Tennessee State Standards for Social Studies:

TN.K.1. Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

K.1.01. Understand the diversity of human cultures.

K.1.01.a. Identify personal attributes, such as physical characteristics, that are common to all people such as physical characteristics. 3
Suggested Titles for Tennessee Social Studies State Standard K.1.01.a.

K.1.01.b. Identify differences among people. 5
Suggested Titles for Tennessee Social Studies State Standard K.1.01.b.

K.1.01.c. Recognize how individuals learn to do skills and customs from their culture. 13
Suggested Titles for Tennessee Social Studies State Standard K.1.01.c.

K.1.01.d. Recognize all cultures have family units where decisions are made. 30
Suggested Titles for Tennessee Social Studies State Standard K.1.01.d.

K.1.02. Discuss cultures and human patterns of places and regions of the world. Understand that some differences among people are a result of their culture.

K.1.02.a. Identify similarities and differences in food, clothes, homes, games, and families in different cultures. 5
Suggested Titles for Tennessee Social Studies State Standard K.1.02.a.

K.1.02.b. Explain how means of transportation may be diversified in different cultures in response to the environment. 2
Suggested Titles for Tennessee Social Studies State Standard K.1.02.b.

K.1.02.c. Compare family customs and traditions among cultures. 5
Suggested Titles for Tennessee Social Studies State Standard K.1.02.c.

K.1.02.d. Describe customs of the local community. 14
Suggested Titles for Tennessee Social Studies State Standard K.1.02.d.

K.1.03. Recognize the contributions that individuals and people of various ethnic, racial, religious, and socioeconomic groups have made to the development of civilizations.

K.1.03.a. Recognize contributions of different cultures around the world. 6
Suggested Titles for Tennessee Social Studies State Standard K.1.03.a.

K.1.03.b. Explain the value of family traditions and customs. 10
Suggested Titles for Tennessee Social Studies State Standard K.1.03.b.

TN.K.2. Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, the production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus/saving money, and policy making versus decision making.

K.2.01. Describe potential costs and benefits of personal economic choices in a market economy.

K.2.01.a. Identify basic human needs. 5
Suggested Titles for Tennessee Social Studies State Standard K.2.01.a.

K.2.01.b. Explain how basic human needs of food, clothing, shelter, and transportation are met. 4
Suggested Titles for Tennessee Social Studies State Standard K.2.01.b.

K.2.01.c. Understand that people create shelter according to both culture and environment.

K.2.02. Give examples of the interaction of businesses and governments in a market economy.

K.2.02.a. Recognize how jobs are similar and different from one community to another. 10
Suggested Titles for Tennessee Social Studies State Standard K.2.02.a.

K.2.02.b. Identify jobs in the home, and school. 8
Suggested Titles for Tennessee Social Studies State Standard K.2.02.b.

K.2.03. Understand fundamental economic concepts.

K.2.03.a. Explain why people have jobs.

K.2.03.b. Distinguish between needs and wants. 1
Suggested Titles for Tennessee Social Studies State Standard K.2.03.b.

K.2.03.c. Recognize that all jobs are significant and realize that some jobs are interdependent. 10
Suggested Titles for Tennessee Social Studies State Standard K.2.03.c.

TN.K.3. Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.

K.3.01. Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.

K.3.01.a. Explain what a globe and map represent. 7
Suggested Titles for Tennessee Social Studies State Standard K.3.01.a.

K.3.01.b. Use personal directions such as up, down, left, right, near and far to describe relative direction. 3
Suggested Titles for Tennessee Social Studies State Standard K.3.01.b.

K.3.01.c. Locate places in community such as the student's home and the classroom on the campus. 7
Suggested Titles for Tennessee Social Studies State Standard K.3.01.c.

K.3.02. Recognize the interaction between human and physical systems around the world.

K.3.02.a. Identify the human characteristics of places such as types of houses and ways of earning a living. 13
Suggested Titles for Tennessee Social Studies State Standard K.3.02.a.

K.3.02.b. Describe how weather impacts every daily life. 41
Suggested Titles for Tennessee Social Studies State Standard K.3.02.b.

K.3.02.c. Describe seasons. 34
Suggested Titles for Tennessee Social Studies State Standard K.3.02.c.

K.3.03. Demonstrate how to identify and locate major physical and political features on globes and maps.

K.3.03.a. Identify the concept of physical features as in mountains, plains, hills, oceans, and islands. 9
Suggested Titles for Tennessee Social Studies State Standard K.3.03.a.

K.3.03.b. Describe how landforms and bodies of water influence where and how people live. 9
Suggested Titles for Tennessee Social Studies State Standard K.3.03.b.

K.3.03.c. Describe personal connections to place, especially place as associated with immediate surroundings. 7
Suggested Titles for Tennessee Social Studies State Standard K.3.03.c.

TN.K.4. Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

K.4.01. Discuss the structure and purposes of governance.

K.4.01.a. Recognize that a person is a citizen of the country in which he/she is born. 8
Suggested Titles for Tennessee Social Studies State Standard K.4.01.a.

K.4.01.b. Understand that rules are created to protect an environment. 6
Suggested Titles for Tennessee Social Studies State Standard K.4.01.b.

K.4.01.c. Know that family structures can change. 30
Suggested Titles for Tennessee Social Studies State Standard K.4.01.c.

K.4.01.d. Identify authority figures in the home, school, and community. 2
Suggested Titles for Tennessee Social Studies State Standard K.4.01.d.

K.4.01.e. Explain how authority figures make and enforce rules. 2
Suggested Titles for Tennessee Social Studies State Standard K.4.01.e.

K.4.01.f. Explain the use of voting as a method for group decision-making. 2
Suggested Titles for Tennessee Social Studies State Standard K.4.01.f.

K.4.02. Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice.

K.4.02.a. Recognize the need for rules for daily living and fair treatment of others. 7
Suggested Titles for Tennessee Social Studies State Standard K.4.02.a.

K.4.02.b. Identify purposes for having rules. 7
Suggested Titles for Tennessee Social Studies State Standard K.4.02.b.

K.4.02.c. Be aware that laws and rules are followed and created by the people, school, community, and country. 8
Suggested Titles for Tennessee Social Studies State Standard K.4.02.c.

K.4.03. Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.

K.4.03.a. Know rules of safety including signs and signals. 1
Suggested Titles for Tennessee Social Studies State Standard K.4.03.a.

K.4.03.b. Define cooperation. 6
Suggested Titles for Tennessee Social Studies State Standard K.4.03.b.

K.4.04. Recognize the qualities of a contributing citizen in our participatory democracy.

K.4.04.a. Identify the flags of the United States and Tennessee. 2
Suggested Titles for Tennessee Social Studies State Standard K.4.04.a.

K.4.04.b. Recite the Pledge of Allegiance. 7
Suggested Titles for Tennessee Social Studies State Standard K.4.04.b.

K.4.04.c. Explain the reasons for national patriotic holidays such as President's Day, Martin Luther King, Jr. Day, and Independence Day. 21
Suggested Titles for Tennessee Social Studies State Standard K.4.04.c.

TN.K.5. History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

K.5.01. Identify major events, people, and patterns Tennessee, United States, and world history.

K.5.01.a. Define history as the story of our past. 4
Suggested Titles for Tennessee Social Studies State Standard K.5.01.a.

K.5.01.b. Recall events in the past and present in order to recognize that individuals have a personal history. 4
Suggested Titles for Tennessee Social Studies State Standard K.5.01.b.

K.5.01.c. Illustrate a family history to demonstrate that every family has a heritage. 13
Suggested Titles for Tennessee Social Studies State Standard K.5.01.c.

K.5.02. Understand the place of historical events in the context of past, present, and future.

K.5.02.a. Recognize that change occurs over time. 4
Suggested Titles for Tennessee Social Studies State Standard K.5.02.a.

K.5.02.b. Observe how sites in neighborhoods and communities change over time. 10
Suggested Titles for Tennessee Social Studies State Standard K.5.02.b.

K.5.03. Explain how to use historical information acquired from a variety of sources.

K.5.03.a. Recognize that each family has a family tree. 30
Suggested Titles for Tennessee Social Studies State Standard K.5.03.a.

K.5.03.b. Recall family stories and celebrations to develop a personal history. 5
Suggested Titles for Tennessee Social Studies State Standard K.5.03.b.

TN.K.6. Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

K.6.01. Recognize the impact of individual and group decisions on citizens and communities.

K.6.01.a. Describe how individuals meet their needs and wants through different means. 1
Suggested Titles for Tennessee Social Studies State Standard K.6.01.a.

K.6.01.b. Know that individuals choose jobs that impact their lives, families and communities. 10
Suggested Titles for Tennessee Social Studies State Standard K.6.01.b.

K.6.01.c. Explain that people learn in the context of families, peers, schools, and communities. 30
Suggested Titles for Tennessee Social Studies State Standard K.6.01.c.

K.6.01.d. Give examples of how learning and physical development affect behavior. 5
Suggested Titles for Tennessee Social Studies State Standard K.6.01.d.

K.6.01.e. Explain the consequences of an individual's decisions and actions. 5
Suggested Titles for Tennessee Social Studies State Standard K.6.01.e.

K.6.02. Understand how groups can impact change at the local, state, national, and world levels.

K.6.02.a. Recognize individuals have a space or develop an understanding of space and spatial relationships. 8
Suggested Titles for Tennessee Social Studies State Standard K.6.02.a.

K.6.02.b. Understand that cooperation is necessary when working within large and small groups to complete tasks. 6
Suggested Titles for Tennessee Social Studies State Standard K.6.02.b.

K.6.02.c. Work independently and cooperatively to accomplish goals. 6
Suggested Titles for Tennessee Social Studies State Standard K.6.02.c.

K.6.02.d. Describe how groups are made up of people who work, play, or learn together and share common interests. 31
Suggested Titles for Tennessee Social Studies State Standard K.6.02.d.

TN.1.1. Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1.01. Understand the diversity of human cultures.

1.1.01.a. Recognize that culture is learned behavior that includes customs, beliefs, rules, life ways, language, food, and clothing. 11
Suggested Titles for Tennessee Social Studies State Standard 1.1.01.a.

1.1.01.b. Recognize people learn customs from their culture, explain the culture of the family and community. 21
Suggested Titles for Tennessee Social Studies State Standard 1.1.01.b.

1.1.01.c. Recognize people use diverse languages to communicate with one another. 9
Suggested Titles for Tennessee Social Studies State Standard 1.1.01.c.

1.1.02. Discuss cultures and human patterns of places and regions of the world.

1.1.02.a. Define multiculturalism.

1.1.02.b. Explain the culture of a place. 9
Suggested Titles for Tennessee Social Studies State Standard 1.1.02.b.

1.1.02.c. Describe the importance of diverse beliefs, customs, and traditions of families. 11
Suggested Titles for Tennessee Social Studies State Standard 1.1.02.c.

1.1.03. Recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations.

1.1.03.a. Understand individual differences in languages, beliefs, and customs that may be unique to one's culture. 11
Suggested Titles for Tennessee Social Studies State Standard 1.1.03.a.

1.1.03.b. Retell stories from diversely selected folktales, myths, and legends. 57
Suggested Titles for Tennessee Social Studies State Standard 1.1.03.b.

TN.1.2. Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, the production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus/saving money, and policy making versus decision making.

1.2.01. Describe the potential costs and benefits of personal economic choices in a market economy.

1.2.01.a. Recognize that workers who provide services earn money to meet needs and wants.

1.2.01.b. Recognize that people advertise goods and services through different forms of communication.

1.2.01.c. Identify how people exchange goods and services. 10
Suggested Titles for Tennessee Social Studies State Standard 1.2.01.c.

1.2.01.d. Describe the requirements of various jobs and the characteristics of a job well performed. 9
Suggested Titles for Tennessee Social Studies State Standard 1.2.01.d.

1.2.01.e. Describe how specialized jobs contribute to the production of goods and services. 12
Suggested Titles for Tennessee Social Studies State Standard 1.2.01.e.

1.2.02. Give examples of how individuals, businesses and governments operate in a market economy.

1.2.02.a. Recognize that goods and services are exchanged worldwide. 9
Suggested Titles for Tennessee Social Studies State Standard 1.2.02.a.

1.2.02.b. Give examples of industries and the resources needed to operate industries. 18
Suggested Titles for Tennessee Social Studies State Standard 1.2.02.b.

1.2.02.c. Identify examples of goods and services in the home, school, and community. 9
Suggested Titles for Tennessee Social Studies State Standard 1.2.02.c.

1.2.03. Understand fundamental economic concepts.

1.2.03.a. Distinguish the difference between goods and services.

1.2.03.b. Differentiate between consumers and producers. 11
Suggested Titles for Tennessee Social Studies State Standard 1.2.03.b.

TN.1.3. Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.

1.3.01. Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.

1.3.01.a. Recognize that maps and globes are representations or models of specific places. 9
Suggested Titles for Tennessee Social Studies State Standard 1.3.01.a.

1.3.01.b. Locate their home, neighborhood, and school on a visual representation. 9
Suggested Titles for Tennessee Social Studies State Standard 1.3.01.b.

1.3.01.c. Use map symbols and legends to identify locations and directions. 9
Suggested Titles for Tennessee Social Studies State Standard 1.3.01.c.

1.3.01.d. Interpret symbols that represent various forms of geographic data and use these symbols to identify locations and directions. 9
Suggested Titles for Tennessee Social Studies State Standard 1.3.01.d.

1.3.02. Recognize how to identify and locate major physical and political features on maps and globes.

1.3.02.a. Define what cardinal directions are. 9
Suggested Titles for Tennessee Social Studies State Standard 1.3.02.a.

1.3.02.b. Locate places using cardinal directions on maps and globes. 9
Suggested Titles for Tennessee Social Studies State Standard 1.3.02.b.

1.3.02.c. Locate cities, states, countries, and continents on maps and globes and major bodies of water on maps and globes. 2
Suggested Titles for Tennessee Social Studies State Standard 1.3.02.c.

1.3.02.d. Describe the concept of human features as in cities, buildings, farms, roads, and railroads. 15
Suggested Titles for Tennessee Social Studies State Standard 1.3.02.d.

1.3.02.e. Locate and name the places in school and the neighborhood. 18
Suggested Titles for Tennessee Social Studies State Standard 1.3.02.e.

1.3.02.f. Identify the geographic location of the United States and Tennessee on a globe and a map.

1.3.02.g. Estimate distances such as from home to school. 9
Suggested Titles for Tennessee Social Studies State Standard 1.3.02.g.

1.3.03. Demonstrate awareness of the interaction between human and physical systems around the world.

1.3.03.a. Explain how land is used for different tasks in the local area. 18
Suggested Titles for Tennessee Social Studies State Standard 1.3.03.a.

1.3.03.b. Define natural resources and explain how people are dependent on them. 5
Suggested Titles for Tennessee Social Studies State Standard 1.3.03.b.

1.3.03.c. Compare and contrast natural and artificial features of the earth. 30
Suggested Titles for Tennessee Social Studies State Standard 1.3.03.c.

1.3.03.d. Describe what weather is. 57
Suggested Titles for Tennessee Social Studies State Standard 1.3.03.d.

TN.1.4. Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

1.4.01. Discuss the purposes of governance.

1.4.01.a. Recognize the United States Constitution as the basis for the laws in our country. 1
Suggested Titles for Tennessee Social Studies State Standard 1.4.01.a.

1.4.01.b. Categorize rules and laws we follow as members of a family, school and community. 9
Suggested Titles for Tennessee Social Studies State Standard 1.4.01.b.

1.4.01.c. Explain the purpose of government and give examples of laws that establish order, provide security, and control conflict. 7
Suggested Titles for Tennessee Social Studies State Standard 1.4.01.c.

1.4.02. Describe the United States and Tennessee State Constitutions in principle and practice.

1.4.02.a. Understand that community governments employ various service workers. 2
Suggested Titles for Tennessee Social Studies State Standard 1.4.02.a.

1.4.02.b. Identify leaders in the community, state, and nation. 6
Suggested Titles for Tennessee Social Studies State Standard 1.4.02.b.

1.4.02.c. Describe the relationship between local, state, and national government. 7
Suggested Titles for Tennessee Social Studies State Standard 1.4.02.c.

1.4.03. Describe the rights, responsibilities, and privileges of citizens living in a democratic society.

1.4.03.a. Define citizenship and responsibility. 14
Suggested Titles for Tennessee Social Studies State Standard 1.4.03.a.

1.4.03.b. Examine the rights and responsibilities of the individual in relation to his or her social group, such as family, peer group, and school class. 7
Suggested Titles for Tennessee Social Studies State Standard 1.4.03.b.

1.4.03.c. Categorize responsibilities that citizens have to their community, state, and country. 4
Suggested Titles for Tennessee Social Studies State Standard 1.4.03.c.

1.4.03.d. Design a set of rules or laws for a home, classroom, or community. 5
Suggested Titles for Tennessee Social Studies State Standard 1.4.03.d.

1.4.03.e. Recognize family and school rules as compared with those from another culture. 11
Suggested Titles for Tennessee Social Studies State Standard 1.4.03.e.

1.4.04. Recognize the knowledge, skills, and attitudes necessary to become contributing citizens.

1.4.04.a. Recite and explain the meaning of the Pledge of Allegiance. 2
Suggested Titles for Tennessee Social Studies State Standard 1.4.04.a.

1.4.04.b. Understand that voting is a way of making choices and decisions. 2
Suggested Titles for Tennessee Social Studies State Standard 1.4.04.b.

1.4.04.c. Explain how selected customs, symbols, and celebrations reflect an American love of individualism and inventiveness. 6
Suggested Titles for Tennessee Social Studies State Standard 1.4.04.c.

1.4.04.d. Explain selected national and state patriotic symbols such as the United States and Tennessee flags. 4
Suggested Titles for Tennessee Social Studies State Standard 1.4.04.d.

TN.1.5. History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

1.5.01. Identify major people, events, and issues from Tennessee, United States, and world history.

1.5.01.a. Recognize some early forms of communication and how communication has changed over time. 7
Suggested Titles for Tennessee Social Studies State Standard 1.5.01.a.

1.5.01.b. Recognize that other countries have a longer history than the United States. 4
Suggested Titles for Tennessee Social Studies State Standard 1.5.01.b.

1.5.01.c. Identify contributions of diverse historical figures that have influenced the community, state, and nation. 13
Suggested Titles for Tennessee Social Studies State Standard 1.5.01.c.

1.5.02. Understand the place of historical events in the context of past, present, and future.

1.5.02.a. Distinguish between the past, present, and future. 7
Suggested Titles for Tennessee Social Studies State Standard 1.5.02.a.

1.5.02.b. Recognize major events in American history. 7
Suggested Titles for Tennessee Social Studies State Standard 1.5.02.b.

TN.1.6. Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

1.6.01. Understand the impact of individual and group decisions on citizens and communities.

1.6.01.a. Work independently and cooperatively to accomplish goals. 7
Suggested Titles for Tennessee Social Studies State Standard 1.6.01.a.

1.6.01.b. Recognize individuals have responsibilities to the group whether as a leader or as a member. 15
Suggested Titles for Tennessee Social Studies State Standard 1.6.01.b.

1.6.01.c. Recognize the importance of individuals and families as part of neighborhoods. 10
Suggested Titles for Tennessee Social Studies State Standard 1.6.01.c.

1.6.02. Recognize how groups can impact change at the local, state, national and world levels.

1.6.02.a. Describe the unique features of one's nuclear and extended families. 34
Suggested Titles for Tennessee Social Studies State Standard 1.6.02.a.

1.6.02.b. Give examples of the tension between the wants and needs of individuals, and groups, and concepts such as fairness, equity and justice. 41
Suggested Titles for Tennessee Social Studies State Standard 1.6.02.b.

1.6.02.c. Recognize that cooperation is necessary in working with a group to complete a task. 7
Suggested Titles for Tennessee Social Studies State Standard 1.6.02.c.

TN.2.1. Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

2.1.01. Understand the diversity of human cultures.

2.1.01.a. Recognize most cultures preserve important personal and public items from the past. 12
Suggested Titles for Tennessee Social Studies State Standard 2.1.01.a.

2.1.01.b. Recognize communities have customs and cultures that differ.

2.1.01.c. Recognize patterns of cultural traits such as language, religion, and family structure. 8
Suggested Titles for Tennessee Social Studies State Standard 2.1.01.c.

2.1.02. Discuss cultures and human patterns of places and regions of the world.

2.1.02.a. Identify diverse cultural groups within the communities of Tennessee. 1
Suggested Titles for Tennessee Social Studies State Standard 2.1.02.a.

2.1.02.b. Compare and contrast the cultures of Tennessee's three grand divisions. 1
Suggested Titles for Tennessee Social Studies State Standard 2.1.02.b.

2.1.02.c. Understand that Tennessee's culture has ties to other cultures in the world. 1
Suggested Titles for Tennessee Social Studies State Standard 2.1.02.c.

2.1.02.d. Recognize that cultures have strong traditions of loyalty to their region or country. 13
Suggested Titles for Tennessee Social Studies State Standard 2.1.02.d.

2.1.02.e. Compare the regional cultures of Tennessee to those of other states. 1
Suggested Titles for Tennessee Social Studies State Standard 2.1.02.e.

2.1.03. Recognition the contributions of individuals and people of various ethnic, racial, religious, socioeconomic groups to the development of civilizations.

2.1.03.a. Identify and explain the significance of selected stories, poems, statues, paintings, and other examples of local and state cultural heritage. 1
Suggested Titles for Tennessee Social Studies State Standard 2.1.03.a.

2.1.03.b. Examine the effects of changing technologies on the local community and state. 4
Suggested Titles for Tennessee Social Studies State Standard 2.1.03.b.

2.1.03.c. Recognize diverse cultural neighborhoods within Tennessee and America. 1
Suggested Titles for Tennessee Social Studies State Standard 2.1.03.c.

TN.2.2. Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, the production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus/saving money, and policy making versus decision making.

2.2.01. Describe the potential costs and benefits of personal economic choices in a market economy.

2.2.01.a. Explain how work provides income to purchase goods and services.

2.2.01.b. Describe how society depends upon workers with specialized jobs and the ways in which they contribute to the production and exchange of goods and services. 10
Suggested Titles for Tennessee Social Studies State Standard 2.2.01.b.

2.2.02. Give examples of the interaction of individuals, businesses and governments in a market economy.

2.2.02.a. Give examples of the various institutions that make up economic systems such as families, workers, banks, labor unions, government agencies, small businesses, and large corporations. 15
Suggested Titles for Tennessee Social Studies State Standard 2.2.02.a.

2.2.02.b. Recognize that communities around the state and world are economically interdependent. 7
Suggested Titles for Tennessee Social Studies State Standard 2.2.02.b.

2.2.02.c. Know the major products of Tennessee. 3
Suggested Titles for Tennessee Social Studies State Standard 2.2.02.c.

2.2.03. Understand fundamental economic concepts.

2.2.03.a. Categorize resources needed to operate industries. 15
Suggested Titles for Tennessee Social Studies State Standard 2.2.03.a.

2.2.03.b. Understand the necessity of importing resources needed for industry. 1
Suggested Titles for Tennessee Social Studies State Standard 2.2.03.b.

TN.2.3. Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.

2.3.01. Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.

2.3.01.a. Describe how the globe is a model of earth locating hemispheres, poles, and equator. 3
Suggested Titles for Tennessee Social Studies State Standard 2.3.01.a.

2.3.01.b. Recognize that natural regions are represented on different types of maps by showing physical features, climate, vegetation, and natural resources. 6
Suggested Titles for Tennessee Social Studies State Standard 2.3.01.b.

2.3.01.c. Subdivide the world by positioning the equator, continents, oceans, and hemispheres on a map and globe. 3
Suggested Titles for Tennessee Social Studies State Standard 2.3.01.c.

2.3.01.d. Recognize that a map contains elements such as title, scale, symbols, legends, grids, cardinal and intermediate direction. 4
Suggested Titles for Tennessee Social Studies State Standard 2.3.01.d.

2.3.02. Recognize the interaction between human and physical systems around the world.

2.3.02.a. Analyze how individuals and populations depend upon land resources. 2
Suggested Titles for Tennessee Social Studies State Standard 2.3.02.a.

2.3.02.b. Describe the importance of physical geographic features on defining communities. 18
Suggested Titles for Tennessee Social Studies State Standard 2.3.02.b.

2.3.02.c. Understand the earth-sun relationship such as the varying length of day. 14
Suggested Titles for Tennessee Social Studies State Standard 2.3.02.c.

2.3.02.d. Understand the rudimentary elements to the hydrologic cycle. 14
Suggested Titles for Tennessee Social Studies State Standard 2.3.02.d.

2.3.02.e. List earth's natural resources such as minerals, air, water, and land.

2.3.03. Demonstrate how to identify and locate major physical and political features on globes and maps.

2.3.03.a. Show how landmasses and bodies of water are represented on maps and globes. 3
Suggested Titles for Tennessee Social Studies State Standard 2.3.03.a.

2.3.03.b. Locate the state of Tennessee and its major cities on a map. 23
Suggested Titles for Tennessee Social Studies State Standard 2.3.03.b.

2.3.03.c. Name the physical and human characteristics of the neighborhood and the community. 10
Suggested Titles for Tennessee Social Studies State Standard 2.3.03.c.

TN.2.4. Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

2.4.01. Discuss the structure and purposes of governance.

2.4.01.a. Recognize how groups and organizations encourage unity and work with diversity to maintain order and security. 20
Suggested Titles for Tennessee Social Studies State Standard 2.4.01.a.

2.4.01.b. Identify functions of governments. 5
Suggested Titles for Tennessee Social Studies State Standard 2.4.01.b.

2.4.01.c. Be aware that every community has some form of governance. 5
Suggested Titles for Tennessee Social Studies State Standard 2.4.01.c.

2.4.01.d. Describe how governments establish order, provide security, and manage conflict. 5
Suggested Titles for Tennessee Social Studies State Standard 2.4.01.d.

2.4.02. Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice.

2.4.02.a. Know that communities have different laws depending on the needs and problems of their community. 5
Suggested Titles for Tennessee Social Studies State Standard 2.4.02.a.

2.4.02.b. Recognize people who make laws and people who enforce them in Tennessee. 11
Suggested Titles for Tennessee Social Studies State Standard 2.4.02.b.

2.4.02.c. Identify ways that public officials are selected, including election and appointment. 6
Suggested Titles for Tennessee Social Studies State Standard 2.4.02.c.

2.4.02.d. Distinguish among local, state, and national government and identify representative leaders at these levels such as mayor, governor, and president. 8
Suggested Titles for Tennessee Social Studies State Standard 2.4.02.d.

2.4.03. Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.

2.4.03.a. Identify characteristics of good citizenship such as establishing beliefs in justice, truth, equality, and responsibility for the common good. 10
Suggested Titles for Tennessee Social Studies State Standard 2.4.03.a.

2.4.03.b. Identify qualities of good citizenship. 7
Suggested Titles for Tennessee Social Studies State Standard 2.4.03.b.

2.4.03.c. Identify ordinary people who exemplify good citizenship. 10
Suggested Titles for Tennessee Social Studies State Standard 2.4.03.c.

2.4.04. Recognize the qualities of a contributing citizen in our participatory democracy.

2.4.04.a. Identify some governmental services in the community such as the libraries, schools, and parks, and explain their value to the community. 3
Suggested Titles for Tennessee Social Studies State Standard 2.4.04.a.

2.4.04.b. Explain how citizens fund various community services. 2
Suggested Titles for Tennessee Social Studies State Standard 2.4.04.b.

2.4.04.c. Explain the meaning of selected patriotic symbols and landmarks of Tennessee. 2
Suggested Titles for Tennessee Social Studies State Standard 2.4.04.c.

TN.2.5. History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

2.5.01. Identify major events, people, and patterns Tennessee, United States, and world history.

2.5.01.a. Explain the significance of various community, state, and national celebrations such as Memorial Day and Independence Day. 16
Suggested Titles for Tennessee Social Studies State Standard 2.5.01.a.

2.5.01.b. Explain how local people and events have influenced local community history. 1
Suggested Titles for Tennessee Social Studies State Standard 2.5.01.b.

2.5.02. Understand the place of historical events in the context of past, present, and future.

2.5.02.a. Describe the order of events by using designation of time periods such as ancient times and modern times. 17
Suggested Titles for Tennessee Social Studies State Standard 2.5.02.a.

2.5.02.b. Use vocabulary related to chronology, including past, present and future. 8
Suggested Titles for Tennessee Social Studies State Standard 2.5.02.b.

2.5.02.c. Describe and measure calendar time by days, weeks, months, and years. 11
Suggested Titles for Tennessee Social Studies State Standard 2.5.02.c.

2.5.02.d. Comprehend that physical and human characteristics of communities change over time. 4
Suggested Titles for Tennessee Social Studies State Standard 2.5.02.d.

2.5.03. Explain how to use historical information acquired from a variety of sources.

2.5.03.a. Identify and explain the significance of various community landmarks. 2
Suggested Titles for Tennessee Social Studies State Standard 2.5.03.a.

2.5.03.b. Create and interpret timelines. 2
Suggested Titles for Tennessee Social Studies State Standard 2.5.03.b.

2.5.03.c. Compare various interpretations of the same time period using evidence such as photographs and interviews. 20
Suggested Titles for Tennessee Social Studies State Standard 2.5.03.c.

TN.2.6. Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

2.6.01. Recognize the impact of individual and group decisions on citizens and communities.

2.6.01.a. Describe how groups work independently and cooperatively to accomplish goals within a community. 8
Suggested Titles for Tennessee Social Studies State Standard 2.6.01.a.

2.6.01.b. Recognize individuals can belong to groups but still have their own identity. 20
Suggested Titles for Tennessee Social Studies State Standard 2.6.01.b.

2.6.01.c. Know how to share and give opinions in a group. 12
Suggested Titles for Tennessee Social Studies State Standard 2.6.01.c.

2.6.02. Understand how groups can cause change at the local, state national and world levels.

2.6.02.a. Identify and describe ways family, groups, and community influence an individual's daily life and personal choices. 15
Suggested Titles for Tennessee Social Studies State Standard 2.6.02.a.

2.6.02.b. Recognize individuals have a role in each group in which they participate. 16
Suggested Titles for Tennessee Social Studies State Standard 2.6.02.b.

2.6.02.c. Recognize that each individual must make decisions about the work groups and play groups in which they participate. 4
Suggested Titles for Tennessee Social Studies State Standard 2.6.02.c.

TN.3.1. Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

3.1.01. Understand the diversity of human cultures.

3.1.01.a. Recognize that changes in culture occur through the spread of people, languages, ideas, and goods.

3.1.01.b. Compare cultural differences in various regions of the United States and the world. 6
Suggested Titles for Tennessee Social Studies State Standard 3.1.01.b.

