Washington State Standards for Social Studies: Grade 11

WA.EL.A. United States History and Government: Industrialization and the emergence of the U.S. as a world power (1877-1919).

EL.A.1. Evidence of Learning: Students will be able to explain the economic advantages that allowed the U.S. to emerge as a world power. (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3)

EL.A.2. Evidence of Learning: Students will be able to examine reasons that African American pride and activism replaced assimilation and accommodation of an earlier age. (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3)

EL.A.3. Evidence of Learning: Students will be able to describe the purpose and the effects of the Open Door Policy. (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3)

EL.A.4. Evidence of Learning: Students will be able to explain the causes and impacts of the women's suffrage movement. (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3)

EL.A.5. Evidence of Learning: Students will be able to analyze the international and domestic events, interests, and philosophies that prompted attacks on civil liberties (e.g., Palmer Raids, Ku Klux Klan, immigration quotas) and the responses to these attacks (e.g. NAACP, ACLU, Anti-Defamation League) (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3)

EL.A.6. Evidence of Learning: Students will be able to analyze American intervention and foreign policy developments and changes. (C1.1.3a, C2.1.3b)

EL.A.7. Evidence of Learning: Students will be able to analyze the role of the presidents in pushing domestic reform and world leadership abroad. (C1.1.3a, C2.1.3b)

EL.A.8. Evidence of Learning: Students will be able to review U.S. and state constitutions and treaties with Indian nations and how they affect industry and America's growing role as a world power. (C1.1.3a, C2.1.3b)

EL.A.9. Evidence of Learning: Students will be able to describe the contributions of various religious groups to American civic principles and social reform movements and cite incidents of religious intolerance in the United States. (C1.1.3a, C2.1.3b)

EL.A.10. Evidence of Learning: Students will be able to evaluate the political impact of Labor, Progressive, and Populist movements. (C1.1.3a, C2.1.3b)

EL.A.11. Evidence of Learning: Students will be able to chart the changing demographics in the United States as a result of industrialization. (G1.1.3a, G1.2.3b, G2.2.3, G3.1.3a, G3.2.3b, G3.3.3c)

EL.A.12. Evidence of Learning: Students will be able to explain how natural resources were harvested and/or depleted during the rise of industrialism. (G1.1.3a, G1.2.3b, G2.2.3, G3.1.3a, G3.2.3b, G3.3.3c)

EL.A.13. Evidence of Learning: Students will be able to describe the Spanish-American War and U.S. expansion in the South Pacific. (G1.1.3a, G1.2.3b, G2.2.3, G3.1.3a, G3.2.3b, G3.3.3c)

EL.A.14. Evidence of Learning: Students will be able to trace the growth and effects of radio and movies and their role in the worldwide diffusion of popular culture. (G1.1.3a, G1.2.3b, G2.2.3, G3.1.3a, G3.2.3b, G3.3.3c)

EL.A.15. Evidence of Learning: Students will be able to describe how the Allotment Act affected tribes and the geography of their reservations. (G1.1.3a, G1.2.3b, G2.2.3, G3.1.3a, G3.2.3b, G3.3.3c)

EL.A.16. Evidence of Learning: Students will be able to analyze the role of labor in ensuring worker's rights and the redistribution of material benefits of the industrial revolution to a wider segment of American society. (E2.4.3a)

EL.A.17. Evidence of Learning: Students will be able to explain the reasons why the U.S. emerged as a world economic power. (E2.4.3a)

WA.EL.B. United States History and Government: Reform, Prosperity, and Depression (1918-1938).

EL.B.1. Evidence of Learning: Students will be able to examine the consequences of migration from rural to urban areas. (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3, H2.2.3)

EL.B.2. Evidence of Learning: Students will be able to evaluate the New Deal and its opponents, the rise of the welfare state, and the impact of the Great Depression on American society. (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3, H2.2.3)

EL.B.3. Evidence of Learning: Students will be able to evaluate the impact of labor, Progressive and Populist movements. (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3, H2.2.3)

EL.B.4. Evidence of Learning: Students will be able to explain the impact of the Harlem Renaissance on American society. (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3, H2.2.3)

