Standard 6: Social Studies

 

STANDARD 6.1 (SOCIAL STUDIES SKILLS) ALL STUDENTS WILL UTILIZE HISTORICAL THINKING, PROBLEM SOLVING, AND RESEARCH SKILLS TO MAXIMIZE THEIR UNDERSTANDING OF CIVICS, HISTORY, GEOGRAPHY, AND ECONOMICS. 

 

Descriptive Statement: The purpose of this standard is to develop the requisite skills needed to fully appreciate, comprehend, and apply knowledge of the other five social studies standards:  civics, world history, United States and New Jersey history, geography, and economics.  These skills must be integrated across all five standards.  Students must understand basic concepts such as time, location, distance, and relationships and must be able to apply these concepts to the study of people, places, events, and issues.  These skills focus on the importance of historical research as well as the need to distinguish fact from fiction and to understand cause and effect.  These skills should not be taught in isolation; rather, students must use these skills in the study of all social studies disciplines.

 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

 

A.     Social Studies Skills                     

 1.         Analyze how events are related over time.

 2.         Use critical thinking skills to interpret events, recognize bias, point of view, and context.

 3.         Assess the credibility of primary and secondary sources.

 4.         Analyze data in order to see persons and events in context.

 5.         Examine current issues, events, or themes and relate them to past events.

 6.         Formulate questions based on information needs.

 7.         Use effective strategies for locating information.

 8.         Compare and contrast competing interpretations of current and historical events.

 9.         Interpret events considering continuity and change, the role of chance, oversight and error, and changing interpretations by historians.

 10.     Distinguish fact from fiction by comparing sources about figures and events with fictionalized characters and events.

 11.     Summarize information in written, graphic, and oral formats.

 

STANDARD 6.3 (WORLD HISTORY) ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF WORLD HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND THE FUTURE.

 

Descriptive Statement: This standard includes content relating to eight periods of world history, including:

·        The Birth of Civilization to 1000 BCE (BC)

·        Early Human Societies to 500 CE (AD)

·        Developing Human Societies to 1400 CE (AD)

·        The Age of Global Encounters (1400-1750)

·        The Age of Revolutionary Change (1750-1914)

·        The Era of the Great Wars (1914-1945)

·        The Modern World (1945 to 1979)

·        Looking to the Future (1980-present) 

The standards do not outline specific world history content and skills for students in grades K-4.  Students in grades K-4 need to develop the social studies skills outlined in Standards 6.1 in order to understand the complex information presented in grades 5-8.  Standard 6.2: Civics and Standard 6.4: United States and New Jersey History provide a foundation for the study of home, family, community, culture, international education, and global issues.  In addition, as elementary students begin the study of a world language, they will learn about the history and culture of countries where the target language is spoken.  Finally, the visual and performing arts standards require that students study works of art from various historical periods and diverse cultures.  Thus, K-4 students will have multiple opportunities to study world history from different perspectives through a more integrated approach. 

The Cumulative Progress Indicators (CPIs) are grouped primarily in two grade clusters, grades 5 to 8 and grades 9 to 12.  In order to study the periods of history in more depth, students in grades five through eight study the first four periods, from the development of human civilization in prehistory to the beginning of the post-medieval world. Students in grades 9 through 12 study the last five periods from global encounters to the contemporary world. Throughout the teaching of history, teachers are encouraged to connect events being studied to similar occurrences at different times in history and to current events. Teachers should endeavor to address the following critical questions of historical study:   

Are there general lessons to be learned from history?

How and why do societies change?

What is civilization and how has it been defined? Why do civilizations decline and perish?

Why is there political and social conflict?

How does religion influence the development of individual societies as well as global processes?

Are individuals as important as underlying structures in explaining change?

How have social institutions and groups failed to function in a positive way when people have behaved in cruel or inhumane ways?

How have people worked to combat instances of prejudice, cruelty, and discrimination? (Adapted from: Rabb, Theodore, 1999.  History Matters.  Newsletter of the National Council for History Education)

 

The history topics listed for each of the eight eras of world history are organized around the following geographic areas:  Eastern Europe, Western Europe, East Asia, Africa, the Middle East, North America, and Latin/Mesoamerica.  They are grouped around the following topics:

 

·        Study of a particular civilization

·        Specific structures within the civilization  (political, social, economic)

·        Comparative civilizations/societies

·        Connections among civilizations

·        Global processes such as trade, conflict, and demographic change

·        World religions

·        Humanities: arts, sciences, and culture 

Students need to learn critical and historical thinking as they study history and cultures, the role of geography and the development of social, economic and political structures throughout the world at various times. There should also be a balanced look at some of the political, social, cultural and technological changes that occurred in Europe, Africa, the Middle East and Asia and the Americas from earliest times to the present. Students should trace the evolution of selected important ideas, beliefs, practices, and technologies as they shaped major developments.

