compiled and designed by Kim Leehman
Recognize and investigate problems; formulate and propose solutions supported by reason and evidence.
Solving
problems demands that students be able to read and listen, comprehend ideas,
ask and answer questions, clearly convey their own ideas through written
and oral means, and explain their reasoning. Comprehending reading materials
and editing and revising writing are in themselves forms of complex problem
solving. The ability to locate, acquire and organize information from various
sources, print and electronic, is essential to solving problems involving
research. In all fields—English language arts, mathematics, science, social
studies, and others, the command of language is essential in stating and
reasoning through problems and conveying results.
Express and interpret information and ideas.
Communication
is the essence of English language arts, and communication surrounds us
today in many forms. Individuals and groups of people exchange ideas and
information—oral and written—at lunch tables, through newspapers and magazines,
and through radio, television and on-line computer services. From the simplest,
shortest conversations to the most complex technical manuals, language
is the basis of all human communication. A strong command of reading, writing,
speaking and listening is vital for communicating in the home, school,
workplace and beyond.
Use appropriate instruments, electronic equipment, computers and networks to access information, process ideas and communicate results.
Computers
and telecommunications have become basic means for creating messages and
relaying information. In offices and homes, people write using word processors.
Audio and visual media are used for both creative and practical forms of
communication. The use of on-line services is now commonplace among researchers,
authors, farmers and auto mechanics. Skilled use of these technologies
provides students with necessary opportunities to search and process information,
be in touch with experts, prepare documents, and learn and communicate
in new, more effective ways.
Learn and contribute productively as individuals and as members of groups.
In
sports, the workplace, family and elsewhere, teamwork requires skill in
the use of language. People must speak clearly and listen well as they
share ideas, plans, instructions and evaluations. In researching and bringing
outside information to a team, individuals must be able to search, select
and understand a variety of sources. Documenting progress and reporting
results demand the ability to organize information and convey it clearly.
Those who can read, write, speak and listen well are valuable contributors
in any setting where people are working together to achieve shared goals.
Recognize and apply connections of important information and ideas within and among learning areas.
The
parts of English language arts are closely interconnected. Reading and
writing provide the means to receive and send written messages. Likewise,
listening and speaking enable people to receive and send oral information.
Speaking and writing are the creative components, while listening and reading
are the receptive components of language through which people access knowledge
and demonstrate its applications. Proficiency in these skills clearly supports
learning in all academic areas.
| Learning Standards | Early Elementary | Late Elementary | Middle/Junior High School | Early High School | Late High School |
| A. Apply word analysis and vocabulary skills to comprehend selections. | 1.A.1a
Apply word analysis skills (e.g., phonics, word patterns) to recognize
new words.
1.A.1b Comprehend unfamiliar words using context clues and prior knowledge; verify meanings with resource materials. |
1.A.2a
Read and comprehend unfamiliar words using root words, synonyms, antonyms,
word origins and derivations.
1.A.2b Clarify word meaning using context clues and a variety of resources including glossaries, dictionaries and thesauruses. |
1.A.3a
Apply knowledge of word origins and derivations to comprehend words used
in specific content areas (e.g., scientific, political, literary, mathematical).
1.A.3b Analyze the meaning of words and phrases in their context. |
1.A.4a
Expand knowledge of word origins and derivations and use idioms, analogies,
metaphors and similes to extend vocabulary development.
1.A.4b Compare the meaning of words and phrases and use analogies to explain the relationships among them. |
1.A.5a
Identify and analyze new terminology applying knowledge of word origins
and derivations in a variety of practical settings.
1.A.5b Analyze the meaning of abstract concepts and the effects of particular word and phrase choices. |
| B. Apply reading strategies to improve understanding and fluency. | 1.B.1a
Establish purposes for reading, make predictions, connect important ideas,
and link text to previous experiences and knowledge.
1.B.1b Identify genres (forms and purposes) of fiction, nonfiction, poetry and electronic literary forms. 1.B.1c Continuously check and clarify for understanding (e.g., reread, read ahead, use visual and context clues, ask questions, retell, use meaningful substitutions). 1.B.1d Read age-appropriate material aloud with fluency and accuracy. |
1.B.2a
Establish purposes for reading; survey materials; ask questions; make predictions;
connect, clarify and extend ideas.
1.B.2b Identify structure (e.g., description, compare/contrast, cause and effect, sequence) of nonfiction texts to improve comprehension. 1.B.2c Continuously check and clarify for understanding (e.g., in addition to previous skills, clarify terminology, seek additional information). 1.B.2d Read age-appropriate material aloud with fluency and accuracy. |
1.B.3a
Preview reading materials, make predictions and relate reading to information
from other sources.