EL.B.5. Evidence of Learning: Students will be able to describe the monetary issues of the late nineteenth and early twentieth centuries that gave rise to the establishment of the Federal Reserve and the weaknesses in key sectors of the economy in the late 1920s. (E1.1.3b, E1.2.3b, E2.2.3a, E2.4.3a, E3.1.3a)

EL.B.6. Evidence of Learning: Students will be able to analyze the different explanations for the Great Depression and how the New Deal fundamentally changed the role of the federal government (e.g., Works Progress Administration, Social Security, National Labor Relations Board, farm) (E1.1.3b, E1.2.3b, E2.2.3a, E2.4.3a, E3.1.3a)

EL.B.7. Evidence of Learning: Students will be able to trace the advances and retreats of organized labor (e.g., the creation of the American Federation of Labor and the Congress of Industrial Organizations) (E1.1.3b, E1.2.3b, E2.2.3a, E2.4.3a, E3.1.3a)

EL.B.9. Evidence of Learning: Students will be able to explain the origins of the Red Scare in the 1920s. (C1.1.3a, C1.2.3a, C1.2.3b, C2.1.3a, C2.1.3b, C2.2.3, C2.3.3c, C4.3.3a)

EL.B.10. Evidence of Learning: Students will be able to analyze the effect of intolerance in limiting the achievement of human dignity, liberty, justice, and equality for all its citizens. (C1.1.3a, C1.2.3a, C1.2.3b, C2.1.3a, C2.1.3b, C2.2.3, C2.3.3c, C4.3.3a)

EL.B.11. Evidence of Learning: Students will be able to examine the consequences of migration from rural to urban areas. (G1.1.3b, G1.2.3b, G2.2.3, G3.1.3a, G3.2.3a, G3.2.3b)

EL.B.12. Evidence of Learning: Students will be able to explain the geographic causes and consequences of the Dust Bowl. (G1.1.3b, G1.2.3b, G2.2.3, G3.1.3a, G3.2.3a, G3.2.3b)

EL.B.13. Evidence of Learning: Students will be able to explain the effects of large-scale public works projects on the environment. (G1.1.3b, G1.2.3b, G2.2.3, G3.1.3a, G3.2.3a, G3.2.3b)

WA.EL.C. United States History and Government: World War II, Cold War, International Relations, and the Rise of Globalization (1939-Present).

EL.C.1. Evidence of Learning: Students will be able to analyze the causes and consequences of World War II. (H1.1.3a, H1.1.3b, H1.3.3, H1.2.3, H2.1.3, H2.2.3)

EL.C.2. Evidence of Learning: Students will be able to analyze changes in the balance of power after World War II. (H1.1.3a, H1.1.3b, H1.3.3, H1.2.3, H2.1.3, H2.2.3)

EL.C.3. Evidence of Learning: Students will be able to compare and contrast the successes and failures of the League of Nations after WW I with the United Nations after WW II. (H1.1.3a, H1.1.3b, H1.3.3, H1.2.3, H2.1.3, H2.2.3)

EL.C.4. Evidence of Learning: Students will be able to examine the impacts of nuclear power on political, cultural, and social arenas. (H1.1.3a, H1.1.3b, H1.3.3, H1.2.3, H2.1.3, H2.2.3)

EL.C.5. Evidence of Learning: Students will be able to evaluate the effect of the collapse of communism in Europe on the United States and the rest of the world. (H1.1.3a, H1.1.3b, H1.3.3, H1.2.3, H2.1.3, H2.2.3)

EL.C.6. Evidence of Learning: Students will be able to analyze the rise of arms limitation treaties, global concerns over the environment, and issues of human rights. (H1.1.3a, H1.1.3b, H1.3.3, H1.2.3, H2.1.3, H2.2.3)

EL.C.7. Evidence of Learning: Students will be able to trace the origins and geopolitical consequences of the Cold War and containment policy, including the following: McCarthyism, The Truman Doctrine, The Berlin Blockade, The Korean War, The Bay of Pigs invasion and Cuban Missile Crisis, Atomic testing in the American West, The Vietnam War, Latin American Policy. (H1.1.3a, H1.1.3b, H1.3.3, H1.2.3, H2.1.3, H2.2.3)

EL.C.8. Evidence of Learning: Students will be able to identify the borders of countries that changed as a result of World War II. (G2.2.3)

EL.C.9. Evidence of Learning: Students will be able to explain how the threat of totalitarian governments before, during, and after World War II produced changes in America. (C1.2.3b, C2.3.3a, C2.3.3b, C3.1.3a, C3.2.3a, C4.3.3a)

EL.C.10. Evidence of Learning: Students will be able to evaluate the global impact of the growing power of multinational and supranational corporations on global economy and interdependence. (E1.2.3b, E3.1.3d)

WA.EL.D. United States History and Government: Post-World War II Domestic, Political, Social, and Economic Issues (1945-Present).

