SOCIAL SCIENCE

GRADES 5-6/STAGES D-F - SOCIAL SCIENCE

1. CLASSIFYING RESOURCES

Performance Standard (15A/15C) .D
Create a three-column chart and classify items from a list of productive resources into the appropriate resource category accordingly:

• Knowledge: identify productive resources (human, natural, capital) used in the production of goods and services;
• Reasoning: classify the examples of resources accurately; and
• Communication: create a three-column chart that classifies the examples of resources into three categories; express all ideas in a way that provides evidence of knowledge and reasoning processes.

2. HUNTER/GATHERERS

Performance Standard (16CW/16EUS/16EW) .D
Create a chart listing how a North American hunter/gatherer groups, and a hunter/gatherer group from another part of the world, uses the environment for food, shelter, clothing and tools accordingly:

• Knowledge: identify how the environment is used to obtain food, shelter, clothing and tools;
• Reasoning: compare the information to write a summary showing the similarities and differences in the two groups; and
• Communication: create a chart and write a summary that is well-organized, well-focused and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

3. PEOPLE AND THE PHYSICAL ENVIRONMENT OF ILLINOIS

Performance Standards (16CUS/17B) .D
Using the Internet and library readings, students will gather information on how the people of Illinois from the time of statehood to the present have used the physical environment to meet their needs accordingly:

• Knowledge: identify principle ways people have used the physical environment in Illinois and classify them as survival, economic and social needs;
• Reasoning: compare the use of the physical environment and show how it has changed or not changed overtime; and
• Communication: make a chart and write a short essay that is well-organized, well-focused and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

4. LLOYD’S CORNER

Performance Standard (17C/17D).D
Write a description of how a local environment has changed over time and why these changes have occurred accordingly:

• Knowledge: Describe and record changes in Lloyd’s Corner (a local environment) over time as depicted in pictures taken at four different time periods;
• Reasoning: Analyze the reasons for the changes in Lloyd’s Corner; and
• Communication: Produce an essay that is well focused, well-organized and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

5. SIGNIFICANT PEOPLE

Performance Standard 16DUS.E
Make a presentation explaining why a person was important to social history in Illinois and/or the United States accordingly:

• Knowledge: Describe the significant person’s biographical data, education and training, positions/jobs including those not related to the person’s contributions to history, and major contributions.
• Reasoning: Assess the influence that this person’s contributions had on the social lives of others in Illinois or the United States and predict what Illinois or the United States might have been without those contributions.
• Communication: Prepare and deliver a presentation that is well-focused, well-organized and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

6. NATURAL HAZARDS IN ILLINOIS AND THE UNITED STATES

Performance Standard 17C.E
Identify natural hazards on a map of Illinois or the United States and write a paragraph listing several ways peoplecan be affected by natural hazards accordingly:

• Knowledge: Identify at least five natural hazards and their locations in Illinois and the United States.
• Reasoning: Analyze the harmful effects of natural hazards on people.
• Communication: Produce a map and explanation that are well-organized and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

7. NEW TECHNOLOGIES

Performance Standard 15D.F
Create a poster and write an essay showing how and why technology changes over time accordingly:

• Knowledge: Describe changes in one kind of technology over three time periods: past, present, and future.
• Reasoning: Analyze the evolution of change in the technology and project a future generation of that technology.
• Communication: Create a poster and write an essay that is well-focused, well-organized and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

8. THE PLOW

Performance Standard 16EUS.F
Make a timeline showing how major events and advancements in the development of the plow accordingly:

• Knowledge: Describe and date at least ten major events and advancements in the development of the plow from prehistoric to present day.
• Reasoning: Analyze the impacts of the advancements of the plow on our lives.
• Communication: Create a timeline and captions that are well-organized and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

9. TECHNOLOGY AND CHANGE

Performance Standard (16EW/17C) .F
Write a paragraph explaining how a technological innovation in a region of the world has affected the region accordingly:

• Knowledge: identify the approximate time period when the technological innovation emerged;
• Reasoning: evaluate the overall worth of the technological innovation and explain how it has affected the people and the environment in their region
• Communication: write a paragraph that is well-organized, well-focused and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

10. ECOSYSTEMS

Performance Standard 17B.F
Using pictures or photographs make a collage of the local ecosystem and another collage of an ecosystem in another area of the United States and compare the two with a Venn diagram accordingly:

• Knowledge: identify items that could be part of a local ecosystem and items of an ecosystem in another area;
• Reasoning: compare the two ecosystems showing similarities and differences in each; and
• Communication: make a collage of both ecosystems, create a Venn diagram to show the similarities and differences and write a summary that is well-organized, well-focused and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

11. MIGRATION AND TECHNOLOGY

Performances Standard 17D.F
Using a list of different human migrations, both forced and voluntary, which have occurred in United States History, have students identify a type of associated technology and explain how the migration was influenced by the technology accordingly:

• Knowledge: identify three human migrations that took place in the United States and a technology associated with the migration;
• Reasoning: analyze the migration and explain the influence of the technology on the human migration; and
• Communication: write an essay that is well-organized, well-focused and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

DESCRIPTORS - STAGE D

  14B - Students who meet the standard can understand the structures and functions of the political systems of Illinois, the United States, and other nations.

3. Summarize the function of the three branches of government found within the state and federal government.
4. Compare and contrast how local and state governments provide services to people.
5. Distinguish between the powers and responsibilities of local, state, and federal government.

  14D - Students who meet the standard can understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations.

3. Identify a controversial issue in the community.

  15A - Students who meet the standard understand economic systems, with an emphasis on the United States.

1. Identify the productive resources (human, natural, capital) used in the production of goods and services they use.
2. Identify alternative uses for a given a set of productive resources.

  16A - Students who meet the standard can apply the skills of historical analysis and interpretation.

1. Place a randomly ordered series of events at the proper points on a timeline to differentiate between BCE and CE time.
2. Compare life in one region or place during two different time periods using a combination of historical sources.
3. Describe historical trends using data supplied on a graph or chart.
4. Describe changes in a region or place using an historical atlas.
5. List the details found on an historical artifact to determine its manufacture, date, and use.
6. Describe aspects of life in a specific period in a specific region or place using a combination of historical sources.
7. Locate a website for the study of history on the World Wide Web.

  16C - Students who meet the standard understand the development of economic systems.

1. Place a series of economic events in their proper location on a timeline of United States history.
2. Identify the different types of economic activities of early people in Illinois (e.g., Native Americans, pioneers).
3. Describe how the environment affected the economic activities of the early people of Illinois.
4. Compare/contrast past economic activities to contemporary economic activities.
6. Identify the differences between an agricultural society and a hunting/ gathering way of life.

  16D - Students who meet the standard understand Illinois, United States, and world social history.

1. Locate examples/stories of the changing roles of people over time.
2. Identify the turning points in local, Illinois, and United States social history.
3. Compare the life of people of various social status in the past to people of the same status during another time period.

  16E - Students who meet the standard understand Illinois, United States, and world environmental history.

1. Place a series of environmental events in their proper location on a timeline of United States history.
2. Describe how hunter-gatherer cultures in the pre-colonial Illinois country and other regions of North America used the environment in terms of securing food, shelter, clothing, and tools (technology).
3. Describe how changes in weather/climate affected the physical and cultural features of the environment in the mid-west and other regions of North America using maps, geographic tools, images, and other sources.
4. Identify the rivers that fostered the growth and development of North America. Explain how the locations of agricultural and industrial regions of the United States help to understand the nation's growth and development.
5. Identify on a map of Illinois the lands associated with Native American tribes.
6. Locate sources about the environment during a specific period of Illinois or United States history using the World Wide Web.

  17A - Students who meet the standard can locate, describe and explain places, regions and features on Earth.

3. Create a map of the local community containing basic elements (e.g., lines, points, and symbols)
5. Locate on maps, major bodies of water and river systems in Illinois.

  17B - Students who meet the standard can analyze and explain characteristics and interactions of Earth's physical systems.

1. Compare ways the physical environment is used to meet needs of people (e.g., cutting trees, mining, raising food).
5. Recognize that people can work together to preserve and protect the natural resources and environment.

  17C - Students who meet the standard can understand relationships between geographic factors and society.

1. Discuss how different groups of people in the world adapt to the physical and human environment to meet their needs.
2. Compare ways in which people in urban and rural communities meet their needs from the environment.
3. Explain how environmental problems may result from the use of technology and ways that technology might be used to solve environmental problems.
4. Identify resources whose value has changed over time as technology has changed.
5. Observe, describe, and record changes in the local environment over time.
6. Organize a series of pictures to show landscape changes from prairie to farmland.

