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Robein School District 85 |
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CURRICULUM GUIDE |
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Social Studies - Grade 7 |
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Goal 14: Political Systems
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Standard 14.A
The learner will be able to
understand and explain basic principles of the United States government.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 14.A |
Classroom
Home
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Responsibilities: compare/contrast/state
The learner will be able to
compare and contrast responsibilities shared between the state and federal governments.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Comprehension |
Master |
IL Performance Descriptors: 14A. Stage G. |
Classroom
Home
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Government: identify/rights/principles
The learner will be able to
identify the rights and principles of limited government found within the Declaration of Independence.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Knowledge |
Master |
IL Performance Descriptors: 14A. Stage G. |
Classroom
Home
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Governments: classify/courts/officials
The learner will be able to
classify the type of courts and judicial officials established to operate within the local, state, and federal governments.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Analysis |
Master |
IL Performance Descriptors: 14A. Stage G. |
Classroom
Home
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Courts: describe/role/judicial/review
The learner will be able to
describe the role of the courts in judicial review.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Knowledge |
Master |
IL Performance Descriptors: 14A. Stage G. |
Classroom
Home
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Standard 14.B
The learner will be able to
understand the structures and functions of the political systems of Illinois, the United States and other nations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 14.B |
Classroom
Home
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Government: describe/checks/balances
The learner will be able to
describe the impact of the federal government's system of checks and balances (e.g., the results of a presidential veto).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Knowledge |
Master |
IL Performance Descriptors: 14B. Stage G. |
Classroom
Home
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Government: analyze/checks/balances
The learner will be able to
analyze historical examples of the system of checks and balances according to the respective branches of the federal government.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Analysis |
Master |
IL Performance Descriptors: 14B. Stage G. |
Classroom
Home
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Powers: compare/similarities/differences
The learner will be able to
compare similarities and differences in the powers of the Governor of the State of Illinois and the President of the United States to resolve conflicts and crisises.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Analysis |
Master |
IL Performance Descriptors: 14B. Stage G. |
Classroom
Home
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Executives: formulate/conclusion/power
The learner will be able to
formulate a conclusion about the use of power by state or national level governmental executives.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Synthesis |
Master |
IL Performance Descriptors: 14B. Stage G. |
Classroom
Home
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Organization: describe/general/assembly
The learner will be able to
describe the organization of the Illinois General Assembly.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Knowledge |
Master |
IL Performance Descriptors: 14B. Stage G. |
Classroom
Home
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Jurisdiction: define/court/system
The learner will be able to
define "jurisdiction" as it applies to a court system.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Knowledge |
Master |
IL Performance Descriptors: 14B. Stage G. |
Classroom
Home
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Standard 14.C
The learner will be able to
understand election processes and responsibilities of citizens.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 14.C |
Classroom
Home
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Candidates: describe/requirements
The learner will be able to
describe the requirements for candidates for state and national offices.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Knowledge |
Master |
IL Performance Descriptors: 14C. Stage G. |
Classroom
Home
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Platforms: compare/political/parties
The learner will be able to
compare the platforms of two or more political parties during an election to determine differences.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Analysis |
Master |
IL Performance Descriptors: 14C. Stage G. |
Classroom
Home
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Issue: explain/position/candidate
The learner will be able to
explain the position on a particular issue of a candidate for political office.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Analysis |
Master |
IL Performance Descriptors: 14C. Stage G. |
Classroom
Home
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Standard 14.D
The learner will be able to
understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 14.D |
Classroom
Home
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Responsibility: explain/civil/society
The learner will be able to
