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Robein School District 85 |
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CURRICULUM GUIDE |
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Social Studies - Grade 8 |
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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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Rights: evaluate/responsibilities
The learner will be able to
evaluate the rights and responsibilities of the individual within their family, social groups, community, or nation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Analysis |
Master |
IL Performance Descriptors: 14A. Stage H. |
Classroom
Home
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Programs: categorize/services/levels
The learner will be able to
categorize programs and services provided by governments into local, state, and federal levels.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Application |
Master |
IL Performance Descriptors: 14A. Stage H. |
Classroom
Home
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Rights: compare/protect/common/good
The learner will be able to
compare the similarities and differences in the state of Illinois and the national government's attempts to protect individual rights and still promote the common good.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Analysis |
Master |
IL Performance Descriptors: 14A. Stage H. |
Classroom
Home
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Rights: explain/court/decisions/citizens
The learner will be able to
explain the influence of the Supreme Court and significant court decisions on the rights and responsibilities of citizens (e.g., defining, expanding, and limiting individual rights).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Analysis |
Master |
IL Performance Descriptors: 14A. Stage H. |
Classroom
Home
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Rights: analyze/efforts/court/accused
The learner will be able to
analyze the efforts of our court system to take into account the rights of those accused of crimes and their victims.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.A |
Analysis |
Master |
IL Performance Descriptors: 14A. Stage H. |
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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Powers: compare/responsibilities/members
The learner will be able to
compare the powers and responsibilities of the members of the House of Representatives and Senate within the United States Congress.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Comprehension |
Master |
IL Performance Descriptors: 14B. Stage H. |
Classroom
Home
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Powers: explain/separation/federal
The learner will be able to
explain the advantages and disadvantages of our federal system's separation of powers.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Analysis |
Master |
IL Performance Descriptors: 14B. Stage H. |
Classroom
Home
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Government: differentiate/powers
The learner will be able to
differentiate among the powers, limitations, and responsibilities of the state government of Illinois and the federal government.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Analysis |
Master |
IL Performance Descriptors: 14B. Stage H. |
Classroom
Home
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Courts: distinguish/powers/state/federal
The learner will be able to
distinguish between the powers and responsibilities of our state and federal courts as outlined in our state and national constitutions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Comprehension |
Master |
IL Performance Descriptors: 14B. Stage H. |
Classroom
Home
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Government: illustrate/organization
The learner will be able to
illustrate the organization of the three branches of the state government of Illinois.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Application |
Master |
IL Performance Descriptors: 14B. Stage H. |
Classroom
Home
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Constitution: justify/cannot/violate
The learner will be able to
justify why the Illinois Constitution cannot violate the United States Constitution.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.B |
Evaluation |
Master |
IL Performance Descriptors: 14B. Stage H. |
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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Election: describe/responsibilities
The learner will be able to
describe responsibilities that citizens share during an election.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Knowledge |
Master |
IL Performance Descriptors: 14C. Stage H. |
Classroom
Home
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Elections: compare/contrast/positions
The learner will be able to
compare/contrast the historical positions of political parties in elections.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Comprehension |
Master |
IL Performance Descriptors: 14C. Stage H. |
Classroom
Home
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Issues: compare/civil/rights/groups
The learner will be able to
compare historical examples of issues in local, state, or national elections affecting the civil rights of various groups.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Analysis |
Master |
IL Performance Descriptors: 14C. Stage H. |
Classroom
Home
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Elections: describe/voting/barriers
The learner will be able to
describe how voting barriers have been removed to allow greater participation in elections (e.g., common men gaining the right to vote, minority voting status).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Knowledge |
Master |
IL Performance Descriptors: 14C. Stage H. |
Classroom
Home
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Rights: analyze/government/voting
The learner will be able to
analyze an example of a government denying voting rights to individuals or groups.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Analysis |
Master |
IL Performance Descriptors: 14C. Stage H. |
Classroom
Home
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Election: describe/process/levels/local
The learner will be able to
describe the election process at local, state, and national levels (e.g., campaigns, primaries, conventions).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.C |
Knowledge |
Master |
IL Performance Descriptors: 14C. Stage H. |
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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Policy: summarize/actions/public
The learner will be able to
