.). 10
Suggested Titles for Mississippi Social Studies State Standard 5.b.

5.c. Identify civic rights and responsibilities (e.g., voting, paying taxes, etc.). 4
Suggested Titles for Mississippi Social Studies State Standard 5.c.

MS.6. United States Studies: Examine how cooperation and conflict among individuals, families, businesses, and government influence the distribution of resources and analyze the effect on the economy. (G, E)

6.a. Compare and contrast human and physical factors that affect economic development in various regions (e.g., households, businesses, banks, government agencies, labor unions, corporations, etc.). 13
Suggested Titles for Mississippi Social Studies State Standard 6.a.

6.b. Research the movement of a product from manufacture to use. 4
Suggested Titles for Mississippi Social Studies State Standard 6.b.

6.c. Explain the triangular trade route of 16th and 17th century that linked North America, Africa, and Europe and explain how the trade influenced the history of those continents. 2
Suggested Titles for Mississippi Social Studies State Standard 6.c.

6.d. Draw conclusions about how regional differences or similarities in religion, resources, etc. may lead to cooperation or conflict. 26
Suggested Titles for Mississippi Social Studies State Standard 6.d.

6.e. Identify and explain factors that contribute to conflict within and between the United States and other countries. 17
Suggested Titles for Mississippi Social Studies State Standard 6.e.

MS.7. United States Studies: Investigate how human technology and nature alters the environment. (G, H, C)

7.a. Analyze the effects of different types of technology on places (e.g., railroads in the 19th Century, satellite communications in the 20th Century, etc.). 17
Suggested Titles for Mississippi Social Studies State Standard 7.a.

7.b. Use social studies tools to determine how changing technology has affected the relationship between people and places. 18
Suggested Titles for Mississippi Social Studies State Standard 7.b.

MS.1. Western Hemisphere Studies: Examine characteristics of societies in the Western Hemisphere and trace their development. (C, H)

1.a. Investigate the history and cultures of the regions of the Western Hemisphere (e.g., Canada, North America, Middle America, South America, and Antarctica). 8
Suggested Titles for Mississippi Social Studies State Standard 1.a.

1.b. Compare and contrast the development of the United States with the development of other countries in the Western Hemisphere (e.g., Canada, Mexico, etc.). 14
Suggested Titles for Mississippi Social Studies State Standard 1.b.

MS.2. Western Hemisphere Studies: Apply spatial and ecological perspectives to people, places, and environment using social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary sources, charts, etc.). (C, H, E)

2.a. Identify the relative location of the United States in relation to other countries in the Western Hemisphere (e.g., mapping Western Hemisphere, etc.).

2.b. Analyze the human characteristics of places in the Western Hemisphere (e.g., homes, clothing, religion, language, literature, the arts, traditions, beliefs, behavior patterns and other cultural characteristics). 5
Suggested Titles for Mississippi Social Studies State Standard 2.b.

2.c. Describe and compare population settlement patterns during different periods and in different regions of the Western Hemisphere (e.g., Mayan Empire, Aztec Empire, Native American regions, etc.). 10
Suggested Titles for Mississippi Social Studies State Standard 2.c.

2.d. Analyze the physical characteristics of places in the Western Hemisphere (e.g., climate, resources, etc.). 7
Suggested Titles for Mississippi Social Studies State Standard 2.d.

2.e. Describe ecosystems and the differences between them throughout time. 4
Suggested Titles for Mississippi Social Studies State Standard 2.e.

2.f. Analyze migration patterns of people over time in the Western Hemisphere e.g., triangular trade, immigration, etc.). 4
Suggested Titles for Mississippi Social Studies State Standard 2.f.

2.g. Interpret special purpose maps (e.g., climate, vegetation, population). 39
Suggested Titles for Mississippi Social Studies State Standard 2.g.

2.h. Analyze information using social studies tools (e.g., graphs, maps, charts, tables, political cartoons, etc.). 41
Suggested Titles for Mississippi Social Studies State Standard 2.h.

MS.3. Western Hemisphere Studies: Analyze civic life, politics, and government in the Western Hemisphere. (C, H)

3.a. Describe the essential characteristics of democracy, socialism, and communism, as found in the countries of the Western Hemisphere. 8
Suggested Titles for Mississippi Social Studies State Standard 3.a.

3.b. Trace the evolution of political organizations in the Western Hemisphere (e.g., Organization of American States, etc.). 9
Suggested Titles for Mississippi Social Studies State Standard 3.b.

3.c. Assess the interactions of nations over time in the Western Hemisphere (e.g., political conflicts, commerce, transportation, immigration, etc.). 10
Suggested Titles for Mississippi Social Studies State Standard 3.c.

3.d. Recognize the responsibilities of citizens in the regions of the Western Hemisphere. 9
Suggested Titles for Mississippi Social Studies State Standard 3.d.

MS.4. Western Hemisphere Studies: Examine the economic interactions of individuals, families, communities, businesses, and governments in the Western Hemisphere. (H, G, E)

4.a. Determine the factors associated with the production of goods and services in the Western Hemisphere (e.g., trade, interdependence, supply, demand). 2
Suggested Titles for Mississippi Social Studies State Standard 4.a.

4.b. Determine the factors associated with the consumption of goods and services in the Western Hemisphere (e.g., trade, interdependence, supply, demand). 2
Suggested Titles for Mississippi Social Studies State Standard 4.b.

4.c. Identify and analyze the primary geographic causes for world trade.

MS.5. Western Hemisphere Studies: Describe the impact of technology on development of the Western Hemisphere and its ecology. (C, H, G, E)

5.a. Locate areas of ecological disasters brought on by man and the development of technology. 17
Suggested Titles for Mississippi Social Studies State Standard 5.a.

5.b. Identify new technology and the direct effect it has had on the development of a specific area (e.g., drilling for oil and minerals, pollution from factories, new jobs, etc.). 15
Suggested Titles for Mississippi Social Studies State Standard 5.b.

MS.1. Eastern Hemisphere Studies to 1750: Examine characteristics and development of various societies in the Eastern Hemisphere prior to 1750. (H)

1.a. Investigate the history of the following: Asia, Africa, Europe, Australia, and Islands of the Pacific (e.g., early man, Greeks, Romans, etc.). 22
Suggested Titles for Mississippi Social Studies State Standard 1.a.

1.b. Analyze various Eastern cultures: Asia, Africa, Europe, Australia, and the Islands of the Pacific (e.g., religion, language, customs, contributions, etc.). 30
Suggested Titles for Mississippi Social Studies State Standard 1.b.

MS.2. Eastern Hemisphere Studies to 1750: Apply spatial and ecological perspectives to people, places, and environment using social studies tools (e.g., timelines, maps, globes, primary and secondary resources, political cartoons, charts, graphs, a compass, technology, etc.). (H, G, E)

2.a. Locate early civilizations in the Eastern Hemisphere (e.g., river civilizations, Greeks, Romans, etc.). 13
Suggested Titles for Mississippi Social Studies State Standard 2.a.

2.b. Analyze the human characteristics of places in the Eastern Hemisphere. 27
Suggested Titles for Mississippi Social Studies State Standard 2.b.

2.c. Describe and compare population settlement patterns during different periods and in different regions of the Eastern Hemisphere (e.g., river civilizations, etc.). 24
Suggested Titles for Mississippi Social Studies State Standard 2.c.

2.d. Analyze the physical characteristics of places in the Eastern Hemisphere. 13
Suggested Titles for Mississippi Social Studies State Standard 2.d.

2.e. Map the development and spread of religions in the Eastern Hemisphere (e.g., Christianity, Islam, Buddhism, Judaism, etc.). 38
Suggested Titles for Mississippi Social Studies State Standard 2.e.

2.f. Describe ecosystems in the Eastern Hemisphere. 13
Suggested Titles for Mississippi Social Studies State Standard 2.f.

2.g. Analyze migration patterns of people over time in the Eastern Hemisphere (e.g., Roman Empire, explorers, etc.). 25
Suggested Titles for Mississippi Social Studies State Standard 2.g.

2.h. Identify the primary geographic causes for world trade. 5
Suggested Titles for Mississippi Social Studies State Standard 2.h.

2.i. Measure distances on a variety of maps. 30
Suggested Titles for Mississippi Social Studies State Standard 2.i.

2.j. Interpret special purpose maps (e.g., climate, vegetation, population, historical, etc.). 35
Suggested Titles for Mississippi Social Studies State Standard 2.j.

2.k. Analyze information using social studies tools(e.g. graphs, maps, charts, tables, political cartoons, etc.). 48
Suggested Titles for Mississippi Social Studies State Standard 2.k.

MS.3. Eastern Hemisphere Studies to 1750: Analyze civic life, politics, and government. (C, H)

3.a. Describe the essential characteristics of and need for government as found in the countries of the Eastern Hemisphere (e.g., monarchy, dictatorship, republic, dynasty, etc.). 4
Suggested Titles for Mississippi Social Studies State Standard 3.a.

3.b. Trace the evolution and impact of political movements and organizations in the Eastern Hemisphere (e.g., rise and fall of Roman Empire, Mongol rule, Ottoman Empire, etc.). 21
Suggested Titles for Mississippi Social Studies State Standard 3.b.

3.c Assess the interactions of nations over time in the Eastern Hemisphere (e.g., political conflicts, commerce, transportation, immigration, etc.). 23
Suggested Titles for Mississippi Social Studies State Standard 3.c

MS.4. Eastern Hemisphere Studies to 1750: Examine the economic interactions of individuals, families, communities, businesses, and governments in the Eastern Hemisphere prior to 1750. (C, H, E)

4.a. Determine the factors associated with the production and consumption of goods and services in the Eastern Hemisphere (e.g., trade, interdependence, supply, and demand). 34
Suggested Titles for Mississippi Social Studies State Standard 4.a.

4.b. Describe the essential characteristics of capitalism in the Eastern Hemisphere. 22
Suggested Titles for Mississippi Social Studies State Standard 4.b.

MS.1. United States History to 1877: Explain how geography, economics, and politics have influenced the historical development of the United States in the global community. (C, H, G, E)

1.a. Compare the Pre-Columbian societies of North America. 7
Suggested Titles for Mississippi Social Studies State Standard 1.a.

1.b. Examine the exploration and colonization periods of the United States. 25
Suggested Titles for Mississippi Social Studies State Standard 1.b.

1.c. Identify the causes and effects of the American Revolution and describe the sequence of events that led to American victory. 26
Suggested Titles for Mississippi Social Studies State Standard 1.c.

1.d. Identify reasons for immigration to the United States. 5
Suggested Titles for Mississippi Social Studies State Standard 1.d.

1.e. Discuss the causes and effects of the Industrial Revolution. 6
Suggested Titles for Mississippi Social Studies State Standard 1.e.

1.f. Identify the causes and effects of the Western movement. 7
Suggested Titles for Mississippi Social Studies State Standard 1.f.

1.g. Explain how the expansion of slavery led to regional tension. 48
Suggested Titles for Mississippi Social Studies State Standard 1.g.

1.h. Evaluate the impact of the Civil War and Reconstruction on the United States. 11
Suggested Titles for Mississippi Social Studies State Standard 1.h.

1.i. Identify the causes and effects of the Civil War and describe the sequence of events that led to the Union victory. 14
Suggested Titles for Mississippi Social Studies State Standard 1.i.

1.j. Examine Reconstruction. 10
Suggested Titles for Mississippi Social Studies State Standard 1.j.

MS.2. United States History to 1877: Analyze the development of the foundations of American democracy. (C, H)

2.a. Using primary and secondary sources, compare and contrast the major documents that laid the foundation for democracy (e.g., Declaration of Independence, Articles of Confederation, the United States Constitution, etc.). 11
Suggested Titles for Mississippi Social Studies State Standard 2.a.

2.b. Examine the development of rights and responsibilities established through historical documents (e.g., Magna Carta, Bill of Rights, etc.). 12
Suggested Titles for Mississippi Social Studies State Standard 2.b.

2.c. Examine the role of the Founding Fathers (e.g., Washington, Adams, and Jefferson). 19
Suggested Titles for Mississippi Social Studies State Standard 2.c.

2.d. Describe the formation and development of political parties. 13
Suggested Titles for Mississippi Social Studies State Standard 2.d.

MS.3. United States History to 1877: Evaluate the impact of the Civil War and Reconstruction on the United States. (C, H, G, E)

3.a. Identify the causes and effects of the Civil War and the Reconstruction. 17
Suggested Titles for Mississippi Social Studies State Standard 3.a.

3.b. Describe the sequence of events that led to the Union victory. 25
Suggested Titles for Mississippi Social Studies State Standard 3.b.

3.c. Examine the impact of Reconstruction. 12
Suggested Titles for Mississippi Social Studies State Standard 3.c.

MS.4. United States History to 1877: Analyze spatial and ecological relationships between, people, places, and environments using social studies tools (e.g., timelines, maps, globes, primary and secondary resources, charts, political cartoons, graphs, a compass, technology, etc.). (C, H, G, E)

4.a. Analyze and evaluate the patterns of migration and the consequences of human migration and territorial expansion within the United States (e.g., Native Americans, 49ers). 21
Suggested Titles for Mississippi Social Studies State Standard 4.a.

4.b. Trace the exploration and expansion from the Old World to the New World. 18
Suggested Titles for Mississippi Social Studies State Standard 4.b.

4.c. Trace the shift in United States society from agricultural/rural to industrial/urban. 7
Suggested Titles for Mississippi Social Studies State Standard 4.c.

4.d. Measure distances on maps and globes. 28
Suggested Titles for Mississippi Social Studies State Standard 4.d.

4.e. Interpret special purpose maps (e.g., historical, population, etc.). 7
Suggested Titles for Mississippi Social Studies State Standard 4.e.

4.f. Analyze statistical information using social studies tools (e.g. charts or graphs on crop production, etc.). 44
Suggested Titles for Mississippi Social Studies State Standard 4.f.

MS.5. United States History to 1877: Identify how the government established by the Constitution embodies the purposes, values, and principles of American democracy. (C, H)

5.a. Explain how and why powers are distributed and shared between national and state governments in the federal system. 22
Suggested Titles for Mississippi Social Studies State Standard 5.a.

5.b. Explain the essential fundamentals of American constitutional government. 15
Suggested Titles for Mississippi Social Studies State Standard 5.b.

5.c. Recognize the importance of the 'rule of law' for the protection of individual rights and the common good. 9
Suggested Titles for Mississippi Social Studies State Standard 5.c.

5.d. Analyze the political values and principles of American democracy as expressed in basic documents (e.g., Declaration of Independence, United States Constitution, Bill of Rights). 12
Suggested Titles for Mississippi Social Studies State Standard 5.d.

MS.6. United States History to 1877: Analyze the ideals, principles, and practices of citizens in a democratic society.

6.a. Assess the importance of certain traits of character in a democracy (e.g., civility, persistence, nationalism, integrity, courage, common good, loyalty, honesty, fairness, justice, equality, responsibility, freedom, diversity, compassion, authority, etc.). 35
Suggested Titles for Mississippi Social Studies State Standard 6.a.

6.b. Evaluate the value and challenge of diversity in American life. 6
Suggested Titles for Mississippi Social Studies State Standard 6.b.

6.c. Explain how political parties provide opportunities for citizens to participate in government. 38
Suggested Titles for Mississippi Social Studies State Standard 6.c.

6.d. Determine origins and resolutions of political conflict in the United States. 19
Suggested Titles for Mississippi Social Studies State Standard 6.d.

MS.7. United States History to 1877: Examine the interaction of individuals, families, communities (microeconomics), businesses, and governments (macroeconomics) and the potential costs and benefits to the United States economy. (G, E)

7.a. Compare and contrast the economic factors that led to the development of America (e.g., exploration, colonization, immigration, sectionalism, industry in the North vs. agriculture in the South, tariffs, etc.). 7
Suggested Titles for Mississippi Social Studies State Standard 7.a.

7.b. Recognize the economic factors that influenced the development of the federalist system (e.g., Hamilton's assumption of the national debt). 9
Suggested Titles for Mississippi Social Studies State Standard 7.b.

MS.8. United States History to 1877: Describe the impact of technology on the development of the United States and its ecology. (H, E)

8.a. Analyze the effect of inventions on the United States (e.g., cotton gin, mechanical reaper, Franklin stove, etc.). 4
Suggested Titles for Mississippi Social Studies State Standard 8.a.

8.b. Examine the impact of the Industrial Revolution on the United States. 10
Suggested Titles for Mississippi Social Studies State Standard 8.b.

8.c. Evaluate the importance of improvements in transportation and communication (e.g., steamboats, railroads, canals, telegraph, etc.). 13
Suggested Titles for Mississippi Social Studies State Standard 8.c.

MS.1. Community Service Learning: Develop intellectual skills through analysis and evaluation of data. (C, H, G, E)

1.a. Gather, interpret, analyze, summarize, evaluate, and present information; categorize information; and establish cause and effect relationships.

1.b. Understand issues, their history and contemporary relevance; and identify, describe, evaluate, and defend a position.

1.c. Identify criteria for making judgments.

1.d. Assess involvement, identify implications, and identify rights and responsibilities.

1.e. Explain positive character traits.

MS.2. Community Service Learning: Develop participatory skills by implementing learning. (C, H, G, E)

2.a. Solve problems and take action.

MS.3. Community Service Learning: Demonstrate the ability to use social studies skills through research (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

3.a. Understand issues and make choices; understand fundamental laws; and understand the role of decision-making.

3.b. Track issues in the media; research issues in the community, attend, report and reflect on meetings and hearings.

3.c. Use the media to gather and analyze information and acquire information from groups and individuals.

3.d. Devise a plan for dealing with behavioral issues of youth.

3.e. Exhibit characteristics of a positive role model.

3.f. Demonstrate the ability to solve a problem through listening and negotiation.

MS.4. Community Service Learning: Develop verbal and written persuasion skills through participation in civic events. (C, H, G, E)

4.a. Understand the importance of taking civic action.

4.b. Participate in classroom and school government; participate in civic meetings; and write letters to newspapers and members of government agencies.

4.c. Develop rationales to support one's point of view.

MS.5. Future Studies: Describe the relationship of people, places, and environments in future societies. (C, H, G, E)

5.a. Explain how geographical factors of future societies will affect art, drama, music, and literature.

5.b. Illustrate and explain how architecture and construction might change to accommodate the needs of a future society.

5.c. Identify the groups, professions, or types of people who will play the most significant roles in future societies, and how they have changed from past societies.

5.d. Utilize primary and secondary sources.

MS.6. Introduction to the Social Studies: Examine the discipline of sociology. (H, G, E)

6.a. Identify the tools and methodologies of sociological inquiry.

6.b. Discuss the various branches of study within the discipline (e.g., marriage and family, etc.).

6.c. Assess the career opportunities associated with the discipline of sociology.

MS.1. Mississippi Studies: World History: 1750 to the Present: Explain how geography, economics, and politics have influenced the historical development of various nations from 1750-present. (C, H, G, E)

1.a. Apply economic concepts and reasoning when evaluating social developments and issues (e.g., imperialism, socialism, communism, capitalism, etc.).

1.b. Describe movements that led to conflicts and revolutions in the late 18th/19th/20th centuries (e.g., Enlightenment, nationalism, unification, liberalism, industrialization, imperialism, modernization/westernization, militarism, globalization, etc.).

1.c. Examine the geographic factors that shaped the modern world (e.g., desire for and location of resources, trade routes, geographic locations of nationalist groups, etc.).

MS.2. Mississippi Studies: World History: 1750 to the Present: Describe the impact of science and technology on the historical development of the world since 1750. (H, G, E)

2.a. Explain the causes and consequences of the Agricultural and Industrial Revolutions of the 18th and 19th century on the modern world (e.g., new technology, urbanization, mass production, imperialism, militarism, reform movements, westernization/modernization, etc.).

2.b. Influence policies; negotiate, compromise, and seek consensus.

2.c. Make decisions, gather information, identify needs and resources, and clarify values.

MS.3. Mississippi Studies: World History: 1750 to the Present: Describe the relationships of people, places, and environments through the 19th and 20th centuries. (C, H, G, E)

3.a. Describe and analyze physical, cultural, and economic patterns and their interactions (e.g., land use, settlement/movement of people to new regions, cultural transmission patterns, etc.).

3.b. Analyze how various regional and global geographic patterns have influenced historical events (e.g., unification of Italy and Germany, decline of the Ottoman and Austrian Empires, imperialism as a precursor to WWI, growth of Germany/WWII, U.S.S.R/Cold War, SE Asia, Middle East, etc.).

3.c. Explain how people create places that reflect culture, human needs, government policy, and current values and ideals (e.g., formation of new nations, nationalist and reform movements, revolution/resistance, etc.).

3.d. Evaluate alternative policies for the use of land and other resources throughout the world (e.g., oil drilling, water conservation, mining, etc.).

3.e. Examine the global consequences of various world conflicts of the 19th and 20th centuries (e.g., Napoleonic Wars, Revolutions, WWI, WWII, Cold War, Gulf War, etc.).

MS.4. Mississippi Studies: World History: 1750 to the Present: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary documents, political cartoons, etc.). (C, H, G, E)

4.a. Locate regions of the world and demonstrate how and why they have changed over time (e.g., Europe before and after the Congress of Vienna, Post WWI, Post WWII, Vietnam, Former Soviet Union, etc.).

4.b. Synthesize information from various representations of the earth (e.g., special purpose maps, outer space photos, GPS, GIS, etc.).

4.c. Interpret information using appropriate social studies tools (e.g., maps, primary and secondary sources-cartoons, photographs, speeches, timelines, charts and graphs, etc.).

MS.5. Mississippi Studies: World History: 1750 to the Present: Explain how civic responsibilities are important to Americans as citizens of a global community. (C)

5.a. Discuss the role of the United States in various world organizations (e.g., U.N., NATO, SEATO, OAS, etc.).

5.b. Discuss the response of the American people to various world crises (e.g., apartheid, natural disasters, fall of communism, economic problems, human rights issues, etc.).

5.c. Analyze the present status of the worldwide deployment of United State troops and examine reasons for their deployment, such as humanitarian reasons, buffering, peacekeeping, etc. (e.g., Germany, the Balkan Peninsula, Afghanistan, Africa, Middle East, Korea, etc.).

MS.1. United States History: 1877 to the Present: Explain how politics have influenced the domestic development and international relationships of the United States since 1877. (C, H)

1.a. Explain the emergence of modern America from a domestic perspective (e.g., frontier experience, Industrial Revolution and organized labor, reform movements of Populism and Progressivism, Women's Movement, the New Deal, Civil Rights Movement, etc.).

1.b. Explain the changing role of the United States in world affairs since 1877 through wars, conflicts, and foreign policy (e.g., Spanish American War, the Imperialist Era, World War I, World War II, Korean Conflicts, Vietnam, and other containment related policies of the Cold War).

MS.2. United States History: 1877 to the Present: Describe the impact of science and technology on the historical development of the United States. (H, G, E)

2.a. Analyze the impact of American inventions on the United States (e.g., light bulb, etc.).

2.b. Examine the continuing impact of industrial development on the growth of our nation (e.g., mass production, computer operations, etc.).

2.c. Describe the effects of transportation and communication advances since 1877 (e.g., railroads, interstate highway system, mass media, etc.).

MS.3. United States History: 1877 to the Present: Describe the relationship of people, places, and environments through time. (C, H, G, E)

3.a. Analyze human migration patterns since 1877 (e.g., rural to urban, the Great Migration, immigration, etc.).

3.b. Analyze how changing human, physical, and geographic characteristics can alter a regional landscape (e.g., urbanization, Dust Bowl, etc.).

3.c. Trace the expansion of the United States and its acquisition of territory from 1877 (e.g., expansionism and imperialism).

MS.4. United States History: 1877 to the Present: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, a compass, technology, primary and secondary documents, political cartoons, etc). (C, H, G, E)

4.a. Interpret special purpose maps, primary/secondary sources, and political cartoons.

4.b. Analyze information presented in the form of graphs, charts, timelines, technology, etc.

4.c. Locate areas of international conflict (e.g., Caribbean, Southeast Asia, Europe, Middle East, etc.)

MS.5. United States History: 1877 to the Present: Analyze the civic contributions and responsibilities of Americans to the ongoing democratic process. (C, H)

5.a. Examine various reform movements (e.g., Civil Rights, Women's Movement, Temperance, Chicano, etc.).

5.b. Examine the government's role in various movements (e.g., labor movement, Progressive Movement, etc.).

5.c. Examine the role of government in the preservation of citizens' rights (e.g., 19th Amendment, Civil Rights Act of 1964, etc.).

5.d. Examine individuals' duties and responsibilities in a democratic society (e.g., voting, volunteerism, etc.).

MS.6. United States History: 1877 to the Present: Examine the interaction of society, business, and government with the economy of the United States. (C, H, G, E)

6.a. Apply economic concepts and reasoning when evaluating domestic issues since 1877 (e.g., gold standard, free coinage of silver, tariff issues, laissez faire, deficit spending, etc.).

6.b. Apply economic concepts and reasoning when evaluating American foreign policy since 1877 (e.g., imperialism, tariff issues, Open Door Policy, Great Depression, Marshall Plan, Middle East oil policy, etc.).

MS.1. United States Government: Explain how geography, economics, and history have influenced the political development of the United States. (C, H, G, E)

1.a. Trace the historical development of the United States political system.

1.b. Describe how the Constitution and Bill of Rights embodies the principles of American democracy.

1.c. Discuss how the Bill of Rights describes and protects our basic freedoms.

1.d. Describe the interaction of the different branches of American government on American society.

1.e. Describe the American economic system of capitalism and how it impacts the American way of life.

MS.2. United States Government: Analyze the United States federal form of government. (C, H)

2.a. Identify the structure of the United States federal system according to the Constitution and its amendments (e.g., separation of powers, checks and balances, judicial review, etc.).

2.b. Evaluate the flexibility of the United States Constitution (e.g., language, amendment process, etc.).

MS.3. United States Government: Describe the impact of science and technology on the political development of the United States. (C, H, G, E)

3.a. Analyze the impact of the media on United States democracy (e.g., print, television, etc.).

