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Academic Content Standards Revision
Social Studies Introduction
How to Read the Revised Social Studies Academic Content Standards
The revised standards are organized using the following components: Strands, Themes, Topics and Content Statements.
Strands
The major divisions within the social studies
History, Geography, Government and Economics
Themes
The key focus for a particular grade-level or course
Example: Grade 2, People Working Together
Topics
The organizing categories for the content statements
Examples in Geography: Location; Place and Region; Culture
Content Statements
The essential concepts and skills that students need to know at each grade
Example from Grade 8: Actions of early presidential administrations established a strong federal government, provided peaceful
transitions of power and repelled a foreign invasion.
Important Notes
The revised standards are designed to include the essential concepts and skills to allow for instruction that fosters deeper
understanding. The social studies standards directly address the 21st century skills of civic literacy, financial and economic literacy
and global awareness. Links to other 21st century skills such as problem solving, communication, media literacy and leadership will
be more fully developed in the model curriculum. The model curriculum, which will accompany the revised standards, will provide
instructional support including content clarifications, instructional strategies, learning expectations and resources. The standards are
scheduled to be adopted by June 2010. The Ohio Department of Education will work with stakeholders to develop the model
curriculum by March of 2011. Aligned assessments will begin to phase in during the 2012-2013 school year.
November 2009, Draft for Public Comment
Page 1 of 1
Academic Content Standards Revision
Pre-Kindergarten Social Studies
Theme: The Classroom Community
For many young children, the preschool classroom is the first experience they have in a group setting. Within the classroom community, children may
explore social studies content in meaningful ways. They learn about themselves and others, how people live, work, get along, solve problems and
contribute to the collaborative cultures of the classroom, the school and the community.
History
Strand
Topic:
Geography
Strand
Topic:
Government
Strand
Topic:
Economics
Strand
Topic:
Historical Thinking
Content Statements:
1. Words associated with time are meaningful in the context of
daily classroom routines.
2. Children begin to have an awareness of personal history from
birth to the present.
Heritage
Content Statement:
3. Personal family stories and traditions support the understanding of
heritage.
Location
Content Statement:
4. Relative location can be described by words including: up,
down, over, under, here, there, front, back, behind and in
front.
Culture
Content Statement:
5. People belong to a number of groups and these groups have unique
characteristics.
Rules and Laws
Citizenship
Content Statement:
6. Classrooms have rules and routines.
Content Statements:
7. Everyone has responsibilities within a group.
8. Cooperative behaviors and problem-solving skills help everyone to
get along in the classroom.
9. Choices have consequences.
Scarcity
Production and Consumption
Content Statement:
10. People have wants and must make decisions to satisfy those
wants.
Content Statement:
11. Resources are used to satisfy wants.
The model curriculum, which will accompany the revised standards, will provide instructional support including content clarifications, instructional
strategies, learning expectations and resources.
November 2009, Draft for Public Comment
Page 1 of 1
Academic Content Standards Revision
Kindergarten Social Studies
Theme: A Child’s Place in Time and Space
The kindergarten year is the time for children to begin to form concepts about the world beyond their own classrooms and communities. Culture, heritage
and democratic principles are explored, building upon the foundation of the classroom experience. Children deepen their learning about themselves and
begin to form an understanding of roles, responsibility for actions and decision-making in the context of the group setting.
History
Strand
Topic:
Geography
Strand
Topic:
Government
Strand
Topic:
Economics
Strand
Topic:
Historical Thinking
Content Statement:
1. Time can be measured.
Location
Content Statements:
3. Terms related to direction and
distance, as well as symbols and
landmarks, can be used to talk about
the relative location of familiar places.
4. Models and maps represent real
places.
Heritage
Content Statement:
2. Heritage is reflected through the arts, customs, traditions, family
celebrations and language.
Environment and Society
Culture
Content Statement:
Content Statement:
5. Humans depend on and impact the physical 6. Individuals are unique and also are members
environment in order to supply food, clothing
of many groups.
and shelter.