summarize the actions of an individual's or group's effort to influence current public policy in their community, state, or nation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Application |
Master |
IL Performance Descriptors: 14D. Stage H. |
Classroom
Home
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Roles: compare/contrast/policy
The learner will be able to
compare and contrast the roles and influence of various individuals, groups, and media in shaping current public policy issues in their community, state, or nation.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Analysis |
Master |
IL Performance Descriptors: 14D. Stage H. |
Classroom
Home
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Cause: measure/interest/activity/civic
The learner will be able to
measure political interest or activity in a civic or social cause.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Application |
Master |
IL Performance Descriptors: 14D. Stage H. |
Classroom
Home
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Conduct: predict/change/political/impact
The learner will be able to
predict how technology and social change will impact the conduct of political parties.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.D |
Comprehension |
Master |
IL Performance Descriptors: 14D. Stage H. |
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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Diplomacy: identify/favors/nation
The learner will be able to
identify situations in which United States diplomacy favors one nation over another (e.g., trade, military protection).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Knowledge |
Master |
IL Performance Descriptors: 14E. Stage H. |
Classroom
Home
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Policy: compare/interests/foreign
The learner will be able to
compare the interests of the United States and other nations in making foreign policy decisions (e.g., defense, trade, environmental protection, communications).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Analysis |
Master |
IL Performance Descriptors: 14E. Stage H. |
Classroom
Home
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International: compare/contrast/ideals
The learner will be able to
compare/contrast the ideals and interests of the United States in participating in international organizations.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Analysis |
Master |
IL Performance Descriptors: 14E. Stage H. |
Classroom
Home
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Relations: analyze/diplomatic/nations
The learner will be able to
analyze cases of changing diplomatic relations between the United States and other people or nations (e.g., changing relations with Native American tribes, changing relations with the Soviet Union during and after World War II).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Analysis |
Master |
IL Performance Descriptors: 14E. Stage H. |
Classroom
Home
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Policy: predict/technology/foreign
The learner will be able to
predict the effects of technology on foreign policy decision-making (e.g., spy satellites).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Comprehension |
Master |
IL Performance Descriptors: 14E. Stage H. |
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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Ideas: summarize/political/practices
The learner will be able to
summarize the historical influences on the development of political ideas and practices as listed in the Declaration of Independence, the United States Constitution, the Bill of Rights, and the Illinois Constitution.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.F |
Application |
Master |
IL Performance Descriptors: 14F. Stage H. |
Classroom
Home
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Ideas: give/political/amendments
The learner will be able to
give examples of how United States political ideas and traditions have either included or denied additional amendments respecting or extending the rights of its citizens.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Comprehension |
Master |
IL Performance Descriptors: 14E. Stage H. |
Classroom
Home
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Rights: analyze/court/decision/limiting
The learner will be able to
analyze an influential U.S. Supreme Court case decision and the impact it had in promoting or limiting civil rights.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Analysis |
Master |
IL Performance Descriptors: 14E. Stage H. |
Classroom
Home
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Freedoms: compare/expanding/limiting
The learner will be able to
compare arguments for expanding or limiting freedoms and protection for citizens outlined in the Bill of Rights.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 14.E |
Analysis |
Master |
IL Performance Descriptors: 14E. Stage H. |
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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Price: explain/resources/produce
The learner will be able to
explain how the price of productive resources in a market economy would influence producer decision about how, how much, and what to produce.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Analysis |
Master |
IL Performance Descriptors: 15A. Stage H. |
Classroom
Home
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Productivity: analyze/relationship/wages
The learner will be able to
analyze the relationship between productivity and wages.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Analysis |
Master |
IL Performance Descriptors: 15A. Stage H. |
Classroom
Home
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Economy: demonstrate/flow/interaction
The learner will be able to
demonstrate the circular flow of interaction among households, businesses, and government in the economy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Comprehension |
Master |
IL Performance Descriptors: 15A. Stage H. |
Classroom
Home
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Economy: describe/role/institutions
The learner will be able to
describe the role of financial institutions in the economy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Knowledge |
Master |
IL Performance Descriptors: 15A. Stage H. |
Classroom
Home
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Unemployment: identify/causes
The learner will be able to
identify the causes of unemployment.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Knowledge |
Master |
IL Performance Descriptors: 15A. Stage H. |
Classroom
Home
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GDP: define
The learner will be able to
define GDP.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.A |
Knowledge |
Master |
IL Performance Descriptors: 15A. Stage H. |
