Language Arts

• Reading
• Grade 4
• Standard 1. The student understands and uses different skills and strategies to read.
  
  1.1 Uses word recognition and word meaning skills to read and comprehend text
• Uses language structure to understand reading materials including sentence structure, prefixes, suffixes, contractions, and simple abbreviations
• Uses meaning, context, and pictures to comprehend story
• Identifies and uses strategies including working out unknown words, self-correcting, and re-reading to comprehend
• 1.2 Builds vocabulary through reading
• Builds reading vocabulary by interpreting context clues and using dictionaries, glossaries, thesaurus and other sources
• Learns content area vocabulary
• 1.3 Reads fluently, adjusting reading for purpose and material
• Reads familiar text with ease
• Reads slowly or re-reads when using new skills or reading new materials
• Reads medium level chapter books with accuracy, expression and fluency
• Skims and scans to select books or locate information
• 1.4 Understands elements of literature
• Identifies literary devices (e.g., exaggeration)
• Understands sentence structure, paragraphs, and chapters
• Discusses literary elements (e.g., plot, characters, setting, point of view, problem, sequence of events, solution)
• 1.5 Uses features of nonfiction text and computer software
• Uses text features:
  Computer: keyboard, icon, mouse, computer menu, keyword searches
  Text: title, page number, caption, label, chart, author and illustrator, cover information, title page, table of contents, diagram, map, glossary, map and key, index, chapter, pie chart/bar graph, directions, appendix, reference, introduction, timetable, parenthesis, acknowledgement, checklist, subheading, table asterisk, graph, blurb
• Identifies and understands new features:
  Text: footnote, abbreviation, preface
• Finds and sorts information for a specific topic or purpose
• Locates and uses text organizers (e.g., index, glossaries)
• Recognizes organizational features of electronic information (e.g., pull-down menus, word searches, icons)
• Standard 2. The student understands the meaning of what is read.
  
  2.1 Comprehends important ideas and details
• Demonstrates basic comprehension of the content of literary, informational, and task- oriented texts (e.g., plays, newspaper articles, instructions)
• Demonstrates comprehension of the main idea and supporting details; summarizes ideas in own words
• Connects previous experiences and knowledge when reading to understand characters, events, and information
• Makes inferences and predictions based on the reading text
• 2.2 Expands comprehension by analyzing, interpreting, and synthesizing information and ideas
• Uses thinking skills to increase understanding including ability to predict, infer, question, compare, summarize, analyze, interpret, and evaluate - all with supporting evidence
• Applies information from reading to give response or insight
• Finds similarities and differences in stories; understands relationship between parts of a text or between two simple texts
• makes connections to other authors, books and perspectives
• Uses logical sequence to accurately retell stories
• 2.3 Thinks critically and analyzes authors' use of language, style, purpose, and perspective
• Separates fact from opinion
• Recognizes different purposes and styles for writing (e.g., point of view, persuasive techniques, cultural perspective)
• Applies information gained from reading to give a response and express insight
• Standard 3. The student reads different materials for a variety of purposes.
• 3.1 Reads to learn new information and
• 3.2 Reads to perform a task
• Reads nonfiction:
  Instructions, report, nonfiction text, question and answer, article, poster directions
  Reference: glossary, dictionary, map, encyclopedia,
  Literacy: diary/journal, biography, essay
  Advertising: advertisement, labels, signs, brochure
  Workplace: technical text
• Reads new forms of nonfiction for research and real life purposes:
  Reference: thesaurus, directory, atlas, CD Rom
  Literacy: autobiography
  Workplace: newspaper, memo, business, schedule
• Locates information on one topic from a variety of resources
• Uses library to select texts at appropriate level, based on intent or purpose
• Locates and uses a variety of resource materials including technology
• Observes and uses signs, labels, and instructions
• Selects resources to answer a question or solve a problem
• Reads multi-step written directions and performs tasks for a variety of real life purposes (e.g., schedules, recipes, instructions)
• 3.3 Reads for literary experience in a variety of forms
• Reads, responds to, and evaluates a variety of traditional and contemporary literature (e.g., folk tales, stories, myths, rhymes, poems, plays, historical fiction, fantasy)
• Reads a variety of literature representing different cultures, perspectives, and issues
• Understands different views of family, friendship, culture, and tradition found in literature
• Participates in small group literature discussions
• Standard 4. The student sets goals and evaluates progress to improve reading.
  