 

Cumulative Progress Indicators

 

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students will:

 

A.     The Birth of Civilization to 1000 BCE

 1.         Describe the physical and cultural changes that shaped the earliest human communities as revealed through scientific methods, including:

·        Early hominid development, including the development of language and writing

·        Migration and adaptation to new environments 

·        Differences between wild and domestic plants and animals

·        Locations of agricultural settlements 

·        Differences between hunter/gatherer, fishing, and agrarian communities

 2.         Describe how environmental conditions impacted the development of different human communities (e.g., population centers, impact of the last Ice Age).

 3.         Compare and contrast the economic, political, and environmental factors (e.g., climate, trade, geography) that led to the development of major ancient civilizations including Mesopotamia (e.g., Hammurabi’s Code), Egypt, the Indus Valley, the Yellow River, and Kush (Nubia).         

 

B.     Early Human Societies to 500CE

 1.         Explain the historical context, origins, beliefs, and moral teachings of the major world religions and philosophies, including:

·        The origins of Judaism and Christianity and the emergence of the Judeo-Christian tradition

·        The influence of Confucianism, Daoism, and Buddhism on the formation of Chinese civilization

·        Hinduism, the Aryan migrations, and the caste system in India

·        The influence of Buddhism in India

 2.         Describe the political framework of Athenian society and its influence on modern society, including:

·        The influence of Athenian political ideals on public life

·        The importance of participatory government

·        The role of women in Athenian society, their rights under law, and possible reasons why democracy was limited to males

·        Athenian ideas and practices related to political freedom, national security, and justice

 3.         Describe the social and political characteristics of the Greek city-states, including:

·        Similarities and differences between Athenian democracy and Spartan military aristocracy

·        Location and political structure of the city-states

·        Hierarchical relationships in Greek societies

·        Civic, economic, and social tasks performed by men and women of different classes

 4.         Describe the significant contributions of ancient Greece to Western Civilization, including:

·        Characteristics of Classic Greek art and architecture and how they are reflected in modern art and architecture

·        Socrates’ values and ideas

·        Philosophy, including Plato and Aristotle

·        Greek Drama, including Sophocles and  Euripides

·        History, including Herodotus, Xenophon, and Thucydides

·        Greek mythology

 5.         Discuss the cultural influences of Greece, Egypt, Persia, and India on Mediterranean cultures through assimilation, conquest, migration, and trade.

 6.         Discuss the origins and social framework of Roman society, including:

·        The geographic location of various ethnic groups on the Italian peninsula and their influence on early Roman society

·        The legends of the founding of Rome and how they reflect the beliefs and values of its citizens

·        Daily life in Rome and Pompeii

 7.         Describe the political and social framework of Roman society, including:

·        Political and social institutions of the Roman Republic and reasons for its transformation from Republic to Empire

·        The influence of key Roman leaders

 8.         Analyze how shifts in the political framework of Roman society impacted the expansion of the empire and how this expansion transformed Roman society, economy, and culture.

 9.         Discuss the political events that may have contributed to the decline of the Roman Empire, including internal divisions, significant battles, invasions, and political changes.

 10.     Describe the development of the Mayan civilization from agricultural community to an urban civilization, including the influence of the environment on agricultural methods, water utilization, and herding methods.

 11.     Describe the significant features of Mayan civilization, including the locations of Mayan city-states, road systems, and sea routes, the role and status of elite men and women in Mayan society and their portrayal in Mayan architecture, the role of religion and ceremonial games in Mayan culture, and the structure and purpose of the Mayan pyramids.

 

C.     Expanding Zones of Exchange and Interaction to 1400 CE  

 1.         Discuss how Western civilization arose from a synthesis of Christianity and classical Greco-Roman civilization with the cultures of northern European peoples.