  17D - Students who meet the standard can understand the historical significance of geography.

1. Compare historical and contemporary perceptions people have of the same place using landscape paintings, photographs, maps, and narratives.
2. Describe the geographic history of the community using old maps, photographs, and interviews with older residents.
3. Analyze how the physical features of Illinois have affected the settlement patterns of the state (e.g., rivers, valleys, prairie).
4. Explain how a part of American culture (e.g., Mode of dress, music, architecture) has changed overtime.
5. Analyze sources of information (e.g., newspapers from other towns, souvenirs, web-sites) that reflect different cultural traits.

  18A - Students who meet the standard can compare characteristics of culture as reflected in language, literature, the arts, traditions, and institutions.

1. Discuss cultural differences in various geographic regions in the United States.
2. Explain the significance of knowing about more than one culture.
3. Describe how a culture other than the student's own uses its technology to adapt to its environment.
4. Identify changes in cultural traits over time.
5. Describe how changes in technology bring about changes in daily life.
6. Explain how a part of American culture (e.g., Mode of dress, music, architecture) has changed overtime.
7. Analyze sources of information (e.g., newspapers from other towns, souvenirs, web-sites) that reflect different cultural traits.
8. Describe how culture is shared through music, art, and literature throughout the world over time.
9. Describe how an artistic tradition has been changed by technology (e.g., photography, music).

  18C - Students who meet the standard can understand how social systems form and develop over time.

1. Give examples of how technology helps to transform a society. 

DESCRIPTORS - STAGE E

  16A - Students who meet the standard can apply the skills of historical analysis and interpretation.

1. Explain how life changed or stayed the same in a region or place using two historic maps that depict different times in that region or place.
2. Describe trends during a time period using political, economic, environmental, and social data from appropriate graphs or charts.
3. Distinguish between primary and secondary sources.
4. Formulate a research question about the past that includes its "people", "space", and "time" dimensions.
5. Identify sources in the school or local library that will help answer a research question.
6. Locate on the World Wide Web one source pertaining to each of "people", "space", and "time" dimensions of a research question.

  16C - Students who meet the standard understand the development of economic systems.

1. Identify turning points in United States economic history.
2. Describe the economic choices people made or were forced to make during the development of the early economy of the United States.
3. Describe how slavery and indentured servitude were related to the wants of economic interest groups in the United States.
4. Explain how the economic choices people made in the past affected their political and social lives and their environment.

  16E - Students who meet the standard understand Illinois, United States, and world environmental history.

1. Identify turning points in United States environmental history.
2. Explain how a community or state's location helps to understand its growth and development over time.
3. Organize a series of Illinois or United States maps on one environmental theme into an historical atlas.
4. Describe how various people around North America used human or animal power to cultivate crops before the onset of mechanized technology.
5. Provide an example of how some people continue to depend on human or animal power to survive in North America.
6. Describe the physical and cultural features of life in the pre-colonial Illinois country using images documenting the archaeological record.
7. Describe the effects of a significant invention or technological innovation on the physical and cultural environment of Illinois between 1700 and 1818.

  17A - Students who meet the standard can locate, describe and explain places, regions and features on Earth.

1. Mark major ocean currents, wind patterns, landforms, and climate regions on a map.
2. Create thematic maps and graphs of the students' local community, Illinois, United States, and the world using data and a variety of symbols and colors (e.g., to indicate patterns of population, disease, economic features, rainfall, vegetation).
3. Describe the locations of major physical and human features in the community.
4. Explain how major urban centers in Illinois are connected to other urban centers in Illinois and the United States (e.g., transportation arteries, communication systems, cultural and recreational relationships).
5. Design symbols as references for map interpretation and place them in a legend/key to be used on a map.

  17C - Students who meet the standard can understand relationships between geographic factors and society.

1. Create a map showing the occurrence of natural hazards in Illinois.
2. Map the location of students in your school by coloring the different areas (cafeteria, classrooms, gym, etc.) to show different population densities at a given time of day.
3. Analyze map and aerial photos of the local community and Illinois to determine how humans use, abuse, and protect resources.
4. Identify factors that influence the location of cities (e.g., transportation arteries, physical features, migration, business, industry).

  17D - Students who meet the standard can understand the historical significance of geography.

