K - H2.0.1  Distinguish among yesterday, today, tomorrow.

K - H2.0.2  Create a timeline using events from their own lives (e.g., birth, crawling, walking, loss of first tooth, first day of school).

K - H2.0.3  Identify the beginning, middle, and end of historical narratives or stories.

K - H2.0.4  Describe ways people learn about the past (e.g., photos, artifacts, diaries, stories, videos).

K - G1.0.1  Recognize that maps and globes represent places.

K - G1.0.2  Use environmental directions or positional words (up/down, in/out, above/below) to identify significant locations in the classroom.

K - G2.0.1  Identify and describe places in the immediate environment (e.g., classroom, home, playground).

K - G5.0.1  Describe ways people use the environment to meet human needs and wants (e.g., food, shelter, clothing).

K - C2.0.1  Identify our country's flag as an important symbol of the United States.

K - C2.0.2  Explain why people do not have the right to do whatever they want (e.g., to promote fairness, ensure the common good, maintain safety).

K - C2.0.3  Describe fair ways for groups to make decisions.

K - C5.0.1  Describe situations in which they demonstrated self-discipline and individual responsibility (e.g., caring for a pet, completing chores, following school rules, working in a group, taking turns).

K - E1.0.1  Describe economic wants they have experienced.

K - E1.0.2  Distinguish between goods and services.

K - E1.0.3  Recognize situations in which people trade.

K - P3.1.1  Identify classroom issues.

K - P3.1.2  Use simple graphs to explain information about a classroom issue.

K - P3.1.3  Compare their viewpoint about a classroom issue with the viewpoint of another person.

K - P3.3.1  Express a position on a classroom issue.

K - P4.2.1  Develop and implement an action plan to address or inform others about a public issue.

K - P4.2.2  Participate in projects to help or inform others.

1 - H2.0.1  Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events.

1 - H2.0.2  Use a calendar to distinguish among days, weeks, and months.

1 - H2.0.3  Investigate a family history for at least two generations, identifying various members and their connections in order to tell a narrative about family life.

1 - H2.0.4  Retell in sequence important ideas and details from stories about families or schools.

1 - H2.0.5  Use historical records and artifacts (e.g., photos, diaries, oral histories, and videos) to draw possible conclusions about family or school life in the past.

1 - H2.0.6  Compare life today with life in the past using the criteria of family, school, jobs, or communication.

1 - H2.0.7  Identify the events or people celebrated during United States national holidays and why we celebrate them (e.g., Independence Day, Constitution Day, Martin Luther King, Jr. Day; Presidents' Day).

1 - G1.0.1  Construct simple maps of the classroom to demonstrate aerial perspective.

1 - G1.0.2  Give examples of places that have absolute locations (e.g., home address, school address).

1 - G1.0.3  Use personal directions (left, right, front, back) to describe the relative location of significant places in the school environment.

1 - G1.0.4  Distinguish between landmasses and bodies of water using maps and globes.

1 - G2.0.1  Distinguish between physical (e.g., clouds, trees, weather) and human (e.g., buildings, playgrounds, sidewalks) characteristics of places.

1 - G2.0.2  Describe the unifying characteristics and/or boundaries of different school regions (e.g., playground, reading corner, library, restroom).

1 - G4.0.1  Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in family life.

1 - G5.0.1  Describe ways in which people modify (e.g., cutting down trees, building roads) and adapt to the environment (e.g., clothing, housing, transportation).

1 - C1.0.1  Identify some reasons for rules in school (e.g., provide order, predictability, and safety).

1 - C1.0.2  Give examples of the use of power with authority in school (e.g., principal, teacher or bus driver enforcing school rules).

1 - C1.0.3  Give examples of the use of power without authority in school (e.g., types of bullying, taking cuts in line).

1 - C2.0.1  Explain how decisions can be made or how conflicts might be resolved in fair and just ways (e.g., majority rules).

1 - C2.0.2  Identify important symbols of the United States of America (e.g., Statue of Liberty, Uncle Sam, White House, Bald Eagle).

1 - C5.0.1  Describe some responsibilities people have at home and at school (e.g., taking care of oneself, respect for the rights of others, following rules, getting along with others).

1 - C5.0.2  Identify situations in which people act as good citizens in the school community (e.g., thoughtful and effective participation in the school decisions, respect for the rights of others, respect for rule of law, voting, volunteering, compassion, courage, honesty).

1 - E1.0.1  Distinguish between producers and consumers of goods and services.

1 - E1.0.2  Describe ways in which families consume goods and services.

1 - E1.0.3  Using examples, explain why people cannot have everything they want (scarcity) and describe how people respond (choice).

1 - E1.0.4  Describe reasons why people voluntarily trade.

1 - E1.0.5  Describe ways in which people earn money (e.g., providing goods and services to others, jobs).

1 - E1.0.6  Describe how money simplifies trade.

1 - P3.1.1  Identify public issues in the school community.

1 - P3.1.2  Use graphic data to analyze information about a public issue in the school community.

1 - P3.1.3  Identify alternative resolutions to a public issue in the school community.

1 - P3.3.1  Express a position on a public policy issue in the school community and justify the position with a reasoned argument.