3.b. Describe the influence of technology on the political process (e.g., polls, television, Internet, e-mail, etc.).

MS.4. United States Government: Describe the relationship of people, places, and environments with the government. (C, H, G, E)

4.a. Describe the effects of different migration patterns in the United States. Explain how federal laws have affected the environment.

4.b. Analyze population trends and their impact on a representative government (e.g., electoral college, census, etc.).

4.c. Interpret the impact of political parties, special interest groups, and political action committees (PACS) on United States politics.

MS.5. United States Government: Demonstrate the ability to apply and interpret studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, political cartoons, etc.). (C, H, G, E)

5.a. Interpret special purpose maps.

5.b. Analyze information on graphs, charts, tables, and timelines.

5.c. Analyze political cartoons.

5.d. Utilize primary and secondary sources.

5.e. Discuss the influences of various drugs on the mind and body.

MS.6. United States Government: Explain how civic responsibilities are important to Americans as citizens of the United States and a global community. (C, E)

6.a. Explain the rights, roles, privileges, and responsibilities of citizens in American democracy.

6.b. Compare the United States government to other governments of the world.

MS.1. Economics: Identify and apply basic economic concepts. (C, H, G, E)

1.a. Define key terms and concepts (e.g., scarcity, opportunity cost, trade-offs, productivity, inflation, deflation, monopoly, free enterprise, oligopoly, conglomerate, etc.).

1.b. Construct and graph demand and supply schedules.

1.c. Determine equilibrium price on demand and supply schedules and curves.

1.d. Describe how the laws of supply and demand interact.

1.e. Analyze the importance of imports and exports.

1.f. Recognize fairness in life situations.

1.g. Recognize the awareness of citizenship and its benefits.

MS.2. Economics: Explain how people organize for the production, distribution, and consumption of goods and services. (C, H, G, E)

2.a. Explain how the scarcity of productive resources (e.g., human, capital, technological, natural, etc.) requires the development of economic systems to make decisions about how goods and services are produced and distributed.

2.b. Identify basic business organizations, including advantages and disadvantages of each.

2.c. Evaluate how an individual may prosper in a market economy (e.g., saving, investing, credit management, income, etc.).

MS.3. Economics: Discuss relationships among the various economic systems (e.g., households, business firms, banks, government agencies, labor unions, and corporations, etc.). (C, H, G, E)

3.a. Analyze the behavior of the consumer and the producer in a market economy and their impact on price.

3.b. Evaluate the role of organized labor on the United States economy.

3.c. Interpret the phases of the business cycle.

3.d. Describe the American banking system.

3.e. Explain the operation of the stock market.

3.f. Discuss government controls on our economy (e.g., monetary policy, fiscal policy, federal reserve, etc.).

MS.4. Economics: Understand global connections, conflicts, and geographic interdependence. (C, H, G, E)

4.a. Distinguish between domestic and global economic systems and explain their interaction.

4.b. Apply economic concepts and reasoning when evaluating historic and contemporary social developments and issues.

4.c. Evaluate the domestic and international impact of various economic agreements (e.g., NAFTA, EEC, GATT, etc.).

4.d. Describe and analyze characteristics and actions of effective citizens and leaders.

MS.5. Economics: Compare and contrast how values and beliefs influence economic decisions in different societies. (C, H, G, E)

5.a. Compare cultural and religious differences that affect economic decisions.

5.b. Contrast the public assistance systems of the United States and other nations (e.g., Japan, Germany, etc.).

5.c. Contrast and compare the United States' free-enterprise system and European socialism.

MS.6. Economics: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, political cartoons, etc.). (C, H, G, E)

6.a. Interpret special purpose maps.

6.b. Analyze information on graphs, charts, tables, and timelines.

6.c. Analyze political cartoons.

6.d. Analyze selected examples of ancient Middle Eastern literature (e.g., legends, poetry, prophecy, and wisdom literature, etc.).

MS.1. Introduction to World Geography: Explain the absolute and relative location of positions of people and places in the Earth's surface. (C, H, G, E)

1.a. Describe locations in terms of relationships with other locations (e.g., Korea, China, Russia, Cuba, United States, etc.).

1.b. Explain how location influences activities and processes that occur in different places (e.g., United States and Middle East oil policies, etc.).

1.c. Review how knowledge of locations and their characteristics is a key factor in understanding human interdependence and/or conflicts.

1.d. Identify the location of major water bodies and landmasses (e.g., Balkan Peninsula, Iberian Peninsula, Asia Minor, Subcontinent of India, etc.).

1.e. Discuss maps and globes as a primary geographic tool.

1.f. Distinguish among various map projections and discuss how map projections distort perceptions of relationships on the earth (e.g., Robinson, Peters, Mercator, etc.).

1.g. Locate and label major countries of the world on a political map.

1.h. Assess the role of responsibility in everyday life.

MS.2. Introduction to World Geography: Describe the relationship among people, places, and environments by mapping information about them. (C, H, G, E)

2.a. Use maps and other geographical tools to acquire, process, and report information (e.g., special purpose maps: population, immigration, political conflicts, etc.).

2.b. Use mental maps to organize information.

2.c. Analyze the spatial organization of people, places, and environments on the Earth's surface.

MS.3. Introduction to World Geography: Recognize that the identities and lives of people and individuals are rooted in particular places and regions. (C, H, G, E)

3.a. Identify human and physical characteristics of places.

3.b. Identify various types of regions.

3.c. Discuss how culture and experience influence people's perceptions of places and regions.

MS.4. Introduction to World Geography: Describe how human settlements and structure are part of the Earth's surface. C, H, G, E)

4.a. Describe characteristics, distribution, and migration of human population on the Earth's surface.

4.b. Discuss the characteristics, distribution, and complexity of various cultural groups (e.g., cultural diversity, religious differences, social economics, etc.).

4.c. Explain the processes, patterns, and functions of human settlement.

MS.5. Introduction to World Geography: Evaluate how the physical environment is modified by human activities. (C, H, G, E)

5.a. Cite examples of how human activities affect the physical environment (e.g., dust bowl, oil/petroleum industry, etc.).

5.b. Describe the ways in which human societies use the Earth's natural resources (e.g., timber, coal, oil, iron, land, fishing, etc.).

5.c. Explain how human activities are influenced by the Earth's physical features and process.

MS.6. Introduction to World Geography: Appraise how humans compete for control of Earth's surface. (C, H, G, E)

6.a. Discuss the role of cooperation and conflict in shaping events (e.g., NATO, SEATO, UN, etc.).

6.b. Analyze patterns and networks of economic interdependence (e.g., NAFTA, EEC/EU, CIS, OPEC, WTO, etc.).

MS.7. Introduction to the Social Studies: Examine the discipline of psychology. (H, G, E)

7.a. Identify the tools and methodologies of psychological inquiry.

7.b. Discuss the various branches of study within the discipline of psychology (e.g., clinical psychology, abnormal psychology, industrial psychology, etc.).

7.c. Assess the career opportunities associated with the discipline of psychology.

7.d. Analyze the development and expansion of various legal systems (e.g., Hebrew, Roman, Sumerian, Egyptian, etc.).

MS.1. Advanced World Geography: Describe the relationship among people, places, and environments by mapping information about them. (C, H, G, E)

1.a. Use maps and other geographic tools to acquire, process, and report information.

1.b. Use mental maps to organize information.

1.c. Analyze the spatial organization of people, places, and environments on the Earth's surface.

MS.2. Advanced World Geography: Recognize that the identities and lives of people and individuals are rooted in particular places and regions. (C, H, G, E)

2.a. Identify human and physical characteristics of places.

2.b. Identify various types of regions.

2.c. Explain why people create regions.

2.d. Establish personal goals and a mission statement.

MS.3. Advanced World Geography: Explain how physical processes shape the Earth's surface and interact with plant and animal life. (H, G)

3.a. Describe the physical processes that shape the patterns of the Earth's surface.

3.b. Explain how ecosystems are created, sustained, and modified.

MS.4. Advanced World Geography: Describe how human settlements and structure are part of the Earth's surface. (C, H, G, E)

4.a. Describe characteristics, distribution, and migration of human population on the Earth's surface.

4.b. Discuss the characteristics, distribution, and complexity of various cultural groups.

4.c. Analyze patterns and networks of economic interdependence on the Earth's surface.

4.d. Explain the processes, patterns, and functions of human settlement.

MS.5. Advanced World Geography: Evaluate how the physical environment is modified by human activities. (C, H, G, E)

5.a. Cite examples of how human activities affect physical systems.

5.b. Describe the ways in which human societies value and use the Earth's natural resources.

5.c. Explain how human activities are influenced by the Earth's physical features and process.

MS.6. Advanced World Geography: Appraise how humans compete for control of the Earth's surface. (C, H, G, E)

6.a. Discuss the role of cooperation and conflict in shaping events.

6.b. Analyze patterns and networks of economic interdependence.

MS.7. Advanced World Geography: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, political cartoons).

7.a. Interpret special purpose maps.

7.b. Analyze information on graphs, charts, tables, and timelines.

7.c. Analyze political cartoons.

7.d. Utilize primary and secondary sources.

MS.1. Psychology: Describe the impact of people, places, and events on the development of the study of psychology. (H, G)

1.a. Identify major contributors to the study of psychology.

1.b. Trace the development of psychological study from one of a theory to that of a science.

1.c. Describe the relationship of psychology to other sciences (e.g., sociology, biology, etc.).

MS.2. Psychology: Analyze the impact of science and technology on the study of psychology. (C, H, E)

2.a. Analyze the methods of measuring the development of the human mind.

2.b. Define and describe psychological disorders and identify scientific and medical advances that have helped treat them.

MS.3. Psychology: Evaluate the impact of various environmental factors on the development of the human mind. (C, H, G, E)

3.a. Analyze the internal influences on human development (e.g., heredity, etc.).

3.b. Identify the impact of external influences on human development (e.g., media, school, family, economic situations, etc.).

MS.4. Psychology: Examine the factors that help develop one's attitude toward citizenship responsibility. (C, E)

4.a. Discuss the effects of personality traits as well as personality and psychological disorders which impact proper citizenship.

4.b. Discuss the role of psychologists and other psychology related careers in our society.

MS.5. Psychology: Assess the key elements of psychological study and personality development. (H, E)

5.a. Analyze the behavioral stages of socialization and maturation.

5.b. Recognize the various methods of learning (e.g., cognitive, psychomotor, etc.).

5.c. Recognize the methods of measuring knowledge (e.g., IQ, etc.).

5.d. Explain the economic and emotional 'costs' associated with various disorders (e.g., compulsion, obsession, etc.).

5.e. Discuss the influences of various drugs on the mind and body.

5.f. Compare the relationships of various emotions to their resolutions.

MS.1. Sociology: Describe the various schools of sociological thought and trace their progress. (C, H, G, E)

1.a. Identify historic backgrounds of modern-day sociology.

1.b. Identify and discuss various schools of sociological thought.

1.c. Describe how sociology effects every aspect of society.

MS.2. Sociology: Examine the nature of culture and analyze conformity with and deviance from cultural mores. (C, G)

2.a. Define culture.

2.b. Distinguish between conformity and deviance from cultural mores.

2.c. Analyze instances of cultural conformity and deviation.

MS.3. Sociology: Analyze social structure. (C, H, G, E)

3.a. Describe social roles, their development, and their relationships among social groups.

3.b. Distinguish between formal and informal groups, and assess their importance.

3.c. Compare social stratification in traditional and industrial societies.

MS.4. Sociology: Discuss and analyze major social problems. (C, H, G, E)

4.a. Describe major social problems and their affects on the economy.

4.b. Analyze causes and effects of given social problems.

4.c. Compare and contrast the nuclear family and extended family.

MS.5. Sociology: Assess continuity and change in social groups. (C, H, G, E)

5.a. Examine relationships between social groups.

5.b. Describe ways groups resist and accommodate change.

5.c. Explain how location affects change in social groups.

MS.1. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Explain how geography, economics, and politics have influenced the development of the ancient Middle East . (H, G, E)

1.a. Examine the advantages of living in a river valley or coastal region as compared to inland areas of the Middle East.

1.b. Describe major events in the development and decline of regional empires (e.g., Egyptian, Assyrian, Babylonian, Medo-Persian, Greek, and Roman).

1.c. Examine the development of Israel as a civilization.

MS.2. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Describe the relationship of people, places, and environments through time. (C, H, G, E)

2.a. Analyze the accomplishments and failures of key people of the Middle East from 2000 B.C. to 100 A.D.

2.b. Critique the conflicts over the land of Palestine from 2000 B.C. to 100 A.D.

2.c. Analyze the movements and interactions of various groups of people in the ancient Middle East.

2.d. Analyze the impact of the Middle East as a crossroad for trade between Europe and Asia.

2.e. Define and recognize time management skills.

MS.3. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Examine the contributions made by archaeological work in the Middle East. (C, H, G, E)

3.a. Define the science of archaeology.

3.b. Review archaeological finds in the Middle East.

3.c. Critique the impact of archaeology related to various documents (e.g., Hammerabi's Code, the Bible, Dead Sea scrolls, etc.).

MS.4. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Describe the impact of science and technology on the historical development of the Middle East. (C, H, G, E)

4.a. Explain how technological development transformed agriculture and customs of the ancient Middle East.

4.b. Describe the transition from the barter system to monetary system (e.g., coinage, etc.).

MS.5. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, political cartoons, primary and secondary documents, charts, etc.). (C, H, G, E)

5.a. Locate and label selected physical features of the Middle East.

5.b. Compare and contrast ancient political boundaries with those of modern independent nations.

MS.6. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Discuss the similarities and differences of ancient Middle Eastern cultures. (C, H, G, E)

6.a. Compare and contrast the religious practices, rituals, and traditions of ancient Middle Eastern cultures.

6.b. Analyze examples of cultural contributions made by various ancient civilizations of the Middle East.

6.c. Examine the roles, status, and interaction of diverse groups of people (e.g., parents, children, men, women, slaves, etc.) within various ancient Middle Eastern societies.

6.d. Analyze selected examples of ancient Middle Eastern literature (e.g., legends, poetry, prophecy, and wisdom literature, etc.).

MS.7. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Analyze the development of social and political systems in the ancient Middle East. (C, H, G, E)

7.a. Compare/contrast political systems of the ancient Middle East.

7.b. Discuss major political movements from 2000 B.C. to 100 A.D.

7.c. Describe the warfare, weaponry, and resolution of conflicts in the ancient Middle East.

7.d. Analyze the development and expansion of various legal systems (e.g., Hebrew, Roman, Sumerian, Egyptian, etc.).

7.e. Show the impact of various empires on developing social structures of the ancient Middle East.

7.f. Summarize the effects of early religious teachings on ancient and modern social structures (e.g., Hebrew, Christian, Roman, Persian, Egyptian).

MS.1. Local Resource Study: Explain how geography, economics, and politics have influenced the use of natural resources in Mississippi. (C, H, G, E)

1.a. Compare/contrast the use of natural resources during the following periods: Native American, French, Spanish, British occupations, and modern period.

1.b. Analyze the impact of natural resources on the expansion of the Mississippi territory into statehood.

1.c. Trace the development and use of natural resources in the state and local area.

MS.2. Local Resource Study: Describe the geographic significance of natural resources. (G)

2.a. Describe the geographic aspects of natural resources (e.g., location, impact on the region, etc.).

2.b. Explain the relationship between migration patterns and natural resources.

MS.3. Local Resource Study: Describe the relationship of people, places, and the environment with government. (C, H, G, E)

3.a. Identify laws that have effected natural resources.

3.b. Explain how federal and state laws have affected the use of natural resources.

3.c. Demonstrate how various factors have led to changes in governmental policies (e.g., economics, politics, etc.).

MS.4. Local Resource Study: Analyze the technological impact of resources. (C, H, G, E)

4.a. Compare/contrast the use of machinery and manual labor.

4.b. Express how technology is used to control the use of natural resources.

4.c. Explain the pros and cons of using technology to conserve natural resources.

MS.5. Local Resource Study: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, charts, and political cartoons). (C, H, G, E)

5.a. Interpret special purpose maps.

5.b. Analyze information on graphs, charts, tables, and timelines.

5.c. Analyze political cartoons.

MS.1. Law Related Education: Analyze changes in the law and recognize the dynamic nature of the law. (C, H)

1.a. Define justice and law and trace its development in the United States.

1.b. Differentiate between federal and state law.

1.c. Analyze changes in federal and state law and explain the impact of each on American society.

1.d. Elaborate on the dynamic nature of the legal system of the United States.

MS.2. Law Related Education: Describe the civil and criminal justice systems, analyze their operations, and assess their effectiveness. (C, H, E)

2.a. Distinguish similarities and differences in the civil and criminal justice systems.

2.b. Compare the operations and processes of the civil and criminal justice systems.

2.c. Summarize issues and problems confronting the civil and criminal justice systems and assess the effectiveness of each system in resolving these problems.

MS.3. Law Related Education: Distinguish state from federal judicial systems and analyze relationships between them. (C, H, G, E)

3.a. Describe similarities and differences between state and federal court systems.

3.b. Explain how and under what circumstances cases move between state and federal jurisdictions.

3.c. Analyze the state's rights position (e.g., 10th Amendment, etc.) versus federalist's position (e.g., Elastic Clause, etc.).

MS.4. Law Related Education: Analyze the roles effectiveness, and responsibilities of local, state, and federal law enforcement agencies. (C, H, G, E)

4.a. Distinguish similarities and differences among local, state, and federal law enforcement agencies.

4.b. Describe the responsibility and jurisdiction of any given law enforcement agency.

4.c. Assess working relationships among law enforcement agencies at various levels.

MS.5. Law Related Education: Analyze the effectiveness of correctional systems in deterring criminal behavior. (C, H)

5.a. Distinguish between civil and criminal penalties.

5.b. Analyze various alternatives to incarceration.

5.c. Elaborate on options open to judges and juries in the sentencing process.

5.d. Judge the effectiveness of the correctional system in rehabilitating incarcerated persons and deterring crime.

MS.6. Law Related Education: Analyze conflicts resulting from competing interests, conflicting laws, and conflicting interpretations of the Constitution. (C, H, G, E)

6.a. Analyze constitutional changes and Supreme Court decisions effecting individuals and population groups.

6.b. Summarize competing interests, conflicting laws, and conflicting interpretations.

6.c. Assess the importance of given constitutional conflicts for individuals, groups, and society as a whole.

MS.1. Problems in American Democracy: Analyze the effects of changing geographic phenomena in the United States. (C, H, G, E)

1.a. Describe a major environmental crisis in America today (e.g., desertification, acid rain, ozone depletion, nuclear waste, etc.).

1.b. Examine the effects of overpopulation on the physical resources of the United States.

1.c. Evaluate the physical impact of rapid urbanization in the United States.

MS.2. Problems in American Democracy: Describe the importance of balancing the rights, roles, and status of individual Americans with those of the society at large. (C, H)

2.a. Examine the interactions of diverse ethnic, national, and cultural groups in the United States.

2.b. Describe the major events that led to the extension of civil liberties and civil rights.

2.c. Analyze the causes and effects of criminal and delinquent behavior in the United States today.

2.d. Examine the importance of civic responsibility as a solution to societal problems.

MS.3. Problems in American Democracy: Evaluate the challenges of maintaining balance among different socio-economic groups in the American democracy. (H, G, E)

3.a. Examine the concept of the distribution of wealth.

3.b. Analyze probable causes and cures of poverty.

3.c. Describe the adjustments of United States citizens to a global economy.

3.d. Examine the impact of socio-economic factors on American Politics.

MS.4. Problems in American Democracy: Describe the impact of science and technology on American society. (H, G)

4.a. Analyze how science and technology influence the values, attitudes, and beliefs of our society (e.g., censorship, etc.).

4.b. Evaluate how science and technology have transformed the physical world and human society (e.g., skyscrapers, Internet, etc.).

4.c. Evaluate the impact of specific scientific and technological inventions (e.g., nuclear weapons, computers, etc.).

MS.5. Problems in American Democracy: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

5.a. Interpret special purpose maps, primary and secondary sources (e.g., satellite images of deforestation, etc.).

5.b. Analyze graphs, schedules, tables, and timelines.

5.c. Analyze political cartoons.

5.d. Utilize primary and secondary sources.

MS.1. Global Studies: Discover how culture influences the decisions of world leaders. (C, H, G, E)

1.a. Identify current world political leaders and their duties.

1.b. Describe the role of world leaders within the context of peace initiatives, global conflict, and humanitarian issues.

1.c. Define culture and identify its effect on current world political leaders.

1.d. Evaluate the cultures of the most populated countries of the world.

1.e. Compare and contrast the traditions of these countries with those of the United States.

MS.2. Global Studies: Explain how economics, geography, and history have influenced the political systems of the world. (C, H, G, E)

2.a. Describe the characteristics and associated terms of various world political systems (e.g., republic, dictatorship, absolute monarchy, etc.).

2.b. Compare and contrast world economic systems.

2.c. Analyze the role and impact of international organizations (e.g., NATO, UN, Organization of American States, European Economic Community/European Union, NAFTA, World Bank, etc.).

MS.3. Global Studies: Evaluate global trade. (C, H, G, E)

3.a. Analyze the impact of different international organizations and agreements on the world economy (e.g., OPEC, NAFTA, European Union, Most Favored Nation Trade Status, etc.).

3.b. Identify the most important items of trade on the global market (e.g., oil, seafood, timber, etc.).

MS.4. Global Studies: Compare the distribution of global resources. (C, H, G, E)

4.a. Identify and examine the critical shortage of global natural resources and the regions in which they are located (e.g., oil, water, timber, etc.).

4.b. Examine the various world conflicts that have resulted from resource distribution issues (e.g., Africa, Middle East, East Asia, etc.).

4.c. Identify the countries that are the primary exporters and consumers of natural resources (e.g., 1st World, 3rd World Nations, etc.).

MS.5. Global Studies: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, political cartoons). (C, H, G, E)

5.a. Interpret special purpose maps.

5.b. Analyze information on graphs, charts, tables, and timelines.

5.c. Analyze political cartoons.

5.d. Utilize primary and secondary sources.

MS.1. Minority Studies: Explain how geography, economics, and politics have influenced minority groups in the United States. (C, G, E)

1.a. Examine the location and patterns of migration and settlement of minority groups in the United States (e.g., The Great Migration, etc.).

1.b. Analyze legislation, rules, and regulations that have affected the experiences of minority groups in the United States (e.g., Jim Crow Laws, 19th Amendment, etc.).

1.c. Analyze the impact of economic factors on minority groups in the United States.

1.d. Recognize that the identities and lives of minority groups are rooted in places and regions.

MS.2. Minority Studies: Describe the relationship of people, places, and environments through time. (C, H, G, E)

2.a. Identify significant people from different minority groups and the contributions they have made in United States history (e.g., Martin Luther King, Jr., Jim Thorpe, Harriet Tubman, etc.).

2.b. Identify and describe the contributions of different minority groups (e.g., contributions in art, music, inventions, etc.).

2.c. Describe major events that led to improvements in civil rights for minority groups.

2.d. Examine the interaction of minority groups through time.

2.e. Analyze the major events in history that have had an impact on different minority groups (e.g., the Holocaust, Trail of Tears, slavery, Japanese World War II Internment, and Chinese Exclusion, etc.).

MS.3. Minority Studies: Examine the cultural impact of minority groups on society. (C, H, G, E)

3.a. Compare/contrast ethnic cultures (e.g., traditions, holidays, foods, and history, etc.) of minority groups.

3.b. Examine the culture of minority groups.

MS.4. Minority Studies: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

4.a. Interpret special purpose maps.

4.b. Analyze information on graphs, charts, tables, and timelines.

4.c. Analyze political cartoons.

4.d. Utilize primary and secondary sources.

MS.1. Humanities: Explain how geography, economics, and politics have influenced the development of selected civilizations. (C, H, G, E)

1.a. Examine the geographic factors that shaped the growth of selected ancient and classical civilizations (e.g., topography, climate, location, etc.).

1.b. Apply economic concepts and reasoning when evaluating social and political developments and issues of selected civilizations (e.g., imperialism, industrialization, governmental development, etc.).

MS.2. Humanities: Describe the impact of science and technology on the historical development of selected ancient and classical civilizations. (H, G, E)

2.a. Explain the causes and consequences of agricultural and industrial movements in the formation of selected civilizations.

2.b. Assess the role of geography in scientific and technological methods that impacted the progress of selected civilizations (e.g., inventions, discoveries, exploration, etc.).

MS.3. Humanities: Describe the relationship of people, places, and environments of selected ancient and classical civilizations. (H, G, E)

3.a. Evaluate the role of environment and its place in the creation of music, art, literature, and other cultural aspects in selected civilizations (e.g., folk dances, poetry, mythology, etc.).

3.b. Describe how place and environment affected the architecture of selected civilizations.

3.c. Explain the cause and effect of the environment on human migration in selected civilizations through time and how this impacted culture.

3.d. Assess the development and role of religion in selected civilizations.

3.e. Identify significant people and their roles in the development of the fine arts associated with specific periods and movements within selected civilizations.

MS.4. Humanities: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

4.a. Use special purpose maps to locate places, regions, and topographical features of selected civilizations.

4.b. Create timelines to designate significant dates and periods in the cultural development of selected civilizations.

4.c. Construct charts to illustrate economic, cultural, historic, and geographic developments within specific civilizations.

MS.5. Humanities: Explain how civic responsibilities have been important to citizens in selected ancient and classical civilizations for the development of their political units. (C, H, E)

5.a. Describe political movements relevant to selected civilizations and their impact on culture.

5.b. Identify significant political leaders in selected civilizations and their impact on culture.

5.c. Assess the role of the citizens in the political process of selected civilizations.

MS.6. Humanities: Introduce, recognize, and trace the development of major forms of fine arts and literature in selected ancient and classical civilizations. (C, H, G, E)

6.a. Identify the major art forms and artists within a selected civilization and give examples of exemplary works in each form or technique (e.g., frescoes, murals, sculptures, opera, music, poetry, literature, etc.).

6.b. Assess how the various art forms (e.g., music, literature, visual art, etc.) were affected and influenced by geographic, political, economic, and religious events and movements that occurred during a specific period.