1. Compare maps of the United States showing landforms, climate, and natural vegetation regions to maps that show population distribution to identify the relationship between settlement and physical features.
2. Analyze how customs and traditions of people from different parts of the world change over time.
3. Describe how physical characteristics of a region or a nation influence people's point of view and the decisions they make over time (e.g., scarcity of water influences water usage, mining resources in mountainous regions, logging forested land in forested areas).

DESCRIPTORS - STAGE F

  15A - Students who meet the standard understand how different economic systems operate in the exchange, production, distribution, and consumption of goods and services.

1. Define productivity.
2. Demonstrate how productivity increases through the use of technology.
3. Demonstrate how education and training improve skills and increase productivity.
4. Explain that in a market economy, producers make the goods and services consumers want.

  15D - Students who meet the standard understand trade as an exchange of goods or services.

1. Define imports.
2. Define exports.
3. Provide examples of economic specialization.
4. Identify technologies that exist today that did not exist in the past (e.g., 10 to 20 years ago).

  16A - Students who meet the standard can apply the skills of historical analysis and interpretation.

1. Distinguish between the important and insignificant details contained in an historical source.
2. Organize a series of historic maps of a region or place into an historical atlas.
3. Place a series of events from the past that are listed on a chronology or timeline and categorize them according to political, economic, environmental, or social importance.
4. Identify the times when significant events intersected using a series of chronologies organized into political, economic, environmental, and social history.
5. Compare two different interpretations of an historical figure.
6. Compare the account of an historic person or event in a textbook with an account of the person or event in another secondary source.
7. Locate on the World Wide Web multiple sources pertaining to a significant historic person or event.
8. Compare the value of primary and secondary sources.

  16C - Students who meet the standard understand the development of economic systems.

1. Explain how significant economic events in the past have altered individual choices and influenced Illinois history.
2. Summarize the impact of significant economic events of earlier periods of Illinois history on contemporary economic structure.
4. Predict how technological advances may affect the United States economic system.
5. Analyze how a significant economic event (e.g., industrialization, the Great Depression, and the rise of computer technology) has influenced the development of the United States economic system.

  16E - Students who meet the standard understand Illinois, United States, and world environmental history.

1. Organize a series of environmental events covering the span of American history, ca.1500-present, into a periodization chart.
2. Describe how the environmental history of a place or region of the United States region has changed over time using a variety of geographic tools, including an historical atlas.
3. Describe how the people of a specific region of the United States gained control over rivers or other principal physical features of their environment.
4. Describe how the competition between or among different groups of people for the same land affected the environment.
5. Assess the effects of a significant invention or technological innovation on the physical and cultural environment on a place or region (e.g., plow, automobile, power plants).

  17A - Students who meet the standard can locate, describe and explain places, regions and features on Earth.

1. Demonstrate understanding of the location of various physical and human features in Illinois, the United States, and the world by sketching a map from memory of different features.
2. Interpret aerial photographs or satellite-produced images to locate and identify physical and human features (e.g., mountain ranges, rivers, vegetation regions, cities, dams, reservoirs).

  17C - Students who meet the standard can understand relationships between geographic factors and society.

1. Compare the natural hazards that occur in Illinois with those occurring in other states to determine their intensity and effect on people.
2. Explain the concentrations of urban settlement centers with high population density using maps of Illinois and the United States.
3. Evaluate effects of technological change on transportation, communications, and resource use in Illinois, the United States, and the world.
4. Identify ways that human behavior could be changed to solve specific environmental problems (e.g., outline a plan to reduce litter and stream pollution).

  17D - Students who meet the standard can understand the historical significance of geography.

1. Explain how technological developments have influenced the migration of people to and within the United States over time.
2. Analyze selected historical events to determine how they influenced the migration of people throughout the world.
3. Hypothesize about relationships between physical features and the occurrence of human activities of a particular place and how these activities changed over the years.
4. Analyze how physical features have both posed barriers and provided avenues to settlement in Illinois and the United States.

  18A - Students who meet the standard can compare characteristics of culture as reflected in language, literature, the arts, traditions, and institutions.

1. Compare and contrast two or more cultures in terms of expressions of those cultures.
2. Compare a culture with one's own through the use of written, auditory, or visual materials.
3. Compare cultural differences/similarities from other parts of the world in terms of their language, literature, and arts.
4. Explain how social scientists analyze expressive culture and social discourse.
5. Identify what cultural relativism means.
6. Give an example of ethnocentrism.
7. Describe culture shock.

  18C - Students who meet the standard can understand how social systems form and develop over time.