1.B.3b Identify text structure and create a visual representation (e.g., graphic organizer, outline, drawing) to use while reading. 1.B.3c Continuously check and clarify for understanding (e.g., in addition to previous skills, draw comparisons to other readings). 1.B.3d Read age-appropriate material with fluency and accuracy. |
1.B.4a
Preview reading materials, clarify meaning, analyze overall themes and
coherence, and relate reading with information from other sources.
1.B.4b Analyze, interpret and compare a variety of texts for purpose, structure, content, detail and effect. 1.B.4c Read age-appropriate material with fluency and accuracy. |
1.B.5a
Relate reading to prior knowledge and experience and make connections to
related information.
1.B.5b Analyze the defining characteristics and structures of a variety of complex literary genres and describe how genre affects the meaning and function of the texts. 1.B.5c Evaluate a variety of compositions for purpose, structure, content and details for use in school or at work. 1.B.5d Read age-appropriate material with fluency and accuracy. |
| C. Comprehend a broad range of reading materials. | 1.C.1a
Use information to form questions and verify predictions.
1.C.1b Identify important themes and topics. 1.C.1c Make comparisons across reading selections. 1.C.1d Summarize content of reading material using text organization (e.g., story, sequence). 1.C.1e Identify how authors and illustrators express their ideas in text and graphics (e.g., dialogue, conflict, shape, color, characters). 1.C.1f Use information presented in simple tables, maps and charts to form an interpretation. |
1.C.2a
Use information to form and refine questions and predictions.
1.C.2b Make and support inferences and form interpretations about main themes and topics. 1.C.2c Compare and contrast the content and organization of selections. 1.C.2d Summarize and make generalizations from content and relate to purpose of material. 1.C.2e Explain how authors and illustrators use text and art to express their ideas (e.g., points of view, design hues, metaphor). 1.C.2f Connect information presented in tables, maps and charts to printed or electronic text. |
1.C.3a
Use information to form, explain and support questions and predictions.
1.C.3b Interpret and analyze entire narrative text using story elements, point of view and theme. 1.C.3c Compare, contrast and evaluate ideas and information from various sources and genres. 1.C.3d Summarize and make generalizations from content and relate them to the purpose of the material. 1.C.3e Compare how authors and illustrators use text and art across materials to express their ideas (e.g., foreshadowing, flashbacks, color, strong verbs, language that inspires). 1.C.3f Interpret tables that display textual information and data in visual formats. |
1.C.4a
Use questions and predictions to guide reading.
1.C.4b Explain and justify an interpretation of a text. 1.C.4c Interpret, evaluate and apply information from a variety of sources to other situations (e.g., academic, vocational, technical, personal). 1.C.4d Summarize and make generalizations from content and relate them to the purpose of the material. 1.C.4e Analyze how authors and illustrators use text and art to express and emphasize their ideas (e.g., imagery, multiple points of view). 1.C.4f Interpret tables, graphs and maps in conjunction with related text. |
1.C.5a
Use
questions and predictions to guide reading across complex materials.
1.C.5b Analyze and defend an interpretation of text. 1.C.5c Critically evaluate information from multiple sources. 1.C.5d Summarize and make generalizations from content and relate them to the purpose of the material. 1.C.5e Evaluate how authors and illustrators use text and art across materials to express their ideas (e.g., complex dialogue, persuasive techniques). 1.C.5f Use tables, graphs and maps to challenge arguments, defend conclusions and persuade others. |
| Learning Standards | Early Elementary | Late Elementary | Middle/Junior High School | Early High School | Late High School |
| A. Use correct grammar, spelling, punctuation, capitalization and structure. | 3.A.1 Construct complete sentences which demonstrate subject/verb agreement; appropriate capitalization and punctuation; correct spelling of appropriate, high-frequency words; and appropriate use of the eight parts of speech. | 3.A.2 Write paragraphs that include a variety of sentence types; appropriate use of the eight parts of speech; and accurate spelling, capitalization and punctuation. | 3.A.3 Write compositions that contain complete sentences and effective paragraphs using English conventions. | 3.A.4 Use standard English to edit documents for clarity, subject/verb agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication. | 3.A.5 Produce grammatically correct documents using standard manuscript specifications for a variety of purposes and audiences. |
| B. Compose well-organized and coherent writing for specific purposes and audiences. | 3.B.1a
Use prewriting strategies to generate and organize ideas (e.g., focus on
one topic; organize writing to include a beginning, middle and end; use
descriptive words when writing about people, places, things, events).
3.B.1b Demonstrate focus, organization, elaboration and integration in written compositions (e.g., short stories, letters, essays, reports). |
3.B.2a
Generate and organize ideas using a variety of planning strategies (e.g.,
mapping, outlining, drafting).