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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Price: explain/market/demanded/up/down
The learner will be able to
explain why, as the market price of a good or service goes up, the quantity demanded by consumers goes down.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Comprehension |
Master |
IL Performance Descriptors: 15B. Stage H. |
Classroom
Home
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Price: determine/market/product/supply
The learner will be able to
determine the market clearing price when given graphic data about the supply and demand for a product.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Analysis |
Master |
IL Performance Descriptors: 15B. Stage H. |
Classroom
Home
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Price: predict/change/good/service
The learner will be able to
predict how the change in price of one good or service can lead to changes in prices of other goods and services.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Comprehension |
Master |
IL Performance Descriptors: 15B. Stage H. |
Classroom
Home
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Prices: explain/market/economy/scarce
The learner will be able to
explain how prices help allocate scarce goods and services in a market economy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Comprehension |
Master |
IL Performance Descriptors: 15B. Stage H. |
Classroom
Home
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Economy: explain/shortages/surpluses
The learner will be able to
explain why shortages and surpluses occur in a market economy and provide real-world examples of each.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.B |
Analysis |
Master |
IL Performance Descriptors: 15B. Stage H. |
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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Incentives: provide/economic/behavior
The learner will be able to
provide examples of how changes in incentives encourage people to change their economic behavior in predictable ways.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Comprehension |
Master |
IL Performance Descriptors: 15C. Stage H. |
Classroom
Home
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Incentive: provide/responses/differing
The learner will be able to
provide examples of how the same incentive will bring about differing responses from differing people.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Comprehension |
Master |
IL Performance Descriptors: 15C. Stage H. |
Classroom
Home
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Price: explain/market/quantity/good
The learner will be able to
explain why, as the market price of a good or service goes up, the quantity supplied also goes up.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.C |
Comprehension |
Master |
IL Performance Descriptors: 15C. Stage H. |
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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Advantage: provide/comparative/school
The learner will be able to
provide an example of comparative advantage in the school or community.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Comprehension |
Master |
IL Performance Descriptors: 15D. Stage H. |
Classroom
Home
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Trade: explain/comparative/advantage
The learner will be able to
explain why comparative advantage leads to specialization and trade.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Comprehension |
Master |
IL Performance Descriptors: 15D. Stage H. |
Classroom
Home
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Trade: identify/barriers/explain/impact
The learner will be able to
identify barriers to trade and their impact, and explain why nations create barriers to trade (e.g., tariffs on steel, etc.).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Knowledge |
Master |
IL Performance Descriptors: 15D. Stage H. |
Classroom
Home
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Jobs: analyze/impact/imports/consumers
The learner will be able to
analyze the impact of an increase or decrease in imports on jobs and consumers in the U.S.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Analysis |
Master |
IL Performance Descriptors: 15D. Stage H. |
Classroom
Home
|
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Jobs: analyze/impact/exports/consumers
The learner will be able to
analyze the impact of an increase or decrease in exports on jobs and consumers in the U.S.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Analysis |
Master |
IL Performance Descriptors: 15D. Stage H. |
Classroom
Home
|
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Economy: identify/technologies/impact
The learner will be able to
identify new technologies over time and explain their impact on the economy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.D |
Knowledge |
Master |
IL Performance Descriptors: 15D. Stage H. |
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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Taxes: identify/proportional/economy
The learner will be able to
identify examples of proportional, progressive, and regressive taxes in the economy (e.g., property, sales, income).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Knowledge |
Master |
IL Performance Descriptors: 15E. Stage H. |
Classroom
Home
|
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Tax: evaluate/fairness/efficiency/kind
The learner will be able to
evaluate the fairness and efficiency of each kind of tax.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Analysis |
Master |
IL Performance Descriptors: 15E. Stage H. |
Classroom
Home
|
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Economy: analyze/costs/policies/effect
The learner will be able to
analyze the benefits and costs to individuals and businesses of government policies that affect the economy.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Analysis |
Master |
IL Performance Descriptors: 15E. Stage H. |
Classroom
Home
|
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Revenue: identify/sources/governments
The learner will be able to
identify the main sources of revenue for federal and for state governments.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Knowledge |
Master |
IL Performance Descriptors: 15E. Stage H. |
Classroom
Home
|
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Economy: explain/laws/policies/market
The learner will be able to
explain how laws and government policies affecting the economy establish rules to help a market economy function effectively.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 15.E |
Analysis |
Master |
IL Performance Descriptors: 15E. Stage H. |
