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Topic: Family and gender roles 

Behavioral Studies

 Standard 2.  Understands various meanings of social group, general implications of group membership, and different ways that groups function
  Level I (Grade K-2)
   Benchmark 4.Knows that people tend to live in families and communities in which individuals have different roles
    Knowledge/skill statements
     1.Knows that people tend to live in families in which individuals have different roles

Family/Consumer Sciences

 Standard 1.  Understand the family as the basic unit of society
  Level IV (Grade 9-12)
   Benchmark 3.Knows the different types of families (e.g., nuclear, blended, extended, single parent, foster, adoptive)
    Knowledge/skill statements
     1.Understands the concept that there are different types of families
     2.Knows what a nuclear family is
     3.Knows what a blended family is
     4.Knows what an extended family is
     5.Knows what a single parent family is
     6.Knows what a foster family is
     7.Knows what an adoptive family is
 Standard 2.  Understand the impact of the family on the well-being of individuals and society
  Level IV (Grade 9-12)
   Benchmark 2.Understands the role of the family in developing the independence, interdependence, and commitment of family members
    Knowledge/skill statements
     1.Understands the role of the family in developing the independence of family members
     2.Understands the role of the family in developing the interdependence of family members
     3.Understands the role of the family in developing the commitment of family members
 Standard 10.  Understands how knowledge and skills related to child development affect the well-being of individuals, families, and society
  Level IV (Grade 9-12)
   Benchmark 2.Knows factors affecting the decision to parent (e.g., personal goals and priorities, genetic history, resources, cultural and societal factors, individual readiness)
    Knowledge/skill statements
     1.Knows that personal goals and priorities factor into the decision to parent
     2.Knows that genetic history factors into the decision to parent
     3.Knows that resources factor into the decision to parent
     4.Knows that cultural and societal issues factor into the decision to parent
     5.Knows that individual readiness factors into the decision to parent
   Benchmark 3.Understands parenting roles, expectations, and responsibilities across the life span and in different cultures and societies
    Knowledge/skill statements
     1.Understands parenting roles across the life span
     2.Understands parenting expectations across the life span
     3.Understands parenting responsibilities across the life span
     4.Understands parenting roles in different cultures
     5.Understands parenting expectations in different cultures
   Benchmark 12.Understands how various styles of parenting affect the development of children (e.g., authoritarian, democratic, permissive)
    Knowledge/skill statements
     1.Knows there are various styles of parenting
     2.Understands how an authoritarian style of parenting affects the development of children
     3.Understands how a democratic style of parenting affects the development of children
     4.Understands how a permissive style of parenting affects the development of children
   Benchmark 13.Knows external support systems that provide services for parents (e.g., community resources that provide opportunities related to parenting, current laws and policies related to parenting)
    Knowledge/skill statements
     1.Knows that support systems exist to provide services to parents
     2.Knows community resources that provide opportunities related to parenting
     3.Knows current laws and policies related to parenting

Grades K-4 History

 Standard 1.  Understands family life now and in the past, and family life in various places long ago
  Level Pre-K (Grade Pre-K)
   Benchmark 1.Knows his or her own name, gender, age, and place in family
    Knowledge/skill statements
     1.Knows his or her first name
     2.Knows his or her last name
     3.Knows his or her gender
     4.Knows his or her age
     5.Knows his or her place in family
   Benchmark 2.Knows the members of a family
    Knowledge/skill statements
     1.Knows there are specific names for different family members
     2.Knows that families have different structures
     3.Knows that family members have different roles
  Level I (Grade K-2)
   Benchmark 2.Understands family life today and how it compares with family life in the recent past and family life long ago (e.g., roles, jobs, schooling experiences)
    Knowledge/skill statements
     1.Knows that family members have different roles in the family
     2.Knows family members’ roles today
     3.Knows family members’ roles in the recent past
     4.Knows family members’ roles long ago
     5.Knows that the roles of family members have changed over time
     9.Knows that the types of jobs held by family members have changed over time
     13.Knows that the schooling experiences of family members have changed over time
 Standard 7.  Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
  Level II (Grade 3-4)
   Benchmark 3.Understands various aspects of family life, structures, and roles in different cultures and in many eras (e.g., medieval families, matrilineal families in Africa, extended families in China)
    Knowledge/skill statements
     1.Understands family life in medieval families
     2.Understands the structure of medieval families
     3.Understands the roles of family members in medieval families
     4.Understands family life in matrilineal families in Africa
     5.Understands the structure of matrilineal families in Africa
     6.Understands the roles of family members in matrilineal families in Africa
     7.Understands family life in extended families in China
     8.Understands the structure of extended families in China
     9.Understands the roles of family members in extended families in China

