Topic: Types of territorial units |
Geography |
| | Standard 13. Understands the forces of cooperation and conflict that shape the divisions of Earth's surface |
| | | Level II (Grade 3-5) |
| | | | Benchmark 1. | Knows the functions of political units (e.g., law-making, law enforcement, provision of services, powers of taxation) and how they differ on the basis of scale (e.g., precinct, census district, school attendance zone, township, metropolitan area, county, state, nation) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Knows that law-making is a function of political units |
| | | | | | 2. | Knows that law enforcement is a function of political units |
| | | | | | 3. | Knows that the provision of services is a function of political units |
| | | | | | 4. | Knows that the power of taxation is a function of political units |
| | | | | | 5. | Knows how the functions of political units differ at the precinct level |
| | | | | | 6. | Knows how the functions of political units differ at the level of census district |
| | | | | | 7. | Knows how the functions of political units differ at the level of school attendance zone |
| | | | | | 8. | Knows how the functions of political units differ at the township level |
| | | | | | 9. | Knows how the functions of political units differ at the metropolis level |
| | | | | | 10. | Knows how the functions of political units differ at the county level |
| | | | | | 11. | Knows how the functions of political units differ at the state level |
| | | | | | 12. | Knows how the functions of political units differ at the national level |
| | | | Benchmark 2. | Knows how and why people divide Earth's surface into political and/or economic units (e.g., states in the United States and Mexico; provinces in Canada; countries in North and South America; countries linked in cooperative relationships, such as the European Union) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Knows how people divide Earth’s surface into political units |
| | | | | | 2. | Knows why people divide Earth’s surface into political units |
| | | | | | 3. | Knows how people divide Earth’s surface into economic units |
| | | | | | 4. | Knows why people divide Earth’s surface into economic units |
| | | | | | 5. | Understands the division of the states in the United States |
| | | | | | 6. | Understands the division of the states in Mexico |
| | | | | | 7. | Understands the division of the provinces in Canada |
| | | | | | 8. | Understands the division of countries in North America |
| | | | | | 9. | Understands the division of countries in South America |
| | | | | | 10. | Understands how countries are linked in cooperative relationships, such as the European Union |
| | | Level III (Grade 6-8) |
| | | | Benchmark 2. | Knows the social, political, and economic divisions on Earth's surface at the local, state, national, and international levels (e.g., transnational corporations, political alliances, economic groupings, world religions) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Knows social divisions on Earth’s surface at the local level |
| | | | | | 2. | Knows political divisions on Earth’s surface at the local level |
| | | | | | 3. | Knows economic divisions on Earth’s surface at the local level |
| | | | | | 4. | Knows social divisions on Earth’s surface at the state level |
| | | | | | 5. | Knows political divisions on Earth’s surface at the state level |
| | | | | | 6. | Knows economic divisions on Earth’s surface at the state level |
| | | | | | 7. | Knows social divisions on Earth’s surface at the national level |
| | | | | | 8. | Knows political divisions on Earth’s surface at the national level |
| | | | | | 9. | Knows economic divisions on Earth’s surface at the national level |
| | | | | | 10. | Knows social divisions on Earth’s surface at the international level |
| | | | | | 11. | Knows political divisions on Earth’s surface at the international level |
| | | | | | 12. | Knows economic divisions on Earth’s surface at the international level |
| | | | | | 13. | Understands transnational corporations as an economic division on the Earth’s surface |
| | | | | | 14. | Understands political alliances as a political division on the Earth’s surface |
| | | | | | 15. | Understands economic groupings as an economic division of the Earth’s surface |
| | | | | | 16. | Understands world religions as a social division on the Earth’s surface |
| | | | Benchmark 3. | Understands the various factors involved in the development of nation-states (e.g., competition for territory and resources, desire for self-rule, nationalism, history of domination by powerful countries) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands competition for territory as a factor involved in the development of nation-states |
| | | | | | 2. | Understands competition for resources as a factor involved in the development of nation-states |
| | | | | | 3. | Understands the desire for self-rule as a factor involved in the development of nation-states |
| | | | | | 4. | Understands nationalism as a factor involved in the development of nation-states |
World History |
| | Standard 20. Understands the redefinition of European society and culture from 1000 to 1300 CE |
| | | Level IV (Grade 9-12) |
| | | | Benchmark 3. | Understands the rise of the city-state in Italy and northern Europe (e.g., how city-states differed from centralizing monarchies; common features and activities that allowed city-states such as Genoa, Venice, and Bruges to become commercial, financial, and economic leaders of Europe and maintain their independence) |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the rise of the city state in Italy |
| | | | | | 2. | Understands the rise of the city state in northern Europe |
| | | | | | 3. | Understands how city states differed from centralizing monarchies |
| | | | | | 4. | Knows common features and activities that allowed city states such as Genoa, Venice, and Bruges to become commercial, financial, and economic leaders of Europe |
| | | | | | 5. | Knows common features and activities that allowed city states such as Genoa, Venice, and Bruges to maintain their independence |
| | Standard 45. Understands major global trends since World War II |
| | | Level III (Grade 7-8) |
| | | | Benchmark 1. | Understands the changing configuration of political boundaries in the world since 1900 and connections between nationalist ideology and the proliferation of sovereign states |
| | | | | Knowledge/skill statements |
| | | | | | 1. | Understands the changing configuration of political boundaries in the world since 1900 |
| | | | | | 2. | Understands connections between nationalist ideology and the proliferation of sovereign states |
| | Standard 46. Understands long-term changes and recurring patterns in world history |
| | | Level III (Grade 7-8) |
| | | | Benchmark 3. | Understands the development of the nation-state and how nation-states differ from empires or other forms of political organization |
| | | | | Knowledge/skill statements |
| | | | | | 2. | Understands how nation states differ from empires or other forms of political organization |