Rules and Laws
Content Statement:
7. The purpose of rules and authority figures is to provide
order, security and safety in the home, school and
community.
Scarcity
Content Statement:
10. Wants are unlimited and resources are limited, thereby
forcing individuals to make choices.
Citizenship
Content Statements:
8. A goal of citizenship is to contribute to the common good.
9. The United States is represented by many symbols, including the American
flag.
Production and Consumption
Content Statement:
11. Goods are objects that can satisfy people’s wants. Services are actions
that can satisfy people’s wants.
The model curriculum, which will accompany the revised standards, will provide instructional support including content clarifications, instructional
strategies, learning expectations and resources.
November 2009, Draft for Public Comment
Page 1 of 1
Academic Content Standards Revision
Grade One Social Studies
Theme: Families Now and Long Ago, Near and Far
The first-grade year builds on the concepts developed in kindergarten by focusing on the individual as a member of a family. Students begin to
understand how families lived long ago and how they live in other cultures. They develop concepts about how the world is organized spatially through
beginning map skills. They build the foundation for understanding principles of government and their roles as citizens.
History
Strand
Topic:
Geography
Strand
Topic:
Government
Strand
Topic:
Economics
Strand
Topic:
Historical Thinking
Content Statements:
1. Time can be divided into categories (e.g., months of the year,
past, present and future).
2. Historians use photographs, letters, artifacts and books to learn
about the past.
Heritage
Content Statement:
3. The way basic human needs are met has changed over time.
Location
Content Statement:
4. Maps can be used to
locate real places familiar
to students.
Environment and Society
Content Statement:
6. Families interact with the
physical environment
differently today than long
ago.
Place and Region
Content Statement:
5. Places are distinctive because of
their physical (land forms and
bodies of water) and human
(man-made structures)
characteristics.
Culture
Content Statement:
7. Diverse cultural practices
address basic human needs in
various ways.
Rules and Laws
Citizenship
Content Statement:
8. There is a need for fairness and appropriate rules in different
settings and there are consequences for violating rules.
Content Statement:
9. One characteristic of citizenship is to take responsibility for one’s
actions.
Production and Consumption
Content Statement:
10. People produce and consume goods
and services in the community.
Markets
Content Statement:
11. People obtain goods and services through
trade.
Financial Literacy
Content Statement:
12. Currency is used as a means of
economic exchange.
The model curriculum, which will accompany the revised standards, will provide instructional support including content clarifications, instructional
strategies, learning expectations and resources.
November 2009, Draft for Public Comment
Page 1 of 1
Academic Content Standards Revision
Grade Two Social Studies
Theme: People Working Together
Work serves as an organizing theme for the second grade. Students learn about jobs today and long ago in the United States and in other parts of the
world. They become familiar with biographies of people whose work has made a difference and use historical artifacts as clues to the past. They deepen
their knowledge of diverse cultures and their roles as citizens.
History
Strand
Topic:
Geography
Strand
Topic:
Historical Thinking
Content Statement:
1. Time can be shown graphically on calendars and
timelines.
Location
Content Statement:
4. Maps and their symbols
can be interpreted to
answer questions about
relative location.
Place and Region
Content Statement:
5. The work that people do is
impacted by the distinctive
human and physical
characteristics in the place
where they live.
Heritage
Content Statements:
2. Science and technology have changed daily life.
3. Biographies can show how individual actions and character have shaped
the world in which we live.
Environment and Society
Culture
Content Statement:
Content Statement:
6. Human activities alter the
7. Products of different cultures vary
physical environment, both
according to traditions, customs
positively and negatively.
and available resources.
Government
Strand
Topic: Citizenship
Content Statement:
8. Personal accountability includes making responsible choices, taking responsibility for personal actions, and respecting others.
Economics
Strand
Topic:
Scarcity
Content Statement:
9. Resources can be used
in various ways.
Production and
Markets
Financial Literacy
Consumption
Content Statement:
Content Statement:
Content Statement:
10. Most people around the
11. People use money to buy and sell 12. People earn incomes by working in
world work in jobs in which
goods and services.
different jobs.
they produce specific
goods and services.