explain the importance of an individual's responsibility to maintain a democratic, civil society.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Comprehension |
Master |
IL Performance Descriptors: 14D. Stage G. |
Classroom
Home
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Society: evaluate/involved/citizens
The learner will be able to
evaluate the benefits of highly involved citizens to a society.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Analysis |
Master |
IL Performance Descriptors: 14D. Stage G. |
Classroom
Home
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Opinion: identify/public/polls/reasons
The learner will be able to
identify the reasons for public opinion polls sponsored by political parties, public interest groups, and the media.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Knowledge |
Master |
IL Performance Descriptors: 14D. Stage G. |
Classroom
Home
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Communication: describe/information
The learner will be able to
describe methods of communication that individuals, groups, and the media use to present information to the public.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Knowledge |
Master |
IL Performance Descriptors: 14D. Stage G. |
Classroom
Home
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Political: interpret/cartoons/issues
The learner will be able to
interpret political cartoons in terms of captions and images to persuade people to accept political positions on various issues.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Evaluation |
Master |
IL Performance Descriptors: 14D. Stage G. |
Classroom
Home
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Standard 14.E
The learner will be able to
understand United States foreign policy as it relates to other nations and international issues.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 14.E |
Classroom
Home
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Principles: review/organizations/joining
The learner will be able to
review the principles the United States has traditionally held in joining international organizations (e.g., the interests and benefits of world peace, open trade over closed markets).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Comprehension |
Master |
IL Performance Descriptors: 14E. Stage G. |
Classroom
Home
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Event: explain/historical/role/leading
The learner will be able to
explain a historical event in which the United States played a leading role.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Comprehension |
Master |
IL Performance Descriptors: 14E. Stage G. |
Classroom
Home
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Event: analyze/issue/nation/links/people
The learner will be able to
analyze an event or issue that links the people of Illinois to another nation (e.g., issues or negotiations over trade, immigration of ethnic groups).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Analysis |
Master |
IL Performance Descriptors: 14E. Stage G. |
Classroom
Home
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Standard 14.F
The learner will be able to
understand the development of United States political ideas and traditions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 14.F |
Classroom
Home
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Rights: provide/civil/citizens/argument
The learner will be able to
provide an argument justifying the need for civil rights for citizens of any nation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Comprehension |
Master |
IL Performance Descriptors: 14F. Stage G. |
Classroom
Home
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Liberty: summarize/development/concept
The learner will be able to
summarize the historical development of the concept of individual liberty (e.g., Colonial America to contemporary political interest groups).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Application |
Master |
IL Performance Descriptors: 14F. Stage G. |
Classroom
Home
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Rights: analyze/limitation/restriction
The learner will be able to
analyze the causes and effects of when national interests have called for the limitation or restriction of civil rights (e.g., internment of Japanese Americans during World War II).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Analysis |
Master |
IL Performance Descriptors: 14F. Stage G. |
Classroom
Home
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Goal 15: Economic Systems (USA Emphasis)
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Standard 15.A
The learner will be able to
understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 15.A |
Classroom
Home
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Economy: explain/consumer/demand/produce
The learner will be able to
explain that consumer demand determines what producers will produce in a market economy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Comprehension |
Master |
IL Performance Descriptors: 15A. Stage G. |
Classroom
Home
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Resources: identify/sell/payments
The learner will be able to
identify the skills people sell to businesses and the payments received for those resources.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Knowledge |
Master |
IL Performance Descriptors: 15A. Stage G. |
Classroom
Home
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Goods/services: identify/sell/payments
The learner will be able to
identify the goods and services businesses sell to households and the payments received for those goods and services.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Knowledge |
Master |
IL Performance Descriptors: 15A. Stage G. |
Classroom
Home
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Consumers: identify/times/producers
The learner will be able to
