The highlighted evidence outcomes are the priority for all students, serving as the essential concepts and skills. It is recommended that the remaining evidence outcomes listed be addressed as time allows, representing the full breadth of the curriculum.

Students Can (Evidence Outcomes):

• Gather, organize, synthesize, and critique information, from multiple and diverse perspectives, to determine if it is sufficient to answer historical questions about the Western Hemisphere. For example: Indigenous People, Latinos, African Americans, Asian Americans, Hawaiian/Pacific Islander, LGBTQ, and religious minorities and differing opinions within such groups.  (1.1.c)

• Determine and explain the historical context of key people, events, cause and effect relationships, and ideas over time including the examination of different perspectives from people involved. For example: The complex interactions between majority and minority groups and individuals involved in European colonization in the Western hemisphere. (1.2.b)

• Identify examples of the social, political, cultural, and economic development in the Western Hemisphere. For example: The extension of networks of communication, colonial empires, patterns of migration over time, and international trade. (1.2.c)

• Describe how current economic systems in the Western Hemisphere (such as traditional, command, market, and mixed) developed. (3.1.a)

• Use economic reasoning to explain how specialization of production can result in more interdependence. For example: international trade patterns. (3.1.b)

• Explain how different societies view and use money and resources.  (3.1.c)

• Describe the role of competition and supply and demand in the determination of prices and wages in a market economy. (3.1.d)

• Explain the roles of buyers and sellers in product, labor, and financial markets. (3.2.a)

• Explore how consumer spending decisions and demand impact market economies. (3.2.b)

• Analyze how external factors might influence spending decisions for different individuals. (3.2.c)

• Understand how basic budgeting, investing, saving, and personal behavior with maney affects teh economic system as a consumer and/or producer.  (3.2.d)

• Examine changes and connections in ideas about citizenship in different times and places in the Western Hemisphere. For example: Indigenous Peoples are either denied citizenship or citizenship is not always desired; immigration and a nation’s quota preferences; and the changes in naturalization requirements change over time. (4.1.a)

• Explain how political ideas of significant people and groups interact, are interconnected, and influence nations and regions in the Western Hemisphere, both in the past and today. (4.1.b)

• Analyze political issues from national and global perspectives over time in North America, South America, and the Caribbean. (4.1.c)

• Identify historical examples illustrating how people from diverse backgrounds such as African American, Latino, Asian American, and Indigenous Peoples in the Western Hemisphere perceived, reacted to, and influenced national and international policies and issues. (4.1.d)

• Examine and explain the development of foundational principles of government systems in the Western Hemisphere.  (4.2.a)

• Describe structures and functions of different systems of government in the Western Hemisphere.  (4.2.b)

• Identify how different systems of government relate to their citizens in the Western Hemisphere and how systems of government create advantages for some of their citizens and disadvantages for others.  (4.2.c)

• Compare the economic components of the different systems of government in the Western Hemisphere.  (4.2.d)

• Explain the value each nation and/or culture places on economic prosperity, individual liberty, human rights, freedom of the press, freedom of religion, equal rights, and respect for neighbors.  (4.2.e)

• Investigate the historical, social, and cultural influences of minorities on civil governments of the United States, and the rest of the Western Hemisphere.  (4.2.f)

Academic Vocabulary and Language Expectations

• Maquiladora, NAFTA, fair trade, globalization, primary sector, secondary sector, tertiary sector, Human Development Index (HDI), per capita GDP, command economy, market economy, free trade, infrastructure

• Grade 6-8 Social Studies Language Expectations