 2.         Discuss the spread of Islam in Southwest Asia, the Mediterranean region, and Northern Africa and the influence of Islamic ideas and practices on other cultures and social behavior,  including:

·        The origin and development of Islamic law

·        The significance of the Quran and the Five Pillars of Islam

·        The diverse religious, cultural, and geographic factors that influenced the ability of  the Muslim government to rule

·        The split into Sunni and Shi’ite factions

·        The importance of Muslim civilization in mediating long-distance commercial, cultural, intellectual, and food crop exchange across Eurasia and parts of Africa

 3.         Discuss the significance of the developing cultures of Asia, including the Golden Age in China and spread of Chinese civilization to Japan, Korea, and Southeast Asia and the rise of the Mongol Empire and its impact on the Kievan Rus.

 4.         Analyze the rise of the West African Empires of Ghana, Mali, and Songhay and compare with changes in Asia, Europe, and the Americas.

 5.         Analyze the relationships between Mesoamerican and Andean societies, including:

·        The growth of urban societies and urban planning

·        Religions and rituals

·        Governing  structure and economy

·        The construction of the Mesoamerican calendar

·        Similarities in agriculture, societal structures, and artisan crafts

 6.         Explain the medieval origins of constitutional government in England (e.g., Edward I, Magna Carta, Model Parliament of 1295, Common Law).

 7.         Discuss the evolution of significant political, economic, social and cultural institutions and events that shaped European medieval society, including Catholic and Byzantine churches, feudalism and manorialism, the Crusades, the rise of cities, and changing technology.

 

D.    The Age of Global Encounters (1400-1750)

 1.         Discuss factors that contributed to oceanic travel and exploration in the 15^th and 16^th centuries, including technological innovations in ship building navigation, naval warfare, navigational inventions such as the compass, and the impact of wind currents on the major trade routes.

 2.         Describe the significant contributions of the Renaissance and Reformation to European society, including major achievements in literature, music, painting, sculpture, and architecture.

 3.         Compare the social and political elements of Incan and Aztec societies, including the major aspects of government, the role of religion, daily life, economy, and social organization.

 

 

STANDARD 6.4 (UNITED STATES AND NEW JERSEY HISTORY) ALL STUDENTS WILL DEMONSTRATE KNOWLEDGE OF UNITED STATES AND NEW JERSEY HISTORY IN ORDER TO UNDERSTAND LIFE AND EVENTS IN THE PAST AND HOW THEY RELATE TO THE PRESENT AND FUTURE.

 

Descriptive statement: This standard introduces students in grades K-4 to the history of the United States and New Jersey through the study of family and community life. Through this study, students also become aware of many cultural traditions and heritages that contribute to the diversity of this country.  As a foundation for further study in grades 5-8, students learn about important issues and personalities that have influenced the history of the state and the nation.  Within the grades 5-12 cluster, students study the following ten periods in New Jersey and American history:

 

• Many Worlds Meet (to 1620)
• Colonization and Settlement (1585-1763)
• Revolution and the New Nation (1754-1820)
• Expansion and Reform (1801-1861)
• Civil War and Reconstruction (1850-1877)
• The Industrial Revolution (1870-1900)
• The Emergence of Modern America (1890-1930)
• The Great Depression and World War II (1929-1945)
• Postwar Years (1945-1970)
• Contemporary America (1968-present)

 

Within the ten broad eras, the indicators cover the political, social, cultural, diplomatic, scientific/technological, and military aspects of United States history.  Throughout the teaching of these periods, teachers are encouraged to connect events being studied to similar occurrences at different times in history and to current events. In addition, the study of New Jersey history provides an excellent laboratory for teaching major themes in American history. New Jersey history, and the many historical sites located throughout the state, provides close-at-hand, immediate examples that make American history real to students. 

 

Cumulative Progress Indicators

 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

  

A.     Family and Community Life

Reinforce indicators from previous grade levels.

 

B.     State and Nation

Reinforce indicators from previous grade levels.

 

C.     Many Worlds Meet (to 1620)

 1.         Discuss factors that stimulated European overseas explorations between the 15^th and 17^th centuries and the impact of that exploration on the modern world.

 2.         Trace the major land and water routes of the explorers.

 3.         Compare the political, social, economic, and religious systems of Africans, Europeans, and Native Americans who converged in the western hemisphere after 1492 (e.g.,  civic values, population levels, family structure, communication, use of natural resources).

 4.         Discuss the characteristics of the Spanish and Portuguese exploration and conquest of the Americas, including Spanish interaction with the Incan and Aztec empires, expeditions in the American Southwest, and the social composition of early settlers and their motives for exploration and conquest.