1 - P4.2.1  Develop and implement an action plan to address or inform others about a public issue.

1 - P4.2.2  Participate in projects to help or inform others.

2 - H2.0.1  Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local community events.

2 - H2.0.2  Explain why descriptions of the same event in the local community can be different.

2 - H2.0.3  Use an example to describe the role of the individual in creating history.

2 - H2.0.4  Describe changes in the local community over time (e.g., types of businesses, architecture and landscape, jobs, transportation, population).

2 - H2.0.5  Identify a problem in a community's past and describe how it was resolved.

2 - H2.0.6  Construct a historical narrative about the history of the local community from a variety of sources (e.g., data gathered from local residents, artifacts, photographs).

2 - G1.0.1  Construct maps of the local community that contain symbols, labels, and legends denoting human and natural characteristics of place.

2 - G1.0.2  Use maps to describe the spatial organization of the local community by applying concepts including relative location and using distance, direction, and scale.

2 - G2.0.1  Compare the physical and human characteristics of the local community with those of another community.

2 - G2.0.2  Describe how the local community is part of a larger region (e.g., county, metropolitan area, state).

2 - G4.0.1  Describe land use in the community (e.g., where people live, where services are provided, where products are made).

2 - G4.0.2  Describe the means people create for moving people, goods, and ideas within the local community.

2 - G4.0.3  Use components of culture (e.g., foods, language, religion, traditions) to describe diversity in the local community.

2 - G5.0.1  Suggest ways people can responsibly interact with the environment in the local community.

2 - G5.0.2  Describe positive and negative consequences of changing the physical environment of the local community.

2 - C1.0.1  Explain why people form governments.

2 - C1.0.2  Distinguish between government action and private action.

2 - C2.0.1  Explain how local governments balance individual rights with the common good to solve local community problems.

2 - C2.0.2  Describe how the Pledge of Allegiance reflects the core democratic value of patriotism.

2 - C3.0.1  Give examples of how local governments make, enforce, and interpret laws (ordinances) in the local community.

2 - C3.0.2  Use examples to describe how local government affects the lives of its citizens.

2 - C3.0.3  Identify services commonly provided by local governments (e.g., police, fire departments, schools, libraries, parks).

2 - C5.0.1  Identify ways citizens participate in community decisions.

2 - C5.0.2  Distinguish between personal and civic responsibilities and explain why they are important in community life.

2 - C5.0.3  Design and participate in community improvement projects that help or inform others. (See P4.2.2)

2 - E1.0.1  Identify the opportunity cost involved in a consumer decision.

2 - E1.0.2  Identify businesses in the local community.

2 - E1.0.3  Describe how businesses in the local community meet economic wants of consumers.

2 - E1.0.4  Describe the natural, human, and capital resources needed for production of a good or service in a community.

2 - E1.0.5  Use examples to show that people cannot produce everything they want (specialization) and depend on trade with others to meet their wants.

2 - P3.1.1  Identify public issues in the local community that influence the daily lives of its citizens.

2 - P3.1.2  Use graphic data and other sources to analyze information about a public issue in the local community and evaluate alternative resolutions.

2 - P3.1.3  Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in the local community.

2 - P3.3.1  Compose a statement expressing a position on a public policy issue in the local community and justify the position with a reasoned argument.

2 - P4.2.1  Develop and implement an action plan to address or inform others about a public issue.

2 - P4.2.2  Participate in projects to help or inform others.

3 - H3.0.1  Identify questions historians ask in examining the past in Michigan (e.g., What happened? When did it happen? Who was involved? How and why did it happen?)

3 - H3.0.2  Explain how historians use primary and secondary sources to answer questions about the past.

3 - H3.0.3  Describe the causal relationships between three events in Michigan's past (e.g., Erie Canal, more people came, statehood).

3 - H3.0.4  Draw upon traditional stories of American Indians (e.g., Anishinaabeg - Ojibway (Chippewa), Odawa (Ottawa), Potawatomi; Menominee; Huron Indians) who lived in Michigan in order to make generalizations about their beliefs.

3 - H3.0.5  Use informational text and visual data to compare how American Indians and settlers in the early history of Michigan adapted to, used, and modified their environment.

3 - H3.0.6  Use a variety of sources to describe interactions that occurred between American Indians and the first European explorers and settlers in Michigan.

3 - H3.0.7  Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements of Michigan (pre-statehood).

3 - H3.0.8  Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan.

3 - H3.0.9  Describe how Michigan attained statehood.

3 - H3.0.10  Create a timeline to sequence early Michigan history (American Indians, exploration, settlement, statehood).

3 - G1.0.1  Use cardinal directions (north, south, east, west) to describe the relative location of significant places in the immediate environment.

3 - G1.0.2  Use thematic maps to identify and describe the physical and human characteristics of Michigan.

3 - G2.0.1  Use a variety of visual materials and data sources to describe ways in which Michigan can be divided into regions.

3 - G2.0.2  Describe different regions to which Michigan belongs (e.g., Great Lakes Region, Midwest).