6.c. Compare similarities and differences in art forms of selected civilizations.

MS.1. Humanities II: Explain how geography, economics, and politics have influenced the development of selected contemporary societies. (C, H, G, E)

1.a. Examine the geographic factors that shaped the formation of contemporary cultures and subcultures (e.g., migration, catastrophic phenomena, etc.).

1.b. Apply economic concepts and reasoning to evaluate social and political developments and issues of selected contemporary societies (e.g., imperialism, nationalism, colonialism, urban renewal, etc.).

MS.2. Humanities II: Describe the impact of science and technology on the historical development of selected contemporary and future societies. (C, H, G, E)

2.a. Explain the effects of social, political, and religious movements in various contemporary societies (e.g., cults, survivalists, Habitat for Humanity, etc.).

2.b. Predict how scientific and technological methods will impact the development of future societies.

2.c. Evaluate the role of the media in contemporary societies.

MS.3. Humanities II: Describe the relationship of people, places, and environments of selected contemporary societies. (C, H, G, E)

3.a. Evaluate the role of environment and location in the creation of music, art, drama, and literature in selected contemporary societies (e.g., the Blues, rap, films, photography, etc.).

3.b. Describe how location, environment, and cultural aspects affected the architecture of selected contemporary societies.

3.c. Identify significant people and their roles in the development of the fine arts associated with contemporary societies (e.g., composers, artists, film directors, etc.).

MS.4. Humanities II: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

4.a. Use a variety of maps to locate places, regions, and topographical and demographic features of contemporary societies and their impact on culture.

4.b. Interpret political cartoons that are pertinent to issues current in contemporary societies.

4.c. Interpret special purpose maps.

4.d. Analyze information on graphs, charts, tables, and timelines.

4.e. Describe and analyze the community.

MS.5. Humanities II: Explain how civic responsibilities have been important to citizens for the development of their contemporary societies. (C, H, E)

5.a. Identify citizens or groups of citizens who have made significant changes in their contemporary societies (e.g., students for political change, Martin Luther King, Jr., MADD, etc.) and have impacted culture.

5.b. Describe political movements relevant to selected political units (e.g., Solidarity, Civil Rights, etc.) and the impact on culture.

MS.6. Humanities II: Introduce, recognize, and trace the development of major forms of fine arts and literature in selected contemporary societies. (C, H, G, E)

6.a. Identify the major art forms and artists in a selected contemporary society. Give examples of exemplary works in each form or technique (e.g., frescoes, murals, sculpture, opera, music, poetry, literature, etc.).

6.b. Assess how the various forms of art (e.g., music, literature, visual art, etc.) have been affected and influenced by contemporary geographic, economic, and religious events and movements.

6.c. Compare similarities/differences in art forms of selected civilizations/societies.

MS.1. Introduction to the Social Studies: Examine the discipline of history. (H)

1.a. Identify the tools and methodologies of historical inquiry and interpretation.

1.b. Discuss the various branches of study within the discipline (e.g., military history, social history, economic history, etc.).

1.c. Assess the career opportunities associated with the discipline of history.

MS.2. Introduction to the Social Studies: Examine the discipline of geography. (G)

2.a. Identify the tools and methodologies of geographic inquiry.

2.b. Discuss the various branches of study within the disciplines (e.g., urban geography, environmental geography, cultural geography, etc.).

2.c. Assess the career opportunities associated with the discipline of geography.

MS.3. Introduction to the Social Studies: Examine the discipline of political science. (C, H)

3.a. Identify the tools and methodologies of political inquiry.

3.b. Discuss the various branches of political science (e.g., international relations, comparative politics, etc.).

3.c. Assess the career opportunities associated with the discipline of political science.

MS.4. Introduction to the Social Studies: Examine the discipline of anthropology. (H, G)

4.a. Identify the tools and methodologies of anthropological inquiry.

4.b. Discuss the various branches of anthropology (e.g., archeology, physical anthropology, cultural anthropology, etc.).

4.c. Assess the career opportunities associated with the discipline of anthropology.

MS.5. Introduction to the Social Studies: Examine the discipline of economics. (E)

5.a. Identify the tools and methodologies of economic inquiry.

5.b. Discuss the various branches of study within the discipline (e.g., microeconomics and macroeconomics).

5.c. Assess the career opportunities associated with the discipline of economics.

MS.6. Introduction to the Social Studies: Examine the discipline of sociology. (H, G, E)

6.a. Identify the tools and methodologies of sociological inquiry.

6.b. Discuss the various branches of study within the discipline (e.g., marriage and family, etc.).

6.c. Assess the career opportunities associated with the discipline of sociology.

MS.7. Introduction to the Social Studies: Examine the discipline of psychology. (H, G, E)

7.a. Identify the tools and methodologies of psychological inquiry.

7.b. Discuss the various branches of study within the discipline of psychology (e.g., clinical psychology, abnormal psychology, industrial psychology, etc.).

7.c. Assess the career opportunities associated with the discipline of psychology.

MS.8. Introduction to the Social Studies: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, political cartoons). (C, H, G, E)

8.a. Interpret special purpose maps.

8.b. Analyze information on graphs, charts, tables, and timelines.

8.c. Analyze political cartoons.

8.d. Utilize primary and secondary sources.

MS.1. Local Culture: Explain how geography, economics, and politics have influenced the development of the local region. (C, H, G, E)

1.a. Recognize geographic features of the local area on a map (e.g., county, city, local and water forms, etc.).

1.b. Trace major historical events, which occurred in the local area (e.g., establishment, ethnic influences, etc.).

1.c. Describe economic influences, which have affected the progress of the local area (e.g., agriculture, industry, etc.).

1.d. Describe the economic future of the local area.

MS.2. Local Culture: Describe the impact of science and technology on the development of the local region. (C, H, G, E)

2.a. Identify scientific advancements, which influence the development of the local area (e.g., cotton gin, transportation, etc.).

2.b. Discuss the role of technology in the advancement or lack of progress in the local area.

2.c. Evaluate the role of agricultural advancements and industrial development in the local area.

MS.3. Local Culture: Describe the relationship of people, places, and environments of the local region. (C, H, G, E)

3.a. Determine what influence the environment of the region had on its development (e.g., location, climate, etc.).

3.b. Identify the various cultural groups, which settled in the local area (e.g., reasons for settlement, contribution to local society, etc.).

3.c. Investigate the development of the area of the region (e.g., literature, arts, architecture, music, etc.).

3.d. Identify famous local people who have had an impact on the local area.

MS.4. Local Culture: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

4.a. Utilize various forms of research to investigate the local culture.

4.b. Interpret information from maps and other social studies tools (e.g., charts, graphs, and diagrams, etc.) about the local region begin studied.

4.c. Interpret special purpose maps.

4.d. Analyze information on graphs, charts, tables, and timelines.

4.e. Analyze political cartoons.

4.f. Describe and analyze local problems and their connection to state and national issues.

MS.5. Local Culture: Explain how local civic responsibilities have been important to the development of the local region. (C, H)

5.a. Describe the types of government of the local area (e.g., county, city, etc.).

5.b. Investigate the types of elections held in the local area.

5.c. Explain financial dependency of the local government to state and federal agencies.

MS.1. Future Studies: Examine the interrelatedness of history, geography, economics, and government in evolving societal systems and structures. (C, H, G, E)

1.a. Explain how geographic factors affected the historical, economic, and governmental development of past societies, and predict how changing geographic factors will affect the development of future societies (e.g., desertification, etc.).

1.b. Apply economic concepts to explain the shifts in systems and structures in society (e.g., control of oil supply, trade agreements, etc.).

1.c. Analyze positive and negative consequences resulting from projected human alterations to the environment (e.g., destruction of the rain forests, use of pesticides on crops, draining of wetlands for construction of malls, parking lots, etc.).

1.d. Predict the problems of a chosen cultural group after analyzing its human characteristics (e.g., population size, ethnic composition, socio-economic and cultural characteristics, etc.).

MS.2. Future Studies: Describe the impact of science and technology on historical development and predict future technological and scientific developments that might affect future society. (C, H, G, E)

2.a. Identify obstacles to be encountered in the future in organizing systems for the exchange of goods and the development of services (e.g., NAFTA, European Economic Union, space stations, biosphere, etc.).

2.b. Evaluate the role of the media in future societies.

2.c. Analyze the possible impact of science and technology on the future (e.g., cloning, computers, etc.).

MS.3. Future Studies: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

3.a. Use a special purpose map to locate places, regions, and topographical features of predicted future societies (e.g., space stations, biosphere, planned cities in formerly inhabitable locations, etc.).

3.b. Create charts, graphs, and tables to illustrate the socioeconomic groups, economic needs, and governmental structure of predicted future societies.

MS.4. Future Studies: Explain how civic responsibilities will be employed by citizens in future societies. (C, H)

4.a. Compare and contrast civic responsibilities of citizens in past and present societies to those in future societies.

4.b. Analyze leadership qualities valued in past and present-day leaders and predict the demands that will be made on individuals in future leadership roles.

4.c. Predict shifts in attitude and the approach toward solutions to major societal problems (e.g., drugs, population growth, disease, etc.).

4.d. Examine how the actions of individuals will affect the development of future societies.

MS.5. Future Studies: Describe the relationship of people, places, and environments in future societies. (C, H, G, E)

5.a. Explain how geographical factors of future societies will affect art, drama, music, and literature.

5.b. Illustrate and explain how architecture and construction might change to accommodate the needs of a future society.

5.c. Identify the groups, professions, or types of people who will play the most significant roles in future societies, and how they have changed from past societies.

MS.1. Personal Leadership: Understand personal leadership concepts. (C, H, G, E)

1.a. Examine characteristics and styles of leaders.

1.b. Identify opportunities for leadership in schools and communities.

1.c. Explain the concepts of personal value systems and habits.

1.d. Define and predict a paradigm shift.

1.e. Explain positive character traits.

1.f. Recognize fairness in life situations.

1.g. Recognize the awareness of citizenship and its benefits.

1.h. Assess the role of responsibility in everyday life.

1.i. Acquire positive character and personality traits.

MS.2. Personal Leadership: Acquire personal leadership skills. (C, H, G, E)

2.a. Analyze personal leadership skills as it relates to the student.

2.b. Diagram personal area of influence and control.

2.c. Demonstrate proactive thinking.

2.d. Establish personal goals and a mission statement.

2.e. Define and recognize time management skills.

2.f. Demonstrate the concept of good listening skills.

2.g. Demonstrate proper public speaking skills.

MS.3. Personal Leadership: Demonstrate personal leadership skills. (C, H, G, E)

3.a. Summarize confidentiality and sensitivity issues of younger youth.

3.b. Recognize emotional and cognitive abilities of mentoring audience.

3.c. Explain how recognition plays a part in a person's development.

3.d. Devise a plan for dealing with behavioral issues of youth.

3.e. Exhibit characteristics of a positive role model.

3.f. Demonstrate the ability to solve a problem through listening and negotiation.

MS.1. Community Service Learning: Develop intellectual skills through analysis and evaluation of data. (C, H, G, E)

1.a. Gather, interpret, analyze, summarize, evaluate, and present information; categorize information; and establish cause and effect relationships.

1.b. Understand issues, their history and contemporary relevance; and identify, describe, evaluate, and defend a position.

1.c. Identify criteria for making judgments.

1.d. Assess involvement, identify implications, and identify rights and responsibilities.

MS.2. Community Service Learning: Develop participatory skills by implementing learning. (C, H, G, E)

2.a. Solve problems and take action.

2.b. Influence policies; negotiate, compromise, and seek consensus.

2.c. Make decisions, gather information, identify needs and resources, and clarify values.

MS.3. Community Service Learning: Demonstrate the ability to use social studies skills through research (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

3.a. Understand issues and make choices; understand fundamental laws; and understand the role of decision-making.

3.b. Track issues in the media; research issues in the community, attend, report and reflect on meetings and hearings.

3.c. Use the media to gather and analyze information and acquire information from groups and individuals.

MS.4. Community Service Learning: Develop verbal and written persuasion skills through participation in civic events. (C, H, G, E)

4.a. Understand the importance of taking civic action.

4.b. Participate in classroom and school government; participate in civic meetings; and write letters to newspapers and members of government agencies.

4.c. Develop rationales to support one's point of view.

4.d. Describe and analyze characteristics and actions of effective citizens and leaders.

4.e. Describe and analyze the community.

4.f. Describe and analyze local problems and their connection to state and national issues.

MS.1. Community Service Learning: Develop intellectual skills through analysis and evaluation of data. (C, H, G, E)

1.a. Gather, interpret, analyze, summarize, evaluate, and present information; categorize information; and establish cause and effect relationships.

1.b. Understand issues, their history and contemporary relevance; and identify, describe, evaluate, and defend a position.

1.c. Identify criteria for making judgments.

1.d. Assess involvement, identify implications, and identify rights and responsibilities.

1.e. Explain positive character traits.

MS.2. Community Service Learning: Develop participatory skills by implementing learning. (C, H, G, E)

2.a. Solve problems and take action.

MS.3. Community Service Learning: Demonstrate the ability to use social studies skills through research (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

3.a. Understand issues and make choices; understand fundamental laws; and understand the role of decision-making.

3.b. Track issues in the media; research issues in the community, attend, report and reflect on meetings and hearings.

3.c. Use the media to gather and analyze information and acquire information from groups and individuals.

3.d. Devise a plan for dealing with behavioral issues of youth.

3.e. Exhibit characteristics of a positive role model.

3.f. Demonstrate the ability to solve a problem through listening and negotiation.

MS.4. Community Service Learning: Develop verbal and written persuasion skills through participation in civic events. (C, H, G, E)

4.a. Understand the importance of taking civic action.

4.b. Participate in classroom and school government; participate in civic meetings; and write letters to newspapers and members of government agencies.

4.c. Develop rationales to support one's point of view.

MS.5. Future Studies: Describe the relationship of people, places, and environments in future societies. (C, H, G, E)

5.a. Explain how geographical factors of future societies will affect art, drama, music, and literature.

5.b. Illustrate and explain how architecture and construction might change to accommodate the needs of a future society.

5.c. Identify the groups, professions, or types of people who will play the most significant roles in future societies, and how they have changed from past societies.

5.d. Utilize primary and secondary sources.

MS.6. Introduction to the Social Studies: Examine the discipline of sociology. (H, G, E)

6.a. Identify the tools and methodologies of sociological inquiry.

6.b. Discuss the various branches of study within the discipline (e.g., marriage and family, etc.).

6.c. Assess the career opportunities associated with the discipline of sociology.

MS.1. Mississippi Studies: World History: 1750 to the Present: Explain how geography, economics, and politics have influenced the historical development of various nations from 1750-present. (C, H, G, E)

1.a. Apply economic concepts and reasoning when evaluating social developments and issues (e.g., imperialism, socialism, communism, capitalism, etc.).

1.b. Describe movements that led to conflicts and revolutions in the late 18th/19th/20th centuries (e.g., Enlightenment, nationalism, unification, liberalism, industrialization, imperialism, modernization/westernization, militarism, globalization, etc.).

1.c. Examine the geographic factors that shaped the modern world (e.g., desire for and location of resources, trade routes, geographic locations of nationalist groups, etc.).

MS.2. Mississippi Studies: World History: 1750 to the Present: Describe the impact of science and technology on the historical development of the world since 1750. (H, G, E)

2.a. Explain the causes and consequences of the Agricultural and Industrial Revolutions of the 18th and 19th century on the modern world (e.g., new technology, urbanization, mass production, imperialism, militarism, reform movements, westernization/modernization, etc.).

2.b. Influence policies; negotiate, compromise, and seek consensus.

2.c. Make decisions, gather information, identify needs and resources, and clarify values.

MS.3. Mississippi Studies: World History: 1750 to the Present: Describe the relationships of people, places, and environments through the 19th and 20th centuries. (C, H, G, E)

3.a. Describe and analyze physical, cultural, and economic patterns and their interactions (e.g., land use, settlement/movement of people to new regions, cultural transmission patterns, etc.).

3.b. Analyze how various regional and global geographic patterns have influenced historical events (e.g., unification of Italy and Germany, decline of the Ottoman and Austrian Empires, imperialism as a precursor to WWI, growth of Germany/WWII, U.S.S.R/Cold War, SE Asia, Middle East, etc.).

3.c. Explain how people create places that reflect culture, human needs, government policy, and current values and ideals (e.g., formation of new nations, nationalist and reform movements, revolution/resistance, etc.).

3.d. Evaluate alternative policies for the use of land and other resources throughout the world (e.g., oil drilling, water conservation, mining, etc.).

3.e. Examine the global consequences of various world conflicts of the 19th and 20th centuries (e.g., Napoleonic Wars, Revolutions, WWI, WWII, Cold War, Gulf War, etc.).

MS.4. Mississippi Studies: World History: 1750 to the Present: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary documents, political cartoons, etc.). (C, H, G, E)

4.a. Locate regions of the world and demonstrate how and why they have changed over time (e.g., Europe before and after the Congress of Vienna, Post WWI, Post WWII, Vietnam, Former Soviet Union, etc.).

4.b. Synthesize information from various representations of the earth (e.g., special purpose maps, outer space photos, GPS, GIS, etc.).

4.c. Interpret information using appropriate social studies tools (e.g., maps, primary and secondary sources-cartoons, photographs, speeches, timelines, charts and graphs, etc.).

MS.5. Mississippi Studies: World History: 1750 to the Present: Explain how civic responsibilities are important to Americans as citizens of a global community. (C)

5.a. Discuss the role of the United States in various world organizations (e.g., U.N., NATO, SEATO, OAS, etc.).

5.b. Discuss the response of the American people to various world crises (e.g., apartheid, natural disasters, fall of communism, economic problems, human rights issues, etc.).

5.c. Analyze the present status of the worldwide deployment of United State troops and examine reasons for their deployment, such as humanitarian reasons, buffering, peacekeeping, etc. (e.g., Germany, the Balkan Peninsula, Afghanistan, Africa, Middle East, Korea, etc.).

MS.1. United States History: 1877 to the Present: Explain how politics have influenced the domestic development and international relationships of the United States since 1877. (C, H)

1.a. Explain the emergence of modern America from a domestic perspective (e.g., frontier experience, Industrial Revolution and organized labor, reform movements of Populism and Progressivism, Women's Movement, the New Deal, Civil Rights Movement, etc.).

1.b. Explain the changing role of the United States in world affairs since 1877 through wars, conflicts, and foreign policy (e.g., Spanish American War, the Imperialist Era, World War I, World War II, Korean Conflicts, Vietnam, and other containment related policies of the Cold War).

MS.2. United States History: 1877 to the Present: Describe the impact of science and technology on the historical development of the United States. (H, G, E)

2.a. Analyze the impact of American inventions on the United States (e.g., light bulb, etc.).

2.b. Examine the continuing impact of industrial development on the growth of our nation (e.g., mass production, computer operations, etc.).

2.c. Describe the effects of transportation and communication advances since 1877 (e.g., railroads, interstate highway system, mass media, etc.).

MS.3. United States History: 1877 to the Present: Describe the relationship of people, places, and environments through time. (C, H, G, E)

3.a. Analyze human migration patterns since 1877 (e.g., rural to urban, the Great Migration, immigration, etc.).

3.b. Analyze how changing human, physical, and geographic characteristics can alter a regional landscape (e.g., urbanization, Dust Bowl, etc.).

3.c. Trace the expansion of the United States and its acquisition of territory from 1877 (e.g., expansionism and imperialism).

MS.4. United States History: 1877 to the Present: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, a compass, technology, primary and secondary documents, political cartoons, etc). (C, H, G, E)

4.a. Interpret special purpose maps, primary/secondary sources, and political cartoons.

4.b. Analyze information presented in the form of graphs, charts, timelines, technology, etc.

4.c. Locate areas of international conflict (e.g., Caribbean, Southeast Asia, Europe, Middle East, etc.)

MS.5. United States History: 1877 to the Present: Analyze the civic contributions and responsibilities of Americans to the ongoing democratic process. (C, H)

5.a. Examine various reform movements (e.g., Civil Rights, Women's Movement, Temperance, Chicano, etc.).

5.b. Examine the government's role in various movements (e.g., labor movement, Progressive Movement, etc.).

5.c. Examine the role of government in the preservation of citizens' rights (e.g., 19th Amendment, Civil Rights Act of 1964, etc.).

5.d. Examine individuals' duties and responsibilities in a democratic society (e.g., voting, volunteerism, etc.).

MS.6. United States History: 1877 to the Present: Examine the interaction of society, business, and government with the economy of the United States. (C, H, G, E)

6.a. Apply economic concepts and reasoning when evaluating domestic issues since 1877 (e.g., gold standard, free coinage of silver, tariff issues, laissez faire, deficit spending, etc.).

6.b. Apply economic concepts and reasoning when evaluating American foreign policy since 1877 (e.g., imperialism, tariff issues, Open Door Policy, Great Depression, Marshall Plan, Middle East oil policy, etc.).

MS.1. United States Government: Explain how geography, economics, and history have influenced the political development of the United States. (C, H, G, E)

1.a. Trace the historical development of the United States political system.

1.b. Describe how the Constitution and Bill of Rights embodies the principles of American democracy.

1.c. Discuss how the Bill of Rights describes and protects our basic freedoms.

1.d. Describe the interaction of the different branches of American government on American society.

1.e. Describe the American economic system of capitalism and how it impacts the American way of life.

MS.2. United States Government: Analyze the United States federal form of government. (C, H)

2.a. Identify the structure of the United States federal system according to the Constitution and its amendments (e.g., separation of powers, checks and balances, judicial review, etc.).

2.b. Evaluate the flexibility of the United States Constitution (e.g., language, amendment process, etc.).

MS.3. United States Government: Describe the impact of science and technology on the political development of the United States. (C, H, G, E)

3.a. Analyze the impact of the media on United States democracy (e.g., print, television, etc.).

3.b. Describe the influence of technology on the political process (e.g., polls, television, Internet, e-mail, etc.).

MS.4. United States Government: Describe the relationship of people, places, and environments with the government. (C, H, G, E)

4.a. Describe the effects of different migration patterns in the United States. Explain how federal laws have affected the environment.

4.b. Analyze population trends and their impact on a representative government (e.g., electoral college, census, etc.).

4.c. Interpret the impact of political parties, special interest groups, and political action committees (PACS) on United States politics.

MS.5. United States Government: Demonstrate the ability to apply and interpret studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, political cartoons, etc.). (C, H, G, E)

5.a. Interpret special purpose maps.

5.b. Analyze information on graphs, charts, tables, and timelines.

5.c. Analyze political cartoons.

5.d. Utilize primary and secondary sources.

5.e. Discuss the influences of various drugs on the mind and body.

MS.6. United States Government: Explain how civic responsibilities are important to Americans as citizens of the United States and a global community. (C, E)

6.a. Explain the rights, roles, privileges, and responsibilities of citizens in American democracy.

6.b. Compare the United States government to other governments of the world.

MS.1. Economics: Identify and apply basic economic concepts. (C, H, G, E)

1.a. Define key terms and concepts (e.g., scarcity, opportunity cost, trade-offs, productivity, inflation, deflation, monopoly, free enterprise, oligopoly, conglomerate, etc.).

1.b. Construct and graph demand and supply schedules.

1.c. Determine equilibrium price on demand and supply schedules and curves.

1.d. Describe how the laws of supply and demand interact.

1.e. Analyze the importance of imports and exports.

1.f. Recognize fairness in life situations.

1.g. Recognize the awareness of citizenship and its benefits.

MS.2. Economics: Explain how people organize for the production, distribution, and consumption of goods and services. (C, H, G, E)

2.a. Explain how the scarcity of productive resources (e.g., human, capital, technological, natural, etc.) requires the development of economic systems to make decisions about how goods and services are produced and distributed.

2.b. Identify basic business organizations, including advantages and disadvantages of each.

2.c. Evaluate how an individual may prosper in a market economy (e.g., saving, investing, credit management, income, etc.).

MS.3. Economics: Discuss relationships among the various economic systems (e.g., households, business firms, banks, government agencies, labor unions, and corporations, etc.). (C, H, G, E)

3.a. Analyze the behavior of the consumer and the producer in a market economy and their impact on price.

3.b. Evaluate the role of organized labor on the United States economy.

3.c. Interpret the phases of the business cycle.

3.d. Describe the American banking system.

3.e. Explain the operation of the stock market.

3.f. Discuss government controls on our economy (e.g., monetary policy, fiscal policy, federal reserve, etc.).

MS.4. Economics: Understand global connections, conflicts, and geographic interdependence. (C, H, G, E)

4.a. Distinguish between domestic and global economic systems and explain their interaction.

4.b. Apply economic concepts and reasoning when evaluating historic and contemporary social developments and issues.

4.c. Evaluate the domestic and international impact of various economic agreements (e.g., NAFTA, EEC, GATT, etc.).

4.d. Describe and analyze characteristics and actions of effective citizens and leaders.

MS.5. Economics: Compare and contrast how values and beliefs influence economic decisions in different societies. (C, H, G, E)

5.a. Compare cultural and religious differences that affect economic decisions.

5.b. Contrast the public assistance systems of the United States and other nations (e.g., Japan, Germany, etc.).

5.c. Contrast and compare the United States' free-enterprise system and European socialism.

MS.6. Economics: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, political cartoons, etc.). (C, H, G, E)

6.a. Interpret special purpose maps.

6.b. Analyze information on graphs, charts, tables, and timelines.

6.c. Analyze political cartoons.

6.d. Analyze selected examples of ancient Middle Eastern literature (e.g., legends, poetry, prophecy, and wisdom literature, etc.).

MS.1. Introduction to World Geography: Explain the absolute and relative location of positions of people and places in the Earth's surface. (C, H, G, E)

1.a. Describe locations in terms of relationships with other locations (e.g., Korea, China, Russia, Cuba, United States, etc.).

1.b. Explain how location influences activities and processes that occur in different places (e.g., United States and Middle East oil policies, etc.).

1.c. Review how knowledge of locations and their characteristics is a key factor in understanding human interdependence and/or conflicts.