The model curriculum, which will accompany the revised standards, will provide instructional support including content clarifications, instructional
strategies, learning expectations and resources.
November 2009, Draft for Public Comment
Page 1 of 1
Academic Content Standards Revision
Grade Three Social Studies
Theme: Communities: Past and Present, Near and Far
The local community serves as the focal point for third grade as students begin to understand how their communities have changed over time and to make
comparisons with communities in other places. The study of local history comes alive through the use of artifacts and documents. They also learn how
communities are governed and how the local economy is organized.
History
Strand
Topic:
Geography
Strand
Topic:
Government
Strand
Topic:
Economics
Strand
Topic:
Historical Thinking
Content Statement:
1. Events in local history can be shown on timelines organized by
years, decades and centuries.
Location
Content Statement:
3. Physical and political
maps have distinctive
characteristics and
purposes. Places can
be located on a map
by using the title, key,
alphanumeric grid and
cardinal directions.
Place and Region
Content Statement:
4. Daily life is influenced
by the agriculture,
industry and natural
resources of the local
community.
Heritage
Content Statement:
2. Primary sources show how characteristics of local communities
change over time.
Environment and Society Movement
Content Statement:
Content Statement:
5. Evidence of human
6. Systems of
modification of the
transportation and
environment can be
communication move
found in the local
people, products and
ideas from place to
community.
place.
Culture
Content Statement:
7. Communities may
include diverse cultural
groups. Communities
and cultural groups
change over time.
Rules and Laws
Roles and Systems of Government
Content Statement:
8. Laws describe ways people are
expected to behave.
Content Statement:
Content Statement:
9. Governments make laws and have officials to 10. Citizens have responsibilities as members of
promote order and security, provide public
their local communities. Effective local
services and protect the rights of individuals
government depends on responsible citizen
in the local community.
participation.
Scarcity
Content Statement:
11. Because of the scarcity
of resources, individuals
must make decisions.
The value of the next
best alternative given up
when an economic
choice is made is the
opportunity cost.
Production and Consumption
Content Statement:
12. A consumer is a person whose
wants are satisfied by using
goods and services. A producer
makes goods and/or provides
services.
Citizenship
Markets
Content Statement:
13. A market is where buyers and
sellers exchange goods and
services.
Financial Literacy
Content Statement:
14. A budget is a plan to help
people make personal
economic decisions for the
present and future and to
become more financially
responsible.
The model curriculum, which will accompany the revised standards, will provide instructional support including content clarifications, instructional
strategies, learning expectations and resources.
November 2009, Draft for Public Comment
Page 1 of 1
Academic Content Standards Revision
Grade Four Social Studies
Theme: Ohio in the United States
The fourth-grade year focuses on Ohio and its role as part of the United States. Students learn about the geography, history, government and economy of
their state. They learn about Ohio’s role in the nation’s history, economy and government. Foundations of U.S. history are laid as students study colonial
history and the development of Ohio.
History
Strand
Topic:
Geography
Strand
Topic:
Government
Strand
Topic:
Economics
Strand
Topic:
Historical Thinking
Content Statements:
1. The order of significant events in Ohio and the United States
can be shown on a timeline.
2. Historical events can be organized to show patterns.
Heritage
Content Statements:
3. Primary and/or secondary sources provide information about various
groups of people who have lived in Ohio over time including
prehistoric and American Indians, African Americans and immigrants.
4. The United States developed from 13 states on the east coast of
North America; Ohio was created from the Northwest Territory.
Location
Place and Region
Environment and Society Movement
Culture
Content Statement:
Content Statement:
Content Statement:
Content Statement:
Content Statement:
5. A map scale and
6. Ohio’s agriculture,
7. People have modified
8. Ohio’s location in the
9. Ohio’s population has
cardinal and
industry and natural
the environment since
United States and its
changed over time,
intermediate directions
resources continue
prehistoric times. There
human and physical
becoming increasingly
can be used to
to influence and are
are both positive and
characteristics continue
reflective of the
describe the relative
influenced by the
negative consequences
to influence the
multicultural diversity of
location of physical
economic
for modifying the
movement of people,
the United States today
and human
development of the
environment in Ohio and
products and ideas.