3.B.2b Establish central idea, organization, elaboration and unity in relation to purpose and audience. 3.B.2c Expand ideas by using modifiers, subordination and standard paragraph organization. 3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement, adverb and adjective agreement and verb tense; proofread for spelling, capitalization and punctuation; and ensure that documents are formatted in final form for submission and/or publication. |
3.B.3a
Produce documents that convey a clear understanding and interpretation
of
ideas and information and display focus, organization, elaboration and
coherence.
3.B.3b Edit and revise for word choice, organization, consistent point of view and transitions among paragraphs using contemporary technology and formats suitable for submission and/or publication. |
3.B.4a
Produce documents that exhibit a range of writing techniques appropriate
to purpose and audience, with clarity of focus, logic of organization,
appropriate elaboration and support and overall coherence.
3.B.4b Produce, edit, revise and format work for submission and/or publication (e.g., manuscript form, appropriate citation of sources) using contemporary technology. 3.B.4c Evaluate written work for its effectiveness and make recommendations for its improvement. |
3.B.5 Using contemporary technology, produce documents of publication quality for specific purposes and audiences; exhibit clarity of focus, logic of organization, appropriate elaboration and support and overall coherence. |
| C. Communicate ideas in writing to accomplish a variety of purposes. | 3.C.1a
Write for a variety of purposes including description, information, explanation,
persuasion and narration.
3.C.1b Create media compositions or productions which convey meaning visually for a variety of purposes. |
3.C.2a
Write for a variety of purposes and for specified audiences in a variety
of forms including narrative (e.g., fiction, autobiography), expository
(e.g., reports, essays) and persuasive writings (e.g., editorials, advertisements).
3.C.2b Produce and format compositions for specified audiences using available technology. |
3.C.3a
Compose narrative, informative, and persuasive writings (e.g., in addition
to previous writings, literature reviews, instructions, news articles,
correspondence) for a specified audience.
3.C.3b Using available technology, produce compositions and multimedia works for specified audiences. |
3.C.4a
Write for real or potentially real situations in academic, professional
and civic contexts (e.g., college applications, job applications, business
letters, petitions).
3.C.4b Using available technology, produce compositions and multimedia works for specified audiences. |
3.C.5a
Communicate information and ideas in narrative, informative and persuasive
writing with clarity and effectiveness in a variety of written forms using
appropriate traditional and/or electronic formats; adapt content, vocabulary,
voice and tone to the audience, purpose and situation.
3.C.5b Write for real or potentially real situations in academic, professional and civic contexts (e.g., applications, job applications, business letters, resume, petitions). |
| Learning Standards | Early Elementary | Late Elementary | Middle/Junior High School | Early High School | Late High School |
| A. Listen effectively in formal and informal situations. | 4.A.1a
Listen attentively by facing the speaker, making eye contact and paraphrasing
what is said.
4.A.1b Ask questions and respond to questions from the teacher and from group members to improve comprehension. 4.A.1c Follow oral instructions accurately. 4.A.1d Use visually oriented and auditorily based media. |
4.A.2a
Demonstrate understanding of the listening process (e.g., sender, receiver,
message) by summarizing and paraphrasing spoken messages orally and in
writing in formal and informal situations.
4.A.2b Ask and respond to questions related to oral presentations and messages in small and large group settings. 4.A.2c Restate and carry out a variety of oral instructions. |
4.A.3a
Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker,
summarize and paraphrase complex spoken messages) that listening attentively
can improve comprehension.
4.A.3b Compare a speaker's verbal and nonverbal messages. 4.A.3c Restate and carry out multistep oral instructions. 4.A.3d Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions). |
4.A.4a
Apply listening skills as individuals and members of a group in a variety
of settings (e.g., lectures, discussions, conversations, team projects,
presentations, interviews).
4.A.4b Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages). 4.A.4c Follow complex oral instructions. 4.A.4d Demonstrate understanding of the relationship of verbal and nonverbal messages within a context (e.g., contradictory, supportive, repetitive, substitutive). |
4.A.5a
Use criteria to evaluate a variety of speakers' verbal and nonverbal messages.
4.A.5b Use techniques for analysis, synthesis, and evaluation of oral messages. |
| B. Speak effectively using language appropriate to the situation and audience. | 4.B.1a
Present brief oral reports, using language and vocabulary appropriate to
the message and audience (e.g., show and tell).
4.B.1b Participate in discussions around a common topic. |
4.B.2a
Present oral reports to an audience using correct language and nonverbal
expressions for the intended purpose and message within a suggested organizational
format.
4.B.2b Use speaking skills and procedures to participate in group discussions. 4.B.2c Identify methods to manage or overcome communication anxiety and apprehension (e.g., topic outlines, repetitive practice). 4.B.2d Identify main verbal and nonverbal communication elements and strategies to maintain communications and to resolve conflict. |
4.B.3a
Deliver planned oral presentations, using language and vocabulary appropriate
to the purpose, message and audience; provide details and supporting information
that clarify main ideas; and use visual aids and contemporary technology
as support.
