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Topic: Economic systems 

World History

 Standard 6.  Understands major trends in Eurasia and Africa from 4000 to 1000 BCE
  Level IV (Grade 9-12)
   Benchmark 1.Understands connections between the cultural achievements of early civilizations and the development of political and economic institutions (e.g., state authority, aristocratic power, taxation systems, and institutions of coerced labor, including slavery)
    Knowledge/skill statements
     1.Understands connections between the cultural achievements of early civilizations and the development of political institutions
     2.Understands connections between the cultural achievements of early civilizations and the development of economic institutions
     3.Understands connections between the cultural achievements of early civilizations and the development of the political institution of state authority
     4.Understands connections between the cultural achievements of early civilizations and the development of the political institution of aristocratic power
     5.Understands connections between the cultural achievements of early civilizations and the development of the economic institution of taxation systems
     6.Understands connections between the cultural achievements of early civilizations and the development of the economic institution of coerced labor, including slavery
 Standard 25.  Understands major global trends from 1000 to 1500 CE
  Level III (Grade 7-8)
   Benchmark 4.Understands the concept of capitalism and the emergence of capitalistic institutions and productive methods in Europe and other parts of Afro-Eurasia
    Knowledge/skill statements
     1.Understands the concept of capitalism
     2.Understands the emergence of capitalistic institutions and productive methods in Europe and other parts of Afro Eurasia
 Standard 27.  Understands how European society experienced political, economic, and cultural transformations in an age of global intercommunication between 1450 and 1750
  Level IV (Grade 9-12)
   Benchmark 10.Understands factors that influenced the economic and political development of the Dutch Republic, England, and France (e.g., characteristics of the Dutch Republic that affected commerce and religion, and enabled Amsterdam to gain commercial supremacy over the northern Italian city-states in the late 16th century; factors that led England to develop a Parliamentary government and led to absolutism in France under Louis XIV)
    Knowledge/skill statements
     1.Understands factors that influenced the economic development of the Dutch Republic
     2.Understands factors that influenced the economic development of England
     3.Understands factors that influenced the economic development of France
     4.Understands factors that influenced the political development of the Dutch Republic
     5.Understands factors that influenced the political development of England
     6.Understands factors that influenced the political development of France
     7.Knows characteristics of the Dutch Republic that affected commerce and religion, and enabled Amsterdam to gain commercial supremacy over the northern Italian city states in the late 16th century
     8.Knows factors that led England to develop a Parliamentary government
     9.Knows factors that led to absolutism in France under Louis XIV
 Standard 29.  Understands the economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas between 1500 and 1750
  Level II (Grade 5-6)
   Benchmark 1.Understands European influence in the Americas between the 16th and 18th centuries (e.g., European activity and control in the Americas in the form of territorial empires, trading-post empires, plantation colonies, and settler colonies; how the Netherlands, England, and France became naval, commercial, and political powers in the Atlantic basin; the locations of the British and French in the Americas, and their interest in trade there; the concept of mercantilism and its advantages and disadvantages for the colonies and the mother country)
    Knowledge/skill statements
     1.Understands European territorial empires in the Americas
     2.Understands features of European trading post empires in the Americas
     3.Understands features of European plantation colonies in the Americas
     4.Understands features of European settler colonies in the Americas
     5.Understands how the Netherlands, England, and France became naval, commercial, and political powers in the Atlantic basin
     6.Knows the location of the British in the Americas
     7.Knows the location of the French in the Americas
     8.Understands British trade interests in the Americas
     9.Understands French trade interests in the Americas
     10.Understands the concept of mercantilism
     11.Knows the advantages and disadvantages of mercantilism for the colonies and the mother country
   Benchmark 2.Understands features of the labor system and economy in the Americas (e.g., why sugar, tobacco, coffee, tea, and other crops grown in the colonies became so important in the world economy; different jobs performed by indigenous peoples in the Americas)
    Knowledge/skill statements
     1.Understands features of the labor system in the Americas
     2.Understands features of the economy in the Americas
     3.Understands why sugar, tobacco, coffee, tea, and other crops grown in the colonies became so important in the world economy
     4.Knows different jobs performed by indigenous peoples in the Americas
  Level IV (Grade 9-12)
   Benchmark 6.Understands the development of different colonial labor systems and their impact on indigenous populations (e.g., the evolution of labor systems from the encomienda to the hacienda in North and South America from the 16th to the 17th centuries, the impact of the encomienda system on indigenous peoples and how it compares to slavery)
    Knowledge/skill statements
     1.Understands the development of different colonial labor systems
     2.Understands the impact of colonial labor systems on indigenous populations
     3.Understands the evolution of labor systems from the encomienda to the hacienda in North and South America from the 16th to the 17th centuries
     4.Understands the impact of the encomienda system on indigenous peoples and how it compares to slavery