3.1.02. Discuss the cultures and human patterns of places and regions of the world.

3.1.02.a. Describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns. 6
Suggested Titles for Tennessee Social Studies State Standard 3.1.02.a.

3.1.02.b. Compare ways in which people from different cultures think about and deal with their physical environment and social conditions. 20
Suggested Titles for Tennessee Social Studies State Standard 3.1.02.b.

3.1.02.c. Identify and explain the significance of selected individual writers, and artists and their stories, poems, statues, paintings, and other examples of cultural heritage from regions around the world. 19
Suggested Titles for Tennessee Social Studies State Standard 3.1.02.c.

3.1.03. Recognize the contributions of individuals and people of various ethnic, racial, religious, socioeconomic groups to the development of civilizations.

3.1.03.a. Explain the significance of selected ethnic and/or cultural celebrations in Tennessee, the United States and other nations such as St. Patrick's Day, Cinco de Mayo, and Kwanzaa. 68
Suggested Titles for Tennessee Social Studies State Standard 3.1.03.a.

3.1.03.b. Retell the heroic deeds of characters from folktales and legends. 60
Suggested Titles for Tennessee Social Studies State Standard 3.1.03.b.

3.1.04. Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee.

3.1.04.a. Compare ethnic and/or cultural celebrations in Tennessee, the United States, and other nations. 69
Suggested Titles for Tennessee Social Studies State Standard 3.1.04.a.

3.1.04.b. Explain the significance of selected individual writers and artists and their stories, poems, statues, paintings and other examples of cultural heritage from regions in Tennessee and around the world. 28
Suggested Titles for Tennessee Social Studies State Standard 3.1.04.b.

TN.3.2. Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, the production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus/saving money, and policy making versus decision making.

3.2.01. Describe the potential costs and benefits of personal economic choices in a market economy.

3.2.01.a. Identify ways of earning, spending, and saving money. 4
Suggested Titles for Tennessee Social Studies State Standard 3.2.01.a.

3.2.01.b. Analyze a simple budget that allocates money for spending and saving. 2
Suggested Titles for Tennessee Social Studies State Standard 3.2.01.b.

3.2.02. Give examples of fundamental economic concepts.

3.2.02.a. Identify examples of private and public goods and services. 24
Suggested Titles for Tennessee Social Studies State Standard 3.2.02.a.

3.2.02.b. Identify examples of scarcity. 1
Suggested Titles for Tennessee Social Studies State Standard 3.2.02.b.

3.2.02.c. Explain how supply and demand affects the price of a good or service. 1
Suggested Titles for Tennessee Social Studies State Standard 3.2.02.c.

3.2.02.d. Distinguish between imports and exports. 7
Suggested Titles for Tennessee Social Studies State Standard 3.2.02.d.

3.2.03. Discuss the patterns and results of international trade.

3.2.03.a. Recognize that the world has different agricultural and industrial regions. 139
Suggested Titles for Tennessee Social Studies State Standard 3.2.03.a.

3.2.03.b. Explain the characteristics of a technologically expanding global economy. 6
Suggested Titles for Tennessee Social Studies State Standard 3.2.03.b.

3.2.03.c. Explain the impact of scarcity on interdependence within and among regions. 2
Suggested Titles for Tennessee Social Studies State Standard 3.2.03.c.

3.2.03.d. Recognize that Tennessee and the United States have different agricultural and industrial regions. 19
Suggested Titles for Tennessee Social Studies State Standard 3.2.03.d.

3.2.03.e. Be aware of how goods and services are interchanged between communities at the local, and national levels. 18
Suggested Titles for Tennessee Social Studies State Standard 3.2.03.e.

3.2.03.f. Trace the development of a product from a natural resource to a finished product. 17
Suggested Titles for Tennessee Social Studies State Standard 3.2.03.f.

TN.3.3. Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.

3.3.01. Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.

3.3.01.a. Show how the spatial elements of point, line, and area are used on a map or globe. 15
Suggested Titles for Tennessee Social Studies State Standard 3.3.01.a.

3.3.01.b. Explain the difference between relative and absolute locations. 10
Suggested Titles for Tennessee Social Studies State Standard 3.3.01.b.

3.3.01.c. Locate places on a map using cardinal and intermediate direction. 12
Suggested Titles for Tennessee Social Studies State Standard 3.3.01.c.

3.3.02. Recognize the interaction between human and physical systems around the world.

3.3.02.a. List the similarities and differences of local places and regions with other places and regions. 7
Suggested Titles for Tennessee Social Studies State Standard 3.3.02.a.

3.3.02.b. List the basic components of earth's physical systems (e.g., landforms, water, climate and weather, erosion and deposition). 35
Suggested Titles for Tennessee Social Studies State Standard 3.3.02.b.

3.3.02.c. Understand the concept of an ecosystem. 6
Suggested Titles for Tennessee Social Studies State Standard 3.3.02.c.

3.3.02.d. Describe how environments and regions differ around the world. 119
Suggested Titles for Tennessee Social Studies State Standard 3.3.02.d.

3.3.02.e. Understand how technology allows people to adapt the environment to meet their needs. 5
Suggested Titles for Tennessee Social Studies State Standard 3.3.02.e.

3.3.03. Demonstrate how to identify and locate major physical and political features on globes and maps.

3.3.03.a. Locate the major cities of Tennessee and the world on a map or globe. 1
Suggested Titles for Tennessee Social Studies State Standard 3.3.03.a.

3.3.03.b. Describe the concept of formal (uniform) regions. 12
Suggested Titles for Tennessee Social Studies State Standard 3.3.03.b.

3.3.03.c. Define the characteristics that comprise a region. 12
Suggested Titles for Tennessee Social Studies State Standard 3.3.03.c.

3.3.03.d. Explain how change affects region and place over time. 16
Suggested Titles for Tennessee Social Studies State Standard 3.3.03.d.

3.3.03.e. Show the population distribution of the state, and country. 23
Suggested Titles for Tennessee Social Studies State Standard 3.3.03.e.

3.3.03.f. Differentiate between urban, suburban, and rural regions. 23
Suggested Titles for Tennessee Social Studies State Standard 3.3.03.f.

TN.3.4. Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

3.4.01. Discuss the structure and purposes of governance.

3.4.01.a. Describe the basic structures of government in the state. 6
Suggested Titles for Tennessee Social Studies State Standard 3.4.01.a.

3.4.01.b. Recognize who makes laws in the state. 4
Suggested Titles for Tennessee Social Studies State Standard 3.4.01.b.

3.4.01.c. Know that governmental agencies exist to protect the environment at local, state, and national levels. 1
Suggested Titles for Tennessee Social Studies State Standard 3.4.01.c.

3.4.01.d. Describe varied basic structures of governments in the state, nation, and world. 11
Suggested Titles for Tennessee Social Studies State Standard 3.4.01.d.

3.4.01.e. Examine how regions choose to govern in different ways. 8
Suggested Titles for Tennessee Social Studies State Standard 3.4.01.e.

3.4.02. Describe the Constitution of the United States and the Tennessee State

3.4.02.a. Constitution in principle and practice.. 2
Suggested Titles for Tennessee Social Studies State Standard 3.4.02.a.

3.4.02.b. Identify services commonly provided by the state government and contrast with other regions. 4
Suggested Titles for Tennessee Social Studies State Standard 3.4.02.b.

3.4.02.c. Compare the Tennessee and the United State Constitutions with other governing procedures around the world. 3
Suggested Titles for Tennessee Social Studies State Standard 3.4.02.c.

3.4.03. Understand the rights, responsibilities and privileges of citizens living in a democratic republic.

3.4.03.a. Identify government officials and explain how they are chosen. 10
Suggested Titles for Tennessee Social Studies State Standard 3.4.03.a.

3.4.03.b. Explain the concept of the consent of the governed and its importance to the functions of government. 2
Suggested Titles for Tennessee Social Studies State Standard 3.4.03.b.

3.4.03.c. Identify examples of rights and responsibilities of citizens. 4
Suggested Titles for Tennessee Social Studies State Standard 3.4.03.c.

3.4.03.d. Describe how public policies are used to address issues of public concern. 3
Suggested Titles for Tennessee Social Studies State Standard 3.4.03.d.

3.4.03.e. Identify and explain the importance of acts of civic responsibility, including obeying laws and voting. 3
Suggested Titles for Tennessee Social Studies State Standard 3.4.03.e.

3.4.03.f. Identify diverse historic figures that exemplified good citizenship. 6
Suggested Titles for Tennessee Social Studies State Standard 3.4.03.f.

3.4.03.g. Identify ordinary people who exemplify good citizenship. 4
Suggested Titles for Tennessee Social Studies State Standard 3.4.03.g.

3.4.04. Understand the qualities of a contributing citizen in our participatory democracy.

3.4.04.a. List the differences between community, city, county, state, and country events which occur. 10
Suggested Titles for Tennessee Social Studies State Standard 3.4.04.a.

3.4.04.b. Recognize the relationship of local governments to the state, the nation, and the world. 6
Suggested Titles for Tennessee Social Studies State Standard 3.4.04.b.

TN.3.5. History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

3.5.01. Identify major people, events, and issues in Tennessee, United States, and world history.

3.5.01.a. Identify the heroic deeds of characters from state, national, and global histories. 18
Suggested Titles for Tennessee Social Studies State Standard 3.5.01.a.

3.5.01.b. Identify historical figures that helped to shape regions. 44
Suggested Titles for Tennessee Social Studies State Standard 3.5.01.b.

3.5.02. Understand the place of historical events in the context of past, present and future.

3.5.02.a. Describe the order of events by using designation of time periods such as ancient times and modern times. 9
Suggested Titles for Tennessee Social Studies State Standard 3.5.02.a.

3.5.02.b. Describe how individuals, events, and ideas cause regional change over time. 4
Suggested Titles for Tennessee Social Studies State Standard 3.5.02.b.

3.5.02.c. Use vocabulary related to chronology, including past, present and future. 12
Suggested Titles for Tennessee Social Studies State Standard 3.5.02.c.

3.5.02.d. Describe and measure calendar time by days, weeks, months, and years. 12
Suggested Titles for Tennessee Social Studies State Standard 3.5.02.d.

3.5.03. Explain how to use historical information acquired from a variety of sources.

3.5.03.a. Create and interpret timelines. 19
Suggested Titles for Tennessee Social Studies State Standard 3.5.03.a.

3.5.03.b. Identify factors that cause development and change in communities. 14
Suggested Titles for Tennessee Social Studies State Standard 3.5.03.b.

3.5.03.c. Compare various interpretations of the same time period using evidence such as photographs and interviews. 4
Suggested Titles for Tennessee Social Studies State Standard 3.5.03.c.

TN.3.6. Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

3.6.01. Recognize the impact of individual and group decisions on citizens and communities.

3.6.01.a. Give examples of conflict, cooperation and interdependence among individuals, groups, and nations. 16
Suggested Titles for Tennessee Social Studies State Standard 3.6.01.a.

3.6.01.b. Examine the relationships and conflict between personal wants and needs and various global concerns, such as use of imported oil, land use, and environmental protection. 2
Suggested Titles for Tennessee Social Studies State Standard 3.6.01.b.

3.6.01.c. Give examples of economic, social, or political changes that result from individual or group decisions. 31
Suggested Titles for Tennessee Social Studies State Standard 3.6.01.c.

3.6.02. Understand how groups can impact change at the local, state, and national level.

3.6.02.a. Identify examples of actions individuals and groups can take to improve the community. 4
Suggested Titles for Tennessee Social Studies State Standard 3.6.02.a.

3.6.02.b. Identify examples of nonprofit and/or civic organizations such as the Red Cross and explain how they serve the common good. 12
Suggested Titles for Tennessee Social Studies State Standard 3.6.02.b.

TN.4.1. Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

4.1.01. Understand the diversity of human cultures.

4.1.01.a. Describe cultures of Native American tribes. 14
Suggested Titles for Tennessee Social Studies State Standard 4.1.01.a.

4.1.01.b. Explain how European settlers created a new culture. 8
Suggested Titles for Tennessee Social Studies State Standard 4.1.01.b.

4.1.02. Discuss cultures and human patterns of places and regions of the world.

4.1.02.a. Explore similarities and differences in how groups, societies, and cultures address similar human needs and concerns. 22
Suggested Titles for Tennessee Social Studies State Standard 4.1.02.a.

4.1.02.b. Compare how people from different cultures think about and handle their physical environments and social conditions. 22
Suggested Titles for Tennessee Social Studies State Standard 4.1.02.b.

4.1.03. Recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations.

4.1.03.a. Show different cultural regions on a map identifying such things as religion, language, and ethnicity. 152
Suggested Titles for Tennessee Social Studies State Standard 4.1.03.a.

4.1.03.b. Identify the reasons for the establishment of Spanish missions in early American history. 2
Suggested Titles for Tennessee Social Studies State Standard 4.1.03.b.

4.1.04. Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee.

4.1.04.a. Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee. 22
Suggested Titles for Tennessee Social Studies State Standard 4.1.04.a.

4.1.04.b. Identify customs, celebrations, and traditions of various cultures groups in early Tennessee. 22
Suggested Titles for Tennessee Social Studies State Standard 4.1.04.b.

4.1.04.c. Summarize the contributions of people of various racial, ethnic, and religious groups in the development of early Tennessee.

TN.4.2. Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy making versus decision making.

4.2.01. Describe the potential costs and benefits of personal economic choices in a market economy.

4.2.01.a. Identify the economic motivations for European exploration and colonization. 39
Suggested Titles for Tennessee Social Studies State Standard 4.2.01.a.

4.2.01.b. Describe how Native Americans in Tennessee and the Western Hemisphere met their basic economic needs. 7
Suggested Titles for Tennessee Social Studies State Standard 4.2.01.b.

4.2.01.c. Analyze how people in different parts of the United States earned a living in the past and do so in the present. 2
Suggested Titles for Tennessee Social Studies State Standard 4.2.01.c.

4.2.02. Give examples of the interaction of groups, businesses, and governments in a market economy.

4.2.02.a. Explain the economic patterns of various early Native American groups in Tennessee and the Western Hemisphere. 7
Suggested Titles for Tennessee Social Studies State Standard 4.2.02.a.

4.2.02.b. Identify major industries of colonial America. 8
Suggested Titles for Tennessee Social Studies State Standard 4.2.02.b.

4.2.02.c. Explain the economic patterns of early European colonial governments and their relationships with foreign governments. 8
Suggested Titles for Tennessee Social Studies State Standard 4.2.02.c.

4.2.03. Understand fundamental economic concepts.

4.2.03.a. Explain and demonstrate the role of money in daily life. 3
Suggested Titles for Tennessee Social Studies State Standard 4.2.03.a.

4.2.03.b. Describe the relationship of price to supply and demand and how it affected early American history. 2
Suggested Titles for Tennessee Social Studies State Standard 4.2.03.b.

4.2.03.c. Use economic concepts such as supply, demand, and price to help explain events. 2
Suggested Titles for Tennessee Social Studies State Standard 4.2.03.c.

4.2.04. Understand the development of economics within Tennessee and early America.

4.2.04.a. Identify the economic motivations for European exploration and settlement in Tennessee and the Western Hemisphere. 34
Suggested Titles for Tennessee Social Studies State Standard 4.2.04.a.

4.2.04.b. Examine the location, distribution, and patterns of economic activities and of settlement in Tennessee. 2
Suggested Titles for Tennessee Social Studies State Standard 4.2.04.b.

4.2.04.c. Evaluate the effects of supply and demand on business, industry, and agriculture, including the plantation system, in Tennessee and various regions. 3
Suggested Titles for Tennessee Social Studies State Standard 4.2.04.c.

TN.4.3. Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.

4.3.01. Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.

4.3.01.a. Locate major countries of the world on a map or globe involved with early American development. 8
Suggested Titles for Tennessee Social Studies State Standard 4.3.01.a.

4.3.01.b. Locate places on a map using cardinal and intermediate directions, latitude and longitude, and time zones. 10
Suggested Titles for Tennessee Social Studies State Standard 4.3.01.b.

4.3.01.c. Locate the routes of early explorers of North America on a map. 13
Suggested Titles for Tennessee Social Studies State Standard 4.3.01.c.

4.3.02. Recognize the interaction between human and physical systems around the world.

4.3.02.a. Explain how physical and human characteristics of places and regions within the state and the United States developed. 10
Suggested Titles for Tennessee Social Studies State Standard 4.3.02.a.

4.3.02.b. Explain how the major river systems affected the development of early settlements. 2
Suggested Titles for Tennessee Social Studies State Standard 4.3.02.b.

4.3.03. Understand how to identify and locate major physical and political features on globes and maps.

4.3.03.a. Explain how physical processes shape the United States' features and patterns. 19
Suggested Titles for Tennessee Social Studies State Standard 4.3.03.a.

4.3.03.b. Understand the differences in early population characteristics of the state and of the United States such as density, distribution, and growth rates. 4
Suggested Titles for Tennessee Social Studies State Standard 4.3.03.b.

4.3.03.c. Describe how geography affected the development of transportation and communication networks. 3
Suggested Titles for Tennessee Social Studies State Standard 4.3.03.c.

4.3.03.d. Explain the influences of physical and human features on historical events. 29
Suggested Titles for Tennessee Social Studies State Standard 4.3.03.d.

4.3.04. Understand the geographic factors that determined the locations of and patterns of settlements in Tennessee.

4.3.04.a. Explain how the patterns and processes of migration affect the development of Tennessee. 2
Suggested Titles for Tennessee Social Studies State Standard 4.3.04.a.

4.3.04.b. Explain how environmental issues such as water supply, air quality, and solid waste confronted humans when settling Tennessee. 36
Suggested Titles for Tennessee Social Studies State Standard 4.3.04.b.

TN.4.4. Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.4.01. Discuss the structure and purposes of governance.

4.4.01.a. Explain how Native Americans governed their communities. 3
Suggested Titles for Tennessee Social Studies State Standard 4.4.01.a.

4.4.01.b. Give examples of how government did or did not provide for needs and wants of people, establish order and security, and manage conflict. 9
Suggested Titles for Tennessee Social Studies State Standard 4.4.01.b.

4.4.01.c. Compare the systems of government of early European colonists.

4.4.02. Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice.

4.4.02.a. Identify examples of representative government in the American colonies, including the Mayflower Compact, Iroquois League, and the Virginia House of Burgesses.

4.4.02.b. Identify the purposes and explain the importance of the creation of Tennessee's colonial government, and the Tennessee Constitution.

4.4.02.c. Explain the purposes of the United States Constitution as identified in the Preamble to the Constitution. 5
Suggested Titles for Tennessee Social Studies State Standard 4.4.02.c.

4.4.02.d. Explain the system of checks and balances. 9
Suggested Titles for Tennessee Social Studies State Standard 4.4.02.d.

4.4.02.e. Identify and explain the basic functions of the three branches of state government. 9
Suggested Titles for Tennessee Social Studies State Standard 4.4.02.e.

4.4.03. Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.

4.4.03.a. Identify the purposes and explain the importance of the Declaration of Independence. 7
Suggested Titles for Tennessee Social Studies State Standard 4.4.03.a.

4.4.03.b. Identify examples of rights and responsibilities of citizens. 7
Suggested Titles for Tennessee Social Studies State Standard 4.4.03.b.

4.4.03.c. Explain action citizens take to influence public policy decisions. 5
Suggested Titles for Tennessee Social Studies State Standard 4.4.03.c.

4.4.04. Recognize the qualities of a contributing citizen in our participatory democracy.

4.4.04.a. Identify and practice selected forms of civic discussion and participation consistent with the ideals of citizens in a democratic republic. 5
Suggested Titles for Tennessee Social Studies State Standard 4.4.04.a.

4.4.04.b. Explain the role of the individual in state and local elections. 10
Suggested Titles for Tennessee Social Studies State Standard 4.4.04.b.

4.4.04.c. Sing or recite The Star Spangled Banner and explain its history. 3
Suggested Titles for Tennessee Social Studies State Standard 4.4.04.c.

TN.4.5. History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

4.5.01. Era 1 -Three Worlds Meet (Beginnings to 1620): Identify the ancient civilizations of the Americas.

4.5.01.a. Identify the ancient civilizations of the Americas at the time of European arrival. 1
Suggested Titles for Tennessee Social Studies State Standard 4.5.01.a.

4.5.01.b. Explain the cultures of the Western Hemisphere's native peoples prior to European contact. 33
Suggested Titles for Tennessee Social Studies State Standard 4.5.01.b.

4.5.02. Era 1 -Three Worlds Meet (Beginnings to 1620): Understand the place of historical events in the context of past, present and future.

4.5.02.a. Demonstrate an ability to use correct vocabulary associated with time such as past, present, future, and long ago; read and construct simple timelines; identify examples of change; and recognize examples of cause and effect relationships. 37
Suggested Titles for Tennessee Social Studies State Standard 4.5.02.a.

4.5.02.b. Realize that geographic, technological, and scientific factors contributed to the European age of exploration and settlement in the Americas. 39
Suggested Titles for Tennessee Social Studies State Standard 4.5.02.b.

4.5.02.c. Describe the immediate and long-term impact of Columbus' voyages on Native populations and on colonization in the Americas. 7
Suggested Titles for Tennessee Social Studies State Standard 4.5.02.c.

4.5.02.d. List the characteristics of the Spanish and Portuguese exploration and settlement of the Americas. 37
Suggested Titles for Tennessee Social Studies State Standard 4.5.02.d.

4.5.03. Era 1 -Three Worlds Meet (Beginnings to 1620): Recognize major events, people, and patterns in Tennessee.

4.5.03.a. Identify Native American groups in Tennessee and the Western Hemisphere before European explorations. 6
Suggested Titles for Tennessee Social Studies State Standard 4.5.03.a.

4.5.03.b. Summarize reasons for European exploration and settlement of Tennessee and the Western Hemisphere. 35
Suggested Titles for Tennessee Social Studies State Standard 4.5.03.b.

4.5.03.c. Identify accomplishments of significant explorers and explain their impact on the settlement of Tennessee. 35
Suggested Titles for Tennessee Social Studies State Standard 4.5.03.c.

4.5.04. Era 2 -Colonization and Settlement (1585-1763): Recognize the role that desire for freedom played in the settlement of the New World.

4.5.04.a. Discuss the search for religious, economic, and individual freedom in the settlement of the colonies. 1
Suggested Titles for Tennessee Social Studies State Standard 4.5.04.a.

4.5.04.b. Describe the lives of free and indentured immigrants who came from Europe to North America and the Caribbean.

4.5.05. Era 2 -Colonization and Settlement (1585-1763): Understand the place of historical events in the context of past, present and future.

4.5.05.a. Compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past. 11
Suggested Titles for Tennessee Social Studies State Standard 4.5.05.a.

4.5.05.b. Detail the growth and change in the European colonies during the two centuries following their founding with an emphasis on New England and Virginia. 5
Suggested Titles for Tennessee Social Studies State Standard 4.5.05.b.

4.5.05.c. Explain the importance of the Mayflower Compact. 2
Suggested Titles for Tennessee Social Studies State Standard 4.5.05.c.

4.5.05.d. Understand the role of religion in the English colonies such as the evolution of religious freedom and the treatment of religious dissenters. 1
Suggested Titles for Tennessee Social Studies State Standard 4.5.05.d.

4.5.05.e. Explain when, where, and why groups of people colonized and settled in the United States. 8
Suggested Titles for Tennessee Social Studies State Standard 4.5.05.e.

4.5.05.f. Explain the political, economic, and social impact of the slave trade in the Americas. 12
Suggested Titles for Tennessee Social Studies State Standard 4.5.05.f.

4.5.06. Era 2 -Colonization and Settlement (1585-1763): Identify major events, people, and patterns in Tennessee.

4.5.06.a. Conduct a thorough study of the differing regions of Tennessee and their history. 2
Suggested Titles for Tennessee Social Studies State Standard 4.5.06.a.

4.5.06.b. Describe the effects of political, economic, and social changes on Native Americans in Tennessee. 7
Suggested Titles for Tennessee Social Studies State Standard 4.5.06.b.

4.5.06.c. Identify characteristics of early colonial governments in Tennessee. 2
Suggested Titles for Tennessee Social Studies State Standard 4.5.06.c.

4.5.07. Era 3 -Revolution and the New Nation (1754-1820): Identify the causes and results of the American Revolution.

4.5.07.a. Explain the events that contributed to the outbreak of the American Revolution. 9
Suggested Titles for Tennessee Social Studies State Standard 4.5.07.a.

4.5.07.b. Study the Declaration of Independence, its major ideas, and its sources. 7
Suggested Titles for Tennessee Social Studies State Standard 4.5.07.b.

4.5.07.c. Describe the earliest armed conflict of the Revolutionary War. 15
Suggested Titles for Tennessee Social Studies State Standard 4.5.07.c.

4.5.07.d. Summarize the results of the American Revolution, including the establishment of the United States. 5
Suggested Titles for Tennessee Social Studies State Standard 4.5.07.d.

4.5.08. Era 3 -Revolution and the New Nation (1754-1820): Understand the place of historical events in the context of past, present and future.

4.5.08.a. Demonstrate an understanding that people in different times and places view the world differently. 2
Suggested Titles for Tennessee Social Studies State Standard 4.5.08.a.

4.5.08.b. Explain the major political issues of the thirteen colonies after their independence that led to the creation of the Articles of Confederation. 6
Suggested Titles for Tennessee Social Studies State Standard 4.5.08.b.

4.5.08.c. Summarize the events that led to the creation of the United States Constitution. 4
Suggested Titles for Tennessee Social Studies State Standard 4.5.08.c.

4.5.09. Era 3 -Revolution and the New Nation (1754-1820): Recognize major events, people, and patterns in Tennessee.

4.5.09.a. Focus on the creation of the state of Franklin and subsequent creation of the state of Tennessee. 2
Suggested Titles for Tennessee Social Studies State Standard 4.5.09.a.

4.5.09.b. Identify the accomplishments of notable Tennessee individuals such as William Blount, and John Sevier. 2
Suggested Titles for Tennessee Social Studies State Standard 4.5.09.b.

4.5.10. Era 4 -Expansion and Reform (1801-1861): Recognize American territorial expansions and its effects on relations with European powers and Native Americans.

4.5.10.a. Give examples of maps, time lines, and charts that show western expansion. 4
Suggested Titles for Tennessee Social Studies State Standard 4.5.10.a.

4.5.10.b. Identify the factors that led to territorial expansion and its effects. 5
Suggested Titles for Tennessee Social Studies State Standard 4.5.10.b.

4.5.10.c. Identify the contributions of early pioneers such as Daniel Boone to the development of colonial America. 7
Suggested Titles for Tennessee Social Studies State Standard 4.5.10.c.

4.5.11. Era 4 -Expansion and Reform (1801-1861): Understand sectional differences brought on by the Western movement, expansion of slavery, and emerging industrialization.

4.5.11.a. Identify changes in society resulting from the Industrial Revolution. 4
Suggested Titles for Tennessee Social Studies State Standard 4.5.11.a.

4.5.11.b. Explain how societal changes led to conflict among sections of the United States. 5
Suggested Titles for Tennessee Social Studies State Standard 4.5.11.b.

4.5.11.c. Explain the Louisiana Purchase. 3
Suggested Titles for Tennessee Social Studies State Standard 4.5.11.c.

4.5.11.d. Recognize the significance of the Lewis and Clark expedition. 2
Suggested Titles for Tennessee Social Studies State Standard 4.5.11.d.

4.5.11.e. Recognize the significance of the War of 1812. 7
Suggested Titles for Tennessee Social Studies State Standard 4.5.11.e.

4.5.11.f. Understand the impact of territorial expansion on Native American tribes. 2
Suggested Titles for Tennessee Social Studies State Standard 4.5.11.f.

4.5.12. Era 4 -Expansion and Reform (1801-1861): Identify major events, people, and patterns in Tennessee.

4.5.12.a. Identify the impact of railroads on life in Tennessee including changes to cities and major industries. 3
Suggested Titles for Tennessee Social Studies State Standard 4.5.12.a.

4.5.12.b. Identify the impact of various issues and events on life in Tennessee such as urbanization. 2
Suggested Titles for Tennessee Social Studies State Standard 4.5.12.b.

4.5.12.c. Identify the accomplishments of notable Tennessee individuals such as Sam Houston, Andrew Jackson and James Polk. 7
Suggested Titles for Tennessee Social Studies State Standard 4.5.12.c.

TN.4.6. Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

4.6.01. Recognize the impact of individual and group decisions.

4.6.01.a. Analyze a particular event to identify reasons individuals might respond to it in different ways. 4
Suggested Titles for Tennessee Social Studies State Standard 4.6.01.a.

4.6.01.b. Work independently and cooperatively to accomplish goals. 9
Suggested Titles for Tennessee Social Studies State Standard 4.6.01.b.

4.6.01.c. Identify leadership qualities of leaders of the past. 4
Suggested Titles for Tennessee Social Studies State Standard 4.6.01.c.

4.6.02. Understand how groups can impact change at the local, state, and national level.

4.6.02.a. Explain how group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture. 12
Suggested Titles for Tennessee Social Studies State Standard 4.6.02.a.

4.6.02.b. Identify and describe examples of tension between a group's belief system and the government's policies and laws. 5
Suggested Titles for Tennessee Social Studies State Standard 4.6.02.b.

TN.5.1. Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

5.1.01. Understand the diversity of human cultures.

5.1.01.a. Explain how some immigrants preserved their traditional culture and created a new American culture. 20
Suggested Titles for Tennessee Social Studies State Standard 5.1.01.a.

5.1.01.b. Explain governmental efforts to restrict immigrants entering into the United States. 1
Suggested Titles for Tennessee Social Studies State Standard 5.1.01.b.

5.1.02. Discuss cultures and human patterns of places and regions of the world.

5.1.02.a. Explain how art, music, and literature reflected the times during which they were created. 38
Suggested Titles for Tennessee Social Studies State Standard 5.1.02.a.

5.1.02.b. Give examples and describe the importance of cultural unity and diversity within and across groups. 20
Suggested Titles for Tennessee Social Studies State Standard 5.1.02.b.

5.1.03. Recognize the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to the development of civilizations.

5.0.03.a. Identify significant examples of art, music, and literature from various periods in United States history. 35
Suggested Titles for Tennessee Social Studies State Standard 5.0.03.a.

5.0.03.b. Describe how language, stories, folktales, music, and artistic creations serve as expressions of culture and influence behavior of people living in a particular culture. 20
Suggested Titles for Tennessee Social Studies State Standard 5.0.03.b.

5.1.03.c. Summarize the contributions of people of selected racial, ethnic, and religious groups to our national liberty. 22
Suggested Titles for Tennessee Social Studies State Standard 5.1.03.c.