1.d. Identify the location of major water bodies and landmasses (e.g., Balkan Peninsula, Iberian Peninsula, Asia Minor, Subcontinent of India, etc.).

1.e. Discuss maps and globes as a primary geographic tool.

1.f. Distinguish among various map projections and discuss how map projections distort perceptions of relationships on the earth (e.g., Robinson, Peters, Mercator, etc.).

1.g. Locate and label major countries of the world on a political map.

1.h. Assess the role of responsibility in everyday life.

MS.2. Introduction to World Geography: Describe the relationship among people, places, and environments by mapping information about them. (C, H, G, E)

2.a. Use maps and other geographical tools to acquire, process, and report information (e.g., special purpose maps: population, immigration, political conflicts, etc.).

2.b. Use mental maps to organize information.

2.c. Analyze the spatial organization of people, places, and environments on the Earth's surface.

MS.3. Introduction to World Geography: Recognize that the identities and lives of people and individuals are rooted in particular places and regions. (C, H, G, E)

3.a. Identify human and physical characteristics of places.

3.b. Identify various types of regions.

3.c. Discuss how culture and experience influence people's perceptions of places and regions.

MS.4. Introduction to World Geography: Describe how human settlements and structure are part of the Earth's surface. C, H, G, E)

4.a. Describe characteristics, distribution, and migration of human population on the Earth's surface.

4.b. Discuss the characteristics, distribution, and complexity of various cultural groups (e.g., cultural diversity, religious differences, social economics, etc.).

4.c. Explain the processes, patterns, and functions of human settlement.

MS.5. Introduction to World Geography: Evaluate how the physical environment is modified by human activities. (C, H, G, E)

5.a. Cite examples of how human activities affect the physical environment (e.g., dust bowl, oil/petroleum industry, etc.).

5.b. Describe the ways in which human societies use the Earth's natural resources (e.g., timber, coal, oil, iron, land, fishing, etc.).

5.c. Explain how human activities are influenced by the Earth's physical features and process.

MS.6. Introduction to World Geography: Appraise how humans compete for control of Earth's surface. (C, H, G, E)

6.a. Discuss the role of cooperation and conflict in shaping events (e.g., NATO, SEATO, UN, etc.).

6.b. Analyze patterns and networks of economic interdependence (e.g., NAFTA, EEC/EU, CIS, OPEC, WTO, etc.).

MS.7. Introduction to the Social Studies: Examine the discipline of psychology. (H, G, E)

7.a. Identify the tools and methodologies of psychological inquiry.

7.b. Discuss the various branches of study within the discipline of psychology (e.g., clinical psychology, abnormal psychology, industrial psychology, etc.).

7.c. Assess the career opportunities associated with the discipline of psychology.

7.d. Analyze the development and expansion of various legal systems (e.g., Hebrew, Roman, Sumerian, Egyptian, etc.).

MS.1. Advanced World Geography: Describe the relationship among people, places, and environments by mapping information about them. (C, H, G, E)

1.a. Use maps and other geographic tools to acquire, process, and report information.

1.b. Use mental maps to organize information.

1.c. Analyze the spatial organization of people, places, and environments on the Earth's surface.

MS.2. Advanced World Geography: Recognize that the identities and lives of people and individuals are rooted in particular places and regions. (C, H, G, E)

2.a. Identify human and physical characteristics of places.

2.b. Identify various types of regions.

2.c. Explain why people create regions.

2.d. Establish personal goals and a mission statement.

MS.3. Advanced World Geography: Explain how physical processes shape the Earth's surface and interact with plant and animal life. (H, G)

3.a. Describe the physical processes that shape the patterns of the Earth's surface.

3.b. Explain how ecosystems are created, sustained, and modified.

MS.4. Advanced World Geography: Describe how human settlements and structure are part of the Earth's surface. (C, H, G, E)

4.a. Describe characteristics, distribution, and migration of human population on the Earth's surface.

4.b. Discuss the characteristics, distribution, and complexity of various cultural groups.

4.c. Analyze patterns and networks of economic interdependence on the Earth's surface.

4.d. Explain the processes, patterns, and functions of human settlement.

MS.5. Advanced World Geography: Evaluate how the physical environment is modified by human activities. (C, H, G, E)

5.a. Cite examples of how human activities affect physical systems.

5.b. Describe the ways in which human societies value and use the Earth's natural resources.

5.c. Explain how human activities are influenced by the Earth's physical features and process.

MS.6. Advanced World Geography: Appraise how humans compete for control of the Earth's surface. (C, H, G, E)

6.a. Discuss the role of cooperation and conflict in shaping events.

6.b. Analyze patterns and networks of economic interdependence.

MS.7. Advanced World Geography: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, political cartoons).

7.a. Interpret special purpose maps.

7.b. Analyze information on graphs, charts, tables, and timelines.

7.c. Analyze political cartoons.

7.d. Utilize primary and secondary sources.

MS.1. Psychology: Describe the impact of people, places, and events on the development of the study of psychology. (H, G)

1.a. Identify major contributors to the study of psychology.

1.b. Trace the development of psychological study from one of a theory to that of a science.

1.c. Describe the relationship of psychology to other sciences (e.g., sociology, biology, etc.).

MS.2. Psychology: Analyze the impact of science and technology on the study of psychology. (C, H, E)

2.a. Analyze the methods of measuring the development of the human mind.

2.b. Define and describe psychological disorders and identify scientific and medical advances that have helped treat them.

MS.3. Psychology: Evaluate the impact of various environmental factors on the development of the human mind. (C, H, G, E)

3.a. Analyze the internal influences on human development (e.g., heredity, etc.).

3.b. Identify the impact of external influences on human development (e.g., media, school, family, economic situations, etc.).

MS.4. Psychology: Examine the factors that help develop one's attitude toward citizenship responsibility. (C, E)

4.a. Discuss the effects of personality traits as well as personality and psychological disorders which impact proper citizenship.

4.b. Discuss the role of psychologists and other psychology related careers in our society.

MS.5. Psychology: Assess the key elements of psychological study and personality development. (H, E)

5.a. Analyze the behavioral stages of socialization and maturation.

5.b. Recognize the various methods of learning (e.g., cognitive, psychomotor, etc.).

5.c. Recognize the methods of measuring knowledge (e.g., IQ, etc.).

5.d. Explain the economic and emotional 'costs' associated with various disorders (e.g., compulsion, obsession, etc.).

5.e. Discuss the influences of various drugs on the mind and body.

5.f. Compare the relationships of various emotions to their resolutions.

MS.1. Sociology: Describe the various schools of sociological thought and trace their progress. (C, H, G, E)

1.a. Identify historic backgrounds of modern-day sociology.

1.b. Identify and discuss various schools of sociological thought.

1.c. Describe how sociology effects every aspect of society.

MS.2. Sociology: Examine the nature of culture and analyze conformity with and deviance from cultural mores. (C, G)

2.a. Define culture.

2.b. Distinguish between conformity and deviance from cultural mores.

2.c. Analyze instances of cultural conformity and deviation.

MS.3. Sociology: Analyze social structure. (C, H, G, E)

3.a. Describe social roles, their development, and their relationships among social groups.

3.b. Distinguish between formal and informal groups, and assess their importance.

3.c. Compare social stratification in traditional and industrial societies.

MS.4. Sociology: Discuss and analyze major social problems. (C, H, G, E)

4.a. Describe major social problems and their affects on the economy.

4.b. Analyze causes and effects of given social problems.

4.c. Compare and contrast the nuclear family and extended family.

MS.5. Sociology: Assess continuity and change in social groups. (C, H, G, E)

5.a. Examine relationships between social groups.

5.b. Describe ways groups resist and accommodate change.

5.c. Explain how location affects change in social groups.

MS.1. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Explain how geography, economics, and politics have influenced the development of the ancient Middle East . (H, G, E)

1.a. Examine the advantages of living in a river valley or coastal region as compared to inland areas of the Middle East.

1.b. Describe major events in the development and decline of regional empires (e.g., Egyptian, Assyrian, Babylonian, Medo-Persian, Greek, and Roman).

1.c. Examine the development of Israel as a civilization.

MS.2. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Describe the relationship of people, places, and environments through time. (C, H, G, E)

2.a. Analyze the accomplishments and failures of key people of the Middle East from 2000 B.C. to 100 A.D.

2.b. Critique the conflicts over the land of Palestine from 2000 B.C. to 100 A.D.

2.c. Analyze the movements and interactions of various groups of people in the ancient Middle East.

2.d. Analyze the impact of the Middle East as a crossroad for trade between Europe and Asia.

2.e. Define and recognize time management skills.

MS.3. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Examine the contributions made by archaeological work in the Middle East. (C, H, G, E)

3.a. Define the science of archaeology.

3.b. Review archaeological finds in the Middle East.

3.c. Critique the impact of archaeology related to various documents (e.g., Hammerabi's Code, the Bible, Dead Sea scrolls, etc.).

MS.4. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Describe the impact of science and technology on the historical development of the Middle East. (C, H, G, E)

4.a. Explain how technological development transformed agriculture and customs of the ancient Middle East.

4.b. Describe the transition from the barter system to monetary system (e.g., coinage, etc.).

MS.5. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, political cartoons, primary and secondary documents, charts, etc.). (C, H, G, E)

5.a. Locate and label selected physical features of the Middle East.

5.b. Compare and contrast ancient political boundaries with those of modern independent nations.

MS.6. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Discuss the similarities and differences of ancient Middle Eastern cultures. (C, H, G, E)

6.a. Compare and contrast the religious practices, rituals, and traditions of ancient Middle Eastern cultures.

6.b. Analyze examples of cultural contributions made by various ancient civilizations of the Middle East.

6.c. Examine the roles, status, and interaction of diverse groups of people (e.g., parents, children, men, women, slaves, etc.) within various ancient Middle Eastern societies.

6.d. Analyze selected examples of ancient Middle Eastern literature (e.g., legends, poetry, prophecy, and wisdom literature, etc.).

MS.7. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Analyze the development of social and political systems in the ancient Middle East. (C, H, G, E)

7.a. Compare/contrast political systems of the ancient Middle East.

7.b. Discuss major political movements from 2000 B.C. to 100 A.D.

7.c. Describe the warfare, weaponry, and resolution of conflicts in the ancient Middle East.

7.d. Analyze the development and expansion of various legal systems (e.g., Hebrew, Roman, Sumerian, Egyptian, etc.).

7.e. Show the impact of various empires on developing social structures of the ancient Middle East.

7.f. Summarize the effects of early religious teachings on ancient and modern social structures (e.g., Hebrew, Christian, Roman, Persian, Egyptian).

MS.1. Local Resource Study: Explain how geography, economics, and politics have influenced the use of natural resources in Mississippi. (C, H, G, E)

1.a. Compare/contrast the use of natural resources during the following periods: Native American, French, Spanish, British occupations, and modern period.

1.b. Analyze the impact of natural resources on the expansion of the Mississippi territory into statehood.

1.c. Trace the development and use of natural resources in the state and local area.

MS.2. Local Resource Study: Describe the geographic significance of natural resources. (G)

2.a. Describe the geographic aspects of natural resources (e.g., location, impact on the region, etc.).

2.b. Explain the relationship between migration patterns and natural resources.

MS.3. Local Resource Study: Describe the relationship of people, places, and the environment with government. (C, H, G, E)

3.a. Identify laws that have effected natural resources.

3.b. Explain how federal and state laws have affected the use of natural resources.

3.c. Demonstrate how various factors have led to changes in governmental policies (e.g., economics, politics, etc.).

MS.4. Local Resource Study: Analyze the technological impact of resources. (C, H, G, E)

4.a. Compare/contrast the use of machinery and manual labor.

4.b. Express how technology is used to control the use of natural resources.

4.c. Explain the pros and cons of using technology to conserve natural resources.

MS.5. Local Resource Study: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, charts, and political cartoons). (C, H, G, E)

5.a. Interpret special purpose maps.

5.b. Analyze information on graphs, charts, tables, and timelines.

5.c. Analyze political cartoons.

MS.1. Law Related Education: Analyze changes in the law and recognize the dynamic nature of the law. (C, H)

1.a. Define justice and law and trace its development in the United States.

1.b. Differentiate between federal and state law.

1.c. Analyze changes in federal and state law and explain the impact of each on American society.

1.d. Elaborate on the dynamic nature of the legal system of the United States.

MS.2. Law Related Education: Describe the civil and criminal justice systems, analyze their operations, and assess their effectiveness. (C, H, E)

2.a. Distinguish similarities and differences in the civil and criminal justice systems.

2.b. Compare the operations and processes of the civil and criminal justice systems.

2.c. Summarize issues and problems confronting the civil and criminal justice systems and assess the effectiveness of each system in resolving these problems.

MS.3. Law Related Education: Distinguish state from federal judicial systems and analyze relationships between them. (C, H, G, E)

3.a. Describe similarities and differences between state and federal court systems.

3.b. Explain how and under what circumstances cases move between state and federal jurisdictions.

3.c. Analyze the state's rights position (e.g., 10th Amendment, etc.) versus federalist's position (e.g., Elastic Clause, etc.).

MS.4. Law Related Education: Analyze the roles effectiveness, and responsibilities of local, state, and federal law enforcement agencies. (C, H, G, E)

4.a. Distinguish similarities and differences among local, state, and federal law enforcement agencies.

4.b. Describe the responsibility and jurisdiction of any given law enforcement agency.

4.c. Assess working relationships among law enforcement agencies at various levels.

MS.5. Law Related Education: Analyze the effectiveness of correctional systems in deterring criminal behavior. (C, H)

5.a. Distinguish between civil and criminal penalties.

5.b. Analyze various alternatives to incarceration.

5.c. Elaborate on options open to judges and juries in the sentencing process.

5.d. Judge the effectiveness of the correctional system in rehabilitating incarcerated persons and deterring crime.

MS.6. Law Related Education: Analyze conflicts resulting from competing interests, conflicting laws, and conflicting interpretations of the Constitution. (C, H, G, E)

6.a. Analyze constitutional changes and Supreme Court decisions effecting individuals and population groups.

6.b. Summarize competing interests, conflicting laws, and conflicting interpretations.

6.c. Assess the importance of given constitutional conflicts for individuals, groups, and society as a whole.

MS.1. Problems in American Democracy: Analyze the effects of changing geographic phenomena in the United States. (C, H, G, E)

1.a. Describe a major environmental crisis in America today (e.g., desertification, acid rain, ozone depletion, nuclear waste, etc.).

1.b. Examine the effects of overpopulation on the physical resources of the United States.

1.c. Evaluate the physical impact of rapid urbanization in the United States.

MS.2. Problems in American Democracy: Describe the importance of balancing the rights, roles, and status of individual Americans with those of the society at large. (C, H)

2.a. Examine the interactions of diverse ethnic, national, and cultural groups in the United States.

2.b. Describe the major events that led to the extension of civil liberties and civil rights.

2.c. Analyze the causes and effects of criminal and delinquent behavior in the United States today.

2.d. Examine the importance of civic responsibility as a solution to societal problems.

MS.3. Problems in American Democracy: Evaluate the challenges of maintaining balance among different socio-economic groups in the American democracy. (H, G, E)

3.a. Examine the concept of the distribution of wealth.

3.b. Analyze probable causes and cures of poverty.

3.c. Describe the adjustments of United States citizens to a global economy.

3.d. Examine the impact of socio-economic factors on American Politics.

MS.4. Problems in American Democracy: Describe the impact of science and technology on American society. (H, G)

4.a. Analyze how science and technology influence the values, attitudes, and beliefs of our society (e.g., censorship, etc.).

4.b. Evaluate how science and technology have transformed the physical world and human society (e.g., skyscrapers, Internet, etc.).

4.c. Evaluate the impact of specific scientific and technological inventions (e.g., nuclear weapons, computers, etc.).

MS.5. Problems in American Democracy: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

5.a. Interpret special purpose maps, primary and secondary sources (e.g., satellite images of deforestation, etc.).

5.b. Analyze graphs, schedules, tables, and timelines.

5.c. Analyze political cartoons.

5.d. Utilize primary and secondary sources.

MS.1. Global Studies: Discover how culture influences the decisions of world leaders. (C, H, G, E)

1.a. Identify current world political leaders and their duties.

1.b. Describe the role of world leaders within the context of peace initiatives, global conflict, and humanitarian issues.

1.c. Define culture and identify its effect on current world political leaders.

1.d. Evaluate the cultures of the most populated countries of the world.

1.e. Compare and contrast the traditions of these countries with those of the United States.

MS.2. Global Studies: Explain how economics, geography, and history have influenced the political systems of the world. (C, H, G, E)

2.a. Describe the characteristics and associated terms of various world political systems (e.g., republic, dictatorship, absolute monarchy, etc.).

2.b. Compare and contrast world economic systems.

2.c. Analyze the role and impact of international organizations (e.g., NATO, UN, Organization of American States, European Economic Community/European Union, NAFTA, World Bank, etc.).

MS.3. Global Studies: Evaluate global trade. (C, H, G, E)

3.a. Analyze the impact of different international organizations and agreements on the world economy (e.g., OPEC, NAFTA, European Union, Most Favored Nation Trade Status, etc.).

3.b. Identify the most important items of trade on the global market (e.g., oil, seafood, timber, etc.).

MS.4. Global Studies: Compare the distribution of global resources. (C, H, G, E)

4.a. Identify and examine the critical shortage of global natural resources and the regions in which they are located (e.g., oil, water, timber, etc.).

4.b. Examine the various world conflicts that have resulted from resource distribution issues (e.g., Africa, Middle East, East Asia, etc.).

4.c. Identify the countries that are the primary exporters and consumers of natural resources (e.g., 1st World, 3rd World Nations, etc.).

MS.5. Global Studies: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, political cartoons). (C, H, G, E)

5.a. Interpret special purpose maps.

5.b. Analyze information on graphs, charts, tables, and timelines.

5.c. Analyze political cartoons.

5.d. Utilize primary and secondary sources.

MS.1. Minority Studies: Explain how geography, economics, and politics have influenced minority groups in the United States. (C, G, E)

1.a. Examine the location and patterns of migration and settlement of minority groups in the United States (e.g., The Great Migration, etc.).

1.b. Analyze legislation, rules, and regulations that have affected the experiences of minority groups in the United States (e.g., Jim Crow Laws, 19th Amendment, etc.).

1.c. Analyze the impact of economic factors on minority groups in the United States.

1.d. Recognize that the identities and lives of minority groups are rooted in places and regions.

MS.2. Minority Studies: Describe the relationship of people, places, and environments through time. (C, H, G, E)

2.a. Identify significant people from different minority groups and the contributions they have made in United States history (e.g., Martin Luther King, Jr., Jim Thorpe, Harriet Tubman, etc.).

2.b. Identify and describe the contributions of different minority groups (e.g., contributions in art, music, inventions, etc.).

2.c. Describe major events that led to improvements in civil rights for minority groups.

2.d. Examine the interaction of minority groups through time.

2.e. Analyze the major events in history that have had an impact on different minority groups (e.g., the Holocaust, Trail of Tears, slavery, Japanese World War II Internment, and Chinese Exclusion, etc.).

MS.3. Minority Studies: Examine the cultural impact of minority groups on society. (C, H, G, E)

3.a. Compare/contrast ethnic cultures (e.g., traditions, holidays, foods, and history, etc.) of minority groups.

3.b. Examine the culture of minority groups.

MS.4. Minority Studies: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

4.a. Interpret special purpose maps.

4.b. Analyze information on graphs, charts, tables, and timelines.

4.c. Analyze political cartoons.

4.d. Utilize primary and secondary sources.

MS.1. Humanities: Explain how geography, economics, and politics have influenced the development of selected civilizations. (C, H, G, E)

1.a. Examine the geographic factors that shaped the growth of selected ancient and classical civilizations (e.g., topography, climate, location, etc.).

1.b. Apply economic concepts and reasoning when evaluating social and political developments and issues of selected civilizations (e.g., imperialism, industrialization, governmental development, etc.).

MS.2. Humanities: Describe the impact of science and technology on the historical development of selected ancient and classical civilizations. (H, G, E)

2.a. Explain the causes and consequences of agricultural and industrial movements in the formation of selected civilizations.

2.b. Assess the role of geography in scientific and technological methods that impacted the progress of selected civilizations (e.g., inventions, discoveries, exploration, etc.).

MS.3. Humanities: Describe the relationship of people, places, and environments of selected ancient and classical civilizations. (H, G, E)

3.a. Evaluate the role of environment and its place in the creation of music, art, literature, and other cultural aspects in selected civilizations (e.g., folk dances, poetry, mythology, etc.).

3.b. Describe how place and environment affected the architecture of selected civilizations.

3.c. Explain the cause and effect of the environment on human migration in selected civilizations through time and how this impacted culture.

3.d. Assess the development and role of religion in selected civilizations.

3.e. Identify significant people and their roles in the development of the fine arts associated with specific periods and movements within selected civilizations.

MS.4. Humanities: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

4.a. Use special purpose maps to locate places, regions, and topographical features of selected civilizations.

4.b. Create timelines to designate significant dates and periods in the cultural development of selected civilizations.

4.c. Construct charts to illustrate economic, cultural, historic, and geographic developments within specific civilizations.

MS.5. Humanities: Explain how civic responsibilities have been important to citizens in selected ancient and classical civilizations for the development of their political units. (C, H, E)

5.a. Describe political movements relevant to selected civilizations and their impact on culture.

5.b. Identify significant political leaders in selected civilizations and their impact on culture.

5.c. Assess the role of the citizens in the political process of selected civilizations.

MS.6. Humanities: Introduce, recognize, and trace the development of major forms of fine arts and literature in selected ancient and classical civilizations. (C, H, G, E)

6.a. Identify the major art forms and artists within a selected civilization and give examples of exemplary works in each form or technique (e.g., frescoes, murals, sculptures, opera, music, poetry, literature, etc.).

6.b. Assess how the various art forms (e.g., music, literature, visual art, etc.) were affected and influenced by geographic, political, economic, and religious events and movements that occurred during a specific period.

6.c. Compare similarities and differences in art forms of selected civilizations.

MS.1. Humanities II: Explain how geography, economics, and politics have influenced the development of selected contemporary societies. (C, H, G, E)

1.a. Examine the geographic factors that shaped the formation of contemporary cultures and subcultures (e.g., migration, catastrophic phenomena, etc.).

1.b. Apply economic concepts and reasoning to evaluate social and political developments and issues of selected contemporary societies (e.g., imperialism, nationalism, colonialism, urban renewal, etc.).

MS.2. Humanities II: Describe the impact of science and technology on the historical development of selected contemporary and future societies. (C, H, G, E)

2.a. Explain the effects of social, political, and religious movements in various contemporary societies (e.g., cults, survivalists, Habitat for Humanity, etc.).

2.b. Predict how scientific and technological methods will impact the development of future societies.

2.c. Evaluate the role of the media in contemporary societies.

MS.3. Humanities II: Describe the relationship of people, places, and environments of selected contemporary societies. (C, H, G, E)

3.a. Evaluate the role of environment and location in the creation of music, art, drama, and literature in selected contemporary societies (e.g., the Blues, rap, films, photography, etc.).

3.b. Describe how location, environment, and cultural aspects affected the architecture of selected contemporary societies.

3.c. Identify significant people and their roles in the development of the fine arts associated with contemporary societies (e.g., composers, artists, film directors, etc.).

MS.4. Humanities II: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

4.a. Use a variety of maps to locate places, regions, and topographical and demographic features of contemporary societies and their impact on culture.

4.b. Interpret political cartoons that are pertinent to issues current in contemporary societies.

4.c. Interpret special purpose maps.

4.d. Analyze information on graphs, charts, tables, and timelines.

4.e. Describe and analyze the community.

MS.5. Humanities II: Explain how civic responsibilities have been important to citizens for the development of their contemporary societies. (C, H, E)

5.a. Identify citizens or groups of citizens who have made significant changes in their contemporary societies (e.g., students for political change, Martin Luther King, Jr., MADD, etc.) and have impacted culture.

5.b. Describe political movements relevant to selected political units (e.g., Solidarity, Civil Rights, etc.) and the impact on culture.

MS.6. Humanities II: Introduce, recognize, and trace the development of major forms of fine arts and literature in selected contemporary societies. (C, H, G, E)

6.a. Identify the major art forms and artists in a selected contemporary society. Give examples of exemplary works in each form or technique (e.g., frescoes, murals, sculpture, opera, music, poetry, literature, etc.).

6.b. Assess how the various forms of art (e.g., music, literature, visual art, etc.) have been affected and influenced by contemporary geographic, economic, and religious events and movements.

6.c. Compare similarities/differences in art forms of selected civilizations/societies.

MS.1. Introduction to the Social Studies: Examine the discipline of history. (H)

1.a. Identify the tools and methodologies of historical inquiry and interpretation.

1.b. Discuss the various branches of study within the discipline (e.g., military history, social history, economic history, etc.).

1.c. Assess the career opportunities associated with the discipline of history.

MS.2. Introduction to the Social Studies: Examine the discipline of geography. (G)

2.a. Identify the tools and methodologies of geographic inquiry.

2.b. Discuss the various branches of study within the disciplines (e.g., urban geography, environmental geography, cultural geography, etc.).

2.c. Assess the career opportunities associated with the discipline of geography.

MS.3. Introduction to the Social Studies: Examine the discipline of political science. (C, H)

3.a. Identify the tools and methodologies of political inquiry.

3.b. Discuss the various branches of political science (e.g., international relations, comparative politics, etc.).

3.c. Assess the career opportunities associated with the discipline of political science.

MS.4. Introduction to the Social Studies: Examine the discipline of anthropology. (H, G)

4.a. Identify the tools and methodologies of anthropological inquiry.

4.b. Discuss the various branches of anthropology (e.g., archeology, physical anthropology, cultural anthropology, etc.).

4.c. Assess the career opportunities associated with the discipline of anthropology.

MS.5. Introduction to the Social Studies: Examine the discipline of economics. (E)

5.a. Identify the tools and methodologies of economic inquiry.

5.b. Discuss the various branches of study within the discipline (e.g., microeconomics and macroeconomics).

5.c. Assess the career opportunities associated with the discipline of economics.