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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Watershed: define/concept/event/history
The learner will be able to
define the concept of a "watershed" event in history.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Knowledge |
Master |
IL Performance Descriptors: 16A. Stage H. |
Classroom
Home
|
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Event: explain/source/accurate/primary
The learner will be able to
explain why a primary source may not necessarily provide an accurate description of an historical event.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Comprehension |
Master |
IL Performance Descriptors: 16A. Stage H. |
Classroom
Home
|
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Source: identify/view/author/primary
The learner will be able to
identify the point of view of the author as found in a primary source document.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Knowledge |
Master |
IL Performance Descriptors: 16A. Stage H. |
Classroom
Home
|
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source: identify/inconsistencies/author
The learner will be able to
identify any inconsistencies of an author as found in a primary source document.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Knowledge |
Master |
IL Performance Descriptors: 16A. Stage H. |
Classroom
Home
|
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Sources:assess/value/photographs
The learner will be able to
assess the value of posed and candid photographs as primary sources.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.A |
Evaluation |
Master |
IL Performance Descriptors: 16A. Stage H. |
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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Constitutional: evaluate/consequences/US
The learner will be able to
evaluate the consequences of constitutional change and continuity over time (U.S.).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Analysis |
Master |
IL Performance Descriptors: 16B. Stage H. |
Classroom
Home
|
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Events: summarize/development/court/US
The learner will be able to
summarize the significant events that occurred during the development of the Supreme Court of the United States (US).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Analysis |
Master |
IL Performance Descriptors: 16B. Stage H. |
Classroom
Home
|
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History: describe/contributions/judicial
The learner will be able to
describe the contributions of individuals or groups who had a significant impact on the course of judicial history (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage H. |
Classroom
Home
|
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Events: describe/diplomatic/history
The learner will be able to
describe the significant events and contributions of individuals or groups in the development of United States diplomatic history (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage H. |
Classroom
Home
|
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Trends: identify/political/world/common
The learner will be able to
identify common political trends in the eastern and western hemispheres after 1500 CE (e.g., colonization, de-colonization, nationalism) (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage H. |
Classroom
Home
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Relationships: analyze/cause/effect
The learner will be able to
analyze the political cause and effect relationships created by European exploration and expansion in the eastern and western hemispheres (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Analysis |
Master |
IL Performance Descriptors: 16B. Stage H. |
Classroom
Home
|
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Political: identify/individuals/thought
The learner will be able to
identify the contributions of significant individuals to worldwide political thought (e.g., Locke, Burke, Marx) after 1500 (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.B |
Knowledge |
Master |
IL Performance Descriptors: 16B. Stage H. |
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
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Trade: describe/impact/developments/USA
The learner will be able to
describe the impact of trade on political, social, economic, and environmental developments in a place or region of the United States, 1865-present (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage H. |
Classroom
Home
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Goods/services: explain/changes/affected
The learner will be able to
explain how changes in science and technology affected the exchange of goods and services, economic institutions, and the movement of people among different regions of the United States, 1865-present (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Analysis |
Master |
IL Performance Descriptors: 16C. Stage H. |
Classroom
Home
|
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Entrepreneurs: explain/organized/profits
The learner will be able to
explain how entrepreneurs organized their businesses and influenced government to limit competition and maximize profits (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Comprehension |
Master |
IL Performance Descriptors: 16C. Stage H. |
Classroom
Home
|
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Conflict: describe/economic/causes/USA
The learner will be able to
describe the economic causes of conflict in United States History since 1865 (e.g., Indian Wars, Civil War, urban unrest) (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage H. |
Classroom
Home
|
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Labor: describe/ideas/organized/USA
The learner will be able to
describe significant people, ideas, and events in the rise of organized labor from 1865-1914 (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Knowledge |
Master |
IL Performance Descriptors: 16C. Stage H. |
Classroom
Home
|
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Trends: analyze/economic/world
The learner will be able to
analyze the impact of long-term economic trends on the political, social, economic, and environmental developments of societies in different parts of the world, 1500 CE to present (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Analysis |
Master |
IL Performance Descriptors: 16C. Stage H. |
Classroom
Home
|
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Goods/services: explain/changes/affected
The learner will be able to
explain how changes in science and technology affected the exchange of goods and services among people of different geographical regions of the past (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.C |
Analysis |
Master |
IL Performance Descriptors: 16C. Stage H. |