5.1.04. Understand the contributions of individuals and people of various ethnic, racial, religious, and socioeconomic groups to Tennessee.

5.1.04.a. Identify the similarities and differences within and among selected racial, ethnic, and religious groups in Tennessee. 20
Suggested Titles for Tennessee Social Studies State Standard 5.1.04.a.

5.1.04.b. Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Tennessee. 25
Suggested Titles for Tennessee Social Studies State Standard 5.1.04.b.

TN.5.2. Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy making versus decision making.

5.2.01. Describe the potential costs and benefits of personal economic choices in a market economy.

5.2.01.a. Identify the economic change from agricultural to industrial in late 19th and early 20th century. 6
Suggested Titles for Tennessee Social Studies State Standard 5.2.01.a.

5.2.01.b. Describe economic issues of the 1920's and 1930's. 5
Suggested Titles for Tennessee Social Studies State Standard 5.2.01.b.

5.2.01.c. Explain how the American economy changed after World War II. 7
Suggested Titles for Tennessee Social Studies State Standard 5.2.01.c.

5.2.02. Give examples of the interaction of individuals, businesses, and governments in a market economy.

5.2.02.a. Describe the development of the free enterprise system in Tennessee and the United States. 2
Suggested Titles for Tennessee Social Studies State Standard 5.2.02.a.

5.2.02.b. Analyze the effects of immigrations, migration, and limited resources on the economic development and growth of the United States. 3
Suggested Titles for Tennessee Social Studies State Standard 5.2.02.b.

5.2.02.c. Explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States. 6
Suggested Titles for Tennessee Social Studies State Standard 5.2.02.c.

5.2.03. Understand fundamental economic concepts.

5.2.03.a. Explain how supply and demand affects production and consumption in the United States. 1
Suggested Titles for Tennessee Social Studies State Standard 5.2.03.a.

5.2.03.b. Give examples of the benefits of the free enterprise system in the United States. 7
Suggested Titles for Tennessee Social Studies State Standard 5.2.03.b.

5.2.04. Understand the patterns and results of international trade.

5.2.04.a. Describe global economic interdependence after World War II. 5
Suggested Titles for Tennessee Social Studies State Standard 5.2.04.a.

5.2.04.b. Explain how the United States and Tennessee meet some of their needs through the purchase of domestic and international products domestically and internationally in today's global economy. 5
Suggested Titles for Tennessee Social Studies State Standard 5.2.04.b.

5.2.04.c. Describe the impact of mass production, specialization, and division of labor on the economic growth of the United States and other regions of the world. 10
Suggested Titles for Tennessee Social Studies State Standard 5.2.04.c.

5.2.05. Understand the interaction of individuals, families, communities, businesses, and governments of Tennessee and the United States in a market economy.

5.2.05.a. Explain how people historically and presently earn their living in different regions of the United States and Tennessee. 17
Suggested Titles for Tennessee Social Studies State Standard 5.2.05.a.

5.2.05.b. Analyze how developments in transportation communication influenced economic activities in Tennessee. 8
Suggested Titles for Tennessee Social Studies State Standard 5.2.05.b.

5.2.05.c. Explain how geographic factors influence the location of economic activities in Tennessee. 12
Suggested Titles for Tennessee Social Studies State Standard 5.2.05.c.

5.2.05.d. Analyze the effects of immigration, migration, and limited resources on the economic development and growth of Tennessee and the United States. 4
Suggested Titles for Tennessee Social Studies State Standard 5.2.05.d.

TN.5.3. Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.

5.3.01. Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process and report information from a spatial perspective.

5.3.01.a. Locate the major physical features and cities of the United States on a map or globe.

5.3.01.b. Understand the latitude, longitude, the global grid and time zones of the sites within the United States and Tennessee. 23
Suggested Titles for Tennessee Social Studies State Standard 5.3.01.b.

5.3.01.c. Recognize landforms, climate, and natural resources as determining factors in the location and development of communities. 25
Suggested Titles for Tennessee Social Studies State Standard 5.3.01.c.

5.3.02. Recognize the interaction between human and physical systems around the world.

5.3.02.a. Describe human settlement patterns and land use in the United States and Tennessee. 5
Suggested Titles for Tennessee Social Studies State Standard 5.3.02.a.

5.3.02.b. Explain human modifications of the physical environment. 35
Suggested Titles for Tennessee Social Studies State Standard 5.3.02.b.

5.3.02.c. Recognize the impact of extreme natural events on human history. 52
Suggested Titles for Tennessee Social Studies State Standard 5.3.02.c.

5.3.03. Demonstrate how to identify and locate major physical and political features on globes and maps.

5.3.03.a. Recognize population characteristics of Tennessee and the United States. 1
Suggested Titles for Tennessee Social Studies State Standard 5.3.03.a.

5.3.03.b. Identify and locate the geographical regions of the United States. 7
Suggested Titles for Tennessee Social Studies State Standard 5.3.03.b.

5.3.03.c. Explore ways technological advances enabled people to overcome geographic barriers. 3
Suggested Titles for Tennessee Social Studies State Standard 5.3.03.c.

TN.5.4. Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

5.4.01. Discuss the structure and purposes of governance.

5.4.01.a. Describe important individual rights including freedom of religion, speech, and press and the rights to assemble and petition the government. 6
Suggested Titles for Tennessee Social Studies State Standard 5.4.01.a.

5.4.01.b. Describe important due process rights including trial by jury and the right to an attorney. 8
Suggested Titles for Tennessee Social Studies State Standard 5.4.01.b.

5.4.01.c. Identify and compare leadership qualities of national leaders, past and present. 2
Suggested Titles for Tennessee Social Studies State Standard 5.4.01.c.

5.4.01.d. Recognize that a variety of formal and informal actors influence and shape public policy. 8
Suggested Titles for Tennessee Social Studies State Standard 5.4.01.d.

5.4.02. Describe the Constitution of the United States and the Tennessee State Constitution in principle and practice.

5.4.02.a. Explain the purposes of the United States Constitution as identified in the Preamble to the Constitution. 6
Suggested Titles for Tennessee Social Studies State Standard 5.4.02.a.

5.4.02.b. Identify the reasons for and describe the systems of checks and balances outlined in the United States Constitution. 16
Suggested Titles for Tennessee Social Studies State Standard 5.4.02.b.

5.4.02.c. Summarize the reasons for the creation of the Bill of Rights. 6
Suggested Titles for Tennessee Social Studies State Standard 5.4.02.c.

5.4.02.d. Summarize selected amendments to the Constitution such as those extending voting rights of United States citizens. 9
Suggested Titles for Tennessee Social Studies State Standard 5.4.02.d.

5.4.02.e. Analyze the post-Civil War amendments to the United States Constitution. 3
Suggested Titles for Tennessee Social Studies State Standard 5.4.02.e.

5.4.03. Understand the rights, responsibilities, and privileges of citizens living in a democratic republic.

5.4.03.a. Identify examples of rights and responsibilities of citizens. 4
Suggested Titles for Tennessee Social Studies State Standard 5.4.03.a.

5.4.03.b. Examine the influence of public opinion on personal decision-making and government policy on public issues. 7
Suggested Titles for Tennessee Social Studies State Standard 5.4.03.b.

5.4.03.c. Explain how public policies and citizen behaviors may or may not reflect the stated ideals of a democratic republican form of government. 11
Suggested Titles for Tennessee Social Studies State Standard 5.4.03.c.

5.4.03.d. Explain how to contact elected and appointed leaders in state and local governments. 5
Suggested Titles for Tennessee Social Studies State Standard 5.4.03.d.

5.4.03.e. Identify key ideals of the United States' democratic republican form of government such as individual human dignity, liberty, justice, equality, and the rule of law, and discuss their application in specific situations. 14
Suggested Titles for Tennessee Social Studies State Standard 5.4.03.e.

5.4.04. Recognize how Americans incorporate the principles of the Constitution into their lives.

5.4.04.a. Recognize and interpret how the 'common good' can be strengthened through various forms of citizen action. 9
Suggested Titles for Tennessee Social Studies State Standard 5.4.04.a.

5.4.04.b. Use knowledge of facts and concepts drawn from history, along with elements of historical inquiry to inform decision making about and action taking on public issues. 4
Suggested Titles for Tennessee Social Studies State Standard 5.4.04.b.

5.4.04.c. Explain selected patriotic symbols and landmarks such as the Statue of Liberty, the White House, and political symbols such as the donkey and the elephant. 6
Suggested Titles for Tennessee Social Studies State Standard 5.4.04.c.

5.4.05. Understand the relationship between local, state, and national government.

5.4.05.a. Describe how public policies are used to address issues of public concern.

5.4.05.b. Distinguish between national and state governments and compare their responsibilities in the United States federal system. 21
Suggested Titles for Tennessee Social Studies State Standard 5.4.05.b.

5.4.05.c. Explain how individuals can participate in civic affairs and political parties at the national level. 10
Suggested Titles for Tennessee Social Studies State Standard 5.4.05.c.

5.4.05.d. Identify leaders in the national governments, including the president and selected members of Congress, and their political parties and describe how they are elected. 2
Suggested Titles for Tennessee Social Studies State Standard 5.4.05.d.

TN.5.5. History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.5.01. Era 5 -Civil War and Reconstruction (1850-1877): Understand the causes, course, and consequences of the Civil War.

5.5.01.a. Identify the locations of the southern and northern states. 3
Suggested Titles for Tennessee Social Studies State Standard 5.5.01.a.

5.5.01.b. Identify the advantages and disadvantages of northern and southern economic resources. 10
Suggested Titles for Tennessee Social Studies State Standard 5.5.01.b.

5.5.01.c. Identify similar and different northern and southern social and cultural customs. 9
Suggested Titles for Tennessee Social Studies State Standard 5.5.01.c.

5.5.01.d. Identify sectional interests that led to the Civil War. 6
Suggested Titles for Tennessee Social Studies State Standard 5.5.01.d.

5.5.01.e. Describe the role of Tennessee in the Civil War.

5.5.01.f. Chart the course of major events throughout the Civil War. 13
Suggested Titles for Tennessee Social Studies State Standard 5.5.01.f.

5.5.02. Era 5 -Civil War and Reconstruction (1850-1877): Understand the plans and policies for Reconstruction and subsequent successes and failures.

5.5.02.a. Identify components of the various plans for Reconstruction. 2
Suggested Titles for Tennessee Social Studies State Standard 5.5.02.a.

5.5.02.b. Evaluate the successes and failures of Reconstruction plans. 2
Suggested Titles for Tennessee Social Studies State Standard 5.5.02.b.

5.5.02.c. Decide the reasons for successes and failures of the various plans. 2
Suggested Titles for Tennessee Social Studies State Standard 5.5.02.c.

5.5.02.d. Assess th4 lasting impact of the Civil War and Reconstruction. 5
Suggested Titles for Tennessee Social Studies State Standard 5.5.02.d.

5.5.03. Era 6 -The Development of the Industrial United States (1870-1900): Understand the development of Industrial America.

5.5.03.a. Analyze the effects of immigration, migration, and resources on the economic development and growth of the United States. 27
Suggested Titles for Tennessee Social Studies State Standard 5.5.03.a.

5.5.03.b. Identify individual leaders of business and industry. 8
Suggested Titles for Tennessee Social Studies State Standard 5.5.03.b.

5.5.03.c. Explain how industry and mechanization changed ways of life in America and Tennessee. 10
Suggested Titles for Tennessee Social Studies State Standard 5.5.03.c.

5.5.03.d. Understand the rise of the American labor movement. 6
Suggested Titles for Tennessee Social Studies State Standard 5.5.03.d.

5.5.04. Era 6 -The Development of the Industrial United States (1870-1900): Understand the acquisition of territory to the United States.

5.5.04.a. Describe how armed conflict, purchases, treaties, and land settlement resulted in further American expansion. 16
Suggested Titles for Tennessee Social Studies State Standard 5.5.04.a.

5.5.04.b. Assess the resistance of various groups to United States expansion. 13
Suggested Titles for Tennessee Social Studies State Standard 5.5.04.b.

5.5.04.c. Describe the people, lifestyles, and liberties in the American West. 9
Suggested Titles for Tennessee Social Studies State Standard 5.5.04.c.

5.5.04.d. Trace the growth and necessity of the Chinese in the American West. 7
Suggested Titles for Tennessee Social Studies State Standard 5.5.04.d.

5.5.05. Era 7 -The Emergence of Modern America (1890-1930): Discuss how various groups addressed the problems of industrial capitalism, urbanization, and political corruption.

5.5.05.a. Identify various Progressive reform efforts and their leaders. 9
Suggested Titles for Tennessee Social Studies State Standard 5.5.05.a.

5.5.05.b. Explain how rural areas and urban centers changed as a result of immigration and migration. 4
Suggested Titles for Tennessee Social Studies State Standard 5.5.05.b.

5.5.06. Era 7 -The Emergence of Modern America (1890-1930): Understand the changing role of the United States in world affairs.

5.5.06.a. Identify areas in the world where the United States participated in diplomatic affairs and armed conflict. 8
Suggested Titles for Tennessee Social Studies State Standard 5.5.06.a.

5.5.06.b. Explain the causes of the Spanish American War and World War I. 1
Suggested Titles for Tennessee Social Studies State Standard 5.5.06.b.

5.5.06.c. Identify contributions of Tennessee natives such as Alvin York and Ida B. Wells. 2
Suggested Titles for Tennessee Social Studies State Standard 5.5.06.c.

5.5.07. Era 7 -The Emergence of Modern America (1890-1930): Understand the changing role of the United States between World War I and the Great Depression.

5.5.07.a. Explain how American life changed dramatically due to the economy, technology, and ecological disasters. 5
Suggested Titles for Tennessee Social Studies State Standard 5.5.07.a.

5.5.07.b. Describe American life in the 1920's including the impact of Constitutional amendments. 4
Suggested Titles for Tennessee Social Studies State Standard 5.5.07.b.

5.5.07.c. Explain the significance of the Harlem Renaissance.

5.5.07.d. Explain Tennessee's role in the women's suffrage movement. 4
Suggested Titles for Tennessee Social Studies State Standard 5.5.07.d.

5.5.08. Era 8 -The Great Depression and World War II (1929-1945): Understand society in America during the Great Depression.

5.5.08.a. Explain the events that led to the Great Depression. 3
Suggested Titles for Tennessee Social Studies State Standard 5.5.08.a.

5.5.08.b. Describe how the Great Depression affected American society as a whole. 6
Suggested Titles for Tennessee Social Studies State Standard 5.5.08.b.

5.5.08.c. Explain how Americans addressed the social and economic problems brought on by the Great Depression. 5
Suggested Titles for Tennessee Social Studies State Standard 5.5.08.c.

5.5.08.d. Describe how the Tennessee Valley Authority impacted life in Tennessee. 1
Suggested Titles for Tennessee Social Studies State Standard 5.5.08.d.

5.5.09. Era 8 -The Great Depression and World War II (1929-1945): Understand America's role during World War II.

5.5.09.a. Describe the political and economic events that led to World War II. 12
Suggested Titles for Tennessee Social Studies State Standard 5.5.09.a.

5.5.09.b. Identify the significance of Pearl Harbor, D-Day, and Hiroshima. 7
Suggested Titles for Tennessee Social Studies State Standard 5.5.09.b.

5.5.09.c. Identify Tennessee's involvement and the contributions of Tennessee natives such as Cordell Hull to the war effort. 1
Suggested Titles for Tennessee Social Studies State Standard 5.5.09.c.

5.5.09.d. Explain the political and economic effects of World War II on Europe and the United States. 1
Suggested Titles for Tennessee Social Studies State Standard 5.5.09.d.

5.5.09.e. Explain the social effects of World War II on American life. 1
Suggested Titles for Tennessee Social Studies State Standard 5.5.09.e.

5.5.09.f. Describe Japanese American internment and its conflict with American ideals. 1
Suggested Titles for Tennessee Social Studies State Standard 5.5.09.f.

5.5.10. Era 9 -Postwar United States (1945-1970's): Understand the economic growth and social transformation of post WWII.

5.5.10.a. Explain how the American economy changed after World War II. 3
Suggested Titles for Tennessee Social Studies State Standard 5.5.10.a.

5.5.10.b. Describe the influences of World War II on American society. 1
Suggested Titles for Tennessee Social Studies State Standard 5.5.10.b.

5.5.11. Era 9 -Postwar United States (1945-1970's): Understand how the Cold War influenced domestic and international politics.

5.5.11.a. Describe the role United Nations in international affairs. 5
Suggested Titles for Tennessee Social Studies State Standard 5.5.11.a.

5.5.11.b. Explain United States' involvement in Korea and Vietnam. 2
Suggested Titles for Tennessee Social Studies State Standard 5.5.11.b.

5.5.11.c. Describe the Soviet and American relationship during the Cold War. 4
Suggested Titles for Tennessee Social Studies State Standard 5.5.11.c.

5.5.12. Era 9 -Postwar United States (1945-1970's): Understand domestic policies in the post World War II period.

5.5.12.a. Identify major political events of the presidential administrations during the Cold War. 6
Suggested Titles for Tennessee Social Studies State Standard 5.5.12.a.

5.5.12.b. Explain why the United States became involved in the space race. 2
Suggested Titles for Tennessee Social Studies State Standard 5.5.12.b.

5.5.12.c. Describe the struggle for racial and gender equality. 18
Suggested Titles for Tennessee Social Studies State Standard 5.5.12.c.

5.5.12.d. Explain Brown V. Board of Education and its importance of to the Civil Rights Movement. 4
Suggested Titles for Tennessee Social Studies State Standard 5.5.12.d.

5.5.12.e. Explain the contributions of Civil Rights leaders such as Martin Luther King, Jr. and Caesar Chavez. 3
Suggested Titles for Tennessee Social Studies State Standard 5.5.12.e.

5.5.12.f. Describe Tennessee's involvement during the Civil Rights movement. 2
Suggested Titles for Tennessee Social Studies State Standard 5.5.12.f.

5.5.13. Era 10 -Contemporary United States (1968 to the present): Understand developments in foreign policy and domestic policies between the Nixon and Clinton presidencies.

5.5.13.a. Explain how Watergate impacted the Nixon administration and Americans. 3
Suggested Titles for Tennessee Social Studies State Standard 5.5.13.a.

5.5.13.b. Describe the changing relationships between the United States and foreign countries. 9
Suggested Titles for Tennessee Social Studies State Standard 5.5.13.b.

5.5.13.c. Explain the significance of the Iran crisis. 2
Suggested Titles for Tennessee Social Studies State Standard 5.5.13.c.

5.5.13.d. Describe political and geographic changes in Europe following the fall of the Soviet Union. 23
Suggested Titles for Tennessee Social Studies State Standard 5.5.13.d.

5.5.13.e. Describe the growing impact of the media on public opinion. 2
Suggested Titles for Tennessee Social Studies State Standard 5.5.13.e.

5.5.14. Era 10 -Contemporary United States (1968 to the present): Understand economic, social, and cultural developments in the contemporary United States.

5.5.14.a. Explain the effect of the computer on contemporary life in America. 119
Suggested Titles for Tennessee Social Studies State Standard 5.5.14.a.

5.5.14.b. Describe global environmental issues. 13
Suggested Titles for Tennessee Social Studies State Standard 5.5.14.b.

5.5.14.c. Describe the contributions of Tennesseeans to the arts.

TN.5.6. Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

5.6.01. Recognize the impact of individual and group decisions on citizens and communities in a democratic republic.

5.6.01.a. Identify and describe examples of tension between an individual's beliefs, government policies, and laws. 19
Suggested Titles for Tennessee Social Studies State Standard 5.6.01.a.

5.6.01.b. Identify the accomplishments of notables who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics. 4
Suggested Titles for Tennessee Social Studies State Standard 5.6.01.b.

5.6.01.c. Identify and describe factors that either contribute to cooperation or cause disputes within and among groups and actions. 14
Suggested Titles for Tennessee Social Studies State Standard 5.6.01.c.

5.6.02. Understand how groups can create change at the local, state, and national level.

5.6.02.a. Give examples of the role of institutions in furthering both continuity and change. 9
Suggested Titles for Tennessee Social Studies State Standard 5.6.02.a.

5.6.02.b. Identify examples of institutions and describe the interactions of people with institutions. 4
Suggested Titles for Tennessee Social Studies State Standard 5.6.02.b.

5.6.02.c. Analyze the role of individuals and groups in elections. 9
Suggested Titles for Tennessee Social Studies State Standard 5.6.02.c.

TN.6.1. Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

6.1.01. Understand the nature and complexity of culture.

6.1.01.a. Define the basic components of culture. 8
Suggested Titles for Tennessee Social Studies State Standard 6.1.01.a.

6.1.01.b. Identify how communities reflect the cultural background of their inhabitants. 8
Suggested Titles for Tennessee Social Studies State Standard 6.1.01.b.

6.1.01.c. Compare how cultures differ in their use of similar environments and resources. 8
Suggested Titles for Tennessee Social Studies State Standard 6.1.01.c.

6.1.01.d. Analyze how human migration and cultural activities influence the character of a place. 2
Suggested Titles for Tennessee Social Studies State Standard 6.1.01.d.

6.1.02. Recognize the role of major religions.

6.1.02.a. Define religion. 24
Suggested Titles for Tennessee Social Studies State Standard 6.1.02.a.

6.1.02.b. Describe the beliefs of the world major religions. 25
Suggested Titles for Tennessee Social Studies State Standard 6.1.02.b.

6.1.02.c. Identify the founders of the world's major religions. 25
Suggested Titles for Tennessee Social Studies State Standard 6.1.02.c.

6.1.03. Appreciate the relationship between physical environments and culture.

6.1.03.a. Identify characteristics of a physical environment that contribute to the growth and development of a culture. 20
Suggested Titles for Tennessee Social Studies State Standard 6.1.03.a.

6.1.03.b. Evaluate the effect of technology on a culture. 2
Suggested Titles for Tennessee Social Studies State Standard 6.1.03.b.

6.1.03.c. Explain why individuals and groups respond differently to their physical and social environments. 20
Suggested Titles for Tennessee Social Studies State Standard 6.1.03.c.

6.1.04. Recognize how cultural and individual's perceptions affect places and regions.

6.1.04.a. Explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference. 22
Suggested Titles for Tennessee Social Studies State Standard 6.1.04.a.

6.1.04.b. Describe instances in which language, art, music, belief systems, and other cultural elements can facilitate understanding or cause misunderstanding. 4
Suggested Titles for Tennessee Social Studies State Standard 6.1.04.b.

6.1.05. Understand the role that diverse cultures and historical experiences had on the development of the world.

6.1.05.a. Explain and give examples of how language, literature, the arts, architecture, other artifacts, traditions, beliefs, values, and behaviors contribute to the development and transmission of culture. 5
Suggested Titles for Tennessee Social Studies State Standard 6.1.05.a.

6.1.05.b. Define cultural diffusion. 8
Suggested Titles for Tennessee Social Studies State Standard 6.1.05.b.

6.1.05.c. Compare different ways in which cultural diffusion takes place. 12
Suggested Titles for Tennessee Social Studies State Standard 6.1.05.c.

6.1.06. Understand the influence of science and technology on the development of culture through time.

6.1.06.a. Construct a time line of technological innovations and rate the importance of technological advancements. 10
Suggested Titles for Tennessee Social Studies State Standard 6.1.06.a.

6.1.06.b. Show through specific examples how science and technology have changed people's perceptions of the social and natural world. 4
Suggested Titles for Tennessee Social Studies State Standard 6.1.06.b.

6.1.06.c. Describe examples in which values, beliefs, and attitudes have been influenced by technological knowledge. 4
Suggested Titles for Tennessee Social Studies State Standard 6.1.06.c.

TN.6.2. Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy making versus decision making.

6.2.01. Understand fundamental economic concepts and their application to a variety of economic systems.

6.2.01.a. Explain the relationship of supply and demand in early World History. 6
Suggested Titles for Tennessee Social Studies State Standard 6.2.01.a.

6.2.01.b. Describe the change from hunter/gatherer economies to economies based on animal and plant domestication. 15
Suggested Titles for Tennessee Social Studies State Standard 6.2.01.b.

6.2.01.c. Investigate the impact of trade on the economies of early civilizations. 7
Suggested Titles for Tennessee Social Studies State Standard 6.2.01.c.

6.2.02. Discuss economic connections, conflicts, and interdependence.

6.2.02.a. Define various types of economies and their methods of production and consumption. 6
Suggested Titles for Tennessee Social Studies State Standard 6.2.02.a.

6.2.02.b. Apply economic concepts to evaluate historic developments. 21
Suggested Titles for Tennessee Social Studies State Standard 6.2.02.b.

6.2.02.c. Explain the economic impact of improved communication and transportation. 5
Suggested Titles for Tennessee Social Studies State Standard 6.2.02.c.

6.2.02.d. Appraise the relationship among scarcity of resources, economic development, and international conflict. 3
Suggested Titles for Tennessee Social Studies State Standard 6.2.02.d.

6.2.03. Understand the potential costs and benefits of individual economic choices.

6.2.03.a. Differentiate between needs and wants. 2
Suggested Titles for Tennessee Social Studies State Standard 6.2.03.a.

6.2.03.b. Analyze how supply and demand, and change in technologies impact the cost for goods and services. 2
Suggested Titles for Tennessee Social Studies State Standard 6.2.03.b.

6.2.03.c. Evaluate the relationship between creditors and debtors. 2
Suggested Titles for Tennessee Social Studies State Standard 6.2.03.c.

TN.6.3. Geography: Geography enables the students to see, understand and appreciate the web of relationships among people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.

6.3.01. Understand the characteristics and uses of maps.

6.3.01.a. Use the basic elements of maps and mapping. 30
Suggested Titles for Tennessee Social Studies State Standard 6.3.01.a.

6.3.01.b. Identify the locations of certain physical and human features and events on maps and globes. 30
Suggested Titles for Tennessee Social Studies State Standard 6.3.01.b.

6.3.02. Know the location of places and geographic features, both physical and human.

6.3.02.a. Identify the location of earth's major landforms such as continents, islands, and mountain ranges, and major bodies of water such as the oceans, seas, rivers, and gulfs. 31
Suggested Titles for Tennessee Social Studies State Standard 6.3.02.a.

6.3.02.b. Describe the location of major physical characteristics such as landforms, climate, soils, water, features, vegetation, resources, and animal life, and human characteristics such as language groups, religions, political systems, economic systems, and population centers in the world. 3
Suggested Titles for Tennessee Social Studies State Standard 6.3.02.b.

6.3.02.c. Explain how and why the location of geographic features both physical and human in the world change over time and space. 8
Suggested Titles for Tennessee Social Studies State Standard 6.3.02.c.

6.3.03. Understand the characteristics and uses of spatial organization of Earth's surface.

6.3.03.a. Identify concepts that define and describe spatial organization such as location, distance, direction, scale, movement and region. 30
Suggested Titles for Tennessee Social Studies State Standard 6.3.03.a.

6.3.03.b. Explain how changing technology such as transportation and communication technology affect spatial relationships. 37
Suggested Titles for Tennessee Social Studies State Standard 6.3.03.b.

6.3.04. Understand the physical and human characteristics of place.

6.3.04.a. Describe how physical and human processes shape the characteristics of a place. 8
Suggested Titles for Tennessee Social Studies State Standard 6.3.04.a.

6.3.04.b. Explain how technology shapes the physical and human characteristics of places. 36
Suggested Titles for Tennessee Social Studies State Standard 6.3.04.b.

6.3.04.c. Explain why places have specific physical and human characteristics in different parts of the world. 52
Suggested Titles for Tennessee Social Studies State Standard 6.3.04.c.

TN.6.4. Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

6.4.01. Explain the development of a people's need to belong and organize into a system of governance.

6.4.01.a. Identify informal and formal forms of governance. 8
Suggested Titles for Tennessee Social Studies State Standard 6.4.01.a.

6.4.01.b. Describe the purpose of governance and how its powers are acquired, used and justified. 10
Suggested Titles for Tennessee Social Studies State Standard 6.4.01.b.

6.4.01.c. Analyze the necessity of establishing and enforcing the rule of law. 8
Suggested Titles for Tennessee Social Studies State Standard 6.4.01.c.

6.4.01.d. Originate models of lower to higher forms of social and political orders. 41
Suggested Titles for Tennessee Social Studies State Standard 6.4.01.d.

6.4.02. Describe the purposes and structure of governments.

6.4.02.a. Identify written laws handed down from ancient civilizations. 2
Suggested Titles for Tennessee Social Studies State Standard 6.4.02.a.

6.4.02.b. Explore the development of citizenship and government in ancient civilizations. 4
Suggested Titles for Tennessee Social Studies State Standard 6.4.02.b.

6.4.02.c. Explain and apply concepts such as power, role, status, justice and influence to the examination of persistent issues and social problems. 5
Suggested Titles for Tennessee Social Studies State Standard 6.4.02.c.

6.4.02.d. Recognize the relationship between a place's physical, political, and cultural characteristics and the type of government that emerges in that place. 31
Suggested Titles for Tennessee Social Studies State Standard 6.4.02.d.

6.4.03. Identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

6.4.03.a. Identify natural resources that are necessary to the survival of a civilization. 2
Suggested Titles for Tennessee Social Studies State Standard 6.4.03.a.

6.4.03.b. Differentiate between rights and privileges of the individual. 5
Suggested Titles for Tennessee Social Studies State Standard 6.4.03.b.

6.4.03.c. Consider how cooperation and conflict affects the dissemination of resources, rights and privileges. 4
Suggested Titles for Tennessee Social Studies State Standard 6.4.03.c.

TN.6.5. History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

6.5.01. World History Standards Era 1: The Beginnings of Human Society: Recognize the importance of fire, weapons, and tools to early cultures and agriculture.

6.5.01.a. List ancient weapons and tools. 2
Suggested Titles for Tennessee Social Studies State Standard 6.5.01.a.

6.5.01.b. Understand the role of the environment in terms of influencing the development of weapons, and tools. 2
Suggested Titles for Tennessee Social Studies State Standard 6.5.01.b.

6.5.01.c. Explain the role of agriculture in early settled communities. 3
Suggested Titles for Tennessee Social Studies State Standard 6.5.01.c.

6.5.01.d. Recognize the immediate and long term impacts and influences of early agricultural communities such as Southwest Asia and the African Nile Valley. 1
Suggested Titles for Tennessee Social Studies State Standard 6.5.01.d.

6.5.02. World History Standards Era 1: The Beginnings of Human Society: Understand the place of historical events in the context of past, present and future.

6.5.02.a. Describe the biological processes that shaped the earliest human communities. 3
Suggested Titles for Tennessee Social Studies State Standard 6.5.02.a.

6.5.02.b. Identify the characteristics of hunter-gatherer communities in various continental regions in Africa versus the Americas. 4
Suggested Titles for Tennessee Social Studies State Standard 6.5.02.b.