3 - G4.0.1  Describe major kinds of economic activity in Michigan today, such as agriculture (e.g., corn, cherries, dairy), manufacturing (e.g., automobiles, wood products), services and tourism, research and development (e.g., Automation Alley, life sciences corridor, university communities), and explain the factors influencing the location of these economic activities. (E)

3 - G4.0.2  Describe diverse groups that have come into a region of Michigan and reasons why they came (push/pull factors). (H)

3 - G4.0.3  Describe some of the current movements of goods, people, jobs or information to, from, or within Michigan and explain reasons for the movements. (E)

3 - G4.0.4  Use data and current information about the Anishinaabeg and other American Indians living in Michigan today to describe the cultural aspects of modern American Indian life; give an example of how another cultural group in Michigan today has preserved and built upon its cultural heritage.

3 - G5.0.1  Locate natural resources in Michigan and explain the consequences of their use.

3 - G5.0.2  Describe how people adapt to, use, and modify the natural resources of Michigan. (H)

3 - C1.0.1  Give an example of how Michigan state government fulfills one of the purposes of government (e.g., protecting individual rights, promoting the common good, ensuring equal treatment under the law).

3 - C2.0.1  Describe how Michigan state government reflects the principle of representative government.

3 - C3.0.1  Distinguish between the roles of state and local government.

3 - C3.0.2  Identify goods and services provided by the state government and describe how they are funded (e.g., taxes, fees, fines).

3 - C3.0.3  Identify the three branches of state government in Michigan and the powers of each.

3 - C3.0.4  Explain how state courts function to resolve conflict.

3 - C3.0.5  Describe the purpose of the Michigan Constitution.

3 - C5.0.1  Identify rights (e.g., freedom of speech, freedom of religion, right to own property) and responsibilities of citizenship (e.g., respecting the rights of others, voting, obeying laws).

3 - E1.0.1  Explain how scarcity, opportunity costs, and choices affect what is produced and consumed in Michigan.

3 - E1.0.2  Identify incentives (e.g., sales, tax breaks) that influence economic decisions people make in Michigan.

3 - E1.0.3  Analyze how Michigan's location and natural resources influenced its economic development (e.g., how waterways and other natural resources have influenced economic activities such as mining, lumbering, automobile manufacturing, and furniture making). (H, G)

3 - E1.0.4  Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan. (H, G)

3 - E1.0.5  Explain the role of business development in Michigan's economic future.

3 - E2.0.1  Using a Michigan example, describe how specialization leads to increased interdependence (cherries grown in Michigan are sold in Florida; oranges grown in Florida are sold in Michigan).

3 - E3.0.1  Identify products produced in other countries and consumed by people in Michigan.

3 - P3.1.1  Identify public issues in Michigan that influence the daily lives of its citizens.

3 - P3.1.2  Use graphic data and other sources to analyze information about a public issue in Michigan and evaluate alternative resolutions.

3 - P3.1.3  Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in Michigan.

3 - P3.3.1  Compose a paragraph expressing a position on a public policy issue in Michigan and justify the position with a reasoned argument.

3 - P4.2.1  Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.

3 - P4.2.2  Participate in projects to help or inform others.

4 - H3.0.1  Use historical inquiry questions to investigate the development of Michigan's major economic activities (agriculture, mining, manufacturing, lumbering, tourism, technology, and research) from statehood to present. (C, E)

• What happened?
• When did it happen?
• Who was involved?
• How and why did it happen?
• How does it relate to other events or issues in the past, in the present, or in the future?
• What is its significance?

4 - H3.0.2  Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan. (G)

4 - H3.0.3  Describe how the relationship between the location of natural resources and the location of industries (after 1837) affected and continues to affect the location and growth of Michigan cities. (G, E)

4 - H3.0.4  Draw upon stories, photos, artifacts, and other primary sources to compare the life of people in towns and cities in Michigan and in the Great Lakes region during a variety of time periods from 1837 to the present (e.g., 1837-1900, 1900-1950, 1950-2000). (G)

4 - H3.0.5  Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same or a related activity in the past. (E)

4 - H3.0.6  Use a variety of primary and secondary sources to construct a historical narrative about the beginnings of the automobile industry and the labor movement in Michigan. (G, E)

4 - H3.0.7  Use case studies or stories to describe the ideas and actions of individuals involved in the Underground Railroad in Michigan and in the Great Lakes region. (See 8-U4.2.2; 8-U4.3.2; 8-U5.1.5; USHG 7.2.4) (G, C, E)

4 - H3.0.8  Describe past and current threats to Michigan's natural resources; describe how Michigan worked in the past and continues to work today to protect its natural resources. (G, C, E)

4 - H3.0.9  Create timelines (using decades after 1930) to sequence and describe important events in Michigan history; annotate with connections to the past and impact on the future.

4 - G1.0.1  Identify questions geographers ask in examining the United States (e.g., Where it is? What is it like there? How is it connected to other places?).

4 - G1.0.2  Use cardinal and intermediate directions to describe the relative location of significant places in the United States.

4 - G1.0.3  Identify and describe the characteristics and purposes (e.g., measure distance, determine relative location, classify a region) of a variety of geographic tools and technologies (e.g., globe, map, satellite image).

4 - G1.0.4  Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.