EL.D.1. Evidence of Learning: Students will be able to identify technological advances and hypothesize about the effects of science and technology on American society. (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3, H2.2.3)

EL.D.2. Evidence of Learning: Students will be able to compare and contrast the rise of the suburban affluent middle class with groups left out of the American Dream. (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3, H2.2.3)

EL.D.3. Evidence of Learning: Students will be able to describe the significance of Mexican immigration and its relationship to the agricultural economy, especially in Washington. (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3, H2.2.3)

EL.D.4. Evidence of Learning: Students will be able to compare and contrast the influences of mass media and mass culture on American society. (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3, H2.2.3)

EL.D.5. Evidence of Learning: Students will be able to analyze the issues surrounding the role of government in a democracy in terms of civil liberties and individual rights and responsibilities. (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3, H2.2.3)

EL.D.6. Evidence of Learning: Students will be able to examine the causes and effects of the Civil Rights movement and its impact on American society. (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3, H2.2.3)

EL.D.7. Evidence of Learning: Students will be able to discuss the changing role s of women in society as reflected in the entry of more women into the labor force and the changing family structure. (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3, H2.2.3)

EL.D.8. Evidence of Learning: Students will be able to examine the causes and consequences of the rise of various environmental, labor, ethnic minority rights, and other social and political movements continue to have on American society. (H1.1.3a, H1.1.3b, H1.2.3, H1.3.3, H2.1.3, H2.2.3)

EL.D.9. Evidence of Learning: Students will be able to trace the impact of, need for, and controversies associated with environmental conservation, expansion of the national park system, and the development of environmental protection laws, with particular attention to the interaction between environmental protection advocates and property rights advocates. (G1.1.3b, G1.2.3b, G2.2.3, G3.1.3a, G3.2.3a, G3.2.3b)

EL.D.10. Evidence of Learning: Students will be able to examine relations between the United States and Mexico during the twentieth century, including key economic, political, immigration, and environmental issues. (G1.1.3b, G1.2.3b, G2.2.3, G3.1.3a, G3.2.3a, G3.2.3b)

EL.D.11. Evidence of Learning: Students will be able to examine relations between the United States and Canada during the twentieth century, including key economic, political, immigration, and environmental issues. (G1.1.3b, G1.2.3b, G2.2.3, G3.1.3a, G3.2.3a, G3.2.3b)

EL.D.12. Evidence of Learning: Students will be able to examine the impact of the rise of suburbs on the American political, social, and economic landscape. (G1.1.3b, G1.2.3b, G2.2.3, G3.1.3a, G3.2.3a, G3.2.3b)

EL.D.13. Evidence of Learning: Students will be able to discuss the diverse environmental regions of North America, their relationship to local economies, and the origins and prospects of environmental problems in those regions. (G1.1.3b, G1.2.3b, G2.2.3, G3.1.3a, G3.2.3a, G3.2.3b)

EL.D.14. Evidence of Learning: Students will be able to discuss the reasons for the nation's changing immigration policy, with emphasis on how the Immigration Act of 1965 and successor acts have transformed American society. (C1.1.3b, C1.2.3a, C1.2.3b, C1.3.3a, C2.1.3a, C2.2.3a, C2.3.3c, C3.1.3a, C3.1.3b, C3.2.3a, C4.1.3a, C4.1.3b, C4.2.3a, C4.2.3b, C4.3.3a)

EL.D.15. Evidence of Learning: Students will be able to discuss the significant domestic policy speeches of Truman, Eisenhower, Kennedy, Johnson, Nixon, Carter, Reagan, Bush, Clinton, and Bush. (C1.1.3b, C1.2.3a, C1.2.3b, C1.3.3a, C2.1.3a, C2.2.3a, C2.3.3c, C3.1.3a, C3.1.3b, C3.2.3a, C4.1.3a, C4.1.3b, C4.2.3a, C4.2.3b, C4.3.3a)