6.5.02.c. Explain how different early human communities expressed their beliefs. 6
Suggested Titles for Tennessee Social Studies State Standard 6.5.02.c.

6.5.03. World History Standards Era 1: The Beginnings of Human Society: Identify how to use historical information acquired from a variety of sources.

6.5.03.a. Explain how geologists, archaeologists, and anthropologists study early human development. 2
Suggested Titles for Tennessee Social Studies State Standard 6.5.03.a.

6.5.03.b. Identify scientific evidence regarding early human settlements in Africa. 3
Suggested Titles for Tennessee Social Studies State Standard 6.5.03.b.

6.5.04. World History Standards Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Recognize the importance of agriculture, evolution of writing, education, law, and trade in the development of early civilizations.

6.5.04.a. Describe the characteristics of writing in Mesopotamia, Egypt, and the Indus valley and how their written records shaped political, legal, religious, and cultural life. 1
Suggested Titles for Tennessee Social Studies State Standard 6.5.04.a.

6.5.04.b. Compare and contrast the Mycenaean Greek development of agriculture, writing, education, law and trade with another society. 6
Suggested Titles for Tennessee Social Studies State Standard 6.5.04.b.

6.5.04.c. Explain how the development of different types of tools, laws, and religion influenced early Chinese civilization. 4
Suggested Titles for Tennessee Social Studies State Standard 6.5.04.c.

6.5.05. World History Standards Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Understand the place of historical events in the context of past, present and future.

6.5.05.a. Compare and contrast how the economic, political, cultural, and environmental factors among the ancient civilizations of Egypt, Indus River Valley, China, and Mesopotamia shaped their histories. 17
Suggested Titles for Tennessee Social Studies State Standard 6.5.05.a.

6.5.05.b. Explain the decline of the Indus Valley civilization.

6.5.05.c. Identify significant individuals and events in Egyptian civilization. 9
Suggested Titles for Tennessee Social Studies State Standard 6.5.05.c.

6.5.05.d. Describe the characteristics of Aryan society. 2
Suggested Titles for Tennessee Social Studies State Standard 6.5.05.d.

6.5.06. World History Standards Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Identify how to use historical information acquired from a variety of sources.

6.5.06.a. Describe what archaeological evidence reveals about Chinese history during the Chang Dynasty. 4
Suggested Titles for Tennessee Social Studies State Standard 6.5.06.a.

6.5.06.b. Identify early forms of writing, law, and trade i.e. cuneiform, hieroglyphics, barter, Code of Hammurabi, and the Ten Commandments. 4
Suggested Titles for Tennessee Social Studies State Standard 6.5.06.b.

6.5.07. World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Recognize the influence of major religions between both ancient eastern and western cultures.

6.5.07.a. Illustrate the placement of major religions on the earth's surface. 3
Suggested Titles for Tennessee Social Studies State Standard 6.5.07.a.

6.5.07.b. Compare and contrast elements of Judaism, Christianity, and Islam. 16
Suggested Titles for Tennessee Social Studies State Standard 6.5.07.b.

6.5.07.c. Identify the causes and spread of Christianity. 5
Suggested Titles for Tennessee Social Studies State Standard 6.5.07.c.

6.5.07.d. Explain the origins of Buddhism and fundamental Buddhist beliefs. 4
Suggested Titles for Tennessee Social Studies State Standard 6.5.07.d.

6.5.08. World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Understand the place of historical events in the context of past, present, and future.

6.5.08.a. Explain the patterns of Phoenician political organization, culture, and trade in the Mediterranean basin. 6
Suggested Titles for Tennessee Social Studies State Standard 6.5.08.a.

6.5.08.b. Describe the development of Greek city-states and their political and social characteristics. 4
Suggested Titles for Tennessee Social Studies State Standard 6.5.08.b.

6.5.08.c. Identify the characteristics of the Assyrian and Babylonian Empires. 5
Suggested Titles for Tennessee Social Studies State Standard 6.5.08.c.

6.5.08.d. Explain the impact and achievements of the Hellenistic period on art, mathematics, science, philosophy, and political thought. 2
Suggested Titles for Tennessee Social Studies State Standard 6.5.08.d.

6.5.08.e. Understand the origins and social framework of Roman society. 9
Suggested Titles for Tennessee Social Studies State Standard 6.5.08.e.

6.5.08.f. Identify fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties. 5
Suggested Titles for Tennessee Social Studies State Standard 6.5.08.f.

6.5.09. World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Identify how to use historical information acquired from a variety of sources.

6.5.09.a. Compare geographical and architectural features of Egypt. 3
Suggested Titles for Tennessee Social Studies State Standard 6.5.09.a.

6.5.09.b. Identify major cultural elements of Greek society such as sculpture, architecture, and pottery. 4
Suggested Titles for Tennessee Social Studies State Standard 6.5.09.b.

6.5.09.c. Explore the role of art, literature, and mythology in Greek society by analyzing primary sources. 25
Suggested Titles for Tennessee Social Studies State Standard 6.5.09.c.

6.5.09.d. Explain the political, commercial and cultural uses of Latin and Greek as universal languages of the Roman Empire. 2
Suggested Titles for Tennessee Social Studies State Standard 6.5.09.d.

6.5.10. World History Standards Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Understand the rise and decline of ancient civilizations.

6.5.10.a. Construct time lines to show sequences of important dates and events. 52
Suggested Titles for Tennessee Social Studies State Standard 6.5.10.a.

6.5.10.b. Identify cause and effect of events leading to the rise and decline of civilizations. 1
Suggested Titles for Tennessee Social Studies State Standard 6.5.10.b.

6.5.10.c. Describe how the rise and decline of military power, state bureaucracy, legal codes, belief systems, written languages, and communications and trade networks affected societies. 1
Suggested Titles for Tennessee Social Studies State Standard 6.5.10.c.

6.5.11. World History Standards Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Understand feudalism and the rise of the Christian church a dominant factor in Medieval Europe.

6.5.11.a. Identify the spread of Christian belief in Europe. 2
Suggested Titles for Tennessee Social Studies State Standard 6.5.11.a.

6.5.11.b. Diagram the social structure of medieval society. 14
Suggested Titles for Tennessee Social Studies State Standard 6.5.11.b.

6.5.11.c. Explain the significance of Norse migrations and invasions. 2
Suggested Titles for Tennessee Social Studies State Standard 6.5.11.c.

6.5.11.d. Describe social class and gender roles in Medieval Europe. 3
Suggested Titles for Tennessee Social Studies State Standard 6.5.11.d.

6.5.12. World History Standards Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Understand the place of historical events in the context of past, present and future.

6.5.12.a. Understand the significant features of Mayan and Andean civilization as in their location of cities, road systems, sea routes, status of elite women and men, art, and architecture. 3
Suggested Titles for Tennessee Social Studies State Standard 6.5.12.a.

6.5.12.b. Recognize the importance of maritime and overland trade routes linking regions of Afro-Eurasian societies. 5
Suggested Titles for Tennessee Social Studies State Standard 6.5.12.b.

6.5.13. World History Standards Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Identify how to use historical information acquired from a variety of sources.

6.5.13.a. List the major achievements in technology, astronomy, and medicine in the Gupta societies. 4
Suggested Titles for Tennessee Social Studies State Standard 6.5.13.a.

6.5.13.b. Identify monastic examples of preserving Greco-Roman and early Christian learning. 1
Suggested Titles for Tennessee Social Studies State Standard 6.5.13.b.

6.5.13.c. Read an example of African oral history for its historical importance. 2
Suggested Titles for Tennessee Social Studies State Standard 6.5.13.c.

6.5.14. World History Standards Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Understand the achievements of great African and Asian empires.

6.5.14.a. Identify the spread of Islamic belief in Asia and Africa. 12
Suggested Titles for Tennessee Social Studies State Standard 6.5.14.a.

6.5.14.b. Explain how the influence of Islamic ideas and practices influenced culture and social behavior. 9
Suggested Titles for Tennessee Social Studies State Standard 6.5.14.b.

6.5.14.c. Describe the characteristics of and development of great African and Asian civilizations. 6
Suggested Titles for Tennessee Social Studies State Standard 6.5.14.c.

6.5.14.d. Identify the impact of Chinese society on surrounding cultures in terms of assimilation of ideas and political autonomy. 5
Suggested Titles for Tennessee Social Studies State Standard 6.5.14.d.

6.5.15. World History Standards Era 5: The Emergence of Europe (1200-1500AD): Appreciate the shift in institutions from a church dominated society to the rise of science, philosophy, and art.

6.5.15.a. Recognize the developments of science, philosophy, and art in the 14th and 15th centuries. 10
Suggested Titles for Tennessee Social Studies State Standard 6.5.15.a.

6.5.15.b. Understand the significant developments of medieval English in legal and constitutional practices and how this shaped the development of European governments. 13
Suggested Titles for Tennessee Social Studies State Standard 6.5.15.b.

6.5.15.c. Recognize the origins and the economic, social, and political impact of the plague upon Eurasian societies. 1
Suggested Titles for Tennessee Social Studies State Standard 6.5.15.c.

6.5.15.d. Judge the significance of the Reformation on the development of Europe. 8
Suggested Titles for Tennessee Social Studies State Standard 6.5.15.d.

6.5.16. World History Standards Era 5: The Emergence of Europe (1200-1500AD): Understand the place of historical events in the context of past, present and future.

6.5.16.a. Compare and contrast feudalism and manoralism. 13
Suggested Titles for Tennessee Social Studies State Standard 6.5.16.a.

6.5.16.b. Explain the cultural characteristics of Islamic society such as a common language, religious text, and society and how this led to cohesiveness across regions. 9
Suggested Titles for Tennessee Social Studies State Standard 6.5.16.b.

6.5.16.c. Identify features of trade routes in Asia, Europe, and Africa. 5
Suggested Titles for Tennessee Social Studies State Standard 6.5.16.c.

6.5.16.d. Describe the roles and motivations of squires, saints, and soldiers in Christian Europe. 13
Suggested Titles for Tennessee Social Studies State Standard 6.5.16.d.

6.5.16.e. Describe the economic, social, and religious features of West Africa. 11
Suggested Titles for Tennessee Social Studies State Standard 6.5.16.e.

6.5.17. World History Standards Era 5: The Emergence of Europe (1200-1500AD): Identify how to use historical information acquired from a variety of sources.

6.5.17.a. Identify aspects of the architecture of Medieval Europe and how some elements may still be seen in local and modern architecture. 3
Suggested Titles for Tennessee Social Studies State Standard 6.5.17.a.

6.5.17.b. Compare and contrast art, architecture, and education in medieval Christian and Spanish Muslim society. 4
Suggested Titles for Tennessee Social Studies State Standard 6.5.17.b.

6.5.17.c. Rate the importance of foreign sources in recording the history in areas of Mongol domination as in the travels of Marco Polo and Ibn Battuta. 4
Suggested Titles for Tennessee Social Studies State Standard 6.5.17.c.

TN.6.6. Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.6.01. Understand the impact of individual and group decisions on citizens and communities.

6.6.01.a. Recognize that individuals can belong to groups but still have their own identity. 8
Suggested Titles for Tennessee Social Studies State Standard 6.6.01.a.

6.6.01.b. Relate personal changes to social, cultural, and historical contexts. 6
Suggested Titles for Tennessee Social Studies State Standard 6.6.01.b.

6.6.01.c. Describe personal connections to place, as associated with community, nation and world. 12
Suggested Titles for Tennessee Social Studies State Standard 6.6.01.c.

6.6.01.d. Describe ways regional, ethnic, and national cultures influence individuals' daily lives. 66
Suggested Titles for Tennessee Social Studies State Standard 6.6.01.d.

6.6.02. Understand how groups can impact change at world levels.

6.6.02.a. Identify and describe ways family, groups, and community influence the individual's daily life and personal choices. 2
Suggested Titles for Tennessee Social Studies State Standard 6.6.02.a.

6.6.02.b. Demonstrate an understanding of concepts such as role, status, and social class in describing the interactions of individuals and social groups. 6
Suggested Titles for Tennessee Social Studies State Standard 6.6.02.b.

6.6.02.c. Analyze group and institutional influences on people, events, and elements of culture. 2
Suggested Titles for Tennessee Social Studies State Standard 6.6.02.c.

TN.7.1. Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

7.1.01. Understand the complex nature of culture.

7.1.01.a. Define the basic components of culture. 43
Suggested Titles for Tennessee Social Studies State Standard 7.1.01.a.

7.1.01.b. Explain how people living in the same region maintain different ways of life. 7
Suggested Titles for Tennessee Social Studies State Standard 7.1.01.b.

7.1.01.c. Identify how communities locally, regionally, and globally reflect the cultural background of their inhabitants. 7
Suggested Titles for Tennessee Social Studies State Standard 7.1.01.c.

7.1.01.d. Analyze the role of cultural diffusion and interactions among Earth's human systems in the ongoing development of Earth's cultural landscapes. 7
Suggested Titles for Tennessee Social Studies State Standard 7.1.01.d.

7.1.01.e. Identify and describe the location of major cultural attributes such as language, religion, political systems, economic systems, and population centers locally, regionally, and globally. 136
Suggested Titles for Tennessee Social Studies State Standard 7.1.01.e.

7.1.02. Recognize the role of major religions.

7.1.02.a. Define religion. 10
Suggested Titles for Tennessee Social Studies State Standard 7.1.02.a.

7.1.02.b. Describe the beliefs of the world's major religions. 40
Suggested Titles for Tennessee Social Studies State Standard 7.1.02.b.

7.1.02.c. Evaluate the role of religious beliefs on local, regional, nation-state, and global levels. 52
Suggested Titles for Tennessee Social Studies State Standard 7.1.02.c.

7.1.03. Appreciate the relationship between physical environments and culture.

7.1.03.a. Identify characteristics of a physical environment that contribute to the growth and development of a culture. 494
Suggested Titles for Tennessee Social Studies State Standard 7.1.03.a.

7.1.03.b. Compare how cultures differ in their use of similar environments and resources. 494
Suggested Titles for Tennessee Social Studies State Standard 7.1.03.b.

7.1.03.c. Evaluate the effect of technology on various cultures. 1
Suggested Titles for Tennessee Social Studies State Standard 7.1.03.c.

7.1.04. Understand how cultural perspective impacts perceptions of places and regions.

7.1.04.a. Explain how information and experiences may be interpreted differently from people of diverse cultural perspectives and frames of reference. 7
Suggested Titles for Tennessee Social Studies State Standard 7.1.04.a.

7.1.04.b. Describe how language, art, music, belief systems, and other cultural elements facilitate global understanding or cause misunderstanding. 3
Suggested Titles for Tennessee Social Studies State Standard 7.1.04.b.

TN.7.2. Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

7.2.01. Understand fundamental economic concepts and their application to a variety of economic systems.

7.2.01.a. Define various types of economies and their methods of production and consumption (e.g., market economy, free enterprise, capitalism, communism, and socialism). 5
Suggested Titles for Tennessee Social Studies State Standard 7.2.01.a.

7.2.01.b. List the major resources and industrial and agricultural products, locally, regionally, and globally. 44
Suggested Titles for Tennessee Social Studies State Standard 7.2.01.b.

7.2.01.c. Apply basic economic concepts in studying the various regions of the world such as export, import, tariffs, closed and emerging markets. 175
Suggested Titles for Tennessee Social Studies State Standard 7.2.01.c.

7.2.01.d. Explain the interactions between domestic and global economic systems. 6
Suggested Titles for Tennessee Social Studies State Standard 7.2.01.d.

7.2.02. Understand global economic connections, conflicts, and interdependence.

7.2.02.a. Recognize that resources, goods, and services are exchanged worldwide.

7.2.02.b. Explain the interactions between domestic and global economic systems. 6
Suggested Titles for Tennessee Social Studies State Standard 7.2.02.b.

7.2.02.c. Explain the economic impact of improved communication and transportation. 6
Suggested Titles for Tennessee Social Studies State Standard 7.2.02.c.

7.2.02.d. Appraise the relationship among scarcity of resources, economic development, and international conflict. 25
Suggested Titles for Tennessee Social Studies State Standard 7.2.02.d.

7.2.02.e. Evaluate the domestic and international impact of various economic agreements. 3
Suggested Titles for Tennessee Social Studies State Standard 7.2.02.e.

7.2.02.f. Apply economic concepts to evaluate contemporary developments. 25
Suggested Titles for Tennessee Social Studies State Standard 7.2.02.f.

7.2.03. Understand the changes that occur in the nature, use, distribution, and importance of resources.

7.2.03.a. Describe the characteristics, location, and use of renewable and nonrenewable resources. 77
Suggested Titles for Tennessee Social Studies State Standard 7.2.03.a.

7.2.03.b. Identify ways resources are recycled. 13
Suggested Titles for Tennessee Social Studies State Standard 7.2.03.b.

7.2.03.c. Describe patterns of resource distribution and utilization. 1
Suggested Titles for Tennessee Social Studies State Standard 7.2.03.c.

7.2.03.d. Discover the relationship between the use, availability, and accessibility of resources and a country's standard of living, including the role of technology in resource acquisition and use. 135
Suggested Titles for Tennessee Social Studies State Standard 7.2.03.d.

7.2.03.e. Analyze issues related to the location, availability, use, distribution, and trade of natural resources. 93
Suggested Titles for Tennessee Social Studies State Standard 7.2.03.e.

TN.7.3. Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.

7.3.01. Understand the characteristics and uses of maps, globes, and other geographic tools and technologies.

7.3.01.a. Identify, describe, and be able to use the basic elements of maps and mapping. 13
Suggested Titles for Tennessee Social Studies State Standard 7.3.01.a.

7.3.01.b. Identify the location of physical and human attributes on maps and globes at local, regional, and global scales. 13
Suggested Titles for Tennessee Social Studies State Standard 7.3.01.b.

7.3.01.c. Demonstrate an understanding of various types of maps including thematic and topographic maps. 9
Suggested Titles for Tennessee Social Studies State Standard 7.3.01.c.

7.3.01.d. Discuss applications of current geographic techniques in mapping such as GIS and GPS. 5
Suggested Titles for Tennessee Social Studies State Standard 7.3.01.d.

7.3.02. Know the location of places and geographic features, both physical and human, locally, regionally and globally.

7.3.02.a. Identify the location of Earth's major physical characteristics such as continents, landforms, bodies of water, climate regions, vegetation, and natural resources. 17
Suggested Titles for Tennessee Social Studies State Standard 7.3.02.a.

7.3.02.b. Identify the location and size of major human features such as cities, political units, and countries. 22
Suggested Titles for Tennessee Social Studies State Standard 7.3.02.b.

7.3.02.c. Explain why physical, biological and human processes leave discernable patterns on the Earth's surface locally, regionally, and globally. 75
Suggested Titles for Tennessee Social Studies State Standard 7.3.02.c.

7.3.02.d. Identify the spatial distribution of major ecosystems such as tropical rainforest, desert and grassland. 26
Suggested Titles for Tennessee Social Studies State Standard 7.3.02.d.

7.3.03. Understand the characteristics and uses of spatial organization of Earth's surface.

7.3.03.a. Identify concepts and geographic tools used to define and describe spatial organization such as absolute and relative location, distance, direction, scale, movement and region. 19
Suggested Titles for Tennessee Social Studies State Standard 7.3.03.a.

7.3.03.b. Explain patterns of spatial organization including why some areas are more densely settled than others are and the differences between rural, urban, and suburban patterns. 8
Suggested Titles for Tennessee Social Studies State Standard 7.3.03.b.

7.3.03.c. Describe factors that affect spatial organization of the Earth's surface such as transportation, migration, and communication technology. 32
Suggested Titles for Tennessee Social Studies State Standard 7.3.03.c.

7.3.04. Understand the physical and human characteristics of place.

7.3.04.a. Identify which features on Earth's surface are physical and which are human. 81
Suggested Titles for Tennessee Social Studies State Standard 7.3.04.a.

7.3.04.b. Describe how physical, biological, and human characteristics and processes define and shape a place. 81
Suggested Titles for Tennessee Social Studies State Standard 7.3.04.b.

7.3.04.c. Describe how human movement and migration influence the character of a place. 10
Suggested Titles for Tennessee Social Studies State Standard 7.3.04.c.

7.3.04.d. Appraise the symbiotic relationship between the physical and human environments as they are reflected on Earth's surface. 37
Suggested Titles for Tennessee Social Studies State Standard 7.3.04.d.

7.3.05. Understand that common physical and cultural characteristics create regions.

7.3.05.a. Identify the criteria used to define a region, including physical traits and formal, functional, and vernacular cultural regions. 25
Suggested Titles for Tennessee Social Studies State Standard 7.3.05.a.

7.3.05.b. Describe types of regions at the local, regional, and global level. 29
Suggested Titles for Tennessee Social Studies State Standard 7.3.05.b.

7.3.05.c. Describe how cultures influence the characteristics of regions and how human characteristics make specific regions of the world distinctive. 14
Suggested Titles for Tennessee Social Studies State Standard 7.3.05.c.

7.3.05.d. Explain factors that contribute to changing regional characteristics and boundaries. 17
Suggested Titles for Tennessee Social Studies State Standard 7.3.05.d.

7.3.06. Understand how physical processes shape the Earth's natural landscapes and affect environments.

7.3.06.a. Identify types of Earth's physical processes such as tectonic activity, changing landforms. 42
Suggested Titles for Tennessee Social Studies State Standard 7.3.06.a.

7.3.06.b. Consider the effect of weathering and erosion, the hydrologic cycle and climate change. 8
Suggested Titles for Tennessee Social Studies State Standard 7.3.06.b.

7.3.06.c. Analyze physical patterns and ecosystems found locally, regionally, and globally. 50
Suggested Titles for Tennessee Social Studies State Standard 7.3.06.c.

7.3.06.d. Examine the consequences of a specific physical process operating on Earth's surface. 8
Suggested Titles for Tennessee Social Studies State Standard 7.3.06.d.

7.3.07. Understand how physical systems and the physical environment affect human systems.

7.3.07.a. Describe how the characteristics of different physical environments affect human activities including ways in which people adapt to living in different physical environments. 9
Suggested Titles for Tennessee Social Studies State Standard 7.3.07.a.

7.3.07.b. Describe the impact and interaction of natural hazards and disasters on human settlements and systems. 25
Suggested Titles for Tennessee Social Studies State Standard 7.3.07.b.

7.3.07.c. Evaluate the limits and opportunities of physical environments for human activities. 10
Suggested Titles for Tennessee Social Studies State Standard 7.3.07.c.

7.3.08. Understand how human activities impact and modify the physical environment.

7.3.08.a. Describe effects of human modification on the physical environment including global warming, deforestation, desertification, and urbanization. 24
Suggested Titles for Tennessee Social Studies State Standard 7.3.08.a.

7.3.08.b. Explain the ways in which human induced changes in the physical environment in one place can cause changes in other places. 25
Suggested Titles for Tennessee Social Studies State Standard 7.3.08.b.

7.3.08.c. Analyze the environmental consequences of humans changing the physical environment. 81
Suggested Titles for Tennessee Social Studies State Standard 7.3.08.c.

7.3.09. Understand the nature, distribution and migration of human populations on Earth's surfaces.

7.3.09.a. Identify the characteristics of populations at a variety of scales including ethnicity, age distribution, number of males and females, and life expectancy. 155
Suggested Titles for Tennessee Social Studies State Standard 7.3.09.a.

7.3.09.b. Define demographic concepts including population, population distribution, population density, growth rate, family size, and infant mortality. 4
Suggested Titles for Tennessee Social Studies State Standard 7.3.09.b.

7.3.09.c. Describe the causes and effects of human migration such as 'push and pull' factors. 7
Suggested Titles for Tennessee Social Studies State Standard 7.3.09.c.

7.3.09.d. Analyze contemporary population issues. 4
Suggested Titles for Tennessee Social Studies State Standard 7.3.09.d.

7.3.09.e. Predict the consequences of population changes on the Earth's physical and cultural environments. 4
Suggested Titles for Tennessee Social Studies State Standard 7.3.09.e.

TN.7.4. Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

7.4.01. Understand different systems of governance.

7.4.01.a. Recognize world political regions locally, regionally, and globally. 200
Suggested Titles for Tennessee Social Studies State Standard 7.4.01.a.

7.4.01.b. Explain the purposes and structure of various systems of governance. 33
Suggested Titles for Tennessee Social Studies State Standard 7.4.01.b.

7.4.01.c. Compare different political systems with that of the United States and identify political leaders from selected contemporary settings. 18
Suggested Titles for Tennessee Social Studies State Standard 7.4.01.c.

7.4.01.d. Explain the relationship between a place's physical, political, and cultural characteristics and the type of government that arises in that place. 33
Suggested Titles for Tennessee Social Studies State Standard 7.4.01.d.

7.4.02. Understand how cooperation and conflict among people influence the division and control of resources, rights, and privileges.

7.4.02.a. Identify international and multinational organizations of cooperation. 1
Suggested Titles for Tennessee Social Studies State Standard 7.4.02.a.

7.4.02.b. Describe the current struggles over energy resources and how different governments resolve these problems. 3
Suggested Titles for Tennessee Social Studies State Standard 7.4.02.b.

7.4.02.c. Describe conditions and motivations that contribute to conflict, cooperation, and interdependence among groups, societies, and nations. 3
Suggested Titles for Tennessee Social Studies State Standard 7.4.02.c.

7.4.02.d. Explore governmental responses to environmental issues such as air pollution, watershed management, water pollution and solid waste, including hazardous and toxic waste. 19
Suggested Titles for Tennessee Social Studies State Standard 7.4.02.d.

7.4.02.e. Describe ideas and mechanisms governments develop to meet needs and wants of citizens, regulate territory, manage conflict, and establish order and security. 19
Suggested Titles for Tennessee Social Studies State Standard 7.4.02.e.

TN.7.5. History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

7.5.01. Understand the patterns of human settlement.

7.5.01.a. Identify reasons why people choose to settle in different places. 9
Suggested Titles for Tennessee Social Studies State Standard 7.5.01.a.

7.5.01.b. Explain how and why the location of settlements changes over space and time locally, regionally, and globally. 15
Suggested Titles for Tennessee Social Studies State Standard 7.5.01.b.

7.5.01.c. Explain factors leading to areas of dense human settlement. 10
Suggested Titles for Tennessee Social Studies State Standard 7.5.01.c.

7.5.01.d. Describe factors involved in the growth and development of cities. 10
Suggested Titles for Tennessee Social Studies State Standard 7.5.01.d.

7.5.01.e. Evaluate the causes and consequences of urbanization. 6
Suggested Titles for Tennessee Social Studies State Standard 7.5.01.e.

7.5.02. Recognize that places change over time.

7.5.02.a. Identify the physical and human factors that influences a place. 75
Suggested Titles for Tennessee Social Studies State Standard 7.5.02.a.

7.5.02.b. Analyze the causes and effects of changes in a place over time. 5
Suggested Titles for Tennessee Social Studies State Standard 7.5.02.b.

TN.7.6. Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

7.6.01. Understand the impact of individual and group decisions on citizens and communities.

7.6.01.a. Recognize that individuals can belong to groups but still retain their own identity. 9
Suggested Titles for Tennessee Social Studies State Standard 7.6.01.a.

7.6.01.b. Know how to share and give opinions in a group. 8
Suggested Titles for Tennessee Social Studies State Standard 7.6.01.b.

7.6.01.c. Describe personal connections to a place. 13
Suggested Titles for Tennessee Social Studies State Standard 7.6.01.c.

7.6.01.d. Identify and describe ways regional, ethnic, and national cultures influence individuals' daily lives. 15
Suggested Titles for Tennessee Social Studies State Standard 7.6.01.d.

7.6.01.e. Examine issues involving the rights, roles, and status of the individual in relation to the general welfare in various regions of the world. 15
Suggested Titles for Tennessee Social Studies State Standard 7.6.01.e.

7.6.02. Understand how groups can effect change at local, regional, and global levels.

7.6.02.a. Identify ways family, groups, and community influence daily life and personal choices. 2
Suggested Titles for Tennessee Social Studies State Standard 7.6.02.a.

7.6.02.b. Demonstrate an understanding of concepts such as role, status, and social class when describing the interactions of individuals and social groups in various regions of the world. 21
Suggested Titles for Tennessee Social Studies State Standard 7.6.02.b.

7.6.02.c. Explore the causes, consequences, and possible solutions applied by governing bodies to persistent global issues such as health, security, resource allocation, economic development, and environmental quality. 21
Suggested Titles for Tennessee Social Studies State Standard 7.6.02.c.

7.6.03. Understand how a geographic view is a significant tool in interpreting the present and planning for the future.

7.6.03.a. Identify the effects of physical and human geographic factors on current policies and issues such as land use, urban planning, and conservation issues. 75
Suggested Titles for Tennessee Social Studies State Standard 7.6.03.a.

7.6.03.b. Describe the impact of contemporary patterns of consumption, production, and population growth on the future spatial organization of Earth. 10
Suggested Titles for Tennessee Social Studies State Standard 7.6.03.b.

7.6.03.c. Integrate multiple points of view to analyze and evaluate contemporary geographic issues. 7
Suggested Titles for Tennessee Social Studies State Standard 7.6.03.c.

TN.8.1. Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and traditions. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

8.1.01. Understand the nature and complexity of culture.

8.1.01.a. Explain how people living in the same region maintain different ways of life. 37
Suggested Titles for Tennessee Social Studies State Standard 8.1.01.a.

8.1.01.b. Analyze how human migration and cultural activities influence the character of a place. 4
Suggested Titles for Tennessee Social Studies State Standard 8.1.01.b.

8.1.02. Discuss the development of major religions.

8.1.02.a. Define religion. 41
Suggested Titles for Tennessee Social Studies State Standard 8.1.02.a.

8.1.02.b. Describe the beliefs of America's major religions and religious organizations. 13
Suggested Titles for Tennessee Social Studies State Standard 8.1.02.b.

8.1.02.c. Describe how religion contributed to the growth of representative government in the American colonies. 9
Suggested Titles for Tennessee Social Studies State Standard 8.1.02.c.

8.1.03. Identify the role those diverse cultures had on the development of the Americas.

8.1.03.a. List the various cultures that contributed to the development of the United States. 25
Suggested Titles for Tennessee Social Studies State Standard 8.1.03.a.

8.1.03.b. Identify and examine perspectives of various cultural groups within early American history. 20
Suggested Titles for Tennessee Social Studies State Standard 8.1.03.b.

8.1.04. Describe the influence of science and technology on the development of culture through time.

8.1.04.a. Identify specific technological innovations and their uses. 3
Suggested Titles for Tennessee Social Studies State Standard 8.1.04.a.

8.1.04.b. Construct a time line of technological innovations and rate their relative importance on culture. 3
Suggested Titles for Tennessee Social Studies State Standard 8.1.04.b.