4 - G1.0.5  Use maps to describe elevation, climate, and patterns of population density in the United States.

4 - G2.0.1  Describe ways in which the United States can be divided into different regions (e.g., political regions, economic regions, landform regions, vegetation regions).

4 - G2.0.2  Compare human and physical characteristics of a region to which Michigan belongs (e.g., Great Lakes, Midwest) with those of another region in the United States.

4 - G4.0.1  Use a case study or story about migration within or to the United States to identify push and pull factors (why they left, why they came) that influenced the migration. (H)

4 - G4.0.2  Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States (e.g., forms of shelter, language, food). (H)

4 - G5.0.1  Assess the positive and negative effects of human activities on the physical environment of the United States.

4 - C1.0.1  Identify questions political scientists ask in examining the United States (e.g., What does government do? What are the basic values and principles of American democracy? What is the relationship of the United States to other nations? What are the roles of the citizen in American democracy?).

4 - C1.0.2  Explain probable consequences of an absence of government and of rules and laws.

4 - C1.0.3  Describe the purposes of government as identified in the Preamble of the Constitution.

4 - C2.0.1  Explain how the principles of popular sovereignty, rule of law, checks and balances, separation of powers, and individual rights (e.g., freedom of religion, freedom of expression, freedom of press) serve to limit the powers of the federal government as reflected in the Constitution and Bill of Rights.

4 - C2.0.2  Identify situations in which specific rights guaranteed by the Constitution and Bill of Rights are involved (e.g., freedom of religion, freedom of expression, freedom of press).

4 - C3.0.1  Give examples of ways the Constitution limits the powers of the federal government (e.g., election of public officers, separation of powers, checks and balances, Bill of Rights).

4 - C3.0.2  Give examples of powers granted to the federal government (e.g., coining of money, declaring war) and those reserved for the states (e.g., driver's license, marriage license).

4 - C3.0.3  Describe the organizational structure of the federal government in the United States (legislative, executive, and judicial branches).

4 - C3.0.4  Describe how the powers of the federal government are separated among the branches.

4 - C3.0.5  Give examples of how the system of checks and balances limits the power of the federal government (e.g., presidential veto of legislation, courts declaring a law unconstitutional, congressional approval of judicial appointments).

4 - C3.0.6  Describe how the President, members of the Congress, and justices of the Supreme Court come to power (e.g., elections versus appointments).

4 - C3.0.7  Explain how the federal government uses taxing and spending to serve the purposes of government.

4 - C5.0.1  Explain responsibilities of citizenship (e.g., initiating changes in laws or policy, holding public office, respecting the law, being informed and attentive to public issues, paying taxes, registering to vote and voting knowledgeably, serving as a juror).

4 - C5.0.2  Describe the relationship between rights and responsibilities of citizenship.

4 - C5.0.3  Explain why rights have limits.

4 - C5.0.4  Describe ways citizens can work together to promote the values and principles of American democracy.

4 - E1.0.1  Identify questions economists ask in examining the United States (e.g., What is produced? How is it produced? How much is produced? Who gets what is produced? What role does the government play in the economy?).

4 - E1.0.2  Describe some characteristics of a market economy (e.g., private property rights, voluntary exchange, competition, consumer sovereignty, incentives, specialization).

4 - E1.0.3  Describe how positive and negative incentives influence behavior in a market economy.

4 - E1.0.4  Explain how price affects decisions about purchasing goods and services (substitute goods).

4 - E1.0.5  Explain how specialization and division of labor increase productivity (e.g., assembly line). (H)

4 - E1.0.6  Explain how competition among buyers results in higher prices and competition among sellers results in lower prices (e.g., supply, demand).

4 - E1.0.7  Demonstrate the circular flow model by engaging in a market simulation, which includes households and businesses and depicts the interactions among them.

4 - E1.0.8  Explain why public goods (e.g., libraries, roads, parks, the Mackinac Bridge) are not privately owned. (H)

4 - E2.0.1  Explain how changes in the United States economy impact levels of employment and unemployment (e.g., changing demand for natural resources, changes in technology, changes in competition). (H)

4 - E3.0.1  Describe how global competition affects the national economy (e.g., outsourcing of jobs, increased supply of goods, opening new markets, quality controls).

4 - P3.1.1  Identify public issues in the United States that influence the daily lives of its citizens.

4 - P3.1.2  Use graphic data and other sources to analyze information about a public issue in the United States and evaluate alternative resolutions.

4 - P3.1.3  Give examples of how conflicts over core democratic values lead people to differ on resolutions to a public policy issue in the United States.

4 - P3.3.1  Compose a brief essay expressing a position on a public policy issue in the United States and justify the position with a reasoned argument.

4 - P4.2.1  Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.

4 - P4.2.2  Participate in projects to help or inform others.

