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Topic: Historical change and continuity 

World History

 Standard 31.  Understands major global trends from 1450 to 1770
  Level III (Grade 7-8)
   Benchmark 4.Understands patterns of social and cultural continuity in various societies (e.g., ways in which peoples maintained traditions and resisted external challenges in the context of a rapidly changing world)
    Knowledge/skill statements
     1.Knows various ways in which peoples maintained traditions in the context of a rapidly changing world
     2.Knows various ways in which peoples resisted external challenges in the context of a rapidly changing world
 Standard 37.  Understand major global trends from 1750 to 1914
  Level IV (Grade 9-12)
   Benchmark 2.Understands patterns of social and cultural continuity in various societies, and how people maintained and resisted external changes in an era of expanding Western hegemony and rapid industrial and urban change (e.g., the efforts of people such as Jamal al-Din, al-Afghani, Rashid Rida, and Muhammad Abdul)
    Knowledge/skill statements
     1.Understands patterns of social continuity in various societies
     2.Understands patterns of cultural continuity in various societies
     3.Understands how people maintained and resisted external changes in an era of expanding Western hegemony and rapid industrial and urban change
     4.Understands the efforts of people such as Jamal al Din, al Afghani, Rashid Rida, and Muhammad Abdul to resist external change
 Standard 42.  Understands major global trends from 1900 to the end of World War II
  Level III (Grade 7-8)
   Benchmark 5.Understands patterns of social and cultural continuity in various societies (e.g., ways in which peoples maintained traditions, sustained basic loyalties, and resisted external challenges in an era of recurrent world crises)
    Knowledge/skill statements
     1.Understands patterns of social continuity in various societies
     2.Understands patterns of cultural continuity in various societies

Behavioral Studies

 Standard 4.  Understands conflict, cooperation, and interdependence among individuals, groups, and institutions
  Level IV (Grade 9-12)
   Benchmark 8.Understands how various institutions (e.g., social, religious, political) develop and change over time (i.e., what is taught in school and school policies toward student behavior have changed over the years in response to family and community pressures), and how they further both continuity and change in societies
    Knowledge/skill statements
     1.Understands how various institutions develop over time
     2.Understands how various institutions change over time
     3.Knows that changing what is taught in school because of family and community pressures is an example of change and development in an institution
     4.Knows that changing school policies toward student behavior because of family and community pressures is an example of change and development in an institution
     5.Understands how change and development in institutions further both continuity and change in societies
   Benchmark 9.Understands how changes in social and political institutions (e.g., church, school, political party) both reflect and affect individuals' career choices, values, and significant actions
    Knowledge/skill statements
     1.Understands how changes in social institutions reflect individuals’ career choices
     2.Understands how changes in social institutions reflect individuals’ values
     3.Understands how changes in social institutions reflect individuals’ significant actions
     4.Understands how changes in social institutions affect individuals’ career choices
     5.Understands how changes in social institutions affect individuals’ values
     6.Understands how changes in social institutions affect individuals’ significant actions
     7.Knows that church is an example of a social institution
     8.Knows that school is an example of a social institution
     9.Knows that a political party is an example of a political institution
   Benchmark 10.Understands that the decisions of one generation both provide and limit the range of possibilities open to the next generation
    Knowledge/skill statements
     1.Understands that the decisions of one generation provide the range of possibilities open to the next generation
     2.Understands that the decisions of one generation provide the range of possibilities open to the next generation

Grades K-4 History

 Standard 2.  Understands the history of a local community and how communities in North America varied long ago
  Level I (Grade K-2)
   Benchmark 1.Understands changes in community life over time (e.g., changes in goods and services; changes in architecture and landscape; change in jobs, schooling, transportation, communication, religion, recreation)
    Knowledge/skill statements
     1.Knows that community life has changed over time
     2.Knows that the types of goods and services available in the community have changed over time
     3.Knows that the architecture and landscape of the community have changed over time
     4.Knows that the types of jobs available in the community have changed over time
     5.Knows that schooling in the community has changed over time
     6.Knows that the means of transportation used in the community have changed over time
     7.Knows that the means of communication used in the community have changed over time
     8.Knows that the religions practiced in the community have changed over time
     9.Knows that the types of recreation practiced in the community have changed over time

Historical Understanding

 Standard 1.  Understands and knows how to analyze chronological relationships and patterns
  Level I (Grade K-2)
   Benchmark 5.Knows how to identify change and continuity in his or her own life
    Knowledge/skill statements
     1.Knows how to identify change in his or her own life
     2.Knows how to identify continuity in his or her own life
  Level II (Grade 5-6)
   Benchmark 4.Knows how to identify patterns of change and continuity in the history of the community, state, and nation, and in the lives of people of various cultures from times long ago until today
    Knowledge/skill statements
     1.Knows how to identify patterns of change and continuity in the community’s history
     2.Knows how to identify patterns of change and continuity in the state’s history
     3.Knows how to identify patterns of change and continuity in the nation’s history
     4.Knows how to identify patterns of change and continuity in the lives of people in diverse cultures over time
  Level III (Grade 6-8)
   Benchmark 4.Understands patterns of change and continuity in the historical succession of related events
    Knowledge/skill statements
     1.Understands patterns of change in the historical succession of related events
     2.Understands patterns of continuity in the historical succession of related events
  Level IV (Grade 9-12)
   Benchmark 2.Understands historical continuity and change related to a particular development or theme (e.g., the Industrial Revolution, the evolution of democracy in the U.S.)
    Knowledge/skill statements
     1.Understands historical continuity and change related to the theme of the Industrial Revolution
     2.Understands historical continuity and change related to the theme of the evolution of democracy in the United States
 Standard 2.  Understands the historical perspective
  Level IV (Grade 9-12)
   Benchmark 6.Understands that change and continuity are equally probable and natural
    Knowledge/skill statements
     1.Understands that change and continuity are equally probable
     2.Understands that change and continuity are equally natural