Classroom
Home
|
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Trends: describe/impact/economic/world
The learner will be able to
describe the global impact of long-term economic trends from 1500-present (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 H. |
Classroom
Home
|
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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
|
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Roles: analyze/changing/status/USA
The learner will be able to
analyze the changing roles and status of men, women, and children from the colonial period through the 19th Century (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Analysis |
Master |
IL Performance Descriptors: 16D. Stage H. |
Classroom
Home
|
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Customs: compare/importance/traditions
The learner will be able to
compare the importance of people's customs and traditions during the historical development of a geographic region during the colonial/frontier periods and the 19th Century (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Analysis |
Master |
IL Performance Descriptors: 16D. Stage H. |
Classroom
Home
|
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Life: describe/family/groups/periods/USA
The learner will be able to
describe family life of select groups of people during the colonial/frontier periods and the 19th Century (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage H. |
Classroom
Home
|
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Discrimination: analyze/consequences
The learner will be able to
analyze the consequences of discrimination past and present (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Analysis |
Master |
IL Performance Descriptors: 16D. Stage H. |
Classroom
Home
|
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Migrations: analyze/impact/mass/world
The learner will be able to
analyze the impact of mass migrations of people upon the political, economic, social, and environmental aspects of a world region (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Analysis |
Master |
IL Performance Descriptors: 16D. Stage H. |
Classroom
Home
|
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Social: assess/world/history/individuals
The learner will be able to
assess the impact of significant individuals or groups on world social history (e.g., religious leaders, philosophers) (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Evaluation |
Master |
IL Performance Descriptors: 16D. Stage H. |
Classroom
Home
|
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Issues: describe/artists/social/world
The learner will be able to
describe how the work of artists around the world (e.g., musicians, artists, film-makers) reflects social issues (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.D |
Knowledge |
Master |
IL Performance Descriptors: 16D. Stage H. |
Classroom
Home
|
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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
|
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Migration: analyze/effects/environment
The learner will be able to
analyze the social, political, and economic effects on the abandoned environment of a significant migration of people from one region to another (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Analysis |
Master |
IL Performance Descriptors: 16E. Stage H. |
Classroom
Home
|
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Migration: describe/demographic/history
The learner will be able to
describe the demographic distribution of people before and after a significant migration in United States history (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage H. |
Classroom
Home
|
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Environment: describe/dispersion/effects
The learner will be able to
describe the effects on the environment of the dispersion of European colonists in North America after 1500 CE (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage H. |
Classroom
Home
|
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Migrations: describe/cultural/features
The learner will be able to
describe how major migrations have affected the cultural features of cities and rural communities in the United States (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage H. |
Classroom
Home
|
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Environment: assess/industrial/USA
The learner will be able to
assess the effect of the industrial revolution on the physical environment in the United States (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Evaluation |
Master |
IL Performance Descriptors: 16E. Stage H. |
Classroom
Home
|
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Environment: assess/suburbanization/USA
The learner will be able to
assess the effects on the environment of the historic process of suburbanization and rural depopulation (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Evaluation |
Master |
IL Performance Descriptors: 16E. Stage H. |
Classroom
Home
|
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Features: assess/disaster/physical/USA
The learner will be able to
assess the effects of a significant past natural environmental disaster on the physical and cultural features of the landscape of a place or region in the United States (USA).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Evaluation |
Master |
IL Performance Descriptors: 16E. Stage H. |
Classroom
Home
|
|
Migration: describe/effect/environment
The learner will be able to
describe the social, demographic, political, and economic effects on the abandoned environment of a significant migration of people in World History (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage H. |
Classroom
Home
|
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Environmental: describe/Columbian/world
The learner will be able to
describe the environmental effects of the "Columbian Exchange" (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage H. |
Classroom
Home
|
|
Migrations: describe/cultural/features
The learner will be able to
describe how major migrations have affected the cultural features of cities and rural communities (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Knowledge |
Master |
IL Performance Descriptors: 16E. Stage H. |
Classroom
Home
|
|
Environment: assess/industrial/world
The learner will be able to
assess the effect of the industrial revolution on the physical environment in an industrialized country (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Evaluation |
Master |
IL Performance Descriptors: 16E. Stage H. |
Classroom
Home
|
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Environment: assess/industrial/agrarian
The learner will be able to