TN.8.2. Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy making versus decision making.

8.2.01. Understand fundamental economic concepts and their application to a variety of economic systems.

8.2.01.a. Describe the role that supply and demand, prices, incentives, and profits play in determining what is produced and distributed in a competitive market system. 2
Suggested Titles for Tennessee Social Studies State Standard 8.2.01.a.

8.2.01.b. Describe the differences within economic theories such as mercantilism and capitalism. 5
Suggested Titles for Tennessee Social Studies State Standard 8.2.01.b.

8.2.01.c. List the major industrial and agricultural products of Tennessee and the United States. 4
Suggested Titles for Tennessee Social Studies State Standard 8.2.01.c.

8.2.01.d. Describe a range of examples of the various institutions that make up economic systems such as households, business firms, banks, government agencies, labor unions, and corporations. 28
Suggested Titles for Tennessee Social Studies State Standard 8.2.01.d.

8.2.01.e. Analyze the impact of economic phenomena within the free enterprise system such as supply and demand, profit, government regulation, and world competition on the economy of Tennessee and early America. 4
Suggested Titles for Tennessee Social Studies State Standard 8.2.01.e.

8.2.02. Understand global economic connections, conflicts, and interdependence.

8.2.02.b. Define various types of economies and their methods of production and consumption. 4
Suggested Titles for Tennessee Social Studies State Standard 8.2.02.b.

8.2.02.c. Apply economic concepts to evaluate historic and contemporary developments. 7
Suggested Titles for Tennessee Social Studies State Standard 8.2.02.c.

8.2.02.d. Explain the economic impact of improved communication and transportation on the world economy. 12
Suggested Titles for Tennessee Social Studies State Standard 8.2.02.d.

8.2.02.e. Analyze the impact of national and international markets and events on the production of goods and services in Tennessee and early America. 3
Suggested Titles for Tennessee Social Studies State Standard 8.2.02.e.

8.2.03. Understand the potential costs and benefits of individual economic choices in the market economy.

8.2.03.a. Define microeconomic terms such as credit, debt, goods, services, domestic products, imports, and exports. 7
Suggested Titles for Tennessee Social Studies State Standard 8.2.03.a.

8.2.03.b. Analyze how supply and demand, and change in technologies impact the cost for goods and services. 3
Suggested Titles for Tennessee Social Studies State Standard 8.2.03.b.

8.2.03.c. Evaluate the relationship between creditors and debtors. 3
Suggested Titles for Tennessee Social Studies State Standard 8.2.03.c.

8.2.03.d. Explain and illustrate how values and beliefs influence different economic decisions related to needs and wants. 4
Suggested Titles for Tennessee Social Studies State Standard 8.2.03.d.

8.2.04. Understand the interactions of individuals, businesses, and the government in a market economy.

8.2.04.a. Define macroeconomic terms such as economic alignments, credit, market economy, tariffs, closed economies, and emerging markets. 5
Suggested Titles for Tennessee Social Studies State Standard 8.2.04.a.

8.2.04.b. Generalize and evaluate the process of governmental taxation on individuals and businesses. 2
Suggested Titles for Tennessee Social Studies State Standard 8.2.04.b.

8.2.04.c. Evaluate the domestic and international impact of various economic agreements. 3
Suggested Titles for Tennessee Social Studies State Standard 8.2.04.c.

8.2.04.d. Compare basic economic systems according to who determines what is produced, distributed, and consumed. 5
Suggested Titles for Tennessee Social Studies State Standard 8.2.04.d.

8.2.04.e. Explain economic factors that led to the urbanization of Tennessee and early America. 10
Suggested Titles for Tennessee Social Studies State Standard 8.2.04.e.

8.2.04.f. Trace the development of major industries that contributed to the urbanization of Tennessee and early America. 11
Suggested Titles for Tennessee Social Studies State Standard 8.2.04.f.

8.2.04.g. Explain the changes in types of jobs and occupations that resulted from the urbanization of Tennessee and early America. 13
Suggested Titles for Tennessee Social Studies State Standard 8.2.04.g.

TN.8.3. Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography.

8.3.01. Understand how to use maps, globes, and other geographic representations, tools, and technologies to acquire, process, and report information from a spatial perspective.

8.3.01.a. Locate major countries and regions of the world on a map or globe focusing on those countries and regions that relate to the development of North America. 22
Suggested Titles for Tennessee Social Studies State Standard 8.3.01.a.

8.3.01.b. Identify the routes of contact between the Americas and Europe, Asia, and Africa. 18
Suggested Titles for Tennessee Social Studies State Standard 8.3.01.b.

8.3.01.c. Illustrate the geographic exchange of ideas, materials, and goods between the Americas and the rest of the world prior to the Civil War. 8
Suggested Titles for Tennessee Social Studies State Standard 8.3.01.c.

8.3.02. Know the location of places and geographic features, both physical and human, in Tennessee and the United States.

8.3.02.a. Identify major landforms, bodies of water, cities, and states. 23
Suggested Titles for Tennessee Social Studies State Standard 8.3.02.a.

8.3.02.b. Identify the physical, economic, and cultural regions of the United States. 23
Suggested Titles for Tennessee Social Studies State Standard 8.3.02.b.

8.3.02.c. Explain the factors that contribute to the placement of cities and boundaries. 27
Suggested Titles for Tennessee Social Studies State Standard 8.3.02.c.

8.3.03. Recognize the interaction between human and physical systems.

8.3.03.a. Explain how physical features such as Major River and mountain systems affected the development of early Native American and early European settlements. 1
Suggested Titles for Tennessee Social Studies State Standard 8.3.03.a.

8.3.03.b. Explain how environmental factors influenced the way of life of the various peoples of the Americas. 5
Suggested Titles for Tennessee Social Studies State Standard 8.3.03.b.

8.3.03.c. Describe how geographic features affected the development of transportation and communication networks. 3
Suggested Titles for Tennessee Social Studies State Standard 8.3.03.c.

8.3.03.d. Explain the influences of geographic features both physical and human on historical events. 3
Suggested Titles for Tennessee Social Studies State Standard 8.3.03.d.

8.3.03.e. Explain how physical processes shape the United States' features and patterns. 6
Suggested Titles for Tennessee Social Studies State Standard 8.3.03.e.

8.3.03.f. Understand the differences in population characteristics of the United States such as density, distribution, and growth rates. 7
Suggested Titles for Tennessee Social Studies State Standard 8.3.03.f.

8.3.04. Understand the geographic factors that determined the locations and patterns of settlements in the United States and Tennessee.

8.3.04.a. Explain how processes of migration affected development of settlements in the United States. 6
Suggested Titles for Tennessee Social Studies State Standard 8.3.04.a.

8.3.04.b. Explain how environmental issues such as water supply and resource availability influenced settlement patterns. 6
Suggested Titles for Tennessee Social Studies State Standard 8.3.04.b.

8.3.05. Understand the impact of immigration and migration on a society.

8.3.05.a. List the causes of migration and immigration. 7
Suggested Titles for Tennessee Social Studies State Standard 8.3.05.a.

8.3.05.b. Discuss the economic and social impact of immigration and migration on a region or country. 13
Suggested Titles for Tennessee Social Studies State Standard 8.3.05.b.

8.3.05.c. Categorize causes of migration and immigration into 'push and pull' factors. 10
Suggested Titles for Tennessee Social Studies State Standard 8.3.05.c.

TN.8.4. Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

8.4.01. Appreciate the development of people's need to organize themselves into a system of governance.

8.4.01.a. Analyze the necessity of establishing and enforcing the rule of law. 20
Suggested Titles for Tennessee Social Studies State Standard 8.4.01.a.

8.4.01.b. Analyze and explain ideas and governmental mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, and establish order and security. 31
Suggested Titles for Tennessee Social Studies State Standard 8.4.01.b.

8.4.01.c. Explain and apply concepts such as power, role, status, justice, and influence to the examination of persistent issues and social problems. 7
Suggested Titles for Tennessee Social Studies State Standard 8.4.01.c.

8.4.02. Recognize the purposes and structure of governments.

8.4.02.a. Describe the purpose of government and how its powers are acquired, used, and justified. 36
Suggested Titles for Tennessee Social Studies State Standard 8.4.02.a.

8.4.02.b. Distinguish basic differences between democracy and other forms of government in other regions of the world. 24
Suggested Titles for Tennessee Social Studies State Standard 8.4.02.b.

8.4.02.c. Identify and explain the roles of formal and informal political actors in influencing and shaping public policy and decision-making. 31
Suggested Titles for Tennessee Social Studies State Standard 8.4.02.c.

8.4.02.d. Analyze the influence of diverse forms of public opinion on the development of public policy and decision-making. 28
Suggested Titles for Tennessee Social Studies State Standard 8.4.02.d.

8.4.03. Understand the relationship between a place's physical, political, and cultural characteristics and the type of government that emerges from that relationship.

8.4.03.a. Relate a people's location, population, production and consumption to the function of their government. 26
Suggested Titles for Tennessee Social Studies State Standard 8.4.03.a.

8.4.03.b. Identify models of lower to higher forms of political order. 26
Suggested Titles for Tennessee Social Studies State Standard 8.4.03.b.

8.4.03.c. Describe the ways nations and organizations respond to forces of unity and diversity affecting order and security. 15
Suggested Titles for Tennessee Social Studies State Standard 8.4.03.c.

8.4.04. Discuss how cooperation and conflict among people influence the division and control of resources, rights, and privileges.

8.4.04.a. Differentiate between rights and privileges of the individual. 10
Suggested Titles for Tennessee Social Studies State Standard 8.4.04.a.

8.4.04.b. Consider how cooperation and conflict affect the dissemination of resources, rights, and privileges. 4
Suggested Titles for Tennessee Social Studies State Standard 8.4.04.b.

8.4.04.c. Explain conditions, actions, and motivations that contribute to conflict and cooperation within and among states, regions and nations. 4
Suggested Titles for Tennessee Social Studies State Standard 8.4.04.c.

8.4.04.d. Describe and analyze the role advancements in technology have played in conflict resolution. 12
Suggested Titles for Tennessee Social Studies State Standard 8.4.04.d.

8.4.05. Understand the rights, responsibilities, and privileges of citizens living in a democratic society.

8.4.05.a. Define the differences between the individual and the state. 9
Suggested Titles for Tennessee Social Studies State Standard 8.4.05.a.

8.4.05.b. Identify and interpret sources and examples of the rights and responsibilities of citizens. 6
Suggested Titles for Tennessee Social Studies State Standard 8.4.05.b.

8.4.05.c. Describe the importance of individual rights, such as free speech and press, in a democratic society. 9
Suggested Titles for Tennessee Social Studies State Standard 8.4.05.c.

8.4.05.d. Evaluate the role of government in balancing the rights of individuals versus the common good. 11
Suggested Titles for Tennessee Social Studies State Standard 8.4.05.d.

8.4.05.e. Identify and describe the basic features of the political system in the early United States, and identify representative leaders from various levels and branches of government. 2
Suggested Titles for Tennessee Social Studies State Standard 8.4.05.e.

8.4.05.f. Analyze the effectiveness of selected public policies and citizen behaviors in realizing the stated ideals of a democratic republican form of government. 7
Suggested Titles for Tennessee Social Studies State Standard 8.4.05.f.

8.4.06. Understand the role the Constitution of the United States plays in the lives of Americans.

8.4.06.a. Recognize how the Constitution defines citizen rights. 9
Suggested Titles for Tennessee Social Studies State Standard 8.4.06.a.

8.4.06.b. Explain how the Constitution is applied in every day life. 5
Suggested Titles for Tennessee Social Studies State Standard 8.4.06.b.

8.4.06.c. Apply the Constitution to individual court cases. 7
Suggested Titles for Tennessee Social Studies State Standard 8.4.06.c.

8.4.06.d. Analyze the United States Constitution in principle and practice. 5
Suggested Titles for Tennessee Social Studies State Standard 8.4.06.d.

8.4.06.e. Compare and contrast the ways the Constitution balances the 'individual' versus the 'state.'. 5
Suggested Titles for Tennessee Social Studies State Standard 8.4.06.e.

8.4.07. Understand the role that Tennessee's government plays in Tennesseeans' lives.

8.4.07.a. Identify how the Tennessee Constitution reflects the principles represented in the Constitution. 13
Suggested Titles for Tennessee Social Studies State Standard 8.4.07.a.

8.4.07.b. Identify the influences of ideas from the United States Constitution on the Tennessee Constitution. 13
Suggested Titles for Tennessee Social Studies State Standard 8.4.07.b.

8.4.07.c. Identify civic responsibilities of Tennessee and United States citizens. 12
Suggested Titles for Tennessee Social Studies State Standard 8.4.07.c.

8.4.07.d. Describe the structure and functions of government at municipal, county, and state levels. 4
Suggested Titles for Tennessee Social Studies State Standard 8.4.07.d.

8.4.07.e. Identify how the different points of view of political parties and interest groups have affected important Tennessee and national issues. 11
Suggested Titles for Tennessee Social Studies State Standard 8.4.07.e.

8.4.07.f. Identify the leadership qualities of elected and appointed leaders of Tennessee, past and present. 6
Suggested Titles for Tennessee Social Studies State Standard 8.4.07.f.

8.4.07.g. Analyze the contributions of Tennessee political leaders within the national scene. 5
Suggested Titles for Tennessee Social Studies State Standard 8.4.07.g.

TN.8.5. History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and casual analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

8.5.01. Era 1 -Three Worlds Meet (Beginnings to 1620): Identify ancient civilizations of the Americas.

8.5.01.a. Identify the ancient civilizations in the Americas. 2
Suggested Titles for Tennessee Social Studies State Standard 8.5.01.a.

8.5.01.b. Explain the cultures of the Western Hemisphere's native peoples prior to European contact. 15
Suggested Titles for Tennessee Social Studies State Standard 8.5.01.b.

8.5.01.c. Evaluate the expanding intercontinental exchange and the conflicts brought on by exploration and colonization. 3
Suggested Titles for Tennessee Social Studies State Standard 8.5.01.c.

8.5.02. Era 1 -Three Worlds Meet (Beginnings to 1620): Understand the place of historical events in the context of past, present and future.

8.5.02.a. Describe the role religion played in Western Europe, during the age of exploration, with respect to subsequent crusading tradition and overseas exploration. 5
Suggested Titles for Tennessee Social Studies State Standard 8.5.02.a.

8.5.02.b. Explain the ways geographic, technological, and scientific factors contributed to the European age of exploration and settlement in the Americas. 16
Suggested Titles for Tennessee Social Studies State Standard 8.5.02.b.

8.5.02.c. Describe the immediate and long -term impact early European exploration had on Native populations and on colonization in the Americas. 7
Suggested Titles for Tennessee Social Studies State Standard 8.5.02.c.

8.5.02.d. List the characteristics of the Spanish and Portuguese exploration and conquest of the Americas. 11
Suggested Titles for Tennessee Social Studies State Standard 8.5.02.d.

8.5.03. Era 1 -Three Worlds Meet (Beginnings to 1620): Acquire historical information from a variety of sources to develop critical sensitivities such as skepticism regarding attitudes, values, and behaviors of people in different historical contexts.

8.5.03.a. Recognize that the English, Spanish, Portuguese, and French differed from one another in their views regarding economics, property, and religion and this influenced the way the different cultures colonized. 8
Suggested Titles for Tennessee Social Studies State Standard 8.5.03.a.

8.5.03.b. Identify and use key concepts such as chronology, causality, change, conflict, and complexity to explain, analyze, and show connections among patterns of historical change and continuity. 16
Suggested Titles for Tennessee Social Studies State Standard 8.5.03.b.

8.5.04. Era 1 -Three Worlds Meet (Beginnings to 1620): Recognize Tennessee's role within the early development of the Americas.

8.5.04.a. Explain the geological factors that led to the geographic features of Tennessee. 4
Suggested Titles for Tennessee Social Studies State Standard 8.5.04.a.

8.5.04.b. Describe pre-Columbian Native American peoples and their societies. 6
Suggested Titles for Tennessee Social Studies State Standard 8.5.04.b.

8.5.04.c. List the early European explorers and their nations of origin. 33
Suggested Titles for Tennessee Social Studies State Standard 8.5.04.c.

8.5.05. Era 2 -Colonization and Settlement (1585-1763): Identify the role that desire for freedom played in the settlement of the New World.

8.5.05.a. Discuss the search for religious, economic and individual freedom in the settlement of the colonies. 9
Suggested Titles for Tennessee Social Studies State Standard 8.5.05.a.

8.5.05.b. Classify various limits on individual freedom in Colonial America. 8
Suggested Titles for Tennessee Social Studies State Standard 8.5.05.b.

8.5.05.c. Describe the lives of free and indentured immigrants from Europe who came to North America and the Caribbean. 5
Suggested Titles for Tennessee Social Studies State Standard 8.5.05.c.

8.5.05.d. Recognize the contributions of European philosophers which influenced the religious and political aspects of colonial America as to how individuals contributed to participatory government, challenged inherited ideas of hierarchy, and affected the ideal of community. 11
Suggested Titles for Tennessee Social Studies State Standard 8.5.05.d.

8.5.05.e. Explain how the evolution of English political practice impacted the colonists' sense of freedom. 10
Suggested Titles for Tennessee Social Studies State Standard 8.5.05.e.

8.5.06. Era 2 -Colonization and Settlement (1585-1763): Understand the place of historical events in the context of past, present and future.

8.5.06.a. Detail the growth and change in the European colonies during the two centuries following their founding with an emphasis on New England and Virginia. 2
Suggested Titles for Tennessee Social Studies State Standard 8.5.06.a.

8.5.06.b. Explain the differences and similarities among the English, French and Spanish settlements. 2
Suggested Titles for Tennessee Social Studies State Standard 8.5.06.b.

8.5.06.c. Recognize the cultural and environmental impacts of European settlement in North America. 2
Suggested Titles for Tennessee Social Studies State Standard 8.5.06.c.

8.5.06.d. Evaluate the importance of the Mayflower Compact, the Fundamental Orders of Connecticut, and the Virginia House of Burgesses to the growth of representative government.

8.5.06.e. Recognize the shift from utilizing indentured servitude to slavery within the colonies due to economic reasons and popular uprisings. 2
Suggested Titles for Tennessee Social Studies State Standard 8.5.06.e.

8.5.07. Era 2 -Colonization and Settlement (1585-1763): Use historical information acquired from a variety of sources to develop critical sensitivities such as skepticism regarding attitudes, values, and behaviors of people in different historical contexts.

8.5.07.a. Read and analyze a primary source document such as diaries, letters and contracts. 43
Suggested Titles for Tennessee Social Studies State Standard 8.5.07.a.

8.5.07.b. Recognize how family and gender roles of different regions of colonial America changed across time. 9
Suggested Titles for Tennessee Social Studies State Standard 8.5.07.b.

8.5.08. Era 2 -Colonization and Settlement (1585-1763): Understand the social, cultural and political events that shaped African slavery in colonial America.

8.5.08.a. Recognize that the economic systems employed in the northern colonies differed from those of the southern colonies. 11
Suggested Titles for Tennessee Social Studies State Standard 8.5.08.a.

8.5.08.b. Explain how the Declaration of Independence conflicts with the institution of chattel slavery. 22
Suggested Titles for Tennessee Social Studies State Standard 8.5.08.b.

8.5.08.c. Describe the contributions of free and enslaved blacks in United States history. 23
Suggested Titles for Tennessee Social Studies State Standard 8.5.08.c.

8.5.09. Era 2 -Colonization and Settlement (1585-1763): Recognize Tennessee's role within Colonial America.

8.5.09.a. Identify Tennessee's natural resources. 12
Suggested Titles for Tennessee Social Studies State Standard 8.5.09.a.

8.5.09.b. Discuss how the Proclamation Line did not deter western expansion of colonials. 4
Suggested Titles for Tennessee Social Studies State Standard 8.5.09.b.

8.5.09.c. Explain the significance of the Cumberland Gap in Tennessee history. 2
Suggested Titles for Tennessee Social Studies State Standard 8.5.09.c.

8.5.10. Era 3 -Revolution and the New Nation (1754-1820): Understand the causes and results of the American Revolution.

8.5.10.a. Explain the events that contributed to the outbreak of the American Revolution such as leaders who resisted imperial policy, the English tax on colonists from the Seven Years War, divergent economic interests, and regional motivations. 17
Suggested Titles for Tennessee Social Studies State Standard 8.5.10.a.

8.5.10.b. Know the Declaration of Independence, its major ideas, and its sources. 14
Suggested Titles for Tennessee Social Studies State Standard 8.5.10.b.

8.5.10.c. Describe the armed conflict of the Revolutionary War. 18
Suggested Titles for Tennessee Social Studies State Standard 8.5.10.c.

8.5.10.d. Explain the roles played by significant individuals during the American Revolution. 5
Suggested Titles for Tennessee Social Studies State Standard 8.5.10.d.

8.5.11. Era 3 -Revolution and the New Nation (1754-1820): Understand the place of historical events in the context of past, present and future.

8.5.11.a. Explain the major political issues of the thirteen colonies after their independence, which led to the creation of the Articles of Confederation. 6
Suggested Titles for Tennessee Social Studies State Standard 8.5.11.a.

8.5.11.b. Explain the economic issues addressed by the Continental Congress and its subsequent successes and failures. 4
Suggested Titles for Tennessee Social Studies State Standard 8.5.11.b.

8.5.11.c. Recognize the debate over the necessity of the Bill of Rights. 9
Suggested Titles for Tennessee Social Studies State Standard 8.5.11.c.

8.5.11.d. Explain the factors and results of Shay's Rebellion. 4
Suggested Titles for Tennessee Social Studies State Standard 8.5.11.d.

8.5.11.e. Describe the birth of America's political parties. 4
Suggested Titles for Tennessee Social Studies State Standard 8.5.11.e.

8.5.12. Era 3 -Revolution and the New Nation (1754-1820): Demonstrate how to use historical information acquired from a variety of sources to develop critical sensitivities such as skepticism regarding attitudes, values, and behaviors of people in different historical contexts.

8.5.12.a. Analyze documents such as the Declaration of Independence, the Federalist Papers, the United States Constitution and the Bill of Rights. 15
Suggested Titles for Tennessee Social Studies State Standard 8.5.12.a.

8.5.12.b. Explain the differing perspectives and roles played in the American Revolution by various groups of people. 5
Suggested Titles for Tennessee Social Studies State Standard 8.5.12.b.

8.5.13. Era 3 -Revolution and the New Nation (1754-1820): Identify Tennessee's role within early development of the nation.

8.5.13.a. Describe the events that led to the creation and the failure of the state of Franklin. 7
Suggested Titles for Tennessee Social Studies State Standard 8.5.13.a.

8.5.13.b. Examine the expansion of settlers into Tennessee. 2
Suggested Titles for Tennessee Social Studies State Standard 8.5.13.b.

8.5.13.c. Discuss the entry of Tennessee into the Union. 2
Suggested Titles for Tennessee Social Studies State Standard 8.5.13.c.

8.5.14. Era 4 -Expansion and Reform (1801-1861): Identify American territorial expansion efforts and its effects on relations with European powers and Native Americans.

8.5.14.a. Give examples of maps, time lines, and charts that show western expansion. 17
Suggested Titles for Tennessee Social Studies State Standard 8.5.14.a.

8.5.14.b. Identify the factors that led to territorial expansion and its effects. 7
Suggested Titles for Tennessee Social Studies State Standard 8.5.14.b.

8.5.14.c. Explain the short and long term political and cultural impacts of the Louisiana Purchase. 2
Suggested Titles for Tennessee Social Studies State Standard 8.5.14.c.

8.5.14.d. Recognize the significance of the Lewis and Clark expedition. 4
Suggested Titles for Tennessee Social Studies State Standard 8.5.14.d.

8.5.14.e. Describe the Monroe Doctrine and its foreign policy goals. 2
Suggested Titles for Tennessee Social Studies State Standard 8.5.14.e.

8.5.14.f. Describe the causes, sectional divisions, Native American support for the British and results of the War of 1812. 2
Suggested Titles for Tennessee Social Studies State Standard 8.5.14.f.

8.5.15. Era 4 -Expansion and Reform (1801-1861): Discuss sectional differences brought on by the Western movement, expansion of slavery, and emerging industrialization.

8.5.15.a. Illustrate the demographics brought on by the Western movement, expansion of slavery, emerging industrialization and consequences for Native American groups. 12
Suggested Titles for Tennessee Social Studies State Standard 8.5.15.a.

8.5.15.b. Consider the social and political impact of the theory of Manifest Destiny. 11
Suggested Titles for Tennessee Social Studies State Standard 8.5.15.b.

8.5.15.c. Analyze governmental policy in response to sectional differences. 26
Suggested Titles for Tennessee Social Studies State Standard 8.5.15.c.

8.5.15.d. Explain the events that led to the Mexican-American War and the consequences of the Treaty of Guadeloupe-Hidalgo. 4
Suggested Titles for Tennessee Social Studies State Standard 8.5.15.d.

8.5.15.e. Describe the political impact of adding new states to the Union. 2
Suggested Titles for Tennessee Social Studies State Standard 8.5.15.e.

8.5.16. Era 4 -Expansion and Reform (1801-1861): Recognize successes and failures of reform movements of the early 1800's to develop critical sensitivities such as skepticism regarding attitudes, values, and behaviors of people in different historical contexts.

8.5.16.a. Define the concept of reform. 10
Suggested Titles for Tennessee Social Studies State Standard 8.5.16.a.

8.5.16.b. Identify reform movements of early1800's. 10
Suggested Titles for Tennessee Social Studies State Standard 8.5.16.b.

8.5.16.c. Describe the lives of immigrants in American society during the antebellum period and how this led to a rationale for reform movement. 16
Suggested Titles for Tennessee Social Studies State Standard 8.5.16.c.

8.5.17. Era 4 -Expansion and Reform (1801-1861): Identify Tennessee's role within expansion of the nation.

8.5.17.a. Discuss the growth of Tennessee's cities and regions. 6
Suggested Titles for Tennessee Social Studies State Standard 8.5.17.a.

8.5.17.b. Evaluate the differences among Tennessee's three grand divisions. 6
Suggested Titles for Tennessee Social Studies State Standard 8.5.17.b.

8.5.17.c. Study the impact on Tennessee's history made by individuals. 2
Suggested Titles for Tennessee Social Studies State Standard 8.5.17.c.

8.5.17.d. Examine the events that led to the systematic removal of Native Americans within Tennessee and the subsequent Trail of Tears. 14
Suggested Titles for Tennessee Social Studies State Standard 8.5.17.d.

8.5.17.e. Recognize Tennessee's influence in country's westward expansion. 4
Suggested Titles for Tennessee Social Studies State Standard 8.5.17.e.

8.5.18. Era 5 -Civil War and Reconstruction (1850-1877): Recognize the causes, course, and consequences of the Civil War.

8.5.18.a. Identify sectional differences that led to the Civil War. 9
Suggested Titles for Tennessee Social Studies State Standard 8.5.18.a.

8.5.18.b. Chart the course of major events throughout the Civil War. 9
Suggested Titles for Tennessee Social Studies State Standard 8.5.18.b.

8.5.18.c. Explain the technological, social and strategic aspects of the Civil War. 9
Suggested Titles for Tennessee Social Studies State Standard 8.5.18.c.

8.5.18.d. Weigh political, social, and economic impact of the Civil War on the different regions of the United States. 11
Suggested Titles for Tennessee Social Studies State Standard 8.5.18.d.

8.5.18.e. Understand that different scholars may describe the same event or situation in different ways. 20
Suggested Titles for Tennessee Social Studies State Standard 8.5.18.e.

8.5.19. Era 5 -Civil War and Reconstruction (1850-1877): Identify the contributions of African Americans from slavery to Reconstruction.

8.5.19.a. Recognize the economic impact of African American labor on the United States economy. 20
Suggested Titles for Tennessee Social Studies State Standard 8.5.19.a.

8.5.19.b. Analyze the social and cultural impact of African Americans on American society. 9
Suggested Titles for Tennessee Social Studies State Standard 8.5.19.b.

8.5.20. Era 5 -Civil War and Reconstruction (1850-1877): Identify Tennessee's role within the Civil War.

8.5.20.a. Identify important Civil War sites within Tennessee's borders. 11
Suggested Titles for Tennessee Social Studies State Standard 8.5.20.a.

8.5.20.b. Explain conflicts within the regions of Tennessee over Civil War issues. 17
Suggested Titles for Tennessee Social Studies State Standard 8.5.20.b.

8.5.20.c. Discuss the contributions of significant Tennesseeans during the Civil War. 2
Suggested Titles for Tennessee Social Studies State Standard 8.5.20.c.

TN.8.6. Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

8.6.01. Recognize the impact of individual and group decisions on citizens and communities.

8.6.01.a. Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare. 14
Suggested Titles for Tennessee Social Studies State Standard 8.6.01.a.

8.6.01.b. Identify and interpret examples of stereotyping, conformity, and altruism. 3
Suggested Titles for Tennessee Social Studies State Standard 8.6.01.b.

8.6.02. Understand how groups can impact change at the local, state national and world levels.

8.6.02.a. Identify and analyze examples of tension between expression of individuality and group or institutional efforts to promote social conformity. 1
Suggested Titles for Tennessee Social Studies State Standard 8.6.02.a.

8.6.02.b. Describe the role of institutions in furthering both continuity and change. 14
Suggested Titles for Tennessee Social Studies State Standard 8.6.02.b.

8.6.02.c. Apply knowledge of how groups and institutions work to meet individual needs and promote the common good. 1
Suggested Titles for Tennessee Social Studies State Standard 8.6.02.c.

8.6.02.d. Describe the various forms institutions take and the interactions of people with institutions. 14
Suggested Titles for Tennessee Social Studies State Standard 8.6.02.d.

TN.1.0. Ancient History: Era 1: The Beginnings of Human Society: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the relationship between physical environments and culture.

1.2. The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

1.3. The student will understand the role that diverse cultures and historical experiences had on the development of the world.

TN.2.0. Ancient History: Era 1: The Beginnings of Human Society: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand economic connections, conflicts, and interdependence.

2.2. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

2.3. The student will recognize the importance of technologies on economic development.

TN.3.0. Ancient History: Era 1: The Beginnings of Human Society: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

TN.4.0. Ancient History: Era 1: The Beginnings of Human Society: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will explain the development of a people's need to belong and organize into a system of governance.

4.2. The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

TN.5.0. Ancient History: Era 1: The Beginnings of Human Society: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the processes that gave rise to the earliest human civilizations.

5.2. The student will understand the chronological flow of historical eras and events in Ancient History.

5.3. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

TN.6.0. Ancient History: Era 1: The Beginnings of Human Society: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the relationship between physical environments and culture.