4.B.3b Design and produce reports and multi-media compositions that represent group projects. 4.B.3c Develop strategies to manage or overcome communication anxiety and apprehension (e.g., sentence outlining, note cards). 4.B.3d Use verbal and nonverbal communication strategies to maintain communications and to resolve conflict. |
4.B.4a
Deliver planned informative and persuasive oral presentations using visual
aids and contemporary technology as individuals and members of a group;
demonstrate organization, clarity, vocabulary, credible and accurate supporting
evidence.
4.B.4b Use group discussion skills to assume leadership and participant roles within an assigned project or to reach a group goal. 4.B.4c Use strategies to manage or overcome communication anxiety and apprehension (e.g., developed outlines, notecards, practice). 4.B.4d Use verbal and nonverbal strategies to maintain communication and to resolve individual and group conflict. |
4.B.5a
Deliver planned and impromptu oral presentations, as individuals and members
of a group, conveying results of research, projects or literature studies
to a variety of audiences (e.g., peers, community, business/industry, local
organizations) using appropriate visual aids and available technology.
4.B.5b Use speaking skills to participate in and lead group discussions; analyze the effectiveness of the spoken interactions based upon the ability of the group to achieve its goals. 4.B.5c Implement learned strategies to self-monitor communication anxiety and apprehension (e.g., relaxation and transference techniques, scripting, extemporaneous outlining, repetitive practice). 4.B.5d Use verbal and nonverbal strategies to maintain communication and to resolve individual, group and workplace conflict (e.g., mediation skills, formal and informal bargaining skills). |
| Learning Standards | Early Elementary | Late Elementary | Middle/Junior High School | Early High School | Late High School |
| A. Locate, organize, and use information from various sources to answer questions, solve problems and communicate ideas. | 5.A.1a
Identify questions and gather information.
5.A.1b Locate information using a variety of resources. |
5.A.2a
Formulate questions and construct a basic research plan.
5.A.2b Organize and integrate information from a variety of sources (e.g., books, interviews, library reference materials, web- sites, CD/ROMs). |
5.A.3a
Identify appropriate resources to solve problems or answer questions through
research.
5.A.3b Design a project related to contemporary issues (e.g., real-world math, career development, community service) using multiple sources. |
5.A.4a
Demonstrate a knowledge of strategies needed to prepare a credible research
report (e.g., notes, planning sheets).
5.A.4b Design and present a project (e.g., research report, scientific study, career/higher education opportunities) using various formats from multiple sources. |
5.A.5a
Develop a research plan using multiple forms of data.
5.A.5b Research, design and present a project to an academic, business or school community audience on a topic selected from among contemporary issues. |
| B. Analyze and evaluate information acquired from various sources. | 5.B.1a
Select and organize information from various sources for a specific purpose.
5.B.1b Cite sources used. |
5.B.2a
Determine the accuracy, currency and reliability of materials from various
sources.
5.B.2b Cite sources used. |
5.B.3a
Choose and analyze information sources for individual, academic and functional
purposes.
5.B.3b Identify, evaluate and cite primary sources. |
5.B.4a
Choose and evaluate primary and secondary sources (print and nonprint)
for a variety of purposes.
5.B.4b Use multiple sources and multiple formats; cite according to standard style manuals. |
5.B.5a
Evaluate the usefulness of information, synthesize information to support
a thesis, and present information in a logical manner in oral and written
forms.
5.B.5b Credit primary and secondary sources in a form appropriate for presentation or publication for a particular audience. |
| C. Apply acquired information, concepts and ideas to communicate in a variety of formats. | 5.C.1a
Write letters, reports and stories based on acquired information.
5.C.1b Use print, nonprint, human and technological resources to acquire and use information. |
5.C.2a
Create a variety of print and nonprint documents to communicate acquired
information for specific audiences and purposes.
5.C.2b Prepare and deliver oral presentations based on inquiry or research. |
5.C.3a
Plan, compose, edit and revise documents that synthesize new meaning gleaned
from multiple sources.
5.C.3b Prepare and orally present original work (e.g., poems, monologues, reports, plays, stories) supported by research. 5.C.3c Take notes, conduct interviews, organize and report information in oral, visual and electronic formats. |
5.C.4a
Plan, compose, edit and revise information (e.g., brochures, formal reports,
proposals, research summaries, analyses, editorials, articles, overheads,
multimedia displays) for presentation to an audience.
5.C.4b Produce oral presentations and written documents using supportive research and incorporating contemporary technology. 5.C.4c Prepare for and participate in formal debates. |
5.C.5a
Using contemporary technology, create a research presentation or prepare
a documentary related to academic, technical or occupational topics and
present the findings in oral or multimedia formats.