MS.6. Introduction to the Social Studies: Examine the discipline of sociology. (H, G, E)

6.a. Identify the tools and methodologies of sociological inquiry.

6.b. Discuss the various branches of study within the discipline (e.g., marriage and family, etc.).

6.c. Assess the career opportunities associated with the discipline of sociology.

MS.7. Introduction to the Social Studies: Examine the discipline of psychology. (H, G, E)

7.a. Identify the tools and methodologies of psychological inquiry.

7.b. Discuss the various branches of study within the discipline of psychology (e.g., clinical psychology, abnormal psychology, industrial psychology, etc.).

7.c. Assess the career opportunities associated with the discipline of psychology.

MS.8. Introduction to the Social Studies: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, political cartoons). (C, H, G, E)

8.a. Interpret special purpose maps.

8.b. Analyze information on graphs, charts, tables, and timelines.

8.c. Analyze political cartoons.

8.d. Utilize primary and secondary sources.

MS.1. Local Culture: Explain how geography, economics, and politics have influenced the development of the local region. (C, H, G, E)

1.a. Recognize geographic features of the local area on a map (e.g., county, city, local and water forms, etc.).

1.b. Trace major historical events, which occurred in the local area (e.g., establishment, ethnic influences, etc.).

1.c. Describe economic influences, which have affected the progress of the local area (e.g., agriculture, industry, etc.).

1.d. Describe the economic future of the local area.

MS.2. Local Culture: Describe the impact of science and technology on the development of the local region. (C, H, G, E)

2.a. Identify scientific advancements, which influence the development of the local area (e.g., cotton gin, transportation, etc.).

2.b. Discuss the role of technology in the advancement or lack of progress in the local area.

2.c. Evaluate the role of agricultural advancements and industrial development in the local area.

MS.3. Local Culture: Describe the relationship of people, places, and environments of the local region. (C, H, G, E)

3.a. Determine what influence the environment of the region had on its development (e.g., location, climate, etc.).

3.b. Identify the various cultural groups, which settled in the local area (e.g., reasons for settlement, contribution to local society, etc.).

3.c. Investigate the development of the area of the region (e.g., literature, arts, architecture, music, etc.).

3.d. Identify famous local people who have had an impact on the local area.

MS.4. Local Culture: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

4.a. Utilize various forms of research to investigate the local culture.

4.b. Interpret information from maps and other social studies tools (e.g., charts, graphs, and diagrams, etc.) about the local region begin studied.

4.c. Interpret special purpose maps.

4.d. Analyze information on graphs, charts, tables, and timelines.

4.e. Analyze political cartoons.

4.f. Describe and analyze local problems and their connection to state and national issues.

MS.5. Local Culture: Explain how local civic responsibilities have been important to the development of the local region. (C, H)

5.a. Describe the types of government of the local area (e.g., county, city, etc.).

5.b. Investigate the types of elections held in the local area.

5.c. Explain financial dependency of the local government to state and federal agencies.

MS.1. Future Studies: Examine the interrelatedness of history, geography, economics, and government in evolving societal systems and structures. (C, H, G, E)

1.a. Explain how geographic factors affected the historical, economic, and governmental development of past societies, and predict how changing geographic factors will affect the development of future societies (e.g., desertification, etc.).

1.b. Apply economic concepts to explain the shifts in systems and structures in society (e.g., control of oil supply, trade agreements, etc.).

1.c. Analyze positive and negative consequences resulting from projected human alterations to the environment (e.g., destruction of the rain forests, use of pesticides on crops, draining of wetlands for construction of malls, parking lots, etc.).

1.d. Predict the problems of a chosen cultural group after analyzing its human characteristics (e.g., population size, ethnic composition, socio-economic and cultural characteristics, etc.).

MS.2. Future Studies: Describe the impact of science and technology on historical development and predict future technological and scientific developments that might affect future society. (C, H, G, E)

2.a. Identify obstacles to be encountered in the future in organizing systems for the exchange of goods and the development of services (e.g., NAFTA, European Economic Union, space stations, biosphere, etc.).

2.b. Evaluate the role of the media in future societies.

2.c. Analyze the possible impact of science and technology on the future (e.g., cloning, computers, etc.).

MS.3. Future Studies: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

3.a. Use a special purpose map to locate places, regions, and topographical features of predicted future societies (e.g., space stations, biosphere, planned cities in formerly inhabitable locations, etc.).

3.b. Create charts, graphs, and tables to illustrate the socioeconomic groups, economic needs, and governmental structure of predicted future societies.

MS.4. Future Studies: Explain how civic responsibilities will be employed by citizens in future societies. (C, H)

4.a. Compare and contrast civic responsibilities of citizens in past and present societies to those in future societies.

4.b. Analyze leadership qualities valued in past and present-day leaders and predict the demands that will be made on individuals in future leadership roles.

4.c. Predict shifts in attitude and the approach toward solutions to major societal problems (e.g., drugs, population growth, disease, etc.).

4.d. Examine how the actions of individuals will affect the development of future societies.

MS.5. Future Studies: Describe the relationship of people, places, and environments in future societies. (C, H, G, E)

5.a. Explain how geographical factors of future societies will affect art, drama, music, and literature.

5.b. Illustrate and explain how architecture and construction might change to accommodate the needs of a future society.

5.c. Identify the groups, professions, or types of people who will play the most significant roles in future societies, and how they have changed from past societies.

MS.1. Personal Leadership: Understand personal leadership concepts. (C, H, G, E)

1.a. Examine characteristics and styles of leaders.

1.b. Identify opportunities for leadership in schools and communities.

1.c. Explain the concepts of personal value systems and habits.

1.d. Define and predict a paradigm shift.

1.e. Explain positive character traits.

1.f. Recognize fairness in life situations.

1.g. Recognize the awareness of citizenship and its benefits.

1.h. Assess the role of responsibility in everyday life.

1.i. Acquire positive character and personality traits.

MS.2. Personal Leadership: Acquire personal leadership skills. (C, H, G, E)

2.a. Analyze personal leadership skills as it relates to the student.

2.b. Diagram personal area of influence and control.

2.c. Demonstrate proactive thinking.

2.d. Establish personal goals and a mission statement.

2.e. Define and recognize time management skills.

2.f. Demonstrate the concept of good listening skills.

2.g. Demonstrate proper public speaking skills.

MS.3. Personal Leadership: Demonstrate personal leadership skills. (C, H, G, E)

3.a. Summarize confidentiality and sensitivity issues of younger youth.

3.b. Recognize emotional and cognitive abilities of mentoring audience.

3.c. Explain how recognition plays a part in a person's development.

3.d. Devise a plan for dealing with behavioral issues of youth.

3.e. Exhibit characteristics of a positive role model.

3.f. Demonstrate the ability to solve a problem through listening and negotiation.

MS.1. Community Service Learning: Develop intellectual skills through analysis and evaluation of data. (C, H, G, E)

1.a. Gather, interpret, analyze, summarize, evaluate, and present information; categorize information; and establish cause and effect relationships.

1.b. Understand issues, their history and contemporary relevance; and identify, describe, evaluate, and defend a position.

1.c. Identify criteria for making judgments.

1.d. Assess involvement, identify implications, and identify rights and responsibilities.

MS.2. Community Service Learning: Develop participatory skills by implementing learning. (C, H, G, E)

2.a. Solve problems and take action.

2.b. Influence policies; negotiate, compromise, and seek consensus.

2.c. Make decisions, gather information, identify needs and resources, and clarify values.

MS.3. Community Service Learning: Demonstrate the ability to use social studies skills through research (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

3.a. Understand issues and make choices; understand fundamental laws; and understand the role of decision-making.

3.b. Track issues in the media; research issues in the community, attend, report and reflect on meetings and hearings.

3.c. Use the media to gather and analyze information and acquire information from groups and individuals.

MS.4. Community Service Learning: Develop verbal and written persuasion skills through participation in civic events. (C, H, G, E)

4.a. Understand the importance of taking civic action.

4.b. Participate in classroom and school government; participate in civic meetings; and write letters to newspapers and members of government agencies.

4.c. Develop rationales to support one's point of view.

4.d. Describe and analyze characteristics and actions of effective citizens and leaders.

4.e. Describe and analyze the community.

4.f. Describe and analyze local problems and their connection to state and national issues.

MS.1. Community Service Learning: Develop intellectual skills through analysis and evaluation of data. (C, H, G, E)

1.a. Gather, interpret, analyze, summarize, evaluate, and present information; categorize information; and establish cause and effect relationships.

1.b. Understand issues, their history and contemporary relevance; and identify, describe, evaluate, and defend a position.

1.c. Identify criteria for making judgments.

1.d. Assess involvement, identify implications, and identify rights and responsibilities.

1.e. Explain positive character traits.

MS.2. Community Service Learning: Develop participatory skills by implementing learning. (C, H, G, E)

2.a. Solve problems and take action.

MS.3. Community Service Learning: Demonstrate the ability to use social studies skills through research (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

3.a. Understand issues and make choices; understand fundamental laws; and understand the role of decision-making.

3.b. Track issues in the media; research issues in the community, attend, report and reflect on meetings and hearings.

3.c. Use the media to gather and analyze information and acquire information from groups and individuals.

3.d. Devise a plan for dealing with behavioral issues of youth.

3.e. Exhibit characteristics of a positive role model.

3.f. Demonstrate the ability to solve a problem through listening and negotiation.

MS.4. Community Service Learning: Develop verbal and written persuasion skills through participation in civic events. (C, H, G, E)

4.a. Understand the importance of taking civic action.

4.b. Participate in classroom and school government; participate in civic meetings; and write letters to newspapers and members of government agencies.

4.c. Develop rationales to support one's point of view.

MS.5. Future Studies: Describe the relationship of people, places, and environments in future societies. (C, H, G, E)

5.a. Explain how geographical factors of future societies will affect art, drama, music, and literature.

5.b. Illustrate and explain how architecture and construction might change to accommodate the needs of a future society.

5.c. Identify the groups, professions, or types of people who will play the most significant roles in future societies, and how they have changed from past societies.

5.d. Utilize primary and secondary sources.

MS.6. Introduction to the Social Studies: Examine the discipline of sociology. (H, G, E)

6.a. Identify the tools and methodologies of sociological inquiry.

6.b. Discuss the various branches of study within the discipline (e.g., marriage and family, etc.).

6.c. Assess the career opportunities associated with the discipline of sociology.

MS.1. Mississippi Studies: World History: 1750 to the Present: Explain how geography, economics, and politics have influenced the historical development of various nations from 1750-present. (C, H, G, E)

1.a. Apply economic concepts and reasoning when evaluating social developments and issues (e.g., imperialism, socialism, communism, capitalism, etc.).

1.b. Describe movements that led to conflicts and revolutions in the late 18th/19th/20th centuries (e.g., Enlightenment, nationalism, unification, liberalism, industrialization, imperialism, modernization/westernization, militarism, globalization, etc.).

1.c. Examine the geographic factors that shaped the modern world (e.g., desire for and location of resources, trade routes, geographic locations of nationalist groups, etc.).

MS.2. Mississippi Studies: World History: 1750 to the Present: Describe the impact of science and technology on the historical development of the world since 1750. (H, G, E)

2.a. Explain the causes and consequences of the Agricultural and Industrial Revolutions of the 18th and 19th century on the modern world (e.g., new technology, urbanization, mass production, imperialism, militarism, reform movements, westernization/modernization, etc.).

2.b. Influence policies; negotiate, compromise, and seek consensus.

2.c. Make decisions, gather information, identify needs and resources, and clarify values.

MS.3. Mississippi Studies: World History: 1750 to the Present: Describe the relationships of people, places, and environments through the 19th and 20th centuries. (C, H, G, E)

3.a. Describe and analyze physical, cultural, and economic patterns and their interactions (e.g., land use, settlement/movement of people to new regions, cultural transmission patterns, etc.).

3.b. Analyze how various regional and global geographic patterns have influenced historical events (e.g., unification of Italy and Germany, decline of the Ottoman and Austrian Empires, imperialism as a precursor to WWI, growth of Germany/WWII, U.S.S.R/Cold War, SE Asia, Middle East, etc.).

3.c. Explain how people create places that reflect culture, human needs, government policy, and current values and ideals (e.g., formation of new nations, nationalist and reform movements, revolution/resistance, etc.).

3.d. Evaluate alternative policies for the use of land and other resources throughout the world (e.g., oil drilling, water conservation, mining, etc.).

3.e. Examine the global consequences of various world conflicts of the 19th and 20th centuries (e.g., Napoleonic Wars, Revolutions, WWI, WWII, Cold War, Gulf War, etc.).

MS.4. Mississippi Studies: World History: 1750 to the Present: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary documents, political cartoons, etc.). (C, H, G, E)

4.a. Locate regions of the world and demonstrate how and why they have changed over time (e.g., Europe before and after the Congress of Vienna, Post WWI, Post WWII, Vietnam, Former Soviet Union, etc.).

4.b. Synthesize information from various representations of the earth (e.g., special purpose maps, outer space photos, GPS, GIS, etc.).

4.c. Interpret information using appropriate social studies tools (e.g., maps, primary and secondary sources-cartoons, photographs, speeches, timelines, charts and graphs, etc.).

MS.5. Mississippi Studies: World History: 1750 to the Present: Explain how civic responsibilities are important to Americans as citizens of a global community. (C)

5.a. Discuss the role of the United States in various world organizations (e.g., U.N., NATO, SEATO, OAS, etc.).

5.b. Discuss the response of the American people to various world crises (e.g., apartheid, natural disasters, fall of communism, economic problems, human rights issues, etc.).

5.c. Analyze the present status of the worldwide deployment of United State troops and examine reasons for their deployment, such as humanitarian reasons, buffering, peacekeeping, etc. (e.g., Germany, the Balkan Peninsula, Afghanistan, Africa, Middle East, Korea, etc.).

MS.1. United States History: 1877 to the Present: Explain how politics have influenced the domestic development and international relationships of the United States since 1877. (C, H)

1.a. Explain the emergence of modern America from a domestic perspective (e.g., frontier experience, Industrial Revolution and organized labor, reform movements of Populism and Progressivism, Women's Movement, the New Deal, Civil Rights Movement, etc.).

1.b. Explain the changing role of the United States in world affairs since 1877 through wars, conflicts, and foreign policy (e.g., Spanish American War, the Imperialist Era, World War I, World War II, Korean Conflicts, Vietnam, and other containment related policies of the Cold War).

MS.2. United States History: 1877 to the Present: Describe the impact of science and technology on the historical development of the United States. (H, G, E)

2.a. Analyze the impact of American inventions on the United States (e.g., light bulb, etc.).

2.b. Examine the continuing impact of industrial development on the growth of our nation (e.g., mass production, computer operations, etc.).

2.c. Describe the effects of transportation and communication advances since 1877 (e.g., railroads, interstate highway system, mass media, etc.).

MS.3. United States History: 1877 to the Present: Describe the relationship of people, places, and environments through time. (C, H, G, E)

3.a. Analyze human migration patterns since 1877 (e.g., rural to urban, the Great Migration, immigration, etc.).

3.b. Analyze how changing human, physical, and geographic characteristics can alter a regional landscape (e.g., urbanization, Dust Bowl, etc.).

3.c. Trace the expansion of the United States and its acquisition of territory from 1877 (e.g., expansionism and imperialism).

MS.4. United States History: 1877 to the Present: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, a compass, technology, primary and secondary documents, political cartoons, etc). (C, H, G, E)

4.a. Interpret special purpose maps, primary/secondary sources, and political cartoons.

4.b. Analyze information presented in the form of graphs, charts, timelines, technology, etc.

4.c. Locate areas of international conflict (e.g., Caribbean, Southeast Asia, Europe, Middle East, etc.)

MS.5. United States History: 1877 to the Present: Analyze the civic contributions and responsibilities of Americans to the ongoing democratic process. (C, H)

5.a. Examine various reform movements (e.g., Civil Rights, Women's Movement, Temperance, Chicano, etc.).

5.b. Examine the government's role in various movements (e.g., labor movement, Progressive Movement, etc.).

5.c. Examine the role of government in the preservation of citizens' rights (e.g., 19th Amendment, Civil Rights Act of 1964, etc.).

5.d. Examine individuals' duties and responsibilities in a democratic society (e.g., voting, volunteerism, etc.).

MS.6. United States History: 1877 to the Present: Examine the interaction of society, business, and government with the economy of the United States. (C, H, G, E)

6.a. Apply economic concepts and reasoning when evaluating domestic issues since 1877 (e.g., gold standard, free coinage of silver, tariff issues, laissez faire, deficit spending, etc.).

6.b. Apply economic concepts and reasoning when evaluating American foreign policy since 1877 (e.g., imperialism, tariff issues, Open Door Policy, Great Depression, Marshall Plan, Middle East oil policy, etc.).

MS.1. United States Government: Explain how geography, economics, and history have influenced the political development of the United States. (C, H, G, E)

1.a. Trace the historical development of the United States political system.

1.b. Describe how the Constitution and Bill of Rights embodies the principles of American democracy.

1.c. Discuss how the Bill of Rights describes and protects our basic freedoms.

1.d. Describe the interaction of the different branches of American government on American society.

1.e. Describe the American economic system of capitalism and how it impacts the American way of life.

MS.2. United States Government: Analyze the United States federal form of government. (C, H)

2.a. Identify the structure of the United States federal system according to the Constitution and its amendments (e.g., separation of powers, checks and balances, judicial review, etc.).

2.b. Evaluate the flexibility of the United States Constitution (e.g., language, amendment process, etc.).

MS.3. United States Government: Describe the impact of science and technology on the political development of the United States. (C, H, G, E)

3.a. Analyze the impact of the media on United States democracy (e.g., print, television, etc.).

3.b. Describe the influence of technology on the political process (e.g., polls, television, Internet, e-mail, etc.).

MS.4. United States Government: Describe the relationship of people, places, and environments with the government. (C, H, G, E)

4.a. Describe the effects of different migration patterns in the United States. Explain how federal laws have affected the environment.

4.b. Analyze population trends and their impact on a representative government (e.g., electoral college, census, etc.).

4.c. Interpret the impact of political parties, special interest groups, and political action committees (PACS) on United States politics.

MS.5. United States Government: Demonstrate the ability to apply and interpret studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, political cartoons, etc.). (C, H, G, E)

5.a. Interpret special purpose maps.

5.b. Analyze information on graphs, charts, tables, and timelines.

5.c. Analyze political cartoons.

5.d. Utilize primary and secondary sources.

5.e. Discuss the influences of various drugs on the mind and body.

MS.6. United States Government: Explain how civic responsibilities are important to Americans as citizens of the United States and a global community. (C, E)

6.a. Explain the rights, roles, privileges, and responsibilities of citizens in American democracy.

6.b. Compare the United States government to other governments of the world.

MS.1. Economics: Identify and apply basic economic concepts. (C, H, G, E)

1.a. Define key terms and concepts (e.g., scarcity, opportunity cost, trade-offs, productivity, inflation, deflation, monopoly, free enterprise, oligopoly, conglomerate, etc.).

1.b. Construct and graph demand and supply schedules.

8.5. Market Structures: Explain how competition among many sellers lowers costs and prices and encourages producers to produce more.

1.d. Describe how the laws of supply and demand interact.

1.e. Analyze the importance of imports and exports.

1.f. Recognize fairness in life situations.

1.g. Recognize the awareness of citizenship and its benefits.

MS.2. Economics: Explain how people organize for the production, distribution, and consumption of goods and services. (C, H, G, E)

2.a. Explain how the scarcity of productive resources (e.g., human, capital, technological, natural, etc.) requires the development of economic systems to make decisions about how goods and services are produced and distributed.

2.b. Identify basic business organizations, including advantages and disadvantages of each.

2.c. Evaluate how an individual may prosper in a market economy (e.g., saving, investing, credit management, income, etc.).

MS.3. Economics: Discuss relationships among the various economic systems (e.g., households, business firms, banks, government agencies, labor unions, and corporations, etc.). (C, H, G, E)

3.a. Analyze the behavior of the consumer and the producer in a market economy and their impact on price.

3.b. Evaluate the role of organized labor on the United States economy.

3.c. Interpret the phases of the business cycle.

3.d. Describe the American banking system.

3.e. Explain the operation of the stock market.

3.f. Discuss government controls on our economy (e.g., monetary policy, fiscal policy, federal reserve, etc.).

MS.4. Economics: Understand global connections, conflicts, and geographic interdependence. (C, H, G, E)

4.a. Distinguish between domestic and global economic systems and explain their interaction.

4.b. Apply economic concepts and reasoning when evaluating historic and contemporary social developments and issues.

4.c. Evaluate the domestic and international impact of various economic agreements (e.g., NAFTA, EEC, GATT, etc.).

4.d. Describe and analyze characteristics and actions of effective citizens and leaders.

MS.5. Economics: Compare and contrast how values and beliefs influence economic decisions in different societies. (C, H, G, E)

5.a. Compare cultural and religious differences that affect economic decisions.

5.b. Contrast the public assistance systems of the United States and other nations (e.g., Japan, Germany, etc.).

5.c. Contrast and compare the United States' free-enterprise system and European socialism.

MS.6. Economics: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, political cartoons, etc.). (C, H, G, E)

6.a. Interpret special purpose maps.

6.b. Analyze information on graphs, charts, tables, and timelines.

6.c. Analyze political cartoons.

6.d. Analyze selected examples of ancient Middle Eastern literature (e.g., legends, poetry, prophecy, and wisdom literature, etc.).

MS.1. Introduction to World Geography: Explain the absolute and relative location of positions of people and places in the Earth's surface. (C, H, G, E)

1.a. Describe locations in terms of relationships with other locations (e.g., Korea, China, Russia, Cuba, United States, etc.).

1.b. Explain how location influences activities and processes that occur in different places (e.g., United States and Middle East oil policies, etc.).

1.c. Review how knowledge of locations and their characteristics is a key factor in understanding human interdependence and/or conflicts.

1.d. Identify the location of major water bodies and landmasses (e.g., Balkan Peninsula, Iberian Peninsula, Asia Minor, Subcontinent of India, etc.).

1.e. Discuss maps and globes as a primary geographic tool.

1.f. Distinguish among various map projections and discuss how map projections distort perceptions of relationships on the earth (e.g., Robinson, Peters, Mercator, etc.).

1.g. Locate and label major countries of the world on a political map.

1.h. Assess the role of responsibility in everyday life.

MS.2. Introduction to World Geography: Describe the relationship among people, places, and environments by mapping information about them. (C, H, G, E)

2.a. Use maps and other geographical tools to acquire, process, and report information (e.g., special purpose maps: population, immigration, political conflicts, etc.).

2.b. Use mental maps to organize information.

2.c. Analyze the spatial organization of people, places, and environments on the Earth's surface.

MS.3. Introduction to World Geography: Recognize that the identities and lives of people and individuals are rooted in particular places and regions. (C, H, G, E)

3.a. Identify human and physical characteristics of places.

3.b. Identify various types of regions.

3.c. Discuss how culture and experience influence people's perceptions of places and regions.

MS.4. Introduction to World Geography: Describe how human settlements and structure are part of the Earth's surface. C, H, G, E)

4.a. Describe characteristics, distribution, and migration of human population on the Earth's surface.

4.b. Discuss the characteristics, distribution, and complexity of various cultural groups (e.g., cultural diversity, religious differences, social economics, etc.).

4.c. Explain the processes, patterns, and functions of human settlement.

MS.5. Introduction to World Geography: Evaluate how the physical environment is modified by human activities. (C, H, G, E)

5.a. Cite examples of how human activities affect the physical environment (e.g., dust bowl, oil/petroleum industry, etc.).

5.b. Describe the ways in which human societies use the Earth's natural resources (e.g., timber, coal, oil, iron, land, fishing, etc.).

5.c. Explain how human activities are influenced by the Earth's physical features and process.

MS.6. Introduction to World Geography: Appraise how humans compete for control of Earth's surface. (C, H, G, E)

6.a. Discuss the role of cooperation and conflict in shaping events (e.g., NATO, SEATO, UN, etc.).

6.b. Analyze patterns and networks of economic interdependence (e.g., NAFTA, EEC/EU, CIS, OPEC, WTO, etc.).

MS.7. Introduction to the Social Studies: Examine the discipline of psychology. (H, G, E)

7.a. Identify the tools and methodologies of psychological inquiry.

7.b. Discuss the various branches of study within the discipline of psychology (e.g., clinical psychology, abnormal psychology, industrial psychology, etc.).

7.c. Assess the career opportunities associated with the discipline of psychology.

7.d. Analyze the development and expansion of various legal systems (e.g., Hebrew, Roman, Sumerian, Egyptian, etc.).

MS.1. Advanced World Geography: Describe the relationship among people, places, and environments by mapping information about them. (C, H, G, E)

1.a. Use maps and other geographic tools to acquire, process, and report information.

1.b. Use mental maps to organize information.

1.c. Analyze the spatial organization of people, places, and environments on the Earth's surface.

MS.2. Advanced World Geography: Recognize that the identities and lives of people and individuals are rooted in particular places and regions. (C, H, G, E)

2.a. Identify human and physical characteristics of places.

2.b. Identify various types of regions.

2.c. Explain why people create regions.

2.d. Establish personal goals and a mission statement.

MS.3. Advanced World Geography: Explain how physical processes shape the Earth's surface and interact with plant and animal life. (H, G)

3.a. Describe the physical processes that shape the patterns of the Earth's surface.

3.b. Explain how ecosystems are created, sustained, and modified.

MS.4. Advanced World Geography: Describe how human settlements and structure are part of the Earth's surface. (C, H, G, E)

4.a. Describe characteristics, distribution, and migration of human population on the Earth's surface.

4.b. Discuss the characteristics, distribution, and complexity of various cultural groups.

4.c. Analyze patterns and networks of economic interdependence on the Earth's surface.

4.d. Explain the processes, patterns, and functions of human settlement.

MS.5. Advanced World Geography: Evaluate how the physical environment is modified by human activities. (C, H, G, E)

5.a. Cite examples of how human activities affect physical systems.

5.b. Describe the ways in which human societies value and use the Earth's natural resources.

5.c. Explain how human activities are influenced by the Earth's physical features and process.