EL.D.16. Evidence of Learning: Students will be able to explain how federal, state, tribal, and local governments have responded to demographic and social changes such as population shifts to the suburbs, racial concentration in the cities, international migration, decline of family farms, increases in single parenthood, and drug abuse. (C1.1.3b, C1.2.3a, C1.2.3b, C1.3.3a, C2.1.3a, C2.2.3a, C2.3.3c, C3.1.3a, C3.1.3b, C3.2.3a, C4.1.3a, C4.1.3b, C4.2.3a, C4.2.3b, C4.3.3a)

EL.D.17. Evidence of Learning: Students will be able to explain how demands of African Americans helped produce a stimulus for civil rights for various cultural, ethnic, social, and religious groups in our country. (C1.1.3b, C1.2.3a, C1.2.3b, C1.3.3a, C2.1.3a, C2.2.3a, C2.3.3c, C3.1.3a, C3.1.3b, C3.2.3a, C4.1.3a, C4.1.3b, C4.2.3a, C4.2.3b, C4.3.3a)

EL.D.18. Evidence of Learning: Students will be able to examine and analyze the key events, leaders, policies, and court cases in the evolution of civil rights. (C1.1.3b, C1.2.3a, C1.2.3b, C1.3.3a, C2.1.3a, C2.2.3a, C2.3.3c, C3.1.3a, C3.1.3b, C3.2.3a, C4.1.3a, C4.1.3b, C4.2.3a, C4.2.3b, C4.3.3a)

EL.D.19. Evidence of Learning: Students will be able to explain how federal tribal sovereignty affects state and local governments (e.g., property rights, natural resources conservation, fishing and hunting rights, economic development) (C1.1.3b, C1.2.3a, C1.2.3b, C1.3.3a, C2.1.3a, C2.2.3a, C2.3.3c, C3.1.3a, C3.1.3b, C3.2.3a, C4.1.3a, C4.1.3b, C4.2.3a, C4.2.3b, C4.3.3a)

EL.D.20. Evidence of Learning: Students will be able to analyze the women's rights movement launched in the 1960s and its ties to earlier action taken by Elizabeth Stanton and Susan B. Anthony. (C1.1.3b, C1.2.3a, C1.2.3b, C1.3.3a, C2.1.3a, C2.2.3a, C2.3.3c, C3.1.3a, C3.1.3b, C3.2.3a, C4.1.3a, C4.1.3b, C4.2.3a, C4.2.3b, C4.3.3a)

EL.D.21. Evidence of Learning: Students will be able to describe the effects on society and the economy of technological developments since 1945, including the computer revolution, changes in communication, advances in medicine, and improvements in agricultural technology. (C1.1.3b, C1.2.3a, C1.2.3b, C1.3.3a, C2.1.3a, C2.2.3a, C2.3.3c, C3.1.3a, C3.1.3b, C3.2.3a, C4.1.3a, C4.1.3b, C4.2.3a, C4.2.3b, C4.3.3a)

EL.D.23. Evidence of Learning: Students will be able to describe the effects of the liberalization in trade on society in the United States (e.g. NAFTA) (E1.2.3b, E2.2.3c, E2.4.3, E3.1.3a, E3.1.3b, E3.1.3.3d)

WA.1.1. Social Studies Skills: Inquiry and Information Skills: Understand and use inquiry and information skills required by citizens in a democratic society.

1.1.3a. Formulate a thesis statement in the social studies that examines why as well as how.

1.1.3b. Identify key words; use advanced search strategies; independently locate appropriate and varied information sources; evaluate primary/secondary sources.

1.1.3d. Evaluate reliability, credibility, and validity of information from a variety of social studies sources.

1.1.3e. Produce and interpret outlines, charts, graphs, maps, tables, timelines, and decision-making grids that explain problems and/or construct solutions.

1.1.3f. Create a product that uses social studies content to support a thesis and present the product in an appropriate manner to a meaningful audience.

WA.2.1. Social Studies Skills: Interpersonal and Group Process Skills: Understand and use interpersonal and group process skills required by citizens in a democratic society.