United States History

 Standard 4.  Understands how political, religious, and social institutions emerged in the English colonies
  Level II (Grade 5-6)
   Benchmark 4.Understands how and why family and community life differed in various regions of colonial North America (e.g., Williamsburg, Philadelphia, Boston, New York, French Quebec, Santa Fe)
    Knowledge/skill statements
     1.Understands differences in family life throughout colonial North America
     3.Knows about family and community life in Williamsburg
     4.Knows about family and community life in Philadelphia
     5.Knows about family and community life in Boston
     6.Knows about family and community life in New York
     7.Knows about family and community life in French Quebec
     8.Knows about family and community life in Santa Fe
  Level III (Grade 7-8)
   Benchmark 6.Understands how family and gender roles of different regions of colonial America changed across time (1600-1700)
    Knowledge/skill statements
     1.Understands how family roles in different regions of colonial America changed across time (1600-1700)
     2.Understands how gender roles in different regions of colonial America changed across time (1600)
 Standard 12.  Understands the sources and character of cultural, religious, and social reform movements in the antebellum period
  Level IV (Grade 9-12)
   Benchmark 5.Understands changing gender roles in the antebellum period (e.g., men and women's occupations, legal rights, and social status in the North, South and West; how gender roles were influenced by class, ethnic, racial, and religious lines)
    Knowledge/skill statements
     1.Knows about men’s occupations during the antebellum period
     2.Knows about women’s occupations during the antebellum period
     3.Understands how gender roles were influenced by class lines during the antebellum period
     4.Understands how gender roles were influenced by ethnic lines during the antebellum period
     5.Understands how gender roles were influenced by racial lines during the antebellum period
     6.Understands how gender roles were influenced by religious lines during the antebellum period
 Standard 14.  Understands the course and character of the Civil War and its effects on the American people
  Level II (Grade 5-6)
   Benchmark 3.Understands the impact of the Civil War on social and gender issues (e.g., the roles of women on the home front and on the battlefield; the human and material costs of the war; the degree to which the war united the nation; how it changed the lives of women, men, and children)
    Knowledge/skill statements
     2.Understands the impact of the Civil War on gender issues
     3.Understands the roles of women on the Civil War home front
     4.Understands the roles of women on the battlefield
     8.Understands how the Civil War changed the lives of women
     9.Understands how the Civil War changed the lives of men
     10.Understands how the Civil War changed the lives of children
  Level IV (Grade 9-12)
   Benchmark 5.Understands how the Civil War influenced both military personnel and civilians (e.g., the treatment of African American soldiers in the Union Army and Confederacy, how the war changed gender roles and traditional attitudes toward women in the work force)
    Knowledge/skill statements
     2.Understands how the Civil War influenced civilians
     5.Understands how the Civil War changed gender roles in the work force
     6.Understands how the Civil War changed traditional attitudes toward women in the work force
 Standard 15.  Understands how various reconstruction plans succeeded or failed
  Level II (Grade 5-6)
   Benchmark 5.Understands how economic conditions and family life in the North and South changed over the war years
    Knowledge/skill statements
     3.Understands how family life in the North changed over the Civil War years
     4.Understands how family life in the South changed over the Civil War years
  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
     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
 Standard 16.  Understands how the rise of corporations, heavy industry, and mechanized farming transformed American society
  Level IV (Grade 9-12)
   Benchmark 6.Understands the role of class, race, gender, and religion in western communities in the late 19th century (e.g., hardships faced by settlers, how gender and racial roles were defined, the role of religion in stabilizing communities)
    Knowledge/skill statements
     1.Understands the role of class in western communities in the late 19th century
     3.Understands the role of gender in western communities in the late 19th century
     5.understands the hardships faced by settlers in western communities in the late 19th century
     6.Understands how gender roles were defined in western communities in the late 19th century
 Standard 25.  Understands the causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs
  Level III (Grade 7-8)
   Benchmark 7.Understands how World War II influenced American society (e.g., how the war fostered cultural exchange and promoted nationalism and American identity, the effects on gender roles and the American family)
    Knowledge/skill statements
     4.Understands the effects of World War II on gender roles
     5.Understands the effects of World War II on the American family
 Standard 26.  Understands the economic boom and social transformation of post-World War II United States
  Level III (Grade 7-8)
   Benchmark 3.Understands how American society changed after World War II (e.g., reasons for the "return to domesticity" and the effect on family life and women’s careers)
    Knowledge/skill statements
     2.Understands the effect of societal changes on family life after World War II
     3.Understands the effect of societal changes on women’s careers after World War II