5.C.5b Support and defend a thesis statement using various references including media and electronic resources. |
| Learning Standards | Early Elementary | Late Elementary | Middle/Junior High School | Early High School | Late High School |
| A. Apply the skills of historical analysis and interpretation. | 16.A.1a
Explain the difference between past, present and future time; place themselves
in time.
16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources). 16.A.1c Describe how people in different times and places viewed the world in different ways. |
16.A.2a
Read
historical stories and determine events which influenced their writing.
16.A.2b Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present. 16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources. |
16.A.3a
Describe how historians use models for organizing historical interpretation
(e.g., biographies, political events, issues and conflicts).
16.A.3b Make inferences about historical events and eras using historical maps and other historical sources. 16.A.3c Identify the differences between historical fact and interpretation. |
16.A.4a
Analyze and report historical events to determine cause-and-effect relationships.
16.A.4b Compare competing historical interpretations of an event. |
16.A.5a
Analyze historical and contemporary developments using methods of historical
inquiry (pose questions, collect and analyze data, make and support inferences
with evidence, report findings).
16.A.5b Explain the tentative nature of historical interpretations. |
| B. Understand the development of significant political events. | 16.B.1a
(US) Identify
key individuals and events in the development of the local community (e.g.,
Founders days, names of parks, streets, public buildings).
16.B.1b (US) Explain why individuals, groups, issues and events are celebrated with local, state or national holidays or days of recognition (e.g., Lincoln's Birthday, Martin Luther King's Birthday, Pulaski Day, Fourth of July, Memorial Day, Labor Day, Veterans' Day, Thanksgiving). |
16.B.2a
(US) Describe
how the European colonies in North America developed politically.
16.B.2b (US) Identify major causes of the American Revolution and describe the consequences of the Revolution through the early national period, including the roles of George Washington, Thomas Jefferson and Benjamin Franklin. 16.B.2c (US) Identify presidential elections that were pivotal in the formation of modern political parties. 16.B.2d (US) Identify major political events and leaders within the United States historical eras since the adoption of the Constitution, including the westward expansion, Louisiana Purchase, Civil War, and 20th century wars as well as the roles of Thomas Jefferson, Abraham Lincoln, Woodrow Wilson, and Franklin D. Roosevelt. |
16.B.3a
(US) Describe
how different groups competed for power within the colonies and how that
competition led to the development of political institutions during the
early national period.
16.B.3b (US) Explain how and why the colonies fought for their independence and how the colonists' ideas are reflected in the Declaration of Independence and the United States Constitution. 16.B.3c (US) Describe the way the Constitution has changed over time as a result of amendments and Supreme Court decisions. 16.B.3d (US) Describe ways in which the United States developed as a world political power. |
16.B.4
(US) Identify political ideas that have dominated United States historical
eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative).
|
16.B.5a
(US) Describe
how modern political positions are affected by differences in ideologies
and viewpoints that have developed over time (e.g., political parties'
positions on government intervention in the economy).
16.B.5b (US) Analyze how United States political history has been influenced by the nation's economic, social and environmental history. |
| 16.B.1 (W) Explain the contributions of individuals and groups who are featured in biographies, legends, folklore and traditions. | 16.B.2a
(W) Describe
the historical development of monarchies, oligarchies and city-states in
ancient civilizations.
16.B.2b (W) Describe the origins of Western political ideas and institutions (e.g. Greek democracy, Roman republic, Magna Carta and Common Law, the Enlightenment). |
16.B.3a
(W) Compare
the political characteristics of Greek and Roman civilizations with non-Western
civilizations, including the early Han dynasty and Gupta empire, between
500 BCE and 500 CE.
16.B.3b (W) Identify causes and effects of the decline of the Roman empire and other major world political events (e.g., rise of the Islamic empire, rise and decline of the T'ang dynasty, establishment of the kingdom of Ghana) between 500 CE and 1500 CE. 16.B.3c (W) Identify causes and effects of European feudalism and the emergence of nation states between 500 CE and 1500 CE. 16.B.3d (W) Describe political effects of European exploration and expansion on the Americas, Asia, and Africa after 1500 CE. |
16.B.4a
(W) Identify
political ideas that began during the Renaissance and the Enlightenment
and that persist today (e.g., church/state relationships).
16.B.4b (W) Identify political ideas from the early modern historical era to the present which have had worldwide impact (e.g., nationalism/Sun Yat-Sen, non-violence/Ghandi, independence/Kenyatta). |
16.B.5a
(W) Analyze
worldwide consequences of isolated political events, including the events
triggering the Napoleonic Wars and World Wars I and II.
16.B.5b (W) Describe how tensions in the modern world are affected by different political ideologies including democracy and totalitarianism. 16.B.5c (W) Analyze the relationship of an issue in world political history to the related aspects of world economic, social and environmental history. |
|
| C. Understand the development of economic systems. | 16.C.1a
(US) Describe
how Native American people in Illinois engaged in economic activities with
other tribes and traders in the region prior to the Black Hawk War.