 5.         Describe the migration of the ancestors of the Lenape Indians and their culture at the time of first contact with Europeans.

 6.         Compare and contrast historic Native American groups of the West, Southwest, Northwest, Arctic and sub-Arctic, Great Plains, and Eastern Woodland regions at the beginning of European exploration.

 7.         Analyze the cultures and interactions of peoples in the Americas, Western Europe, and Africa after 1450 including the transatlantic slave trade. 

 8.         Discuss how millions of Africans, brought against their will from Central Africa to the Americas, including Brazil, Caribbean nations, North America and other destinations, retained their humanity, their families, and their cultures during enslavement.

 

D.    Colonization and Settlement (1585-1763)

 1.         Analyze the political, social, and cultural characteristics of the English colonies.

 2.         Describe the political, religious, social, and economic institutions that emerged in Colonial America, including New Netherland and colonial New Jersey.

 3.         Explain the differences in colonization of the Americas by England, the Netherlands, France, and Spain, including governance, relation to the mother countries, and interactions with other colonies and Native Americans. 

 4.        Examine the interactions between Native Americans and European settlers, such as agriculture, trade, cultural exchanges, and military alliances and conflicts.

 5.         Describe Native American resistance to colonization, including the Cherokee War against the English, the French and Indian War, and King George’s War.

 6.         Identify factors that account for the establishment of African slavery in the Americas.

 7.         Discuss Spanish exploration, settlement, and missions in the American Southwest.

 

E.     Revolution and the New Nation (1754-1820)

 1.         Discuss the background and major issues of the American Revolution, including the political and economic causes and consequences of the revolution.

 2.         Discuss the major events (e.g. Boston Tea Party, Battle of Trenton) and personalities (e.g., George Washington, John Adams, John Witherspoon, William Franklin, Benjamin Franklin, Thomas Jefferson) of the American Revolution.

 3.         Identify major British and American leaders and describe their roles in key events, such as the First and Second Continental Congresses, drafting and approving the Declaration of Independence (1776), the publication of “Common Sense,” and major battles of the Revolutionary War.

 4.         Explain New Jersey’s critical role in the American Revolution, including major battles, the involvement of women and African Americans, and the origins of the movement to abolish slavery.

 5.         Discuss the political and philosophical origins of the United States Constitution and its implementation in the 1790s.

 6.         Describe and map American territorial expansions and the settlement of the frontier during this period.

 7.         Analyze the causes and consequences of continuing conflict between Native American tribes and colonists (e.g., Tecumseh’s rebellion).

 8.         Discuss the background and major issues of the War of 1812 (e.g., sectional issues, role of Native Americans).

 

F.      Expansion and Reform (1801-1861)

 1.         Describe the political, economic, and social changes in New Jersey and American society preceding the Civil War, including the early stages of industrialization, the growth of cities, and the political, legal, and social controversies surrounding the expansion of slavery.

 2.         Discuss American cultural, religious, and social reform movements in the antebellum period (e.g., abolitionists, the Second Great Awakening, the origins of the labor and women’s movements). 

 3.         Explain the concept of the Manifest Destiny and its relationship to the westward movement of settlers and territorial expansion, including the purchase of Florida (1819), the annexation of Texas (1845), the acquisition of the Oregon Territory (1846), and territorial acquisition resulting from the Mexican War (1846-1848).

 4.         Explain the characteristics of political and social reform movements in the antebellum period in New Jersey, including the 1844 State Constitution, the temperance movement, the abolition movement, and the women’s rights movement.

 5.         Explain the importance of internal improvements on the transformation of New Jersey’s economy through New Jersey’s two canals and the Camden and Amboy Railroad.

 6.         Discuss the economic history of New Jersey, including growth of major industries and businesses, the lives of factory workers, and occupations of working people.

 7.         Compare political interests and views regarding the War of 1812 (e.g., US responses to shipping harassment, interests of Native Americans and white settlers in the Northwest Territory).

 8.         Discuss sectional compromises associated with westward expansion of slavery, such as the Missouri Compromise (1820) and the continued resistance to slavery by African Americans (e.g., Amistad Revolt).

 9.         Describe and map the continuing territorial expansion and settlement of the frontier, including the acquisition of new territories and conflicts with Native Americans, the Louisiana Purchase, the Lewis and Clark expedition, and the California gold rush.

 10.     Explain how state and federal policies influenced various Native American tribes (e.g., homeland vs. resettlement, Black Hawk War, Trail of Tears).