2.1.3a. Voice original ideas; demonstrate content knowledge; persuade audience; listen critically and build upon the ideas of others; ask clarifying questions and challenge statements of others; negotiate and compromise.

2.1.3c. Select appropriate people to gain needed information; identify bias of subject; ask questions to refine and verify understanding.

WA.3.1. Social Studies Skills: Critical Thinking Skills: Understand and apply critical thinking and problem solving skills to make informed and reasoned decisions.

3.1.4a. Identify central issue; formulate appropriate questions; identify multiple perspectives; compare and contrast; validate data using multiple sources; determine relevant information; paraphrase problem.

3.1.4b. Distinguish between fact, opinion, and reasoned argument; clarify point of view and context; identify assumptions and fallacies; recognize stereotypes, cliches, bias, and propaganda techniques; evaluate accuracy and timeliness of information; determine main message and identify target audiences; analyze credibility and authenticity.

3.1.4c. Compare benefits and costs; suggest alternatives; predict probable consequences; provide evidence to justify best solution; select most effective manner of communicating solution.

3.1.4d. Hypothesize possible outcomes from an initial event recognizing multiple causes and accidental factors.

3.1.4e. Group human and natural events into broadly defined eras and use timelines to explain patterns of continuity and change in the succession of events.

3.1.4f. Reconstruct and express multiple points of view and integrate a historic, geographic, civic, or economic perspective.

WA.H.1. History: The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-effect relationships in the United States, world, and Washington State history.

H.1.1. Understand and analyze historical time and chronology.

H.1.1.3a. Group events and individuals by broadly defined historical eras and use timelines to identify and explain patterns of historical continuity and change in a succession of related events; compare and contrast different cultural perceptions of time.

H.1.1.3b. Compare and evaluate competing historical narratives, analyze multiple perspectives, and challenge arguments of historical inevitability.

H.1.2. Understand events, trends, individuals, and movements shaping the United States, world, and Washington State history.

H.US1.2.3. United States History: Identify and analyze major concepts, people, and events in the 20th century U.S. History including: Emergence of America as a world power (1890-1918); Reform, prosperity, and depression; WW II, the Cold War, and International Relations (1939-Present); Post-World War II domestic, political, social, and economic issues (1945-present).

H.WH1.2.3. World History: Identify and analyze major concepts, people, and events in world history from 1600 to the present including: Global expansion and encounter (1450-1770); Age of Revolutions (1750-1914); Causes and consequences of WW1 and WWII (1870-1989); Emergence and development of new nations (1945-present); Challenges to democracy and human rights (1900-present)

H.1.3. Examine the influence of culture on the United States, world, and Washington State history.

H.1.3.3a. Examine and analyze how the contributions of various cultural groups influence society.

WA.H.2. History: The student understands the origin and impact of ideas and technological developments on history.

H.2.1. Compare and contrast ideas in different places, time periods, and cultures, and examine the interrelationships between ideas, change, and conflict.

H.2.1.3a. Compare and analyze major ideas in different places, times, and cultures, and how those ideas have brought about continuity, change, or conflict.

H.2.2. Understand how ideas and technological developments influence people, culture, and environment.

H.2.2.3a. Analyze how technological developments have changed people's ideas about the natural world and evaluate their short and long-term consequences.

WA.G.1. Geography: The student uses maps, charts, and other geographic tools to understand the spatial arrangement of people, places, resources, and environments on Earth's surface.

G.1.1. Use and construct maps, charts, and other resources to gather and interpret geographic information.

G.1.1.3a. Produce and interpret maps, tables, and graphs to help explain phenomenon such as transportation networks within regions, literacy rates, voting patterns, or the variation in population density in relation to resources and land use (Five Themes).

G.1.2. Recognize spatial patterns on Earth's surface and understand the processes that create these patterns.

G.1.2.3a. Explain why different places of the world have particular physical and human characteristics (Five Themes).

WA.G.2. Geography: The student understands the complex physical and human characteristics of places and regions.

G.2.1. Describe the natural characteristics of places and regions and explain the causes of their characteristics.

G.2.1.3a. Describe and interpret the physical processes that shape places and regions (Location, Region, Place).