1. Define subsistence strategy.
2. Differentiate among pre-industrial, industrial, and postindustrial societies.
3. Describe how the change from hunter-gatherer to settled society affected social roles.

GRADES 6-8/STAGE G - SOCIAL SCIENCE

12. AGRICULTURAL VS INDUSTRIAL

Performance Standard (15E/16CUS/16CW) .G
Compare the government policies of the United States in its earlier years with those in recent years accordingly:

• Knowledge: identify government economic activities from the predominately agricultural time period to the more industrial time period in the United States;
• Reasoning: compare the two time periods and show how past economic activities and policies influenced later policies and activities; and
• Communication: create a timeline and write and essay that are well-organized, well-focused and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

13. FAMILY LIFE

Performance Standard 16DUS.G
Write an essay comparing and contrasting the colonial family of the mid-1600s to the pioneer family of the mid-1800s according to the following assessment criteria:

• Knowledge: describe the family roles, educational opportunities, voting rights, employment opportunities leisure activities, and reasons for moving to a “new” land of colonial families of the mid-1600s and pioneer families of the mid-1800s;
• Reasoning: compare and contrast these features for the colonial family and the pioneer family; and
• Communication: write an essay that is well-focused, well-organized and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

14. NATIVE AMERICAN RESEARCH

Performance Standard 16EUS.G
Create a chart describing a particular Native American tribe accordingly:

• Knowledge: Describe religious life and traditions, history, basic economic structures, and geographic locations and environmental conditions in which they lived.
• Reasoning: Explain how these factors affected economic and social developments of the tribe.
• Communication: Create a chart that is well-focused, well-organized and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

15. TRANSPORTATION AND COMMUNICATION TIMELINE

Performance Standard 16EW.G
Create timelines and write an essay on major achievements in transportation and communication since 1500 C.E. accordingly:

• Knowledge: Describe the developments and breakthroughs of transportation and communication networks since 1500CE.
• Reasoning: Analyze and explain the significance of the advancements in transportation and communication.
• Communication: Produce a transportation timeline and a communication timeline that are well-focused, well-organized and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

16. ANTHROPOLOGY AND SOCIOLOGY

Performance Standards (18A/18B).G
Give examples of topics studied in the fields of anthropology and sociology looking for similarities and differences accordingly:

• Knowledge: identify pictures and topics that are examples of anthropology and sociology;
• Reasoning: compare the two fields of study and explain the similarities and differences; and
• Communication: make a poster and write a summary that is well-organized and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

DESCRIPTORS - STAGE G

  14A - Students who meet the standard can understand and explain basic principles of the United States government.

1. Compare and contrast responsibilities shared between the state and federal governments.

  15D - Students who meet the standard understand trade as an exchange of goods or services.

1. Identify exports produced in the local community or state.

  16A - Students who meet the standard can apply the skills of historical analysis and interpretation.

1. Place events from a chronology on multiple tier timelines that are organized according to political, economic, environmental, and social history.
2. Organize a series of related historical events for depiction on a periodization chart.
3. Describe life during a specific period using multiple tier timelines, periodization charts, graphs, and charts with data organized by category.
4. Provide an example of two different interpretations of a significant event.
5. Explain how a significant historical event can have many causes.

  16B - Students who meet the standard understand the development of significant political events.)

1. Identify the major periods in United States political history from colonial to contemporary times.

  16C - Students who meet the standard understand the development of economic systems.

1. Identify the major periods in United States economic history from colonial to contemporary times.
2. Describe the impact of trade from 1500-1750 on the political, social, and economic lives, and the environment of Native Americans and European colonists.
3. Describe how changes in science and technology affected the exchange of goods and services over time among the people in colonial America.

  16E - Students who meet the standard understand Illinois, United States, and world environmental history.

1. Identify turning points in United States environmental history.
2. Describe the development of transportation and communication networks (e.g., river travel, pony express, internet).
3. Explain how the environment affected economic and social developments of people in a specific region of the United States (e.g., Jamestown, "Wild West," natural disasters).
4. Explain how the environment affected economic and social developments of a specific cultural group after 1500.

  17B - Students who meet the standard can analyze and explain characteristics and interactions of Earth's physical systems.

2. Identify and describe different climates in terms of precipitation and temperature and the types of plants and animals associated with each using pictures, maps, and graphs.
3. Analyze maps to determine the relationship among climate, natural vegetation, and natural resources.