 11.     Understand the institution of slavery in the United States, resistance to it, and New Jersey’s role in the Underground Railroad.

 

G.    Civil War and Reconstruction (1850-1877)

 1.         Explain the major events, issues, and personalities of the American Civil War   including:

·        The causes of the Civil War (e.g., slavery, states’ rights)

·        The course and conduct of the war (e.g., Antietam, Vicksburg, Gettysburg)

·        Sectionalism

·        The Dred Scott and other Supreme Court  decisions

·        The role of  women

·        The role of African Americans

·        The Gettysburg Address

·        The Emancipation Proclamation

·        Juneteenth Independence Day

 2.         Analyze different points of view in regard to New Jersey’s role in the Civil War, including abolitionist sentiment in New Jersey and New Jersey’s vote in the elections of 1860 and 1864.

 3.         Explain Reconstruction as a government action, how it worked, and its effects after the war.

 4.         Discuss the impact of retaliatory state laws and general Southern resistance to Reconstruction.

 5.         Discuss the Dawes Act of 1887, how it attempted to assimilate Native Americans by converting tribal lands to individual ownership, and its impact on Native Americans.

STANDARD 6.5 (ECONOMICS) ALL STUDENTS WILL ACQUIRE AN UNDERSTANDING OF KEY ECONOMIC PRINCIPLES. 

Descriptive Statement: Economics is the study of human behavior in relation to scarce resources. It is also about responsible citizenship. Effective economic decisions within the roles of consumer, producer, saver, and investor are more likely to be made if students understand economic concepts and their applications. The understanding of economic principles, concepts, and analytical tools is also essential for career development and financial success in the 21^st century. Our students live in a world of increasing global interdependence.

 

 Students also need to understand that the economic decisions of institutions, governments, and individuals can have immediate and far-reaching impacts.  Another goal of this standard is to provide students with the necessary economic knowledge and skills for a full understanding of political, social, and historical events. These events are often incompletely or inadequately understood without a firm grasp of their economic components. For example, no modern election is without economic aspects and, in fact, economic issues have dominated many recent elections. Therefore, it is essential that New Jersey’s schools provide all students with a strong foundation in the social science of economics.

This standard addresses two strands across grades K-12: 

A.  Economic Literacy

B.  Economics and Society

 

Cumulative Progress Indicators

 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

 

A.     Economic Literacy

 1.         Discuss how needs and wants change as one ages and the impact of planning, spending and saving.

 2.         Explain the law of supply and demand.

 3.         Compare ways to save money, including checking and savings accounts, stocks and bonds, and the relationship between risk and return in investments.

 4.         Describe the role credit plays in the economy and explain the difference in cost between cash and credit purchases.

 5.         Discuss the economic growth of a nation in terms of increasing productivity, investment in physical capital, and investment in human capital.

 6.         Describe how private industry acquires material and energy resources, provides jobs, raises financial capital, manages production processes, and markets goods and services that create wealth in order to meet consumer and industrial requirements.

 7.         Discuss how innovation, entrepreneurship, competition, customer satisfaction, and continuous improvement in productivity are responsible for the rise in the standard of living in the United States and other countries with market economies.

 8.         Compare and contrast the characteristics of the three basic economic systems: traditional or barter and trade, market capitalism, and command (e.g., communism).

 9.         Explain what taxes are, how they are collected, and how tax dollars are used by local, state, and national governments to provide goods and services.

 

B.     Economics and Society

 1.         Discuss how meeting the needs and wants of a growing world population impacts the environment and economic growth. 

 2.         Describe the many ways federal, state, and local governments raise funds to meet the need for public facilities and government services.

 3.         Discuss how societies have been affected by industrialization and by different political and economic philosophies.

 4.         Describe how inventions and innovations have improved standards of living over the course of history.

 5.         Compare and contrast various careers, examining educational requirements and costs, salary and benefits, longevity, impact on society and the economy, and demand.

 6.         Analyze and give examples of how business and industry influence the buying decisions of consumers through advertising.

 7.         Discuss the need for ethical behavior in economic decisions and financial transactions 

 

 

STANDARD 6.6 (GEOGRAPHY) ALL STUDENTS WILL APPLY KNOWLEDGE OF SPATIAL RELATIONSHIPS AND OTHER GEOGRAPHIC SKILLS TO UNDERSTAND HUMAN BEHAVIOR IN RELATION TO THE PHYSICAL AND CULTURAL ENVIRONMENT.

