DOCUMENT RESUME - ERIC · 2014-06-09 · 1. INTRODUCTION. Design for Performance Standards. The Illinois Learning Standards are content standards that describe "what" students should

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Best, Tom; Bettis, Norman; Carlson, Richard; Dempsey, Joanne;Greene, Matt; Gunn, Will; Kahl, Colleen; McBride, LawrenceW.; Miller, Arlan; Schrand, Jim; Walk, Fred

Social Science Performance Descriptors, Grades 6-12.

Illinois State Board of Education, Springfield.2002-00-00

82p.

Illinois State Board of Education, 100 N. 1st Street,Springfield, IL 62777. Tel: 866-262-6663 (Toll Free). Forfull text: http://www.isbe.state.il.us/ Default.htm.Guides Non-Classroom (055)EDRS Price MF01/PC04 Plus Postage.

Academic Standards; Performance Based Assessment;*Performance Factors; *Public Schools; Secondary Education;*Social Sciences; *Social Studies; *State Standards; StudentDevelopment; Student Educational Objectives; StudentEvaluation

*Illinois; Illinois Learning Standards; Performance Levels

The Illinois Learning Standards are state content standardsthat describe what students should know and be able to achieve in grades K-12. The challenge for the 2000-2001 school year was to produce performancestandards that would indicate how well students should perform to meet thestate standards. The performance standards describe how well students performat various points on an educational development continuum. The continuumshows how students can demonstrate mastery of progressively more difficultcontent and cognitive skills over 10 incremental stages of development.Performance within each stage can be assessed by the extent to which studentsare meeting the standards (starting, approaching, meeting, exceeding).Performance standards include four essential elements: (1) performancedescriptors, (2) performance levels, (3) assessment tasks, and (4)performance examples. The performance standards supplement the IllinoisLearning Standards by providing sufficient detail and examples to enableteachers to establish appropriate grade level performance expectations forstudents. The Illinois social science performance descriptors described inthis booklet are for grades 6-12. The booklet contains five sections: (1)

"Introduction" (Design for Performance Standards; Vision for Social SciencePerformance; Intended Use and Interpretation); (2) "Social SciencePerformance Descriptors"; (3) "Glossary"; (4) "Relationship of PerformanceDescriptors to National and State Standards"; and (5) "References" (n=12).(BT)

Reproductions supplied by EDRS are the best that can be madefrom the original document.

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SOCIAL SCIENCEPERFORMANCE DESCRIPTORS

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PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

a.if:e,bermaniTO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)

GRADES 6-12

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U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

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RESPONDING TO THIS DOCUMENTWe welcome your response to this document.

Feedback should be sent to:

Division of Curriculum and Instruction (E-418)Illinois State Board of Education

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© 2002 by the Illinois State Board of Education. All rights reserved. No portionof this text may be copied, reproduced, or distributed without written consent ofthe Illinois State Board of Education.

Permission to make copies of this document is granted to all Illinois PublicSchools.

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CONTENTS

Acknowledgements iv

Introduction 1

Design for Performance Standards 1

Vision for Social Science Performance 3

Intended Use and Interpretation 7

Social Science Performance Descriptors 10

Glossary 65

Relationship of Performance Descriptors to National and State Standards 78

References 79

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ACKNOWLEDGEMENTS

WritersTom Best, Monmouth Junior High School, Monmouth CUSD #38, MonmouthNorman Bettis, Ph.D., State Coordinator, Illinois Geographic Alliance, Illinois State

University, NormalRichard Carlson, Illinois State Board of EducationJoanne Dempsey, Executive Director, Illinois Council on Economic Education, De KalbMatt Greene, Edison Junior High School, Pekin Public School District #108, PekinWill Gunn, Lincolnwood High School, Panhandle CUSD #2, RaymondColleen Kahl, Pekin High School, Pekin Community High School District #303, PekinLawrence W. McBride, Ph.D., History Department, Illinois State University, NormalArlan Miller, Pekin High School, Pekin Community High School District #303, PekinJim Schrand, Baldwin Middle School, Quincy School District #172, QuincyFred Walk, Normal Community High School, McLean CUSD # 5, Normal

ReviewersDeb Anderson, Hedding Elementary School, Abingdon CUSD #217, AbingdonAmy Baird, Feisthans School, Springfield School Dist. #186, SpringfieldMichael Biela, Hubbard High School, Chicago District #299, ChicagoKim Blair, St. Joseph Jr. High School, St Joseph Ogden C. C. Dist. 169, St. JosephRenee Brandes, Moos Elementary, Chicago District #299, ChicagoMary Cherny, Baldwin Middle School, Quincy School District #172, QuincyJohn Craig, Ph.D., Illinois State Board of EducationRoberta Haney, Big Hollow Elementary School, Big Hollow School Dist. #38, InglesideBrian Hipes, Fieldcrest High School, Fieldcrest CUSD #6, MinonkBrian B. Kahn, Urbana Middle School, Urbana School Dist. #116, UrbanaJaneen McCarthy, Ridge ly Elementary School, Springfield School Dist. #186, SpringfieldDan May, O'Fallon High School, O'Fallon CC Scjpp; Dist #90, O'FallonDiane Mueller, Normal Community West High School, McLean CUSD # 5, NormalLinda Sue Tribout, Mascoutah Elementary School, Mascoutah CUSD #19, Mascoutah

We also wish to thank the many social science educators who developed benchmarkindicators during the1999-2000 school year. Their work was instrumental in developingthe performance descriptors. In particular, we would like to thank the following teamleaders:

Lawrence McBride, Ph.D., external chairRoger LaRaus, Ph.D., elementary chairFrederick Drake, Ph.D., Dennis Overturf, Ph.D., and Rollie Smith, Goal 14 politicalscienceJoanne Dempsey, Goal 15 economicsLawrence McBride, Ph.D., Goal 16 historyDr. Norm Bettis, Ph.D. and Fred Walk, Goal 17 geographyDianne Meuller and Don Owen, Goal 18 social systems

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INTRODUCTION

Design for Performance Standards

The Illinois Learning Standards are content standards that describe "what" studentsshould know and be able to do in grades K 12. Each content standard includes fivebenchmarks that describe what students should know and be able to do at earlyelementary, late elementary, middle/junior high, early high school, and late high school.

The challenge for the 2000-2001 school year was to produce performance standardsthat would indicate "how well" students should perform to meet the standards. Toaddress this challenge, a number of perspectives needed to be considered. Forexample, the National Governors Association' raised two pertinent questionspolicymakers should consider for the design of performance standards:

Do the performance standards indicate the levels of performance studentsshould attain, descriptions of performance at each level, and rules thatenable educators to determine whether students have reached a givenlevel?Do the performance standards include a range of work . . . to show thatstudents can meet the standards in a variety of ways?

The performance standards describe how well students perform at various points on aneducational development continuum. This continuum shows how students candemonstrate mastery of progressively more difficult content and cognitive skills over tenincremental stages of development. Performance within each stage can be assessed bythe extent to which students are meeting the standards (i.e., starting, approaching,meeting, exceeding). Performance standards include four essential elements:performance descriptors, performance levels, assessment tasks, and performanceexamples.

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Ouellette, M. (2000). "Maintaining progress through systemic education reform: Performance standards," Washington, DC:National Governors Association.

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The performance standards are classroom resources for voluntary use at the local level.They are not intended to replace the Illinois Learning Standards. Instead, theysupplement them by providing sufficient detail and examples to enable teachers toestablish appropriate grade-level performance expectations for students. Theperformance descriptors are a direct outgrowth of the state goals for learning. Whereasthe benchmarks filled in detail on each of the standards at five grade-level clusters, theperformance descriptors provide additional detail at each grade level.

Goals

LearningStandards

Benchmarks

Performance Descriptors

Definitions

performance standards: the knowledge and skills that students are to perform atvarious stages of educational development (performance descriptors) and theperformance expectations (performance levels and assessment tasks) for student work(performance examples) at each of the stages.

performance descriptors: statements of how students can demonstrate the knowledgeand skills they acquired.2

performance levels: descriptions of how well students have achieved the standards;that is, the range, frequency, facility, depth, creativity, and/or quality of the knowledgeand skills they acquired. Students can demonstrate levels of achieving performancestandards along six dimensions:

PERFORMANCELEVEL =

RANGE + FREQUENCY + FACILITY + DEPTH + CREATIVITY + QUALITY

Exceeding extensively consistently automatically profoundly inventively excellentlyMeeting fully usually quickly deeply imaginatively wellApproaching partially occasionally haltingly cursorily commonly marginallyStarting narrowly rarely slowly superficially imitatively poorly

2 New Standards. Performance Standards. (1997) Washington, DC: The National Center on Education and theEconomy.

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assessment tasks: descriptions of what students can do to demonstrate they have metthe standards and a means for evaluating the levels of their performance.

performance examples: student work samples resulting from the classroom-basedassessment tasks that illustrate performance levels.

Template For Expanded Performance Descriptors

BENCHMARKS ear y elemen ary late elementary middle/ junior high earlyhigh

latehigh

STAGESPERFORMANCELEVELS 11

A B C D E F G H I J

Exceeding

Meeting

Approaching

Starting

Vision for Social Science Performance

Knowledge and understanding of the social sciences place students in position tounderstand themselves as citizens within a global society. Each of the social sciencesprovides information about, and gives special insight into, the human condition. Socialscience students demonstrate knowledge and understanding of each of the principalsocial science disciplines, and give evidence that they understand the relationshipsamong them. Among the integrated social science disciplines are political science,economics, history, geography, sociology, anthropology, and psychology.

In seeking an answer to a question about either the past or present, a student first drawsupon the knowledge and understanding provided by each of these social sciences, andthen synthesizes the appropriate information to reach an informed and reasonableconclusion. Students of the social sciences employ a methodology that requires them toask questions, form a hypothesis, collect and analyze a variety of data before drawing areasonable conclusion that is communicated to other people. When students presenttheir findings, they demonstrate that they have searched carefully and thought criticallyabout the sources of information and the evidence. The knowledge and understandinggained from the study of the social sciences is applied to evaluate differing perspectiveson historical, political, economic, geographic, or social issues.

Preparation in the skills of social science inquiry prepares the student to engage inrational decision-making as both an individual and as a citizen.

Goal 14 - Understand political systems, with an emphasis on the United States.The preservation and advancement of a free society within a constitutional democracydemands an informed, competent, and humane citizenry. Toward this end, civiceducation must be provided to students to help them learn, practice, and demonstratethe traits of a responsible citizen. This goal can be accomplished throughdevelopmental steps by giving students the knowledge, skills, and opportunities toillustrate their understanding of the following:

the fundamental concepts, principles, and traditions underlying our political systemthe significance and meaning underlying constitutional documents and court

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decisions which have established and continue to shape our political and legalsystems;the need to respect the civil rights and viewpoints of other individuals and groups;the skills needed for participation in political and civic activities;the relationship the United States shares as part of an international community ofnations and regions.

In order to live in a more productive, cooperative, and safe nation and world, we mustprepare citizens who can identify, understand, and solve problems affecting anincreasingly diverse nation and interdependent world.

Goal 15: Understand economic systems, with an emphasis on the United States.People's lives are directly affected by the economies around them. All people engage ineconomic activity: saving, investing, trading, producing, and consuming. Byunderstanding economic systems and learning the economic way of thinking, studentswill be able to make informed choices and more effectively use resources. Suchunderstanding benefits both individuals and society as a whole.

Initially, young students should gain knowledge of basic economic concepts and developthe basic skills of economic decision-making that will enable them to:

make good consumer choices;develop the habits of saving and investing;recognize the connection of what they learn in school to their future workopportunities;and recognize the contribution of governments to their economic world.

As students progress through the stages, additional economic skills will enable them to:identify economic problems, alternatives, benefits, and costs;analyze the incentives at work in an economic situation;compare benefits with costs;examine the consequences of changes in economic conditions and public policies; andcollect and organize economic evidence.*

And student knowledge will expand to include:an understanding of basic economic concepts that form the basis for logicalreasoning about economic issues that affect their lives;an understanding of how these basic concepts apply to them as consumers,producers, and voting citizens (personal finance/applied economics);comprehension of pertinent facts about the American economy, past and present;an understanding that economics provides tools for analysis of economic issues;recognition that differing viewpoints on economic issues exist because individualsand groups, even when using the same economic reasoning tools, bring differingcriteria (based on values and experience) to the analysis of those issues.*

Gaining economic knowledge and skills will enable students to function more effectivelyin the economy, assuring that they will be able to both contribute to and benefit from theeconomic system in which they live.

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Goal 16 - Understand events, trends, individuals and movements shaping thehistory of Illinois, the United States, and other nations. History encompasses thewhole of human experience, from the earliest times to the present. As such, it providesperspectives on how the forces of continuity and change have shaped human life, bothour own and others'. The study of history involves more than knowing the basic names,dates, and places associated with an event or episode. This knowledge is an essentialfirst step to historical interpretation of the past, but historical study also moves on to amethodology that develops a deeper understanding within an individual.

Young students should gain knowledge of basic skills of historical interpretation that willenable them to:

Recognize the importance of the past;Provide examples of significant events and people in the past;Understand the geographic, social, economic, and political relationships in history; andRecognize the contributions of significant people and events in the past to theirpresent world.

As students progress through the stages, historical knowledge will enable them to:Explain differences and similarities in major historical eras;Use historical skills and sources to further interpret and understand past events,ideas, and people;Examine differing perspectives on significant events, ideas, and people; andRelate the past to their present world.

Student application and evaluation of these historical skills will include:Synthesizing history with the other social sciences;Evaluating the causes and effects of major developments in history;Predicting the impact of continuity and change across time; andUnderstanding the many viewpoints and perspectives which history incorporatesacross cultures and eras.

Ultimately, as students grow in these skills of historical analysis, they will demonstratean understanding of the profound significance that the past has in their lives and thelives of others.

Goal 17: Understand world geography and the effects of geography on society,with an emphasis on the United States. The study of geography is a lifelong learningprocess vital to the well being of students, the State of Illinois, the United States, and theworld. As an integrative discipline that brings together the physical and humandimensions of the world, geography strives to make sense out of the spatialarrangements of people, places, and environments on Earth. Geography is a field ofstudy that enables us to find answers to questions about the world around us.Geographers ask and attempt to answer questions about where something is located,why it is there, how it got there, how it is connected to other things and places, how it isarranged in relation to other things, and the significance of its location.

It is important that our students are taught the necessary geography content and skills toenable them to:

function effectively in an increasingly interdependent and interconnected world;perform successfully in the workplace;

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participate in civic decision-making;understand the connections and relationships among themselves and other people,places and environments at local to global scales;compete effectively in the global economy;ensure the viability of Earth's environments;comprehend the cultures of the diverse peoples who share our planet;lead fulfilling and responsible lives.

Geography provides an avenue for understanding Earth, our home. This understandingfor our students is more urgent now than ever before because of global relationships.The standards will provide a goal toward which students will strive and a benchmarkagainst which teachers can measure performances.

Goal 18 - Understand social systems, with an emphasis on the United States.Humans belong to groups from the moment of birth. In order to better understand theirroles as individuals and group members of a diverse society, students must know andunderstand how culture has changed and how it is expressed. Students should alsounderstand how and why groups and institutions are formed. When studentsunderstand these concepts, they are better able to contribute to their community andsociety.