16.C.1b (US) Explain how the economy of the students' local community has changed over time. |
16.C.2a
(US) Describe
how slavery and indentured servitude influenced the early economy of the
United States.
16.C.2b (US) Explain how individuals, including John Deere, Thomas Edison, Robert McCormack, George Washington Carver and Henry Ford, contributed to economic change through ideas, inventions and entrepreneurship. 16.C.2c (US) Describe significant economic events including industrialization, immigration, the Great Depression, the shift to a service economy and the rise of technology that influenced history from the industrial development era to the present. |
16.C.3a
(US) Describe
economic motivations that attracted Europeans and others to the Americas,
1500-1750.
16.C.3b (US) Explain relationships among the American economy and slavery, immigration, industrialization, labor and urbanization, 1700-present. 16.C.3c (US) Describe how economic developments and government policies after 1865 affected the country's economic institutions including corporations, banks and organized labor. |
16.C.4a
(US) Explain
how trade patterns developed between the Americas and the rest of the global
economy, 1500 - 1840.
16.C.4b (US) Analyze the impact of westward expansion on the United States economy. 16.C.4c (US) Describe how American economic institutions were shaped by industrialists, union leaders and groups including Southern migrants, Dust Bowl refugees, agricultural workers from Mexico and female workers since 1914. |
16.C.5a
(US) Analyze
how and why the role of the United States in the world economy has changed
since World War II.
16.C.5b (US) Analyze the relationship between an issue in United States economic history and the related aspects of political, social and environmental history. |
| 16.C.1a
(W) Identify
how people and groups in the past made economic choices (e.g., crops to
plant, products to make, products to trade) to survive and improve their
lives.
16.C.1b (W) Explain how trade among people brought an exchange of ideas, technology and language. |
16.C.2a
(W) Describe
the economic consequences of the first agricultural revolution, 4000 BCE-1000
BCE.
16.C.2b (W) Describe the basic economic systems of the world's great civilizations including Mesopotamia, Egypt, Aegean/Mediterranean and Asian civilizations, 1000 BCE - 500 CE. 16.C.2c (W) Describe basic economic changes that led to and resulted from the manorial agricultural system, the industrial revolution, the rise of the capitalism and the information/communication revolution. |
16.C.3a
(W) Describe
major economic trends from 1000 to 1500 CE including long distance trade,
banking, specialization of labor, commercialization, urbanization and technological
and scientific progress.
16.C.3b (W) Describe the economic systems and trade patterns of North America, South America and Mesoamerica before the encounter with the Europeans. 16.C.3c (W) Describe the impact of technology (e.g., weaponry, transportation, printing press, microchips) in different parts of the world, 1500 - present. |
16.C.4a
(W) Describe
the growing dominance of American and European capitalism and their institutions
after 1500.
16.C.4b (W) Compare socialism and communism in Europe, America, Asia and Africa after 1815 CE. 16.C.4c (W) Describe the impact of key individuals/ideas from 1500 - present, including Adam Smith, Karl Marx and John Maynard Keynes. 16.C.4d (W) Describe how the maturing economies of Western Europe and Japan led to colonialism and imperialism. |
16.C.5a
(W) Explain
how industrial capitalism became the dominant economic model in the world.
16.C.5b (W) Describe how historical trends in population, urbanization, economic development and technological advancements have caused change in world economic systems. 16.C.5c (W) Analyze the relationship between an issue in world economic history and the related aspects of political, social and environmental history. |
|
| D. Understand Illinois, United States and world social history. | 16.D.1 (US) Describe key figures and organizations (e.g., fraternal/civic organizations, public service groups, community leaders) in the social history of the local community. | 16.D.2a
(US) Describe
the various individual motives for settling in colonial America.
16.D.2b (US) Describe the ways in which participation in the westward movement affected families and communities. 16.D.2c (US) Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States. |
16.D.3a
(US)
Describe characteristics of different kinds of communities in various sections
of America during the colonial/frontier periods and the 19th century.
16.D.3b (US) Describe characteristics of different kinds of families in America during the colonial/frontier periods and the 19th century. |
16.D.4a(US)
Describe the immediate and long-range social impacts of slavery.
