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Topic: Social, political, and economic characteristics of society 

United States History

 Standard 1.  Understands the characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450
  Level II (Grade 5-6)
   Benchmark 3.Understands social, economic, and cultural characteristics of European society (e.g., the customary European family organization, gender roles, property holding, education and literacy, linguistic diversity, religion)
    Knowledge/skill statements
     1.Understands different social characteristics of European society in the Age of Exploration
     2.Understands different economic characteristics of European society in the Age of Exploration
     3.Understands different cultural characteristics of European society in the Age of Exploration
     4.Understands family organization as a social characteristic of European society in the Age of Exploration
     5.Understands customary gender roles as a social characteristic of European society in the Age of Exploration
     6.Understands customs regarding holding property as an economic characteristic of European society in the Age of Exploration
     7.Understands customs regarding education and literacy as a cultural characteristic of European society in the Age of Exploration
     8.Understands the extent of linguistic diversity as a cultural characteristic of European society in the Age of Exploration
     9.Understands religious customs as a cultural characteristic of European society in the Age of Exploration
  Level IV (Grade 9-12)
   Benchmark 4.Understands the characteristics of Western African societies, such as Mali, Songhai, and Benin, in the 15th and 16th centuries (e.g., the economic importance of the trans-Saharan slave trade; the response of African states to early European coastal trading and raiding; general features of family organization, labor division, agriculture, manufacturing, trade)
    Knowledge/skill statements
     1.Understands the characteristics of the Western African society of Mali in the 15th and 16th centuries
     2.Understands the characteristics of the Western African society of Benin in the 15th and 16th centuries
     3.Understands the characteristics of the Western African society of Songhai in the 15th and 16th centuries
     4.Understands the economic importance of the trans-Saharan slave trade in West Africa in the 15th and 16th centuries
     5.Understands the response of African states to early European coastal trading and raiding in the 15th and 16th centuries
     6.Understands features of family organization in Western African societies in the 15th and 16th centuries
     7.Understands features of labor division in Western African societies in the 15th and 16th centuries
     8.Understands agricultural practices in Western African societies in the 15th and 16th centuries
     9.Understands features of manufacturing in Western African societies in the 15th and 16th centuries
     10.Understands features of trade in Western African societies in the 15th and 16th centuries
 Standard 3.  Understands why the Americas attracted Europeans, why they brought enslaved Africans to their colonies and how Europeans struggled for control of North America and the Caribbean
  Level IV (Grade 9-12)
   Benchmark 1.Understands social and economic characteristics of European colonization in the 17th and 18th centuries (e.g., changing immigration and settlement patterns of Puritans, Quakers, Germans, and Scots-Irish; the slave trade and chattel slavery in the Spanish, English, and French Caribbean, Louisiana, the Dutch West Indies, and Chesapeake)
    Knowledge/skill statements
     1.Knows immigration and settlement patterns of the Puritans
     2.Knows immigration and settlement patterns of the Quakers
     3.Knows immigration and settlement patterns of the Germans
     4.Knows immigration and settlement patterns of the Scots-Irish
     5.Understands slave trade and chattel slavery in the Spanish colonies
     6.Understands slave trade and chattel slavery in the English colonies
     7.Understands slave trade and chattel slavery in the French Caribbean
     8.Understands slave trade and chattel slavery in the Dutch Indies
     9.Understands slave trade and chattel slavery in Chesapeake
 Standard 4.  Understands how political, religious, and social institutions emerged in the English colonies
  Level IV (Grade 9-12)
   Benchmark 5.Understands the similarities and differences in colonial concepts of community (e.g., Puritan's covenant community, Chesapeake colonial emphasis on individualism)
    Knowledge/skill statements
     1.Understands similarities in colonial concepts of community
     2.Understands differences in colonial concepts of community
     3.Knows about the Puritan’s covenant community
     4.Knows about the Chesapeake colonial emphasis on individualism
 Standard 8.  Understands the institutions and practices of government created during the Revolution and how these elements were revised between 1787 and 1815 to create the foundation of the American political system based on the U.S. Constitution and the Bill of Rights
  Level III (Grade 7-8)
   Benchmark 4.Understands the development and impact of the American party system (e.g., social, economic, and foreign policy issues of the 1790s; influence of the French Revolution on American politics; + the rise of the Federalist and Democratic-Republican parties; the election of 1800; the appointment of the "midnight judges")
    Knowledge/skill statements
     1.Understands the development of the American party system
     2.Understands the impact of the American party system
     3.Understands impact of social issues of the 1790s on the American party system
     4.Understands the impact of economic issues of the 1790s on the American party system
     5.Understands the impact of foreign policy issues of the 1790s on the American party system
     6.Understands the influence of the French Revolution on American politics
     7.Understands the rise of the Federalists party
     8.Understands the rise of the Democratic-Republican party
     9.Knows about the election of 1800
     10.Knows about the appointment of the "midnight judges"
 Standard 15.  Understands how various reconstruction plans succeeded or failed
  Level III (Grade 7-8)
   Benchmark 5.Understands changes in the political and social structure in different regions during Reconstruction (e.g., changes in political and economic positions of African Americans in the North; changes in gender roles and status in the North, South and West; contributions of African Americans who served in state and national offices; personal challenges to Freedmen)
    Knowledge/skill statements
     1.Understands changes in the political structure in different regions during Reconstruction
     2.Understands changes in the social structure in different regions during Reconstruction
     3.Understands changes in political positions of African Americans in the North during Reconstruction
     4.Understands changes in economic positions of African Americans in the North during Reconstruction
     5.Understands changes in gender roles in the North during Reconstruction
     6.Understands changes in gender roles in the South during Reconstruction
     7.Understands changes in gender roles in the West during Reconstruction
     8.Understands changes in gender status in the North during Reconstruction
     9.Understands changes in gender status in the South during Reconstruction
     10.Understands changes in gender status in the West during Reconstruction
     11.Understands the contributions of African Americans who served in state offices during Reconstruction
     12.Understands the contributions of African Americans who served in national offices during Reconstruction
     13.Understands personal challenges to Freedmen during Reconstruction
  Level IV (Grade 9-12)
   Benchmark 5.Understands social and economic factors during and toward the end of Reconstruction (e.g., how economic expansion and development in the North and South were influenced by Reconstruction, the impact of fraud and violence on the end of Reconstruction)
    Knowledge/skill statements
     1.Understands social factors during Reconstruction
     2.Understands social factors toward the end of Reconstruction
     3.Understands economic factors during Reconstruction
     4.Understands economic factors toward the end of Reconstruction
     5.Understands how economic expansion in the North was influenced by Reconstruction
     6.Understands how economic development in the North was influenced by Reconstruction
     7.Understands how economic expansion in the South was influenced by Reconstruction
     8.Understands how economic development in the South was influenced by Reconstruction
     9.Understands the impact of fraud on the end of Reconstruction
     10.Understands the impact of violence on the end of Reconstruction
 Standard 26.  Understands the economic boom and social transformation of post-World War II United States
  Level IV (Grade 9-12)
   Benchmark 3.Understands the socioeconomic factors of the post-World War II period in America (e.g., the gap between poverty and the rising affluence of the middle class, the extent of poverty in post-World War II America)
    Knowledge/skill statements
     1.Understands the socioeconomic factors of the post-World War II period in America
     2.Understands the gap between poverty and the rising affluence of the middle class in the post-World War II period