Young students should gain knowledge of social systems that will enable them to:identify values held by their culture and community;recognize how cultures other than their own have influenced their culture;identify major social institutions in their community, along with the roles theseinstitutions play; andunderstand how individuals and groups interact to obtain the basic needs of food,clothing, and shelter.

As students progress through the stages, additional knowledge of social systems willallow them to:

describe how culture is shared and expressed through languages, literature, the arts,and traditions;predict how media and technology impact their culture;evaluate the effectiveness of social institutions in addressing social problems; andrelate changes in production and population to changes in social systems.

As students reach the later stages of development, knowledge of social systems shouldenable them to:

examine the influence of political, environmental, economic, and technologicalchanges on social systems;examine the impact of various sociological and psychological theories on society andculture;analyze what it means to live in a pluralistic society; anduse methods of social science inquiry to study the development and functions ofsocial systems.

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Intended Use and Interpretation

When the task force charged with writing the expanded performance descriptors (EPDs)for social science met and discussed the task, we were excited about the possibilitiesand the potential for helping teachers. In order for the materials to meet their potential,there are several key points the writers would like to bring to your attention before youstart looking at this document, and begin to implement changes in the classroom thatreflect these expectations for students. What follows is important to the intended useand implementation of this document.

1) Different goals receive different amounts of emphasis each year. It is notexpected that every topic will be addressed each year. Rather, students will reach acertain depth of understanding of the concepts in social science and acquire certainlevels of skill development each year as they progress through school.

Even though each of the 23 Social Science standards applies to all grades,emphasis on content will vary among grade levels. For example, in the primary andmiddle grades, the majority of instructional time would address local and regionalculture, geography and some history. In middle school, students would learn moreabout ancient civilizations, United States History, Geography and Government. Inhigh school, students will study in depth to gain a deeper understanding of both theconcepts and skills of the social sciences.

2) The document is intended to be a developmental guide. Stages are not intendedto define grade levels. Instead, they represent the developmental stages of studentlearning and show a progression through which students develop understanding ofsocial science concepts and knowledge. As a result, it is not enough for a teacher tolook at a single stage and decide what content he or she will teach that year. He orshe must look at a series of three stages to see the progression of understandingstudents should experience in order to move from one stage to the next. Forexample, a third grade teacher may initially look at the descriptors for stage C.However, not all third grade students would be at that level. Therefore, it would bebeneficial to look at stages B, C and D to ensure that students are prepared to moveto the next stage.

3) The document is a curriculum development tool. The stages of developmentpresented in this document can help a school district develop curriculum that willmeet state standards. By using the stages, corresponding curricula can movestudents through the stages of development without teaching every topic every year.Most units are developed using concepts from all five social science goalsthroughout the school year. Therefore, not every topic in stage F would be masteredbefore going on to further study Stage G and Stage H. In this manner the EPDs areused to help develop a curriculum, rather than to prescribe a state-mandatedcurriculum.

4) Each stage is intended to represent growth from the previous stage. An idea isrepeated in a stage only if new content or concepts are introduced with respect tothat topic. It is assumed that students will expand on their knowledge and skills ineach stage. This is designed to remove isolated review from the curriculum. Allreview should be done in context of the new content being presented.

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5) The document uses appropriate social science terminology. Occasionally, areader may encounter an unfamiliar term. It is our hope that a vocabulary shift willoccur, and the correct social science terms will be used. To assist the reader withterminology used in the descriptors, a glossary written with specific terminology foreach of the social science disciplines can be found at the end of this document.

6) The document is based on the current form of the state learning goals andtheir benchmarks. It is assumed that the state goals and benchmarks will undergocontinual refinement. This document will need to be revised as that happens. Thisdocument has also been carefully aligned with the discipline standards for all of thesocial sciences. All descriptors are written to indicate the "meets" level ofperformance for each stage and are not intended to limit instruction. Curriculumshould be fluid and change as needed. As such, this document should always beconsidered a work in progress.

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Social Science Performance Descriptors

14A Students who meet the standard can understand and explain basic principles of the UnitedStates government.

Stage E Stage F Stage GGive examples of civic and Define the concept of Compare and contrastpersonal responsibilities of "consent of the governed." responsibilities sharedstudents and adults. Explain the importance of between the state andExplain the characteristics having a written constitution federal governments.of a democracy. for a government. Identify the rights andJustify why governments Summarize the main points principles of limitedneed to make rules and in constitutional documents government found within thelaws for people. (e.g., Declaration of Declaration ofExplain the importance of Independence, Northwest Independence.the Declaration of Ordinance, Preamble of the Classify the type of courtsIndependence and the United States Constitution). and judicial officialsIllinois and United States Identify the basic similarities established to operateConstitutions. and differences between the within the local, state, andDefine the concept of Illinois and United States federal governments."unalienable" as it relates to Constitutions. Describe the role of therights expressed in theDeclaration ofIndependence.Explain how the U.S.Constitution can be

Name the courts and judicialofficials established tooperate within the local,state, and federalgovernments.

courts in judicial review.

amended. Distinguish between theDefend the idea of having aBill of Rights to outline andprotect the rights of citizens.

characteristics of a limitedand unlimited government.

Summarize the evolution ofone of the amendments tothe constitution (e.g., itsorigins, implementation,influence).Define rule of law.

Grade 6 (E-F-G) Grade 7 (F-G-H) Grade 8 (G-H-I) Grade 9-10 (H-I-J) Grade 11-12 (I-J)

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14A Students who meet the standard can understand and explain basic principles of the UnitedStates government.

Stage H Stage I Stage JEvaluate the rights andresponsibilities of theindividual within the family,social groups, community,or nation.Categorize programs andservices provided bygovernments into local,state, and federal levels.Compare the similaritiesand differences in the stateof Illinois and the nationalgovernment's attempts toprotect individual rights andstill promote the commongood.Explain the influence of theSupreme Court andsignificant court decisionson the rights andresponsibilities of citizens(e.g., defining, expanding,and limiting individualrights).Analyze the efforts of ourcourt system to take intoaccount the rights of boththose accused of crimesand their victims.

Analyze how local, state,and national governmentsserve the purposes forwhich they were created.Summarize the historicaldevelopment of rights andresponsibilities containedwithin the Bill of Rights andlater amendments to theU.S. Constitution.Analyze how public policyissues are influenced bygovernment actions (e.g.,transportation, theenvironment).Recognize theresponsibilities of some ofthe departments andregulatory agencies of thefederal government (e.g.,the Treasury, NASA, EPA,FCC).Identify sources of revenueand funding used to supportgovernment services at thelocal, state, and nationallevels.Categorize major sources ofrevenue for local, state, andfederal governments.Predict potential changes incontemporaryinterpretations of the Bill ofRights.

Describe how changinginterpretations of the powersand limitations of ourConstitution have affectedrights and responsibilities ofgroups and individuals.Evaluate the relationshipthat can exist between local,state, and nationalgovernments concerningmajority rule and minorityrights.Describe contemporarycontroversies regarding theprinciple of federalism andstates rights.Analyze the fundamentalprinciples of our politicalsystem that often come intoconflict (e.g., rule of law,liberty and equality,individual rights and thecommon good, separationof powers, majority rule andminority rights).Evaluate how fundamentalpolitical principles (e.g.,separation of powers,checks and balances,individual rights, andfederalism) led to thedevelopment of democraticgovernment in the UnitedStates and Illinois.Evaluate the equity of formsof taxation.Analyze significant U.S.Supreme Court decisionsthat address equalprotection and due processissues.


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14B Students who meet the standard can understand the structures and functions of thepolitical systems of Illinois, the United States, and other nations.

Stage E Stage F Stage GState the names of the twohouses in the Illinois statelegislature.Describe the purposebehind the principles ofdivision and sharing powersamong the executive,legislative, and judicialbranches.Describe the system ofchecks and balancesamong the three branchesof the federal government.Differentiate between thecharacteristics of criminaland civil trials.

Describe the characteristicsof a two-house legislature.Explain the reasons forhaving the system of checksand balances as part of theorganization of the federalgovernment.Define the roles andresponsibilities of topofficials in Illinois Stategovernment (e.g., Governor,Sec. of State).Explain the distributed andshared powers of the local,state, and federalgovernment.

Describe the impact of thefederal government'ssystem of checks andbalances (e.g., the results ofa presidential veto).Analyze historical examplesof the system of checks andbalances according to therespective branches of thefederal government.Compare similarities anddifferences in the powers ofthe Governor of the State ofIllinois and the President ofthe United States to resolveconflicts and crises.Formulate a conclusionabout the use of power bystate or nationalgovernmental executives.Describe the organization ofthe Illinois GeneralAssembly.Define "jurisdiction" as itapplies to a court system.


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14B Students who meet the standard can understand the structures and functions of thepolitical systems of Illinois, the United States, and other nations.

Stage H Stage I Stage JCompare the powers andresponsibilities of themembers of the House ofRepresentatives and Senatewithin the United StatesCongress.Explain the advantages anddisadvantages of our federalsystem's separation ofpowers.Differentiate among thepowers, limitations, andresponsibilities of the stategovernment of Illinois andthe federal government.Distinguish between thepowers and responsibilitiesof our state and federalcourts as outlined in ourstate and nationalconstitutions.Illustrate the organization ofthe three branches of thestate government of Illinois.Justify why the IllinoisConstitution cannot violatethe United StatesConstitution.

Describe how variousnations have pursued,established, and maintaineddemocratic forms ofgovernment over time.Compare executive andlegislative branches of ourfederal government withthose of a parliamentarygovernment (e.g., theUnited Kingdom).Categorize the similaritiesand differences amongworld political systems (e.g.,democracy, socialism,communism).Analyze how culturalcharacteristics influencepolitical practices (e.g.,voting procedures, types ofpolitical campaigning).Compare the politicalparties found in the UnitedStates with those found inother democratic societies.

Compare the governmentunder the Articles ofConfederation andcontemporary confederatedgovernments andorganizations (e.g., theUnited Nations,Organization of AmericanStates, Organization ofAfrican States, and theEuropean Union).Compare and contrast theconstitutional democracy ofthe United States with thoseof similar governments (e.g.,United Kingdom, Japan,Australia).Hypothesize about thechanges that may occurwithin representativedemocracies in anincreasingly diverse ethnicpopulation.Critique how different formsof political systemsthroughout the world havetended to protect or violatebasic human rights ofpeople.Evaluate how culturalbeliefs affect citizenship.


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Social Science Performance DescriptorsStudents who meet the standard can understand election processes and responsibilities ofcitizens.

Stage E Stage F Stage GDescribe situations in theirhome, school, or communitywhere the rights of

Create a list of ideas thatwould encourage more civicresponsibility among

Describe the requirementsfor candidates for local,state, and national offices.

minorities have been people. Compare the platforms ofrespected. Explain the role of a citizen two or more political partiesPredict the consequences of in choosing leaders. during an election toignoring the rights of other Illustrate how people are determine differences.people in public places(e.g., smoking in a crowded

elected to all levels of ourgovernment.

Explain the position on aparticular issue of a

theater).Explain how an individual orgroup has solved a problemin their community.Identify voting requirements.

Analyze historical eventsinvolving the extension ordenial of political andelectoral rights of variouscitizens or groups of people.

candidate for political office.


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Social Science Performance DescriptorsStudents who meet the standard can understand election processes and responsibilities ofcitizens.

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Stage H Stage I Stage JDescribe responsibilitiesthat citizens share during anelection.Compare/contrast thehistorical positions ofpolitical parties in elections.Compare historicalexamples of issues in local,state, or national electionsaffecting the civil rights ofvarious groups.Describe how votingbarriers have been removedto allow greater participationin elections (e.g., commonpeople gaining the right thevote, minority voting status).Analyze an example of agovernment denying votingrights to individuals orgroups.Describe the electionprocess at local, state, andnational levels (e.g.,campaigns, primaries,conventions).

Analyze voting patterns inlocal, state, or nationalelections.Describe examples ofindividuals and groupswhose volunteerism hasbenefited their localcommunity, state, or nation.Compare historical andcontemporary principles andvalues that motivatedpeople toward volunteerismin their community, state,and/or nation.Define the concept "civicvirtue."

Explain the voterregistration process.Describe how the right tovote has changed forindividuals and groups inthe State of Illinois.Critique the advantages anddisadvantages ofmaintaining the electoralcollege system for theelection of the President ofthe United States.Analyze the politicalcampaign commercials interms of the tacticspoliticians, political parties,and political interest groupsuse to appeal to voters.Evaluate the consequencesof participation and non-participation in the electoralprocess (e.g., women'ssuffrage, voter registration,effects of media).Evaluate the impact ofpropaganda on the role ofdecision-making within thepolitical process.Predict how technology willimpact our present electoralprocess (e.g., voting overthe Internet to increasevoter participation).Evaluate the strengths andweaknesses of the electionprocess within a specificlevel of government, andsuggest changes that willimprove that system.


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14D Students who meet the standard can understand the roles and influences of individuals andinterest groups in the political systems of Illinois, the United States, and other nations.

Stage E Stage F Stage GDescribe a situation whereminority rights maysupersede the wishes of themajority.

Summarize an individual orgroup's motivation forparticipating in the shapingof public policy.

Explain the importance ofan individual's responsibilityto maintain a democratic,civil society.

Produce a plan to increasestudent and/or parentinvolvement in school

Analyze actions taken bygovernments to improve thelives of people.

Evaluate the benefits ofhighly involved citizens to asociety.

activities. Analyze ways in which the Identify the reasons forDefine the concept of"lobbying" to influencepublic opinion or legislative

media is used by politicalparties and interest groupsto influence public opinion.

public opinion pollssponsored by politicalparties, public interest

decision-making. Explain how political parties groups, and the media.Explain ways thatindividuals and groups

and interest groups affectlegislation.

Describe methods ofcommunication that

influence the shaping ofpublic policy.

Describe an historical eventor period in which political

individuals, groups, and themedia use to present

Compare/contrast parties influenced public information to the public.contemporary andtraditional forms of politicalpersuasion (e.g., speechesand parades with Internet,faxes, electronic mail).

policy. Interpret political cartoons interms of captions andimages to persuade peopleto accept political positionson various issues.


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14D Students who meet the standard can understand the roles and influences of individuals andinterest groups in the political systems of Illinois, the United States, and other nations.

Stage H Stage I Stage JSummarize the actions ofan individual or group'seffort to influence currentpublic policy in theircommunity, state, or nation.Compare and contrast theroles and influence ofvarious individuals, groups,and media in shapingcurrent public policy issuesin their community, state, ornation.Measure political interest oractivity in a civic or socialcause.Predict how technology andsocial change will impactthe conduct of politicalparties.

Analyze the role ofindividuals, groups, and themedia in shapingcontemporary debate onlocal, state, and nationalgovernment.Evaluate editorial positionsin the print or electronicmedia in terms of theirstrength, accuracy, andpersuasive influence.Evaluate influences uponelections (e.g., editorials,television and radiocommercials, public opinionpolls, web sites).Trace the evolution ofmovements to secure rights(e.g., people withdisabilities, ethnic groups,women).Defend a position on apolitical issue related tocurrent events or nationalpolicies.