5 - U1.1.1  Use maps to locate peoples in the desert Southwest, the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern Woodland). (National Geography Standard 1, p. 144)

5 - U1.1.2  Compare how American Indians in the desert Southwest and the Pacific Northwest adapted to or modified the environment. (National Geography Standard 14, p. 171)

5 - U1.1.3  Describe Eastern Woodland American Indian life with respect to governmental and family structures, trade, and views on property ownership and land use. (National Geography Standard 11, p. 164, C, E)

5 - U1.2.1  Explain the technological (e.g., invention of the astrolabe and improved maps), and political developments, (e.g., rise of nation-states), that made sea exploration possible. (National Geography Standard 1, p. 144, C)

5 - U1.2.2  Use case studies of individual explorers and stories of life in Europe to compare the goals, obstacles, motivations, and consequences for European exploration and colonization of the Americas (e.g., economic, political, cultural, and religious). (National Geography Standard 13, p. 169, C, E)

5 - U1.3.1  Use maps to locate the major regions of Africa (northern Africa, western Africa, central Africa, eastern Africa, southern Africa). (National Geography Standard 1, p. 144)

5 - U1.3.2  Describe the life and cultural development of people living in western Africa before the 16th century with respect to economic (the ways people made a living) and family structures, and the growth of states, towns, and trade. (National Geography Standard 10, p. 162)

5 - U1.4.1  Describe the convergence of Europeans, American Indians and Africans in North America after 1492 from the perspective of these three groups. (National Geography Standard 10, p. 162)

5 - U1.4.2  Use primary and secondary sources (e.g., letters, diaries, maps, documents, narratives, pictures, graphic data) to compare Europeans and American Indians who converged in the western hemisphere after 1492 with respect to governmental structure, and views on property ownership and land use. (National Geography Standard 12, p. 167, C, E)

5 - U1.4.3  Explain the impact of European contact on American Indian cultures by comparing the different approaches used by the British and French in their interactions with American Indians. (National Geography Standard 10, p. 162, C, E)

5 - U1.4.4  Describe the Columbian Exchange and its impact on Europeans, American Indians, and Africans. (National Geography Standard 11, p. 164, E)

 5 - U2.1.1  Describe significant developments in the Southern colonies, including

 5 - U2.1.2  Describe significant developments in the New England colonies, including

 5 - U2.1.3  Describe significant developments in the Middle Colonies, including

5 - U2.1.4  Compare the regional settlement patterns of the Southern colonies, New England, and the Middle Colonies. (National Geography Standard 12, p. 167)

 5 - U2.2.1  Describe Triangular Trade including

5 - U2.2.2  Describe the life of enslaved Africans and free Africans in the American colonies. (National Geography Standard 5, p. 152)

5 - U2.2.3  Describe how Africans living in North America drew upon their African past (e.g., sense of family, role of oral tradition) and adapted elements of new cultures to develop a distinct African-American culture. (National Geography Standard 10, p. 162)

5 - U2.3.1  Locate the New England, Middle, and Southern colonies on a map. (National Geography Standard 3 p. 148)

5 - U2.3.2  Describe the daily life of people living in the New England, Middle, and Southern colonies. (National Geography Standards 14 and 15; pp. 171 and 173)

5 - U2.3.3  Describe colonial life in America from the perspectives of at least three different groups of people (e.g., wealthy landowners, farmers, merchants, indentured servants, laborers and the poor, women, enslaved people, free Africans, and American Indians). (National Geography Standard 6, p. 154)

5 - U2.3.4  Describe the development of the emerging labor force in the colonies (e.g., cash crop farming, slavery, indentured servants). (E)

5 - U2.3.5  Make generalizations about the reasons for regional differences in colonial America. (National Geography Standard 6, p. 154)

5 - U3.1.1  Describe the role of the French and Indian War, how British policy toward the colonies in America changed from 1763 to 1775, and colonial dissatisfaction with the new policy. (National Geography Standard 13 p. 169 C, E)

5 - U3.1.2  Describe the causes and effects of events such as the Stamp Act, Boston Tea Party, the Intolerable Acts, and the Boston Massacre.

5 - U3.1.3  Using an event from the Revolutionary era (e.g., Boston Tea Party, quartering of soldiers, writs of assistance, closing of colonial legislatures), explain how British and colonial views on authority and the use of power without authority differed (views on representative government).

5 - U3.1.4  Describe the role of the First and Second Continental Congress in unifying the colonies (addressing the Intolerable Acts, declaring independence, drafting the Articles of Confederation). (C)

5 - U3.1.5  Use the Declaration of Independence to explain why the colonists wanted to separate from Great Britain and why they believed they had the right to do so. (C)

5 - U3.1.6  Identify the role that key individuals played in leading the colonists to revolution, including George Washington, Thomas Jefferson, Benjamin Franklin, Patrick Henry, Samuel Adams, John Adams, and Thomas Paine.

5 - U3.1.7  Describe how colonial experiences with self-government (e.g., Mayflower Compact, House of Burgesses and town meetings) and ideas about government (e.g., purposes of government such as protecting individual rights and promoting the common good, natural rights, limited government, representative government) influenced the decision to declare independence. (C)

5 - U3.1.8  Identify a problem confronting people in the colonies, identify alternative choices for addressing the problem with possible consequences, and describe the course of action taken.

5 - U3.2.1  Describe the advantages and disadvantages of each side during the American Revolution with respect to military leadership, geography, types of resources, and incentives. (National Geography Standard 4, p. 150, E)

5 - U3.2.2  Describe the importance of Valley Forge, Battle of Saratoga, and Battle of Yorktown in the American Revolution.

