| (B) describe levels of economic development of various
societies using indicators such as life expectancy, gross domestic
product (GDP), GDP per capita, and literacy.
(9) Government. The student understands the concepts
of limited and unlimited governments. The student is expected to:
(A) describe and compare examples of limited and unlimited
governments such as constitutional (limited) and totalitarian (unlimited);
(B) identify reasons for limiting the power of government;
and
(C) identify and describe examples of human rights
abuses by limited or unlimited governments such as the oppression
of religious, ethnic, and political groups.
(10) Government. The student understands various ways
in which people organize governments. The student is expected to:
(A) identify and give examples of governments with
rule by one, few, or many;
(B) compare ways in which various societies such as
China, Germany, India, and Russia organize government and how they
function; and
(C) identify historical origins of democratic forms
of government such as Ancient Greece.
(11) Citizenship. The student understands that the
nature of citizenship varies among societies. The student is expected
to:
(A) describe and compare roles and responsibilities
of citizens in various contemporary societies, including the United
States; and
(B) explain how opportunities for citizens to participate
in and influence the political process vary among various contemporary
societies.
(12) Citizenship. The student understands the relationship
among individual rights, responsibilities, duties, and freedoms in
societies with representative governments. The student is expected
to:
(A) identify and explain the duty of civic participation
in societies with representative governments; and
(B) explain relationships among rights, responsibilities,
and duties in societies with representative governments.
(13) Culture. The student understands the similarities
and differences within and among cultures in various world societies.
The student is expected to:
(A) identify and describe common traits that define
cultures and culture regions;
(B) define a multicultural society;
(C) analyze the experiences and contributions of diverse
groups to multicultural societies; and
(D) identify and explain examples of conflict and cooperation
between and among cultures.
(14) Culture. The student understands that all societies
have basic institutions in common even though the characteristics
of these institutions may differ. The student is expected to:
(A) identify institutions basic to all societies, including
government, economic, educational, and religious institutions;
(B) compare characteristics of institutions in various
contemporary societies; and
(C) analyze the efforts and activities institutions
use to sustain themselves over time.
(15) Culture. The student understands relationships
that exist among world cultures. The student is expected to:
(A) identify and describe means of cultural diffusion
such as trade, travel, and war;
(B) identify and describe factors that influence cultural
change such as improvements in communication, transportation, and
economic development;
(C) analyze the impact of improved communication technology
among cultures; and
(D) identify the impact of cultural diffusion on individuals
and world societies.
(16) Culture. The student understands the relationship
that exists between the arts and the societies in which they are produced.
The student is expected to:
(A) explain the relationships that exist between societies
and their architecture, art, music, and literature;
(B) describe ways in which contemporary issues influence
creative expressions; and
(C) identify examples of art, music, and literature
that convey universal themes such as religion, justice, and the passage
of time.
(17) Culture. The student understands the relationships
among religion, philosophy, and culture. The student is expected to:
(A) explain the relationship among religious ideas,
philosophical ideas, and cultures; and
(B) explain the significance of religious holidays
and observances such as Christmas, Easter, Ramadan, the annual hajj,
Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary
societies.
(18) Science, technology, and society. The student
understands the influences of science and technology on contemporary
societies. The student is expected to:
(A) identify examples of scientific discoveries, technological
innovations, and scientists and inventors that have shaped the world;
(B) explain how resources, economic factors, and political
decisions affect the use of technology; and
(C) make predictions about future social, political,
economic, cultural, and environmental impacts that may result from
future scientific discoveries and technological innovations.
(19) Social studies skills. The student applies critical-thinking
skills to organize and use information acquired through established
research methodologies from a variety of valid sources, including
technology. The student is expected to:
(A) differentiate between, locate, and use valid primary
and secondary sources such as oral, print, and visual material and
artifacts to acquire information about various world cultures;
(B) analyze information by sequencing, categorizing,
identifying cause-and-effect relationships, comparing, contrasting,
finding the main idea, summarizing, making generalizations and predictions,
and drawing inferences and conclusions;
(C) organize and interpret information from outlines,
reports, databases, and visuals, including graphs, charts, timelines,
and maps; and
(D) identify different points of view about an issue
or current topic.
(20) Social studies skills. The student uses geographic
tools to collect, analyze, and interpret data. The student is expected
to:
(A) answer geographic questions, including: Where is
it located? Why is it there? What is significant about its location?
How is its location related to the location of other people, places,
and environments? Using latitude and longitude, where is it located?;
(B) pose and answer questions about geographic distributions
and patterns for various world regions and countries shown on maps,
graphs, and charts;
(C) compare various world regions and countries using
data from maps, graphs, and charts; and
(D) create and interpret regional sketch maps, thematic
maps, graphs, and charts depicting aspects such as population, disease,
and economic activities of various world regions and countries.
(21) Social studies skills. The student communicates
in written, oral, and visual forms. The student is expected to:
(A) use social studies terminology correctly;
(B) incorporate main and supporting ideas in verbal
and written communication based on research;
(C) express ideas orally based on research and experiences;
(D) create written and visual material such as journal
entries, reports, graphic organizers, outlines, and bibliographies
based on research; and
(E) use effective written communication skills, including
proper citations to avoid plagiarism.
(22) Social studies skills. The student uses problem-solving
and decision-making skills, working independently and with others.
The student is expected to use problem-solving and decision-making
processes to identify a problem, gather information, list and consider
options, consider advantages and disadvantages, choose and implement
a solution, and evaluate the effectiveness of the solution.
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