Evaluate a public policyissue in terms of the costsand benefits from theperspective of differentpolitical and public interestgroups.Critique the impact ofchanging technology (e.g.,the Internet) on civic activityand the understanding ofpublic policy issues.Evaluate the impact ofindividual and grouplobbying upon legislativedecision-making.Explain the impact of a thirdparty candidate or issue thathad the effect of reformingan existing major politicalparty.Trace the historicalevolution of an associationor political party that wascreated to affect a local,state, or national issue (e.g.,Populist Party, Sierra Club,a temperance society).Analyze the platform of apolitical candidate or party.Summarize how past andpresent American politicalparties have gained or lostinfluence on politicaldecision-making and votingbehavior.


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14EStudentswho meet the standard can understand United States foreign policy as it relates to

other nations and international issues.

Stage E Stage F Stage GSummarize how nationsinteract to avoid conflict(e.g., diplomacy, trade,treaties).

Identify a political traditionor custom that had its originin another country (e.g.,representative government).

Review the principles theUnited States hastraditionally held in joininginternational organizations

Identify governmentbranches and offices at thefederal level that areresponsible for conductingforeign affairs.

Describe the leadership roleof the United States ininternational organizations(e.g., the United Nations,NATO, IMF).

(e.g., the interests andbenefits of world peace,open trade over closedmarkets).Explain an historical event

Identify a treaty the UnitedStates has signed with

Explain the costs andbenefits of an historical

in which the United Statesplayed a leading role.

another country. treaty the United States has Analyze an event or issueDescribe how a specificissue (e.g., trade,resources, human rights)has affected a president'sforeign policy.

signed with another nationor international organization.

that links the people ofIllinois to another nation(e.g., issues or negotiationsover trade, immigration ofethnic groups).


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14E Students who meet the standard can understand United States foreign policy as it relates toother nations and international issues.

Stage H Stage I Stage JIdentify situations in whichUnited States diplomacyfavors one nation overanother (e.g., trade, militaryprotection).

Describe the developmentof the United States asworld leader in internationalrelations (e.g., finance,defense, trade).

Analyze the effectiveness ofU.S. foreign policy within anhistorical or contemporarycontext.Evaluate the actions of the

Compare the interests of theUnited States and othernations in making foreignpolicy decisions (e.g.,defense, trade,environmental protection,communications).

Relate historical trendswithin the United States andthe world that haveinfluenced internationalrelations (e.g., nationalism,revolutionary ideals).Compare the conduct of

United States governmentin the acquisition ofterritories and the growth ofAmerican influence overother nations.Evaluate the costs andbenefits of the United

Compare/contrast the idealsand interests of the UnitedStates in participating ininternational organizations.

different presidents inhandling of similardiplomatic or foreign policyissues.

States government inmaintaining relationshipswith internationalorganizations (e.g., the

Analyze cases of changing Summarize an historical United Nations, NATO).diplomatic relations betweenthe United States and otherpeople or nations (e.g.,changing relations with

event in which the UnitedStates played a significantrole in the foreign policy ofanother nation or region

Explain the influence ofcontemporary internationalorganizations on worldaffairs.

Native American tribes,changing relations with theSoviet Union during andafter World War II).

(e.g., the Cold War policy ofcontainment upon theSoviet Union and the regionof Southeast Asia in the

Compare how differentpolitical systems in othercountries define and protecthuman rights.

Predict the effects oftechnology on foreign policydecision-making.

1950s to 1970s). Analyze patterns of conflictand compromise related tointernational affairs (e.g.,examples of nations thathave fought wars or settleddisagreements throughtreaties over such mattersas disputed borders and theresources and land alongsuch lines of conflict).


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14F Students who meet the standard can understand the development of United States politicalideas and traditions.

Stage E Stage F Stage GDescribe examples of the Give examples of events Provide an argumentdevelopment of basic where people have had to justifying the need for civilfreedoms for the people of fight to win their equality. rights for citizens of anythe United States. Illustrate conflicts over the nation.Discuss consistencies and rights and freedom of Summarize the historicalinconsistencies expressed competing individuals or development of the conceptin United States politicaltraditions and actual

groups (e.g., a novel abouttwo families from the north

of individual liberty (e.g.,Colonial America to

practices (e.g., freedom of and south during the Civil contemporary politicalspeech, the right to bear War). interest groups).arms, slavery, voting rights). Compare the arguments of Analyze the causes andCompare the similarities competing public interest effects of when nationalfound in national symbols,legends, or stories that have

groups on constitutionalrights (e.g., rights of gun

interests have called for thelimitation or restriction of

emphasized the value of owners versus those who civil rights (e.g., internmentsuch principles as freedom,liberty, preservation of the

advocate greater restrictionson gun ownership).

of Japanese Americansduring World War II).

Union, etc.Describe historicalexamples featuring thedenial or extension of civilrights to various individualsor groups.Identify significant changesin communication ortechnology that have had anaffect on the spread ofpolitical information andinfluence (e.g., telegraph,television, Internet).


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14FStudentswho meet the standard can understand the development of United States political

ideas and traditions.

Stage H Stage I Stage JSummarize the historicalinfluences on thedevelopment of politicalideas and practices aslisted in the Declarationof Independence, theUnited StatesConstitution, the Bill ofRights, and the IllinoisConstitution.Give examples of howUnited States politicalideas and traditions haveeither included or deniedadditional amendmentsrespecting or extendingthe rights of its citizens.Analyze an influentialU.S. Supreme Courtcase decision and theimpact it had inpromoting or limiting civilrights.Compare arguments forexpanding or limitingfreedoms and protectionfor citizens outlined in theBill of Rights.

Describe significanthistorical events andprocesses that broughtabout changes in thepolitical ideas and traditionsof the United States (e.g.,Civil War, the New Deal).Trace the ideology, events,individuals, and groups thatinfluenced the adoption ofamendments to the U.S.Constitution.Evaluate the effect anhistoric speech had inchanging people's ideasabout political involvementor their rights (e.g., JohnKennedy's InauguralSpeech, "Ask not").Hypothesize about theimpact of the extension ofgreater voting rights throughsuch steps as motor-voterregistration, registration andvoting over the Internet, etc.Analyze the evolution of aparticular political traditionthat still influences modernpolitical discourse.Distinguish between theadvantages anddisadvantages of federal,confederate, and unitarysystems of governmentfound across the course ofUnited States History withinthe United States.Analyze the changing role ofthe judiciary in definingcitizen's rights andresponsibilities.Describe the evolution ofcriminals and victims' rightswithin our judicial system.

Describe the ideological originsof representative democracywithin the cultural traditions ofancient Greece and Rome.Analyze the historical evolutionof a political tradition and how itwas transformed by varyinggeographical, economic,technological, and social forces(e.g., political caucus, votingpatterns for political partieswithin different regions of theUnited States).Assess the advantages anddisadvantages of theestablishment of a free press.Describe the impact of theNorthwest Ordinance of 1787on the political development ofthe United States, the Midwest,and specifically Illinois.Evaluate the advantages anddisadvantages of negativerights (inherent rights that thegovernment cannot take away)and positive rights (a rightprovided by the government)(e.g., Congress cannot make alaw that denies freedom ofreligion; the right to voteextended to women).Analyze examples of thesuccess or failure of individualsor groups to influence changeor maintain continuity within apolitical party or governmentsystem.Evaluate how changinggeographical, economic,technological, and social forcesaffect United States politicalideas and traditions (e.g.,freedom, equality and justice,individual rights).


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Social Science Performance Standards

15AStudentswho meet the standard understand how different economic systems operate in

the exchange, production, distribution, and consumption of goods and services.

Stage E Stage F Stage GExplain how a marketeconomy answers the threebasic economic questions:o What to produce?o How to produce?o For whom to produce?Identify the productiveresources people sell toearn income.Identify human resources intheir community and thegoods and services theyproduce.Analyze the relationshipbetween what they learn inschool and the skills theyneed for a job.

Define productivity.Demonstrate howproductivity increasesthrough the use oftechnology.Demonstrate how educationand training improve skillsand increase productivity.Explain that in a marketeconomy, producers makethe goods and servicesconsumers want.

Explain that consumerdemand determines whatproducers will produce in amarket economy.Identify the productiveresources households sellto businesses and thepayments received for thoseresources.Identify the goods andservices businesses sell tohouseholds and thepayments received for thosegoods and services.Identify times when studentsor adults are consumersand when students or adultsare producers.


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15AStudentswho meet the standard understand how different economic systems operate in

the exchange, production, distribution, and consumption of goods and services.

Stage H Stage I Stage JExplain how the price ofproductive resources in amarket economy wouldinfluence producerdecisions about how, howmuch, and what to produce.Analyze the relationship

Analyze the differencesbetween a market andcommand economy (i.e.,private ownership, methodsof allocation).Demonstrate how GDP canbe used as a measurement

Identify the factorscontributing to realeconomic growth in a nation(e.g., investments inhuman/physical capital,research and development,technological change).

between productivity andwages.

of a country's economicgrowth or decline over time.

Identify the factors that limita nation's potential level of

Demonstrate the circular Explain that a country's total GDP.flow of interaction amonghouseholds, businesses,and government in the

output of goods andservices can and doesfluctuate from year to year.

Explain the costs andbenefits to individuals andsociety of investments in

economy. Identify the Consumer Price physical and human capital.Describe the role of financialinstitutions in the economy.

Index (CPI) as the mostcommonly used measure of

Analyze the benefits andcosts of economic growth.

Identify the causes ofunemployment.Define GDP.

price-level changes in theeconomy.Analyze the impact ofinflation and deflation onlenders, savers, borrowers,people on fixed incomes,and on the economy as awhole.Analyze the factors that leadto different unemploymentrates for various groups(e.g., different ethnicgroups, income levels,gender, age, and regions ofthe country).Explain why theunemployment rate is animperfect measure ofunemployment in theeconomy.Identify the economic costof unemployment.

Define each type ofunemployment (frictional,structural, seasonal, andcyclical).Explain why structural andcyclical unemployment aremore serious for theeconomy than seasonal orfrictional unemployment.Formulate and defendpublic policy that mightaddress structural or cyclicalunemployment.Analyze the impact ofunemployment on a givengeographic region (e.g.,state, county, city).Utilize the consumer priceindex (CPI) to identifyperiods of inflation anddeflation over variousperiods of U.S. history.

Define full employment. Evaluate economic policiesby how successfully theycurb unemployment, keepeconomic costs to aminimum, and keep pricesstable.


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15B Students who meet the standard understand that scarcity necessitates choices byconsumers.

Stage E Stage F Stage GApply the concept of Explain that a market exists Explain why people are bothopportunity cost to choices whenever buyers and consumers and producers.in the classroom. sellers exchange goods and Identify markets whereIdentify factors that affect services. buyers and sellers meetconsumer choices (e.g.,prices of goods and

Identify examples of peopleacting as consumers and as

face-to-face and markets inwhich buyers and sellers

services; quality; income; producers. never meet directly.preferences/tastes). Illustrate the law of demand. Explain the benefits toDescribe how a large Explain that prices are consumers of competitionincrease or decrease in the determined through the among sellers.price of a good or service buying and selling decisions Analyze the impact onwould affect how much of made by buyers and sellers. prices of competition amongthat item would bepurchased.

Explain that competitiontakes place when there are

buyers.

Explain why consumers willbuy more goods and

many buyers and sellers ofsimilar products.

services at lower prices andfewer at higher prices.

Identify markets where thereis competition among

Define prices as what sellers.consumers pay whenbuying goods or servicesand what sellers receivewhen selling goods orservices.

Identify examples ofcompetition among buyers.


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15B Students who meet the standard understand that scarcity necessitates choices byconsumers.

Stage H Stage I Stage JExplain why, as the marketprice of a good or servicegoes up, the quantity

Describe various ways aconsumer can pay for agood or service.

Identify the non-pricedeterminants of demandand predict the change in

demanded by consumersgoes down.

Evaluate the costs andbenefits of differing ways to

demand and market pricefor a product when any of

Determine the market pay for a variety of those determinants change.clearing price when given consumer purchases. Predict how a change indata about the supply anddemand for a product.

Analyze the potential impactof current events on the

interest rates will affect anindividual's decisions to

Predict how the change in price of consumer goods or borrow and/or save.price of one good or servicecan lead to changes inprices of other goods andservices.

services (e.g., newenvironmental regulationsfor automobiles; hurricanesand floods in agricultural

Identify the current rates ofinterest on different kinds ofsavings instruments andexplain why they vary.

Explain how prices helpallocate scarce goods andservices in a marketeconomy.Explain why shortages andsurpluses occur in a marketeconomy and provide real-world examples of each.

areas). Identify complementaryproducts and explain how achange in the price of onecomplement affects thedemand for the other.Identify substitute productsand explain how a changein the price of a substituteaffects the demand for theother product.


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15C

Social Science Performance StandardsStudents who meet the standard understand that scarcity necessitates choices byproducers.

Stage E Stage F Stage GPredict how a large increaseor decrease in the price of agood or service will affecthow much producers willmake and sell of that goodor service.Analyze why producers willproduce more goods andservices at higher pricesand fewer at lower prices.Identify markets in whichthere are very few sellersand markets in which thereare many sellers.Identify the characteristicsof effective entrepreneurs(e.g., why they are willing totake risks to start newbusinesses).

Explain how price is anincentive to buyers andsellers.Analyze the effect of pricechanges on buyers andsellers.Explain that there areincentives other than pricethat affect people's behaviorin the economy.Provide examples ofpositive incentives (rewards)that affect economicbehavior.Provide examples ofnegative incentives(penalties) that affecteconomic behavior.Define the law of supply.

Analyze how changes inprice affect producerbehavior.Identify non-price incentivesto which people respond inthe economy.Explain why people'sresponse to an incentivemay vary because ofdiffering values.Predict the impact on supplyof a good or service whennon-price determinantschange (e.g., number ofproducers; cost ofproduction).


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15C Students who meet the standard understand that scarcity necessitates choices byproducers.

Stage H Stage I Stage JProvide examples of howchanges in incentivesencourage people tochange their economicbehavior in predictableways.Provide examples of howthe same incentive will bringabout differing responsesfrom differing people.Explain why, as the marketprice of a good or servicegoes up, the quantitysupplied also goes up.

Predict the impact ofchanges in interest rates onbusiness investmentspending.Explain how policies thatchange interest rates can beused to affect the level ofspending.Analyze how producersrespond to incentives andallocate their scarceresources to maximizeprofits.Predict what goods andservices might be indemand as a result of aspecific political action ornatural disaster.Explain how the pursuit ofself-interest in competitivemarkets affects nationaleconomic well being.Demonstrate how increasesin productivity result fromadvances in technology andother resources.Analyze the impact on theproducer's level ofcompetitiveness in themarketplace givenexamples of new productsthat resulted fromtechnological changes.Analyze how the marketingof a new or improvedproduct can create jobopportunities as well aseliminate job opportunities.Analyze the impactentrepreneurs and theirbusiness or idea has onconsumers and theeconomy.

Describe the characteristicsthat distinguish perfectcompetition, monopolisticcompetition, oligopoly, andmonopoly.Analyze the impact onconsumers of reducedcompetition in an industry.Predict the change in supplyof a product and the marketprice for the product whennon-price determinants ofsupply change.Cite examples ofgovernment intervention inthe marketplace andanalyze the impact of thatintervention on consumersand producers.Evaluate the importance ofprivate ownership ofproductive resources in amarket economy.Identify examples ofnegative and positiveexternalities that result fromthe production orconsumption of a product.Analyze the effects ofcompetition on the price,quality, and quantityproduced of a good.