World History

 Standard 12.  Understands the Imperial crises and their aftermath in various regions from 300 to 700 CE
  Level IV (Grade 9-12)
   Benchmark 2.Understands the significant social, political, and cultural characteristics of Gupta society (e.g., the Gupta decline and the importance of Hun invasions in the empire's disintegration; the Gupta golden age under Chandragupta II; centers of learning in India in the 4th and 5th centuries CE, and the role of Buddhist monks in education and higher learning; types of evidence available for understanding Gupta India; the route of the Hun invasion of India, and the revival of the golden age of the Guptas)
    Knowledge/skill statements
     1.Understands the significant social characteristics of Gupta society
     2.Understands the significant political characteristics of Gupta society
 Standard 16.  Understands the development of agricultural societies and new states in tropical Africa and Oceania
  Level IV (Grade 9-12)
   Benchmark 1.Understands the origins and development of societies in Oceania (e.g., theories using linguistic, biological, and cultural evidence to explain migration patterns to the Pacific Islands and New Zealand; how complex social structures, religions, and states developed in Oceania)
    Knowledge/skill statements
     2.Understands the development of societies in Oceania
     9.Understands how complex social structures developed in Oceania
     10.Understands how complex religions developed in Oceania
     11.Understands how complex states developed in Oceania
 Standard 17.  Understands the rise of centers of civilization in Mesoamerica and Andean South America in the 1st millennium CE
  Level III (Grade 7-8)
   Benchmark 2.Understands social features of Mayan culture (e.g., differing views concerning the causes for the decline of Mayan civilization, ways that Mayan myths reflect social values and daily survival skills)
    Knowledge/skill statements
     2.Knows ways that Mayan myths reflect social values and daily survival skills