MS.6. Advanced World Geography: Appraise how humans compete for control of the Earth's surface. (C, H, G, E)

6.a. Discuss the role of cooperation and conflict in shaping events.

6.b. Analyze patterns and networks of economic interdependence.

MS.7. Advanced World Geography: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, political cartoons).

7.a. Interpret special purpose maps.

7.b. Analyze information on graphs, charts, tables, and timelines.

7.c. Analyze political cartoons.

7.d. Utilize primary and secondary sources.

MS.1. Psychology: Describe the impact of people, places, and events on the development of the study of psychology. (H, G)

1.a. Identify major contributors to the study of psychology.

1.b. Trace the development of psychological study from one of a theory to that of a science.

1.c. Describe the relationship of psychology to other sciences (e.g., sociology, biology, etc.).

MS.2. Psychology: Analyze the impact of science and technology on the study of psychology. (C, H, E)

2.a. Analyze the methods of measuring the development of the human mind.

2.b. Define and describe psychological disorders and identify scientific and medical advances that have helped treat them.

MS.3. Psychology: Evaluate the impact of various environmental factors on the development of the human mind. (C, H, G, E)

3.a. Analyze the internal influences on human development (e.g., heredity, etc.).

3.b. Identify the impact of external influences on human development (e.g., media, school, family, economic situations, etc.).

MS.4. Psychology: Examine the factors that help develop one's attitude toward citizenship responsibility. (C, E)

4.a. Discuss the effects of personality traits as well as personality and psychological disorders which impact proper citizenship.

4.b. Discuss the role of psychologists and other psychology related careers in our society.

MS.5. Psychology: Assess the key elements of psychological study and personality development. (H, E)

5.a. Analyze the behavioral stages of socialization and maturation.

5.b. Recognize the various methods of learning (e.g., cognitive, psychomotor, etc.).

5.c. Recognize the methods of measuring knowledge (e.g., IQ, etc.).

5.d. Explain the economic and emotional 'costs' associated with various disorders (e.g., compulsion, obsession, etc.).

5.e. Discuss the influences of various drugs on the mind and body.

5.f. Compare the relationships of various emotions to their resolutions.

MS.1. Sociology: Describe the various schools of sociological thought and trace their progress. (C, H, G, E)

1.a. Identify historic backgrounds of modern-day sociology.

1.b. Identify and discuss various schools of sociological thought.

1.c. Describe how sociology effects every aspect of society.

MS.2. Sociology: Examine the nature of culture and analyze conformity with and deviance from cultural mores. (C, G)

2.a. Define culture.

2.b. Distinguish between conformity and deviance from cultural mores.

2.c. Analyze instances of cultural conformity and deviation.

MS.3. Sociology: Analyze social structure. (C, H, G, E)

3.a. Describe social roles, their development, and their relationships among social groups.

3.b. Distinguish between formal and informal groups, and assess their importance.

3.c. Compare social stratification in traditional and industrial societies.

MS.4. Sociology: Discuss and analyze major social problems. (C, H, G, E)

4.a. Describe major social problems and their affects on the economy.

4.b. Analyze causes and effects of given social problems.

4.c. Compare and contrast the nuclear family and extended family.

MS.5. Sociology: Assess continuity and change in social groups. (C, H, G, E)

5.a. Examine relationships between social groups.

5.b. Describe ways groups resist and accommodate change.

5.c. Explain how location affects change in social groups.

MS.1. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Explain how geography, economics, and politics have influenced the development of the ancient Middle East . (H, G, E)

1.a. Examine the advantages of living in a river valley or coastal region as compared to inland areas of the Middle East.

1.b. Describe major events in the development and decline of regional empires (e.g., Egyptian, Assyrian, Babylonian, Medo-Persian, Greek, and Roman).

1.c. Examine the development of Israel as a civilization.

MS.2. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Describe the relationship of people, places, and environments through time. (C, H, G, E)

2.a. Analyze the accomplishments and failures of key people of the Middle East from 2000 B.C. to 100 A.D.

2.b. Critique the conflicts over the land of Palestine from 2000 B.C. to 100 A.D.

2.c. Analyze the movements and interactions of various groups of people in the ancient Middle East.

2.d. Analyze the impact of the Middle East as a crossroad for trade between Europe and Asia.

2.e. Define and recognize time management skills.

MS.3. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Examine the contributions made by archaeological work in the Middle East. (C, H, G, E)

3.a. Define the science of archaeology.

3.b. Review archaeological finds in the Middle East.

3.c. Critique the impact of archaeology related to various documents (e.g., Hammerabi's Code, the Bible, Dead Sea scrolls, etc.).

MS.4. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Describe the impact of science and technology on the historical development of the Middle East. (C, H, G, E)

4.a. Explain how technological development transformed agriculture and customs of the ancient Middle East.

4.b. Describe the transition from the barter system to monetary system (e.g., coinage, etc.).

MS.5. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, political cartoons, primary and secondary documents, charts, etc.). (C, H, G, E)

5.a. Locate and label selected physical features of the Middle East.

5.b. Compare and contrast ancient political boundaries with those of modern independent nations.

MS.6. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Discuss the similarities and differences of ancient Middle Eastern cultures. (C, H, G, E)

6.a. Compare and contrast the religious practices, rituals, and traditions of ancient Middle Eastern cultures.

6.b. Analyze examples of cultural contributions made by various ancient civilizations of the Middle East.

6.c. Examine the roles, status, and interaction of diverse groups of people (e.g., parents, children, men, women, slaves, etc.) within various ancient Middle Eastern societies.

6.d. Analyze selected examples of ancient Middle Eastern literature (e.g., legends, poetry, prophecy, and wisdom literature, etc.).

MS.7. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Analyze the development of social and political systems in the ancient Middle East. (C, H, G, E)

7.a. Compare/contrast political systems of the ancient Middle East.

7.b. Discuss major political movements from 2000 B.C. to 100 A.D.

7.c. Describe the warfare, weaponry, and resolution of conflicts in the ancient Middle East.

7.d. Analyze the development and expansion of various legal systems (e.g., Hebrew, Roman, Sumerian, Egyptian, etc.).

7.e. Show the impact of various empires on developing social structures of the ancient Middle East.

7.f. Summarize the effects of early religious teachings on ancient and modern social structures (e.g., Hebrew, Christian, Roman, Persian, Egyptian).

MS.1. Local Resource Study: Explain how geography, economics, and politics have influenced the use of natural resources in Mississippi. (C, H, G, E)

1.a. Compare/contrast the use of natural resources during the following periods: Native American, French, Spanish, British occupations, and modern period.

1.b. Analyze the impact of natural resources on the expansion of the Mississippi territory into statehood.

1.c. Trace the development and use of natural resources in the state and local area.

MS.2. Local Resource Study: Describe the geographic significance of natural resources. (G)

2.a. Describe the geographic aspects of natural resources (e.g., location, impact on the region, etc.).

2.b. Explain the relationship between migration patterns and natural resources.

MS.3. Local Resource Study: Describe the relationship of people, places, and the environment with government. (C, H, G, E)

3.a. Identify laws that have effected natural resources.

3.b. Explain how federal and state laws have affected the use of natural resources.

3.c. Demonstrate how various factors have led to changes in governmental policies (e.g., economics, politics, etc.).

MS.4. Local Resource Study: Analyze the technological impact of resources. (C, H, G, E)

4.a. Compare/contrast the use of machinery and manual labor.

4.b. Express how technology is used to control the use of natural resources.

4.c. Explain the pros and cons of using technology to conserve natural resources.

MS.5. Local Resource Study: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, charts, and political cartoons). (C, H, G, E)

5.a. Interpret special purpose maps.

5.b. Analyze information on graphs, charts, tables, and timelines.

5.c. Analyze political cartoons.

MS.1. Law Related Education: Analyze changes in the law and recognize the dynamic nature of the law. (C, H)

1.a. Define justice and law and trace its development in the United States.

1.b. Differentiate between federal and state law.

1.c. Analyze changes in federal and state law and explain the impact of each on American society.

1.d. Elaborate on the dynamic nature of the legal system of the United States.

MS.2. Law Related Education: Describe the civil and criminal justice systems, analyze their operations, and assess their effectiveness. (C, H, E)

2.a. Distinguish similarities and differences in the civil and criminal justice systems.

2.b. Compare the operations and processes of the civil and criminal justice systems.

2.c. Summarize issues and problems confronting the civil and criminal justice systems and assess the effectiveness of each system in resolving these problems.

MS.3. Law Related Education: Distinguish state from federal judicial systems and analyze relationships between them. (C, H, G, E)

3.a. Describe similarities and differences between state and federal court systems.

3.b. Explain how and under what circumstances cases move between state and federal jurisdictions.

3.c. Analyze the state's rights position (e.g., 10th Amendment, etc.) versus federalist's position (e.g., Elastic Clause, etc.).

MS.4. Law Related Education: Analyze the roles effectiveness, and responsibilities of local, state, and federal law enforcement agencies. (C, H, G, E)

4.a. Distinguish similarities and differences among local, state, and federal law enforcement agencies.

4.b. Describe the responsibility and jurisdiction of any given law enforcement agency.

4.c. Assess working relationships among law enforcement agencies at various levels.

MS.5. Law Related Education: Analyze the effectiveness of correctional systems in deterring criminal behavior. (C, H)

5.a. Distinguish between civil and criminal penalties.

5.b. Analyze various alternatives to incarceration.

5.c. Elaborate on options open to judges and juries in the sentencing process.

5.d. Judge the effectiveness of the correctional system in rehabilitating incarcerated persons and deterring crime.

MS.6. Law Related Education: Analyze conflicts resulting from competing interests, conflicting laws, and conflicting interpretations of the Constitution. (C, H, G, E)

6.a. Analyze constitutional changes and Supreme Court decisions effecting individuals and population groups.

6.b. Summarize competing interests, conflicting laws, and conflicting interpretations.

6.c. Assess the importance of given constitutional conflicts for individuals, groups, and society as a whole.

MS.1. Problems in American Democracy: Analyze the effects of changing geographic phenomena in the United States. (C, H, G, E)

1.a. Describe a major environmental crisis in America today (e.g., desertification, acid rain, ozone depletion, nuclear waste, etc.).

1.b. Examine the effects of overpopulation on the physical resources of the United States.

1.c. Evaluate the physical impact of rapid urbanization in the United States.

MS.2. Problems in American Democracy: Describe the importance of balancing the rights, roles, and status of individual Americans with those of the society at large. (C, H)

2.a. Examine the interactions of diverse ethnic, national, and cultural groups in the United States.

2.b. Describe the major events that led to the extension of civil liberties and civil rights.

2.c. Analyze the causes and effects of criminal and delinquent behavior in the United States today.

2.d. Examine the importance of civic responsibility as a solution to societal problems.

MS.3. Problems in American Democracy: Evaluate the challenges of maintaining balance among different socio-economic groups in the American democracy. (H, G, E)

3.a. Examine the concept of the distribution of wealth.

3.b. Analyze probable causes and cures of poverty.

3.c. Describe the adjustments of United States citizens to a global economy.

3.d. Examine the impact of socio-economic factors on American Politics.

MS.4. Problems in American Democracy: Describe the impact of science and technology on American society. (H, G)

4.a. Analyze how science and technology influence the values, attitudes, and beliefs of our society (e.g., censorship, etc.).

4.b. Evaluate how science and technology have transformed the physical world and human society (e.g., skyscrapers, Internet, etc.).

4.c. Evaluate the impact of specific scientific and technological inventions (e.g., nuclear weapons, computers, etc.).

MS.5. Problems in American Democracy: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

5.a. Interpret special purpose maps, primary and secondary sources (e.g., satellite images of deforestation, etc.).

5.b. Analyze graphs, schedules, tables, and timelines.

5.c. Analyze political cartoons.

5.d. Utilize primary and secondary sources.

MS.1. Global Studies: Discover how culture influences the decisions of world leaders. (C, H, G, E)

1.a. Identify current world political leaders and their duties.

1.b. Describe the role of world leaders within the context of peace initiatives, global conflict, and humanitarian issues.

1.c. Define culture and identify its effect on current world political leaders.

1.d. Evaluate the cultures of the most populated countries of the world.

1.e. Compare and contrast the traditions of these countries with those of the United States.

MS.2. Global Studies: Explain how economics, geography, and history have influenced the political systems of the world. (C, H, G, E)

2.a. Describe the characteristics and associated terms of various world political systems (e.g., republic, dictatorship, absolute monarchy, etc.).

2.b. Compare and contrast world economic systems.

2.c. Analyze the role and impact of international organizations (e.g., NATO, UN, Organization of American States, European Economic Community/European Union, NAFTA, World Bank, etc.).

MS.3. Global Studies: Evaluate global trade. (C, H, G, E)

3.a. Analyze the impact of different international organizations and agreements on the world economy (e.g., OPEC, NAFTA, European Union, Most Favored Nation Trade Status, etc.).

3.b. Identify the most important items of trade on the global market (e.g., oil, seafood, timber, etc.).

MS.4. Global Studies: Compare the distribution of global resources. (C, H, G, E)

4.a. Identify and examine the critical shortage of global natural resources and the regions in which they are located (e.g., oil, water, timber, etc.).

4.b. Examine the various world conflicts that have resulted from resource distribution issues (e.g., Africa, Middle East, East Asia, etc.).

4.c. Identify the countries that are the primary exporters and consumers of natural resources (e.g., 1st World, 3rd World Nations, etc.).

MS.5. Global Studies: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, political cartoons). (C, H, G, E)

5.a. Interpret special purpose maps.

5.b. Analyze information on graphs, charts, tables, and timelines.

5.c. Analyze political cartoons.

5.d. Utilize primary and secondary sources.

MS.1. Minority Studies: Explain how geography, economics, and politics have influenced minority groups in the United States. (C, G, E)

1.a. Examine the location and patterns of migration and settlement of minority groups in the United States (e.g., The Great Migration, etc.).

1.b. Analyze legislation, rules, and regulations that have affected the experiences of minority groups in the United States (e.g., Jim Crow Laws, 19th Amendment, etc.).

1.c. Analyze the impact of economic factors on minority groups in the United States.

1.d. Recognize that the identities and lives of minority groups are rooted in places and regions.

MS.2. Minority Studies: Describe the relationship of people, places, and environments through time. (C, H, G, E)

2.a. Identify significant people from different minority groups and the contributions they have made in United States history (e.g., Martin Luther King, Jr., Jim Thorpe, Harriet Tubman, etc.).

2.b. Identify and describe the contributions of different minority groups (e.g., contributions in art, music, inventions, etc.).

2.c. Describe major events that led to improvements in civil rights for minority groups.

2.d. Examine the interaction of minority groups through time.

2.e. Analyze the major events in history that have had an impact on different minority groups (e.g., the Holocaust, Trail of Tears, slavery, Japanese World War II Internment, and Chinese Exclusion, etc.).

MS.3. Minority Studies: Examine the cultural impact of minority groups on society. (C, H, G, E)

3.a. Compare/contrast ethnic cultures (e.g., traditions, holidays, foods, and history, etc.) of minority groups.

3.b. Examine the culture of minority groups.

MS.4. Minority Studies: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

4.a. Interpret special purpose maps.

4.b. Analyze information on graphs, charts, tables, and timelines.

4.c. Analyze political cartoons.

4.d. Utilize primary and secondary sources.

MS.1. Humanities: Explain how geography, economics, and politics have influenced the development of selected civilizations. (C, H, G, E)

1.a. Examine the geographic factors that shaped the growth of selected ancient and classical civilizations (e.g., topography, climate, location, etc.).

1.b. Apply economic concepts and reasoning when evaluating social and political developments and issues of selected civilizations (e.g., imperialism, industrialization, governmental development, etc.).

MS.2. Humanities: Describe the impact of science and technology on the historical development of selected ancient and classical civilizations. (H, G, E)

2.a. Explain the causes and consequences of agricultural and industrial movements in the formation of selected civilizations.

2.b. Assess the role of geography in scientific and technological methods that impacted the progress of selected civilizations (e.g., inventions, discoveries, exploration, etc.).

MS.3. Humanities: Describe the relationship of people, places, and environments of selected ancient and classical civilizations. (H, G, E)

3.a. Evaluate the role of environment and its place in the creation of music, art, literature, and other cultural aspects in selected civilizations (e.g., folk dances, poetry, mythology, etc.).

3.b. Describe how place and environment affected the architecture of selected civilizations.

3.c. Explain the cause and effect of the environment on human migration in selected civilizations through time and how this impacted culture.

3.d. Assess the development and role of religion in selected civilizations.

3.e. Identify significant people and their roles in the development of the fine arts associated with specific periods and movements within selected civilizations.

MS.4. Humanities: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

4.a. Use special purpose maps to locate places, regions, and topographical features of selected civilizations.

4.b. Create timelines to designate significant dates and periods in the cultural development of selected civilizations.

4.c. Construct charts to illustrate economic, cultural, historic, and geographic developments within specific civilizations.

MS.5. Humanities: Explain how civic responsibilities have been important to citizens in selected ancient and classical civilizations for the development of their political units. (C, H, E)

5.a. Describe political movements relevant to selected civilizations and their impact on culture.

5.b. Identify significant political leaders in selected civilizations and their impact on culture.

5.c. Assess the role of the citizens in the political process of selected civilizations.

MS.6. Humanities: Introduce, recognize, and trace the development of major forms of fine arts and literature in selected ancient and classical civilizations. (C, H, G, E)

6.a. Identify the major art forms and artists within a selected civilization and give examples of exemplary works in each form or technique (e.g., frescoes, murals, sculptures, opera, music, poetry, literature, etc.).

6.b. Assess how the various art forms (e.g., music, literature, visual art, etc.) were affected and influenced by geographic, political, economic, and religious events and movements that occurred during a specific period.

6.c. Compare similarities and differences in art forms of selected civilizations.

MS.1. Humanities II: Explain how geography, economics, and politics have influenced the development of selected contemporary societies. (C, H, G, E)

1.a. Examine the geographic factors that shaped the formation of contemporary cultures and subcultures (e.g., migration, catastrophic phenomena, etc.).

1.b. Apply economic concepts and reasoning to evaluate social and political developments and issues of selected contemporary societies (e.g., imperialism, nationalism, colonialism, urban renewal, etc.).

MS.2. Humanities II: Describe the impact of science and technology on the historical development of selected contemporary and future societies. (C, H, G, E)

2.a. Explain the effects of social, political, and religious movements in various contemporary societies (e.g., cults, survivalists, Habitat for Humanity, etc.).

2.b. Predict how scientific and technological methods will impact the development of future societies.

2.c. Evaluate the role of the media in contemporary societies.

MS.3. Humanities II: Describe the relationship of people, places, and environments of selected contemporary societies. (C, H, G, E)

3.a. Evaluate the role of environment and location in the creation of music, art, drama, and literature in selected contemporary societies (e.g., the Blues, rap, films, photography, etc.).

3.b. Describe how location, environment, and cultural aspects affected the architecture of selected contemporary societies.

3.c. Identify significant people and their roles in the development of the fine arts associated with contemporary societies (e.g., composers, artists, film directors, etc.).

MS.4. Humanities II: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

4.a. Use a variety of maps to locate places, regions, and topographical and demographic features of contemporary societies and their impact on culture.

4.b. Interpret political cartoons that are pertinent to issues current in contemporary societies.

4.c. Interpret special purpose maps.

4.d. Analyze information on graphs, charts, tables, and timelines.

4.e. Describe and analyze the community.

MS.5. Humanities II: Explain how civic responsibilities have been important to citizens for the development of their contemporary societies. (C, H, E)

5.a. Identify citizens or groups of citizens who have made significant changes in their contemporary societies (e.g., students for political change, Martin Luther King, Jr., MADD, etc.) and have impacted culture.

5.b. Describe political movements relevant to selected political units (e.g., Solidarity, Civil Rights, etc.) and the impact on culture.

MS.6. Humanities II: Introduce, recognize, and trace the development of major forms of fine arts and literature in selected contemporary societies. (C, H, G, E)

6.a. Identify the major art forms and artists in a selected contemporary society. Give examples of exemplary works in each form or technique (e.g., frescoes, murals, sculpture, opera, music, poetry, literature, etc.).

6.b. Assess how the various forms of art (e.g., music, literature, visual art, etc.) have been affected and influenced by contemporary geographic, economic, and religious events and movements.

6.c. Compare similarities/differences in art forms of selected civilizations/societies.

MS.1. Introduction to the Social Studies: Examine the discipline of history. (H)

1.a. Identify the tools and methodologies of historical inquiry and interpretation.

1.b. Discuss the various branches of study within the discipline (e.g., military history, social history, economic history, etc.).

1.c. Assess the career opportunities associated with the discipline of history.

MS.2. Introduction to the Social Studies: Examine the discipline of geography. (G)

2.a. Identify the tools and methodologies of geographic inquiry.

2.b. Discuss the various branches of study within the disciplines (e.g., urban geography, environmental geography, cultural geography, etc.).

2.c. Assess the career opportunities associated with the discipline of geography.

MS.3. Introduction to the Social Studies: Examine the discipline of political science. (C, H)

3.a. Identify the tools and methodologies of political inquiry.

3.b. Discuss the various branches of political science (e.g., international relations, comparative politics, etc.).

3.c. Assess the career opportunities associated with the discipline of political science.

MS.4. Introduction to the Social Studies: Examine the discipline of anthropology. (H, G)

4.a. Identify the tools and methodologies of anthropological inquiry.

4.b. Discuss the various branches of anthropology (e.g., archeology, physical anthropology, cultural anthropology, etc.).

4.c. Assess the career opportunities associated with the discipline of anthropology.

MS.5. Introduction to the Social Studies: Examine the discipline of economics. (E)

5.a. Identify the tools and methodologies of economic inquiry.

5.b. Discuss the various branches of study within the discipline (e.g., microeconomics and macroeconomics).

5.c. Assess the career opportunities associated with the discipline of economics.

MS.6. Introduction to the Social Studies: Examine the discipline of sociology. (H, G, E)

6.a. Identify the tools and methodologies of sociological inquiry.

6.b. Discuss the various branches of study within the discipline (e.g., marriage and family, etc.).

6.c. Assess the career opportunities associated with the discipline of sociology.

MS.7. Introduction to the Social Studies: Examine the discipline of psychology. (H, G, E)

7.a. Identify the tools and methodologies of psychological inquiry.

7.b. Discuss the various branches of study within the discipline of psychology (e.g., clinical psychology, abnormal psychology, industrial psychology, etc.).

7.c. Assess the career opportunities associated with the discipline of psychology.

MS.8. Introduction to the Social Studies: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, political cartoons). (C, H, G, E)

8.a. Interpret special purpose maps.

8.b. Analyze information on graphs, charts, tables, and timelines.

8.c. Analyze political cartoons.

8.d. Utilize primary and secondary sources.

MS.1. Local Culture: Explain how geography, economics, and politics have influenced the development of the local region. (C, H, G, E)

1.a. Recognize geographic features of the local area on a map (e.g., county, city, local and water forms, etc.).

1.b. Trace major historical events, which occurred in the local area (e.g., establishment, ethnic influences, etc.).

1.c. Describe economic influences, which have affected the progress of the local area (e.g., agriculture, industry, etc.).

1.d. Describe the economic future of the local area.

MS.2. Local Culture: Describe the impact of science and technology on the development of the local region. (C, H, G, E)

2.a. Identify scientific advancements, which influence the development of the local area (e.g., cotton gin, transportation, etc.).

2.b. Discuss the role of technology in the advancement or lack of progress in the local area.

2.c. Evaluate the role of agricultural advancements and industrial development in the local area.

MS.3. Local Culture: Describe the relationship of people, places, and environments of the local region. (C, H, G, E)

3.a. Determine what influence the environment of the region had on its development (e.g., location, climate, etc.).

3.b. Identify the various cultural groups, which settled in the local area (e.g., reasons for settlement, contribution to local society, etc.).

3.c. Investigate the development of the area of the region (e.g., literature, arts, architecture, music, etc.).

3.d. Identify famous local people who have had an impact on the local area.

MS.4. Local Culture: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

4.a. Utilize various forms of research to investigate the local culture.

4.b. Interpret information from maps and other social studies tools (e.g., charts, graphs, and diagrams, etc.) about the local region begin studied.

4.c. Interpret special purpose maps.

4.d. Analyze information on graphs, charts, tables, and timelines.

4.e. Analyze political cartoons.

4.f. Describe and analyze local problems and their connection to state and national issues.

MS.5. Local Culture: Explain how local civic responsibilities have been important to the development of the local region. (C, H)

5.a. Describe the types of government of the local area (e.g., county, city, etc.).

5.b. Investigate the types of elections held in the local area.

5.c. Explain financial dependency of the local government to state and federal agencies.

MS.1. Future Studies: Examine the interrelatedness of history, geography, economics, and government in evolving societal systems and structures. (C, H, G, E)

1.a. Explain how geographic factors affected the historical, economic, and governmental development of past societies, and predict how changing geographic factors will affect the development of future societies (e.g., desertification, etc.).

1.b. Apply economic concepts to explain the shifts in systems and structures in society (e.g., control of oil supply, trade agreements, etc.).

1.c. Analyze positive and negative consequences resulting from projected human alterations to the environment (e.g., destruction of the rain forests, use of pesticides on crops, draining of wetlands for construction of malls, parking lots, etc.).

1.d. Predict the problems of a chosen cultural group after analyzing its human characteristics (e.g., population size, ethnic composition, socio-economic and cultural characteristics, etc.).

MS.2. Future Studies: Describe the impact of science and technology on historical development and predict future technological and scientific developments that might affect future society. (C, H, G, E)

2.a. Identify obstacles to be encountered in the future in organizing systems for the exchange of goods and the development of services (e.g., NAFTA, European Economic Union, space stations, biosphere, etc.).

2.b. Evaluate the role of the media in future societies.

2.c. Analyze the possible impact of science and technology on the future (e.g., cloning, computers, etc.).

MS.3. Future Studies: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

3.a. Use a special purpose map to locate places, regions, and topographical features of predicted future societies (e.g., space stations, biosphere, planned cities in formerly inhabitable locations, etc.).