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15D Students who meet the standard understand trade as an exchange of goods or services.

Stage E Stage F Stage GExplain the benefits of Define imports. Identify exports produced inexchanging with the use of Define exports. the local community ormoney. Provide examples of state.Identify the primary economic specialization. Explain why countriesfunctions and services of Identify technologies that benefit when they exchangefinancial institutions. exist today that did not exist goods and services.Predict how people's lives in the past (e.g., 10 to 20 Explain how specializationwould be different if they didnot trade with others for

years ago). usually increasesproductivity in an economy.

goods and services theyuse.

Provide examples of howspecialization increases

Illustrate how division oflabor in a production

interdependence amongconsumers and producers.

process can increaseproductivity.

Explain how technologicalchanges have led to new

Explain how division of labor and improved products.creates interdependence. Explain how people'sAnalyze the impact ofinterdependence on theproduction process.

incomes reflect choices theyhave made about education,training, skill development,and careers.


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Social Science Performance Standards15D Students who meet the standard understand trade as an exchange of goods or services.

Stage H Stage I Stage JProvide an example of Define balance of trade. Define transaction costs andcomparative advantage in Analyze the impact of provide examples.the school or community. periods of trade surpluses Explain why reducingExplain why comparativeadvantage leads to

and trade deficits in UnitedStates history.

transaction costsencourages exchange.

specialization and trade. Define the exchange rate. Analyze the impact ofIdentify barriers to trade andtheir impact, and explainwhy nations create barriers

Explain how the forces ofsupply and demanddetermine exchange rates.

United States imposed tradebarriers on U.S. citizens andon the citizens of trading

to trade. Calculate the prices of partners.Analyze the impact of anincrease or decrease inimports on jobs and

products for exchange ofgoods between two nationsusing current data.

Explain the impact onUnited States consumersand producers when imports

consumers in the U.S. Analyze the impact on are restricted by publicAnalyze the impact of anincrease or decrease in

consumers and producers inboth countries when the

policies such as quotas andtariffs.

exports on jobs andconsumers in the U.S.

exchange rate for theircurrencies changes.

Assess how economicgrowth is a factor in

Identify new technologiesover time and explain their

Explain why comparativeadvantage changes over

alleviating poverty andraising standards of living.

impact on the economy. time.Explain how measures ofproductivity are used inproducer decisions.Analyze the relationshipbetween standards of livingand the productivity of labor.Identify ways in which theproductivity of labor can beincreased.

Analyze how technologicaladvances allow societies toproduce more goods andservices with the resourcesavailable.Explain the relationshipamong higher productivitylevels, new technologies,and the standard of living.

Analyze how increasedproductivity of labor benefitsboth employers andemployees.Analyze the impact ofincreased wages (all otherfactors constant) on thesupply and demand of labor.Analyze the relationshipbetween incentives thatreward innovation andinvestments and the rate ofincrease of productivity.


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15EStudentswho meet the standard understand the impact of government policies and

decisions on production and consumption in the economy.

Stage E Stage F Stage GIdentify public goods andservices in the community,state, and nation.List the types of taxes paidby individuals and by

Describe the differencesbetween income tax, salestax, and property tax.Identify what people wouldgive up if governments had

Identify laws andgovernment policies thatprotect property rights,enforce contracts, andmaintain competition.

businesses. no power to tax.Identify what goods andservices various levels ofgovernment provide.Identify to which level ofgovernment certain taxesare paid.

Explain why there is a rolefor government in theeconomy.Explain how laws andgovernment policiesaffecting the economy havechanged over time.


15E

Social Science Performance StandardsStudents who meet the standard understand the impact of government policies anddecisions on production and consumption in the economy.

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Stage H Stage I Stage JIdentify examples ofproportional, progressive,and regressive taxes in theeconomy.Evaluate the fairness andefficiency of each kind oftax.Analyze the benefits andcosts to individuals andbusinesses of governmentpolicies that affect theeconomy.Identify the main sourcesof revenue for federal andfor state governments.Explain how laws andgovernment policiesaffecting the economyestablish rules to help amarket economy functioneffectively.

Give examples of publicgoods and services thatproducers will not producebecause they cannot bewithheld from those whodo not pay for it (e.g.,roads, national defense,and environmentalpreservation).Evaluate what wouldhappen if government didnot intervene and producepublic goods.Explain when (under whatcircumstances) and whymarkets do not allocateresources effectively.Provide examples ofgovernment responsesthat have had a positive ornegative effect on society,the environment, ormarkets.Explain how technologicaldevelopment affectscurrent and futureconsumption, production,and overallcompetitiveness in themarketplace.Explain how investing innew physical or humancapital may increase futureproduction andconsumption.Identify monetary policy inthe U.S. and explain whodetermines that policy.Identify fiscal policy in theU.S. and explain whodetermines that policy.

Identify government policiesthat are designed to directlyredistribute income, andexplain why such policies exist.Identify government policiesthat affect price or output levelsfor various goods and services,and explain how those policiesmight indirectly redistributeincome.Evaluate which groups in theeconomy benefit from, andwhich groups bear the costs of,government policies thatredistribute income.Analyze the impact ofincreasing or decreasingfederal spending and/orreducing or increasing taxeson: employment, output, pricelevel, and interest rates in theshort run.Identify historical examples offiscal policies, and analyzewhether these policies wereadopted to influence levels ofoutput, employment, prices, orall three.Explain the causes of inflation.Explain how the tools ofmonetary policy work to impactmoney supply and/or interestrates.Analyze how changes in themoney supply can influenceoverall levels of spending,employment, and prices in theeconomy.Analyze the impact on theavailability and cost ofconsumer loans whenmonetary policy decisionseither increase or decrease themoney supply.


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16A Students who meet the standard can apply the skills of historical analysis andinterpretation.

Stage E Stage F Stage GExplain how life changed or Distinguish between the Place events from astayed the same in a region important and insignificant chronology on multiple tieror place using two historic details contained in an timelines that are organizedmaps that depict differenttimes in that region or place.Describe trends during a

historical source.Organize a series of historicmaps of a region or place

according to political,economic, environmental,and social history.

time period using political,economic, environmental,and social data from

into an historical atlas.Place a series of eventsfrom the past that are listed

Organize a series of relatedhistorical events fordepiction on a periodization

appropriate graphs or on a chronology or timeline chart.charts. and categorize them Describe life during aDistinguish between primaryand secondary sources.Formulate a researchquestion about the past that

according to political,economic, environmental, orsocial importance.Identify the times when

specific period usingmultiple tier timelines,periodization charts, graphs,and charts with data

includes its dimensions of significant events organized by category.people, space, and time. intersected using a series of Provide an example of twoIdentify sources in the chronologies organized into different interpretations of aschool or local library thatwill help answer a research

political, economic,environmental, and social

significant event.Explain how a significant

question. history. historical event can haveLocate on the World WideWeb one source pertainingto each of people, space,and time dimensions of aresearch question.

Compare two differentinterpretations of anhistorical figure.Compare the account of anhistoric person or event in atextbook with an account ofthe person or event inanother secondary source.

many causes.

Locate on the World WideWeb multiple sourcespertaining to a significanthistoric person or event.Compare the value Ofprimary and secondarysources.


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16A Students who meet the standard can apply the skills of historical analysis andinterpretation.

Stage H Stage I Stage JDefine the concept of a"watershed" event in history.Explain why a primarysource may not necessarilyprovide an accuratedescription of an historicalevent.Identify the point of view ofthe author as found in aprimary source document.Identify any inconsistenciesof an author as found in aprimary source document.Assess the value of posedand candid photographs asprimary sources.

Compare the narrative in awork of historical fiction withthe narrative of the sameevent in a work by anhistorian.Describe the value ofinterviewing a person whowitnessed an event in thepast.Assess the value of an oralhistory account.Explain why significanthistorical events havemultiple causes.Explain the reasons whyhistorians working indifferent periods can arriveat different conclusions ofthe same event.Defend an interpretation ofa significant person or eventusing a variety of primaryand secondary sources.

Identify any patterns ordifferences that emerge inpolitical, economic,environmental, and socialhistory after comparing theevents and historicalprocesses identified on theperiodization charts of twocivilizations.Identify any patterns ordifferences that emerge inpolitical, economic,environmental, and socialhistory after comparing theevents and historicalprocesses between oneperiod and another in thesame civilization.Assess the effects thatunexpected events had onthe long-term trends of agiven period.Identify the characteristicsof the Whig, Positivist,Marxist, and Post-colonialinterpretations of history.


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Social Science (U.S.) Performance Descriptors

16B Students who meet the standard understand the development of significant political events.

Stage E Stage F Stage GIdentify turning points inUnited States politicalhistory.Summarize the causes andeffects of ideas and actionsof significant political figuresduring the Colonial Period.Analyze political events,figures, and ideas in thecolonies that led to theAmerican Revolution.List the key figures, events,and ideas in thedevelopment of the UnitedStates government duringthe Early National Period.

Organize a series of politicalevents covering the span ofAmerican history, c1500-present, into a periodizationchart.Describe both the ideas andactions of significant politicalfigures, events, orprocesses that affected theformation and developmentof modern political parties.Interpret the actions andconsequences of asignificant figure in UnitedStates political history (e.g.,Thomas Jefferson, AbrahamLincoln, Woodrow Wilson,Franklin D. Roosevelt).Interpret the causes that ledto the development of aparticular politicalorganization or institution(e.g., modern politicalparties, interest groups,Electoral College).

Identify the major periods inUnited States politicalhistory from colonial tocontemporary times.Summarize ideas thatinfluenced the developmentof representative democracyas reflected in theDeclaration of Independenceand the Constitution of theUnited States.Describe significant eventsthat fostered thedevelopment ofrepresentative democracyafter the adoption of theUnited States Constitution(e.g., amendments, supremecourt rulings, legislation).Compare and contrast thecontributions of individualsor political groups who had asignificant impact on thecourse of local, state, andnational history.


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Stage H Stage I Stage JEvaluate the consequences Compare/contrast the Assess the significance of aof constitutional change and causes and effects of watershed event in Unitedcontinuity over time. significant political events in States political history.Summarize the significant a period of United States Compare/contrast the initialevents that occurred during history. philosophy of a politicalthe development of the Summarize how principles of institution or group with itsSupreme Court of the the United States later and/or contemporaryUnited States. Constitution were applied to philosophy.Describe the contributions of resolve a political conflict Describe examples ofindividuals or groups who (e.g., states rights, civil continuity and change inhad a significant impact on rights). political institutions at thethe course of judicial history. Evaluate how the forces of local, state, and nationalDescribe the significant cooperation and conflict levels.events and contributions of have affected the Analyze the changing rolesindividuals or groups in the development of of political offices anddevelopment of UnitedStates diplomatic history.

representative democracy. institutions in United Stateshistory.Assess how politicalideology influences thepolitical perspective ofcontemporary politicians orgroups.Analyze how changes in theeconomy, environment, andsocial structure haveinfluenced the currentpolitical structure of theUnited States.


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Social Science (World) Performance Descriptors


Stage E Stage F Stage GIdentify turning points inworld political history.

Organize a series ofpolitical events in World

Identify causes and effectsof turning points in world

Identify significant politicalleaders of the non-Westernworld (e.g., Genghis Khan,Gandhi, Mandela).

History into periodizationcharts for the ancient world,1000 BCE-1500, 1500-present.

political history (e.g., thedivision of the Romanempire, the rise of theIslamic empire, the

Describe majordevelopments in theevolution of Westernpolitical systems (e.g.,Greek democracy, Romanrepublic, Magna Carta andCommon Law, theEnlightenment).

Describe major events inthe evolution of non-Western political systemsthroughout world history.Describe the impact thatsignificant individuals orgroups in the non-Westernworld had on political

establishment of thekingdom of Ghana, the riseand fall of the T'angdynasty).Describe political beliefs ofsignificant individuals andgroups during a turningpoint in world history.

Analyze the consequencesof political ideas and actions

events (e.g., Mao, IndiraGandhi, freedom fighters).

Compare/contrast thedevelopment of the political

taken by significantindividuals in the past.

Compare/contrast thedevelopment of a politicalsystem and/or institution inancient times with that ofanother political systemand/or institution of ancienttimes (e.g., Greek andRoman government, Greekand Egyptian).

ideology of significantindividuals from a Westerncivilization with that of anon-Western civilization.Describe political ideasdeveloped within the non-Western world (e.g.,theocracy, passiveresistance).Define the concept ofFeudalism.Describe the developmentof European nation states,1200-1500.


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Stage H Stage I Stage JIdentify common politicaltrends in the eastern andwestern hemispheres after

Describe the significantpolitical ideas that arerooted in the Renaissance

Assess the significance of awatershed event in Worldpolitical history.

1500 CE (e.g., colonization,de-colonization,nationalism).

and Enlightenment periods.Compare/contrast thedevelopment of democratic

Assess the contribution of asignificant individual toworldwide political thought.

Analyze the political causeand effect relationships

systems with other kinds ofpolitical systems.

Compare/contrast episodesof cooperation and conflict

created by Europeanexploration and expansionin the eastern and western

Analyze how the forces ofcooperation and conflictaffected a political system.

among proponents ofopposing politicalideologies.

hemispheres. Describe the effects of Explain the relationshipsIdentify the contributions ofsignificant individuals toworldwide political thought(e.g., Locke, Burke, Marx)

interdependence amongnations during periods ofworld conflict (NapoleonicWars, World Wars, Cold

among economic, social,and environmental factorsand effects on a worldpolitical event.

after 1500. War). Evaluate the impact ofglobal interdependence inaddressing a contemporarypolitical issue (e.g.,terrorism, human rights).


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16C Students who meet the standard understand the development of economic systems.

Stage E Stage F Stage GIdentify turning points inUnited States economichistory.Describe the economicchoices people made orwere forced to make duringthe development of the earlyeconomy of the UnitedStates.Describe how slavery andindentured servitude wererelated to the wants ofeconomic interest groups inthe United States.Explain how the economicchoices people made in thepast affected their politicaland social lives and theirenvironment.

Explain how significanteconomic events in the pasthave altered individualchoices and influencedUntied States history.Summarize the impact ofsignificant economic eventsof earlier periods of UnitedStates history oncontemporary economicstructure.Evaluate how an individual'sideas, inventions, orentrepreneurship (e.g.,Thomas Edison, GeorgeWashington Carver, HenryFord) affected the economythen and now.Predict how technologicaladvances may affect theUnited States economicsystem.Analyze how a significanteconomic event (e.g.,industrialization, the GreatDepression, and the rise ofcomputer technology) hasinfluenced the developmentof the United Stateseconomic system.

Identify the major periods inUnited States economichistory from colonial tocontemporary times.Describe the impact of tradefrom 1500-1750 on thepolitical, social, andeconomic lives, and theenvironment of NativeAmericans and Europeancolonists.Describe how changes inscience and technologyaffected the exchange ofgoods and services overtime among the people incolonial America.Explain how changes ineconomic activity during anearlier period influencedsubsequent historical events(e.g., increase in the laborsupply and unionization,depression and the NewDeal).