 Standard 31.  Understands major global trends from 1450 to 1770
  Level III (Grade 7-8)
   Benchmark 1.Knows ways in which expanding capitalistic enterprise and commercialization affected relations among states and contributed to changing class and race relations
    Knowledge/skill statements
     1.Knows ways in which expanding capitalistic enterprise and commercialization affected relations among states
     2.Knows ways in which expanding capitalistic enterprise and commercialization contributed to changing class and race relations
  Level IV (Grade 9-12)
   Benchmark 2.Understands the emergence of capitalism in India and Europe (e.g., the expanding capitalist system, the rise of the middle class, and changes in the textile industry in India after 1700; why modern capitalism successfully developed in England, Holland, and France but failed to take root in Italy, Spain, or Portugal; the rise of Western European capitalism and its effects on the rest of the world)
    Knowledge/skill statements
     1.Understands the emergence of capitalism in India
     2.Understands the emergence of capitalism in Europe
     3.Understands the expanding capitalist system in India after 1700
     4.Understands the rise of the middle class in India after 1700
     5.Understands changes in the textile industry in India after 1700
     6.Understands why modern capitalism successfully developed in England, Holland, and France but failed to take root in Italy, Spain, or Portugal
     7.Understands the rise of Western European capitalism and its effects on the rest of the world
   Benchmark 4.Understands how traditional Puritan and Confucian attitudes toward profit making affected commerce and trading practices in China and the early New England colonies
    Knowledge/skill statements
     1.Understands how traditional Confucian attitudes toward profit making affected commerce and trading practices in China
     2.Understands how traditional Puritan attitudes toward profit making affected commerce and trading practices in the early New England colonies
 Standard 33.  Understands the causes and consequences of the agricultural and industrial revolutions from 1700 to 1850
  Level II (Grade 5-6)
   Benchmark 1.Understands the emergence and impact of industrialism in 18th-century England (e.g., the effects of the agricultural revolution on population growth, industrialization, and patterns of land-holding; major characteristics of industrialization; how the industrial revolution affected population shifts; how the industrial revolution in the textile industry changed the way people worked; how figures such as John Kay, James Hargreaves, James Watt, Edmund Cartwright, and Richard Arkwright contributed to industrialization in England)
    Knowledge/skill statements
     1.Understands the emergence of industrialism in 18th century England
     2.Understands the impact of industrialism in 18th century England
     3.Understands the effects of the agricultural revolution on population growth, industrialization, and patterns of land holding
     4.Knows major characteristics of industrialization
     5.Understands how the industrial revolution affected population shifts
     6.Understands how the industrial revolution in the textile industry changed the way people worked
     7.Understands how figures such as John Kay, James Hargreaves, James Watt, Edmund Cartwright, and Richard Arkwright contributed to industrialization in England
   Benchmark 2.Understands the impact of the industrial revolution in Europe and the Atlantic Basin (e.g., connections between population growth, industrialization, and urbanization; the quality of life in early 19-century cities; the effects of urbanization on the development of class distinctions, family life, and the daily working lives of men, women, and children; advances made in communication and transportation; effects upon the political and economic status of women)
    Knowledge/skill statements
     1.Understands connections between population growth, industrialization, and urbanization
     2.Understands the quality of life in early 19 century cities
     3.Understands the effects of urbanization on the development of class distinctions
     4.Understands the effects of urbanization on family life
     5.Understands the effects of urbanization on the daily working lives of men, women, and children
     6.Knows advances made in communication and transportation during the industrial revolution
     7.Understands the effects of the industrial revolution upon the political and economic status of women
  Level IV (Grade 9-12)
   Benchmark 6.Knows the strengths and weaknesses of Adam Smith’s analysis of capitalism in the "The Wealth of Nations" (e.g., his principle of the "Invisible Hand," the role of free enterprise, the profit motive, and competition; his "pin" story)
    Knowledge/skill statements
     1.Knows the strengths of Adam Smith’s analysis of capitalism in "The Wealth of Nation"
     2.Knows the weaknesses of Adam Smith’s analysis of capitalism in "The Wealth of Nation"
     3.Understands Adam Smith’s principle of the "Invisible Hand"
     4.Understands the role of free enterprise, the profit motive, and competition in capitalism
     5.Knows Adam Smith’s "pin" story and how it reflects his ideas about capitalism
 Standard 44.  Understands the search for community, stability, and peace in an interdependent world
  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
     3.Knows systems of economic management in communist and capitalist countries
     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
 Standard 46.  Understands long-term changes and recurring patterns in world history
  Level III (Grade 7-8)
   Benchmark 2.Understands the emergence of capitalism (e.g., the origins, development, and characteristics of capitalism; capitalist systems compared with other systems for organizing production, labor, and trade)
    Knowledge/skill statements
     1.Understands the origins of capitalism
     2.Understands the development of capitalism
     3.Knows the characteristics of capitalism
     4.Understands how capitalist systems organize production compared with other systems
     5.Understands how capitalist systems organize labor compared with other systems