identify times when students or adults are consumers and when students or adults are producers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Knowledge |
Master |
IL Performance Descriptors: 15A. Stage G. |
Classroom
Home
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Standard 15.B
The learner will be able to
understand that scarcity necessitates choices by consumers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 15.B |
Classroom
Home
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Consumers: explain/producers/people/both
The learner will be able to
explain why people are both consumers and producers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Comprehension |
Master |
IL Performance Descriptors: 15B. Stage G. |
Classroom
Home
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Markets: identify/buyers/sellers/meet
The learner will be able to
identify markets where buyers and sellers meet face-to-face and markets in which buyers and sellers never meet directly.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Knowledge |
Master |
IL Performance Descriptors: 15B. Stage G. |
Classroom
Home
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Consumers: explain/competition/sellers
The learner will be able to
explain the benefits to consumers of competition among sellers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Comprehension |
Master |
IL Performance Descriptors: 15B. Stage G. |
Classroom
Home
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Prices: analyze/competition/buyers
The learner will be able to
analyze the impact on prices of competition among buyers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Analysis |
Master |
IL Performance Descriptors: 15B. Stage G. |
Classroom
Home
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Standard 15.C
The learner will be able to
understand that scarcity necessitates choices by producers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 15.C |
Classroom
Home
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Price: analyze/producer/behavior/changes
The learner will be able to
analyze how changes in price affect producer behavior.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Analysis |
Master |
IL Performance Descriptors: 15C. Stage G. |
Classroom
Home
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Economy: identify/incentives/non-price
The learner will be able to
identify non-price incentives to which people respond in the economy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Knowledge |
Master |
IL Performance Descriptors: 15C. Stage G. |
Classroom
Home
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Values: explain/response/incentive/vary
The learner will be able to
explain why people's response to an incentive may vary because of differing values.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Analysis |
Master |
IL Performance Descriptors: 15C. Stage G. |
Classroom
Home
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Supply: predict/impact/good/service
The learner will be able to
predict the impact on supply of a good or service when non-price determinants change (e.g., number of producers; cost of production).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Comprehension |
Master |
IL Performance Descriptors: 15C. Stage G. |
Classroom
Home
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Standard 15.D
The learner will be able to
understand trade as an exchange of goods or services.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 15.D |
Classroom
Home
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Exports: identify/produced/local/state
The learner will be able to
identify exports produced in the local community or state.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Knowledge |
Master |
IL Performance Descriptors: 15D. Stage G. |
Classroom
Home
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Goods/services: explain/benefit/exchange
The learner will be able to
explain why countries benefit when they exchange goods and services.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Comprehension |
Master |
IL Performance Descriptors: 15D. Stage G. |
Classroom
Home
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Economy: explain/specialization
The learner will be able to
explain how specialization usually increases productivity in an economy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Comprehension |
Master |
IL Performance Descriptors: 15D. Stage G. |
Classroom
Home
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Interdependence: provide/specialization
The learner will be able to
provide examples of how specialization increases interdependence among consumers and producers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Comprehension |
Master |
IL Performance Descriptors: 15D. Stage G. |
Classroom
Home
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Products: explain/technological/changes
The learner will be able to
explain how technological changes have led to new and improved products.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Comprehension |
Master |
IL Performance Descriptors: 15D. Stage G. |
Classroom
Home
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Incomes: explain/reflect/choices
The learner will be able to
explain how people's incomes reflect choices they have made about education, training, skill development, and careers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Comprehension |
Master |
IL Performance Descriptors: 15D. Stage G. |
Classroom
Home
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Standard 15.E
The learner will be able to
understand the impact of government policies and decisions on production and consumption in the economy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 15.E |
Classroom
Home
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Policies: identify/protect/rights/laws
The learner will be able to