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Stage H Stage I Stage JDescribe the impact of tradeon political, social,economic, andenvironmentaldevelopments in a place orregion of the United States,1865 present.Explain how changes inscience and technologyaffected the exchange ofgoods and services,economic institutions, andthe movement of peopleamong different regions ofthe United States, 1865 -present.Explain how entrepreneursorganized their businessesand influenced governmentto limit competition andmaximize profits.Describe the economiccauses of conflict in UnitedStates History since 1865(e.g., Indian Wars, CivilWar, urban unrest).Describe significant people,ideas, and events in the riseof organized labor from1865-1914.

Discuss the values andbeliefs that fosteredsignificant economicdevelopments andinstitutions in the UnitedStates over time.Identify the causes andeffects of significanteconomic legislation overtime.Analyze the economicimpact of the westwardexpansion on families,communities, and thenation.Describe how individualsand groups such asindustrialists and unionsshaped American economicinstitutions during the 20thCentury.Analyze the environmental,social, and politicalconsequences that occurredin a region that experienceda significant change in thework force and a severechange in the availability ofresources.

Assess the significance of awatershed event in UnitedStates economic history(e.g., gold standard,minimum wage legislation,NAFTA).Describe the trends in thehistory of United States"bellwether industries" (e.g.,agriculture, steel, housing)using charts, graphs, andother sources.Describe the developmentover time of the relationshipbetween the nationaleconomy and the globaleconomy since WorldWar II.Describe the influence ofeconomic interest groups onthe direction of the nationaleconomy since WorldWar II.Analyze how trends in theeconomic history of theUnited States have affectedthe country's political,social, and environmentalhistory.Assess the role of theFederal Government inshaping the United Stateseconomic system.


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Stage E Stage F Stage GIdentify turning points inworld economic history

Organize a series ofeconomic events in World

Identify the major periods inWorld economic history.

(e.g., manorial system,cultural exchanges,capitalism, industrialrevolution, information

History into periodizationcharts for the ancient world,1000 BCE-1500, 1500-present.

Describe the economicsystems found in theAmericas before the voyageof Columbus.

revolution). Describe the basic Evaluate the impact of theDescribe the impact of tradeon the development of earlycivilizations.

economic changes that ledto or resulted from turningpoints in world economic

economic aspects of thevoyage of Columbus on thesocial, political, and

Identify the differencesbetween agricultural and

history after 500 CE (e.g.,manorial system, industrial

environmental conditions ofthe Americas.

industrial economies. revolution, capitalism,information/communicationrevolution).Identify the economicaspects of significantcultural exchanges thatoccurred between peoplesin the past (e.g., Columbianexchange, Crusades).

Describe the impact onsocieties of long-termeconomic trends from 1000to 1500 CE (e.g., longdistance trade, banking,specialization of labor,urbanization,technological/scientificprogress).

Define capitalism, socialism,and communism aseconomic systems.

Compare/contrast theeconomic systems andinstitutions of an agriculturaland an industrial society.


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Stage H Stage I Stage JAnalyze the impact of long-term economic trends onthe political, social,economic, andenvironmentaldevelopments of societies indifferent parts of the world,1500 CE to present.

Evaluate the economicimpact and consequencesof major cultural exchanges.Evaluate the consequencesof capitalism, socialism, andcommunism upon thecountries that have adoptedthem.

Assess the significance of awatershed event in Worldeconomic history.Describe the growth anddevelopment of industrialcapitalism as the dominanteconomic model of theworld.

Explain how changes inscience and technologyaffected the exchange ofgoods and services among

Analyze the economicimpact of colonialism andimperialism around theworld after 1500 CE.

Trace the historical forces ofcontinuity and change in thedevelopment of thecontemporary global

people of different Describe the impact of economic system.geographical regions of thepast.Describe the global impactof long-term economic

major economists and theirideas (e.g., Adam Smith,Karl Marc, John MaynardKeynes).

Predict the consequences ofeconomic interdependencein the world's economicsystem, using a

trends from 1500-present Describe the historical contemporary example.(e.g., long distance trade,banking, specialization oflabor, urbanization,technological/scientificprogress).

development of capitalismand other economicsystems that developed incolonial empires after 1500.

Evaluate the benefits anddrawbacks of economicinterdependence.Analyze the impact of acontemporary worldeconomic issue on theUnited States (e.g., itspolitical, social, andenvironmentalconsequences).


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16D Students who meet the standard understand Illinois, United States, and world socialhistory.

Stage E Stage F Stage GCompare and contrastfamily and community life intwo or more Americancolonies in terms of thecolonists' motives forsettling there.

Predict the impact that acontroversial figure's ideason changing socialconditions had oncontemporary interestgroups.

Describe the changes andcontinuity in various interestgroups' (e.g., workers,business persons,politicians) perception ofsocial status over time.

Use a variety of sources todescribe how peopleorganized colonial society.

Analyze the issues of socialstatus and social role in thepast and present.

Compare and contrastfamily life in the earlyAmerican period with

Compare and contrast Describe the changes in another time period.changes in family life aspeople moved from one

family from one period toanother.

Describe the significance ofsocial factors such as

geographic region toanother during the period ofwestward expansion.Assess the influence thatsignificant people had onthe social lives of others inIllinois or the United States.

Trace the development of asignificant social institutionover time (e.g., Boy Scouts,Girl Scouts, NAACP).

status, role, customs,traditions, norms, andvalues during a turning pointin United States socialhistory.Analyze the significance ofcultural diversity in thesocial history of the UnitedStates.


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Stage H Stage I Stage JAnalyze the changing rolesand status of men, women,and children from the

Identify examples of culturaldiffusion throughout UnitedStates social history.

Assess the significance of awatershed event in UnitedStates social history.

colonial period through the19th Century.

Compare and contrast howdifferent groups of people

Identify the historical forcesof continuity and change

Compare the importance ofpeople's customs and

reacted to diversity withintheir societies.

that affected thedevelopment of social

traditions during the Compare and contrast the institutions over time.historical development of ageographic region duringthe colonial/frontier periodsand the 19th Century.

actions of political, social,and economic institutionsbefore and after theabolition of slavery.

Assess the impact of socialmovements on the social,political, and economicinstitutions and cultures of

Describe family life of select Appraise the long-term the United States.groups of people during thecolonial/frontier periods andthe 19th Century.

effects, includingunintended consequences,on American society thatoccurred as a result ofwatershed events in

Analyze the origins anddevelopment of the socialissues that affect UnitedStates citizens as membersof a global society.

American social history. Evaluate recent governmentpolicies and social attitudesof interest groups affectingthe further development of apluralistic society in theUnited States since the1960's.


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Stage E Stage F Stage GIdentify turning points inworld social history.Discuss how the roles ofmen, women, and childrenin past cultures have

Organize a series of socialevents in World History intoperiodization charts for theancient world, 1000 BCE-1500, 1500-present.

Identify the major periods inWorld social history (e.g.,European Feudalism,colonial periods in regionsof the world).

changed over time. Describe a turning point in Describe the impact ofDescribe how a culturalexchange occurred betweentwo societies of the past.

world social history (e.g.,religious movements,abolition movement,demographic disasters,migrations).Compare/contrast the socialstructure of Western andnon-Western cultures todayand in the past.Describe the various rolesof men, women, andchildren in the family, atwork, and in the communityin various time periods andplaces (e.g., ancient Rome,Medieval Europe, ancientChina, Sub-Saharan Africa).

slavery upon varioussocieties.Compare/contrast theinstitution of slavery indifferent societies past andpresent.Describe the origins,development, andconsequences of massmigrations of people atselected periods in history.Explain the significance ofchanges in the role of men,women, and children fromone period to subsequentperiods in world socialhistory.

Describe social changesthat resulted from culturalexchange between andamong different societies.


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Stage H Stage I Stage JAnalyze the consequencesof discrimination past andpresent.Analyze the impact of massmigrations of people uponthe political, economic,social, and environmentalaspects of a world region.Assess the impact ofsignificant individuals orgroups on world socialhistory (e.g., religiousleaders, philosophers).Describe how the work ofartists around the world(e.g., musicians, artists,filmmakers) reflects socialissues.

Analyze the social historyaspects of significant eventsin world history since 1500(e.g., colonization,Protestant Reformation,industrialization, rise oftechnology, human rightsmovement, Holocaust).Describe the impact ofcultural diffusion andcultural encounters upon thepolitical, economic, andenvironmental aspects ofdifferent cultures.Analyze the consequencesof a world social issue onthe political, economic, andenvironmental aspects ofsociety.

Assess the significance of awatershed event in Worldsocial history.Assess the affects ofchanging technology since1945 (e.g., atomic power,mass communications,means of production) on thecourse of world socialhistory.Evaluate the socialconsequences resultingfrom the expanding zone ofhuman interaction over time.Identify examples of culturaldiffusion occurring within thesocieties around the worldusing a contemporaryexample.


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16E Students who meet the standard understand Illinois, United States, and worldenvironmental history.

Stage E Stage F Stage GIdentify turning points inUnited States environmentalhistory.

Organize a series ofenvironmental eventscovering the span of

Identify turning points inUnited States environmentalhistory.

Explain how a community orstate's location helps tounderstand its growth and

American history, c1500-present, into a periodizationchart.

Describe the developmentof transportation andcommunication networks

development over time. Describe how the (e.g., river travel, ponyOrganize a series of Illinois environmental history of a express, internet).or United States maps onone environmental themeinto an historical atlas.

place or region of the UnitedStates region has changedover time using a variety of

Explain how theenvironment affectedeconomic and social

Describe how variouspeople around North

geographic tools, includingan historical atlas.

developments of people in aspecific region of the United

America used human oranimal power to cultivatecrops before the onset of

Describe how the people ofa specific region of theUnited States gained control

States (e.g., Jamestown,"Wild West," naturaldisasters).

mechanized technology. over rivers or other principal Explain how theProvide an example of howsome people continue to

physical features of theirenvironment.

environment affectedeconomic and social

depend on human or animalpower to survive in North

Describe how thecompetition between or

developments of a specificcultural group after 1500.

America. among different groups of Explain how theDescribe the physical andcultural features of life in the

people for the same landaffected the environment.

environment, economy, andsociety can be affected by

pre-colonial Illinois countryusing images documentingthe archaeological record.Describe the effects of asignificant invention ortechnological innovation onthe physical and culturalenvironment of Illinoisbetween 1700 and 1818.

Assess the effects of asignificant invention ortechnological innovation onthe physical and culturalenvironment on a place orregion (e.g., plow,automobile, power plants).

the dependence of a regionon a single crop or mode ofproduction.


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Stage H Stage I Stage JAnalyze the social, political,and economic effects on theabandoned environment ofa significant migration ofpeople from one region toanother.Describe the demographicdistribution of people beforeand after a significantmigration in United Stateshistory.Describe the effects on theenvironment of thedispersion of Europeancolonists in North Americaafter 1500CE.Describe how majormigrations have affected thecultural features of citiesand rural communities in theUnited States.Assess the effect of theindustrial revolution on thephysical environment in theUnited States.Assess the effects on theenvironment of the historicprocess of suburbanizationand rural depopulation.Assess the effects of asignificant past naturalenvironmental disaster onthe physical and culturalfeatures of the landscape ofa place or region in theUnited States.

Describe how the rise ofmultinational economies hasaffected the environment ofthe United States since1945.Describe how militaryconflict in North Americaaffected the environment,and assess the attendanthuman costs.Identify the origins ofsignificant environmentalissues confronting theUnited States and NorthAmerica.Explain how anenvironmental issueconfronting one region ofthe United States hasaffected the environment inother regions.

Assess the significance of awatershed event in UnitedStates environmentalhistory.Evaluate the importance ofan environmental issue onthe conduct of political life inIllinois and in the UnitedStates.Assess the progress madeby national organizations inaddressing environmentalissues in the United Statessince 1945.Predict the political,economic, and socialconsequences on theUnited States of a worldenvironmental issue if it isnot addressed.Predict the potential of newtechnologies to reversehistoric processes that havenegatively impacted theUnited States environment.


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Stage E Stage F Stage GIdentify turning points inworld environmental history.

Organize a series ofenvironmental events in

Identify the major periods inWorld environmental

Identify on a map the World History into history.location of the major worldpolitical powers, over time,and explain how their

periodization charts for theancient world, 1000 BCE-1500, 1500-present.

Describe the developmentof transportation andcommunication networks

location fostered their Describe how an aspect of before 1500CE.growth and development. the environmental history of Describe the developmentOrganize a series of mapson one environmentaltheme into an historical

a place or world region haschanged or stayed the sameusing an historical atlas.

of transportation andcommunication networkssince 1500CE.

atlas. Describe how the Identify watershed events inCompare the culturalfeatures of the environmentof settled societies with

environmental history of oneplace or world region haschanged using a variety of

the environmental history ofeach continent since1500CE.

those of hunter-gatherer geographic tools. Explain how thecultures. Describe how the people of environment affectedDescribe how variouspeople around the globeused animals to cultivate

a specific civilization gainedcontrol over rivers or otherprincipal physical features.

economic and socialdevelopments in a specificcivilization (e.g., Greeks and

crops in early world history. Describe how the the Aegean Sea, MiddleProvide examples of how competition between or East and oil).some people continue todepend on animal power tosurvive in their environment.

among different groups ofpeople for the same landaffected the environment.

Explain how theenvironment, economy, andsociety can be affected by

Describe the physical andcultural features of life in theancient world using imagesdocumenting thearchaeological record.

Analyze the effects of asignificant invention ortechnological innovation onthe physical and culturalenvironment of one of theworld's regions (e.g.,invention of the wheel,canals, railroads).

the dependence of a regionon a single crop or mode ofproduction.


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Stage H Stage I Stage JDescribe the social,demographic, political, andeconomic effects on the

Describe how the rise ofcolonial powers affected theenvironment in colonial

Assess the significance of awatershed event in Worldenvironmental history.

abandoned environment of empires. Evaluate the importance ofa significant migration ofpeople in World History.

Describe how the rise ofmultinational economies has

an environmental issue onthe conduct of

Describe the environmental affected the environment in contemporary world affairs.effects of the "Colombian the post-colonial period. Explain how the control ofExchange." Describe how military technology has fosteredDescribe how majormigrations have affected thecultural features of citiesand rural communities.

conflict affected theenvironment in Europe andAsia during the two worldwars, and assess the

independence, dependence,or interdependencebetween and amongnations.

Assess the effect of the attendant human costs. Explain how the control of aindustrial revolution on thephysical environment in anindustrialized country.

Describe how militaryconflict affected theenvironment in Asia and

natural resource hasfostered independence,dependence, or

Assess the impact on theenvironment of the industrial

Africa during the post-colonial period, and assess

interdependence betweenand among nations.

revolution on a traditional the attendant human costs. Assess the progress madeagrarian culture. Identify the origins and by global organizations inAssess the effects on theenvironment of the historic

describe the development ofsignificant environmental

addressing environmentalissues since 1945.

process of suburbanizationand the depopulation ofrural regions.

issues confronting Asia,Africa, South America,North America, Australia,and the arctic regions.Analyze the relationshipbetween the environmentaland political causes offamines.