1.2. The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

1.3. The student will understand the role that diverse cultures and historical experiences had on the development of the world.

TN.2.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand economic connections, conflicts, and interdependence.

2.2. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

2.3. The student will recognize the importance of technologies on economic development.

TN.3.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

TN.4.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will explain the development of a people's need to belong and organize into a system of governance.

4.2. The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

TN.5.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the chronological flow of historical eras and events in Ancient History.

5.2. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

TN.6.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): 6.0 Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the relationship between physical environments and culture.

1.2. The student will recognize how cultural and individual's perceptions affect places and regions.

1.3. The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

1.4. The student will understand the role that diverse cultures and historical experiences had on the development of the world.

TN.2.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand economic connections, conflicts, and interdependence.

2.2. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

2.3. The student will recognize the importance of technologies on economic development.

TN.3.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

TN.4.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will explain the development of a people's need to belong and organize into a system of governance.

4.2. The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

TN.5.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the chronological flow of historical eras and events in Ancient History.

5.2. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

TN.6.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will recognize how cultural and individual's perceptions affect places and regions.

1.2. The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

1.3. The student will understand the role that diverse cultures and historical experiences had on the development of the world.

TN.2.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

2.2. The student will recognize the importance of technologies on economic development.

TN.3.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

TN.4.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will explain the development of a people's need to belong and organize into a system of governance.

4.2. The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

TN.5.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the chronological flow of historical eras and events in Ancient History.

5.2. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

TN.6.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. Contemporary Issues: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand patterns of discrimination.

1.2. The student will identify trends and controversies regarding modern medicine and human genetics.

1.3. The student will understand ethical debates on internet usage.

1.4. The student will understand various issues concerning modern print and visual media.

TN.2.0. Contemporary Issues: Economics: Globalization of the economy, the explosion of population growth, technological changes, and international competition compel students to understand, both personally, and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy making versus decision making.

2.1. The student will understand the role of the stock and the ethics of corporate handling of public investments.

2.2. The student will identify popular perception of government revenues and expenditures.

2.3. The student will recognize popular attitudes and governmental regulations concerning gambling and lotteries.

TN.3.0. Contemporary Issues: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the current debates on environmental usage and protection issues.

3.2. The student will identify changing global and universal frontiers.

TN.4.0. Contemporary Issues: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will identify types of legal statutes and penal code, and issues relative to their enforcement.

4.2. The student will recognize the elasticity and restrictions of the First Amendment of the United States Constitution and the potential for civil disobedience and protest in society.

TN.5.0. Contemporary Issues: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

5.1. The student will recognize the impact of traumatic effects of destructive events on human society.

5.2. The student will identify controversies created by differing interpretations of the Second Amendment.

TN.6.0. Contemporary Issues: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will identify various contemporary religious perspectives on social issues.

6.2. The student will understand the impact of abortion and its controversies on modern society.

6.3. The student will recognize current epidemic diseases and trends or approaches in dealing with terminal illness.

TN.1.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will identify instances in which language, art, music, belief systems, and other cultural elements facilitate understanding or create misunderstanding.

1.2. The student will identify examples of how language, literature, the arts, architecture, traditions, beliefs, values or behaviors contribute to the development and transmission of culture.

TN.2.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Economics: Globalization of the economy, technological changes, the explosion of population growth, technological changes, and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand and identify economic connections, conflicts, and interdependence during the Great Depression.

2.2. The student will understand the rapid change of the global economy during World War II.

TN.3.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify how physical and human processes shape the characteristics of a place.

3.2. The student will identify the various theaters of war during World War II.

TN.4.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the development of major systems of world governance.

4.2. The student will understand how individuals and communities are affected differently by varied forms of governance.

4.3. The student will understand the development of nation-state governments and world governmental organizations.

TN.5.0. Modern History: Era 8 -World Depression and World War II (1920-1945): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will investigate the causes, effects, and attempts to deal with worldwide depression after World War I.

5.2. The student will understand the world events leading to World War II.

5.3. The student will understand how to use historic information acquired from a variety of sources.

TN.6.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and government decisions on citizens and communities.

6.2. The student will understand how individual leaders can dominate groups and influence the circumstances of history.

TN.1.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will identify instances in which language, art, music, belief systems, and other cultural elements facilitate understanding or create misunderstanding.

1.2. The student will identify examples of how language, literature, the arts, architecture, traditions, beliefs, values

TN.2.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Economics: Globalization of the economy, technological changes, the explosion of population growth, technological changes, and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand and identify economic connections, conflicts, and interdependence.

2.2. The student will understand the rapid change of the global economy.

TN.3.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify how physical and human processes shape the characteristics of a place.

3.2. The student will understand the importance of population growth and distribution for the world's development in the 20th Century.

TN.4.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the development of major systems of world governance.

4.2. The student will understand how individuals and communities are affected differently by varied forms of governance.

4.3. The student will understand the development of nation-state governments and world governmental organizations.

TN.5.0. Modern History: Era 9 -Post World War II Era (1945 -1989): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the nature and major events of the Cold War.

5.2. The student will understand the role of the Middle East, Asia, and Africa in world events.

5.3. The student will understand how to use historic information acquired from a variety of sources.

TN.6.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and group decisions on citizens and communities.

TN.1.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will identify instances in which language, art, music, belief systems, and other cultural elements facilitate understanding or create misunderstanding.

1.2. The student will identify examples of how language, literature, the arts, architecture, traditions, beliefs, values or behaviors contribute to the development and transmission of culture.

TN.2.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Economics: Globalization of the economy, technological changes, the explosion of population growth, technological changes, and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand and identify economic connections, conflicts, and interdependence.

2.2. The student will understand the rapid change of the global economy.

TN.3.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify how physical and human processes shape the characteristics of a place.

3.2. The student will understand the importance of population growth and distribution on world historic events.

TN.4.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand how individuals and communities are affected differently by varied forms of governance.

4.2. The student will understand the growing importance of the United Nations for the endorsement of world political and military action.

4.3. The student will understand the impact of terrorist actions on increased government control of its civilian populations, especially in the wake of the events of September 11, 2001.

TN.5.0. Modern History: Era 10 -The Contemporary World (1989 to the present): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the nature of major world events since 1989.

5.2. The student will understand how to use historic information acquired from a variety of sources.

TN.6.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and group decisions on citizens and communities.

6.2. The student will understand how groups can effect change

TN.1.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand how industrial development affected the United States culture.

1.2. The student will understand how the influx of immigrants after 1880 affected United States' culture.

TN.2.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will investigate how the modernization of agriculture and capitalist industrial development affected the economy of the United States.

2.2. The student will understand the economic disparity between farmers and wage earners as compared to industrial capitalists.

TN.3.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will recognize the geographic areas in which industrialism occurred.

3.2. The student will recognize the areas affected by westward expansion of the United States.

TN.4.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the effects of the Civil War and Reconstruction on the United States politics.

4.2. The student will understand the political issues and problems that affected the United States during the last half of the nineteenth century.

TN.5.0. United States History: Era 6: Industrial Development of the United States (1870-1900): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will investigate the dynamics of the post-Reconstruction era and the people and events that influenced the country.

5.2. The student will identify the events and impact of the westward movement and the Indian Wars.

TN.6.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

6.1. The student will appreciate the diversity of various cultures and their influences on the United States.

6.2. The student will investigate the effect of big business upon the lives of farmers and wage earners.

TN.1.0. United States History: Era 7: Emergence of Modern America (1890-1930): Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand social tensions and their consequences after the turn of the century.

1.2. The student will understand the cultural changes in the early 20th century.

TN.2.0. United States History: Era 7: Emergence of Modern America (1890-1930): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will recognize how industrialization of World War I changed the United States economy.

2.2. The student will understand the economy of the United States in the 1920s.

TN.3.0. United States History: Era 7: Emergence of Modern America (1890-1930): Geography: Geography enables the students to see, understand and appreciate the web of relationships among people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify the countries involved in World War I.

3.2. The student will understand the geographic scope of American imperialism.

TN.4.0. United States History: Era 7: Emergence of Modern America (1890-1930): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the reforms and changes in American politics and government as a result of the Progressive Movement.

4.2. The student will understand the governmental policies that affected America and the world during the 1890s-1930s.

TN.5.0. United States History: Era 7: Emergence of Modern America (1890-1930): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the role of the United States in world affairs.

5.2. The student will understand the causes for WWI and the reasons for America's entry into the war.

TN.6.0. United States History: Era 7: Emergence of Modern America (1890-1930): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the effect of World War I on the American people.

6.2. The student will understand the moral, social, and cultural changes that occurred in the 1920s.

TN.1.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand the effect of the Great Depression upon American society.

1.2. The student will understand the effects of World War II upon American society.

TN.2.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand the economic climate in the United States during the Depression Era.

2.2. The student will understand how World War II affected the American economy.

TN.3.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify the countries affected by the totalitarian states and their acts of aggression and expansion considering geographic location;

3.2. The student will identify the various theaters of war during World War II.

TN.4.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will recognize the effects of the Great Depression on the United States political and judicial system.

4.2. The student will recognize the effects of political policies on civil liberties during World War II.

TN.5.0. United States History: Era 8: The Great Depression and World War II (1929-1945): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

5.1. The student will investigate the causes, effects and attempts to deal with the Great Depression.

5.2. The student will investigate the causes and significance of World War II.

TN.6.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the changes in American life as a result of the Great Depression.

6.2. The student will understand the changing dynamics of American life during World War II.

TN.1.0. United States History: Era 9: Post World War II Era (1945-1970s): Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will investigate the impact of the G.I. Bill of Rights on American society.

1.2. The student will investigate the effects of desegregation, the Civil Rights Movement, and the turbulent 1960s upon American society.

TN.2.0. United States History: Era 9: Post World War II Era (1945-1970s): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand how demobilization and conversion to a peacetime economy affected the United States.

2.2. The student will understand how sustained growth led to an affluent society.

TN.3.0. United States History: Era 9: Post World War II Era (1945-1970s): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify countries dominated and threatened by communism after World War II.

3.2. The student will identify the major areas of the world in which the United States was involved after 1945.

TN.4.0. United States History: Era 9: Post World War II Era (1945-1970s): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the causes, course, and impact of the Civil Rights Movement.

4.2. The student will investigate Supreme Court decisions that affected the United States from 1945 to the early 1970s.

TN.5.0. United States History: Era 9: Post World War II Era (1945-1970s): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the causes, course, and effects of the Cold War.

5.2. The student will investigate and understand the active theaters of conflict during the Cold War.

TN.6.0. United States History: Era 9: Post World War II Era (1945-1970s): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors such as culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand how the 'baby boom,' suburbanization, desegregation, and other social movements affected American society.

6.2. The student will understand how Cold War conformity conflicted with individual rights and self-expression.

6.3. The student will investigate how technological change transformed American society and created popular culture.

TN.1.0. United States History: Era 10: The Contemporary United States 1968-present: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will recognize how the scientific and technological advances of the computer age influenced American culture.

1.2. The student will recognize the transition of minorities, women, and culture groups through history.

TN.2.0. United States History: Era 10: The Contemporary United States 1968-present: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will investigate trends in the overall economic cycle since the 1970s.

TN.1.0. United States History: Era 10: The Contemporary United States 1968-present: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will investigate the ongoing population shifts from urban to suburban and the migration from the Rust Belt to the Sun Belt.

3.2. The student will identify areas of the world in which commercial and security interests involved the United States from 1968 to the present.

TN.4.0. United States History: Era 10: The Contemporary United States 1968-present: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will investigate the impact of political turmoil on American attitudes toward governance since 1968.

4.2. The student will identify the impact of constitutional change, various civil rights movements, feminism, and the Reagan Revolution.

TN.5.0. United States History: Era 10: The Contemporary United States 1968-present: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the causes, the course, and the effects of the Vietnam War at home and abroad.

5.2. The student will investigate domestic and foreign policy trends since 1968.

TN.6.0. Era 10: The Contemporary United States 1968-present: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the dynamics of the modern American family.

6.2. The student will understand the implications of the changing American society.

TN.1.0. World History: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the multi-cultural components to world culture.

1.2. The student will understand the development and migration of art, architecture, language, religion, music and theater.

1.3. The student will understand the ways in which individuals and groups contributed to changes in social conditions.

1.4. The student will examine how various individuals and groups use methods to diminish cultural elements and eradicate entire groups.

TN.2.0. World History: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand the major economic systems that developed globally.

2.2. The student will recognize the importance of technologies for economic development.

2.3. The student will understand the impact of the Industrial Revolution on the global economy.

2.4. The student will understand the rapid change of the global economy after the Industrial Revolution in the 20th century.

2.5. The student will understand the contribution of individuals to the economy systems of the world.

TN.3.0. World History: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

3.3. The student will understand the importance of population growth and distribution on world historic events.

TN.4.0. World History: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the development of major systems of world governance.

4.2. The student will understand how individuals are affected differently by varied forms of governance.

4.3. The student will understand the development of nation-state governments.

4.4. The student will understand the emergence of world governmental organizations.

TN.5.0. World History: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the chronological flow of historical eras and events in World History.

5.2. The student will understand the processes that gave rise to the earliest human civilizations.

5.3. The student will understand the maturation of Africa, Asia, Europe, Australia, the Middle East, Oceanic, and the Americas and their continuing impact on the modern world.

5.4. The student will understand the history and impact of world religions.

5.5. The student will understand the evolution of modern and western civilizations from 1000 CE to the present.

5.6. understand the importance of the various economic systems in place during the 19th and 20th century.

5.7. The student will understand the impact of various global conflicts throughout history.

5.8. The student will understand the continuing impact of historical events on the modern world.

5.9. The student will understand the impact of developing technology on the world.

5.10. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

5.11. The student will understand the importance of major trends and movements in world history.

5.12. The student will understand the origin, evolution, decline, and impact of empire building and imperialism.

TN.6.0. World History: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of one's culture on identity, lifestyle, and socioeconomic status.

6.2. The student will recognize the role of individuals in various cultures such as Western, Asian, African, Middle Eastern, and indigenous cultures.

6.3. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. World Geography: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the complex nature of culture and how cultures influence the characteristics of places and regions.

1.2. The student will understand the relationship between physical environments and culture.

1.3. The student will understand how cultural perspective impacts perceptions of places and

TN.2.0. World Geography: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand fundamental economic concepts and their application to a variety of economic systems, regionally and globally.

2.2. The student will understand the patterns and networks of economic interdependence on Earth's surface.

2.3. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

TN.3.0. World Geography: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the characteristics and uses of maps, globes, and other geographic tools and technologies.

3.2. The student will know the location of places, geographic features, and patterns of the environment, both physical and human, locally, regionally, and globally.

3.3. The student will understand the characteristics and uses of spatial organization of Earth's surface.

3.4. The student will understand the physical and human characteristics of place.

3.5. The student will understand that common physical, biological, and cultural characteristics create regions.

3.6. The student will understand how physical processes shape Earth's natural landscapes and affect environments.

3.7. The student will understand how physical systems and environments affect human systems.

3.8. The student will understand how human systems modify the physical environment.

3.9. The student will understand the nature, distribution and migration of human populations on Earth's surface.

TN.4.0. World Geography: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the nature, complexity, and influence of systems of governance.

4.2. The student will understand the forces of cooperation and conflict that shape the divisions of Earth's surface.

4.3. The student will understand global development and environmental issues.

TN.5.0. World Geography: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the patterns of human settlement.

5.2. The student will recognize that places change over time.

TN.6.0. World Geography: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and group decisions on citizens and communities.

6.2. The student will understand how groups can effect change at local, regional, and global levels.

6.3. The student will understand how a geographic view is a significant tool in interpreting the present and planning for the future.

TN.1.0. Economics: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand how values and beliefs influence economic decisions in different societies.

1.2. The student will describe how the world economies are connected.

TN.2.0. Economics: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making

2.1. The student will understand contemporary and historical data relevant to the field of economics.

2.2. The student will understand the concepts and impact of the American financial structure, including banking and monetary policy.

2.3. The student will understand the different major economic systems.

2.4. The student will understand key economic concepts and economists.

2.5. The student will understand that scarcity of productive resources requires choices that generate opportunity costs.

TN.3.0. Economics: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography

3.1. The student will understand the importance of natural resources in modern economic decision-making.

3.2. The student will understand the impact of world demographics on economic systems.

3.3. The student will understand the alternative policies and processes used in making decisions about the use of land and other physical resources in communities, regions, nations and the world.

3.4. The student will understand the search for a balance between effective usage of land and other natural resources and environment concerns.

TN.4.0. Economics: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the economic roles and responsibilities of citizens living in a democratic society.

4.2. The student will understand how governmental policies have economic consequences at the national, state, and local levels.

TN.5.0. Economics: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand how historical events have influenced the economic development of the United States. Identify major historical events that affected the economic development of the United States.

TN.6.0. Economics: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

6.1. The student will understand the elements of personal and fiscal responsibility

6.2. The student will understand how socioeconomic status contributes to the development of sense of self. Identify values and standards associated economically on his/her lifestyle.

6.3. The student will understand the knowledge, skills, and attitudes necessary to function effectively in a technologically expanding global economy.

TN.1.0. United States Government: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the influence of natural rights on American culture.

1.2. The student will understand the impact of the political system on American culture.

TN.2.0. United States Government: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand economic systems and political structures.

2.2. The student will understand the rise of capitalism in the United States.

2.3. The student will understand how all nations use 'tools of foreign policy' such as alliances, economic aid, economic sanctions, trade agreements, propaganda, military aid, treaties, troop movements, and wars to promote national interests.

2.4. The student will understand the connection among resources and institutions that govern the management and distributions of those resources.

TN.3.0. United States Government: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand and analyze how the forces of cooperation and conflict among people influence the division and control of the earth's surface

3.2. The student will understand and analyze the impact of physical and human geography on given political systems.

3.3. The student will understand the use of geography in determining policies such as zoning, redistricting, and the census.

TN.4.0. United States Government: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the role of politics and government in society.

4.2. The student will understand the role of constitutions in preventing abuses of government power.

4.3. The student will understand the basic features of major forms of governments in the world.

4.4. The student will understand the role of the United States legal system.

4.5. The student will understand the concept of federalism.

TN.5.0. United States Government: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

5.1. The student will understand historical and modern examples of the concepts of limited and unlimited governance.

5.2. The student will understand specific historical documents and institutions which shaped the principles of the United States Constitution.

5.3. The student will understand the importance of the rule of laws and the sources, purposes, and function of law.

5.4. The student will understand the United States Constitution as a 'living document' in both principle and practice.

5.5. The student will understand how the United States foreign policy is determined by the concept of national interest in both historical and modern settings.

5.6. The student will understand the balance between the protection of individual rights and the general welfare of all citizens.

TN.6.0. United States Government: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and group decisions on citizens and communities.

6.2. The student will understand how groups can effect change at the local, state national and world levels.

6.3. The student will understand the evolution of political parties and their role as a mechanism for creating and sustaining political participation.

6.4. The student will understand how the philosophies of liberalism and conservatism correlate to the two major American political parties.

6.5. The student will understand the impact and influence of participatory citizenship on government at all levels.

6.6. The student will understand the role of individual leaders who have affected policies, case laws, and legislation.

6.7. The student will understand the role of political action committees, non-profit organizations, and other groups that influenced policy and institutions.

TN.1.0. Psychology: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand the impact of diversity on the individual.

1.2. The student will understand cultural biases in the field of psychology.

TN.2.0. Psychology: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand how different socioeconomic stratifications influence personality development.

2.2. The student will understand how individual values and beliefs influence economic decisions.

TN.3.0. Psychology: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the environmental influences on human behavior.

3.2. The student will understand that human needs are met by the places they create.

TN.4.0. Psychology: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand conditions, actions, and motivations that contribute to conflict or to cooperation.

4.2. The student will understand political current events that are relevant to the field of psychology.

4.3. The student will understand conflicts, cooperation, and interdependence among individuals, groups, and institutions.

TN.5.0. Psychology: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

5.1. The student will understand psychology as an empirical science.

5.2. The student will understand contemporary and historical data as it relates to psychology.

TN.6.0. Psychology: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand personality approaches and theories.

6.2. The student will understand Psychological concepts, methods and theories in analyzing how humans think learn, feel and behave.

6.3. The student will understand the major sub-fields and career opportunities that accompany the field of psychology.

6.4. The student will understand ethical issues in the use of psychological theories and tool.

6.5. The student will understand the influences of heredity and environment on humans in terms of learned and inherited traits, personality and intelligence and other individual differences.

6.6. The student will understand how heredity interacts with environment to influence behavior.

6.7. The student will understand the relationship between brain, sensory perceptions and behavior.

6.8. The student will demonstrate knowledge regarding mental disorders, theories of causality and methods of treatment.

6.9. The student will analyze the role of perceptions, attitudes, values and beliefs in the psychological growth and development of humans.

6.10. The student will apply the use of technology to explore (web-quest) the different areas of the lifespan and other topics in psychology.

TN.1.0. Sociology: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand the impact of culture on group behavior.

1.2. The student will understand the development of culture.

TN.2.0. Sociology: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will analyze how socioeconomic factors influence group behavior.

2.2. The student will understand how individual values and beliefs influence economic decisions.

2.3. The student will analyze how the difficulty of moving from one social class to another varies greatly with time, place and economic circumstances.

2.4. The student will analyze how the characteristics of the American economy such as freedom of choice, competition, private property, profit and freedom of enterprise affect personality development.

TN.3.0. Sociology: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand that people adapt to their physical environment.

3.2. The student will understand that human needs are met by the places they create.

TN.4.0. Sociology: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the political institution and how power and authority relate to group behavior.

4.2. The student will understand conditions, actions, and motivations that contribute to conflict or cooperation.

TN.5.0. Sociology: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the foundational history of sociology.

TN.6.0. Sociology: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will examine personality development.

6.2. The student will explore the various ways people interact.

6.3. The student will analyze norms and values in various societies.

6.4. The student will examine adolescent development.

6.5. The student will explore the aging process in society.

6.6. The student will understand deviance.

6.7. The student will explore the idea of social mobility.

6.8. The student will understand gender and its part in shaping human behavior.

6.9. The student will analyze the various agents of socialization.

6.10. The student will understand the role of media and social trends in determining the development of society.

TN.1.0. Ancient History: Era 1: The Beginnings of Human Society: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the relationship between physical environments and culture.

1.2. The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

1.3. The student will understand the role that diverse cultures and historical experiences had on the development of the world.

TN.2.0. Ancient History: Era 1: The Beginnings of Human Society: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand economic connections, conflicts, and interdependence.

2.2. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

2.3. The student will recognize the importance of technologies on economic development.

TN.3.0. Ancient History: Era 1: The Beginnings of Human Society: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

TN.4.0. Ancient History: Era 1: The Beginnings of Human Society: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will explain the development of a people's need to belong and organize into a system of governance.

4.2. The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

TN.5.0. Ancient History: Era 1: The Beginnings of Human Society: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the processes that gave rise to the earliest human civilizations.

5.2. The student will understand the chronological flow of historical eras and events in Ancient History.

5.3. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

TN.6.0. Ancient History: Era 1: The Beginnings of Human Society: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the relationship between physical environments and culture.

1.2. The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

1.3. The student will understand the role that diverse cultures and historical experiences had on the development of the world.

TN.2.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand economic connections, conflicts, and interdependence.

2.2. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

2.3. The student will recognize the importance of technologies on economic development.

TN.3.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

TN.4.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will explain the development of a people's need to belong and organize into a system of governance.

4.2. The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

TN.5.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the chronological flow of historical eras and events in Ancient History.

5.2. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

TN.6.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): 6.0 Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the relationship between physical environments and culture.

1.2. The student will recognize how cultural and individual's perceptions affect places and regions.

1.3. The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

1.4. The student will understand the role that diverse cultures and historical experiences had on the development of the world.

TN.2.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand economic connections, conflicts, and interdependence.

2.2. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

2.3. The student will recognize the importance of technologies on economic development.

TN.3.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

TN.4.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will explain the development of a people's need to belong and organize into a system of governance.

4.2. The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

TN.5.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the chronological flow of historical eras and events in Ancient History.

5.2. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

TN.6.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will recognize how cultural and individual's perceptions affect places and regions.

1.2. The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

1.3. The student will understand the role that diverse cultures and historical experiences had on the development of the world.

TN.2.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

2.2. The student will recognize the importance of technologies on economic development.

TN.3.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

TN.4.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will explain the development of a people's need to belong and organize into a system of governance.

4.2. The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

TN.5.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the chronological flow of historical eras and events in Ancient History.

5.2. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

TN.6.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. Contemporary Issues: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand patterns of discrimination.

1.2. The student will identify trends and controversies regarding modern medicine and human genetics.

1.3. The student will understand ethical debates on internet usage.

1.4. The student will understand various issues concerning modern print and visual media.

TN.2.0. Contemporary Issues: Economics: Globalization of the economy, the explosion of population growth, technological changes, and international competition compel students to understand, both personally, and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy making versus decision making.

2.1. The student will understand the role of the stock and the ethics of corporate handling of public investments.

2.2. The student will identify popular perception of government revenues and expenditures.

2.3. The student will recognize popular attitudes and governmental regulations concerning gambling and lotteries.

TN.3.0. Contemporary Issues: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the current debates on environmental usage and protection issues.

3.2. The student will identify changing global and universal frontiers.

TN.4.0. Contemporary Issues: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will identify types of legal statutes and penal code, and issues relative to their enforcement.

4.2. The student will recognize the elasticity and restrictions of the First Amendment of the United States Constitution and the potential for civil disobedience and protest in society.

TN.5.0. Contemporary Issues: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

5.1. The student will recognize the impact of traumatic effects of destructive events on human society.

5.2. The student will identify controversies created by differing interpretations of the Second Amendment.

TN.6.0. Contemporary Issues: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will identify various contemporary religious perspectives on social issues.

6.2. The student will understand the impact of abortion and its controversies on modern society.

6.3. The student will recognize current epidemic diseases and trends or approaches in dealing with terminal illness.

TN.1.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will identify instances in which language, art, music, belief systems, and other cultural elements facilitate understanding or create misunderstanding.

1.2. The student will identify examples of how language, literature, the arts, architecture, traditions, beliefs, values or behaviors contribute to the development and transmission of culture.

TN.2.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Economics: Globalization of the economy, technological changes, the explosion of population growth, technological changes, and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand and identify economic connections, conflicts, and interdependence during the Great Depression.

2.2. The student will understand the rapid change of the global economy during World War II.

TN.3.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify how physical and human processes shape the characteristics of a place.

3.2. The student will identify the various theaters of war during World War II.

TN.4.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the development of major systems of world governance.

4.2. The student will understand how individuals and communities are affected differently by varied forms of governance.

4.3. The student will understand the development of nation-state governments and world governmental organizations.

TN.5.0. Modern History: Era 8 -World Depression and World War II (1920-1945): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will investigate the causes, effects, and attempts to deal with worldwide depression after World War I.

5.2. The student will understand the world events leading to World War II.

5.3. The student will understand how to use historic information acquired from a variety of sources.

TN.6.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and government decisions on citizens and communities.

6.2. The student will understand how individual leaders can dominate groups and influence the circumstances of history.

TN.1.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will identify instances in which language, art, music, belief systems, and other cultural elements facilitate understanding or create misunderstanding.

1.2. The student will identify examples of how language, literature, the arts, architecture, traditions, beliefs, values

TN.2.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Economics: Globalization of the economy, technological changes, the explosion of population growth, technological changes, and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand and identify economic connections, conflicts, and interdependence.

2.2. The student will understand the rapid change of the global economy.

TN.3.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify how physical and human processes shape the characteristics of a place.

3.2. The student will understand the importance of population growth and distribution for the world's development in the 20th Century.

TN.4.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the development of major systems of world governance.

4.2. The student will understand how individuals and communities are affected differently by varied forms of governance.

4.3. The student will understand the development of nation-state governments and world governmental organizations.

TN.5.0. Modern History: Era 9 -Post World War II Era (1945 -1989): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the nature and major events of the Cold War.

5.2. The student will understand the role of the Middle East, Asia, and Africa in world events.

5.3. The student will understand how to use historic information acquired from a variety of sources.

TN.6.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and group decisions on citizens and communities.

TN.1.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will identify instances in which language, art, music, belief systems, and other cultural elements facilitate understanding or create misunderstanding.

1.2. The student will identify examples of how language, literature, the arts, architecture, traditions, beliefs, values or behaviors contribute to the development and transmission of culture.

TN.2.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Economics: Globalization of the economy, technological changes, the explosion of population growth, technological changes, and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand and identify economic connections, conflicts, and interdependence.

2.2. The student will understand the rapid change of the global economy.

TN.3.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify how physical and human processes shape the characteristics of a place.

3.2. The student will understand the importance of population growth and distribution on world historic events.

TN.4.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand how individuals and communities are affected differently by varied forms of governance.

4.2. The student will understand the growing importance of the United Nations for the endorsement of world political and military action.

4.3. The student will understand the impact of terrorist actions on increased government control of its civilian populations, especially in the wake of the events of September 11, 2001.

TN.5.0. Modern History: Era 10 -The Contemporary World (1989 to the present): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the nature of major world events since 1989.

5.2. The student will understand how to use historic information acquired from a variety of sources.

TN.6.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and group decisions on citizens and communities.

6.2. The student will understand how groups can effect change

TN.1.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand how industrial development affected the United States culture.

1.2. The student will understand how the influx of immigrants after 1880 affected United States' culture.

TN.2.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will investigate how the modernization of agriculture and capitalist industrial development affected the economy of the United States.

2.2. The student will understand the economic disparity between farmers and wage earners as compared to industrial capitalists.

TN.3.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will recognize the geographic areas in which industrialism occurred.

3.2. The student will recognize the areas affected by westward expansion of the United States.

TN.4.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the effects of the Civil War and Reconstruction on the United States politics.

4.2. The student will understand the political issues and problems that affected the United States during the last half of the nineteenth century.

TN.5.0. United States History: Era 6: Industrial Development of the United States (1870-1900): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will investigate the dynamics of the post-Reconstruction era and the people and events that influenced the country.

5.2. The student will identify the events and impact of the westward movement and the Indian Wars.

TN.6.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

6.1. The student will appreciate the diversity of various cultures and their influences on the United States.

6.2. The student will investigate the effect of big business upon the lives of farmers and wage earners.

TN.1.0. United States History: Era 7: Emergence of Modern America (1890-1930): Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand social tensions and their consequences after the turn of the century.

1.2. The student will understand the cultural changes in the early 20th century.

TN.2.0. United States History: Era 7: Emergence of Modern America (1890-1930): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will recognize how industrialization of World War I changed the United States economy.