  17C - Students who meet the standard can understand relationships between geographic factors and society.

1. Explain the different patterns in population density using geographic tools (e.g., pyramids, maps).
2. Identify human induced changes in landforms, climate, natural vegetation, and resources of their local community, state of Illinois, nation, and the world.
3. Analyze physical and human environments in Illinois and the United States to determine ways that people adapt to and modify their environment.
4. Formulate several hypotheses about relationships among resources, manufacturing and service industries, transportation, and population densities in different regions of the United States and the world.
5. Predict the effects of an extreme weather phenomenon on human populations in different regions of the United States and the world (e.g., hurricanes, flooding, tornadoes).
6. Identify social, political, and economic factors that attract people to, and repel people from, urban centers.

  17D - Students who meet the standard can understand the historical significance of geography.

1. Describe instances of how places can be changed or destroyed as a result of natural processes.
2. Describe how humans have adapted to environmental changes caused by natural processes.

  18A - Students who meet the standard can compare characteristics of culture as reflected in language, literature, the arts, traditions, and institutions.

1. Describe what is studied within the field of anthropology.
2. Describe how a culture is reflected in its art, music, and/or architecture and institutions.
3. Explain how technology and the media have impacted expressive culture.
4. Analyze examples of patterns within literature, art, music, and/or architecture being transmitted from place to place.

GRADES 7-9/STAGE H - SOCIAL SCIENCE

17. INTERPRETING PHOTOGRAPHS

Performance Standard 16A.H
Write an expository essay on river transportation in the United States from the late 1700s through the middle 1800s accordingly:

• Knowledge: Describe flatboats and steamboats, their beginnings and innovations, how they moved through water, the kinds of products they transported, and their advantages and disadvantages.
• Reasoning: Analyze and describe the effects of river transportation on the nation’s economy (e.g., opening western territories and markets) and the environment of river valleys.
• Communication: Produce a one- to two-page, expository essay that is well-focused, well-organized, and well-detailed; express all ideas in a way that provide evidence of knowledge and reasoning processes.

18. NATURAL RESOURCES AND TRANSPORTATION IN THE UNITED STATES

Performance Standard 17C.H
Study maps of the United States showing (1) the location of four major natural resources, (2) railroads and waterways, and (3) major highways and pipelines and formulate hypotheses about the relationship between natural resources and the location of cities and transportation arteries in the United States accordingly:

• Knowledge: identify a hypothesis for each of the relationships;
• Reasoning: explain how the hypotheses show the relationship between to or more of the phenomena on the map; and
• Communication: write an explanation that is well-organized and well-focused; express all ideas in a way that provides evidence of knowledge and reasoning processes.

19. HUMAN SETTLEMENT AND MOVEMENT

Performance Standard 17D.H
Compare the settlement patterns of different ethnic groups (i.e., African-American, Hispanic/Latino, Asian, and American Indian/Native American, Eskimo, and Aleut) and explain why they are concentrated in certain regions of the country, taking into consideration historical factors that influenced where each group is concentrated. In addition, students will analyze a map showing population change, 1980-1990 to describe and explain population movements during the decade accordingly:

• Knowledge: identify changes in population distribution for different ethnic groups and different areas of the country;
• Reasoning: compare the settlement patterns and explain population changes; and
• Communication: write an essay that is well-organized, well-focused and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

20. CULTURAL EXCHANGE

Performance Standard 18C.H
Write about two examples of cultural exchange accordingly:

• Knowledge: Identify two examples of cultural exchange, one that took place before 1900 and the other after 1900.
• Reasoning: Analyze the diffusion of goods or ideas in each cultural exchange and evaluate how it changed each culture.
• Communication: Write a 250-word essay that is well-focused, well-organized, and well-detailed; express all ideas in a way that provide evidence of knowledge and reasoning processes.

DESCRIPTORS - STAGE H

  16A - Students who meet the standard can apply the skills of historical analysis and interpretation.

1. Define the concept of a "watershed" event in history.
2. Explain why a primary source may not necessarily provide an accurate description of an historical event.
3. Identify the point of view of the author as found in a primary source document.
4. Identify any inconsistencies of an author as found in a primary source document.
5. Assess the value of posed and candid photographs as primary sources.

  16C - Students who meet the standard understand the development of economic systems.

