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Topic: Global economic interdependence and human society 

Geography

 Standard 11.  Understands the patterns and networks of economic interdependence on Earth's surface
  Level II (Grade 3-5)
   Benchmark 5.Knows how regions are linked economically and how trade affects the way people earn their living in each region (e.g., the flow of fuels from Southwest Asia to industrialized, energy-poor regions of the world; the flow of electronic goods from Pacific Rim nations to the United States)
    Knowledge/skill statements
     1.Knows ways that regions are linked economically
     2.Knows how trade affects the way people earn their living in each economically linked region
     3.Understands the flow of fuels from Southwest Asia to industrialized, energy-poor regions of the world
     4.Understands the flow of electronic goods from Pacific Rim nations to the United States
  Level III (Grade 6-8)
   Benchmark 1.Understands the spatial aspects of systems designed to deliver goods and services (e.g., the movement of a product from point of manufacture to point of use; imports, exports, and trading patterns of various countries; interruptions in world trade such as war, crop failures, and labor strikes)
    Knowledge/skill statements
     1.Understands the spatial aspects of systems designed to deliver goods
     2.Understands the spatial aspects of systems designed to deliver services
     3.Understands the movement of a product from point of manufacture to point of use
     4.Understands the import patterns of various countries
     5.Understands the export patterns of various countries
     6.Understands the trading patterns of various countries
     7.Understands interruptions in world trade caused by war
     8.Understands interruptions in world trade caused by crop failures
     9.Understands interruptions in world trade caused by labor strikes
   Benchmark 4.Understands the primary geographic causes for world trade (e.g., the theory of comparative advantage that explains trade advantages associated with Hong Kong-made consumer goods, Chinese textiles, or Jamaican sugar; countries that export mostly raw materials and import mostly fuels and manufactured goods)
    Knowledge/skill statements
     1.Understands the theory of comparative advantage
     2.Knows that the theory of comparative advantage explains trade advantages associated with Hong Kong-made consumer goods
     3.Knows that the theory of comparative advantage explains trade advantages associated with Chinese textiles
     4.Knows that the theory of comparative advantage explains trade advantages associated with Jamaican sugar
     5.Knows countries that export mostly raw materials
     6.Knows countries that import mostly fuels and manufactured goods
   Benchmark 5.Understands historic and contemporary economic trade networks (e.g., the triangular trade routes of the 16th and 17th centuries; national and global patterns of migrant workers; economic relationships under imperialism such as American colonies and England in the 18th and 19th centuries, or Belgium and the Congo in the 20th century)
    Knowledge/skill statements
     1.Understands historic economic trade networks
     2.Understands contemporary economic trade networks
     3.Understands the triangular trade routes of the 16th and 17th centuries
     4.Understands national patterns of migrant workers
     5.Understands global patterns of migrant workers
     6.Understands economic relationships under imperialism, such as American colonies and England in the 18th and 19th centuries
     7.Understands economic relationships under imperialism such as Belgium and the Congo in the 20th century
  Level IV (Grade 9-12)
   Benchmark 2.Understands the historical movement patterns of people and goods and their relationships to economic activity (e.g., spatial patterns of early trade routes in the era of sailing ships, land-use patterns that resulted in a system of monoculture)
    Knowledge/skill statements
     1.Understands the historical movement patterns of people
     2.Understands the historical movement patterns of goods
     3.Understands how the historical movement patterns of people relate to economic activity
     4.Understands how the historical movement patterns of goods relate to economic activity
     5.Understands the spatial patterns of early trade routes in the era of sailing ships
     6.Understands the land-use patterns that resulted in a system of monoculture
   Benchmark 4.Understands the advantages and disadvantages of international economic patterns (e.g., how land values in an area may change due to the investment of foreign capital; the causes and geographic consequences of an international debt crisis; the advantages and disadvantages of allowing foreign-owned businesses to purchase land, open factories, or conduct other kinds of business in a country)
    Knowledge/skill statements
     1.Understands the advantages of certain international economic patterns
     2.Understands the disadvantages of certain international economic patterns
     3.Understands how land values in an area may change due to the investment of foreign capital
     4.Understands the causes of an international debt crisis
     5.Understands the geographic consequences of an international debt crisis
     6.Understands the advantages of allowing a foreign-owned business to purchase land
     7.Understands the disadvantages of allowing a foreign-owned business to purchase land
     8.Understands the advantages of allowing a foreign-owned business to open factories
     9.Understands the disadvantages of allowing a foreign-owned business to open factories
     10.Understands the advantages of allowing a foreign-owned business to conduct business in a country
     11.Understands the disadvantages of allowing a foreign-owned business to conduct business in a country
 Standard 13.  Understands the forces of cooperation and conflict that shape the divisions of Earth's surface
  Level IV (Grade 9-12)
