Standards

PA Standards:
Economics:
6.2.4.A: Explain how a product moves from production to consumption.
6.3.4.A: Explain how government responds to social needs by providing public
goods and services.
6.1.4.B: Recognize the difference between basic needs and wants.
Explain the role of producers in making goods and providing services.
Geography:
7.1.3.A: Identify how basic geographic tools are used to organize and interpret
information about people, places and environment.
7.1.3.B: Identify and locate places and regions as defined by physical and
human features.
7.1.4.B: Describe and locate places and regions as defined by physical and
human features.
Physical Characteristics of Places and Regions:
7.2.4.A. Identify the physical characteristics of places and regions.
7.2.4.B. Identify the basic physical processes that affect the physical
characteristics of places and regions.
Interactions Between People and The Environment
7.4.4.B. Identify the effect of people on the physical systems within a
community.
History:
8.1.4.B: Distinguish between fact and opinion from multiple points of view and
primary sources as related to historical events.
8.1.4.C: Identify a specific research topic and develop questions relating to the
research topic.
8.3.4.C: Explain how continuity and change in U.S. history have influenced
personal development and identity.
8.3.4.D: Distinguish between conflict and cooperation among groups and
organization that impacted the history and development of the United States.
8.4.4.C: Explain how continuity and change in world history have influenced
personal development and identity.
Civics:

 5.1.4.D: Identify key ideas about government found in significant documents:

Declaration of Independence, United States Constitution, Bill of Rights,
Pennsylvania Constitution.
5.3.4.F: Explain how different perspectives can lead to conflict.
Other:
Science and Technology and Engineering Education:
R4.A.1.3.1: Make inferences and/or draw conclusions based on
information from text.
S4.A.1.1.2: Identify and describe examples of common technological
changes past to present in the community (e.g., energy production,
transportation, communications, agriculture, packaging materials) that
have either positive or negative impacts on society or the environment.
S4.B.3.3.4: Identify major land uses in the urban, suburban, and rural
communities (e.g. housing, commercial, recreation).
S4.B.3.3.5: Describe the effects of pollution (e.g., litter) in the
community.
Establishing and Maintaining Relationships:
16.2.5.A: Establish relationships that are positive and supportive of
others.
16.2.5.B: Recognize and tolerate the uniqueness of all people in all
situations.

NCSS Themes and Substandards:
1. Culture
NCSS.1.1.f ...have learners interpret patterns of behavior reflecting values and
attitudes that contribute or pose obstacles to cross-cultural understanding.
2. Time, Continuity, & Change
NCSS.1.2.b ...have learners apply key concepts from the study of history such
as time, chronology, causality, change, conflict, and complexity to explain,
analyze, and show connections among the patterns of historical change and
continuity.
NCSS.1.2.c ...ask learners to identify and describe significant historical periods
and patterns of change within and across cultures, such as the development of

ancient cultures and civilizations, the rise of nation-states, and social,

economic, and political revolutions.
NCSS.1.2.f ...enable learners to apply ideas, theories, and modes of historical
inquiry to analyze historical and contemporary developments, and to inform and
evaluate actions concerning public policy issues
3. People, Places, & Environments
NCSS.1.3.a ...enable learners to construct, use and refine mental maps of
locales, regions, and the world that demonstrates their understanding of
relative location, direction, size, and shape
NCSS.1.3.b ...have learners create, interpret, use, and distinguish various
representations of Earth, such as maps, globes and photographs, and use
appropriate geographic tools such as atlases, data bases, systems, charts,
graphs, and maps to generate, manipulate, and interpret information
NCSS.1.3.d ...help learners to locate, distinguish, and describe the
relationships among varying regional and global patterns of geographic
phenomena such as landforms, climate, and natural resources.
NCSS.1.3.f ...ask learners to describe how people create places that reflect
culture, human needs, current values and ideals, and government policies.
NCSS.1.3.g ...challenge learners to examine, interpret, and analyze the
interactions of human beings and their physical environments.
NCSS.1.3.j ...challenge learners to consider, compare, and evaluate existing
alternative uses of resources and land in communities, regions, nations, and
the world
4. Individual Development and Identity
NCSS.1.4.b...help learners to identify, describe, and express appreciation for
the influences various historical and contemporary cultures on an individuals
daily life.
NCSS.1.4.dhave learners apply concepts, methods, and theories about the
study of human growth and development, such as physical endowment,
learning, motivation, behavior, perception, and personality.
NCSS.1.4.fenable learners to analyze the role of perceptions, attitudes,
values, and beliefs in the development of personal identity.

 NCSS.1.4.hassist learners as they work independently and cooperatively

within groups and institutions to accomplish goals.
5. Individuals, Groups, & Institutions
NCSS.1.5.b ...help learners analyze group and institutional influence on people,
events, and elements of culture in both historical and contemporary settings.
6. Power, Authority, & Governance
NCSS.1.6.d ...ask learners to describe the way nations and organizations
respond to forces of unity and diversity affecting order and security.
NCSS.1.6.h ...guide learners to explain how governments attempt to achieve
their stated ideals at home and abroad.
7. Production, Distribution, & Consumption
NCSS.1.7.a ...enable learners to explain how the scarcity of productive
resources (human, capital, technological, and natural) requires the
development of economic systems to make decisions about how goods and
services are to be produced and distributed.
NCSS.1.7.e ...guide learner analysis of the role of specialization and exchange
in economic processes.
NCSS.1.7.h ...challenge learners to apply economic concepts and reasoning
when evaluating historical and contemporary social developments and issues.
8. Science, Technology, & Society
NCSS.1.8.a ...enable learners to identify, describe, and examine both current
and historical examples of the interaction and interdependence of science,
technology, and society in a variety of cultural settings.
NCSS.1.8.b ...provide opportunities for learners to make judgements about how
science and technology have transformed the physical world and human
society and our understanding of time, space, place, and human-environment
interactions.
9. Global Connections
NCSS.1.9.a ...enable learners to explain how language, art, music, belief
systems, and other cultural elements can facilitate global understanding or
cause misunderstanding.
NCSS.1.9.c ...provide opportunities for learners to analyze and evaluate the
effects of changing technologies on the global community.
10. Civic Ideals and Practice

 NCSS.1.10.a ...assist learners to understand the origins and interpret the

continuing influence of key ideals of the democratic republican form of
government, such as individual human dignity, liberty, justice, equality, and the
rule of law.