Predict the political,economic, and socialconsequences of a worldenvironmental issue if it isnot addressed.Predict the potential of newtechnologies to reversehistoric processes that havenegatively impacted theglobal environment.


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Social Science Performance Descriptors17A Students who meet the standard can locate, describe and explain places, regions and

features on Earth.

Stage E Stage F Stage GMark major ocean currents,wind patterns, landforms,and climate regions on amap.Create thematic maps andgraphs of the students' localcommunity, Illinois, United

Demonstrate understandingof the location of variousphysical and humanfeatures in Illinois, theUnited States, and the worldby sketching a map frommemory of different

Compare sketch maps withatlas maps to determine theaccuracy of physical andcultural features (e.g.,political/physical maps ofCanada, the United States,and Europe).

States, and the world using features. Develop maps anddata and a variety ofsymbols and colors (e.g., toindicate patterns ofpopulation, disease,economic features, rainfall,vegetation).

Interpret aerial photographsor satellite-produced imagesto locate and identifyphysical and humanfeatures (e.g., mountainranges, rivers, vegetation

flowcharts showing majorpatterns of movement ofpeople and commodities(e.g., international trade inpetroleum, countries thatproduce and those that

Describe the locations ofmajor physical and human

regions, cities, dams,reservoirs).

consume resources,cartograms, population

features in the community. Identify, using only a mental pyramids).Explain how major urbancenters in Illinois areconnected to other urbancenters in Illinois and theUnited States (e.g.,transportation arteries,communication systems,cultural and recreationalrelationships).

map, the countries throughwhich a person would passas they travel along astraight line route betweentwo major cities (e.g., Paristo Moscow, Cairo toNairobi).Construct a choropleth mapthat shows the spatial

Explain the purposes anddistinguishing characteristicsof selected map projections,globes, aerial photos, andsatellite images.Demonstrate understandingof the spatial distribution ofvarious phenomena by usinglatitude and longitude to plot

Design symbols asreferences for map

distribution of the data (e.g.,corn production in Illinois).

data on a base map of theUnited States or the world

interpretation and placethem in a legend/key to beused on a map.Determine the absolutelocation of places chosen bythe teacher and studentsusing a map grid withlatitude and longitude.

Explain how major countriesin the world are connectedand interrelate (e.g., trade,political alliances,humanitarian concerns).Understand how parallels oflatitude can be used todetermine north-southdirection and distance, andhow meridians of longitudecan be used to determineeast-west direction anddistance on a map or globe.

(e.g., location of professionalsports teams in the U.S. orthe world).


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17A Students who meet the standard can locate, describe and explain places, regions andfeatures on Earth.

Stage H Stage I Stage JTranslate a mental map Determine approximate Illustrate the spatial dynamics ofinto sketch form to locations of places, both contemporary and historicalillustrate relative location local and global, featured events (e.g., drawing a sketchof, size of, and in a newspaper or map of the spread of radiationdistances between television story. from the Chernobyl nucleargeographic features Evaluate the merits of accident or of the bubonic plague(e.g., cities, mountains,rivers).

using specific mapprojections for specific

in fourteenth-century Europe,how physical features have

Demonstrate purposes (e.g., use of the deterred migrations andunderstanding of how to Mercator projection for invasions).display spatial navigation and the Explain the advantages forinformation by Robinson projection for retailers to locate in malls ratherconstructing maps,graphs, diagrams, and

depicting aerialdistributions).

than in dispersed locations (e.g.,malls bring many large and small

charts to display spatial Identify the most stores together in close proximityinformation (e.g.,choropleth maps,climographs, population

appropriate maps andgraphics in an atlas toanswer specific questions

and take advantage of sharingcosts for parking lots, lighting,and other utilities while providing

pyramids). about geographic issues convenience and time efficiencyAnalyze patterns of (e.g., topography and for customers).movement in space and transportation routes). Determine potential spatialtime (e.g., hurricane Compare sketch maps or problems that may result intracks over severalseasons, the spread of

photos to determine whypeople perceive different

conflict (e.g., zoning changes,school district boundaries).

influenza throughout theworld).

places in Illinois, the UnitedStates, and the world in

Develop maps, tables, graphs,charts, and diagrams to depict

Describe the location ofplaces using the globalsystem of time zones.

different ways. the geographic implications ofcurrent world events (e.g., mapsshowing changing political

Demonstrateunderstanding of worldtime zones bydetermining the date

boundaries, tables showing thedistribution of refugees fromareas affected by naturaldisaster).

and time in selectedcities around the worldin reference toSpringfield, Illinois.

Evaluate specific technologies todetermine their usefulness inanalyzing selected geographicproblems (e.g., aerialphotographs, satellite-producedimagery, geographic informationsystems, and geographicpositioning systems to determinethe extent of water pollution in aharbor complex in South Africa orthe range of deforestation inMadagascar).


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17B Students who meet the standard can analyze and explain characteristics and interactionsof Earth's physical systems.

Stage E Stage F Stage GDemonstrate understandingof Earth/Sun relationship bypreparing a model or bydesigning a demonstrationto show the tilt of Earth inrelation to the Sun in orderto explain day/night and

Identify the causes andnature of changes inenvironmental stress zones(fragile environments) (e.g.,the rain forests of Brazil,taiga, north slope ofAlaska).

Explain how Earth-Sunrelationships affect Earth'senergy balance (e.g.,heating of soil and water atdifferent seasons of theyear, differential heating atdifferent latitudes).

length of day at differentlocations on Earth.

Describe the physicalenvironment of the students'

Identify and describedifferent climates in terms of

Explain how and whypeople alter the physicalenvironment (e.g., bycreating irrigation projects,clearing land to make roomfor houses and shoppingcenters, planting crops,building roads).Explain the process of

own region and the physicalprocesses that act on it(e.g., weather, tectonicforces, wave action,freezing and thawing,gravity, soil buildingprocesses).Describe ecosystems fromlocal to global scales and

precipitation andtemperature and the typesof plants and animalsassociated with each usingpictures, maps, and graphs.Analyze maps to determinethe relationship amongclimate, natural vegetation,and natural resources.

erosion and its effects ofrainfall on unprotected soilsurfaces (e.g., newly tilled

the difference between themusing photographs andother media as illustrations.

Predict the effects of anextreme weatherphenomenon on the

farm fields, deforestedhillsides).

Explain how and whyecosystems differ from

physical environment (e.g.,a hurricane's impact on a

Explain the relationshipbetween plants and animalsin a local ecosystem.

place to place as aconsequence of differencesin soils, climates, andhuman and naturaldisturbances.

coastal ecosystem).


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17B Students who meet the standard can analyze and explain characteristics and interactionsof Earth's physical systems.

Stage H Stage I Stage JAnalyze climographs forselected places and suggestreasons for similarities anddifferences in climates.

Explain the patterns offeatures associated with themargins of tectonic platessuch as earthquake zones

Analyze the globaldistribution of naturalresources to determine therelationship of resource

Hypothesize about thefuture effects of the use of

and volcanic activity (e.g.,the Ring of Fire around the

availability to internationalproblems and issues.

technology on Earth'sphysical systems (e.g.,climate, soil, air, water).

Pacific Ocean, the SanAndreas fault in coastalCalifornia).

Explain how changes in thephysical environment relateto both natural and human

Analyze the causes andeffects of changes over timein physical landscapes (e.g.,forest cover, waterdistribution, temperaturefluctuations) as shown onmaps, graphs, and satellite

Explain how erosionalagents such as water andice produce distinctivelandforms (e.g., water andbadlands, ice and glacialvalleys, waves and seacliffs).

activity (e.g., earthquakes,forest fires, water and soilpollution).Evaluate globalenvironmental changes todetermine whether thechanges are a result of

produced images. Compare the relationships human actions, naturalPredict the potentialoutcomes of the continuedmovement of Earth'stectonic plates (e.g.,continental drift,earthquakes, volcanic

among Earth's physicalprocesses (e.g., therelationships betweenocean currents, prevailingwinds, and atmosphericpressure cells).

causes, or a combination ofboth factors (e.g., increasesin world temperaturesattributable to major globalenvironmental changes,results of the greenhouse

activity). Describe the oceancirculation system and theway it affects world climatepatterns.

effect attributable to humanaction, the link betweenchanges in solar emissionsand amounts of volcanicdust in the atmosphereattributable to naturalcauses).Evaluate the carryingcapacity of selected worldregions to predict the likelyconsequences of exceedingtheir environmental limits(e.g., the impact of theeconomic exploitation ofSiberia's resources on afragile sub-Arcticenvironment).


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17C

Social Science Performance DescriptorsStudents who meet the standard can understand relationships between geographic factorsand society.

Stage E Stage F Stage GCreate a map showing theoccurrence of naturalhazards in Illinois and theUnited States.

Compare the naturalhazards that occur in Illinoiswith those occurring in otherstates to determine their

Explain the differentpatterns in populationdensity using geographictools (e.g., pyramids, maps).

Map the location of studentsin your school by coloringthe different areas(cafeteria, classrooms, gym,etc.) to show differentpopulation densities at a

intensity and effect onpeople.Explain the concentrationsof urban settlement centerswith high population densityusing maps of Illinois and

Identify human inducedchanges in landforms,climate, natural vegetation,and resources of their localcommunity, state of Illinois,nation, and the world.

given time of day. the United States. Analyze physical andAnalyze map and aerialphotos of the localcommunity and Illinois todetermine how humans use,abuse, and protect

Evaluate effects oftechnological change ontransportation,communications, andresource use in Illinois, the

human environments inIllinois and the UnitedStates to determine waysthat people adapt to andmodify their environment.

resources. United States, and the Formulate severalIdentify factors that world. hypotheses aboutinfluence the location ofcities (e.g., transportationarteries, physical features,migration, business,industry).

Identify ways that humanbehavior could be changedto solve specificenvironmental problems(e.g., outline a plan toreduce litter and streampollution).

relationships amongresources, manufacturingand service industries,transportation, andpopulation densities indifferent regions of theUnited States and the world.Predict the effects of anextreme weatherphenomenon on humanpopulations in differentregions of the United Statesand the world (e.g.,hurricanes, flooding,tornadoes).Identify social, political, andeconomic factors that attractpeople to, and repel peoplefrom, urban centers.


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17CStudentswho meet the standard can understand relationships between geographic factors

and society.

Stage H Stage I Stage JExplain the patterns ofnatural resource distribution(e.g., petroleum, timber) invarious regions of theUnited States and the world.Identify reasons related tothe natural environment thatinfluence the location ofcertain human activities(e.g., corn production inIllinois, rice in SoutheastAsia).Analyze rapidly growingurban centers to determinethe impact of urban sprawlon the physical and humanenvironment.Explain how human inducedalterations of theenvironment have resultedin human migration (e.g.,"Okies" from the Dust Bowlto California, the expandingSahara).Rank natural hazards basedon the degree of impact onpeople and the physicalenvironment (e.g., loss oflife, destruction of property,economic impact, alterationof ecosystems).

Analyze major urbancenters in the United Statesand the world to determinehow migration of differentethnic groups has alteredtheir population andfunctions.Explain the different landuse areas within cities inIllinois and the UnitedStates (e.g., residential,commercial, recreational).Formulate a plan to prolongthe use of nonrenewableresources such aspetroleum and preciousminerals.Analyze urban disasterpreparedness plans todetermine similarities anddifferences in the wayscities prepare for differenttypes of natural disasters(e.g., earthquakes in Tokyo,Japan; hurricanes inCharleston, SC).Analyze a map showing theorigin of products purchasedby United States citizens(e.g., automobile, clothing,electronics).

Identify the characteristicsof cities in developingcountries and comparethem to those of cities indeveloped countries interms of physical features,site, situation, function,internal structure, and levelof technology use.Evaluate the effects ofhuman activity on similarenvironments underdifferent resourcemanagement strategies(e.g., farming on the GreatPlains as compared to theUkraine).Explain how the unevendistribution of resources canresult in global cooperationand conflict among nationsin an increasinglyinterdependent world.Analyze the impact of majornatural disasters and theirconnections to other areasof the world (e.g., drought,floods, hurricanes).Explain how people adapt toand modify theirenvironment in ways thatreveal their cultural values,economic/political systems,and technological levels.Analyze newspaper articles,magazines, and mediareports to determineregional differences inenvironmental problemsthroughout the UnitedStates and the world.


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17D Students who meet the standard can understand the historical significance of geography.

Stage E Stage F Stage GCompare maps of theUnited States showinglandforms, climate, andnatural vegetation regions to

Explain how technologicaldevelopments haveinfluenced the migration ofpeople to and within the

Describe instances of howplaces can be changed ordestroyed as a result ofnatural processes.

maps that show population United States over time. Describe how humans havedistribution to identify therelationship betweensettlement and physical

Analyze selected historicalevents to determine howthey influenced the

adapted to environmentalchanges caused by naturalprocesses.

features. migration of people Explain how humanAnalyze how customs and throughout the world. characteristics of a placetraditions of people fromdifferent parts of the worldchange over time.

Hypothesize aboutrelationships betweenphysical features and the

are influenced byacculturation (e.g., Spanishculture in Middle and South

Describe how physicalcharacteristics of a region ora nation influence people'spoints of view and the

occurrence of humanactivities of a particularplace and how theseactivities changed over the

America and the UnitedStates Southwest, Hinduand Muslim culture inSoutheast Asia).

decisions they make over years. Explain how antime (e.g., scarcity of waterinfluences water usage,mining resources inmountainous regions,logging forested land inforested areas).

Analyze how physicalfeatures have both posedbarriers and providedavenues to settlement inIllinois and the UnitedStates.

environmental change inone part of the world canaffect places in other partsof the world over periods oftime.


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17D Students who meet the standard can understand the historical significance of geography.

Stage H Stage I Stage JDescribe how legacies ofthe past have affected pastand present humancharacteristics of places(e.g., wealth and poverty,exploitation, colonialism andindependence).

Explain how human use ofresources has changed overtime and how thesechanges have affectedsettlement patterns (e.g.,discovery of gold inCalifornia and Alaska).

Explain the reasons whypeople would choose tochange from a dispersedrural to a concentratedurban form of settlement(e.g., the need for amarketplace, religious

Explain, in terms of "push- Formulate generalizations needs, military protection).pull" factors, the majorpopulation movements thathave occurred in the pastand may occur amongplaces and regions.

about how technologicaldevelopments have affectedthe quality of life in regionsand nations throughout theworld.

Examine ways in whichecosystems have changed(e.g., as a result of differentstages of humanoccupancy, shifting

Analyze maps of humansettlement and routes

Analyze how the physicalcharacteristics of places and

population densities, newlevels of technology).

traveled in the past todetermine the relationshipbetween where people livedand their movements.

regions have influenced themigration of people (e.g.,Ice Age, Potato Famine,Dust Bowl).Compare past and presenttypes of settlements in the

Analyze major humanconflicts to determine therole of physical and culturalgeographic features in thecauses, conflict, andoutcomes.

United States and othercountries to determinesimilarities and differences(e.g., the colonial South ofthe United States vs. thecolonial North settlement ofAustralia).


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18A Students who meet the standard can compare characteristics of culture as reflected inlanguage, literature, the arts, traditions, and institutions.