3.b. Create charts, graphs, and tables to illustrate the socioeconomic groups, economic needs, and governmental structure of predicted future societies.

MS.4. Future Studies: Explain how civic responsibilities will be employed by citizens in future societies. (C, H)

4.a. Compare and contrast civic responsibilities of citizens in past and present societies to those in future societies.

4.b. Analyze leadership qualities valued in past and present-day leaders and predict the demands that will be made on individuals in future leadership roles.

4.c. Predict shifts in attitude and the approach toward solutions to major societal problems (e.g., drugs, population growth, disease, etc.).

4.d. Examine how the actions of individuals will affect the development of future societies.

MS.5. Future Studies: Describe the relationship of people, places, and environments in future societies. (C, H, G, E)

5.a. Explain how geographical factors of future societies will affect art, drama, music, and literature.

5.b. Illustrate and explain how architecture and construction might change to accommodate the needs of a future society.

5.c. Identify the groups, professions, or types of people who will play the most significant roles in future societies, and how they have changed from past societies.

MS.1. Personal Leadership: Understand personal leadership concepts. (C, H, G, E)

1.a. Examine characteristics and styles of leaders.

1.b. Identify opportunities for leadership in schools and communities.

1.c. Explain the concepts of personal value systems and habits.

1.d. Define and predict a paradigm shift.

1.e. Explain positive character traits.

1.f. Recognize fairness in life situations.

1.g. Recognize the awareness of citizenship and its benefits.

1.h. Assess the role of responsibility in everyday life.

1.i. Acquire positive character and personality traits.

MS.2. Personal Leadership: Acquire personal leadership skills. (C, H, G, E)

2.a. Analyze personal leadership skills as it relates to the student.

2.b. Diagram personal area of influence and control.

2.c. Demonstrate proactive thinking.

2.d. Establish personal goals and a mission statement.

2.e. Define and recognize time management skills.

2.f. Demonstrate the concept of good listening skills.

2.g. Demonstrate proper public speaking skills.

MS.3. Personal Leadership: Demonstrate personal leadership skills. (C, H, G, E)

3.a. Summarize confidentiality and sensitivity issues of younger youth.

3.b. Recognize emotional and cognitive abilities of mentoring audience.

3.c. Explain how recognition plays a part in a person's development.

3.d. Devise a plan for dealing with behavioral issues of youth.

3.e. Exhibit characteristics of a positive role model.

3.f. Demonstrate the ability to solve a problem through listening and negotiation.

MS.1. Community Service Learning: Develop intellectual skills through analysis and evaluation of data. (C, H, G, E)

1.a. Gather, interpret, analyze, summarize, evaluate, and present information; categorize information; and establish cause and effect relationships.

1.b. Understand issues, their history and contemporary relevance; and identify, describe, evaluate, and defend a position.

1.c. Identify criteria for making judgments.

1.d. Assess involvement, identify implications, and identify rights and responsibilities.

MS.2. Community Service Learning: Develop participatory skills by implementing learning. (C, H, G, E)

2.a. Solve problems and take action.

2.b. Influence policies; negotiate, compromise, and seek consensus.

2.c. Make decisions, gather information, identify needs and resources, and clarify values.

MS.3. Community Service Learning: Demonstrate the ability to use social studies skills through research (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

3.a. Understand issues and make choices; understand fundamental laws; and understand the role of decision-making.

3.b. Track issues in the media; research issues in the community, attend, report and reflect on meetings and hearings.

3.c. Use the media to gather and analyze information and acquire information from groups and individuals.

MS.4. Community Service Learning: Develop verbal and written persuasion skills through participation in civic events. (C, H, G, E)

4.a. Understand the importance of taking civic action.

4.b. Participate in classroom and school government; participate in civic meetings; and write letters to newspapers and members of government agencies.

4.c. Develop rationales to support one's point of view.

4.d. Describe and analyze characteristics and actions of effective citizens and leaders.

4.e. Describe and analyze the community.

4.f. Describe and analyze local problems and their connection to state and national issues.

MS.1. Community Service Learning: Develop intellectual skills through analysis and evaluation of data. (C, H, G, E)

1.a. Gather, interpret, analyze, summarize, evaluate, and present information; categorize information; and establish cause and effect relationships.

1.b. Understand issues, their history and contemporary relevance; and identify, describe, evaluate, and defend a position.

1.c. Identify criteria for making judgments.

1.d. Assess involvement, identify implications, and identify rights and responsibilities.

1.e. Explain positive character traits.

MS.2. Community Service Learning: Develop participatory skills by implementing learning. (C, H, G, E)

2.a. Solve problems and take action.

MS.3. Community Service Learning: Demonstrate the ability to use social studies skills through research (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

3.a. Understand issues and make choices; understand fundamental laws; and understand the role of decision-making.

3.b. Track issues in the media; research issues in the community, attend, report and reflect on meetings and hearings.

3.c. Use the media to gather and analyze information and acquire information from groups and individuals.

3.d. Devise a plan for dealing with behavioral issues of youth.

3.e. Exhibit characteristics of a positive role model.

3.f. Demonstrate the ability to solve a problem through listening and negotiation.

MS.4. Community Service Learning: Develop verbal and written persuasion skills through participation in civic events. (C, H, G, E)

4.a. Understand the importance of taking civic action.

4.b. Participate in classroom and school government; participate in civic meetings; and write letters to newspapers and members of government agencies.

4.c. Develop rationales to support one's point of view.

MS.5. Future Studies: Describe the relationship of people, places, and environments in future societies. (C, H, G, E)

5.a. Explain how geographical factors of future societies will affect art, drama, music, and literature.

5.b. Illustrate and explain how architecture and construction might change to accommodate the needs of a future society.

5.c. Identify the groups, professions, or types of people who will play the most significant roles in future societies, and how they have changed from past societies.

5.d. Utilize primary and secondary sources.

MS.6. Introduction to the Social Studies: Examine the discipline of sociology. (H, G, E)

6.a. Identify the tools and methodologies of sociological inquiry.

6.b. Discuss the various branches of study within the discipline (e.g., marriage and family, etc.).

6.c. Assess the career opportunities associated with the discipline of sociology.

MS.1. Mississippi Studies: World History: 1750 to the Present: Explain how geography, economics, and politics have influenced the historical development of various nations from 1750-present. (C, H, G, E)

1.a. Apply economic concepts and reasoning when evaluating social developments and issues (e.g., imperialism, socialism, communism, capitalism, etc.).

1.b. Describe movements that led to conflicts and revolutions in the late 18th/19th/20th centuries (e.g., Enlightenment, nationalism, unification, liberalism, industrialization, imperialism, modernization/westernization, militarism, globalization, etc.).

1.c. Examine the geographic factors that shaped the modern world (e.g., desire for and location of resources, trade routes, geographic locations of nationalist groups, etc.).

MS.2. Mississippi Studies: World History: 1750 to the Present: Describe the impact of science and technology on the historical development of the world since 1750. (H, G, E)

2.a. Explain the causes and consequences of the Agricultural and Industrial Revolutions of the 18th and 19th century on the modern world (e.g., new technology, urbanization, mass production, imperialism, militarism, reform movements, westernization/modernization, etc.).

2.b. Influence policies; negotiate, compromise, and seek consensus.

2.c. Make decisions, gather information, identify needs and resources, and clarify values.

MS.3. Mississippi Studies: World History: 1750 to the Present: Describe the relationships of people, places, and environments through the 19th and 20th centuries. (C, H, G, E)

3.a. Describe and analyze physical, cultural, and economic patterns and their interactions (e.g., land use, settlement/movement of people to new regions, cultural transmission patterns, etc.).

3.b. Analyze how various regional and global geographic patterns have influenced historical events (e.g., unification of Italy and Germany, decline of the Ottoman and Austrian Empires, imperialism as a precursor to WWI, growth of Germany/WWII, U.S.S.R/Cold War, SE Asia, Middle East, etc.).

3.c. Explain how people create places that reflect culture, human needs, government policy, and current values and ideals (e.g., formation of new nations, nationalist and reform movements, revolution/resistance, etc.).

3.d. Evaluate alternative policies for the use of land and other resources throughout the world (e.g., oil drilling, water conservation, mining, etc.).

3.e. Examine the global consequences of various world conflicts of the 19th and 20th centuries (e.g., Napoleonic Wars, Revolutions, WWI, WWII, Cold War, Gulf War, etc.).

MS.4. Mississippi Studies: World History: 1750 to the Present: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary documents, political cartoons, etc.). (C, H, G, E)

4.a. Locate regions of the world and demonstrate how and why they have changed over time (e.g., Europe before and after the Congress of Vienna, Post WWI, Post WWII, Vietnam, Former Soviet Union, etc.).

4.b. Synthesize information from various representations of the earth (e.g., special purpose maps, outer space photos, GPS, GIS, etc.).

4.c. Interpret information using appropriate social studies tools (e.g., maps, primary and secondary sources-cartoons, photographs, speeches, timelines, charts and graphs, etc.).

MS.5. Mississippi Studies: World History: 1750 to the Present: Explain how civic responsibilities are important to Americans as citizens of a global community. (C)

5.a. Discuss the role of the United States in various world organizations (e.g., U.N., NATO, SEATO, OAS, etc.).

5.b. Discuss the response of the American people to various world crises (e.g., apartheid, natural disasters, fall of communism, economic problems, human rights issues, etc.).

5.c. Analyze the present status of the worldwide deployment of United State troops and examine reasons for their deployment, such as humanitarian reasons, buffering, peacekeeping, etc. (e.g., Germany, the Balkan Peninsula, Afghanistan, Africa, Middle East, Korea, etc.).

MS.1. United States History: 1877 to the Present: Explain how politics have influenced the domestic development and international relationships of the United States since 1877. (C, H)

1.a. Explain the emergence of modern America from a domestic perspective (e.g., frontier experience, Industrial Revolution and organized labor, reform movements of Populism and Progressivism, Women's Movement, the New Deal, Civil Rights Movement, etc.).

1.b. Explain the changing role of the United States in world affairs since 1877 through wars, conflicts, and foreign policy (e.g., Spanish American War, the Imperialist Era, World War I, World War II, Korean Conflicts, Vietnam, and other containment related policies of the Cold War).

MS.2. United States History: 1877 to the Present: Describe the impact of science and technology on the historical development of the United States. (H, G, E)

2.a. Analyze the impact of American inventions on the United States (e.g., light bulb, etc.).

2.b. Examine the continuing impact of industrial development on the growth of our nation (e.g., mass production, computer operations, etc.).

2.c. Describe the effects of transportation and communication advances since 1877 (e.g., railroads, interstate highway system, mass media, etc.).

MS.3. United States History: 1877 to the Present: Describe the relationship of people, places, and environments through time. (C, H, G, E)

3.a. Analyze human migration patterns since 1877 (e.g., rural to urban, the Great Migration, immigration, etc.).

3.b. Analyze how changing human, physical, and geographic characteristics can alter a regional landscape (e.g., urbanization, Dust Bowl, etc.).

3.c. Trace the expansion of the United States and its acquisition of territory from 1877 (e.g., expansionism and imperialism).

MS.4. United States History: 1877 to the Present: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, a compass, technology, primary and secondary documents, political cartoons, etc). (C, H, G, E)

4.a. Interpret special purpose maps, primary/secondary sources, and political cartoons.

4.b. Analyze information presented in the form of graphs, charts, timelines, technology, etc.

4.c. Locate areas of international conflict (e.g., Caribbean, Southeast Asia, Europe, Middle East, etc.)

MS.5. United States History: 1877 to the Present: Analyze the civic contributions and responsibilities of Americans to the ongoing democratic process. (C, H)

5.a. Examine various reform movements (e.g., Civil Rights, Women's Movement, Temperance, Chicano, etc.).

5.b. Examine the government's role in various movements (e.g., labor movement, Progressive Movement, etc.).

5.c. Examine the role of government in the preservation of citizens' rights (e.g., 19th Amendment, Civil Rights Act of 1964, etc.).

5.d. Examine individuals' duties and responsibilities in a democratic society (e.g., voting, volunteerism, etc.).

MS.6. United States History: 1877 to the Present: Examine the interaction of society, business, and government with the economy of the United States. (C, H, G, E)

6.a. Apply economic concepts and reasoning when evaluating domestic issues since 1877 (e.g., gold standard, free coinage of silver, tariff issues, laissez faire, deficit spending, etc.).

6.b. Apply economic concepts and reasoning when evaluating American foreign policy since 1877 (e.g., imperialism, tariff issues, Open Door Policy, Great Depression, Marshall Plan, Middle East oil policy, etc.).

MS.1. United States Government: Explain how geography, economics, and history have influenced the political development of the United States. (C, H, G, E)

1.a. Trace the historical development of the United States political system.

1.b. Describe how the Constitution and Bill of Rights embodies the principles of American democracy.

1.c. Discuss how the Bill of Rights describes and protects our basic freedoms.

1.d. Describe the interaction of the different branches of American government on American society.

1.e. Describe the American economic system of capitalism and how it impacts the American way of life.

MS.2. United States Government: Analyze the United States federal form of government. (C, H)

2.a. Identify the structure of the United States federal system according to the Constitution and its amendments (e.g., separation of powers, checks and balances, judicial review, etc.).

2.b. Evaluate the flexibility of the United States Constitution (e.g., language, amendment process, etc.).

MS.3. United States Government: Describe the impact of science and technology on the political development of the United States. (C, H, G, E)

3.a. Analyze the impact of the media on United States democracy (e.g., print, television, etc.).

3.b. Describe the influence of technology on the political process (e.g., polls, television, Internet, e-mail, etc.).

MS.4. United States Government: Describe the relationship of people, places, and environments with the government. (C, H, G, E)

4.a. Describe the effects of different migration patterns in the United States. Explain how federal laws have affected the environment.

4.b. Analyze population trends and their impact on a representative government (e.g., electoral college, census, etc.).

4.c. Interpret the impact of political parties, special interest groups, and political action committees (PACS) on United States politics.

MS.5. United States Government: Demonstrate the ability to apply and interpret studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, political cartoons, etc.). (C, H, G, E)

5.a. Interpret special purpose maps.

5.b. Analyze information on graphs, charts, tables, and timelines.

5.c. Analyze political cartoons.

5.d. Utilize primary and secondary sources.

5.e. Discuss the influences of various drugs on the mind and body.

MS.6. United States Government: Explain how civic responsibilities are important to Americans as citizens of the United States and a global community. (C, E)

6.a. Explain the rights, roles, privileges, and responsibilities of citizens in American democracy.

6.b. Compare the United States government to other governments of the world.

MS.1. Economics: Identify and apply basic economic concepts. (C, H, G, E)

1.a. Define key terms and concepts (e.g., scarcity, opportunity cost, trade-offs, productivity, inflation, deflation, monopoly, free enterprise, oligopoly, conglomerate, etc.).

1.b. Construct and graph demand and supply schedules.

1.c. Determine equilibrium price on demand and supply schedules and curves.

1.d. Describe how the laws of supply and demand interact.

1.e. Analyze the importance of imports and exports.

1.f. Recognize fairness in life situations.

1.g. Recognize the awareness of citizenship and its benefits.

MS.2. Economics: Explain how people organize for the production, distribution, and consumption of goods and services. (C, H, G, E)

2.a. Explain how the scarcity of productive resources (e.g., human, capital, technological, natural, etc.) requires the development of economic systems to make decisions about how goods and services are produced and distributed.

2.b. Identify basic business organizations, including advantages and disadvantages of each.

2.c. Evaluate how an individual may prosper in a market economy (e.g., saving, investing, credit management, income, etc.).

MS.3. Economics: Discuss relationships among the various economic systems (e.g., households, business firms, banks, government agencies, labor unions, and corporations, etc.). (C, H, G, E)

3.a. Analyze the behavior of the consumer and the producer in a market economy and their impact on price.

3.b. Evaluate the role of organized labor on the United States economy.

3.c. Interpret the phases of the business cycle.

3.d. Describe the American banking system.

3.e. Explain the operation of the stock market.

3.f. Discuss government controls on our economy (e.g., monetary policy, fiscal policy, federal reserve, etc.).

MS.4. Economics: Understand global connections, conflicts, and geographic interdependence. (C, H, G, E)

4.a. Distinguish between domestic and global economic systems and explain their interaction.

4.b. Apply economic concepts and reasoning when evaluating historic and contemporary social developments and issues.

4.c. Evaluate the domestic and international impact of various economic agreements (e.g., NAFTA, EEC, GATT, etc.).

4.d. Describe and analyze characteristics and actions of effective citizens and leaders.

MS.5. Economics: Compare and contrast how values and beliefs influence economic decisions in different societies. (C, H, G, E)

5.a. Compare cultural and religious differences that affect economic decisions.

5.b. Contrast the public assistance systems of the United States and other nations (e.g., Japan, Germany, etc.).

5.c. Contrast and compare the United States' free-enterprise system and European socialism.

MS.6. Economics: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, political cartoons, etc.). (C, H, G, E)

6.a. Interpret special purpose maps.

6.b. Analyze information on graphs, charts, tables, and timelines.

6.c. Analyze political cartoons.

6.d. Analyze selected examples of ancient Middle Eastern literature (e.g., legends, poetry, prophecy, and wisdom literature, etc.).

MS.1. Introduction to World Geography: Explain the absolute and relative location of positions of people and places in the Earth's surface. (C, H, G, E)

1.a. Describe locations in terms of relationships with other locations (e.g., Korea, China, Russia, Cuba, United States, etc.).

1.b. Explain how location influences activities and processes that occur in different places (e.g., United States and Middle East oil policies, etc.).

1.c. Review how knowledge of locations and their characteristics is a key factor in understanding human interdependence and/or conflicts.

1.d. Identify the location of major water bodies and landmasses (e.g., Balkan Peninsula, Iberian Peninsula, Asia Minor, Subcontinent of India, etc.).

1.e. Discuss maps and globes as a primary geographic tool.

1.f. Distinguish among various map projections and discuss how map projections distort perceptions of relationships on the earth (e.g., Robinson, Peters, Mercator, etc.).

1.g. Locate and label major countries of the world on a political map.

1.h. Assess the role of responsibility in everyday life.

MS.2. Introduction to World Geography: Describe the relationship among people, places, and environments by mapping information about them. (C, H, G, E)

2.a. Use maps and other geographical tools to acquire, process, and report information (e.g., special purpose maps: population, immigration, political conflicts, etc.).

2.b. Use mental maps to organize information.

2.c. Analyze the spatial organization of people, places, and environments on the Earth's surface.

MS.3. Introduction to World Geography: Recognize that the identities and lives of people and individuals are rooted in particular places and regions. (C, H, G, E)

3.a. Identify human and physical characteristics of places.

3.b. Identify various types of regions.

3.c. Discuss how culture and experience influence people's perceptions of places and regions.

MS.4. Introduction to World Geography: Describe how human settlements and structure are part of the Earth's surface. C, H, G, E)

4.a. Describe characteristics, distribution, and migration of human population on the Earth's surface.

4.b. Discuss the characteristics, distribution, and complexity of various cultural groups (e.g., cultural diversity, religious differences, social economics, etc.).

4.c. Explain the processes, patterns, and functions of human settlement.

MS.5. Introduction to World Geography: Evaluate how the physical environment is modified by human activities. (C, H, G, E)

5.a. Cite examples of how human activities affect the physical environment (e.g., dust bowl, oil/petroleum industry, etc.).

5.b. Describe the ways in which human societies use the Earth's natural resources (e.g., timber, coal, oil, iron, land, fishing, etc.).

5.c. Explain how human activities are influenced by the Earth's physical features and process.

MS.6. Introduction to World Geography: Appraise how humans compete for control of Earth's surface. (C, H, G, E)

6.a. Discuss the role of cooperation and conflict in shaping events (e.g., NATO, SEATO, UN, etc.).

6.b. Analyze patterns and networks of economic interdependence (e.g., NAFTA, EEC/EU, CIS, OPEC, WTO, etc.).

MS.7. Introduction to the Social Studies: Examine the discipline of psychology. (H, G, E)

7.a. Identify the tools and methodologies of psychological inquiry.

7.b. Discuss the various branches of study within the discipline of psychology (e.g., clinical psychology, abnormal psychology, industrial psychology, etc.).

7.c. Assess the career opportunities associated with the discipline of psychology.

7.d. Analyze the development and expansion of various legal systems (e.g., Hebrew, Roman, Sumerian, Egyptian, etc.).

MS.1. Advanced World Geography: Describe the relationship among people, places, and environments by mapping information about them. (C, H, G, E)

1.a. Use maps and other geographic tools to acquire, process, and report information.

1.b. Use mental maps to organize information.

1.c. Analyze the spatial organization of people, places, and environments on the Earth's surface.

MS.2. Advanced World Geography: Recognize that the identities and lives of people and individuals are rooted in particular places and regions. (C, H, G, E)

2.a. Identify human and physical characteristics of places.

2.b. Identify various types of regions.

2.c. Explain why people create regions.

2.d. Establish personal goals and a mission statement.

MS.3. Advanced World Geography: Explain how physical processes shape the Earth's surface and interact with plant and animal life. (H, G)

3.a. Describe the physical processes that shape the patterns of the Earth's surface.

3.b. Explain how ecosystems are created, sustained, and modified.

MS.4. Advanced World Geography: Describe how human settlements and structure are part of the Earth's surface. (C, H, G, E)

4.a. Describe characteristics, distribution, and migration of human population on the Earth's surface.

4.b. Discuss the characteristics, distribution, and complexity of various cultural groups.

4.c. Analyze patterns and networks of economic interdependence on the Earth's surface.

4.d. Explain the processes, patterns, and functions of human settlement.

MS.5. Advanced World Geography: Evaluate how the physical environment is modified by human activities. (C, H, G, E)

5.a. Cite examples of how human activities affect physical systems.

5.b. Describe the ways in which human societies value and use the Earth's natural resources.

5.c. Explain how human activities are influenced by the Earth's physical features and process.

MS.6. Advanced World Geography: Appraise how humans compete for control of the Earth's surface. (C, H, G, E)

6.a. Discuss the role of cooperation and conflict in shaping events.

6.b. Analyze patterns and networks of economic interdependence.

MS.7. Advanced World Geography: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, political cartoons).

7.a. Interpret special purpose maps.

7.b. Analyze information on graphs, charts, tables, and timelines.

7.c. Analyze political cartoons.

7.d. Utilize primary and secondary sources.

MS.1. Psychology: Describe the impact of people, places, and events on the development of the study of psychology. (H, G)

1.a. Identify major contributors to the study of psychology.

1.b. Trace the development of psychological study from one of a theory to that of a science.

1.c. Describe the relationship of psychology to other sciences (e.g., sociology, biology, etc.).

MS.2. Psychology: Analyze the impact of science and technology on the study of psychology. (C, H, E)

2.a. Analyze the methods of measuring the development of the human mind.

2.b. Define and describe psychological disorders and identify scientific and medical advances that have helped treat them.

MS.3. Psychology: Evaluate the impact of various environmental factors on the development of the human mind. (C, H, G, E)

3.a. Analyze the internal influences on human development (e.g., heredity, etc.).

3.b. Identify the impact of external influences on human development (e.g., media, school, family, economic situations, etc.).

MS.4. Psychology: Examine the factors that help develop one's attitude toward citizenship responsibility. (C, E)

4.a. Discuss the effects of personality traits as well as personality and psychological disorders which impact proper citizenship.

4.b. Discuss the role of psychologists and other psychology related careers in our society.

MS.5. Psychology: Assess the key elements of psychological study and personality development. (H, E)

5.a. Analyze the behavioral stages of socialization and maturation.

5.b. Recognize the various methods of learning (e.g., cognitive, psychomotor, etc.).

5.c. Recognize the methods of measuring knowledge (e.g., IQ, etc.).

5.d. Explain the economic and emotional 'costs' associated with various disorders (e.g., compulsion, obsession, etc.).

5.e. Discuss the influences of various drugs on the mind and body.

5.f. Compare the relationships of various emotions to their resolutions.

MS.1. Sociology: Describe the various schools of sociological thought and trace their progress. (C, H, G, E)

1.a. Identify historic backgrounds of modern-day sociology.

1.b. Identify and discuss various schools of sociological thought.

1.c. Describe how sociology effects every aspect of society.

MS.2. Sociology: Examine the nature of culture and analyze conformity with and deviance from cultural mores. (C, G)

2.a. Define culture.

2.b. Distinguish between conformity and deviance from cultural mores.

2.c. Analyze instances of cultural conformity and deviation.

MS.3. Sociology: Analyze social structure. (C, H, G, E)

3.a. Describe social roles, their development, and their relationships among social groups.

3.b. Distinguish between formal and informal groups, and assess their importance.

3.c. Compare social stratification in traditional and industrial societies.

MS.4. Sociology: Discuss and analyze major social problems. (C, H, G, E)

4.a. Describe major social problems and their affects on the economy.

4.b. Analyze causes and effects of given social problems.

4.c. Compare and contrast the nuclear family and extended family.

MS.5. Sociology: Assess continuity and change in social groups. (C, H, G, E)

5.a. Examine relationships between social groups.

5.b. Describe ways groups resist and accommodate change.

5.c. Explain how location affects change in social groups.

MS.1. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Explain how geography, economics, and politics have influenced the development of the ancient Middle East . (H, G, E)

1.a. Examine the advantages of living in a river valley or coastal region as compared to inland areas of the Middle East.

1.b. Describe major events in the development and decline of regional empires (e.g., Egyptian, Assyrian, Babylonian, Medo-Persian, Greek, and Roman).

1.c. Examine the development of Israel as a civilization.

MS.2. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Describe the relationship of people, places, and environments through time. (C, H, G, E)

2.a. Analyze the accomplishments and failures of key people of the Middle East from 2000 B.C. to 100 A.D.

2.b. Critique the conflicts over the land of Palestine from 2000 B.C. to 100 A.D.

2.c. Analyze the movements and interactions of various groups of people in the ancient Middle East.

2.d. Analyze the impact of the Middle East as a crossroad for trade between Europe and Asia.

2.e. Define and recognize time management skills.