5 - U3.2.3  Compare the role of women, African Americans, American Indians, and France in helping shape the outcome of the war.

5 - U3.2.4  Describe the significance of the Treaty of Paris (establishment of the United States and its boundaries). (National Geography Standard 13, p. 169, C)

5 - U3.3.1  Describe the powers of the national government and state governments under the Articles of Confederation. (C)

5 - U3.3.2  Give examples of problems the country faced under the Articles of Confederation (e.g., lack of national army, competing currencies, reliance on state governments for money). (National Geography Standard 13, p. 169, C)

5 - U3.3.3  Explain why the Constitutional Convention was convened and why the Constitution was written. (C)

5 - U3.3.4  Describe the issues over representation and slavery the Framers faced at the Constitutional Convention and how they were addressed in the Constitution (Great Compromise, Three- Fifths Compromise). (National Geography Standard 9, p. 160, C)

5 - U3.3.5  Give reasons why the Framers wanted to limit the power of government (e.g., fear of a strong executive, representative government, importance of individual rights). (C)

5 - U3.3.6  Describe the principle of federalism and how it is expressed through the sharing and distribution of power as stated in the Constitution (e.g., enumerated and reserved powers). (C)

5 - U3.3.7  Describe the concern that some people had about individual rights and why the inclusion of a Bill of Rights was needed for ratification. (C)

5 - U3.3.8  Describe the rights found in the First, Second, Third, and Fourth Amendments to the United States Constitution.

8 - U3.3.1  Explain the reasons for the adoption and subsequent failure of the Articles of Confederation (e.g., why its drafters created a weak central government, challenges the nation faced under the Articles, Shays' Rebellion, disputes over western lands). (C2)

8 - U3.3.2  Identify economic and political questions facing the nation during the period of the Articles of Confederation and the opening of the Constitutional Convention. (E1.4)

8 - U3.3.3  Describe the major issues debated at the Constitutional Convention including the distribution of political power, conduct of foreign affairs, rights of individuals, rights of states, election of the executive, and slavery as a regional and federal issue.

8 - U3.3.4  Explain how the new constitution resolved (or compromised) the major issues including sharing, separating, and checking of power among federal government institutions, dual sovereignty (state-federal power), rights of individuals, the Electoral College, the Three-Fifths Compromise, and the Great Compromise.

8 - U3.3.5  Analyze the debates over the ratification of the Constitution from the perspectives of Federalists and Anti-Federalists and describe how the states ratified the Constitution. (C2) (National Geography Standard 3, p. 148)

8 - U3.3.6  Explain how the Bill of Rights reflected the concept of limited government, protections of basic freedoms, and the fear of many Americans of a strong central government. (C3)

8 - U3.3.7  Using important documents (e.g., Mayflower Compact, Iroquois Confederacy, Common Sense, Declaration of Independence, Northwest Ordinance, Federalist Papers), describe the historical and philosophical origins of constitutional government in the United States using the ideas of social compact, limited government, natural rights, right of revolution, separation of powers, bicameralism, republicanism, and popular participation in government. (C2)

8 - U4.1.1  Washington's Farewell - Use Washington's Farewell Address to analyze the most significant challenges the new nation faced and the extent to which subsequent Presidents heeded Washington's advice. (C4)

8 - U4.1.2  Establishing America's Place in the World - Explain the changes in America's relationships with other nations by analyzing treaties with American Indian nations, Jay's Treaty (1795), French Revolution, Pinckney's Treaty (1795), Louisiana Purchase, War of 1812, Transcontinental Treaty (1819), and the Monroe Doctrine. (C4) (National Geography Standard 13, p. 161)

8 - U4.1.3  Challenge of Political Conflict - Explain how political parties emerged out of the competing ideas, experiences, and fears of Thomas Jefferson and Alexander Hamilton (and their followers), despite the worries the Founders had concerning the dangers of political division, by analyzing disagreements over

• relative power of the national government (e.g., Whiskey Rebellion, Alien and Sedition Acts) (C3)
• foreign relations (e.g., French Revolution, relations with Great Britain) (C3)
• economic policy (e.g., the creation of a national bank, assumption of revolutionary debt) (C3, E2.2)

8 - U4.1.4  Establishing a National Judiciary and Its Power - Explain the development of the power of the Supreme Court through the doctrine of judicial review as manifested in Marbury v. Madison (1803) and the role of Chief Justice John Marshall and the Supreme Court in interpreting the power of the national government (e.g., McCullouch v. Maryland, Dartmouth College v. Woodward, Gibbons v. Ogden). (C3, E1.4, 2.2)

8 - U4.2.1  Comparing Northeast and the South - Compare and contrast the social and economic systems of the Northeast and the South with respect to geography and climate and the

• agriculture, including changes in productivity, technology, supply and demand, and price (E1.3,1.4)
• industry, including entrepreneurial development of new industries, such as textiles (E1.1)
• the labor force including labor incentives and changes in labor forces (E1.2)
• transportation including changes in transportation (steamboats and canal barges) and impact on economic markets and prices (E1.2,1.3)
• immigration and the growth of nativism
• race relations
• class relations

8 - U4.2.2  The Institution of Slavery - Explain the ideology of the institution of slavery, its policies, and consequences.