Stage E Stage F Stage GDescribe how culture isshared through music, art,and literature throughout theworld over time.Describe how an artistictradition has been changedby technology (e.g.,photography, music).Describe how socialcelebrations (parades, fairs)reinforce cultural values.Compare the celebration ofholidays by culturesthroughout the world.Compare culturaldifferences/similarities withstudents from a differentpart of the United States.

Compare and contrast twoor more cultures in terms ofexpressions of thosecultures.Compare a culture withone's own through the useof written, auditory, or visualmaterials.Compare culturaldifferences/similarities fromother parts of the world interms of their language,literature, and arts.Explain how social scientistsanalyze expressive cultureand social discourse.Identify what culturalrelativism means.Give an example ofethnocentrism.Describe culture shock.

Describe what is studiedwithin the field ofanthropology.Describe how a culture isreflected in its art, music,and/or architecture andinstitutions.Explain how technology andthe media have impactedexpressive culture.Analyze examples ofpatterns within literature, art,music, and/or architecturebeing transmitted from placeto place.


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18A Students who meet the standard can compare characteristics of culture as reflected inlanguage, literature, the arts, traditions, and institutions.

Stage H Stage I Stage JPredict howtechnology/media willimpact culture during the

Describe how differentcultures are depicted inliterature and the arts of the

Distinguish betweenacculturation andassimilation.

student's lifetime. United States. Explain how culturalAnalyze immigrationpatterns to see howAmerican cultures have

Identify cultural traditionsfrom other lands that havebeen integrated into

characteristics aremanifested in political andeconomic systems.

been shaped. American life. Analyze advantages andIdentify various cultures thathave combined to create a

Analyze how variouscultural groups have

disadvantages of living in apluralistic society.

larger, multiculturalAmerican society.

impacted the student'sculture.

Evaluate how changes insocial institutions reflect

Define the concept of theglobal community.

Analyze the ways thatconflicts can be resolved in

political, environmental,economic, and technological

Draw conclusions about a pluralistic society. changes in a culture.how the media createsand/or reinforces societal

Assess the impact ofoutside influences on a

Evaluate how technologyinstills cultural values.

norms. given culture (e.g., western Describe a folk orEvaluate the role of the music on Asian society). mythological interpretationhumanities (e.g., literature,art, music, architecture) in aculture.

Give an example of atechnological changecreating culturaldissonance.

of a social or physicalphenomenon.


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18B

Social Science Performance DescriptorsStudents who meet the standard can understand the roles and interactions of individualsand groups in society.

Stage E Stage F Stage GAnalyze how socialinstitutions or groups meet

Compare and contrast theconcepts of conformity and

Describe what is studiedwithin the field of sociology.

the needs of people. deviance. Describe what is studiedExplain how interactions ofindividuals and groups

Examine how the mediaportrays conformity and

within the field ofpsychology.

impact the local community. deviance. Identify examples of howDescribe how nationalinstitutions affect individualsin the local community.

Identify examples of how anindividual internalizes groupnorms.

social, political, andeconomic institutions worktogether.

Give an example of howdifferent social institutions orgroups (e.g., religious,nonprofit and communitygroups) address the samesocial problem.

Compare formal andinformal means of socialcontrol.Analyze the effectiveness ofa national or local socialinstitution in addressing asocial problem (e.g., DARE,MADD).

Analyze the reasons whysocial institutions changeover time.Identify how an individualmay influence institutional orgroup behavior.Analyze the roles thatvarious public and privateinstitutions play as agents ofsocialization (e.g., schools).


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Social Science Performance DescriptorsStudents who meet the standard can understand the roles and interactions of individualsand groups in society.

Stage H Stage I Stage JDescribe how interactionamong people brings aboutsocial change (e.g., nativesand colonizers, PeaceCorps volunteers).Explain how changing topicsof self and groups (e.g.,minorities, women, children,adolescents) have affectedthe roles of socialinstitutions.Explain how the changingconcept of social institutionsaffects groups in society(e.g., minorities, women,children, adolescents).Describe how such groupsas social clubs, schools,and churches influence thepreservation andtransmission of culture.

Analyze the effectiveness ofdifferent types of institutions(e.g., educational,governmental, charitable) inmeeting similar socialneeds.Compare the role andeffectiveness of socialinstitutions in othercountries with those in theUnited States (e.g., schools,relief agencies).Distinguish between normsand mores.Explain likely consequencesfor nonconformity in a socialgroup.Explain how the concept ofgender is a social construct.Explain how race is a socialconstruct.Explain how policymakersinfluence social andeconomic statuses (e.g., taxpolicy, child labor laws,suffrage).

Analyze a local social issueby collecting andinterpreting data.Distinguish betweenachieved status andascribed status.Assess the effect oftechnology on the statusand role of individuals.Describe how an individualcan work with others tomake a change in officialsocial policy.Compare how a governmentagency and a privateagency approach theresolution of a socialproblem.Explain a theory of aprominent sociologist orpsychologist.


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18C

Social Science Performance DescriptorsStudents who meet the standard can understand how social systems form and developover time.

Stage E Stage F Stage GDefine belief system. Define subsistence strategy. Define the concept ofDescribe ways school Differentiate among pre- diversity.administrators, teachers,students, and parents can

industrial, industrial, andpostindustrial societies.

Assess the impact thatcommonly held beliefs have

cooperate to address schoolissues.

Describe how the changefrom hunter-gatherer to

had on social groups in theUnited States over time.

Identify historicallysignificant people who

settled society affectedsocial roles.

Describe the contributionsof significant individuals and

affected social life orinstitutions.

Explain how changes in themode of production in asociety affect educational,governmental, religious, andeconomic institutions.

groups to the common beliefsystem of the United States.Describe how citizens andgovernment can cooperateor have cooperated to solvean important social problem.Predict what socialproblems will become morepressing in the future.


18C

Social Science Performance DescriptorsStudents who meet the standard can understand how social systems form and developover time.

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Stage H Stage I Stage JExplain how diverse groupshave enriched United Statesculture.

Identify historical examplesof how different ideas aboutemotions, motivation, and

Analyze the positive andnegative impact ofmodernization on cultural

Analyze how the ideals of personality have led to and physical environments.the Founders have significant social change. Analyze the impact ofinfluenced the developmentof multicultural society in the

Analyze the social effects ofmajor cultural exchanges.

emerging sociological orpsychological thought on

United States. Give examples of global various social institutions.Explain the impact ofprejudice on the operation

communication andeconomic activity.

Evaluate the effectivenessof sociological/psychological

of United States social,political, and economicinstitutions over time.

Analyze the changing globalperceptions of various socialgroups in the United States.

theory in explainingindividual and groupbehavior (e.g., peer

Define cultural exchangeand provide examples ofcultural exchange betweentwo groups.

Analyze how globalcommunications haveaffected cultural exchangesin the contemporary world.

pressure, consumerbehavior, "mobpsychology").


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GLOSSARY

Goal 14 Glossary Political Science(From National Standards for Civics and Government, Calabasas, CA: Center forCivic Education, 1994.)

Civil Law: Body of law that deals with the private rights of individuals, as distinguishedfrom criminal law.

Common or Public Good: Benefit or interest of a politically organized society as awhole.

Consent of the Governed: Agreement by the people to set up and live under agovernment.

Criminal Law: Branch of law that deals with disputes or actions involving criminalpenalties; it regulates the conduct of individuals, defines crimes, and providespunishment for criminal acts.

Due Process of Law: The right of every citizen to be protected against arbitrary actionby government.

Interest Group: Organized body of individuals who share some goals and try toinfluence public policy to meet these goals.

Judicial Review: Doctrine that permits the federal courts to declare unconstitutional,and thus null and void, acts of Congress, the executive, and the states.

Limited Government: A government in which everyone, including all people in positionsof authority, must obey the laws. The United States places effective limitations uponthose in authority by the Constitution and the Bill of Rights and numerous other laws.These limits are designed to protect fundamental values and principles and to ensurethat government serves the purpose for which it was established (see UnlimitedGovernment).

Representative Democracy: Form of government in which power is held by the peopleand exercised indirectly through elected representatives who make decisions.

Republican Government: System of government in which power is held by the votersand is exercised by elected representatives responsible for promoting the commonwelfare.

Rule of Law: Principle that every member of a society, even a ruler, must follow the law.

Unalienable Rights: Fundamental rights of the people that may not be taken away.

Unlimited Government: Governments in which there are no effective controls overthose in power (see Limited Government).

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Goal 15 Glossary Economics

Balance of trade is the measure of deficits or surpluses in a nation's merchandiseexports (exports-imports).

Barriers to trade are policies that restrict the free exchange of goods and servicesbetween countries; they include tariffs and quotas.

Barter is the direct trade of goods, services and resources without the use of money.

The three basic economic questions every society must answer are: What toproduce? How to produce? For whom to produce?. How societies answer thesequestions determines the type of economic system the society will have.

Benefits are the gains received from a voluntary exchange or from an economic policyor transaction.

Capital resources are goods produced by people and used over and over again toproduce other goods and services.

Choices are decisions made because of scarcity; they involve trading off the expectedvalue of one opportunity against the expected value of its best alternative.

A circular flow diagram illustrates the interchange of productive resources, goods andservices, and the monies that facilitate their exchange among households andbusinesses. When purchases are made, goods and services are transferred frombusinesses to households in exchange for money payments; the money is used bybusinesses to pay for productive resources (land, labor, capital, and entrepreneurship);thus, the money is paid to households for those resources.

In a command economy, a central authority (such as a government) makes the majorproduction and distribution decisions.

Commodity money is a medium of exchange in which the money is an actual productthat is generally acceptable because it has intrinsic value.

Comparative advantage a nation (or individual) has a comparative advantage when itcan produce a product at a lower opportunity cost than another nation (or individual).

Competition in a market refers to the number of buyers and/or sellers in the market.

Complementary goods are goods that are used in conjunction with each other (i.e.,tennis racket and tennis balls). A change in the price of one complementary goodaffects the demand for the other.

CPI (Consumer Price Index) is the most commonly used measure of price levelchanges, based on the prices of a fixed collection of goods and services bought byurban families and individuals. It compares the prices in one year with some earlierperiod (a base period).

Consumers are people whose wants are satisfied by using goods and services.

Costs are those things that must be given up in order to obtain a benefit.

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Deflation is a sustained decrease in the average price level of the entire economy.

Demand is the schedule of how much consumers are willing and able to buy at allpossible prices in a given period of time.

Division of labor occurs when the production of a good is broken down into numerousseparate tasks with different workers performing each task. Division of labor refers toworkers performing a narrow range of tasks (or just one task) in a production process.

Earn means to receive payment (income) for productive efforts.

An economic system is the way a society organizes the production and distribution ofgoods and services.

Economic wants are desires that can be satisfied by consuming a good or service.

Economics is a social science that studies how people, acting as individuals or ingroups, decide to use scarce resources to satisfy their wants.

Entrepreneurs are people who organize other productive resources to produce goodsand services.

Entrepreneurial ability is a special type of human resource.

Exchange is trading goods and services with people for other goods and services or formoney. People voluntarily exchange goods and services because they expect to bebetter off after the exchange.

An exchange rate is the price of one nation's currency in terms of another nation'scurrency.

An export is a good produced in one country that is shipped and sold in anothercountry.

An export subsidy is a government payment that assists an exporter to maintain arelatively low price for his or her product so it will be more competitive in world markets.

Fiscal policy involves the use of national government spending and taxing programs toaffect the level of economic activity; it is used to achieve goals such as price stability(control inflation), maximum employment (reduce unemployment), and reasonableeconomic growth.

GDP (Gross Domestic Product) a measure of the total market value of the output ofgoods and services produced in a nation for one year.

Goods are objects that can satisfy people's want.

Human capital is the level of people's knowledge and skills.

Human resources are the resources provided by people who work (mental or physicalwork) in the economy.

An import is a good purchased in one country that has been produced in anothercountry.

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Economic incentives are the additional rewards or penalties people receive fromengaging in more or less of a particular activity. Rewards are positive incentives thatmake people better off. Penalties are negative incentives that make people worse off.

In a market economy, people earn income by selling or renting resources they own. Theincome payment received for natural resources is rent; the income payment received forhuman resources is wage/salary; the income payment received for capital resources isinterest; and the income payment received for entrepreneurial ability is profit.

Inflation is an increase in the average price level.

Innovation is the introduction of an invention into a use that has economic value.

Inputs are the units of resources (i.e., hours of labor) used in producing a good orservice.

Interest is a payment made for the use of money paid by an individual or business formoney borrowed from a financial institution; paid by a financial institution to customersfor the use of the money they deposit over time.

Intermediate goods are goods produced by people and used up in the production ofother goods and services (i.e., window glass in the production of an automobile).

An invention is a new product.

Investment is the purchase of new capital resources. (A more sophisticated definition isthe diversion of resources from the production of goods and services for currentconsumption to the production of goods that increase the economy's productivecapacity.)

Interdependence is dependence upon others for goods and services. Interdependenceoccurs as the result of specialization.

Law of Demand states that consumers will buy more of a good or service at lowerprices than they will purchase at higher prices (there is an inverse relationship betweenprice and the quantity demanded).

Law of Supply states that producers will provide more of a good or service at higherprices than they will provide at lower prices (there is a direct relationship between priceand the quantity supplied).

A market exists whenever buyers and sellers exchange goods and services. A marketeconomy answers the basic economic questions in the marketplace. Marketscoordinate economic activities among consumers, producers, and resource owners.

Market-clearing price (or equilibrium price) is the one price at which the quantitysupplied equals the quantity demanded.

If something is a good medium of exchange it has the following characteristics:generally acceptable, divisible, durable, portable, and relatively scarce.

Money is anything widely accepted as final payment for goods and services. Money is amedium of exchange, a good that can be used to buy all other goods and services.

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Money makes trading easier by replacing barter with transactions involving currency,coins, or checks. Money serves three functions:

medium of exchange used to trade goods, services, and resources; 2) standardof value the value of goods, services, and resources can be stated in terms of aunit of account such as dollars and cents; 3) store of value a way to retainsavings for the future. When people hold on to money, it maintains its face value.

Money supply is the total value of coins, currency, and checkable deposits held by thepublic.

Monetary exchange is an exchange of goods or services using money.

Monetary policies are the actions of the Federal Reserve System that lead to changesin the supply of money and availability of credit. The tools of monetary policy includeraising or lowering the reserve requirement; increasing or decreasing the discount rate;and open market purchase or sale of government securities.

Monopolistic competition exists when many sellers provide similar products that aredifferentiated to some extent by non-price competition.

Monopoly exists when only one producer sells a product for which there are no closesubstitutions.

Natural resources are physical inputs that occur naturally in our world.

Negative externalities are external costs associated with the production orconsumption of a product that "spill over" to third parties other than the direct producersor consumers of the product. Negative externalities result in the overproduction or overconsumption of a product, since not all costs are reflected in producers' supply of theproduct.

Non-price determinants of demand are those things that affect consumer demand fora product without regard to the price product. They include changes in consumertastes/preferences, changes in consumer income, and the prices of related products(substitutes and complements).

Non-price determinants of supply are those things that affect producer supply of aproduct without regard to the price of the product. They include changes in technologyor prices of inputs, changes in the prices of other products that could be made and soldby the producer.

Non-price incentives are incentives other than price that affect consumer behavior orproducer behavior.