  4.1 Assesses strengths and need for improvement
• Uses strategies to monitor reading progress and to overcome reading difficulties
• Sets reading goals; asks questions and makes predictions prior to and during reading
• 4.2 Seeks and offers feedback to improve reading
• Uses agreed upon standards to improve reading skills such as fluency, vocabulary, and comprehension for self and others
• 4.3 Develops interests and shares reading experiences
• Selects favorite authors, subjects, and books and shares with others
• Selects books independently at appropriate level
• Writing
• Grade 4
• Standard 1. The student writes clearly and effectively.
  
  1.1 Develops concept and design
• Ideas and content
  * Represents one main idea or topic in text
• Chooses own topic; writes in more than one genre
• Includes relevant details
• Elaborates on details to enhance or support main ideas
• Paraphrases information accurately
• Cites sources when writing reports
• Organization
  * Organizes text with a clear beginning, middle, and end (spatial, sequential); uses transitions to construct logical order
• Uses paragraphs to organize text
• 1.2 Uses style appropriate to the audience and purpose
• Voice
  * Recognizes voice in others' writing
• Demonstrates awareness of the audience
• Communicates own perspective and ideas
• Word choice
  * Uses patterns and vocabulary from literature and nonfiction
• Uses words in more than one context
• Uses interesting language, strong verbs and dialogue
• Sentence fluency
• 1.3 Applies writing conventions
• Conventions (see Expected Conventions by Grade Level)
• Writes complete sentences
• Uses correct subject-verb agreement
• Uses capitalization and punctuation (ending punctuation, commas, quotation marks) accurately in the final draft
• Edits for spelling correctly in the final draft, using spelling tools
• Indicates paragraphs consistently
• Uses legible handwriting
• Standard 2. The student writes in a variety of forms for different audiences and purposes.
  
  2.1 Writes for different audiences
• Writes for self, teacher, or other personally known audience
• 2.2 Writes for different purposes
• Writes for different purposes
  Poetry
  narrative: to tell a story
  expository: to direct, to tell about something, to learn
  persuasive: to persuade
• 2.3 Writes in a variety of forms
• Comparison, expository, book review, problem solution essay, speech, personal narrative, etc.
• Standard 3. The student understands and uses the steps of the writing process.
  
  3.1 Prewrites; generates ideas and gathers information
• Generates own ideas (brainstorms); organizes and plans writing (outlining, webbing, story mapping, listing, jotting, free writing, etc.)
• Uses available tools and technology such as a computer consistently throughout the writing process
• 3.2 Drafts; elaborates on a topic and supporting ideas
• Writes using own vocabulary, spelling, and drawings
• Forms complete phrases, sentences, and thoughts
• Uses planning ideas to produce a rough draft
• 3.3 Revises; collects input and enhances text and style
• Collects input from others
• Rereads writing to self or others to see if it makes sense
• Adds or changes appropriate language and/or graphics to enhance text and style
• 3.4 Edits; uses resources to correct spelling, punctuation, grammar and usage. (see Expected Conventions by Grade Level)
• Uses a dictionary, thesaurus nad word lists to edit errors
• Corrects errors with assistance
• Adds missing or necessary words
• Corrects common errors in spelling, punctuation, and capitalization
• 3.5 Publishes;
• Selects a display form and publishing options such as a book or a poster
• Produces a legible final product
• Uses technology when needed
• Standard 4. The student analyzes and evaluates the effectiveness of written work.
  
  4.1 Assesses own strengths and need for improvement
• Assesses progress and sets writing goals
• Uses established criteria to reflect on and improve writing
• 4.2 Seeks and offers feedback
• Accepts and employs feedback on own writing when appropriate
• Offers positive feedback on others' writing

• Communication
• Grade 4
• Standard 1. The student uses listening and observation skills to gain understanding.
  
