Civics
(Grades 6-8) |
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| Students
will: |
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1a)
understand that governments have the power to make and enforce
laws and regulations, levy taxes, conduct foreign policy,
and make war.
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1b) analyze
the different functions of federal, state, and local governments
in the United States and examine the reasons for the different organizational
structures each level of government employs. |
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2a) understand
that the concept of majority rule does not mean that the rights
of minorities may be disregarded and will examine and apply the
protections accorded those minorities in the American political
system. |
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2b)
understand the
principles and content of major American state papers such as the
Declaration of Independence; United States Constitution (including
the Bill of Rights); and the Federalist Papers. |
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3a) understand
that civil rights secure political freedom while property rights
secure economic freedom and that both are essential protections
for United States citizens. |
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3b) understand
that American citizenship includes responsibilities such as voting,
jury duty, obeying the law, service in the armed forces when required,
and public service. |
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4) follow the
actions of elected officials, and understand and employ the mechanisms
for communicating with them while in office. |
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Civics
(Grades 9-12) |
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| Students
will: |
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1) analyze the
ways in which structrure and purposes of different governments around
the world reflect differing ideologies, cultures, values, and histories. |
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2a) examine
and analyze the extra-Constitutional role that political parties
play in American politics. |
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2b) understand
that the functioning of the government is a dynamic process which
combines the formal balances of power incorporated in the Constitution
with traditions, precedents, and interpretations which have evolved
over the past 200 years. |
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3) understand
that citizens are individually responsible for keeping themselves
informed about public policy issues on the local, state, and federal
levels; participating in the civic process; and upholding the laws
of the land. |
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4a) develop
and employ the skills necessary to work with government programs
and agencies. |
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4b) understand
the process of working with a political party, a commission engaged
in examining public policy, or a citizen's group. |
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Economics
(Grades 6-8) |
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| Students
will: |
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1) analyze how
changes in technology, costs, and demand interact in competitive
markets to determine or change the price of goods and services. |
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2) analyze the
role of money and banking in the economy, and the ways in which
government taxes and spending affect the functioning of market economics. |
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3) demonstrate
the ways in which the means of production, distribution, and exchange
in different economic systems have a relationship to cultural values,
resources, and technologies. |
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4) examine how
nations with different economic systems specialize and become interdependent
through trade and how government policies allow either free or restricted
trade. |
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Economics
(Grades 9-12) |
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| Students
will: |
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1) demonstrate
how individual economic choices are made within the context of a
market economy in which markets influence the production and distribution
of goods and services. |
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2) develop an
understanding of how economics function as a whole, including the
causes and effects of inflation, unemployment, business cycles,
and monetary and fiscal policies. |
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3) analyze the
wide range of opportunities and consequences resulting from the
current transitions from command to market economies in many countries. |
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4) analyze and
interpret the influence of the distribution of the world's resources,
political stability, national efforts to encourage or discourage
trade, and the flow of investment on patterns of international trade. |
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Geography
(Grades 6-8) |
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| Students
will: |
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1) demonstrate
mental maps of the world and its subregions which include the relative
location and characteristics of major physical features, political
divisions, and human settlements. |
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2) apply a knowledge
of the major processes shaping natural environments to understand
how different peoples have changed and been affected by physical
environments in the world's sub-regions. |
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3) identify
and explain the major cultural patterns of human activity in the
world's sub-regions. |
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4a) understand
the processes affecting the location of economic activities in different
world regions. |
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4b) explain
how conflict and cooperation among people contributes to the division
of the Earth's surface into distinctive cultural regions and political
territories. |
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Geography
(Grades 9-12) |
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| Students
will: |
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1a) identify
geographic patterns which emerge when collected data is mapped,
and analyze mapped patterns through the application of such common
geographic principles as: Hierarchy, Accessibility, Diffusion, or
Complimentarity. |
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1b) apply the
analysis of mapped patterns to the solution of problems. |
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2) understand
the Earth's physical environment as a set of interconnected systems
(ecosystems) and the ways humans have perceived, reacted to, and
changed environments at local to global scales. |
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3) understand
the processes which result in distinctive cultures, economic activity,
and settlement form in particular locations across the world. |
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4) apply knowledge
of the types of regions and methods of drawing boundaries to interpret
the Earth's changing complexity. |
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History
(Grades 6-8) |
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| Students
will: |
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1) examine historical
materials relating to a particular region, society, or theme; analyze
change over time, and make logical inferences concerning cause and
effect. |
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2a) master the
basic research skills necessary to conduct an independent investigation
of historical phenomena. |
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2b) examine
historical documents, artifacts, and other materials, and analyze
them in terms of credibility, as well as the purpose, perspective,
or point of view for which they were constructed. |
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3) compare different
historians' descriptions of the same societies in order to examine
how the choice of questions and use of sources may affect their
conclusions. |
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| History
Content |
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| Students
will: |
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4a) develop
an understanding of pre-industrial United States history and its
connections to Delaware. |
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4b) develop
an understanding of ancient and medieval world history, and the
continuing influence of major civilizations. |
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History
(Grades 9-12) |
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| Students
will: |
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1) analyze historical
materials to trace the development of an idea or trend across space
or over a prolonged period of time in order to explain patterns
of historical continuity and change. |
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2a) develop
and implement effective research strategies for investigating a
given historical topic. |
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2b) examine
and analyze primary and secondary sources in order to differentiate
between historical facts and historical interpretations. |
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3) compare competing
historical narratives by contrasting different historians' choice
of questions, use and choice of sources, perspectives, beliefs,
and points of view, in order to demonstrate how these factors contribute
to different interpretations. |
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| History
Content |
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| Students
will: |
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4a) develop
an understanding of modern United States history, its connections
to both Delaware and world history. |
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4b) develop
an understanding of recent and modern world history and its connections
to United States history. |
Delaware Content
Standards 