identify laws and government policies that protect property rights, enforce contracts, and maintain competition.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Knowledge |
Master |
IL Performance Descriptors: 15E. Stage G. |
Classroom
Home
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Economy: explain/role/government
The learner will be able to
explain why there is a role for government in the economy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Comprehension |
Master |
IL Performance Descriptors: 15E. Stage G. |
Classroom
Home
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Economy: explain/policies/changed/laws
The learner will be able to
explain how laws and government policies affecting the economy have changed over time.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Analysis |
Master |
IL Performance Descriptors: 15E. Stage G. |
Classroom
Home
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Standard 16.A
The learner will be able to
apply the skills of historical analysis and interpretation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Application |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 16.A |
Classroom
Home
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Events: place/chronology/timelines
The learner will be able to
place events from a chronology on multiple tier timelines that are organized according to political, economic, environmental, and social history.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Application |
Master |
IL Performance Descriptors: 16A. Stage G. |
Classroom
Home
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Events: organize/historical/chart
The learner will be able to
organize a series of related historical events for depiction on a periodization chart.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Application |
Master |
IL Performance Descriptors: 16A. Stage G. |
Classroom
Home
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Life: describe/period/timelines/data
The learner will be able to
describe life during a specific period using multiple tier timelines, periodization charts, graphs, and charts with data organized by category.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Knowledge |
Master |
IL Performance Descriptors: 16A. Stage G. |
Classroom
Home
|
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Event: provide/two/interpretations
The learner will be able to
provide an example of two different interpretations of a significant event.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Comprehension |
Master |
IL Performance Descriptors: 16A. Stage G. |
Classroom
Home
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Event: explain/historical/causes/many
The learner will be able to
explain how a significant historical event can have many causes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Comprehension |
Master |
IL Performance Descriptors: 16A. Stage G. |
Classroom
Home
|
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Standard 16.B
The learner will be able to
understand the development of significant political events.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 16.B |
Classroom
Home
|
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History: identify/periods/political/USA
The learner will be able to
identify the major periods in United States political history from colonial to contemporary times (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage G. |
Classroom
Home
|
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Democracy: summarize/ideas/development
The learner will be able to
summarize ideas that influenced the development of representative democracy as reflected in the Declaration of Independence and the Constitution of the United States (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Application |
Master |
IL Performance Descriptors: 16B. Stage G. |
Classroom
Home
|
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Events: describe/democracy/adoption
The learner will be able to
describe significant events that fostered the development of representative democracy after the adoption of the United States Constitution (e.g., amendments, supreme court rulings, legislation) (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage G. |
Classroom
Home
|
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History: compare/contrast/contributions
The learner will be able to
compare and contrast the contributions of individuals or political groups who had a significant impact on the course of local, state, and national history.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Analysis |
Master |
IL Performance Descriptors: 16B. Stage G. |
Classroom
Home
|
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History: identify/causes/effects/world
The learner will be able to
identify causes and effects of turning points in world political history (e.g., the division of the Roman empire, the rise of the Islamic empire, the establishment of the kingdom of Ghana, the rise and fall of the T'ang dynasty) (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage G. |
Classroom
Home
|
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Beliefs: describe/political/individuals
The learner will be able to
describe political beliefs of significant individuals and groups during a turning point in world history (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage G. |
Classroom
Home
|
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Ideology: compare/contrast/individuals
The learner will be able to
compare/contrast the development of the political ideology of significant individuals from a Western civilization with that of a non-Western civilization (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Analysis |
Master |
IL Performance Descriptors: 16B. Stage G. |
Classroom
Home
|
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Ideas: describe/political/developed
The learner will be able to