(e.g., racial, ethnic,
characteristics of Ohio
United States.
the United States.
linguistic, religious,
and the United States.
socio-economic).
Rules and Laws
Roles and Systems of Government
Citizenship
Content Statement:
Content Statements:
Content Statement:
10. Laws can protect rights, provide
11. A constitution is a written plan for
13. Citizens have a variety of opportunities to
benefits and assign responsibilities.
government. Democratic constitutions
participate in and influence their state and
provide the framework for government in
national government. Citizens have both
Ohio and the United States.
rights in and responsibilities to Ohio and
12. Ohio’s constitution and the U.S. Constitution
the United States.
separate the major responsibilities of
government among three branches.
Scarcity
Production and Consumption
Content Statement:
Content Statement:
14. The availability of productive resources (i.e., human resources,
15. Entrepreneurs in Ohio and the United States organize productive
capital goods and natural resources) promotes specialization and
resources and take risks to make a profit and compete with other
leads to trade.
producers.
The model curriculum, which will accompany the revised standards, will provide instructional support including content clarifications, instructional
strategies, learning expectations and resources.
November 2009, Draft for Public Comment
Page 1 of 1
Academic Content Standards Revision
Grade Five Social Studies
Theme: Regions and People of the Western Hemisphere
In grade five, students study the Western Hemisphere: its geographic features, early history, cultural development and economic growth. Students learn
about the early inhabitants of the Americas and the impact of European exploration and colonization. The geographic focus includes the study of regional
characteristics, the movement of people, places and ideas, and cultural diversity. Students develop their understanding of the roles of markets, available
resources and competition in economic systems.
History
Strand
Topic:
Geography
Strand
Topic:
Government
Strand
Topic:
Economics
Strand
Topic:
Historical Thinking
Content Statement:
1. Primary and secondary sources are used to create
historical narratives.
Early Civilizations
Content Statement:
2. Indians were the original inhabitants of the Western Hemisphere (North,
Central and South America), and their interaction with Europeans led to lasting
effects for both groups. The result of these interactions can be used to
understand the Western Hemisphere today.
Environment and
Location
Place and Region
Movement
Culture
Society
Content Statements:
Content Statement:
Content Statement:
Content Statement:
Content Statement:
3. Globes and other geographic
5. Regions can be
6. Regional variations 7. Today, political,
8. The Western
tools can be used to gather,
defined and
within the Western
environmental,
Hemisphere is
process and report information
compared using data
Hemisphere
social and economic
culturally diverse due
about location. Mapmakers
related to various
influence human
factors cause
to Native, European,
decide which information to
criteria including
activities and
people, products
Asian and African
include and how it is displayed.
landform, climate,
human activities
and ideas to move
influences, as
4. Latitude can be used to make
population, cultural
alter the physical
from place to place
evidenced by artistic
observations about location and
and economic
environment.
in the Western
expression, language,
generalizations about climate.
characteristics.
Hemisphere.
religion and food.
Roles and Systems of Government
Citizenship
Content Statement:
Content Statement:
9. The U.S. Constitution protects citizen’s rights.
10. Citizens have an obligation to make informed and reasoned decisions to
uphold the common good.
Scarcity
Content Statement:
11. The availability of productive resources
determines where goods and services
are produced and impacts economic wellbeing.
Production and Consumption
Content Statement:
12. The availability of productive
resources and the division of labor
impact productive capacity.
Markets
Content Statement:
13. Regions become interdependent when they
specialize in what they produce best and then
trade with other regions to increase the amount
and variety of goods and services available.
The model curriculum, which will accompany the revised standards, will provide instructional support including content clarifications, instructional
strategies, learning expectations and resources.