World History

 Standard 6.  Understands major trends in Eurasia and Africa from 4000 to 1000 BCE
  Level III (Grade 7-8)
   Benchmark 4.Understands the concept of a patriarchal society and the ways in which the legal and customary positions of aristocratic, urban, or peasant women may have changed in early civilizations
    Knowledge/skill statements
     1.Understands the concept of a patriarchal society
     2.Understands the ways in which the legal and customary positions of aristocratic women may have changed in early civilizations
     3.Understands the ways in which the legal and customary positions of urban women may have changed in early civilizations
     4.Understands the ways in which the legal and customary positions of peasant women may have changed in early civilizations
 Standard 13.  Understands the causes and consequences of the development of Islamic civilization between the 7th and 10th centuries
  Level III (Grade 7-8)
   Benchmark 2.Understands significant aspects of Islamic civilization (e.g., the emergence of Islamic civilization in Iberia and its economic and cultural achievements, how family life and gender relations were prescribed in Islamic society)
    Knowledge/skill statements
     4.Understands how family life and gender relations were prescribed in Islamic society
 Standard 14.  Understands major developments in East Asia and Southeast Asia in the era of the Tang Dynasty from 600 to 900 CE
  Level IV (Grade 9-12)
   Benchmark 1.Understands social and political characteristics of the reunification of China (e.g., the process of political centralization and economic reforms that marked China's reunification under the Sui and Tang dynasties, the roles of women and family)
    Knowledge/skill statements
     5.Understands the role of the family under the reunification of China
 Standard 15.  Understands the political, social, and cultural redefinitions in Europe from 500 to 1000 CE
  Level III (Grade 7-8)
   Benchmark 3.Understands social class and gender roles in Medieval Europe (e.g., changes in the legal, social, and economic status of peasants in the 9th and 10th centuries; how the political fragmentation of Europe after Charlemagne affected their lives; the responsibilities of women with different social status)
    Knowledge/skill statements
     2.Understands gender roles in Medieval Europe
     5.Knows the responsibilities of women with different social status in Medieval Europe
 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 4.Understands social features of Andean societies (e.g., different agriculture practices in the Moche/Andean region; kinship groups, regulated family and community life in Andean societies)
    Knowledge/skill statements
     2.Understands the structure of kinship groups in Andean societies
     3.Understands features of regulated family and community life in Andean societies
 Standard 19.  Understands the maturation of an interregional system of communication, trade, and cultural exchange during a period of Chinese economic power and Islamic expansion
  Level IV (Grade 9-12)
   Benchmark 7.Understands different social classes and gender roles in Japanese society (e.g., the influence of Buddhist sects on the samurai class; the role of social class, area, time, and age in determining women's experiences)
    Knowledge/skill statements
     2.Understands different gender roles in Japanese society
     4.Understands the role of social class, area, time, and age in determining women’s experiences in Japanese society
 Standard 20.  Understands the redefinition of European society and culture from 1000 to 1300 CE
  Level III (Grade 7-8)
   Benchmark 2.Understands the importance of inheritance laws, arranged marriages, dowries, and family alliances for dynastic and aristocratic politics
    Knowledge/skill statements
     1.Understands the importance of inheritance laws for dynastic and aristocratic politics in European society
     2.Understands the importance of arranged marriages for dynastic and aristocratic politics in European society
     3.Understands the importance of dowries for dynastic and aristocratic politics in European society
     4.Understands the importance of family alliances for dynastic and aristocratic politics in European society
 Standard 22.  Understands the growth of states, towns, and trade in Sub-Saharan Africa between the 11th and 15th centuries
  Level IV (Grade 9-12)
   Benchmark 1.Understands how art and architecture reveal elements of Ile-Ife, Benin, and other African societies (e.g., the role of the ruler, political power, gender differences, foreign contact, technology)
    Knowledge/skill statements
     6.Understands how art and architecture reveal gender differences in different African societies
 Standard 24.  Understands the expansion of states and civilizations in the Americas between 1000 and 1500
  Level III (Grade 7-8)