describe political ideas developed within the non-Western world (e.g., theocracy, passive resistance) (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage G. |
Classroom
Home
|
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Feudalism: define/concept/world
The learner will be able to
define the concept of Feudalism (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage G. |
Classroom
Home
|
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European: describe/development/states
The learner will be able to
describe the development of European nation states, 1200-1500 (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage G. |
Classroom
Home
|
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Standard 16.C
The learner will be able to
understand the development of economic systems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 16.C |
Classroom
Home
|
|
History: identify/economic/periods/times
The learner will be able to
identify the major periods in United States economic history from colonial to contemporary times (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage G. |
Classroom
Home
|
|
Trade: describe/lives/environment/impact
The learner will be able to
describe the impact of trade from 1500-1750 on the political, social, and economic lives, and the environment of Native Americans and European colonists (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage G. |
Classroom
Home
|
|
Goods/services: describe/changes/science
The learner will be able to
describe how changes in science and technology affected the exchange of goods and services over time among the people in colonial America (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage G. |
Classroom
Home
|
|
Events: explain/economic/activity/period
The learner will be able to
explain how changes in economic activity during an earlier period influenced subsequent historical events (e.g., increase in the labor supply and unionization, depression and the New Deal) (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Comprehension |
Master |
IL Performance Descriptors: 16C. Stage G. |
Classroom
Home
|
|
History: identify/world/economic/periods
The learner will be able to
identify the major periods in World economic history (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage G. |
Classroom
Home
|
|
Economic: describe/systems/Columbus
The learner will be able to
describe the economic systems found in the Americas before the voyage of Columbus (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage G. |
Classroom
Home
|
|
Economic: evaluate/voyage/Columbus
The learner will be able to
evaluate the impact of the economic aspects of the voyage of Columbus on the social, political, and environmental conditions of the Americas (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Analysis |
Master |
IL Performance Descriptors: 16C. Stage G. |
Classroom
Home
|
|
Economic: describe/societies/trends
The learner will be able to
describe the impact on societies of long-term economic trends from 1000 to 1500 CE (e.g., long distance trade, banking, specialization of labor, urbanization, technological/scientific progress) (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage G. |
Classroom
Home
|
|
Economic: compare/contrast/society
The learner will be able to
compare/contrast the economic systems and institutions of an agricultural and an industrial society (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Analysis |
Master |
IL Performance Descriptors: 16C. Stage G. |
Classroom
Home
|
|
Standard 16.D
The learner will be able to
understand Illinois, United States and world social history.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 16.D |
Classroom
Home
|
|
Social: describe/changes/status/time/USA
The learner will be able to
describe the changes and continuity in various interest groups' (e.g., workers, business persons, politicians) perception of social status over time (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage G. |
Classroom
Home
|
|
Life: compare/contrast/family/America
The learner will be able to
compare and contrast family life in the early American period with another time period (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Analysis |
Master |
IL Performance Descriptors: 16D. Stage G. |
Classroom
Home
|
|
Social: describe/factors/history/USA
The learner will be able to
describe the significance of social factors such as status, role, customs, traditions, norms, and values during a turning point in United States social history (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage G. |
Classroom
Home
|
|
Cultural: analyze/diversity/history/USA
The learner will be able to
analyze the significance of cultural diversity in the social history of the United States (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Analysis |
Master |
IL Performance Descriptors: 16D. Stage G. |
Classroom
Home
|
|
Social: identify/world/history/periods
The learner will be able to
identify the major periods in World social history (e.g., European Feudalism, colonial periods in regions of the world) (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage G. |
Classroom
Home
|
|
Slavery: describe/impact/societies/world
The learner will be able to
describe the impact of slavery upon various societies (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage G. |
Classroom
Home
|
|
Slavery: compare/contrast/societies/past
The learner will be able to
compare/contrast the institution of slavery in different societies past and present (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Analysis |
Master |
IL Performance Descriptors: 16D. Stage G. |
Classroom
Home
|
|
Migrations: describe/mass/history/World
The learner will be able to
describe the origins, development, and consequences of mass migrations of people at selected periods in history (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage G. |
Classroom
Home
|
|
Role: explain/world/social/history
The learner will be able to