November 2009, Draft for Public Comment
Page 1 of 1
Academic Content Standards Revision
Grade Six Social Studies
Theme: Regions and People of the Eastern Hemisphere
In grade six, the focus is on the geography of the Eastern Hemisphere, including the study of regions and cultures today. Students develop an
understanding of markets and international trade. Students learn about the development of river civilizations in Africa and Asia, including their
governments, culture and economic systems.
History
Strand
Topic:
Geography
Strand
Topic:
Government
Strand
Topic:
Economics
Strand
Topic:
Historical Thinking
Early Civilizations
Content Statements:
Content Statement:
1. Conventions of BC and AD or BCE and CE can be used to put
3. Favorable geographic characteristics allowed early civilizations with
events in order of occurrence.
unique governments, culture, economic systems, religions, forms of
2. Different perspectives on a topic can be obtained from a variety of
agriculture and technology to flourish. These characteristics can be
sources. Sources can be examined for bias, accuracy and
used to help understand the Eastern Hemisphere today.
reliability.
Environment and
Location
Place and Region
Movement
Culture
Society
Content Statements:
Content Statement:
Content Statement: Content Statement:
Content Statements:
4. Globes and other geographic
6. Regions can be
7. Regional
8. Today, political,
9. Cultural practices and
tools can be used to gather,
defined and compared
variations within
environmental, social
products show the
process and report information
using data related to
the Eastern
and economic factors
influence of tradition and
about location. Mapmakers
various criteria
Hemisphere
cause people,
diffusion.
decide which information to
including landform,
influence human
products and ideas
10. Major world religions of
include and how it is displayed.
climate, population,
activities and
to move from place
Buddhism, Christianity,
5. Latitude and longitude can be
cultural and economic
human activities
to place in the
Hinduism, Islam and
used to identify absolute
characteristics.
alter the physical
Eastern Hemisphere.
Judaism originated in the
location.
environment.
Eastern Hemisphere.
Roles and Systems of Government
Content Statement:
11. Governments can be labeled as monarchies, theocracies, dictatorships or democracies, but categories may overlap and labels may not
accurately represent how governments function. The extent of liberties citizens can enjoy is dependent upon the particular system of
government in which they live.
Scarcity
Content Statements:
12. The fundamental questions of economics include what to
produce, how to produce and for whom to produce.
13. When regions and/or countries specialize, global trade occurs.
Markets
Content Statement:
14. The interaction of supply and demand influenced by competition
helps to determine price in a market.
The model curriculum, which will accompany the revised standards, will provide instructional support including content clarifications, instructional
strategies, learning expectations and resources.
November 2009, Draft for Public Comment
Page 1 of 1
Academic Content Standards Revision
Grade Seven Social Studies
Theme: World Studies from 1000 BC to 1750: Ancient Civilizations through the First Global Age
The seventh grade year is an integrated study of world history, beginning with ancient civilizations and continuing through global exploration. All four social
studies strands are used to illustrate how historic events are shaped by geographic, social, economic and political factors.
History
Strand
Topic:
Geography
Strand
Topic:
Government
Strand
Topic:
Economics
Strand
Topic:
Historical Thinking
Content Statement:
1. Historians describe
historical events and
issues from the
perspectives of
people living at the
time in order to avoid
evaluating the past in
terms of today’s
norms and values.
Early Civilizations
Content Statement:
2. Classical civilizations
developed in India,
China, Egypt, Persia,
Greece and Rome
and had an enduring
impact on later
civilizations.
Environment and Society
Content Statement:
8. Climate and terrain have influenced the
development of civilizations.
Feudalism and Transitions
First Global Age
Content Statements:
Content Statements:
3. Feudal systems organized political, economic 6. Trade routes connecting Africa
and social life in Europe and Asia.
to Europe and Asia fostered
4. Achievements in medicine, science,
the spread of technology and
mathematics and geography by the Islamic
religion. The West African
civilization dominated most of the
empires of Ghana, Mali and
Mediterranean after the decline of the Roman
Songhay grew as commercial
Empire. These achievements were introduced
and cultural centers along
into Western Europe as a result of the
trade routes.