Oligopoly exists when only a few relatively large producers sell a product that has noclose substitutes.

Output is the measure of units of a good or service produced with inputs.

Opportunity cost is the value of the highest foregone alternative.

Perfect competition is a market with many buyers and sellers and no barriers to entryfor new producers.

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Positive externalities are external benefits associated with the production orconsumption of a product that "spill over" to third parties other than the direct producersor consumers of the product. Positive externalities result in the underproduction orunder consumption of a product, since not all benefits are reflected in consumer demandfor the product.

A price is what people pay when they buy a good or service, and what they receivewhen they sell a good or service.

Private goods and service are those provided by non-government businesses ororganizations

Producers are people who use resources and intermediate goods to make goods andservices.

Productive resources are the natural, human, and capital resources available to makegoods and services.

Productivity is a ratio of output to input. For example, output per worker is a measure ofthe productivity of labor. The productivity of a firm can be increased throughspecialization or division of labor; investment in human capital; and investment in capitalresources.

A progressive tax is one under which people who earn higher incomes pay a largerportion (percentage) of their income on taxes than people with lower incomes.

Profit is the revenue remaining after the business has paid its costs of production. Profitis the income payment to entrepreneurs.

Public goods or services are goods or services that cannot be sold effectively in themarketplace. Goods or services that are characterized by shared consumption andnonexclusion. As a result, government usually provides these goods or services.

A quota is a specified limit on the quantity of a foreign product that may be imported.When the foreign supply of a good is restricted, domestic prices will be higher thanwould have occurred with outside competition.

Resources are used to produce goods and services.

Salary is a form of income paid for work; often used when the payment is based on a flatamount for a month or year, rather than an hourly amount (wage)

Saving is income (earnings) set aside for future use.

Scarcity is the condition of not being able to have all of the goods and services that onewants. It exists because human wants for goods and services exceed the quantity ofgoods and services that can be produced using all available resources.

A shortage exists in a market when the quantity demanded (the amount consumerswant to buy) exceeds the quantity supplied (the amount sellers are willing to offer forsale) at a given price.

Services are actions that can satisfy people's wants.

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Specialists are people who produce a narrower range of goods and services than theyconsume.

Specialization occurs when individuals or groups produce a smaller range of goods andservices than they consume.

Spending is using income (earnings) to buy goods and services.

Standard of living refers to the well being of individuals in the economy. It is the levelof subsistence with reference to the adequacy of necessities and comforts in daily life.

Substitute goods are goods that consumers purchase in place of a similar good (i.e.,tea may be a substitute for coffee; bagels, a substitute for donuts; etc.). The demand forone good is affected by a change in the price of a substitute good.

A surplus exists in a market when the quantity supplied (the amount producers arewilling to offer for sale) exceeds the quantity demanded (the amount consumers want tobuy) at a given price.

A tariff is a tax on imported goods. The primary effect of a tariff is a higher price thatrestricts consumption.

Taxes are payments made by individuals and businesses to governments to use for theprovision of public goods and services. A proportional tax is one under which peoplewith higher incomes pay the same portion (percentage) of their income on taxes aspeople with lower incomes (i.e., a "flat tax"); a progressive tax is one under whichpeople who earn higher incomes pay a larger portion (percentage) of their income intaxes than people with lower incomes (i.e., federal income tax); a regressive tax is oneunder which people who earn lower incomes pay a larger portion (percentage of theirincome on taxes than people with higher incomes (i.e., sales tax).

Technology is the body of knowledge used to produce goods and services.

Trade barriers (see barriers to trade)

Trade deficit means a nation is importing more goods and services than it is exporting.

Trade surplus means a nation is exporting more goods and services than it is importing.

A traditional economic system is one in which decisions are based on past behavior.

An unemployed person is one who is actively seeking work but does not have a job.

A non-employed person is one who does not have a job and is not actively seeking ajob; i.e., retired persons, students, etc.

Wages are a form of income paid for work; often an amount calculated by the hour.

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Goal 16 Glossary History

Bellwether industry refers to a major industry whose economic health affects manycollateral industries and businesses, thereby affecting large sections of the population.For example, in the early period of the United States history, agriculture and shippingwere bellwether industries; in the nineteenth century steel became a bellwether industry;in the twentieth century housing has become a bellwether industry.

Columbian Exchange refers to the cultural encounters that occurred when Europeanand American civilizations came into contact after the voyages of Christopher Columbus.The Columbian Exchange includes a sharing of food, technology, disease, ideas andpeople.

Diaspora in history refers to the mass migration of ethnic groups. Examples include theAfrican diaspora to the Americas and the Jewish diaspora around the world.

Early National Period of United States History refers to the time from the end of theAmerican Revolution (1783) and the end of the War of 1812 (1815).

Multi-tiered time lines encompass the same time period with individual time-linesdevoted to a specific theme. Multi-tiered time lines allow students to see in parallelfashion that political, social, economic, and environmental history have their ownrhythms, and to see when significant events on the individual timelines coincide.

Turning Point in history refers to an event that significantly affected the course of aspecific period or theme of history. For example, the election of Abraham Lincoln was aturning point in the relationship between the North and South; the election of Franklin D.Roosevelt was a turning point in the history of the presidency. The Battle of Midway andthe Normandy Invasion were turning points in the history of World War II.

Watershed event in history refers to an event that fundamentally changed the course ofhistory. For example, the invention of the printing press, the internal combustion engine,and splitting the atom were watershed events in the history of technology. The GloriousRevolution in England, the American Revolution, and the French Revolution werewatershed events in the respective political histories of their nations.

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Goal 17 Glossary Geography

Absolute Location: Location of a point on Earth's surface that can be expressed by agrid reference, (e.g., latitude and longitude).

Acculturation: The process of adopting the traits of a cultural group.

Aerial Distribution: Patterns on Earth's surface observed from an elevated position.

Aerial Photograph: A photograph that shows a portion of Earth's surface usually takenfrom an airplane.

Carrying Capacity: The maximum number of animals or people a given area cansupport at a given time under specific levels of consumption.

Choropleth Map: shows differences between areas by using colors or shading torepresent distinct categories of qualities (such as vegetation type) or quantities (such asthe percentage graduating from high school, population density, or birth rate).

Climograph: A graph that combines average monthly temperature and precipitation fora particular place.

Ecosystem: A system formed by the interaction of all living organisms (plants, animals,humans) with each other and with the physical and chemical environment in which theylive.

Environmental Stress Zone: Fragile environments on Earth that threatened byoveruse, usually due to human activity.

Geographic Information Systems (GIS): A geographic database that containsinformation about the human and physical characteristics of places and areas.

Global Positioning System (GPS): A computer based system that uses satellites toprovide information about the precise location of physical and human features on Earth.

Greenhouse Effect: The ability of certain gases in the atmosphere to capture and retainhat energy released from Earth's surface.

Map Projection: A mathematical formula by which the lines of a global grid and theshapes of land and water bodies are transferred from a globe to a flat surface.

Mental Maps: A map which represents the mental image a person has of an area,including knowledge of features and spatial relationships as well as the individual'sperceptions and attitudes regarding the place; also known as a cognitive map.

Nonrenewable Resource: A finite resource that cannot be replaced once it is used,(e.g., petroleum, minerals)

Population Pyramid: A bar graph showing the distribution of human population bygender and age, usually constructed for nations.

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Pull Factors: The social, political, economic, and environmental attractions of newareas that draw people away from their previous location.

Push Factors: The social, political, economic, and environmental forces that drivepeople from their previous location to search for new ones.

Relative Location: The location of a place or region, or geographical feature, in relationto other places or region, or geographical feature, (e.g., northwest or downstream).

Renewable Resource: A resource that can be regenerated if used carefully, (e.g., fish,trees).

Spatial Distribution: The patterns of geographic features over Earth's surface, (e.g.,distribution of world population, distribution of playground equipment in parks,distribution of volcanoes and earthquakes).

Spatial Dynamics: The interactions and connections among geographic features onEarth.

Tectonic Force: A physical process within Earth (e.g., volcanic activity, folding. faulting)that creates physical features on the surface.

Thematic Map: A map representing a specific spatial distribution, theme, or topic, (e.g.,population density, cattle production, or climates).

Topography: The irregularities in elevation of physical features on Earth's surface, (e.g.,hills, valleys, mountains).

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Goal 18 Glossary

Acculturation: Process in which contacts between different cultural groups lead to theacquisition of new cultural patterns by one group.

Achieved Status: Any social position gained through personal effort or opencompetition.

Ascribed Status: Any social position to which a person is allocated by birth or directlyas to the outcome of family background, and which cannot readily be altered byindividual achievement.

Belief System: The configuration of beliefs that exists in a particular society or culture.

Cultural Pluralism: A policy allowing each group within a society to keep its uniquecultural identity.

Cultural Relativism: Any doctrine that the concepts and values of one society orcultural area cannot fully be translated into or fully understood in other languages.

Culture: Shared products of human groups. These products include physical objectsand the beliefs, values, and behaviors shared by the group.

Culture Shock: The description of ones normal perspectives as the result ofconfrontation with an unfamiliar or alien culture.

Culture Trait: Individual tool, act, or belief that is related to a particular situation orneed.

Deviance: Behavior that violates significant social norms.

Division of Labor: Specialization by individuals or groups in the performance ofspecific economic activities.

Ethnocentrism: The attitude of prejudice or mistrust towards outsiders that may existwithin a social group; a way of perceiving one's own cultural group in relation to others.

Ethnicity: A set of cultural characteristics that distinguishes one group from another.

Exchange: Individual, group, or societal interaction undertaken in an effort to receive areward in return for actions.

Formal Sanction: Reward or punishment that is given by some formal organization orregulatory body, such as the government, the police, a corporation, or a school.

Group: A set of two or more people who interact on the basis of shared expectationsand who posses some degree of common identity.

Industrial Society: Type of society in which the mechanized production of goods is themain economic activity.

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Informal Sanction: Spontaneous expression or approval or disapproval given by anindividual or individuals.

Law: A written rule of conduct that is enacted and enforced by the government.

Mode of Production: The system of ownership of the means of production.

Modernization: Process by which a society's social institutions become increasinglycomplex as the society moves towards industrialization.

Mores: Norms that have great moral significance attached to them.

Multiculturalism: The acknowledgement and promotion of cultural pluralism as afeature of many societies.

Norms: Shared rules of conduct that tell people how to act in specific situations.

Peer Group: Primary group composed of individuals of roughly equal age and socialcharacteristics.

Pluralistic Society: Any society in which there exists a formal division into distinctracial, linguistic or religious groupings.

Post-industrial Society: Type of society in which economic activity centers on theproduction of information and the provision of services.

Prejudice: Unsupported generalization about a category of people.

Pre-industrial Society: Type of society in which food production, carried out throughthe use of human and animal labor, is the main economic activity.

Primary Groups: Small group of people who interact over a relatively long period oftime on a direct and personal basis.

Psychology: The scientific study of behavior.

Reference Group: Any group with whom individuals identify and whose attitudes andvalues they often adopt.

Role: Behavior, the rights and obligations expected of someone occupying a particularstatus.

Secondary Group: Group in which interaction is impersonal and temporary in nature.

Social Institution: System of statuses, roles, values, and norms that is organized tosatisfy one or more of the basic needs of society.

Socialization: Interactive process through which individuals learn the basic skills,values, beliefs, and behavior patterns of society.

Sociology: The scientific and positivistic study of society.

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Status: Socially defined position in a group or society.

Subsistence Strategy: Way in which a society uses technology to provide for theneeds of its members.

Symbol: Anything that stands for something else and has a shared meaning attachedto it.

Values: Principles, standards, or qualities considered worthwhile or desirable.

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RELATIONSHIP OF PERFORMANCE DESCRIPTORS TONATIONAL AND STATE STANDARDS

The Social Science writing team used many sources in developing the PerformanceDescriptors. The national standards in all of the social science disciplines werereviewed as well as standards from several states. Our descriptors compare favorablywith the national standards and are similar to some of the other state standards. Thefollowing has comparisons to national standards in some of the social sciencedisciplines.

Goal 14 Political Science - The performance standards that were prepared for thiscommittee were done in accordance with readings, suggestions, and examples fromnational committees and state organizations linked to the study of political science.Specifically, the vision statement and performance statements were written with ideasdrawn from the National Council of the Social Studies, "Statement on Essentials ofSocial Studies," Social Education 45, March 1981; Essential Characteristics of aCitizenship Education Program, NCSS Board of Directors, 1983; National Standards forCivics and Government, Center for Civic Education, 2000 (Internet Site); NationalStandards for Civics and Government, 1994; Center for Civic Education Goals 2000project, part of the Education Act of 1994; and the 1998 Report for the NationalAssessment of Educational Progress by the National Center for Education Statistics.Specific state standards were reviewed and used as examples originated with reportsissued by Texas, California, Nevada, Wisconsin, Virginia, and Colorado. Of course, thegoals, standards, and benchmarks from the Illinois Learning Standards were the maindriving element in the scope and sequencing of these statements.

Goal 15 Economics - The economic performance descriptors that were prepared forthis committee were done in accordance with reading, suggestions, and examples fromthe Illinois Council on Economic Education, as well as national committees and stateorganizations linked to the study of economics.

The Illinois performance standards are strongly aligned to the Voluntary NationalStandards for Economics, both of which reflect a need for cumulative, progressiveunderstanding of economics. The writers also consulted state standards from Texas,Maryland, and Minnesota. However, the goals, standards, and benchmarks from theIllinois Learning Standards were the main focal point in the sequencing of thesePerformance Descriptors.

Goal 16 History - The history performance standards were derived from materialsdeveloped by the National Council for History Education, specifically "Building a UnitedStates History Curriculum" and "Building a World History Curriculum." The writers alsoconsulted state standards from Texas, Nevada, and California, as well as the NationalStandards publications for United States history, world history, and for grades K-4.Writers also drew heavily on the work completed by the Social Science PerformanceStandards committee in 1998-99 that wrote benchmark indicators, suggested activities,and annotations of student work samples.

The Social Science Performance Standards Committee adapted items from states withmandated curriculums to the appropriate cognitive levels with the Illinois BenchmarkIndicators in mind.

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REFERENCES

California Department of Education. History-Social Science Content Standards forCalifornia Public Schools.

Center for Civic Education. National Standards for Civics and Government. 2000.

Colorado Department of Education. Colorado Model Content Standards for SocialScience Suggested Grade Level Expectations.

Illinois State Board of Education. Illinois Learning Standards. 1997.

Jary, David and Jary, Julia. The Harper Collins Dictionary of Sociology. New York, NewYork: Harper Collins Publishing Company. 1991.

National Center For History In The Schools. National Standards for History.

National Council for the Social Sciences, "Statement on Essentials of Social Studies,"Social Education 45, March 1981.

National Council of Economic Education. Voluntary National Content Standards inEconomics. 1998.

National Geography Standards. 1994.

NCSS Board of Directors. Essential Characteristics of a Citizenship Education Program.1983.

Nevada Department of Education. Academic Standards for Social Sciences.

Texas Education Agency. Texas Essential Knowledge and Skills for Social Studies.1997.

Thomas, W. La Verne. Sociology: The Study of Human Relationships. Orlando, Florida:Harcourt Brace Jovanovich, Inc. 1990.

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