1. Describe the impact of trade on political, social, economic, and environmental developments in a place or region of the United States, 1865 - present.
2. Explain how changes in science and technology affected the exchange of goods and services, economic institutions, and the movement of people among different regions of the United States, 1865-present.

  16E - Students who meet the standard understand Illinois, United States, and world environmental history.

1. Analyze the social, political, and economic effects on the abandoned environment of a significant migration of people from one region to another.
2. Describe the demographic distribution of people before and after a significant migration in United States history.
3. Describe the effects on the environment of the dispersion of European colonists in North America after 1500CE.
4. Describe how major migrations have affected the cultural features of cities and rural communities in the United States.
5. Assess the effect of the industrial revolution on the physical environment in the United States.
6. Assess the effects on the environment of the historic process of suburbanization and rural depopulation.

  17C - Students who meet the standard can understand relationships between geographic factors and society.

1. Explain the patterns of natural resource distribution (e.g., petroleum, timber) in various regions of the United States and the world.
2. Identify reasons related to the natural environment that influence the location of certain human activities (e.g., corn production in Illinois).

GRADES 8-10/STAGE I - SOCIAL SCIENCE

21. THE MEAT PACKING INDUSTRY IN CHICAGO DURING THE PROGRESSIVE ERA

Performance Standard (15E/16CUS/17C) .I
Maps showing United States corn and hog distribution along with a photograph of the Chicago stockyards are observed and analyzed accordingly:

• Knowledge: identify reasons Chicago became the meat packing center of the United States;
• Reasoning: analyze the change in government regulation and the social and economic impacts of the change; and
• Communication: write a response that is well-organized, well-focused and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

22. THE COLUMBIAN EXCHANGE

Performance Standards (16DW/18C) .I
Make a poster and prepare a presentation that shows instances of cultural diffusion and analyze a specific instance accordingly:

• Knowledge: define the exchange by identifying the people involved, items exchanged, and when the exchange took place;
• Reasoning: analyze the exchange and explain the effects; and
• Communication: develop a poster and a presentation (written or oral) that is well-organized, well-focused, well-detailed and well-defended; express all items in a way that provides evidence of knowledge and reasoning processes.

23. COLONIAL SETTLEMENT AND ENVIRONMENTAL PROBLEMS

Performance Standards (16EUS/16EW/17D) .I
Create a chart and a written response showing the cause-effect relationship of the colonial settlement of the United States and the development of environmental problems/issues over time accordingly:

• Knowledge: identify human activities and environmental problems in the colonial north and south;
• Reasoning: compare the connections between the human activities and future environmental problems in each region; and
• Communication: produce a chart and a written response that is well-organized, well-focused and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

DESCRIPTORS - STAGE I

  14A - Students who meet the standard can understand and explain basic principles of the United States government.

3. Analyze how public policy issues are influenced by government actions (e.g., transportation, the environment).
4. Recognize the responsibilities of some of the departments and regulatory agencies of the federal government (e.g., the Treasury, NASA, EPA, FCC).

  15C - Students who meet the standard understand that scarcity necessitates choices by producers.

6. Demonstrate how increases in productivity result from advances in technology and other resources.

  16A - Students who meet the standard can apply the skills of historical analysis and interpretation.

1. Compare the narrative in a work of historical fiction with the narrative of the same event in a work by an historian.
2. Describe the value of interviewing a person who witnessed an event in the past.
3. Assess the value of an oral history account.
4. Explain why significant historical events have multiple causes.
5. Explain the reasons why historians working in different periods can arrive at different conclusions of the same event.
6. Defend an interpretation of a significant person or event using a variety of primary and secondary sources.

  16C - Students who meet the standard understand the development of economic systems.

1. Discuss the values and beliefs that fostered significant economic developments and institutions in the United States over time.
2. Identify the causes and effects of significant economic legislation over time.
3. Analyze the economic impact of the westward expansion on families, communities, and the nation.
5. Analyze the environmental, social, and political consequences that occurred in a region that experienced a significant change in the work force and a severe change in the availability of resources.

  16E - Students who meet the standard understand Illinois, United States, and world environmental history.

3. Identify the origins of significant environmental issues confronting the United States and North America.
4. Explain how an environmental issue confronting one region of the United States has affected the environment in other regions.

  17C - Students who meet the standard can understand relationships between geographic factors and society.

2. Explain the different land use areas within cities in Illinois and the United States (e.g., residential, commercial, recreational).

