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Topic: Art in culture/society 

Behavioral Studies

 Standard 2.  Understands various meanings of social group, general implications of group membership, and different ways that groups function
  Level II (Grade 3-5)
   Benchmark 7.Knows that language, stories, folktales, music, and artistic creations are expressions of culture
    Knowledge/skill statements
     1.Knows that language is an expression of culture
     2.Knows that stories are an expression of culture
     3.Knows that folktales are an expression of culture
     4.Knows that music is an expression of culture

Arts and Communication

 Standard 5.  Knows a range of arts and communication works from various historical and cultural periods
  Level IV (Grade 9-12)
   Benchmark 4.Knows the cross-cultural relationships among art objects, motifs, designs, and themes of separate societies (e.g., treatment of similar themes in drama of different genres and styles from various cultures and historical periods)
    Knowledge/skill statements
     1.Knows the cross-cultural relationships among art objects of separate societies
     2.Knows the cross-cultural relationships among art motifs of separate societies
     3.Knows the cross-cultural relationships among art designs of separate societies
     4.Knows the cross-cultural relationships among themes in art of separate societies
     5.Understands the treatment of similar themes in drama of different genres from various historical periods
     6.Understands the treatment of similar themes in drama of different genres from various cultures
     7.Understands the treatment of similar themes in drama of different styles from various historical periods
     8.Understands the treatment of similar themes in drama of different styles from various cultures
   Benchmark 5.Knows art forms that reflect cultural elements of the local community (e.g., folk art, utilitarian objects, community environment (landscape and architecture), works of local professional artists and craftsmen)
    Knowledge/skill statements
     1.Knows how folk art reflects cultural elements of the local community
     2.Knows how utilitarian objects reflects cultural elements of the local community
     3.Knows how the community environment reflects cultural elements of the local community
     4.Knows how the community landscape reflects cultural elements of the local community
     5.Knows how community architecture reflects cultural elements of the local community
     6.Knows how works of local professional artists reflect cultural elements of the local community
     7.Knows how works of local craftsmen reflect cultural elements of the local community

Grades K-4 History

 Standard 6.  Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage
  Level II (Grade 3-4)
   Benchmark 3.Understands how arts, crafts, music, and language of people from a variety of regions long ago influenced the nation
    Knowledge/skill statements
     1.Understands how the arts and crafts of people from a variety of regions long ago influenced the nation
     2.Understands how the music of people from a variety of regions long ago influenced the nation
 Standard 7.  Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
  Level I (Grade K-2)
   Benchmark 3.Understands the daily life, history, and beliefs of a country as reflected in dance, music, or the other art forms (such as paintings, sculptures, and masks)
    Knowledge/skill statements
     1.Understands that dance can reflect the daily life of a country
     2.Understands that dance can reflect the history of a country
     3.Understands that dance can reflect the beliefs of a country
     4.Understands that music can reflect the daily life of a country
     5.Understands that music can reflect the history of a country
     6.Understands that music can reflect the beliefs of a country
     7.Understands that art forms such as paintings, sculptures, and masks can reflect the daily life of a country
     8.Understands that art forms such as paintings, sculptures, and masks can reflect the history of a country
     9.Understands that art forms such as paintings, sculptures, and masks can reflect the beliefs of a country
  Level II (Grade 3-4)
   Benchmark 5.Knows significant historical achievements of various cultures of the world (e.g., the Hanging Gardens of Babylon, the Taj Mahal in India, pyramids in Egypt, temples in ancient Greece, bridges and aqueducts in ancient Rome)
    Knowledge/skill statements
     1.Knows that the construction of the Hanging Gardens of Babylon was a significant historical achievement
     2.Knows that the construction of the Taj Mahal in India was a significant historical accomplishment
     3.Knows that the construction of the pyramids in Egypt was a significant historical accomplishment
     4.Knows that the construction of temples in ancient Greece was a significant historical accomplishment
     5.Knows that the construction of bridges and aqueducts in ancient Rome was a significant historical accomplishment

World History

 Standard 33.  Understands the causes and consequences of the agricultural and industrial revolutions from 1700 to 1850
  Level IV (Grade 9-12)
   Benchmark 4.Understands the realities and romanticized visions of pre-industrial England (e.g., as reflected in the paintings of Constable and Turner)
    Knowledge/skill statements
     2.Understands the romanticized visions of pre industrial England (e.g., as reflected in the paintings of Constable and Turner)
 Standard 35.  Understands patterns of nationalism, state-building, and social reform in Europe and the Americas from 1830 to 1914
  Level IV (Grade 9-12)
   Benchmark 12.Understands sources that illustrate social conditions and cultural identity in 19th-century Europe (e.g., how primary sources such as diaries reflect the life experiences of middle and working class men and women in 19th-century Europe; the characteristics of popular, diverse 19th-century art styles, such as Romanticism, Realism, and Impressionism; how Europeans shaped their identity through their view of "other" peoples and cultures)
    Knowledge/skill statements
     2.Understands sources that illustrate cultural identity in 19th century Europe
     4.Knows the characteristics of popular, diverse 19th century art styles, such as Romanticism, Realism, and Impressionism
 Standard 40.  Understands the search for peace and stability throughout the world in the 1920s and 1930s
  Level III (Grade 7-8)
   Benchmark 7.Understands the reflections of Depression-era hunger and poverty in the works of such artists as Käthe Kollwitz, José Clemente Orozco, and Dorothea Lange, and their impact upon society
    Knowledge/skill statements
     1.Understands the reflections of Depression-era hunger and poverty in the works of Kathe Kollwitz
     2.Understands the reflections of Depression-era hunger and poverty in the works of Jos Clemente Orozco
     3.Understands the reflections of Depression-era hunger and poverty in the works of Dorothea Lange
     4.Understands the impact of Depression-era artists upon society
 Standard 44.  Understands the search for community, stability, and peace in an interdependent world
  Level III (Grade 7-8)
   Benchmark 6.Understands the emergence of a global culture (e.g., connections between electronic communications, international marketing, and the rise of a popular "global culture" in the late 20th century; how modern arts have expressed and reflected social transformations, political changes, and how they have been internationalized)
    Knowledge/skill statements
     2.Understands how modern arts have expressed and reflected social transformations, political changes, and how they have been internationalized