G.2.2. Describe the patterns humans make on places and regions.

G.2.2.3a. Analyze how social, cultural, and economic influences shape the physical features of places and regions (Five Themes).

G.2.3. Identify the characteristics that define the Pacific Northwest and the Pacific Rim as regions.

G.2.3.3a. Analyze how cultural and physical features define the Pacific Rim as a region (Five Themes).

WA.G.3. Geography: The student observes and analyzes the interaction between people, the environment, and culture.

G.3.1. Identify and examine people's interaction with and impact on the environment.

G.3.1.3a. Analyze and evaluate the positive benefits and negative consequences of people's different uses of the environment (Human/Environment Interaction, Region).

G.3.1.3b. Analyze how environmental knowledge and responsible action can encourage species' survival in the midst of air, water, and land issues (Human/ Environment Interaction, Region).

G.3.2. Analyze how the environment and environmental changes affect people.

G.3.2.3a. Detect and interpret how changes in the physical environment enhance or diminish its capacity to support human activity (Five Themes).

G.3.2.3b. Analyze how technological innovation may both solve environmental problems and create new ones (Five Themes).

G.3.3. Examine cultural characteristics, transmission, diffusion and interaction.

G.3.3.3a. Evaluate how the numerous subcultures that comprise a national culture interact and examine the consequences of their interaction (Five Themes).

G.3.3.3b. Analyze how peoples' responses to policy debates are shaped by cultural influences (Five Themes).

G.3.3.3c. Examine how communication technologies are bridging and impacting cultures (Five Themes).

WA.C.1. Civics: The student understands and can explain the core values and democratic principles of the United States as set forth in foundational documents, including the Declaration of Independence and the Constitution.

C.1.1. Understand and interpret the major ideas set forth in the Declaration of Independence, the Constitution, and other foundational documents.

C.1.2. Examine key ideals of United States democracy such as individual human dignity, liberty, justice, equality, and the rule of law.

C.1.2.3a. Analyze why democratic ideals demand that people work together to reduce the disparity between those ideals and realities.

C.1.3. Examine representative government and citizen participation.

C.1.3.3a. Examine and evaluate how citizens use and influence governmental institutions and processes to solve problems.

WA.C.2. Civics: The student analyzes the purposes and organization of government and laws.

C.2.1. Understand and explain the organization of government at the federal, state, and local level including the executive, legislative, and judicial branches.

C.2.1.3a. Analyze problems and solutions related to the distribution of authority.

C.2.2. Understand the function and effect of law.

C.2.2.3a. Explain how the Constitution is maintained as the supreme law of the land and how it is changed or amended.

C.2.3. Compare and contrast democracies with other forms of government.

C.2.3.3a. Compare and contrast U.S. democracy and other forms of government.

WA.C.3. Civics: The student understands the purposes and organization of international relationships and how United States foreign policy is made.

C.3.1. Understand how the world is organized politically and how nations interact.

C.3.1.3a. Evaluate how national interests are maintained through international agreements, treaties, and alliances.

C.3.2. Recognize factors and roles that affect the development of foreign policy by the United States, other nations, and multinational organizations.

C.3.1.3a. Evaluate how national interests are maintained through international agreements, treaties, and alliances.

WA.C.4. Civics: The student understands the rights and responsibilities of citizenship and the principles of democratic civic involvement.

C.4.1. Understand individual rights and their accompanying responsibilities including problem-solving and decision-making at the local, state, national, and international level.

C.4.2. Identify and demonstrate rights of United States citizenship related to school, local, state, national, and international issues.

C.4.3. Explain how various stakeholders influence public policy.

WA.E.1. Economics: Students understand the impact of scarcity on their personal lives and on the households, businesses, governments, and societies in which they are participants.

E.1.1. Understand that the condition of scarcity requires people to choose among alternatives and bear the consequences of that choice.

E.1.1.3a. Using the concepts of scarcity, choice, and incentives explain the use of a contemporary resource.

E.1.1.3b. Analyze how choices made by businesses and individuals can impose costs on others.

E.1.2. Understand that the availability and use of resources influences the production of goods and services in the economy.

E.1.2.3a. Identify how cost of resources impact production decisions.

E.1.2.3b. Explain how the difficulty of assessing the real costs of resources has consequences on present and future production and quality of life.