Crusades and trade, influencing the
7. European economic and
European Renaissance.
cultural influence dramatically
5. The Renaissance and Reformation in Europe
increased through
introduced revolutionary ideas, leading to
explorations, conquests and
cultural, scientific and social changes.
colonization.
Movement
Culture
Content Statement:
Content Statement:
9. Geographic factors promote and impede
10. Improvements in transportation and
the movement of people, products and
technology have facilitated cultural
ideas.
diffusion among peoples around the
world.
Roles and Systems of Government
Content Statement:
11. The development of democracy in ancient Greece and Rome was a radical departure from monarchy and theocracy, and informs the
structure and function of modern democratic governments.
Scarcity
Content Statement:
12. The endowment of productive resources contributed to
specialization, trade and interdependence.
Markets
Content Statement:
13. The growth of cities and empires fostered the growth of
markets. Market exchanges encouraged specialization and the
transition from barter to monetary economies.
The model curriculum, which will accompany the revised standards, will provide instructional support including content clarifications, instructional
strategies, learning expectations and resources.
November 2009, Draft for Public Comment
Page 1 of 1
Academic Content Standards Revision
Grade Eight Social Studies
Theme: U.S. Studies from 1607 to 1877: Colonization through Reconstruction
The historical focus continues in the eighth grade with an in-depth study of the colonial period and the early years of the United States. This study
incorporates all four social studies strands into a chronologic view of the development of the United States. Students examine how historic events are
shaped by geographic, social, economic and political factors.
Topic:
Historical Thinking
History
Strand
Content Statement:
1. Primary and secondary
sources are used to
examine events from
multiple perspectives
and to present and
defend a position.
Colonization to
Independence
Content Statements:
2. North America,
originally inhabited by
American Indians,
was explored and
colonized by
Europeans for
economic and
religious reasons.
3. Most African
Americans came to
North America as
slaves. Their
traditions and
knowledge
contributed to the
development of the
English colonies.
4. The ideas of the
Enlightenment and
dissatisfaction with
colonial rule led
English colonists to
write the Declaration
of Independence and
launch the American
Revolution.
A New Nation
Expansion
Content Statements:
Content Statements:
5. The outcome of the
8. The United States
American Revolution
added to its territory
was national
through treaties,
independence and
purchases and
new political, social
conquests.
and economic
9. Westward expansion
relationships for the
contributed to
American people.
economic and
6. Problems arising under
industrial
the Articles of
development, debates
Confederation led to
over sectional issues,
the adoption of the
war with Mexico and
U.S. Constitution.
the displacement of
7. Actions of early
American Indians.
presidential
administrations
established a strong
federal government,
provided peaceful
transitions of power
and repelled a foreign
invasion.
Civil War and
Reconstruction
Content Statements:
10. Disputes over the
nature of federalism,
complicated by
economic
developments in the
United States,
resulted in sectional
issues, including
slavery, which led to
the American Civil
War.
11. The Reconstruction
period resulted in
changes to the U.S.
Constitution, an
affirmation of federal
authority and
lingering social and
political differences.
The model curriculum, which will accompany the revised standards, will provide instructional support including content clarifications, instructional
strategies, learning expectations and resources.
November 2009, Draft for Public Comment
Page 1 of 2
Academic Content Standards Revision
Grade Eight Social Studies
Geography
Strand
Topic:
Government
Strand
Topic:
Economics
Strand
Topic:
Environment and Society
Content Statement:
12. The availability of natural resources
contributed to the geographic and
economic expansion of the United
States, sometimes resulting in
unintentional environmental
consequences.
Movement
Content Statement:
13. The movement of people, products and
ideas resulted in new patterns of
settlement and land usage, influencing
the development of the United States.
Roles and Systems of Government
Content Statements:
16. The U.S. Constitution established a federal system of
government, a representative democracy and a framework with
separation of powers and checks and balances.
17. The U.S. Constitution protects citizens’ rights by limiting the
powers of government.
Culture
Content Statements:
14. Cultural biases, stereotypes and prejudices
had social, political and economic
consequences for minority groups and the
population as a whole.