8 - U4.2.3  Westward Expansion - Explain the expansion, conquest, and settlement of the West through the Louisiana Purchase, the removal of American Indians (Trail of Tears) from their native lands, the growth of a system of commercial agriculture, and the idea of Manifest Destiny. (E2.1) (National Geography Standard 6, p. 154)

8 - U4.2.4  Consequences of Expansion - Develop an argument based on evidence about the positive and negative consequences of territorial and economic expansion on American Indians. the institution of slavery, and the relations between free and slaveholding states. (C2) (National Geography Standard 13, p. 169)

8 - U4.3.1  Explain the origins of the American education system and Horace Mann's campaign for free compulsory public education. (C2)

8 - U4.3.2  Describe the formation and development of the abolitionist movement by considering the roles of key abolitionist leaders (e.g., John Brown and the armed resistance, Harriet Tubman and the Underground Railroad, Sojourner Truth, William Lloyd Garrison, and Frederick Douglass), and the response of southerners and northerners to the abolitionist movement. (C2) (National Geography Standard 6, p. 154)

8 - U4.3.3  Analyze the antebellum women's rights (and suffrage) movement by discussing the goals of its leaders (e.g., Susan B. Anthony and Elizabeth Cady Stanton) and comparing the Seneca Falls Resolution with the Declaration of Independence. (C2)

8 - U4.3.4  Analyze the goals and effects of the antebellum temperance movement. (C2)

8 - U4.3.5  Evaluate the role of religion in shaping antebellum reform movements. (C2)

8 - U5.1.1  Explain the differences in the lives of free blacks (including those who escaped from slavery) with the lives of free whites and enslaved peoples. (C2)

8 - U5.1.2  Describe the role of the Northwest Ordinance and its effect on the banning of slavery (e.g., the establishment of Michigan as a free state). (National Geography Standard 12, p. 167)

8 - U5.1.3  Describe the competing views of Calhoun, Webster, and Clay on the nature of the union among the states (e.g., sectionalism, nationalism, federalism, state rights). (C3)

8 - U5.1.4  Describe how the following increased sectional tensions

• the Missouri Compromise (1820)
• the Wilmot Proviso (1846)
• the Compromise of 1850 including the Fugitive Slave Act
• the Kansas-Nebraska Act (1854) and subsequent conflict in Kansas
• the Dred Scott v. Sandford decision (1857)
• changes in the party system (e.g., the death of the Whig party, rise of the Republican party and division of the Democratic party) (C2; C3) (National Geography Standard 13, p. 169)

8 - U5.1.5  Describe the resistance of enslaved people (e.g., Nat Turner, Harriet Tubman and the Underground Railroad, John Brown, Michigan's role in the Underground Railroad) and effects of their actions before and during the Civil War. (C2)

8 - U5.1.6  Describe how major issues debated at the Constitutional Convention such as disagreements over the distribution of political power, rights of individuals (liberty and property), rights of states, election of the executive, and slavery help explain the Civil War (C2).

8 - U5.2.1  Explain the reasons (political, economic, and social) why Southern states seceded and explain the differences in the timing of secession in the Upper and Lower South. (C3, E1.2) (National Geography Standard 6, p. 154)

8 - U5.2.2  Make an argument to explain the reasons why the North won the Civil War by considering the

• critical events and battles in the war
• the political and military leadership of the North and South
• the respective advantages and disadvantages, including geographic, demographic, economic and technological (E1.4) (National Geography Standard 15, p. 173)

8 - U5.2.3  Examine Abraham Lincoln's presidency with respect to

• his military and political leadership
• the evolution of his emancipation policy (including the Emancipation Proclamation)
• and the role of his significant writings and speeches, including the Gettysburg Address and its relationship to the Declaration of Independence (C2)

8 - U5.2.4  Describe the role of African Americans in the war, including black soldiers and regiments, and the increased resistance of enslaved peoples.

8 - U5.2.5  Construct generalizations about how the war affected combatants, civilians (including the role of women), the physical environment, and the future of warfare, including technological developments. (National Geography Standard 14, p. 171)

8 - U5.3.1  Describe the different positions concerning the reconstruction of Southern society and the nation, including the positions of President Abraham Lincoln, President Andrew Johnson, Republicans, and African Americans.

8 - U5.3.2  Describe the early responses to the end of the Civil War by describing the

• policies of the Freedmen's Bureau (E2.2)
• restrictions placed on the rights and opportunities of freedmen, including racial segregation and Black Codes (C2, C5)

8 - U5.3.3  Describe the new role of African Americans in local, state and federal government in the years after the Civil War and the resistance of Southern whites to this change, including the Ku Klux Klan. (C2, C5)

8 - U5.3.4  Analyze the intent and the effect of the Thirteenth, Fourteenth, and Fifteenth Amendments to the Constitution.

8 - U5.3.5  Explain the decision to remove Union troops in 1877 and describe its impact on Americans.