Economics

 Standard 2.  Understands characteristics of different economic systems, economic institutions, and economic incentives
  Level II (Grade 3-5)
   Benchmark 6.Understands that all societies have developed various economic systems in order to allocate their resources to produce and distribute goods and services and there are advantages and disadvantages to each type of system
    Knowledge/skill statements
     1.Understands that all societies have economic systems
     2.Knows that a variety of economic systems exist
     3.Understands that economic systems have been developed to allocate resources
     4.Understands that economic systems have been developed to distribute goods and services
     5.Knows that there are advantages and disadvantages to each type of economic system
  Level III (Grade 6-8)
   Benchmark 2.Knows that in a command economic system a central authority, usually the government, makes the major decisions about production and distribution
    Knowledge/skill statements
     1.Knows that in a command economic system the central authority makes the major decisions about production
     2.Knows that in a command economic system the central authority makes the major decisions about distribution
     3.Knows that the government is usually the central authority in a command economic system
   Benchmark 3.Knows that in a market economic system individual households and business firms make the major decisions about production and distribution in a decentralized manner following their own self-interests
    Knowledge/skill statements
     1.Knows that in a market economic system, individual households and business firms make the major decisions about production
     2.Knows that in a market economic system, individual households and business firms make the major decisions about distribution
     3.Knows that in a market economic system, major decisions are made in a decentralized manner
     4.Knows that in a market economic system, decision makers follow their own self interest
   Benchmark 4.Understands that national economies vary in the extent to which they rely on government directives (central planning) and signals from private markets
    Knowledge/skill statements
     1.Understands that national economies vary in the extent to which they rely on government directive
     2.Understands that national economies vary in the extent to which they rely on signals from private markets
     3.Knows that central planning is another way of saying government directives
 Standard 6.  Understands the roles government plays in the United States economy
  Level III (Grade 6-8)
   Benchmark 1.Knows that in a market economy the government helps markets to operate efficiently by protecting property rights (i.e. the right to exclude others from using a good or service and the right to transfer ownership) and by providing a system of weights and measures and a standard and stable currency
    Knowledge/skill statements
     1.Knows that in a market economy the government helps markets to operate efficiently

Family/Consumer Sciences

 Standard 5.  Understand importance concepts and skills related to careers in consumer sciences
  Level IV (Grade 9-12)
   Benchmark 3.Understands the impact of the United States economic system on personal income, individual and family security, consumer decisions, and credit
    Knowledge/skill statements
     1.Understands the impact of the United States economic system on personal income
     2.Understands the impact of the United States economic system on individual and family security
     3.Understands the impact of the United States economic system on consumer decisions
     4.Understands the impact of the United States economic system on credit
 Standard 8.  Understand important concepts and skills related to careers in the hospitality, tourism, and recreation industries
  Level IV (Grade 9-12)
   Benchmark 4.Understands the role and impact that the hospitality, tourism, and recreation industries have on local and state economies
    Knowledge/skill statements
     1.Understands the role and impact that the hospitality industry has on the local economy
     2.Understands the role and impact that the tourism industry has on the local economy
     3.Understands the role and impact that the recreation industry has on the local economy

United States History

 Standard 13.  Understands the causes of the Civil War
  Level II (Grade 5-6)
   Benchmark 2.Knows the locations of the southern and northern states and their economic resources (e.g., the industries and small family farms of the industrial North, the agricultural economy and slavery of the South)
    Knowledge/skill statements
     3.Understands the economic resources of the southern states
     4.Understands the economic resources of the northern states
     5.Knows about the industries of the industrial North
     6.Knows about the family farms of the industrial North
     7.Knows about the agricultural economy of the South
     8.Understands the slavery of the South
  Level III (Grade 7-8)
   Benchmark 1.Understands the economic, social, and cultural differences between the North and South (e.g., how the free labor system of the North differed from that of the South)
    Knowledge/skill statements
     1.Understands the economic differences between the North and South
     4.Understands how the free labor system of the North differed from that of the South
   Benchmark 3.Understands issues other than slavery that led to the Civil War (e.g., the appeal of the Northern "free labor" ideology in preventing the further extension of slavery in the new territories; cultural differences, conflicting economic issues, opposing constitutional perspectives)
    Knowledge/skill statements
     1.Understands the appeal of the Northern "free labor" ideology in preventing the further extension of slavery in the new territories
     3.Understands conflicting economic issues that led to the Civil War