WA.E.2. Economics: Students understand the essential characteristics of past and present economic systems.

E.2.1. Recognize that both buyers and sellers participate in voluntary trade because both expect to gain from the exchange.

E.2.1.3a. Explain how comparative advantage within markets leads to production choices and specialization.

E.2.2. Explain how different economic systems produce, distribute, and exchange goods and services.

E.2.2.3a. Evaluate how the nature of distribution may advantage or disadvantage particular groups of people.

E.2.2.3b. Predict how a change in a law or custom could affect production, distribution, or consumption of a good or service.

E.2.2.3c. Evaluate how the characteristics of economic systems may advantage or disadvantage particular groups of people.

E.2.3. Understand that prices in competitive markets create incentives that influence the choices of buyers and sellers.

E.2.3.3a. Explain how prices provide information and serve as incentives that assist producers and consumers in making decisions.

E.2.3.3b. Analyze how prices coordinate production and exchange in domestic and international markets.

E.2.4. Understand that investment in people, tools, and technology affects employment levels and standards of living.

E.2.4.3a. Explain how investments in human capital can increase productivity but such investments entail opportunity costs and risks.

WA.E.3. Economics: Students understand the role of government and institutions in past and present economic systems.

E.3.1. Analyze the role of government as participant in an economy through taxation, spending, and policy setting.

E.3.1.3a. Analyze costs and benefits of the roles of government in establishing and enforcing property rights or contractual agreements to protect the producer and consumer while attending to the public interest.

E.3.1.3b. Analyze costs and benefits of how governments redistribute income through taxation and government expenditures.

E.3.2. Understand the role of money, banking, and financial institutions and how individuals and businesses use them.

E.3.1.3b. Analyze costs and benefits of how governments redistribute income through taxation and government expenditures.

WA.1. CIVICS - The student understands and applies knowledge of government, law, politics, and the nation's fundamental documents to make decisions about local, national, and international issues and to demonstrate thoughtful, participatory citizenship.

1.1. Understands key ideals and principles of the United States, including those in the Declaration of Independence, the Constitution, and other fundamental documents.

1.1.1. IDEALS & PRINCIPLES: Analyzes and evaluates the ways in which the U.S. Constitution and other fundamental documents promote key ideals and principles.

1.1.2. APPLICATION OF IDEALS & PRINCIPLES: Evaluates how well court decisions and government policies have upheld key ideals and principles in the United States.

1.2. Understands the purposes, organization, and function of governments, laws, and political systems.

1.2.2. FUNCTION OF GOVERNMENT: Evaluates the effectiveness of the system of checks and balances during a particular administration, court, Congress, or legislature.

1.3. Understands the purposes and organization of international relationships and United States foreign policy.

1.3.1. INTERNATIONAL RELATIONSHIPS: Analyzes and evaluates the causes and effects of U.S. foreign policy on people in the United States and the world in the past or present.

1.4. Understands civic involvement.

1.4.1. CIVIC INVOLVEMENT: Analyzes and evaluates ways of influencing local, state, and national governments to preserve individual rights and promote the common good.

WA.2. ECONOMICS - The student applies understanding of economic concepts and systems to analyze decision-making and the interactions between individuals, households, businesses, governments, and societies.

2.1. Understands that people have to make choices between wants and needs and evaluate the outcomes of those choices.

2.1.1. ECONOMIC CHOICES: Analyzes the incentives for people's economic choices in the United States in the past or present.

2.2. Understands how economic systems function.

2.2.1. ECONOMIC SYSTEMS: Understands that nations have competing philosophies about how best to produce, distribute, and consume goods, services, and resources.

2.2.2. TRADE: Analyzes how comparative advantage has affected United States imports and exports in the past or present.

2.3. Understands the government's role in the economy.

2.3.1. GOVERNMENT AND THE ECONOMY: Evaluates the role of the U.S. government in regulating a market economy in the past or present.

2.4. Understands the economic issues and problems that all societies face.

2.4.1. ECONOMIC ISSUES: Analyzes and evaluates how people in the United States have addressed issues involved with the distribution of resources and sustainability in the past or present.