assess the impact on the environment of the industrial revolution on a traditional agrarian culture (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Evaluation |
Master |
IL Performance Descriptors: 16E. Stage H. |
Classroom
Home
|
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Environment: assess/suburbanization
The learner will be able to
assess the effects on the environment of the historic process of suburbanization and the depopulation of rural regions (World).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 16.E |
Evaluation |
Master |
IL Performance Descriptors: 16E. Stage H. |
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
|
|
Map: translate/sketch/illustrate
The learner will be able to
translate a mental map into sketch form to illustrate relative location of, size of, and distances between geographic features (e.g., cities, mountains, rivers).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Comprehension |
Master |
IL Performance Descriptors: 17A. Stage H. |
Classroom
Home
|
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Maps: demonstrate/information
The learner will be able to
demonstrate understanding of how to display spatial information by constructing maps, graphs, diagrams, and charts to display spatial information (e.g., choropleth maps, climographs, population pyramids).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Comprehension |
Master |
IL Performance Descriptors: 17A. Stage H. |
Classroom
Home
|
|
Movement: analyze/space/time/patterns
The learner will be able to
analyze patterns of movement in space and time (e.g., hurricane tracks over several seasons, the spread of influenza throughout the world).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Analysis |
Master |
IL Performance Descriptors: 17A. Stage H. |
Classroom
Home
|
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Time zones: describe/location/global
The learner will be able to
describe the location of places using the global system of time zones.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Knowledge |
Master |
IL Performance Descriptors: 17A. Stage H. |
Classroom
Home
|
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Time zones: demonstrate/world/time
The learner will be able to
demonstrate understanding of world time zones by determining the date and time in selected cities around the world in reference to Springfield, Illinois.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.A |
Comprehension |
Master |
IL Performance Descriptors: 17A. Stage H. |
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
|
|
Climates: analyze/climographs/places
The learner will be able to
analyze climographs for selected places and suggest reasons for similarities and differences in climates.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Analysis |
Master |
IL Performance Descriptors: 17B. Stage H. |
Classroom
Home
|
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Technology: hypothesize/physical/systems
The learner will be able to
hypothesize about the future effects of the use of technology on Earth's physical systems (e.g., climate, soil, air, water).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Synthesis |
Master |
IL Performance Descriptors: 17B. Stage H. |
Classroom
Home
|
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Landscapes: analyze/physical/changes
The learner will be able to
analyze the causes and effects of changes over time in physical landscapes (e.g., forest cover, water distribution, temperature fluctuations) as shown on maps, graphs, and satellite produced images.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Analysis |
Master |
IL Performance Descriptors: 17B. Stage H. |
Classroom
Home
|
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Movement: predict/tectonic/plates
The learner will be able to
predict the potential outcomes of the continued movement of Earth's tectonic plates (e.g., continental drift, earthquakes, volcanic activity).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.B |
Comprehension |
Master |
IL Performance Descriptors: 17B. Stage H. |
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
|
|
Resource: explain/patterns/distribution
The learner will be able to
explain the patterns of natural resource distribution (e.g., petroleum, timber, in various regions of the United States and the world).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Comprehension |
Master |
IL Performance Descriptors: 17C. Stage H. |
Classroom
Home
|
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Environment: identify/location/influence
The learner will be able to
identify reasons related to the natural environment that influence the location of certain human activities (e.g., corn production in Illinois, rice in Southeast Asia).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Knowledge |
Master |
IL Performance Descriptors: 17C. Stage H. |
Classroom
Home
|
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Environment: analyze/urban/centers
The learner will be able to
analyze rapidly growing urban centers to determine the impact of urban sprawl on the physical and human environment.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Analysis |
Master |
IL Performance Descriptors: 17C. Stage H. |
Classroom
Home
|
|
Environment: explain/alterations
The learner will be able to
explain how human induced alterations of the environment have resulted in human migration (e.g., "Okies" from the Dust Bowl to California, the expanding Sahara).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Comprehension |
Master |
IL Performance Descriptors: 17C. Stage H. |
Classroom
Home
|
|
Environment: rank/hazards/impact/people
The learner will be able to
rank natural hazards based on the degree of impact on people and the physical environment (e.g., loss of life, destruction of property, economic impact, alteration of ecosystems).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.C |
Evaluation |
Master |
IL Performance Descriptors: 17C. Stage H. |
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
|
|
Past: describe/legacies/places/present
The learner will be able to
describe how legacies of the past have affected past and present human characteristics of places (e.g., wealth and poverty, exploitation, colonialism and independence).
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Knowledge |
Master |
IL Performance Descriptors: 17D. Stage H. |
Classroom
Home
|
|
Population: explain/movements/past
The learner will be able to
explain, in terms of "push-pull" factors, the major population movements that have occurred in the past and may occur among places and regions.
| Strand |
Bloom's |
Scope |
Source |
Activities |
| Standard 17.D |
Analysis |
Master |
IL Performance Descriptors: 17D. Stage H. |
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