 8 - U6.1.1  America at Century's End - Compare and contrast the United States in 1800 with the United States in 1898 focusing on similarities and differences in

8 - U6.2.1  United States History Investigation Topic and Issue Analysis, Past and Present - Use historical perspectives to analyze issues in the United States from the past and the present; conduct research on a historical issue or topic, identify a connection to a contemporary issue, and present findings (e.g., oral, visual, video, or electronic presentation, persuasive essay, or research paper); include causes and consequences of the historical action and predict possible consequences of the contemporary action.

5 - P3.1.1  Identify contemporary public issues related to the United States Constitution and their related factual, definitional, and ethical questions.

5 - P3.1.2  Use graphic data and other sources to analyze information about a contemporary public issue related to the United States Constitution and evaluate alternative resolutions.

5 - P3.1.3  Give examples of how conflicts over core democratic values lead people to differ on contemporary constitutional issues in the United States.

5 - P3.3.1  Compose a short essay expressing a position on a contemporary public policy issue related to the Constitution and justify the position with a reasoned argument.

5 - P4.2.1  Develop and implement an action plan and know how, when, and where to address or inform others about a public issue.

5 - P4.2.2  Participate in projects to help or inform others.

8 - P4.2.1  Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness.

8 - P4.2.2  Engage in activities intended to contribute to solving a national or international problem studied.

8 - P4.2.3  Participate in projects to help or inform others (e.g., service learning projects).

 8 - P3.1.1  Identify, research, analyze, discuss, and defend a position on a national public policy issue.

 H1.1 Temporal Thinking

 H1.2 Historical Inquiry and Analysis

 H1.4 Historical Understanding

 W1.1 Peopling of the Earth

 W1.2 Agricultural Revolution

 W2.1 Early Civilizations and Early Pastoral Societies

 W3.1 Classical Traditions and Major Empires in the Western Hemisphere

 G1.1 Spatial Thinking

 G1.2 Geographical Inquiry and Analysis

 G1.3 Geographical Understanding

 G2.1 Physical Characteristics of Place

 G2.2 Human Characteristics of Place

 G3.1 Physical Processes

 G3.2 Ecosystems

 G4.1 Cultural Mosaic

 G4.2 Technology Patterns and Networks

 G4.3 Patterns of Human Settlement

 G4.4 Forces of Cooperation and Conflict

 G5.1 Humans and the Environment

G5.2 Physical and Human Systems

 G6.1 Global Topic Investigation and Issue Analysis (P2)

 C1.1 Nature of Civic Life, Politics, and Government

 C3.6 Characteristics of Nation-States

 C4.3 Conflict and Cooperation Between and Among Nations

 E1.1 Individual, Business, and Government Choices

 E2.3 Role of Government

 E3.1 Economic Interdependence

 E3.3 Economic Systems

 6 - P3.1.1  Clearly state an issue as a question or public policy, trace the origins of an issue, analyze various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/ argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness.

6 - P4.2.1  Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness.

6 - P4.2.2  Engage in activities intended to contribute to solving a national or international problem studied.

6 - P4.2.3  Participate in projects to help or inform others (e.g., service learning projects).

 H1.1 Temporal Thinking

 H1.2 Historical Inquiry and Analysis

 H1.4 Historical Understanding

 W1.1 Peopling of the Earth

 W1.2 Agricultural Revolution

 W2.1 Early Civilizations and Early Pastoral Societies

 W3.1 Classical Traditions in Regions of the Eastern Hemisphere

 W3.2 Growth and Development of World Religions

 G1.1 Spatial Thinking

 G1.2 Geographical Inquiry and Analysis

 G1.3 Geographical Understanding

 G2.1 Physical Characteristics of Place

 G2.2 Human Characteristics of Place

 G3.1 Physical Processes

 G3.2 Ecosystems

 G4.1 Cultural Mosaic

 G4.2 Technology Patterns and Networks

 G4.3 Patterns of Human Settlement

 G4.4 Forces of Cooperation and Conflict

 G5.1 Humans and the Environment

 G5.2 Physical and Human Systems

 G6.1 Public Discourse, Decision Making, and Citizen Involvement (P3, P4)

 C1.1 Nature of Civic Life, Politics, and Government

 C3.6 Characteristics of Nation-States

 C4.3 Conflict and Cooperation Between and Among Nations

 E1.1 Individual, Business, and Government Choices

 E2.3 Role of Government

 E3.1 Economic Interdependence

 E3.3 Economic Systems

 7 - P3.1.1  Clearly state an issue as a question or public policy, trace the origins of an issue, analyze and synthesize various perspectives, and generate and evaluate alternative resolutions. Deeply examine policy issues in group discussions and debates to make reasoned and informed decisions. Write persuasive/argumentative essays expressing and justifying decisions on public policy issues. Plan and conduct activities intended to advance views on matters of public policy, report the results, and evaluate effectiveness.

7 - P4.2.1  Demonstrate knowledge of how, when, and where individuals would plan and conduct activities intended to advance views in matters of public policy, report the results, and evaluate effectiveness.

7 - P4.2.2  Engage in activities intended to contribute to solving a national or international problem studied.

7 - P4.2.3  Participate in projects to help or inform others (e.g., service learning projects).