2.2. The student will understand the economy of the United States in the 1920s.

TN.3.0. United States History: Era 7: Emergence of Modern America (1890-1930): Geography: Geography enables the students to see, understand and appreciate the web of relationships among people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify the countries involved in World War I.

3.2. The student will understand the geographic scope of American imperialism.

TN.4.0. United States History: Era 7: Emergence of Modern America (1890-1930): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the reforms and changes in American politics and government as a result of the Progressive Movement.

4.2. The student will understand the governmental policies that affected America and the world during the 1890s-1930s.

TN.5.0. United States History: Era 7: Emergence of Modern America (1890-1930): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the role of the United States in world affairs.

5.2. The student will understand the causes for WWI and the reasons for America's entry into the war.

TN.6.0. United States History: Era 7: Emergence of Modern America (1890-1930): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the effect of World War I on the American people.

6.2. The student will understand the moral, social, and cultural changes that occurred in the 1920s.

TN.1.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand the effect of the Great Depression upon American society.

1.2. The student will understand the effects of World War II upon American society.

TN.2.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand the economic climate in the United States during the Depression Era.

2.2. The student will understand how World War II affected the American economy.

TN.3.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify the countries affected by the totalitarian states and their acts of aggression and expansion considering geographic location;

3.2. The student will identify the various theaters of war during World War II.

TN.4.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will recognize the effects of the Great Depression on the United States political and judicial system.

4.2. The student will recognize the effects of political policies on civil liberties during World War II.

TN.5.0. United States History: Era 8: The Great Depression and World War II (1929-1945): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

5.1. The student will investigate the causes, effects and attempts to deal with the Great Depression.

5.2. The student will investigate the causes and significance of World War II.

TN.6.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the changes in American life as a result of the Great Depression.

6.2. The student will understand the changing dynamics of American life during World War II.

TN.1.0. United States History: Era 9: Post World War II Era (1945-1970s): Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will investigate the impact of the G.I. Bill of Rights on American society.

1.2. The student will investigate the effects of desegregation, the Civil Rights Movement, and the turbulent 1960s upon American society.

TN.2.0. United States History: Era 9: Post World War II Era (1945-1970s): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand how demobilization and conversion to a peacetime economy affected the United States.

2.2. The student will understand how sustained growth led to an affluent society.

TN.3.0. United States History: Era 9: Post World War II Era (1945-1970s): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify countries dominated and threatened by communism after World War II.

3.2. The student will identify the major areas of the world in which the United States was involved after 1945.

TN.4.0. United States History: Era 9: Post World War II Era (1945-1970s): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the causes, course, and impact of the Civil Rights Movement.

4.2. The student will investigate Supreme Court decisions that affected the United States from 1945 to the early 1970s.

TN.5.0. United States History: Era 9: Post World War II Era (1945-1970s): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the causes, course, and effects of the Cold War.

5.2. The student will investigate and understand the active theaters of conflict during the Cold War.

TN.6.0. United States History: Era 9: Post World War II Era (1945-1970s): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors such as culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand how the 'baby boom,' suburbanization, desegregation, and other social movements affected American society.

6.2. The student will understand how Cold War conformity conflicted with individual rights and self-expression.

6.3. The student will investigate how technological change transformed American society and created popular culture.

TN.1.0. United States History: Era 10: The Contemporary United States 1968-present: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will recognize how the scientific and technological advances of the computer age influenced American culture.

1.2. The student will recognize the transition of minorities, women, and culture groups through history.

TN.2.0. United States History: Era 10: The Contemporary United States 1968-present: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will investigate trends in the overall economic cycle since the 1970s.

TN.1.0. United States History: Era 10: The Contemporary United States 1968-present: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will investigate the ongoing population shifts from urban to suburban and the migration from the Rust Belt to the Sun Belt.

3.2. The student will identify areas of the world in which commercial and security interests involved the United States from 1968 to the present.

TN.4.0. United States History: Era 10: The Contemporary United States 1968-present: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will investigate the impact of political turmoil on American attitudes toward governance since 1968.

4.2. The student will identify the impact of constitutional change, various civil rights movements, feminism, and the Reagan Revolution.

TN.5.0. United States History: Era 10: The Contemporary United States 1968-present: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the causes, the course, and the effects of the Vietnam War at home and abroad.

5.2. The student will investigate domestic and foreign policy trends since 1968.

TN.6.0. Era 10: The Contemporary United States 1968-present: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the dynamics of the modern American family.

6.2. The student will understand the implications of the changing American society.

TN.1.0. World History: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the multi-cultural components to world culture.

1.2. The student will understand the development and migration of art, architecture, language, religion, music and theater.

1.3. The student will understand the ways in which individuals and groups contributed to changes in social conditions.

1.4. The student will examine how various individuals and groups use methods to diminish cultural elements and eradicate entire groups.

TN.2.0. World History: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand the major economic systems that developed globally.

2.2. The student will recognize the importance of technologies for economic development.

2.3. The student will understand the impact of the Industrial Revolution on the global economy.

2.4. The student will understand the rapid change of the global economy after the Industrial Revolution in the 20th century.

2.5. The student will understand the contribution of individuals to the economy systems of the world.

TN.3.0. World History: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

3.3. The student will understand the importance of population growth and distribution on world historic events.

TN.4.0. World History: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the development of major systems of world governance.

4.2. The student will understand how individuals are affected differently by varied forms of governance.

4.3. The student will understand the development of nation-state governments.

4.4. The student will understand the emergence of world governmental organizations.

TN.5.0. World History: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the chronological flow of historical eras and events in World History.

5.2. The student will understand the processes that gave rise to the earliest human civilizations.

5.3. The student will understand the maturation of Africa, Asia, Europe, Australia, the Middle East, Oceanic, and the Americas and their continuing impact on the modern world.

5.4. The student will understand the history and impact of world religions.

5.5. The student will understand the evolution of modern and western civilizations from 1000 CE to the present.

5.6. understand the importance of the various economic systems in place during the 19th and 20th century.

5.7. The student will understand the impact of various global conflicts throughout history.

5.8. The student will understand the continuing impact of historical events on the modern world.

5.9. The student will understand the impact of developing technology on the world.

5.10. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

5.11. The student will understand the importance of major trends and movements in world history.

5.12. The student will understand the origin, evolution, decline, and impact of empire building and imperialism.

TN.6.0. World History: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of one's culture on identity, lifestyle, and socioeconomic status.

6.2. The student will recognize the role of individuals in various cultures such as Western, Asian, African, Middle Eastern, and indigenous cultures.

6.3. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. World Geography: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the complex nature of culture and how cultures influence the characteristics of places and regions.

1.2. The student will understand the relationship between physical environments and culture.

1.3. The student will understand how cultural perspective impacts perceptions of places and

TN.2.0. World Geography: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand fundamental economic concepts and their application to a variety of economic systems, regionally and globally.

2.2. The student will understand the patterns and networks of economic interdependence on Earth's surface.

2.3. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

TN.3.0. World Geography: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the characteristics and uses of maps, globes, and other geographic tools and technologies.

3.2. The student will know the location of places, geographic features, and patterns of the environment, both physical and human, locally, regionally, and globally.

3.3. The student will understand the characteristics and uses of spatial organization of Earth's surface.

3.4. The student will understand the physical and human characteristics of place.

3.5. The student will understand that common physical, biological, and cultural characteristics create regions.

3.6. The student will understand how physical processes shape Earth's natural landscapes and affect environments.

3.7. The student will understand how physical systems and environments affect human systems.

3.8. The student will understand how human systems modify the physical environment.

3.9. The student will understand the nature, distribution and migration of human populations on Earth's surface.

TN.4.0. World Geography: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the nature, complexity, and influence of systems of governance.

4.2. The student will understand the forces of cooperation and conflict that shape the divisions of Earth's surface.

4.3. The student will understand global development and environmental issues.

TN.5.0. World Geography: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the patterns of human settlement.

5.2. The student will recognize that places change over time.

TN.6.0. World Geography: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and group decisions on citizens and communities.

6.2. The student will understand how groups can effect change at local, regional, and global levels.

6.3. The student will understand how a geographic view is a significant tool in interpreting the present and planning for the future.

TN.1.0. Economics: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand how values and beliefs influence economic decisions in different societies.

1.2. The student will describe how the world economies are connected.

TN.2.0. Economics: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making

2.1. The student will understand contemporary and historical data relevant to the field of economics.

2.2. The student will understand the concepts and impact of the American financial structure, including banking and monetary policy.

2.3. The student will understand the different major economic systems.

2.4. The student will understand key economic concepts and economists.

2.5. The student will understand that scarcity of productive resources requires choices that generate opportunity costs.

TN.3.0. Economics: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography

3.1. The student will understand the importance of natural resources in modern economic decision-making.

3.2. The student will understand the impact of world demographics on economic systems.

3.3. The student will understand the alternative policies and processes used in making decisions about the use of land and other physical resources in communities, regions, nations and the world.

3.4. The student will understand the search for a balance between effective usage of land and other natural resources and environment concerns.

TN.4.0. Economics: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the economic roles and responsibilities of citizens living in a democratic society.

4.2. The student will understand how governmental policies have economic consequences at the national, state, and local levels.

TN.5.0. Economics: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand how historical events have influenced the economic development of the United States. Identify major historical events that affected the economic development of the United States.

TN.6.0. Economics: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

6.1. The student will understand the elements of personal and fiscal responsibility

6.2. The student will understand how socioeconomic status contributes to the development of sense of self. Identify values and standards associated economically on his/her lifestyle.

6.3. The student will understand the knowledge, skills, and attitudes necessary to function effectively in a technologically expanding global economy.

TN.1.0. United States Government: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the influence of natural rights on American culture.

1.2. The student will understand the impact of the political system on American culture.

TN.2.0. United States Government: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand economic systems and political structures.

2.2. The student will understand the rise of capitalism in the United States.

2.3. The student will understand how all nations use 'tools of foreign policy' such as alliances, economic aid, economic sanctions, trade agreements, propaganda, military aid, treaties, troop movements, and wars to promote national interests.

2.4. The student will understand the connection among resources and institutions that govern the management and distributions of those resources.

TN.3.0. United States Government: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand and analyze how the forces of cooperation and conflict among people influence the division and control of the earth's surface

3.2. The student will understand and analyze the impact of physical and human geography on given political systems.

3.3. The student will understand the use of geography in determining policies such as zoning, redistricting, and the census.

TN.4.0. United States Government: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the role of politics and government in society.

4.2. The student will understand the role of constitutions in preventing abuses of government power.

4.3. The student will understand the basic features of major forms of governments in the world.

4.4. The student will understand the role of the United States legal system.

4.5. The student will understand the concept of federalism.

TN.5.0. United States Government: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

5.1. The student will understand historical and modern examples of the concepts of limited and unlimited governance.

5.2. The student will understand specific historical documents and institutions which shaped the principles of the United States Constitution.

5.3. The student will understand the importance of the rule of laws and the sources, purposes, and function of law.

5.4. The student will understand the United States Constitution as a 'living document' in both principle and practice.

5.5. The student will understand how the United States foreign policy is determined by the concept of national interest in both historical and modern settings.

5.6. The student will understand the balance between the protection of individual rights and the general welfare of all citizens.

TN.6.0. United States Government: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and group decisions on citizens and communities.

6.2. The student will understand how groups can effect change at the local, state national and world levels.

6.3. The student will understand the evolution of political parties and their role as a mechanism for creating and sustaining political participation.

6.4. The student will understand how the philosophies of liberalism and conservatism correlate to the two major American political parties.

6.5. The student will understand the impact and influence of participatory citizenship on government at all levels.

6.6. The student will understand the role of individual leaders who have affected policies, case laws, and legislation.

6.7. The student will understand the role of political action committees, non-profit organizations, and other groups that influenced policy and institutions.

TN.1.0. Psychology: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand the impact of diversity on the individual.

1.2. The student will understand cultural biases in the field of psychology.

TN.2.0. Psychology: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand how different socioeconomic stratifications influence personality development.

2.2. The student will understand how individual values and beliefs influence economic decisions.

TN.3.0. Psychology: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the environmental influences on human behavior.

3.2. The student will understand that human needs are met by the places they create.

TN.4.0. Psychology: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand conditions, actions, and motivations that contribute to conflict or to cooperation.

4.2. The student will understand political current events that are relevant to the field of psychology.

4.3. The student will understand conflicts, cooperation, and interdependence among individuals, groups, and institutions.

TN.5.0. Psychology: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

5.1. The student will understand psychology as an empirical science.

5.2. The student will understand contemporary and historical data as it relates to psychology.

TN.6.0. Psychology: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand personality approaches and theories.

6.2. The student will understand Psychological concepts, methods and theories in analyzing how humans think learn, feel and behave.

6.3. The student will understand the major sub-fields and career opportunities that accompany the field of psychology.

6.4. The student will understand ethical issues in the use of psychological theories and tool.

6.5. The student will understand the influences of heredity and environment on humans in terms of learned and inherited traits, personality and intelligence and other individual differences.

6.6. The student will understand how heredity interacts with environment to influence behavior.

6.7. The student will understand the relationship between brain, sensory perceptions and behavior.

6.8. The student will demonstrate knowledge regarding mental disorders, theories of causality and methods of treatment.

6.9. The student will analyze the role of perceptions, attitudes, values and beliefs in the psychological growth and development of humans.

6.10. The student will apply the use of technology to explore (web-quest) the different areas of the lifespan and other topics in psychology.

TN.1.0. Sociology: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand the impact of culture on group behavior.

1.2. The student will understand the development of culture.

TN.2.0. Sociology: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will analyze how socioeconomic factors influence group behavior.

2.2. The student will understand how individual values and beliefs influence economic decisions.

2.3. The student will analyze how the difficulty of moving from one social class to another varies greatly with time, place and economic circumstances.

2.4. The student will analyze how the characteristics of the American economy such as freedom of choice, competition, private property, profit and freedom of enterprise affect personality development.

TN.3.0. Sociology: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand that people adapt to their physical environment.

3.2. The student will understand that human needs are met by the places they create.

TN.4.0. Sociology: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the political institution and how power and authority relate to group behavior.

4.2. The student will understand conditions, actions, and motivations that contribute to conflict or cooperation.

TN.5.0. Sociology: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the foundational history of sociology.

TN.6.0. Sociology: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will examine personality development.

6.2. The student will explore the various ways people interact.

6.3. The student will analyze norms and values in various societies.

6.4. The student will examine adolescent development.

6.5. The student will explore the aging process in society.

6.6. The student will understand deviance.

6.7. The student will explore the idea of social mobility.

6.8. The student will understand gender and its part in shaping human behavior.

6.9. The student will analyze the various agents of socialization.

6.10. The student will understand the role of media and social trends in determining the development of society.

TN.1.0. Ancient History: Era 1: The Beginnings of Human Society: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the relationship between physical environments and culture.

1.2. The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

1.3. The student will understand the role that diverse cultures and historical experiences had on the development of the world.

TN.2.0. Ancient History: Era 1: The Beginnings of Human Society: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand economic connections, conflicts, and interdependence.

2.2. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

2.3. The student will recognize the importance of technologies on economic development.

TN.3.0. Ancient History: Era 1: The Beginnings of Human Society: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

TN.4.0. Ancient History: Era 1: The Beginnings of Human Society: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will explain the development of a people's need to belong and organize into a system of governance.

4.2. The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

TN.5.0. Ancient History: Era 1: The Beginnings of Human Society: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the processes that gave rise to the earliest human civilizations.

5.2. The student will understand the chronological flow of historical eras and events in Ancient History.

5.3. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

TN.6.0. Ancient History: Era 1: The Beginnings of Human Society: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the relationship between physical environments and culture.

1.2. The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

1.3. The student will understand the role that diverse cultures and historical experiences had on the development of the world.

TN.2.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand economic connections, conflicts, and interdependence.

2.2. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

2.3. The student will recognize the importance of technologies on economic development.

TN.3.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

TN.4.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will explain the development of a people's need to belong and organize into a system of governance.

4.2. The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

TN.5.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the chronological flow of historical eras and events in Ancient History.

5.2. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

TN.6.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): 6.0 Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the relationship between physical environments and culture.

1.2. The student will recognize how cultural and individual's perceptions affect places and regions.

1.3. The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

1.4. The student will understand the role that diverse cultures and historical experiences had on the development of the world.

TN.2.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand economic connections, conflicts, and interdependence.

2.2. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

2.3. The student will recognize the importance of technologies on economic development.

TN.3.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

TN.4.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will explain the development of a people's need to belong and organize into a system of governance.

4.2. The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

TN.5.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the chronological flow of historical eras and events in Ancient History.

5.2. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

TN.6.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will recognize how cultural and individual's perceptions affect places and regions.

1.2. The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

1.3. The student will understand the role that diverse cultures and historical experiences had on the development of the world.

TN.2.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

2.2. The student will recognize the importance of technologies on economic development.

TN.3.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

TN.4.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will explain the development of a people's need to belong and organize into a system of governance.

4.2. The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

TN.5.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the chronological flow of historical eras and events in Ancient History.

5.2. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

TN.6.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. Contemporary Issues: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand patterns of discrimination.

1.2. The student will identify trends and controversies regarding modern medicine and human genetics.

1.3. The student will understand ethical debates on internet usage.

1.4. The student will understand various issues concerning modern print and visual media.

TN.2.0. Contemporary Issues: Economics: Globalization of the economy, the explosion of population growth, technological changes, and international competition compel students to understand, both personally, and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy making versus decision making.

2.1. The student will understand the role of the stock and the ethics of corporate handling of public investments.

2.2. The student will identify popular perception of government revenues and expenditures.

2.3. The student will recognize popular attitudes and governmental regulations concerning gambling and lotteries.

TN.3.0. Contemporary Issues: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the current debates on environmental usage and protection issues.

3.2. The student will identify changing global and universal frontiers.

TN.4.0. Contemporary Issues: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will identify types of legal statutes and penal code, and issues relative to their enforcement.

4.2. The student will recognize the elasticity and restrictions of the First Amendment of the United States Constitution and the potential for civil disobedience and protest in society.

TN.5.0. Contemporary Issues: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

5.1. The student will recognize the impact of traumatic effects of destructive events on human society.

5.2. The student will identify controversies created by differing interpretations of the Second Amendment.

TN.6.0. Contemporary Issues: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will identify various contemporary religious perspectives on social issues.

6.2. The student will understand the impact of abortion and its controversies on modern society.

6.3. The student will recognize current epidemic diseases and trends or approaches in dealing with terminal illness.

TN.1.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will identify instances in which language, art, music, belief systems, and other cultural elements facilitate understanding or create misunderstanding.

1.2. The student will identify examples of how language, literature, the arts, architecture, traditions, beliefs, values or behaviors contribute to the development and transmission of culture.

TN.2.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Economics: Globalization of the economy, technological changes, the explosion of population growth, technological changes, and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand and identify economic connections, conflicts, and interdependence during the Great Depression.

2.2. The student will understand the rapid change of the global economy during World War II.

TN.3.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify how physical and human processes shape the characteristics of a place.

3.2. The student will identify the various theaters of war during World War II.

TN.4.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the development of major systems of world governance.

4.2. The student will understand how individuals and communities are affected differently by varied forms of governance.

4.3. The student will understand the development of nation-state governments and world governmental organizations.

TN.5.0. Modern History: Era 8 -World Depression and World War II (1920-1945): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will investigate the causes, effects, and attempts to deal with worldwide depression after World War I.

5.2. The student will understand the world events leading to World War II.

5.3. The student will understand how to use historic information acquired from a variety of sources.

TN.6.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and government decisions on citizens and communities.

6.2. The student will understand how individual leaders can dominate groups and influence the circumstances of history.

TN.1.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will identify instances in which language, art, music, belief systems, and other cultural elements facilitate understanding or create misunderstanding.

1.2. The student will identify examples of how language, literature, the arts, architecture, traditions, beliefs, values

TN.2.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Economics: Globalization of the economy, technological changes, the explosion of population growth, technological changes, and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand and identify economic connections, conflicts, and interdependence.

2.2. The student will understand the rapid change of the global economy.

TN.3.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify how physical and human processes shape the characteristics of a place.

3.2. The student will understand the importance of population growth and distribution for the world's development in the 20th Century.

TN.4.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the development of major systems of world governance.

4.2. The student will understand how individuals and communities are affected differently by varied forms of governance.

4.3. The student will understand the development of nation-state governments and world governmental organizations.

TN.5.0. Modern History: Era 9 -Post World War II Era (1945 -1989): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the nature and major events of the Cold War.

5.2. The student will understand the role of the Middle East, Asia, and Africa in world events.

5.3. The student will understand how to use historic information acquired from a variety of sources.

TN.6.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and group decisions on citizens and communities.

TN.1.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will identify instances in which language, art, music, belief systems, and other cultural elements facilitate understanding or create misunderstanding.

1.2. The student will identify examples of how language, literature, the arts, architecture, traditions, beliefs, values or behaviors contribute to the development and transmission of culture.

TN.2.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Economics: Globalization of the economy, technological changes, the explosion of population growth, technological changes, and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand and identify economic connections, conflicts, and interdependence.

2.2. The student will understand the rapid change of the global economy.

TN.3.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify how physical and human processes shape the characteristics of a place.

3.2. The student will understand the importance of population growth and distribution on world historic events.

TN.4.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand how individuals and communities are affected differently by varied forms of governance.

4.2. The student will understand the growing importance of the United Nations for the endorsement of world political and military action.

4.3. The student will understand the impact of terrorist actions on increased government control of its civilian populations, especially in the wake of the events of September 11, 2001.

TN.5.0. Modern History: Era 10 -The Contemporary World (1989 to the present): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the nature of major world events since 1989.

5.2. The student will understand how to use historic information acquired from a variety of sources.

TN.6.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and group decisions on citizens and communities.

6.2. The student will understand how groups can effect change

TN.1.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand how industrial development affected the United States culture.

1.2. The student will understand how the influx of immigrants after 1880 affected United States' culture.

TN.2.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will investigate how the modernization of agriculture and capitalist industrial development affected the economy of the United States.

2.2. The student will understand the economic disparity between farmers and wage earners as compared to industrial capitalists.

TN.3.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will recognize the geographic areas in which industrialism occurred.

3.2. The student will recognize the areas affected by westward expansion of the United States.

TN.4.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the effects of the Civil War and Reconstruction on the United States politics.

4.2. The student will understand the political issues and problems that affected the United States during the last half of the nineteenth century.

TN.5.0. United States History: Era 6: Industrial Development of the United States (1870-1900): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will investigate the dynamics of the post-Reconstruction era and the people and events that influenced the country.

5.2. The student will identify the events and impact of the westward movement and the Indian Wars.

TN.6.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

6.1. The student will appreciate the diversity of various cultures and their influences on the United States.

6.2. The student will investigate the effect of big business upon the lives of farmers and wage earners.

TN.1.0. United States History: Era 7: Emergence of Modern America (1890-1930): Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand social tensions and their consequences after the turn of the century.

1.2. The student will understand the cultural changes in the early 20th century.

TN.2.0. United States History: Era 7: Emergence of Modern America (1890-1930): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will recognize how industrialization of World War I changed the United States economy.

2.2. The student will understand the economy of the United States in the 1920s.

TN.3.0. United States History: Era 7: Emergence of Modern America (1890-1930): Geography: Geography enables the students to see, understand and appreciate the web of relationships among people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify the countries involved in World War I.

3.2. The student will understand the geographic scope of American imperialism.

TN.4.0. United States History: Era 7: Emergence of Modern America (1890-1930): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the reforms and changes in American politics and government as a result of the Progressive Movement.

4.2. The student will understand the governmental policies that affected America and the world during the 1890s-1930s.

TN.5.0. United States History: Era 7: Emergence of Modern America (1890-1930): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the role of the United States in world affairs.

5.2. The student will understand the causes for WWI and the reasons for America's entry into the war.

TN.6.0. United States History: Era 7: Emergence of Modern America (1890-1930): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the effect of World War I on the American people.

6.2. The student will understand the moral, social, and cultural changes that occurred in the 1920s.

TN.1.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand the effect of the Great Depression upon American society.

1.2. The student will understand the effects of World War II upon American society.

TN.2.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand the economic climate in the United States during the Depression Era.

2.2. The student will understand how World War II affected the American economy.

TN.3.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify the countries affected by the totalitarian states and their acts of aggression and expansion considering geographic location;

3.2. The student will identify the various theaters of war during World War II.

TN.4.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will recognize the effects of the Great Depression on the United States political and judicial system.

4.2. The student will recognize the effects of political policies on civil liberties during World War II.

TN.5.0. United States History: Era 8: The Great Depression and World War II (1929-1945): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

5.1. The student will investigate the causes, effects and attempts to deal with the Great Depression.

5.2. The student will investigate the causes and significance of World War II.

TN.6.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the changes in American life as a result of the Great Depression.

6.2. The student will understand the changing dynamics of American life during World War II.

TN.1.0. United States History: Era 9: Post World War II Era (1945-1970s): Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will investigate the impact of the G.I. Bill of Rights on American society.

1.2. The student will investigate the effects of desegregation, the Civil Rights Movement, and the turbulent 1960s upon American society.

TN.2.0. United States History: Era 9: Post World War II Era (1945-1970s): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand how demobilization and conversion to a peacetime economy affected the United States.

2.2. The student will understand how sustained growth led to an affluent society.

TN.3.0. United States History: Era 9: Post World War II Era (1945-1970s): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify countries dominated and threatened by communism after World War II.

3.2. The student will identify the major areas of the world in which the United States was involved after 1945.

TN.4.0. United States History: Era 9: Post World War II Era (1945-1970s): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the causes, course, and impact of the Civil Rights Movement.

4.2. The student will investigate Supreme Court decisions that affected the United States from 1945 to the early 1970s.

TN.5.0. United States History: Era 9: Post World War II Era (1945-1970s): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the causes, course, and effects of the Cold War.

5.2. The student will investigate and understand the active theaters of conflict during the Cold War.

TN.6.0. United States History: Era 9: Post World War II Era (1945-1970s): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors such as culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand how the 'baby boom,' suburbanization, desegregation, and other social movements affected American society.

6.2. The student will understand how Cold War conformity conflicted with individual rights and self-expression.

6.3. The student will investigate how technological change transformed American society and created popular culture.

TN.1.0. United States History: Era 10: The Contemporary United States 1968-present: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will recognize how the scientific and technological advances of the computer age influenced American culture.

1.2. The student will recognize the transition of minorities, women, and culture groups through history.

TN.2.0. United States History: Era 10: The Contemporary United States 1968-present: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will investigate trends in the overall economic cycle since the 1970s.

TN.1.0. United States History: Era 10: The Contemporary United States 1968-present: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will investigate the ongoing population shifts from urban to suburban and the migration from the Rust Belt to the Sun Belt.

3.2. The student will identify areas of the world in which commercial and security interests involved the United States from 1968 to the present.

TN.4.0. United States History: Era 10: The Contemporary United States 1968-present: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will investigate the impact of political turmoil on American attitudes toward governance since 1968.

4.2. The student will identify the impact of constitutional change, various civil rights movements, feminism, and the Reagan Revolution.

TN.5.0. United States History: Era 10: The Contemporary United States 1968-present: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the causes, the course, and the effects of the Vietnam War at home and abroad.

5.2. The student will investigate domestic and foreign policy trends since 1968.

TN.6.0. Era 10: The Contemporary United States 1968-present: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the dynamics of the modern American family.

6.2. The student will understand the implications of the changing American society.

TN.1.0. World History: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the multi-cultural components to world culture.

1.2. The student will understand the development and migration of art, architecture, language, religion, music and theater.

1.3. The student will understand the ways in which individuals and groups contributed to changes in social conditions.

1.4. The student will examine how various individuals and groups use methods to diminish cultural elements and eradicate entire groups.

TN.2.0. World History: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand the major economic systems that developed globally.

2.2. The student will recognize the importance of technologies for economic development.

2.3. The student will understand the impact of the Industrial Revolution on the global economy.

2.4. The student will understand the rapid change of the global economy after the Industrial Revolution in the 20th century.

2.5. The student will understand the contribution of individuals to the economy systems of the world.

TN.3.0. World History: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

3.3. The student will understand the importance of population growth and distribution on world historic events.

TN.4.0. World History: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the development of major systems of world governance.

4.2. The student will understand how individuals are affected differently by varied forms of governance.

4.3. The student will understand the development of nation-state governments.

4.4. The student will understand the emergence of world governmental organizations.

TN.5.0. World History: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the chronological flow of historical eras and events in World History.

5.2. The student will understand the processes that gave rise to the earliest human civilizations.

5.3. The student will understand the maturation of Africa, Asia, Europe, Australia, the Middle East, Oceanic, and the Americas and their continuing impact on the modern world.

5.4. The student will understand the history and impact of world religions.

5.5. The student will understand the evolution of modern and western civilizations from 1000 CE to the present.

5.6. understand the importance of the various economic systems in place during the 19th and 20th century.

5.7. The student will understand the impact of various global conflicts throughout history.

5.8. The student will understand the continuing impact of historical events on the modern world.

5.9. The student will understand the impact of developing technology on the world.

5.10. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

5.11. The student will understand the importance of major trends and movements in world history.

5.12. The student will understand the origin, evolution, decline, and impact of empire building and imperialism.

TN.6.0. World History: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of one's culture on identity, lifestyle, and socioeconomic status.

6.2. The student will recognize the role of individuals in various cultures such as Western, Asian, African, Middle Eastern, and indigenous cultures.

6.3. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. World Geography: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the complex nature of culture and how cultures influence the characteristics of places and regions.

1.2. The student will understand the relationship between physical environments and culture.

1.3. The student will understand how cultural perspective impacts perceptions of places and

TN.2.0. World Geography: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand fundamental economic concepts and their application to a variety of economic systems, regionally and globally.

2.2. The student will understand the patterns and networks of economic interdependence on Earth's surface.

2.3. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

TN.3.0. World Geography: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the characteristics and uses of maps, globes, and other geographic tools and technologies.

3.2. The student will know the location of places, geographic features, and patterns of the environment, both physical and human, locally, regionally, and globally.

3.3. The student will understand the characteristics and uses of spatial organization of Earth's surface.

3.4. The student will understand the physical and human characteristics of place.

3.5. The student will understand that common physical, biological, and cultural characteristics create regions.

3.6. The student will understand how physical processes shape Earth's natural landscapes and affect environments.

3.7. The student will understand how physical systems and environments affect human systems.

3.8. The student will understand how human systems modify the physical environment.

3.9. The student will understand the nature, distribution and migration of human populations on Earth's surface.

TN.4.0. World Geography: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the nature, complexity, and influence of systems of governance.

4.2. The student will understand the forces of cooperation and conflict that shape the divisions of Earth's surface.

4.3. The student will understand global development and environmental issues.

TN.5.0. World Geography: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the patterns of human settlement.