explain the significance of changes in the role of men, women, and children from one period to subsequent periods in world social history (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Analysis |
Master |
IL Performance Descriptors: 16D. Stage G. |
Classroom
Home
|
|
Standard 16.E
The learner will be able to
understand Illinois, United States and world environmental history.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 16.E |
Classroom
Home
|
|
Environmental: identify/history/USA
The learner will be able to
identify turning points in United States environmental history (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage G. |
Classroom
Home
|
|
Networks: describe/transportation/USA
The learner will be able to
describe the development of transportation and communication networks (e.g., river travel, pony express, internet) (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage G. |
Classroom
Home
|
|
Environment: explain/economic/social/USA
The learner will be able to
explain how the environment affected economic and social developments of people in a specific region of the United States (e.g., Jamestown, "Wild West," natural disasters) (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Comprehension |
Master |
IL Performance Descriptors: 16E. Stage G. |
Classroom
Home
|
|
Environment: explain/economic/social/USA
The learner will be able to
explain how the environment affected economic and social developments of a specific cultural group after 1500 (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Comprehension |
Master |
IL Performance Descriptors: 16E. Stage G. |
Classroom
Home
|
|
Environment: explain/crop/production/USA
The learner will be able to
explain how the environment, economy, and society can be affected by the dependence of a region on a single crop or mode of production (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Analysis |
Master |
IL Performance Descriptors: 16E. Stage G. |
Classroom
Home
|
|
Environmental: identify/periods/history
The learner will be able to
identify the major periods in World environmental history (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage G. |
Classroom
Home
|
|
Networks: describe/transportation/world
The learner will be able to
describe the development of transportation and communication networks before 1500CE (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage G. |
Classroom
Home
|
|
Networks: describe/transportation/world
The learner will be able to
describe the development of transportation and communication networks since 1500CE (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage G. |
Classroom
Home
|
|
Environmental: identify/watershed/events
The learner will be able to
identify "watershed" events in the environmental history of each continent since 1500CE (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage G. |
Classroom
Home
|
|
Environment: explain/economic/social
The learner will be able to
explain how the environment affected economic and social developments in a specific civilization (e.g., Greeks and the Aegean Sea, Middle East and oil) (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Comprehension |
Master |
IL Performance Descriptors: 16E. Stage G. |
Classroom
Home
|
|
Environment: explain/crop/production
The learner will be able to
explain how the environment, economy, and society can be affected by the dependence of a region on a single crop or mode of production (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Comprehension |
Master |
IL Performance Descriptors: 16E. Stage G. |
Classroom
Home
|
|
Standard 17.A
The learner will be able to
locate, describe and explain places, regions and features on the Earth.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 17.A |
Classroom
Home
|
|
Maps: compare/sketch/atlas/features
The learner will be able to
compare sketch maps with atlas maps to determine the accuracy of physical and cultural features (e.g., political/physical maps of Canada, the United States, and Europe).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Analysis |
Master |
IL Performance Descriptors: 17A. Stage G. |
Classroom
Home
|
|
Maps: develop/flowcharts/movement
The learner will be able to
develop maps and flowcharts showing major patterns of movement of people and commodities (e.g., international trade in petroleum, countries that produce and those that consume resources, cartograms, population pyramids).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Synthesis |
Master |
IL Performance Descriptors: 17A. Stage G. |
Classroom
Home
|
|
Map: explain/characteristics/globes
The learner will be able to
explain the purposes and distinguishing characteristics of selected map projections, globes, aerial photos, and satellite images.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Comprehension |
Master |
IL Performance Descriptors: 17A. Stage G. |
Classroom
Home
|
|
Map: demonstrate/spatial/distribution
The learner will be able to
demonstrate understanding of the spatial distribution of various phenomena by using latitude and longitude to plot data on a base map of the United States or the world (e.g., location of professional sports teams in the U.S. or the world).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Application |
Master |
IL Performance Descriptors: 17A. Stage G. |
Classroom
Home
|
|
Standard 17.B
The learner will be able to
analyze and explain characteristics and interactions of the Earth's physical systems.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Analysis |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 17.B |
Classroom
Home
|
|
Relationships: explain/earth/sun/balance
The learner will be able to
explain how Earth-Sun relationships affect Earth's energy balance (e.g., heating of soil and water at different seasons of the year, differential heating at different latitudes).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Comprehension |
Master |