  17D - Students who meet the standard can understand the historical significance of geography.

1. Explain how human use of resources has changed over time and how these changes have affected settlement patterns.

GRADES 11-12/STAGE J - SOCIAL SCIENCE

24. PUBLIC POLICY ANALYSIS

Performance Standard (14D/16DUS) .J
Present a “pro” or “con” position on a significant social issue affecting public policy accordingly:

• Knowledge: Describe the key concepts, themes, facts and ideas associated with a significant social issue.
• Reasoning: Analyze the “pros” and “cons” of this issue in terms of how it affects public policy.
• Communication: Present an argument for a “pro” or a “con” position on the issue that is well-focused, well-organized and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

25. CHANGES BETWEEN THE 19TH AND 20TH CENTURIES IN THE U.S.

Performance Standards 16A.J
A cartoon and a chart will be created to show one major change and pattern occurring between the 19th and 20th

Centuries and a written rationale for the change will be developed accordingly:

• Knowledge: describe the key patterns and changes that occurred between the 19th and 20th Centuries in political economic, social and environmental history;
• Reasoning: analyze the relevant events and issues and explain how changes have occurred over time; and
• Communication: create a cartoon and writing that are well-organized, well-focused and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

26.PLURALISM

Performance Standard 18A.J
After researching students will present historical examples of how pluralistic societies have been both successful and unsuccessful accordingly:

• Knowledge: describe the groups of South Africa and Switzerland;
• Reasoning: compare the differences in pluralism in the two nations; and
• Communication: create a chart that is well-focused, well-organized and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

27. IMPACT OF TECHNOLOGY

Performance Standards (18B/18C) .J
Show how advancements in technology have both hurt and helped individuals accordingly:

• Knowledge: describe the key ideas and concepts that are associated with the positive and negative affects of technology;
• Reasoning: analyze the impact of the technology in a logical and reasoned manner; and
• Communication: write an essay that is well-organized, well-focused and well-detailed; express all ideas in a way that provides evidence of knowledge and reasoning processes.

DESCRIPTORS - STAGE J

  14D - Students who meet the standard can understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States, and other nations.

1. Evaluate a public policy issue in terms of the costs and benefits from the perspective of different political and public interest groups.

  16A - Students who meet the standard can apply the skills of historical analysis and interpretation.

1. Identify any patterns or differences that emerge in political, economic, environmental, and social history after comparing the events and historical processes identified on the periodization charts of two civilizations.

  16B - Students who meet the standard understand the development of significant political events.

1. Assess the significance of a watershed event in United States political history.

  16E - Students who meet the standard understand Illinois, United States, and world environmental history.

1. Assess the significance of a watershed event in United States environmental history.
2. Evaluate the importance of an environmental issue on the conduct of political life in Illinois and in the United States.
3. Assess the progress made by national organizations in addressing environmental issues in the United States since 1945.
4. Predict the political, economic, and social consequences on the United States of a world environmental issue if it is not addressed.
5. Predict the potential of new technologies to reverse historic processes that have negatively impacted the United States environment.

  17B - Students who meet the standard can analyze and explain characteristics and interactions of the Earth’s physical systems.

1. Analyze the global distribution of natural resources to determine the relationship of resource availability to international problems and issues.
2. Explain how changes in the physical environment relate to both natural and human activity (e.g., earthquakes, forest fires, water and soil pollution).

  17C - Students who meet the standard can understand relationships between geographic factors and society.

3. Evaluate the effects of human activity on similar environments under different resource management strategies (e.g., till vs. no-till farming in Illinois).
5. Explain how people adapt to and modify their environment in ways that reveal their cultural values, economic/political systems, and technological levels.
6. Analyze newspaper articles, magazines, and media reports to determine regional differences in environmental problems throughout the United States.

  17D - Students who meet the standard can understand the historical significance of geography.

2. Examine ways in which ecosystems have changed (e.g., as a result of different stages of human occupancy, shifting population densities, new levels of technology).

  18A - Students who meet the standard can compare characteristics of culture as reflected in language, literature, the arts, traditions, and institutions.

1. Distinguish between acculturation and assimilation.

  18B - Students who meet the standard can understand the roles and interactions of individuals and groups in society.

1. Analyze a local social issue by collecting and interpreting data.

  18C - Students who meet the standard can understand how social systems form and develop over time.

1. Analyze the positive and negative impact of modernization on cultural and physical environments.