15. Americans began to develop a common
national identity and ideals from among its
diverse regional and cultural groups.
Citizenship
Content Statement:
18. Opportunities for participation in government grew over time.
Participation in social and civic groups was widespread and took
many forms.
Markets
Content Statement:
19. Governments can impact markets by means of trade barriers, regulations and taxes.
The model curriculum, which will accompany the revised standards, will provide instructional support including content clarifications, instructional
strategies, learning expectations and resources.
November 2009, Draft for Public Comment
Page 2 of 2
Academic Content Standards Revision
Social Studies Topic Descriptions
Strand
Topic
Historical Thinking
Historical thinking begins with a clear sense of time: past, present and future, and becomes more precise as students
progress. Historical thinking includes skills such as locating, researching, analyzing and interpreting primary and
secondary sources so that students can begin to understand the relationships among events and draw conclusions.
Heritage
Ideas and events from the past have shaped the world as it is today. The actions of individuals and groups have made
a difference in the lives of others.
Early Civilizations
History
Topic Description
Feudalism and
Transitions
The eight features of civilizations include cities, well-organized central governments, complex religions, job
specialization, social classes, arts and architecture, public works and writing. Early peoples developed unique
civilizations. Several civilizations established empires with legacies influencing later peoples.
Feudalism developed as a political system based on small local units controlled by lords bound by an oath of loyalty to
a monarch. The decline of feudalism in Europe resulted from interactions between the Muslim world and European
states. These interactions influenced the rise of new ideas and institutions.
First Global Age
The transoceanic linking of all the major regions of the world led to economic, political, cultural and religious
transformations.
Colonization to
Independence
European countries established colonies in North America as a means of increasing wealth and power. As the English
colonies developed their own governments and economies, they resisted domination by the monarchy, rebelled and
fought for independence.
A New Nation
Expansion
Civil War and
Reconstruction
The United States shifted in governing philosophy from a loosely organized system characterized by strong states’
rights to a federal system.
The addition of new territories and economic and industrial development contributed to the growth of sectionalism in the
United States.
Sectional differences divided the North and South prior to the American Civil War. Both the American Civil War and
resulting period of Reconstruction had significant consequences for the nation.
November 2009, Draft for Public Comment
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Academic Content Standards Revision
Social Studies Topic Descriptions
Geography
Strand
Topic
Location
Location is the position of a point on the Earth’s surface expressed in relation to the position of other places (relative) or
by means of a grid (absolute).
Place and Region
A place is a location having distinctive characteristics which give it meaning and character and distinguish it from other
locations. A region is an area with one or more common characteristics, which give it a measure of homogeneity and
make it different from surrounding areas.
Environment and
Society
The physical environment influences human activities which occur in particular places; human activities impact the
physical environment in both positive and negative ways.
Movement
Movement may be defined as a change in location of people, products or ideas. Transportation and communication
systems reflect patterns of movement.
Government
Culture
Rules and Laws
Roles and Systems
of Government
Citizenship
Scarcity
Economics
Topic Description
Production and
Consumption
Markets
Financial Literacy
Culture is the learned behavior of a group of people, which includes their belief systems and languages, their social
relationships, their institutions and organizations, and their material goods such as food, clothing, buildings, tools and
machines.
Rules play an important role in guiding behavior and establishing order in families, classrooms and organizations. Laws
are enacted by governments to perform similar functions.
The purpose of government in the United States is to establish order, protect the rights of individuals and to promote
the common good. Governments may be organized in different ways and have limited or unlimited powers.
Citizenship embraces the ideal that a citizen actively participates in his or her community, state or nation for the
common good.
There are not enough resources to produce all the goods and services that people desire.
Production is the act of combining natural resources, human resources, capital goods and entrepreneurship to make
goods and services. Consumption is the use of goods and services.
Markets exist whenever there is the interaction of buyers and sellers exchanging goods or services.
Financial literacy is the ability of individuals to use knowledge and skills to manage limited financial resources
effectively for lifetime financial security.
November 2009, Draft for Public Comment
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