IL Performance Descriptors: 17B. Stage G. |
Classroom
Home
|
|
Climates: identify/describe/different
The learner will be able to
identify and describe different climates in terms of precipitation and temperature and the types of plants and animals associated with each using pictures, maps, and graphs.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Knowledge |
Master |
IL Performance Descriptors: 17B. Stage G. |
Classroom
Home
|
|
Maps: analyze/climate/relationship
The learner will be able to
analyze maps to determine the relationship among climate, natural vegetation, and natural resources.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Analysis |
Master |
IL Performance Descriptors: 17B. Stage G. |
Classroom
Home
|
|
Environment: predict/weather/physical
The learner will be able to
predict the effects of an extreme weather phenomenon on the physical environment and human populations (e.g., flooding, tornadoes, a hurricane's impact on a coastal ecosystem).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Comprehension |
Master |
IL Performance Descriptors: 17B. Stage G. |
Classroom
Home
|
|
Standard 17.C
The learner will be able to
understand relationships between geographic factors and society.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 17.C |
Classroom
Home
|
|
Population: explain/patterns/density
The learner will be able to
explain the different patterns in population density using geographic tools (e.g., pyramids, maps).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Analysis |
Master |
IL Performance Descriptors: 17C. Stage G. |
Classroom
Home
|
|
Resources: identify/changes/landforms
The learner will be able to
identify human induced changes in landforms, climate, natural vegetation, and resources of their local community, state of Illinois, nation, and the world.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Knowledge |
Master |
IL Performance Descriptors: 17C. Stage G. |
Classroom
Home
|
|
Environments: analyze/physical/human
The learner will be able to
analyze physical and human environments in Illinois and the United States to determine ways that people adapt to and modify their environment.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Analysis |
Master |
IL Performance Descriptors: 17C. Stage G. |
Classroom
Home
|
|
Resources: formulate/hypotheses
The learner will be able to
formulate several hypotheses about relationships among resources, manufacturing and service industries, transportation, and population densities in different regions of the United States and the world.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Synthesis |
Master |
IL Performance Descriptors: 17C. Stage G. |
Classroom
Home
|
|
Factors: identify/people/urban/centers
The learner will be able to
identify social, political, and economic factors that attract people to and repel people from urban centers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Knowledge |
Master |
IL Performance Descriptors: 17C. Stage G. |
Classroom
Home
|
|
Standard 17.D
The learner will be able to
understand the historical significance of geography.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Comprehension |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 17.D |
Classroom
Home
|
|
Processes: describe/destroyed/natural
The learner will be able to
describe instances of how places can be changed or destroyed as a result of natural processes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Knowledge |
Master |
IL Performance Descriptors: 17D. Stage G. |
Classroom
Home
|
|
Processes: describe/environmental
The learner will be able to
describe how humans have adapted to environmental changes caused by natural processes.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Knowledge |
Master |
IL Performance Descriptors: 17D. Stage G. |
Classroom
Home
|
|
Acculturation: explain/human/influenced
The learner will be able to
explain how human characteristics of a place are influenced by acculturation (e.g., Spanish culture in Middle and South America and the United States Southwest, Hindu and Muslim culture in Southeast Asia).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Comprehension |
Master |
IL Performance Descriptors: 17D. Stage G. |
Classroom
Home
|
|
Environmental: explain/change/affect
The learner will be able to
explain how an environmental change in one part of the world can affect places in other parts of the world over periods of time.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Comprehension |
Master |
IL Performance Descriptors: 17D. Stage G. |
Classroom
Home
|
|
Standard 18.A
The learner will be able to
compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Analysis |
Master |
IL: Learning Standards, 1997, Middle/Junior High School, Standard 18.A |
Classroom
Home
|
|
Anthropology: describe/studied/field
The learner will be able to
describe what is studied within the field of anthropology.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Knowledge |
Master |
IL Performance Descriptors: 18A. Stage G. |
Classroom
Home
|
|
Culture: describe/art/music/architecture
The learner will be able to
describe how a culture is reflected in its art, music, and/or architecture and institutions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Knowledge |
Master |
IL Performance Descriptors: 18A. Stage G. |
Classroom
Home
|
|
Culture: explain/technology/expressive
The learner will be able to
explain how technology and the media have impacted expressive culture.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Comprehension |
Master |
IL Performance Descriptors: 18A. Stage G. |
Classroom
Home
|
|
Literature: analyze/patterns/art/music
The learner will be able to
analyze examples of patterns within literature, art, music, and/or architecture being transmitted from place to place.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 18.A |
Analysis |
Master |
IL Performance Descriptors: 18A. Stage G. |
Classroom
| | |