16.D.4b (US) Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity). |
16.D.5(US) Analyze the relationship between an issue in United States social history and the related aspects of political, economic and environmental history. |
| 16.D.1 (W) Identify how customs and traditions from around the world influence the local community. | 16.D.2 (W) Describe the various roles of men, women and children in the family, at work, and in the community in various time periods and places (e.g., ancient Rome, Medieval Europe, ancient China, Sub-Saharan Africa). | 16.D.3 (W) Identify the origins and analyze consequences of events that have shaped world social history including famines, migrations, plagues, slave trading. | 16.D.4(W) Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements. | 16.D.5(W) Analyze the relationship between an issue in world social history and the related aspects of political, economic and environmental history. | |
| E. Understand Illinois, United States and world environmental history. | 16.E.1
(US) Describe how the local environment has changed over time.
|
16.E.2a
(US) Identify
environmental factors that drew settlers to the state and region.
16.E.2b (US) Identify individuals and events in the development of the conservation movement including John Muir, Theodore Roosevelt and the creation of the National Park System. 16.E.2c (US) Describe environmental factors that influenced the development of transportation and trade in Illinois. |
16.E.3a
(US) Describe
how early settlers in Illinois and the United States adapted to, used and
changed the environment prior to 1818.
16.E.3b (US) Describe how the largely rural population of the United States adapted, used and changed the environment after 1818. 16.E.3c (US) Describe the impact of urbanization and suburbanization, 1850 - present, on the environment. |
16.E.4a
(US) Describe
the causes and effects of conservation and environmental movements in the
United States, 1900 - present.
16.E.4b (US) Describe different and sometimes competing views, as substantiated by scientific fact, that people in North America have historically held towards the environment (e.g., private and public land ownership and use, resource use vs. preservation). |
16.E.5a
(US) Analyze
positive and negative aspects of human effects on the environment in the
United States including damming rivers, fencing prairies and building cities.
16.E.5b (US) Analyze the relationship between an issue in United States environmental history and the related aspects of political, economic and social history. |
| 16.E.1 (W) Compare depictions of the natural environment that are found in myths, legends, folklore and traditions. | 16.E.2a
(W) Describe
how people in hunting and gathering and early pastoral societies adapted
to their respective environments.
16.E.2b (W) Identify individuals and their inventions (e.g., Watt/steam engine, Nobel/TNT, Edison/electric light) which influenced world environmental history. |
16.E.3a
(W) Describe
how the people of the Huang He, Tigris-Euphrates, Nile and Indus river
valleys shaped their environments during the agricultural revolution, 4000
- 1000 BCE.
16.E.3b (W) Explain how expanded European and Asian contacts affected the environment of both continents, 1000 BCE - 1500 CE. |
16.E.4a
(W) Describe
how cultural encounters among peoples of the world (e.g., Colombian exchange,
opening of China and Japan to external trade, building of Suez canal) affected
the environment, 1500 - present.
16.E.4b (W) Describe how migration has altered the world's environment since 1450. |
16.E.5a
(W) Analyze
how technological and scientific developments have affected human productivity,
human comfort and the environment.
16.E.5b (W) Analyze the relationship between an issue in world environmental history and the related aspects of political, economic and social history. |
| Learning Standards | Early Elementary | Late Elementary | Middle/Junior High School | Early High School | Late High School |
| A. Locate, describe and explain places, regions and features on the Earth. | 17.A.1a
Identify physical characteristics of places, both local and global (e.g.,
locations, roads, regions, bodies of water).
17.A.1b Identify the characteristics and purposes of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each. |
17.A.2a
Compare the physical characteristics of places including soils, land forms,
vegetation, wildlife, climate, natural hazards.
17.A.2b Use maps and other geographic representations and instruments to gather information about people, places and environments. |
17.A.3a
Explain how people use geographic markers and boundaries to analyze and
navigate the Earth (e.g., hemispheres, meridians, continents, bodies of
water).
17.A.3b Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images. |
17.A.4a
Use mental maps of physical features to answer complex geographic questions
(e.g., how physical features have deterred or enabled migration).
17.A.4b Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth. |
17.A.5 Demonstrate how maps, other geographic instruments and technologies are used to solve spatial problems (e.g., land use, ecological concerns). |
| B. Analyze and explain characteristics and interactions on the Earth's physical systems. | 17.B.1a
Identify components of the Earth's physical systems.
17.B.1b Describe physical components of ecosystems. |
17.B.2a
Describe how physical and human processes shape spatial patterns including
erosion, agriculture and settlement.
17.B.2b Explain how physical and living components interact in a variety of ecosystems including desert, prairie, flood plain, forest, tundra. |
17.B.3a
Explain how physical processes including climate, plate tectonics, erosion,
soil formation, water cycle, and circulation patterns in the ocean shape
patterns in the environment and influence availability and quality of natural
resources.
17.B.3b Explain how changes in components of an ecosystem affect the system overall. |
17.B.4a
Explain the dynamic interactions within and among the Earth's physical
systems including variation, productivity and constructive and destructive
processes.
17.B.4b Analyze trends in world demographics as they relate to physical systems. |
17.B.5 Analyze international issues and problems using ecosystems and physical geography concepts. |
| C. Understand relationships between geographic factors and society. | 17.C.1a
Identify ways people depend on and interact with the physical environment
(e.g., farming, fishing, hydroelectric power).