MS.3. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Examine the contributions made by archaeological work in the Middle East. (C, H, G, E)

3.a. Define the science of archaeology.

3.b. Review archaeological finds in the Middle East.

3.c. Critique the impact of archaeology related to various documents (e.g., Hammerabi's Code, the Bible, Dead Sea scrolls, etc.).

MS.4. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Describe the impact of science and technology on the historical development of the Middle East. (C, H, G, E)

4.a. Explain how technological development transformed agriculture and customs of the ancient Middle East.

4.b. Describe the transition from the barter system to monetary system (e.g., coinage, etc.).

MS.5. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, political cartoons, primary and secondary documents, charts, etc.). (C, H, G, E)

5.a. Locate and label selected physical features of the Middle East.

5.b. Compare and contrast ancient political boundaries with those of modern independent nations.

MS.6. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Discuss the similarities and differences of ancient Middle Eastern cultures. (C, H, G, E)

6.a. Compare and contrast the religious practices, rituals, and traditions of ancient Middle Eastern cultures.

6.b. Analyze examples of cultural contributions made by various ancient civilizations of the Middle East.

6.c. Examine the roles, status, and interaction of diverse groups of people (e.g., parents, children, men, women, slaves, etc.) within various ancient Middle Eastern societies.

6.d. Analyze selected examples of ancient Middle Eastern literature (e.g., legends, poetry, prophecy, and wisdom literature, etc.).

MS.7. History of the Ancient Middle East 2000 B.C. - 100 A.D.: Analyze the development of social and political systems in the ancient Middle East. (C, H, G, E)

7.a. Compare/contrast political systems of the ancient Middle East.

7.b. Discuss major political movements from 2000 B.C. to 100 A.D.

7.c. Describe the warfare, weaponry, and resolution of conflicts in the ancient Middle East.

7.d. Analyze the development and expansion of various legal systems (e.g., Hebrew, Roman, Sumerian, Egyptian, etc.).

7.e. Show the impact of various empires on developing social structures of the ancient Middle East.

7.f. Summarize the effects of early religious teachings on ancient and modern social structures (e.g., Hebrew, Christian, Roman, Persian, Egyptian).

MS.1. Local Resource Study: Explain how geography, economics, and politics have influenced the use of natural resources in Mississippi. (C, H, G, E)

1.a. Compare/contrast the use of natural resources during the following periods: Native American, French, Spanish, British occupations, and modern period.

1.b. Analyze the impact of natural resources on the expansion of the Mississippi territory into statehood.

1.c. Trace the development and use of natural resources in the state and local area.

MS.2. Local Resource Study: Describe the geographic significance of natural resources. (G)

2.a. Describe the geographic aspects of natural resources (e.g., location, impact on the region, etc.).

2.b. Explain the relationship between migration patterns and natural resources.

MS.3. Local Resource Study: Describe the relationship of people, places, and the environment with government. (C, H, G, E)

3.a. Identify laws that have effected natural resources.

3.b. Explain how federal and state laws have affected the use of natural resources.

3.c. Demonstrate how various factors have led to changes in governmental policies (e.g., economics, politics, etc.).

MS.4. Local Resource Study: Analyze the technological impact of resources. (C, H, G, E)

4.a. Compare/contrast the use of machinery and manual labor.

4.b. Express how technology is used to control the use of natural resources.

4.c. Explain the pros and cons of using technology to conserve natural resources.

MS.5. Local Resource Study: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, charts, and political cartoons). (C, H, G, E)

5.a. Interpret special purpose maps.

5.b. Analyze information on graphs, charts, tables, and timelines.

5.c. Analyze political cartoons.

MS.1. Law Related Education: Analyze changes in the law and recognize the dynamic nature of the law. (C, H)

1.a. Define justice and law and trace its development in the United States.

1.b. Differentiate between federal and state law.

1.c. Analyze changes in federal and state law and explain the impact of each on American society.

1.d. Elaborate on the dynamic nature of the legal system of the United States.

MS.2. Law Related Education: Describe the civil and criminal justice systems, analyze their operations, and assess their effectiveness. (C, H, E)

2.a. Distinguish similarities and differences in the civil and criminal justice systems.

2.b. Compare the operations and processes of the civil and criminal justice systems.

2.c. Summarize issues and problems confronting the civil and criminal justice systems and assess the effectiveness of each system in resolving these problems.

MS.3. Law Related Education: Distinguish state from federal judicial systems and analyze relationships between them. (C, H, G, E)

3.a. Describe similarities and differences between state and federal court systems.

3.b. Explain how and under what circumstances cases move between state and federal jurisdictions.

3.c. Analyze the state's rights position (e.g., 10th Amendment, etc.) versus federalist's position (e.g., Elastic Clause, etc.).

MS.4. Law Related Education: Analyze the roles effectiveness, and responsibilities of local, state, and federal law enforcement agencies. (C, H, G, E)

4.a. Distinguish similarities and differences among local, state, and federal law enforcement agencies.

4.b. Describe the responsibility and jurisdiction of any given law enforcement agency.

4.c. Assess working relationships among law enforcement agencies at various levels.

MS.5. Law Related Education: Analyze the effectiveness of correctional systems in deterring criminal behavior. (C, H)

5.a. Distinguish between civil and criminal penalties.

5.b. Analyze various alternatives to incarceration.

5.c. Elaborate on options open to judges and juries in the sentencing process.

5.d. Judge the effectiveness of the correctional system in rehabilitating incarcerated persons and deterring crime.

MS.6. Law Related Education: Analyze conflicts resulting from competing interests, conflicting laws, and conflicting interpretations of the Constitution. (C, H, G, E)

6.a. Analyze constitutional changes and Supreme Court decisions effecting individuals and population groups.

6.b. Summarize competing interests, conflicting laws, and conflicting interpretations.

6.c. Assess the importance of given constitutional conflicts for individuals, groups, and society as a whole.

MS.1. Problems in American Democracy: Analyze the effects of changing geographic phenomena in the United States. (C, H, G, E)

1.a. Describe a major environmental crisis in America today (e.g., desertification, acid rain, ozone depletion, nuclear waste, etc.).

1.b. Examine the effects of overpopulation on the physical resources of the United States.

1.c. Evaluate the physical impact of rapid urbanization in the United States.

MS.2. Problems in American Democracy: Describe the importance of balancing the rights, roles, and status of individual Americans with those of the society at large. (C, H)

2.a. Examine the interactions of diverse ethnic, national, and cultural groups in the United States.

2.b. Describe the major events that led to the extension of civil liberties and civil rights.

2.c. Analyze the causes and effects of criminal and delinquent behavior in the United States today.

2.d. Examine the importance of civic responsibility as a solution to societal problems.

MS.3. Problems in American Democracy: Evaluate the challenges of maintaining balance among different socio-economic groups in the American democracy. (H, G, E)

3.a. Examine the concept of the distribution of wealth.

3.b. Analyze probable causes and cures of poverty.

3.c. Describe the adjustments of United States citizens to a global economy.

3.d. Examine the impact of socio-economic factors on American Politics.

MS.4. Problems in American Democracy: Describe the impact of science and technology on American society. (H, G)

4.a. Analyze how science and technology influence the values, attitudes, and beliefs of our society (e.g., censorship, etc.).

4.b. Evaluate how science and technology have transformed the physical world and human society (e.g., skyscrapers, Internet, etc.).

4.c. Evaluate the impact of specific scientific and technological inventions (e.g., nuclear weapons, computers, etc.).

MS.5. Problems in American Democracy: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

5.a. Interpret special purpose maps, primary and secondary sources (e.g., satellite images of deforestation, etc.).

5.b. Analyze graphs, schedules, tables, and timelines.

5.c. Analyze political cartoons.

5.d. Utilize primary and secondary sources.

MS.1. Global Studies: Discover how culture influences the decisions of world leaders. (C, H, G, E)

1.a. Identify current world political leaders and their duties.

1.b. Describe the role of world leaders within the context of peace initiatives, global conflict, and humanitarian issues.

1.c. Define culture and identify its effect on current world political leaders.

1.d. Evaluate the cultures of the most populated countries of the world.

1.e. Compare and contrast the traditions of these countries with those of the United States.

MS.2. Global Studies: Explain how economics, geography, and history have influenced the political systems of the world. (C, H, G, E)

2.a. Describe the characteristics and associated terms of various world political systems (e.g., republic, dictatorship, absolute monarchy, etc.).

2.b. Compare and contrast world economic systems.

2.c. Analyze the role and impact of international organizations (e.g., NATO, UN, Organization of American States, European Economic Community/European Union, NAFTA, World Bank, etc.).

MS.3. Global Studies: Evaluate global trade. (C, H, G, E)

3.a. Analyze the impact of different international organizations and agreements on the world economy (e.g., OPEC, NAFTA, European Union, Most Favored Nation Trade Status, etc.).

3.b. Identify the most important items of trade on the global market (e.g., oil, seafood, timber, etc.).

MS.4. Global Studies: Compare the distribution of global resources. (C, H, G, E)

4.a. Identify and examine the critical shortage of global natural resources and the regions in which they are located (e.g., oil, water, timber, etc.).

4.b. Examine the various world conflicts that have resulted from resource distribution issues (e.g., Africa, Middle East, East Asia, etc.).

4.c. Identify the countries that are the primary exporters and consumers of natural resources (e.g., 1st World, 3rd World Nations, etc.).

MS.5. Global Studies: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, political cartoons). (C, H, G, E)

5.a. Interpret special purpose maps.

5.b. Analyze information on graphs, charts, tables, and timelines.

5.c. Analyze political cartoons.

5.d. Utilize primary and secondary sources.

MS.1. Minority Studies: Explain how geography, economics, and politics have influenced minority groups in the United States. (C, G, E)

1.a. Examine the location and patterns of migration and settlement of minority groups in the United States (e.g., The Great Migration, etc.).

1.b. Analyze legislation, rules, and regulations that have affected the experiences of minority groups in the United States (e.g., Jim Crow Laws, 19th Amendment, etc.).

1.c. Analyze the impact of economic factors on minority groups in the United States.

1.d. Recognize that the identities and lives of minority groups are rooted in places and regions.

MS.2. Minority Studies: Describe the relationship of people, places, and environments through time. (C, H, G, E)

2.a. Identify significant people from different minority groups and the contributions they have made in United States history (e.g., Martin Luther King, Jr., Jim Thorpe, Harriet Tubman, etc.).

2.b. Identify and describe the contributions of different minority groups (e.g., contributions in art, music, inventions, etc.).

2.c. Describe major events that led to improvements in civil rights for minority groups.

2.d. Examine the interaction of minority groups through time.

2.e. Analyze the major events in history that have had an impact on different minority groups (e.g., the Holocaust, Trail of Tears, slavery, Japanese World War II Internment, and Chinese Exclusion, etc.).

MS.3. Minority Studies: Examine the cultural impact of minority groups on society. (C, H, G, E)

3.a. Compare/contrast ethnic cultures (e.g., traditions, holidays, foods, and history, etc.) of minority groups.

3.b. Examine the culture of minority groups.

MS.4. Minority Studies: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

4.a. Interpret special purpose maps.

4.b. Analyze information on graphs, charts, tables, and timelines.

4.c. Analyze political cartoons.

4.d. Utilize primary and secondary sources.

MS.1. Humanities: Explain how geography, economics, and politics have influenced the development of selected civilizations. (C, H, G, E)

1.a. Examine the geographic factors that shaped the growth of selected ancient and classical civilizations (e.g., topography, climate, location, etc.).

1.b. Apply economic concepts and reasoning when evaluating social and political developments and issues of selected civilizations (e.g., imperialism, industrialization, governmental development, etc.).

MS.2. Humanities: Describe the impact of science and technology on the historical development of selected ancient and classical civilizations. (H, G, E)

2.a. Explain the causes and consequences of agricultural and industrial movements in the formation of selected civilizations.

2.b. Assess the role of geography in scientific and technological methods that impacted the progress of selected civilizations (e.g., inventions, discoveries, exploration, etc.).

MS.3. Humanities: Describe the relationship of people, places, and environments of selected ancient and classical civilizations. (H, G, E)

3.a. Evaluate the role of environment and its place in the creation of music, art, literature, and other cultural aspects in selected civilizations (e.g., folk dances, poetry, mythology, etc.).

3.b. Describe how place and environment affected the architecture of selected civilizations.

3.c. Explain the cause and effect of the environment on human migration in selected civilizations through time and how this impacted culture.

3.d. Assess the development and role of religion in selected civilizations.

3.e. Identify significant people and their roles in the development of the fine arts associated with specific periods and movements within selected civilizations.

MS.4. Humanities: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

4.a. Use special purpose maps to locate places, regions, and topographical features of selected civilizations.

4.b. Create timelines to designate significant dates and periods in the cultural development of selected civilizations.

4.c. Construct charts to illustrate economic, cultural, historic, and geographic developments within specific civilizations.

MS.5. Humanities: Explain how civic responsibilities have been important to citizens in selected ancient and classical civilizations for the development of their political units. (C, H, E)

5.a. Describe political movements relevant to selected civilizations and their impact on culture.

5.b. Identify significant political leaders in selected civilizations and their impact on culture.

5.c. Assess the role of the citizens in the political process of selected civilizations.

MS.6. Humanities: Introduce, recognize, and trace the development of major forms of fine arts and literature in selected ancient and classical civilizations. (C, H, G, E)

6.a. Identify the major art forms and artists within a selected civilization and give examples of exemplary works in each form or technique (e.g., frescoes, murals, sculptures, opera, music, poetry, literature, etc.).

6.b. Assess how the various art forms (e.g., music, literature, visual art, etc.) were affected and influenced by geographic, political, economic, and religious events and movements that occurred during a specific period.

6.c. Compare similarities and differences in art forms of selected civilizations.

MS.1. Humanities II: Explain how geography, economics, and politics have influenced the development of selected contemporary societies. (C, H, G, E)

1.a. Examine the geographic factors that shaped the formation of contemporary cultures and subcultures (e.g., migration, catastrophic phenomena, etc.).

1.b. Apply economic concepts and reasoning to evaluate social and political developments and issues of selected contemporary societies (e.g., imperialism, nationalism, colonialism, urban renewal, etc.).

MS.2. Humanities II: Describe the impact of science and technology on the historical development of selected contemporary and future societies. (C, H, G, E)

2.a. Explain the effects of social, political, and religious movements in various contemporary societies (e.g., cults, survivalists, Habitat for Humanity, etc.).

2.b. Predict how scientific and technological methods will impact the development of future societies.

2.c. Evaluate the role of the media in contemporary societies.

MS.3. Humanities II: Describe the relationship of people, places, and environments of selected contemporary societies. (C, H, G, E)

3.a. Evaluate the role of environment and location in the creation of music, art, drama, and literature in selected contemporary societies (e.g., the Blues, rap, films, photography, etc.).

3.b. Describe how location, environment, and cultural aspects affected the architecture of selected contemporary societies.

3.c. Identify significant people and their roles in the development of the fine arts associated with contemporary societies (e.g., composers, artists, film directors, etc.).

MS.4. Humanities II: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

4.a. Use a variety of maps to locate places, regions, and topographical and demographic features of contemporary societies and their impact on culture.

4.b. Interpret political cartoons that are pertinent to issues current in contemporary societies.

4.c. Interpret special purpose maps.

4.d. Analyze information on graphs, charts, tables, and timelines.

4.e. Describe and analyze the community.

MS.5. Humanities II: Explain how civic responsibilities have been important to citizens for the development of their contemporary societies. (C, H, E)

5.a. Identify citizens or groups of citizens who have made significant changes in their contemporary societies (e.g., students for political change, Martin Luther King, Jr., MADD, etc.) and have impacted culture.

5.b. Describe political movements relevant to selected political units (e.g., Solidarity, Civil Rights, etc.) and the impact on culture.

MS.6. Humanities II: Introduce, recognize, and trace the development of major forms of fine arts and literature in selected contemporary societies. (C, H, G, E)

6.a. Identify the major art forms and artists in a selected contemporary society. Give examples of exemplary works in each form or technique (e.g., frescoes, murals, sculpture, opera, music, poetry, literature, etc.).

6.b. Assess how the various forms of art (e.g., music, literature, visual art, etc.) have been affected and influenced by contemporary geographic, economic, and religious events and movements.

6.c. Compare similarities/differences in art forms of selected civilizations/societies.

MS.1. Introduction to the Social Studies: Examine the discipline of history. (H)

1.a. Identify the tools and methodologies of historical inquiry and interpretation.

1.b. Discuss the various branches of study within the discipline (e.g., military history, social history, economic history, etc.).

1.c. Assess the career opportunities associated with the discipline of history.

MS.2. Introduction to the Social Studies: Examine the discipline of geography. (G)

2.a. Identify the tools and methodologies of geographic inquiry.

2.b. Discuss the various branches of study within the disciplines (e.g., urban geography, environmental geography, cultural geography, etc.).

2.c. Assess the career opportunities associated with the discipline of geography.

MS.3. Introduction to the Social Studies: Examine the discipline of political science. (C, H)

3.a. Identify the tools and methodologies of political inquiry.

3.b. Discuss the various branches of political science (e.g., international relations, comparative politics, etc.).

3.c. Assess the career opportunities associated with the discipline of political science.

MS.4. Introduction to the Social Studies: Examine the discipline of anthropology. (H, G)

4.a. Identify the tools and methodologies of anthropological inquiry.

4.b. Discuss the various branches of anthropology (e.g., archeology, physical anthropology, cultural anthropology, etc.).

4.c. Assess the career opportunities associated with the discipline of anthropology.

MS.5. Introduction to the Social Studies: Examine the discipline of economics. (E)

5.a. Identify the tools and methodologies of economic inquiry.

5.b. Discuss the various branches of study within the discipline (e.g., microeconomics and macroeconomics).

5.c. Assess the career opportunities associated with the discipline of economics.

MS.6. Introduction to the Social Studies: Examine the discipline of sociology. (H, G, E)

6.a. Identify the tools and methodologies of sociological inquiry.

6.b. Discuss the various branches of study within the discipline (e.g., marriage and family, etc.).

6.c. Assess the career opportunities associated with the discipline of sociology.

MS.7. Introduction to the Social Studies: Examine the discipline of psychology. (H, G, E)

7.a. Identify the tools and methodologies of psychological inquiry.

7.b. Discuss the various branches of study within the discipline of psychology (e.g., clinical psychology, abnormal psychology, industrial psychology, etc.).

7.c. Assess the career opportunities associated with the discipline of psychology.

MS.8. Introduction to the Social Studies: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, charts, a compass, technology, primary and secondary documents, political cartoons). (C, H, G, E)

8.a. Interpret special purpose maps.

8.b. Analyze information on graphs, charts, tables, and timelines.

8.c. Analyze political cartoons.

8.d. Utilize primary and secondary sources.

MS.1. Local Culture: Explain how geography, economics, and politics have influenced the development of the local region. (C, H, G, E)

1.a. Recognize geographic features of the local area on a map (e.g., county, city, local and water forms, etc.).

1.b. Trace major historical events, which occurred in the local area (e.g., establishment, ethnic influences, etc.).

1.c. Describe economic influences, which have affected the progress of the local area (e.g., agriculture, industry, etc.).

1.d. Describe the economic future of the local area.

MS.2. Local Culture: Describe the impact of science and technology on the development of the local region. (C, H, G, E)

2.a. Identify scientific advancements, which influence the development of the local area (e.g., cotton gin, transportation, etc.).

2.b. Discuss the role of technology in the advancement or lack of progress in the local area.

2.c. Evaluate the role of agricultural advancements and industrial development in the local area.

MS.3. Local Culture: Describe the relationship of people, places, and environments of the local region. (C, H, G, E)

3.a. Determine what influence the environment of the region had on its development (e.g., location, climate, etc.).

3.b. Identify the various cultural groups, which settled in the local area (e.g., reasons for settlement, contribution to local society, etc.).

3.c. Investigate the development of the area of the region (e.g., literature, arts, architecture, music, etc.).

3.d. Identify famous local people who have had an impact on the local area.

MS.4. Local Culture: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

4.a. Utilize various forms of research to investigate the local culture.

4.b. Interpret information from maps and other social studies tools (e.g., charts, graphs, and diagrams, etc.) about the local region begin studied.

4.c. Interpret special purpose maps.

4.d. Analyze information on graphs, charts, tables, and timelines.

4.e. Analyze political cartoons.

4.f. Describe and analyze local problems and their connection to state and national issues.

MS.5. Local Culture: Explain how local civic responsibilities have been important to the development of the local region. (C, H)

5.a. Describe the types of government of the local area (e.g., county, city, etc.).

5.b. Investigate the types of elections held in the local area.

5.c. Explain financial dependency of the local government to state and federal agencies.

MS.1. Future Studies: Examine the interrelatedness of history, geography, economics, and government in evolving societal systems and structures. (C, H, G, E)

1.a. Explain how geographic factors affected the historical, economic, and governmental development of past societies, and predict how changing geographic factors will affect the development of future societies (e.g., desertification, etc.).

1.b. Apply economic concepts to explain the shifts in systems and structures in society (e.g., control of oil supply, trade agreements, etc.).

1.c. Analyze positive and negative consequences resulting from projected human alterations to the environment (e.g., destruction of the rain forests, use of pesticides on crops, draining of wetlands for construction of malls, parking lots, etc.).

1.d. Predict the problems of a chosen cultural group after analyzing its human characteristics (e.g., population size, ethnic composition, socio-economic and cultural characteristics, etc.).

MS.2. Future Studies: Describe the impact of science and technology on historical development and predict future technological and scientific developments that might affect future society. (C, H, G, E)

2.a. Identify obstacles to be encountered in the future in organizing systems for the exchange of goods and the development of services (e.g., NAFTA, European Economic Union, space stations, biosphere, etc.).

2.b. Evaluate the role of the media in future societies.

2.c. Analyze the possible impact of science and technology on the future (e.g., cloning, computers, etc.).

MS.3. Future Studies: Demonstrate the ability to apply and interpret social studies tools (e.g., timelines, maps, globes, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

3.a. Use a special purpose map to locate places, regions, and topographical features of predicted future societies (e.g., space stations, biosphere, planned cities in formerly inhabitable locations, etc.).

3.b. Create charts, graphs, and tables to illustrate the socioeconomic groups, economic needs, and governmental structure of predicted future societies.

MS.4. Future Studies: Explain how civic responsibilities will be employed by citizens in future societies. (C, H)

4.a. Compare and contrast civic responsibilities of citizens in past and present societies to those in future societies.

4.b. Analyze leadership qualities valued in past and present-day leaders and predict the demands that will be made on individuals in future leadership roles.

4.c. Predict shifts in attitude and the approach toward solutions to major societal problems (e.g., drugs, population growth, disease, etc.).

4.d. Examine how the actions of individuals will affect the development of future societies.

MS.5. Future Studies: Describe the relationship of people, places, and environments in future societies. (C, H, G, E)

5.a. Explain how geographical factors of future societies will affect art, drama, music, and literature.

5.b. Illustrate and explain how architecture and construction might change to accommodate the needs of a future society.

5.c. Identify the groups, professions, or types of people who will play the most significant roles in future societies, and how they have changed from past societies.

MS.1. Personal Leadership: Understand personal leadership concepts. (C, H, G, E)

1.a. Examine characteristics and styles of leaders.

1.b. Identify opportunities for leadership in schools and communities.

1.c. Explain the concepts of personal value systems and habits.

1.d. Define and predict a paradigm shift.

1.e. Explain positive character traits.

1.f. Recognize fairness in life situations.

1.g. Recognize the awareness of citizenship and its benefits.

1.h. Assess the role of responsibility in everyday life.

1.i. Acquire positive character and personality traits.

MS.2. Personal Leadership: Acquire personal leadership skills. (C, H, G, E)

2.a. Analyze personal leadership skills as it relates to the student.

2.b. Diagram personal area of influence and control.

2.c. Demonstrate proactive thinking.

2.d. Establish personal goals and a mission statement.

2.e. Define and recognize time management skills.

2.f. Demonstrate the concept of good listening skills.

2.g. Demonstrate proper public speaking skills.

MS.3. Personal Leadership: Demonstrate personal leadership skills. (C, H, G, E)

3.a. Summarize confidentiality and sensitivity issues of younger youth.

3.b. Recognize emotional and cognitive abilities of mentoring audience.

3.c. Explain how recognition plays a part in a person's development.

3.d. Devise a plan for dealing with behavioral issues of youth.

3.e. Exhibit characteristics of a positive role model.

3.f. Demonstrate the ability to solve a problem through listening and negotiation.

MS.1. Community Service Learning: Develop intellectual skills through analysis and evaluation of data. (C, H, G, E)

1.a. Gather, interpret, analyze, summarize, evaluate, and present information; categorize information; and establish cause and effect relationships.

1.b. Understand issues, their history and contemporary relevance; and identify, describe, evaluate, and defend a position.

1.c. Identify criteria for making judgments.

1.d. Assess involvement, identify implications, and identify rights and responsibilities.

MS.2. Community Service Learning: Develop participatory skills by implementing learning. (C, H, G, E)

2.a. Solve problems and take action.

2.b. Influence policies; negotiate, compromise, and seek consensus.

2.c. Make decisions, gather information, identify needs and resources, and clarify values.

MS.3. Community Service Learning: Demonstrate the ability to use social studies skills through research (e.g., timelines, maps, globes, resources, graphs, a compass, technology, primary and secondary documents, charts, political cartoons, etc.). (C, H, G, E)

3.a. Understand issues and make choices; understand fundamental laws; and understand the role of decision-making.

3.b. Track issues in the media; research issues in the community, attend, report and reflect on meetings and hearings.

3.c. Use the media to gather and analyze information and acquire information from groups and individuals.

MS.4. Community Service Learning: Develop verbal and written persuasion skills through participation in civic events. (C, H, G, E)

4.a. Understand the importance of taking civic action.

4.b. Participate in classroom and school government; participate in civic meetings; and write letters to newspapers and members of government agencies.

4.c. Develop rationales to support one's point of view.

4.d. Describe and analyze characteristics and actions of effective citizens and leaders.

4.e. Describe and analyze the community.

4.f. Describe and analyze local problems and their connection to state and national issues.