WA.3. GEOGRAPHY - The student uses a spatial perspective to make reasoned decisions by applying the concepts of location, region, and movement and demonstrating knowledge of how geographic features and human cultures impact environments.

3.1. Understands the physical characteristics, cultural characteristics, and location of places, regions, and spatial patterns on the Earth's surface.

3.1.1. MAPS AND GEOGRAPHIC TOOLS: Analyzes information from geographic tools, including computer-based mapping systems, to draw conclusions on an issue or event.

3.1.2. CHARACTERISTICS AND SPATIAL ORGANIZATION OF PLACES AND REGIONS: Analyzes how differences in regions and spatial patterns have emerged in the United States from natural processes and human activities.

3.2. Understands human interaction with the environment.

3.2.1. HUMAN-ENVIRONMENTAL INTERACTION: Analyzes and evaluates human interaction with the environment in the United States in the past or present.

3.2.2. CULTURE: Analyzes cultural interactions.

3.2.3. HUMAN MIGRATION: Analyzes the causes and effects of voluntary and involuntary migration in the United States in the past or present.

3.3. Understands the geographic context of global issues and events.

3.3.1. GEOGRAPHIC CONTEXT OF GLOBAL ISSUES: Analyzes and evaluates elements of geography to trace the emergence of the United States as a global economic and political force in the past or present.

WA.4. HISTORY - The student understands and applies knowledge of historical thinking, chronology, eras, turning points, major ideas, individuals, and themes in local, Washington State, tribal, United States, and world history in order to evaluate how history shapes the present and future.

4.1. Understands historical chronology.

4.1.2. CHRONOLOGICAL ERAS: Understands how the following themes and developments help to define eras in U.S. history:

4.1.2.a. Our foundations (1776 - 1791).

4.1.2.b. Industrialization and the emergence of the United States as a world power (1890 - 1918).

4.1.2.c. Reform, prosperity, and the Great Depression (1918 - 1939).

4.1.2.d. World War II, the Cold War, and international relations (1939 - 1991).

4.1.2.e. Movements and domestic Issues (1945 - 1991).

4.1.2.f. Entering a new era (1991 - present).

4.2. Understands and analyzes causal factors that have shaped major events in history.

4.2.1. INDIVIDUALS AND MOVEMENTS: Evaluates how individuals and movements have shaped the United States (1890 - present).

4.2.2. CULTURES AND CULTURAL GROUPS: Analyzes how cultures and cultural groups have shaped the United States (1890 - present).

4.2.3. IDEAS AND TECHNOLOGY: Analyzes and evaluates how technology and ideas have shaped U.S. history (1890 - present).

4.3. Understands that there are multiple perspectives and interpretations of historical events.

4.3.1. HISTORICAL INTERPRETATION: Analyzes differing interpretations of events in U.S. history (1890 - present).

4.3.2. MULTIPLE CAUSATION: Analyzes multiple causes of events in U.S. history, distinguishing between proximate and long-term causal factors (1890 - present).

4.4. Uses history to understand the present and plan for the future.

4.4.1. HISTORICAL ANTECENDENTS: Analyzes how an understanding of United States history can help us prevent problems today.

WA.5. SOCIAL STUDIES SKILLS - The student understands and applies reasoning skills to conduct research, deliberate, form, and evaluate positions through the processes of reading, writing, and communicating.

5.1. Uses critical reasoning skills to analyze and evaluate positions.

5.1.1. UNDERSTANDS REASONING: Analyzes the underlying assumptions of positions on an issue or event.

5.1.2. EVALUATES REASONING: Evaluates the depth of a position on an issue or event.

5.2. Uses inquiry-based research.

5.2.1. FORMS QUESTIONS: Evaluates and revises research questions to refine inquiry on an issue or event.

5.2.2. ANALYZES SOURCES: Evaluates the validity, reliability, and credibility of sources when researching an issue or event.

5.3. Deliberates public issues.

5.3.1. DELIBERATION: Creates and articulates possible alternative resolutions to public issues and evaluates these resolutions using criteria that have been identified in the context of a discussion.

5.4. Creates a product that uses social studies content to support a thesis and presents the product in an appropriate manner to a meaningful audience.

5.4.1. CREATES POSITION AND PRODUCT: Evaluates and interprets other points of view on an issue within a paper or presentation.