 

Descriptive Statement: The study of geography is based on the principle that thinking in and understanding spatial terms will enable students to understand the many relationships of place, people, and environments. By taking an active, questioning approach to the world around them, students learn to devise their own mental world-view. As students engage in critical thinking to interpret patterns in the evolution of significant historic events and the movement of human populations on the Earth’s surface, their understanding of geography, history, economics, and civics deepens. Furthermore, the use of geographic tools and technology assists students to understand the reasons for, and the economic, political and social consequences of, human impact on the environment in different areas of the world.

 

This section is organized around five strands adapted from the National Geography Standards (Geography Education Standards Project. 1994.  Geography for Life. Washington, D.C.)

 

1. The World in Spatial Terms
2. Places and Regions
3. Physical Systems
4. Human Systems
5. Environment and Society

Cumulative Progress Indicators

 

Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:

 

A.     The World in Spatial Terms

 1.         Distinguish among the distinct characteristics of maps, globes, graphs, charts, diagrams, and other geographical representations, and the utility of each in solving problems.

 2.         Translate maps into appropriate spatial graphics to display geographical information.

 3.         Explain the spatial concepts of relative and absolute location and distance.  

 4.         Estimate distances between two places on a map using a scale of miles, and use cardinal and intermediate directions when referring to a relative location.

 5.         Use geographic tools and technologies to pose and answer questions about spatial distributions and patterns on Earth.

 6.         Distinguish among the major map types, including physical, political, topographic, and demographic.

 7.         Explain the distribution of major human and physical features at country and global scales.

 8.         Use thematic maps to describe places (e.g., patterns of population, diseases, rainfall).

 9.         Describe and distinguish among the various map projections, including size, shape, distance, and direction.

 10.     Describe location technologies, such as Geographic Information Systems (GIS) and Global Positioning Systems (GPS).

 11.     Describe the significance of the major cities of New Jersey, the United States, and the world.

 

B.     Places and Regions

 1.         Compare and contrast the physical and human characteristics of places in regions in New Jersey, the United States, and the world.

 2.         Describe how regions change over time.

 3.         Compare the natural characteristics used to define a region.

 4.         Explain how regional systems are interconnected (e.g., watersheds, trade, transportation systems).

 5.         Discuss how the geography of New Jersey impacts transportation, industry, and community development.

 6.         Discuss the similarities and differences among rural, suburban, and urban communities.

 7.         Describe the types of regions and the influence and effects of region labels including:

·        Formal regions: school districts, states

·        Functional regions: marketing area of a newspaper, fan base of a sport team

·        Perceptual regions: the Bible Belt, the Riviera in southern France

 

C.     Physical Systems

 1.         Describe the characteristics and spatial distribution of major Earth ecosystems.

 2.         Discuss how ecosystems function locally and globally.

 3.         Predict effects of physical processes and changes on the Earth.

 4.         Discuss how the community and its environment function as an ecosystem.

 5.         Describe how the physical environment affects life in different regions (e.g., population density, architecture, transportation systems, industry, building materials, land use, recreation).

 

D.    Human Systems

 1.         Discuss how technology affects the ways in which people perceive and use places and regions.

 2.         Analyze demographic characteristics to explain reasons for variations between populations.

 3.         Compare and contrast the primary geographic causes for world trade.

 4.         Analyze the patterns of settlement in different urban regions of the world.

 5.         Discuss how and why people cooperate, but also engage in conflict, to control the Earth’s surface.

 6.         Compare the patterns and processes of past and present human migration.

 7.         Explain and identify examples of global interdependence.

 8.         Describe how physical and human characteristics of regions change over time.

 

E.     Environment and Society

 1.         Discuss the environmental impacts or intended and unintended consequences of major technological changes (e.g., autos and fossil fuels, nuclear power and nuclear waste).

 2.         Analyze the impact of various human activities and social policies on the natural environment and describe how humans have attempted to solve environmental problems through adaptation and modification.

 3.         Compare and contrast conservation practices and alternatives for energy resources.

 4.         Compare and contrast various ecosystems and describe their interrelationship and interdependence.

 5.         Describe world, national, and local patterns of resource distribution and utilization, and discuss the political and social impact.

 6.         Analyze the importance of natural and manufactured resources in New Jersey.

 7.         Delineate and evaluate the issues involved with sprawl, open space, and smart growth in New Jersey.

 

Link to Standard 6 Grade 3-4

 

Link to Standard 6 High School

 

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