17.C.1b Identify opportunities and constraints of the physical environment. 17.C.1c Explain the difference between renewable and nonrenewable resources. |
17.C.2a
Describe how natural events in the physical environment affect human activities.
17.C.2b Describe the relationships among location of resources, population distribution and economic activities (e.g., transportation, trade, communications). 17.C.2c Explain how human activity affects the environment. |
17.C.3a
Explain how human activity is affected by geographic factors.
17.C.3b Explain how patterns of resources are used throughout the world. 17.C.3c Analyze how human processes influence settlement patterns including migration and population growth. |
17.C.4a
Explain the ability of modern technology to alter geographic features and
the impacts of these modifications on human activities.
17.C.4b Analyze growth trends in selected urban areas as they relate to geographic factors. 17.C.4c Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban). |
17.C.5a
Compare resource management methods and policies in different regions of
the world.
17.C.5b Describe the impact of human migrations and increased urbanization on ecosystems. 17.C.5c Describe geographic factors that affect cooperation and conflict among societies. |
| D. Understand the historical significance of geography. | 17.D.1 Identify changes in geographic characteristics of a local region (e.g., town, community). | 17.D.2a
Describe
how physical characteristics of places influence people's perceptions and
their roles in the world over time.
17.D.2b Identify different settlement patterns in Illinois and the United States and relate them to physical features and resources. |
17.D.3a
Explain how and why spatial patterns of settlement change over time.
17.D.3b Explain how interactions of geographic factors have shaped present conditions. |
17.D.4 Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters). | 17.D.5 Analyze the historical development of a current issue involving the interaction of people and geographic factors (e.g., mass transportation, changes in agricultural subsidies, flood control). |
| Learning Standards | Early Elementary | Late Elementary | Middle/Junior High School | Early High School | Late High School |
| A. Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions. | 18.A.1
Identify folklore from different cultures which became part of the heritage
of the United States.
|
18.A.2 Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture. | 18.A.3 Explain how language, literature, the arts, architecture and traditions contribute to the development and transmission of culture. | 18.A.4 Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies. | 18.A.5 Compare ways in which social systems are affected by political, environmental, economic and technological changes. |
| B. Understand the roles and interactions of individuals and groups in society. | 18.B.1a
Compare
the roles of individuals in group situations (e.g., student, committee
member, employee/employer).
18.B.1b Identify major social institutions in the community. |
18.B.2a
Describe interactions of individuals, groups and institutions in situations
drawn from the local community (e.g., local response to state and national
reforms).
18.B.2b Describe the ways in which institutions meet the needs of society. |
18.B.3a
Analyze how individuals and groups interact with and within institutions
(e.g., educational, military).
18.A.3b Explain how social institutions contribute to the development and transmission of culture. |
18.B.4 Analyze various forms of institutions (e.g., educational, military, charitable, governmental). | 18.B.5 Use methods of social science inquiry (pose questions, collect and analyze data, make and support conclusions with evidence, report findings) to study the development and functions of social systems and report conclusions to a larger audience. |
| C. Understand how social systems form and develop over time. | 18.C.1
Describe how individuals interacted within groups to make choices regarding
food, clothing and shelter.
|
18.C.2 Describe how changes in production (e.g., hunting and gathering, agricultural, industrial) and population caused changes in social systems. | 18.C.3a
Describe ways in which a diverse U.S. population has developed and maintained
common beliefs (e.g., life, liberty and the pursuit of happiness; the Constitution
and the Bill of Rights).
18.C.3b Explain how diverse groups have contributed to U.S. social systems over time. |
18.C.4a
Analyze major cultural exchanges of the past (e.g., Colombian exchange,
the Silk Road, the Crusades).
18.C.4b Analyze major contemporary cultural exchanges as influenced by worldwide communications. |
18.C.5 Analyze how social scientists' interpretations of societies, cultures and institutions change over time. |
Printed Material
Other helpful software resources:
Suggested hardware
The presentation will be scored by use of a teacher/student created
rubric for a social studies grade.
The essay will be scored for a writing grade. The speech will be graded
for an oral communication grade. The students will rate their own and their
group's effectiveness.
All students are to be actively involved in researching, planning,
and producing a project during the
next eight class days. You will need to
use class time wisely and efficiently, and do work outside of
class to complete your project by the deadline. Use your mind to analyze,
question, and evaluate
what you find.
Based on Exploring
Explorers created by Patsy Kirk and Carolyn Goohs in 1998 and
Be a Reporter
on a Voyage of Exploration-A WebQuest for 5th Grade Social Studies
designed by Peter Barnes '99
Return
to Explorers: A WebQuest for 5th Grade Social
Studies