   Benchmark 6.Understands how external forces can conflict economically and politically with internal interests in a region (e.g., how the Pampas in Argentina underwent a significant socioeconomic transformation in the 19th and early 20th centuries as a consequence of European demands for grain and beef; the consequences of the French colonization of IndoChina in the 19th century to procure tin, tungsten, and rubber; the friction between Hindus and Muslims in the Indian subcontinent in the 1940s which led to the formation of India and Pakistan)
    Knowledge/skill statements
     1.Understands how external forces can conflict economically with internal interests in a region
     2.Understands how external forces can conflict politically with internal interests in a region
     3.Understands how the Pampas in Argentina underwent a significant socioeconomic transformation in the 19th and early 20th centuries as a consequence of European demands for grain and beef
     4.Understands the consequences of the French colonization of IndoChina in the 19th century to procure tin, tungsten, and rubber
     5.Understands the friction between Hindus and Muslims in the Indian subcontinent in the 1940s which led to the formation of India and Pakistan
 Standard 16.  Understands the changes that occur in the meaning, use, distribution and importance of resources
  Level III (Grade 6-8)
   Benchmark 3.Knows world patterns of resource distribution and utilization (e.g., petroleum, coal, iron ore, diamonds, silver, gold, molybdenum)
    Knowledge/skill statements
     1.Knows world patterns of resource distribution
     2.Knows world patterns of resource utilization
     3.Knows the world pattern of petroleum distribution
     4.Knows the world pattern of petroleum utilization
     5.Knows the world pattern of coal distribution
     6.Knows the world pattern of coal utilization
     7.Knows the world pattern of iron ore distribution
     8.Knows the world pattern of iron ore utilization
     9.Knows the world pattern of diamond distribution
     10.Knows the world pattern of diamond utilization
     11.Knows the world pattern of silver distribution
     12.Knows the world pattern of silver utilization
     13.Knows the world pattern of gold distribution
     14.Knows the world pattern of gold utilization
     15.Knows the world pattern of molybdenum distribution
     16.Knows the world pattern of molybdenum utilization
  Level IV (Grade 9-12)
   Benchmark 3.Understands the impact of policy decisions regarding the use of resources in different regions of the world (e.g., the long-term impact on the economy of Nauru when its phosphate reserves are exhausted, the economic and social problems related to the overcutting of pine forests in Nova Scotia, the impact of petroleum consumption in the United States and Japan)
    Knowledge/skill statements
     1.Understands the long-term impact on the economy of Nauru when its phosphate reserves are exhausted
     2.Understands the economic and social problems related to the overcutting of pine forests in Nova Scotia
     3.Understands the impact of petroleum consumption in the United States

World History

 Standard 44.  Understands the search for community, stability, and peace in an interdependent world
  Level II (Grade 5-6)
   Benchmark 2.Understands the impact of increasing economic interdependence in different regions of the world (e.g., how global communications and changing international labor demands have shaped new patterns of world migration since World War II, the effects of the European Economic Community and its growth on economic productivity and political integration in Europe, the emergence of the Pacific Rim economy and economic growth in South Korea and Singapore in recent decades, the effects of new transport and communications technology on patterns of world trade and finance)
    Knowledge/skill statements
     1.Understands how global communications have shaped new patterns of world migration since World War II
     2.Understands how changing international labor demands have shaped new patterns of world migration since World War II
     3.Understands the effects of the European Economic Community and its growth on economic productivity and political integration in Europe
     4.Understands the emergence of the Pacific Rim economy and economic growth in South Korea and Singapore in recent decades
     5.Understands the effects of new transport and communications technology on patterns of world trade and finance
  Level III (Grade 7-8)
   Benchmark 2.Understands influences on economic development around the world (e.g., why economic disparities between industrialized and developing nations have persisted or increased, how neo-colonialism and authoritarian political leadership have affected development in African and Asian countries, the continuing growth of mass consumption of commodities and resources since World War II)
    Knowledge/skill statements
     1.Understands why economic disparities between industrialized and developing nations have persisted or increased
     2.Understands how neo colonialism and authoritarian political leadership have affected development in African countries
     3.Understands how neo colonialism and authoritarian political leadership have affected development in Asian countries
     4.Understands the continuing growth of mass consumption of commodities and resources since World War II
   Benchmark 8.Understands the role and difficulties of the present day migrant worker (e.g., the Southeast Asian domestic in the Persian Gulf, the American oil executive in Saudi Arabia, the Moroccan factory worker in France)
    Knowledge/skill statements
     1.Understands the role of the present day migrant worker
     2.Understands the difficulties of the present day migrant worker
     3.Understands the role and difficulties of the Southeast Asian domestic in the Persian Gulf
     4.Understands the role and difficulties of the American oil executive in Saudi Arabia
     5.Understands the role and difficulties of the Moroccan factory worker in France
  Level IV (Grade 9-12)
