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Topic: Cultural perspectives 

United States History

 Standard 1.  Understands the characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450
  Level III (Grade 7-8)
   Benchmark 5.Understands ways in which European societal views (e.g., attitudes toward property and the environment) influenced European perspectives of other cultures during the period of exploration and early settlement
    Knowledge/skill statements
     1.Understands European attitudes toward property during the Age of Exploration
     2.Understands European attitudes toward nature during the Age of Exploration
     3.Understands ways European attitudes toward property influenced perspectives of other cultures
     4.Understands ways European attitudes toward the environment influenced perspectives of other cultures
  Level IV (Grade 9-12)
   Benchmark 6.Understands different European perceptions of Native American societies during the years of exploration (e.g., John White’s vs. Theodore deBry’s)
    Knowledge/skill statements
     1.Understands how John White’s perceptions of Native American societies reflect European perceptions of Native American societies during the years of exploration

Foreign Language

 Standard 4.  Understands traditional ideas and perspectives, institutions, professions, literary and artistic expressions, and other components of the target culture
  Level II (Grade K-4)
   Benchmark 5.Knows basic cultural beliefs and perspectives of people in both native and target cultures relating to family, school, work, and play
    Knowledge/skill statements
     1.Knows basic cultural beliefs of people in the native culture relating to family, school, work, and play
     2.Knows perspectives of people in the native culture relating to family, school, work, and play
     3.Knows basic cultural beliefs of people in the target culture relating to family, school, work, and play
     4.Knows perspectives of people in the target culture relating to family, school, work, and play
  Level III (Grade 5-8)
   Benchmark 6.Understands the general relationship between cultural perspectives and expressive products (e.g., music, visual arts, literature) in the target and native cultures
    Knowledge/skill statements
     1.Understands the general relationship between cultural perspectives and expressive products in the target culture
     2.Understands the general relationship between cultural perspectives and expressive products in the native culture
     3.Understands the general relationship between cultural perspectives and music in the target culture
     4.Understands the general relationship between cultural perspectives and music in the native culture
     5.Understands the general relationship between cultural perspectives and visual arts in the target culture
     6.Understands the general relationship between cultural perspectives and visual arts in the native culture
     7.Understands the general relationship between cultural perspectives and literature in the target culture
     8.Understands the general relationship between cultural perspectives and literature in the native culture
   Benchmark 7.Understands the general relationship between cultural perspectives and practices (e.g., holidays, celebrations, work habits, play) in the target and native cultures
    Knowledge/skill statements
     1.Understands the general relationship between cultural perspectives and practices in the target
     2.Understands the general relationship between cultural perspectives and practices in the native cultures
     3.Understands there is a relationship between holidays and celebrations in cultures
     4.Understands there is a relationship between work habits and play in cultures
   Benchmark 8.Knows how "local" opinions of various aspects of the native culture compare with the views of peers from the target culture
    Knowledge/skill statements
     1.Knows how "local opinions" of the native culture are similar to the views of peers from the target culture
     2.Knows how "local opinions" of the native culture are different from the views of peers from the target culture
  Level IV (Grade 9-12)
   Benchmark 2.Understands the connections between socially-approved behavioral patterns and cultural perspectives
    Knowledge/skill statements
     2.Knows a relationship exists between socially-approved behavioral patterns and cultural perspectives
   Benchmark 4.Draws conclusions about the relationship and mutual influence between perspectives and practices in the target and native cultures
    Knowledge/skill statements
     1.Draws conclusions about the relationship between perspectives and practices in the target culture
     2.Draws conclusions about the relationship between perspectives and practices in the native culture
     3.Draws conclusions about the mutual influence between perspectives and practices in the target culture
     4.Draws conclusions about the mutual influence between perspectives and practices in the native culture
   Benchmark 6.Draws conclusions about the relationship and mutual influence between perspectives and expressive products (e.g., literature, periodicals, music, theater, visual arts) in the target and native cultures
    Knowledge/skill statements
     1.Draws conclusions about the relationship between perspectives and expressive products in the target culture
     2.Draws conclusions about the relationship between perspectives and expressive products in the native culture
     3.Draws conclusions about the mutual influence between perspectives and expressive products in the target culture
     4.Draws conclusions about the mutual influence between perspectives and expressive products in the native culture
   Benchmark 7.Understands contrasting ways in which information about national and international events is reported in the target culture and the native culture
    Knowledge/skill statements
     1.Understands contrasting ways in which information about national events is reported in the target culture and the native culture
     2.Understands contrasting ways in which information about international events is reported in the target culture and the native culture
   Benchmark 8.Understands contrasting ways in which familial, economic, environmental, and political issues are reflected through oral, written, and artistic expression in the native and target cultures
    Knowledge/skill statements
     1.Understands contrasting ways in which familial issues are reflected through oral, written, and artistic expression in the native and target cultures
     2.Understands contrasting ways in which economic issues are reflected through oral, written, and artistic expression in the native and target cultures
     3.Understands contrasting ways in which environmental issues are reflected through oral, written, and artistic expression in the native and target cultures
     4.Understands contrasting ways in which political issues are reflected through oral, written, and artistic expression in the native and target cultures
   Benchmark 9.Understands how other cultures view the role of the native culture in the world arena
    Knowledge/skill statements
     1.Understands that other cultures have their own view of the role of the native culture in the world

World History

 Standard 1.  Understands the biological and cultural processes that shaped the earliest human communities
  Level III (Grade 7-8)
   Benchmark 3.Understands how different human communities expressed their beliefs (e.g., theories regarding the relationship between linguistic and cultural development; possible social, cultural, and/or religious meanings inferred from late paleolithic cave paintings found in Spain and France; theories about the ways in which hunter-gatherers may have communicated, maintained memory of past events, and expressed religious feelings)
    Knowledge/skill statements
     1.Knows theories regarding the relationship between linguistic and cultural development
     2.Knows possible social, cultural, and/or religious meanings inferred from late paleolithic cave paintings found in Spain and France
     3.Knows theories about the ways in which hunter gatherers may have communicated
     4.Knows theories about the ways in which hunter gatherers may have maintained memory of past events
     5.Knows theories about the ways in which hunter gatherers may have expressed religious feelings
 Standard 8.  Understands how Aegean civilization emerged and how interrelations developed among peoples of the Eastern Mediterranean and Southwest Asia from 600 to 200 BCE
  Level III (Grade 7-8)
   Benchmark 7.Understands comparisons of the creation myths of Sumer, Babylon, Egypt, Greece, and nationalized China and the similarities and differences in world view they suggest
    Knowledge/skill statements
     3.Understands similarities and differences in world view suggested by the creation myths of Sumer, Babylon, Egypt, Greece, and nationalized China