   Benchmark 1.Understands social and cultural features of Aztec society (e.g., the characteristics of Tenochtitl n that made it a unique city, gender roles in Aztec society and what these indicate about Aztec culture)
    Knowledge/skill statements
     4.Understands gender roles in Aztec society and what these indicate about Aztec culture
  Level IV (Grade 9-12)
   Benchmark 3.Understands gender roles in Caribbean, Mesoamerican, and Andean societies and how these are reflected in images, myths, and individual qualities of their gods
    Knowledge/skill statements
     1.Understands gender roles in Caribbean, Mesoamerican, and Andean societies
     2.Understands how gender roles of the Caribbean, Mesoamerican, and Andean societies are reflected in images, myths, and individual qualities of their gods
 Standard 29.  Understands the economic, political, and cultural interrelations among peoples of Africa, Europe, and the Americas between 1500 and 1750
  Level IV (Grade 9-12)
   Benchmark 2.Knows reasons for the emergence of social hierarchies based on race and gender in both the Iberian Empire and the British colonies in the Americas
    Knowledge/skill statements
     3.Knows reasons for the emergence of social hierarchies based on gender in the Iberian Empire
     4.Knows reasons for the emergence of social hierarchies based on gender in the British colonies in the Americas
 Standard 30.  Understands transformations in Asian societies in the era of European expansion
  Level IV (Grade 9-12)
   Benchmark 4.Understands the cultural, economic, and social structure of China during the period of European commercial expansion (e.g., cultural and economic achievements of the Chinese during the reigns of the Kangzi and Qianlong emperors; the major differences in the trading policies of the Ming and Manchu, the factors that contributed to these changes, and European products desired by the Chinese; aspects of life of the elite in China; the family and its role in Chinese society)
    Knowledge/skill statements
     10.Understands the family and its role in Chinese society
 Standard 32.  Understands the causes and consequences of political revolutions in the late 18th and early 19th centuries
  Level III (Grade 7-8)
   Benchmark 3.Understands how the French Revolution changed social conditions in France (e.g., how the revolution changed political and religious institutions, social relations, education, family life, and the legal and political position of women; how territorial changes were made in Europe between 1789 and 1815 and their consequences for diverse social groups such as clergy, nobility, peasantry, bourgeoisie, and sans-culottes)
    Knowledge/skill statements
     5.Understands how the French Revolution changed family life
 Standard 33.  Understands the causes and consequences of the agricultural and industrial revolutions from 1700 to 1850
  Level II (Grade 5-6)
   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
     4.Understands the effects of urbanization on family life
     7.Understands the effects of the industrial revolution upon the political and economic status of women
 Standard 36.  Understands patterns of global change in the era of Western military and economic dominance from 1800 to 1914
  Level IV (Grade 9-12)
   Benchmark 3.Understands the influence of European imperial expansion on political and social facets of African and Indian society (e.g., ideas of Social Darwinism and scientific racism in 19th-century Europe and how these encouraged European imperial expansion in Africa and Asia; the major chain of events in Europe and Africa that led to the "scramble" for African territory, and the role of particular African governments or peoples in the partition of Africa by the Europeans; the impact of European expansion on legal, familial, and gender relations in Indian and African village life)
    Knowledge/skill statements
     8.Understands the impact of European expansion on legal, familial, and gender relations in Indian village life
     9.Understands the impact of European expansion on legal, familial, and gender relations in African village life
 Standard 44.  Understands the search for community, stability, and peace in an interdependent world
  Level IV (Grade 9-12)
   Benchmark 12.Understands gender roles across the globe (e.g., conflicts in the perception of gender roles in various religions, especially the role of women; how the legal status of women varies around the world in Muslim societies, and how the status of women from different classes has changed in the past century)
    Knowledge/skill statements
     1.Knows conflicts in the perception of gender roles in various religions, especially the role of women
     2.Understands how the legal status of women varies around the world in Muslim societies
     3.Understands how the status of women from different classes has changed in the past century