   Benchmark 2.Understands rates of economic development and the emergence of different economic systems around the globe (e.g., systems of economic management in communist and capitalist countries, as well as the global impact of multinational corporations; the impact of black markets, speculation, and trade in illegal products on national and global markets; patterns of inward, outward, and internal migration in the Middle East and North Africa, types of jobs involved, and the impact of the patterns upon national economies; the rapid economic development of East Asian countries in the late 20th century, and the relatively slow development of Sub-Saharan African countries)
    Knowledge/skill statements
     1.Understands rates of economic development around the globe
     2.Understands the emergence of different economic systems around the globe
     4.Understands the global impact of multinational corporations
     5.Understands the impact of black markets, speculation, and trade in illegal products on national and global markets
     6.Understands patterns of inward, outward, and internal migration in the Middle East and North Africa, types of jobs involved, and the impact of the patterns upon national economies
     7.Understands the rapid economic development of East Asian countries in the late 20th century
     8.Understands the relatively slow economic development of Sub Saharan African countries in the late 20th century
   Benchmark 3.Understands major reasons for the great disparities between industrialized and developing nations (e.g., disparities in resources, production, capital investment, labor, or trade; possible programs and measures to help equalize these disparities)
    Knowledge/skill statements
     1.Understands the disparities in resources between industrialized and developing countries
     2.Understands the disparities in production between industrialized and developing countries
     3.Understands the disparities in capital investment between industrialized and developing countries
     4.Understands the disparities in labor between industrialized and developing countries
     5.Understands the disparities in trade between industrialized and developing countries
     6.Knows possible programs and measures to help equalize disparities between industrialized and developing nations
   Benchmark 4.Understands the oil crisis and its aftermath in the 1970s (e.g., how the oil crisis revealed the extent and complexity of global economic interdependence; events that have affected world oil prices since 1950; relationships between U.S. domestic energy policy and foreign policy in oil producing regions since 1970)
    Knowledge/skill statements
     1.Understands how the oil crisis revealed the extent and complexity of global economic interdependence
     2.Knows events that have affected world oil prices since 1950
     3.Understands relationships between U.S. domestic energy policy and foreign policy in oil producing regions since 1970
   Benchmark 6.Understands the role of ethnicity, cultural identity, and religious beliefs in shaping economic and political conflicts across the globe (e.g., why terrorist movements have proliferated and the extent of their impact on politics and society in various countries; the tensions and contradictions between globalizing trends of the world economy and assertions of traditional cultural identity and distinctiveness, including the challenges to the role of religion in contemporary society; the meaning of jihad and other Islamic beliefs that are relevant to military activity, how these compare to the Geneva Accords, and how such laws and principles apply to terrorist acts)
    Knowledge/skill statements
     5.Understands the tensions and contradictions between globalizing trends of the world economy and assertions of traditional cultural identity and distinctiveness
   Benchmark 13.Understands how global political change has altered the world economy (e.g., what participation in the world economy can mean for different countries; the relationship between demands for democratic reform and the trend toward privatization and economic liberalization in developing economies and former communist states, and how multilateral aid organizations and multinational corporations have supported or challenged these trends)
    Knowledge/skill statements
     1.Understands what participation in the world economy can mean for different countries
     2.Understands the relationship between demands for democratic reform and the trend toward privatization and economic liberalization in developing economies and former communist states
     3.Understands how multilateral aid organizations and multinational corporations have supported or challenged trends toward privatization and economic liberalization in developing economies
 Standard 45.  Understands major global trends since World War II
  Level IV (Grade 9-12)
   Benchmark 2.Understands causes of economic imbalances and social inequalities among the world's peoples and efforts made to close these gaps
    Knowledge/skill statements
     1.Understands causes of economic imbalances among the world’s peoples
     2.Understands causes of social inequalities among the world’s peoples
     3.Understands efforts made to close economic and social gaps in equality among the world’s people
   Benchmark 3.Understands connections between globalizing trends in economy, technology, and culture and dynamic assertions of traditional cultural identity and distinctiveness
    Knowledge/skill statements
     1.Knows globalizing trends in economy
     2.Knows globalizing trends in technology
     3.Knows globalizing trends in culture
     4.Understands connections between globalizing trends in economy and dynamic assertions of traditional cultural identity and distinctiveness
     5.Understands connections between globalizing trends in technology and dynamic assertions of traditional cultural identity and distinctiveness
     6.Understands connections between globalizing trends in culture and dynamic assertions of traditional cultural identity and distinctiveness