5.2. The student will recognize that places change over time.

TN.6.0. World Geography: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and group decisions on citizens and communities.

6.2. The student will understand how groups can effect change at local, regional, and global levels.

6.3. The student will understand how a geographic view is a significant tool in interpreting the present and planning for the future.

TN.1.0. Economics: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand how values and beliefs influence economic decisions in different societies.

1.2. The student will describe how the world economies are connected.

TN.2.0. Economics: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making

2.1. The student will understand contemporary and historical data relevant to the field of economics.

2.2. The student will understand the concepts and impact of the American financial structure, including banking and monetary policy.

2.3. The student will understand the different major economic systems.

2.4. The student will understand key economic concepts and economists.

2.5. The student will understand that scarcity of productive resources requires choices that generate opportunity costs.

TN.3.0. Economics: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography

3.1. The student will understand the importance of natural resources in modern economic decision-making.

3.2. The student will understand the impact of world demographics on economic systems.

3.3. The student will understand the alternative policies and processes used in making decisions about the use of land and other physical resources in communities, regions, nations and the world.

3.4. The student will understand the search for a balance between effective usage of land and other natural resources and environment concerns.

TN.4.0. Economics: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the economic roles and responsibilities of citizens living in a democratic society.

4.2. The student will understand how governmental policies have economic consequences at the national, state, and local levels.

TN.5.0. Economics: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand how historical events have influenced the economic development of the United States. Identify major historical events that affected the economic development of the United States.

TN.6.0. Economics: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

6.1. The student will understand the elements of personal and fiscal responsibility

6.2. The student will understand how socioeconomic status contributes to the development of sense of self. Identify values and standards associated economically on his/her lifestyle.

6.3. The student will understand the knowledge, skills, and attitudes necessary to function effectively in a technologically expanding global economy.

TN.1.0. United States Government: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the influence of natural rights on American culture.

1.2. The student will understand the impact of the political system on American culture.

TN.2.0. United States Government: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand economic systems and political structures.

2.2. The student will understand the rise of capitalism in the United States.

2.3. The student will understand how all nations use 'tools of foreign policy' such as alliances, economic aid, economic sanctions, trade agreements, propaganda, military aid, treaties, troop movements, and wars to promote national interests.

2.4. The student will understand the connection among resources and institutions that govern the management and distributions of those resources.

TN.3.0. United States Government: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand and analyze how the forces of cooperation and conflict among people influence the division and control of the earth's surface

3.2. The student will understand and analyze the impact of physical and human geography on given political systems.

3.3. The student will understand the use of geography in determining policies such as zoning, redistricting, and the census.

TN.4.0. United States Government: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the role of politics and government in society.

4.2. The student will understand the role of constitutions in preventing abuses of government power.

4.3. The student will understand the basic features of major forms of governments in the world.

4.4. The student will understand the role of the United States legal system.

4.5. The student will understand the concept of federalism.

TN.5.0. United States Government: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

5.1. The student will understand historical and modern examples of the concepts of limited and unlimited governance.

5.2. The student will understand specific historical documents and institutions which shaped the principles of the United States Constitution.

5.3. The student will understand the importance of the rule of laws and the sources, purposes, and function of law.

5.4. The student will understand the United States Constitution as a 'living document' in both principle and practice.

5.5. The student will understand how the United States foreign policy is determined by the concept of national interest in both historical and modern settings.

5.6. The student will understand the balance between the protection of individual rights and the general welfare of all citizens.

TN.6.0. United States Government: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and group decisions on citizens and communities.

6.2. The student will understand how groups can effect change at the local, state national and world levels.

6.3. The student will understand the evolution of political parties and their role as a mechanism for creating and sustaining political participation.

6.4. The student will understand how the philosophies of liberalism and conservatism correlate to the two major American political parties.

6.5. The student will understand the impact and influence of participatory citizenship on government at all levels.

6.6. The student will understand the role of individual leaders who have affected policies, case laws, and legislation.

6.7. The student will understand the role of political action committees, non-profit organizations, and other groups that influenced policy and institutions.

TN.1.0. Psychology: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand the impact of diversity on the individual.

1.2. The student will understand cultural biases in the field of psychology.

TN.2.0. Psychology: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand how different socioeconomic stratifications influence personality development.

2.2. The student will understand how individual values and beliefs influence economic decisions.

TN.3.0. Psychology: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the environmental influences on human behavior.

3.2. The student will understand that human needs are met by the places they create.

TN.4.0. Psychology: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand conditions, actions, and motivations that contribute to conflict or to cooperation.

4.2. The student will understand political current events that are relevant to the field of psychology.

4.3. The student will understand conflicts, cooperation, and interdependence among individuals, groups, and institutions.

TN.5.0. Psychology: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

5.1. The student will understand psychology as an empirical science.

5.2. The student will understand contemporary and historical data as it relates to psychology.

TN.6.0. Psychology: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand personality approaches and theories.

6.2. The student will understand Psychological concepts, methods and theories in analyzing how humans think learn, feel and behave.

6.3. The student will understand the major sub-fields and career opportunities that accompany the field of psychology.

6.4. The student will understand ethical issues in the use of psychological theories and tool.

6.5. The student will understand the influences of heredity and environment on humans in terms of learned and inherited traits, personality and intelligence and other individual differences.

6.6. The student will understand how heredity interacts with environment to influence behavior.

6.7. The student will understand the relationship between brain, sensory perceptions and behavior.

6.8. The student will demonstrate knowledge regarding mental disorders, theories of causality and methods of treatment.

6.9. The student will analyze the role of perceptions, attitudes, values and beliefs in the psychological growth and development of humans.

6.10. The student will apply the use of technology to explore (web-quest) the different areas of the lifespan and other topics in psychology.

TN.1.0. Sociology: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand the impact of culture on group behavior.

1.2. The student will understand the development of culture.

TN.2.0. Sociology: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will analyze how socioeconomic factors influence group behavior.

2.2. The student will understand how individual values and beliefs influence economic decisions.

2.3. The student will analyze how the difficulty of moving from one social class to another varies greatly with time, place and economic circumstances.

2.4. The student will analyze how the characteristics of the American economy such as freedom of choice, competition, private property, profit and freedom of enterprise affect personality development.

TN.3.0. Sociology: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand that people adapt to their physical environment.

3.2. The student will understand that human needs are met by the places they create.

TN.4.0. Sociology: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the political institution and how power and authority relate to group behavior.

4.2. The student will understand conditions, actions, and motivations that contribute to conflict or cooperation.

TN.5.0. Sociology: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the foundational history of sociology.

TN.6.0. Sociology: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will examine personality development.

6.2. The student will explore the various ways people interact.

6.3. The student will analyze norms and values in various societies.

6.4. The student will examine adolescent development.

6.5. The student will explore the aging process in society.

6.6. The student will understand deviance.

6.7. The student will explore the idea of social mobility.

6.8. The student will understand gender and its part in shaping human behavior.

6.9. The student will analyze the various agents of socialization.

6.10. The student will understand the role of media and social trends in determining the development of society.

TN.1.0. Ancient History: Era 1: The Beginnings of Human Society: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the relationship between physical environments and culture.

1.2. The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

1.3. The student will understand the role that diverse cultures and historical experiences had on the development of the world.

TN.2.0. Ancient History: Era 1: The Beginnings of Human Society: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand economic connections, conflicts, and interdependence.

2.2. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

2.3. The student will recognize the importance of technologies on economic development.

TN.3.0. Ancient History: Era 1: The Beginnings of Human Society: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

TN.4.0. Ancient History: Era 1: The Beginnings of Human Society: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will explain the development of a people's need to belong and organize into a system of governance.

4.2. The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

TN.5.0. Ancient History: Era 1: The Beginnings of Human Society: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the processes that gave rise to the earliest human civilizations.

5.2. The student will understand the chronological flow of historical eras and events in Ancient History.

5.3. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

TN.6.0. Ancient History: Era 1: The Beginnings of Human Society: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the relationship between physical environments and culture.

1.2. The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

1.3. The student will understand the role that diverse cultures and historical experiences had on the development of the world.

TN.2.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand economic connections, conflicts, and interdependence.

2.2. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

2.3. The student will recognize the importance of technologies on economic development.

TN.3.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

TN.4.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will explain the development of a people's need to belong and organize into a system of governance.

4.2. The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

TN.5.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the chronological flow of historical eras and events in Ancient History.

5.2. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

TN.6.0. Ancient History: Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): 6.0 Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the relationship between physical environments and culture.

1.2. The student will recognize how cultural and individual's perceptions affect places and regions.

1.3. The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

1.4. The student will understand the role that diverse cultures and historical experiences had on the development of the world.

TN.2.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand economic connections, conflicts, and interdependence.

2.2. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

2.3. The student will recognize the importance of technologies on economic development.

TN.3.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

TN.4.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will explain the development of a people's need to belong and organize into a system of governance.

4.2. The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

TN.5.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the chronological flow of historical eras and events in Ancient History.

5.2. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

TN.6.0. Ancient History: Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will recognize how cultural and individual's perceptions affect places and regions.

1.2. The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

1.3. The student will understand the role that diverse cultures and historical experiences had on the development of the world.

TN.2.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

2.2. The student will recognize the importance of technologies on economic development.

TN.3.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

TN.4.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will explain the development of a people's need to belong and organize into a system of governance.

4.2. The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

TN.5.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the chronological flow of historical eras and events in Ancient History.

5.2. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

TN.6.0. Ancient History: Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. Contemporary Issues: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand patterns of discrimination.

1.2. The student will identify trends and controversies regarding modern medicine and human genetics.

1.3. The student will understand ethical debates on internet usage.

1.4. The student will understand various issues concerning modern print and visual media.

TN.2.0. Contemporary Issues: Economics: Globalization of the economy, the explosion of population growth, technological changes, and international competition compel students to understand, both personally, and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy making versus decision making.

2.1. The student will understand the role of the stock and the ethics of corporate handling of public investments.

2.2. The student will identify popular perception of government revenues and expenditures.

2.3. The student will recognize popular attitudes and governmental regulations concerning gambling and lotteries.

TN.3.0. Contemporary Issues: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the current debates on environmental usage and protection issues.

3.2. The student will identify changing global and universal frontiers.

TN.4.0. Contemporary Issues: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will identify types of legal statutes and penal code, and issues relative to their enforcement.

4.2. The student will recognize the elasticity and restrictions of the First Amendment of the United States Constitution and the potential for civil disobedience and protest in society.

TN.5.0. Contemporary Issues: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

5.1. The student will recognize the impact of traumatic effects of destructive events on human society.

5.2. The student will identify controversies created by differing interpretations of the Second Amendment.

TN.6.0. Contemporary Issues: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will identify various contemporary religious perspectives on social issues.

6.2. The student will understand the impact of abortion and its controversies on modern society.

6.3. The student will recognize current epidemic diseases and trends or approaches in dealing with terminal illness.

TN.1.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will identify instances in which language, art, music, belief systems, and other cultural elements facilitate understanding or create misunderstanding.

1.2. The student will identify examples of how language, literature, the arts, architecture, traditions, beliefs, values or behaviors contribute to the development and transmission of culture.

TN.2.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Economics: Globalization of the economy, technological changes, the explosion of population growth, technological changes, and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand and identify economic connections, conflicts, and interdependence during the Great Depression.

2.2. The student will understand the rapid change of the global economy during World War II.

TN.3.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify how physical and human processes shape the characteristics of a place.

3.2. The student will identify the various theaters of war during World War II.

TN.4.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the development of major systems of world governance.

4.2. The student will understand how individuals and communities are affected differently by varied forms of governance.

4.3. The student will understand the development of nation-state governments and world governmental organizations.

TN.5.0. Modern History: Era 8 -World Depression and World War II (1920-1945): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will investigate the causes, effects, and attempts to deal with worldwide depression after World War I.

5.2. The student will understand the world events leading to World War II.

5.3. The student will understand how to use historic information acquired from a variety of sources.

TN.6.0. Modern History: Era 8 -World Depression and World War II (1920-1945): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and government decisions on citizens and communities.

6.2. The student will understand how individual leaders can dominate groups and influence the circumstances of history.

TN.1.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will identify instances in which language, art, music, belief systems, and other cultural elements facilitate understanding or create misunderstanding.

1.2. The student will identify examples of how language, literature, the arts, architecture, traditions, beliefs, values

TN.2.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Economics: Globalization of the economy, technological changes, the explosion of population growth, technological changes, and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand and identify economic connections, conflicts, and interdependence.

2.2. The student will understand the rapid change of the global economy.

TN.3.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify how physical and human processes shape the characteristics of a place.

3.2. The student will understand the importance of population growth and distribution for the world's development in the 20th Century.

TN.4.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the development of major systems of world governance.

4.2. The student will understand how individuals and communities are affected differently by varied forms of governance.

4.3. The student will understand the development of nation-state governments and world governmental organizations.

TN.5.0. Modern History: Era 9 -Post World War II Era (1945 -1989): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the nature and major events of the Cold War.

5.2. The student will understand the role of the Middle East, Asia, and Africa in world events.

5.3. The student will understand how to use historic information acquired from a variety of sources.

TN.6.0. Modern History: Era 9 -Post World War II Era (1945 -1989): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and group decisions on citizens and communities.

TN.1.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will identify instances in which language, art, music, belief systems, and other cultural elements facilitate understanding or create misunderstanding.

1.2. The student will identify examples of how language, literature, the arts, architecture, traditions, beliefs, values or behaviors contribute to the development and transmission of culture.

TN.2.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Economics: Globalization of the economy, technological changes, the explosion of population growth, technological changes, and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand and identify economic connections, conflicts, and interdependence.

2.2. The student will understand the rapid change of the global economy.

TN.3.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify how physical and human processes shape the characteristics of a place.

3.2. The student will understand the importance of population growth and distribution on world historic events.

TN.4.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand how individuals and communities are affected differently by varied forms of governance.

4.2. The student will understand the growing importance of the United Nations for the endorsement of world political and military action.

4.3. The student will understand the impact of terrorist actions on increased government control of its civilian populations, especially in the wake of the events of September 11, 2001.

TN.5.0. Modern History: Era 10 -The Contemporary World (1989 to the present): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the nature of major world events since 1989.

5.2. The student will understand how to use historic information acquired from a variety of sources.

TN.6.0. Modern History: Era 10 -The Contemporary World (1989 to the present): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and group decisions on citizens and communities.

6.2. The student will understand how groups can effect change

TN.1.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand how industrial development affected the United States culture.

1.2. The student will understand how the influx of immigrants after 1880 affected United States' culture.

TN.2.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will investigate how the modernization of agriculture and capitalist industrial development affected the economy of the United States.

2.2. The student will understand the economic disparity between farmers and wage earners as compared to industrial capitalists.

TN.3.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will recognize the geographic areas in which industrialism occurred.

3.2. The student will recognize the areas affected by westward expansion of the United States.

TN.4.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the effects of the Civil War and Reconstruction on the United States politics.

4.2. The student will understand the political issues and problems that affected the United States during the last half of the nineteenth century.

TN.5.0. United States History: Era 6: Industrial Development of the United States (1870-1900): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will investigate the dynamics of the post-Reconstruction era and the people and events that influenced the country.

5.2. The student will identify the events and impact of the westward movement and the Indian Wars.

TN.6.0. United States History: Era 6: Industrial Development of the United States (1870-1900): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

6.1. The student will appreciate the diversity of various cultures and their influences on the United States.

6.2. The student will investigate the effect of big business upon the lives of farmers and wage earners.

TN.1.0. United States History: Era 7: Emergence of Modern America (1890-1930): Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand social tensions and their consequences after the turn of the century.

1.2. The student will understand the cultural changes in the early 20th century.

TN.2.0. United States History: Era 7: Emergence of Modern America (1890-1930): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will recognize how industrialization of World War I changed the United States economy.

2.2. The student will understand the economy of the United States in the 1920s.

TN.3.0. United States History: Era 7: Emergence of Modern America (1890-1930): Geography: Geography enables the students to see, understand and appreciate the web of relationships among people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify the countries involved in World War I.

3.2. The student will understand the geographic scope of American imperialism.

TN.4.0. United States History: Era 7: Emergence of Modern America (1890-1930): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the reforms and changes in American politics and government as a result of the Progressive Movement.

4.2. The student will understand the governmental policies that affected America and the world during the 1890s-1930s.

TN.5.0. United States History: Era 7: Emergence of Modern America (1890-1930): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the role of the United States in world affairs.

5.2. The student will understand the causes for WWI and the reasons for America's entry into the war.

TN.6.0. United States History: Era 7: Emergence of Modern America (1890-1930): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the effect of World War I on the American people.

6.2. The student will understand the moral, social, and cultural changes that occurred in the 1920s.

TN.1.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand the effect of the Great Depression upon American society.

1.2. The student will understand the effects of World War II upon American society.

TN.2.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand the economic climate in the United States during the Depression Era.

2.2. The student will understand how World War II affected the American economy.

TN.3.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify the countries affected by the totalitarian states and their acts of aggression and expansion considering geographic location;

3.2. The student will identify the various theaters of war during World War II.

TN.4.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will recognize the effects of the Great Depression on the United States political and judicial system.

4.2. The student will recognize the effects of political policies on civil liberties during World War II.

TN.5.0. United States History: Era 8: The Great Depression and World War II (1929-1945): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

5.1. The student will investigate the causes, effects and attempts to deal with the Great Depression.

5.2. The student will investigate the causes and significance of World War II.

TN.6.0. United States History: Era 8: The Great Depression and World War II (1929-1945): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the changes in American life as a result of the Great Depression.

6.2. The student will understand the changing dynamics of American life during World War II.

TN.1.0. United States History: Era 9: Post World War II Era (1945-1970s): Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will investigate the impact of the G.I. Bill of Rights on American society.

1.2. The student will investigate the effects of desegregation, the Civil Rights Movement, and the turbulent 1960s upon American society.

TN.2.0. United States History: Era 9: Post World War II Era (1945-1970s): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand how demobilization and conversion to a peacetime economy affected the United States.

2.2. The student will understand how sustained growth led to an affluent society.

TN.3.0. United States History: Era 9: Post World War II Era (1945-1970s): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will identify countries dominated and threatened by communism after World War II.

3.2. The student will identify the major areas of the world in which the United States was involved after 1945.

TN.4.0. United States History: Era 9: Post World War II Era (1945-1970s): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the causes, course, and impact of the Civil Rights Movement.

4.2. The student will investigate Supreme Court decisions that affected the United States from 1945 to the early 1970s.

TN.5.0. United States History: Era 9: Post World War II Era (1945-1970s): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the causes, course, and effects of the Cold War.

5.2. The student will investigate and understand the active theaters of conflict during the Cold War.

TN.6.0. United States History: Era 9: Post World War II Era (1945-1970s): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors such as culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand how the 'baby boom,' suburbanization, desegregation, and other social movements affected American society.

6.2. The student will understand how Cold War conformity conflicted with individual rights and self-expression.

6.3. The student will investigate how technological change transformed American society and created popular culture.

TN.1.0. United States History: Era 10: The Contemporary United States 1968-present: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will recognize how the scientific and technological advances of the computer age influenced American culture.

1.2. The student will recognize the transition of minorities, women, and culture groups through history.

TN.2.0. United States History: Era 10: The Contemporary United States 1968-present: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will investigate trends in the overall economic cycle since the 1970s.

TN.1.0. United States History: Era 10: The Contemporary United States 1968-present: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will investigate the ongoing population shifts from urban to suburban and the migration from the Rust Belt to the Sun Belt.

3.2. The student will identify areas of the world in which commercial and security interests involved the United States from 1968 to the present.

TN.4.0. United States History: Era 10: The Contemporary United States 1968-present: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will investigate the impact of political turmoil on American attitudes toward governance since 1968.

4.2. The student will identify the impact of constitutional change, various civil rights movements, feminism, and the Reagan Revolution.

TN.5.0. United States History: Era 10: The Contemporary United States 1968-present: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the causes, the course, and the effects of the Vietnam War at home and abroad.

5.2. The student will investigate domestic and foreign policy trends since 1968.

TN.6.0. Era 10: The Contemporary United States 1968-present: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the dynamics of the modern American family.

6.2. The student will understand the implications of the changing American society.

TN.1.0. World History: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the multi-cultural components to world culture.

1.2. The student will understand the development and migration of art, architecture, language, religion, music and theater.

1.3. The student will understand the ways in which individuals and groups contributed to changes in social conditions.

1.4. The student will examine how various individuals and groups use methods to diminish cultural elements and eradicate entire groups.

TN.2.0. World History: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand the major economic systems that developed globally.

2.2. The student will recognize the importance of technologies for economic development.

2.3. The student will understand the impact of the Industrial Revolution on the global economy.

2.4. The student will understand the rapid change of the global economy after the Industrial Revolution in the 20th century.

2.5. The student will understand the contribution of individuals to the economy systems of the world.

TN.3.0. World History: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the importance of physical geographic features on world historic events.

3.2. The student will understand human geographic interactions and their impact on world historic events.

3.3. The student will understand the importance of population growth and distribution on world historic events.

TN.4.0. World History: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the development of major systems of world governance.

4.2. The student will understand how individuals are affected differently by varied forms of governance.

4.3. The student will understand the development of nation-state governments.

4.4. The student will understand the emergence of world governmental organizations.

TN.5.0. World History: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the chronological flow of historical eras and events in World History.

5.2. The student will understand the processes that gave rise to the earliest human civilizations.

5.3. The student will understand the maturation of Africa, Asia, Europe, Australia, the Middle East, Oceanic, and the Americas and their continuing impact on the modern world.

5.4. The student will understand the history and impact of world religions.

5.5. The student will understand the evolution of modern and western civilizations from 1000 CE to the present.

5.6. understand the importance of the various economic systems in place during the 19th and 20th century.

5.7. The student will understand the impact of various global conflicts throughout history.

5.8. The student will understand the continuing impact of historical events on the modern world.

5.9. The student will understand the impact of developing technology on the world.

5.10. The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

5.11. The student will understand the importance of major trends and movements in world history.

5.12. The student will understand the origin, evolution, decline, and impact of empire building and imperialism.

TN.6.0. World History: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of one's culture on identity, lifestyle, and socioeconomic status.

6.2. The student will recognize the role of individuals in various cultures such as Western, Asian, African, Middle Eastern, and indigenous cultures.

6.3. The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

TN.1.0. World Geography: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the complex nature of culture and how cultures influence the characteristics of places and regions.

1.2. The student will understand the relationship between physical environments and culture.

1.3. The student will understand how cultural perspective impacts perceptions of places and

TN.2.0. World Geography: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand fundamental economic concepts and their application to a variety of economic systems, regionally and globally.

2.2. The student will understand the patterns and networks of economic interdependence on Earth's surface.

2.3. The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

TN.3.0. World Geography: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the characteristics and uses of maps, globes, and other geographic tools and technologies.

3.2. The student will know the location of places, geographic features, and patterns of the environment, both physical and human, locally, regionally, and globally.

3.3. The student will understand the characteristics and uses of spatial organization of Earth's surface.

3.4. The student will understand the physical and human characteristics of place.

3.5. The student will understand that common physical, biological, and cultural characteristics create regions.

3.6. The student will understand how physical processes shape Earth's natural landscapes and affect environments.

3.7. The student will understand how physical systems and environments affect human systems.

3.8. The student will understand how human systems modify the physical environment.

3.9. The student will understand the nature, distribution and migration of human populations on Earth's surface.

TN.4.0. World Geography: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the nature, complexity, and influence of systems of governance.

4.2. The student will understand the forces of cooperation and conflict that shape the divisions of Earth's surface.

4.3. The student will understand global development and environmental issues.

TN.5.0. World Geography: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the patterns of human settlement.

5.2. The student will recognize that places change over time.

TN.6.0. World Geography: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and group decisions on citizens and communities.

6.2. The student will understand how groups can effect change at local, regional, and global levels.

6.3. The student will understand how a geographic view is a significant tool in interpreting the present and planning for the future.

TN.1.0. Economics: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand how values and beliefs influence economic decisions in different societies.

1.2. The student will describe how the world economies are connected.

TN.2.0. Economics: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making

2.1. The student will understand contemporary and historical data relevant to the field of economics.

2.2. The student will understand the concepts and impact of the American financial structure, including banking and monetary policy.

2.3. The student will understand the different major economic systems.

2.4. The student will understand key economic concepts and economists.

2.5. The student will understand that scarcity of productive resources requires choices that generate opportunity costs.

TN.3.0. Economics: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography

3.1. The student will understand the importance of natural resources in modern economic decision-making.

3.2. The student will understand the impact of world demographics on economic systems.

3.3. The student will understand the alternative policies and processes used in making decisions about the use of land and other physical resources in communities, regions, nations and the world.

3.4. The student will understand the search for a balance between effective usage of land and other natural resources and environment concerns.

TN.4.0. Economics: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the economic roles and responsibilities of citizens living in a democratic society.

4.2. The student will understand how governmental policies have economic consequences at the national, state, and local levels.

TN.5.0. Economics: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand how historical events have influenced the economic development of the United States. Identify major historical events that affected the economic development of the United States.

TN.6.0. Economics: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

6.1. The student will understand the elements of personal and fiscal responsibility

6.2. The student will understand how socioeconomic status contributes to the development of sense of self. Identify values and standards associated economically on his/her lifestyle.

6.3. The student will understand the knowledge, skills, and attitudes necessary to function effectively in a technologically expanding global economy.

TN.1.0. United States Government: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

1.1. The student will understand the influence of natural rights on American culture.

1.2. The student will understand the impact of the political system on American culture.

TN.2.0. United States Government: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand economic systems and political structures.

2.2. The student will understand the rise of capitalism in the United States.

2.3. The student will understand how all nations use 'tools of foreign policy' such as alliances, economic aid, economic sanctions, trade agreements, propaganda, military aid, treaties, troop movements, and wars to promote national interests.

2.4. The student will understand the connection among resources and institutions that govern the management and distributions of those resources.

TN.3.0. United States Government: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand and analyze how the forces of cooperation and conflict among people influence the division and control of the earth's surface

3.2. The student will understand and analyze the impact of physical and human geography on given political systems.

3.3. The student will understand the use of geography in determining policies such as zoning, redistricting, and the census.

TN.4.0. United States Government: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the role of politics and government in society.

4.2. The student will understand the role of constitutions in preventing abuses of government power.

4.3. The student will understand the basic features of major forms of governments in the world.

4.4. The student will understand the role of the United States legal system.

4.5. The student will understand the concept of federalism.

TN.5.0. United States Government: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

5.1. The student will understand historical and modern examples of the concepts of limited and unlimited governance.

5.2. The student will understand specific historical documents and institutions which shaped the principles of the United States Constitution.

5.3. The student will understand the importance of the rule of laws and the sources, purposes, and function of law.

5.4. The student will understand the United States Constitution as a 'living document' in both principle and practice.

5.5. The student will understand how the United States foreign policy is determined by the concept of national interest in both historical and modern settings.

5.6. The student will understand the balance between the protection of individual rights and the general welfare of all citizens.

TN.6.0. United States Government: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand the impact of individual and group decisions on citizens and communities.

6.2. The student will understand how groups can effect change at the local, state national and world levels.

6.3. The student will understand the evolution of political parties and their role as a mechanism for creating and sustaining political participation.

6.4. The student will understand how the philosophies of liberalism and conservatism correlate to the two major American political parties.

6.5. The student will understand the impact and influence of participatory citizenship on government at all levels.

6.6. The student will understand the role of individual leaders who have affected policies, case laws, and legislation.

6.7. The student will understand the role of political action committees, non-profit organizations, and other groups that influenced policy and institutions.

TN.1.0. Psychology: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand the impact of diversity on the individual.

1.2. The student will understand cultural biases in the field of psychology.

TN.2.0. Psychology: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will understand how different socioeconomic stratifications influence personality development.

2.2. The student will understand how individual values and beliefs influence economic decisions.

TN.3.0. Psychology: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand the environmental influences on human behavior.

3.2. The student will understand that human needs are met by the places they create.

TN.4.0. Psychology: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand conditions, actions, and motivations that contribute to conflict or to cooperation.

4.2. The student will understand political current events that are relevant to the field of psychology.

4.3. The student will understand conflicts, cooperation, and interdependence among individuals, groups, and institutions.

TN.5.0. Psychology: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

5.1. The student will understand psychology as an empirical science.

5.2. The student will understand contemporary and historical data as it relates to psychology.

TN.6.0. Psychology: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will understand personality approaches and theories.

6.2. The student will understand Psychological concepts, methods and theories in analyzing how humans think learn, feel and behave.

6.3. The student will understand the major sub-fields and career opportunities that accompany the field of psychology.

6.4. The student will understand ethical issues in the use of psychological theories and tool.

6.5. The student will understand the influences of heredity and environment on humans in terms of learned and inherited traits, personality and intelligence and other individual differences.

6.6. The student will understand how heredity interacts with environment to influence behavior.

6.7. The student will understand the relationship between brain, sensory perceptions and behavior.

6.8. The student will demonstrate knowledge regarding mental disorders, theories of causality and methods of treatment.

6.9. The student will analyze the role of perceptions, attitudes, values and beliefs in the psychological growth and development of humans.

6.10. The student will apply the use of technology to explore (web-quest) the different areas of the lifespan and other topics in psychology.

TN.1.0. Sociology: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

1.1. The student will understand the impact of culture on group behavior.

1.2. The student will understand the development of culture.

TN.2.0. Sociology: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

2.1. The student will analyze how socioeconomic factors influence group behavior.

2.2. The student will understand how individual values and beliefs influence economic decisions.

2.3. The student will analyze how the difficulty of moving from one social class to another varies greatly with time, place and economic circumstances.

2.4. The student will analyze how the characteristics of the American economy such as freedom of choice, competition, private property, profit and freedom of enterprise affect personality development.

TN.3.0. Sociology: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

3.1. The student will understand that people adapt to their physical environment.

3.2. The student will understand that human needs are met by the places they create.

TN.4.0. Sociology: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

4.1. The student will understand the political institution and how power and authority relate to group behavior.

4.2. The student will understand conditions, actions, and motivations that contribute to conflict or cooperation.

TN.5.0. Sociology: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

5.1. The student will understand the foundational history of sociology.

TN.6.0. Sociology: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

6.1. The student will examine personality development.

6.2. The student will explore the various ways people interact.

6.3. The student will analyze norms and values in various societies.

6.4. The student will examine adolescent development.

6.5. The student will explore the aging process in society.

6.6. The student will understand deviance.

6.7. The student will explore the idea of social mobility.

6.8. The student will understand gender and its part in shaping human behavior.

6.9. The student will analyze the various agents of socialization.

6.10. The student will understand the role of media and social trends in determining the development of society.