  1.1 Focuses attention
• Pays attention while others are talking
• Pays attention to oral stories, instructions, reports, assemblies, and daily announcements
• 1.2 Listens and observes to gain and interpret information
• Recognizes nonverbal communication
• Identifies visual information from a science experiment
• Interprets visual texts, illustrations, comics, and videos
• Listens for, identifies, and explains main ideas, details, fact vs. opinion, and meaning
• Demonstrates listening strategies for following instructions
• 1.3 Checks for understanding by asking questions and paraphrasing
• Asks questions to clarify content and meaning including who, what, why, when, where, and how
• Paraphrases information
• Selects information and gives opinions
• Standard 2. The student communicates ideas clearly and effectively
  
  2.1 Communicates clearly to a range of audiences for different purposes
• Communicates to teacher, small group, and class; (e.g., by tutoring or giving reports)
• Shows beginning awareness of the needs of an audience
• Uses narrative and descriptive forms of speech
• 2.2 Develops content and ideas
• Chooses content which relates to topic
• Selects material from readily available sources
• Organizes information in a sequential pattern (beginning, middle, end) using simple transitions
• Describes ideas in concrete terms
• 2.3 Uses effective delivery
• Speaks at a volume and rate that enables others to follow
• Projects voice well
• Speaks fluently and expressively to the class
• Uses good posture and eye contact
• Begins to use facial expressions and body language to convey a message or enhance an oral presentation
• 2.4 Uses effective language and style
• Speaks using standard grammar
• Uses complete sentences
• Uses age-appropriate vocabulary
• Uses words and illustrations such as pictures or charts to create an effective presentation
• 2.5 Effectively uses action, sound, and/or images to support presentations
• Experiments with a variety of media and resources to convey a message or enhance an oral presentation
• Standard 3. The student uses communication strategies and skills to work effectively with others.
  
  3.1 Uses language to interact effectively and responsibly with others
• Demonstrates conversation skills; (e.g., entering in, taking turns, responding to others' remarks, and closing a conversation)
• Distinguishes between types of speech such as a chat, a warning, or a joke
• Uses language that is respectful of others' feelings and rights
• Shows awareness of possible difficulties when communicating cross-culturally
• 3.2 Works cooperatively as a member of a group
• Assumes a variety of assigned roles within a group to perform a task
• Contributes to group with ideas and effort
• Respects others' feelings and right to participate in a group
• 3.3 Seeks agreement and solutions through discussion
• Identifies and shares ideas and points of view
• Accepts responsibility for personal actions
• Formulates ideas and identifies possible alternatives
• Suggests solutions and initiates action
• Standard 4. The student analyzes and evaluates the effectiveness of formal and informal communication.
  
  4.1 Assesses strengths and needs for improvement; assesses own and others' communication strengths and needs and sets goals for improvement
• Uses established criteria to evaluate and improve one's own and others' presentations
• 4.2 Seeks and offers feedback; seeks and uses feedback to improve communication; offers suggestions and comments to others
• Offers feedback on others' presentations
• Accepts and applies feedback on own presentation when appropriate
• 4.3 Analyzes mass communication
• Identifies various forms of mass communication such as magazines, television, newspapers, and the internet; identifies messages in simple advertisements
• Identifies fact, opinion, and assumptions in mass communication
• Understands that all media is produced from a point of view and with a set of assumptions

Mathematics

• Number Sense
• Grade 4
• Number Sense and Computation
  MNS Students understand concepts and apply skills, which develop number sense.
  
  M4NS1 Students understand the place value of whole numbers and decimals to two decimal places and how whole numbers and decimals relate to simple fractions. Students use the concepts of negative numbers.
• 1.1 Read and write whole numbers in the millions.
• 1.2 Order and compare whole numbers and decimals to two decimal places.
• 1.3 Round whole numbers through the millions to the nearest ten, hundred, thousand, ten thousand, or hundred thousand.
• 1.4 Decide when a rounded solution is called for and explain why such a solution may be appropriate.
• 1.5 Explain different interpretations of fractions, for example, parts of a whole, parts of a set, and division of whole numbers by whole numbers; explain equivalents of fractions (see Standard 4.0).
• 1.6 Write tenths and hundredths in decimal and fraction notations and know the fraction and decimal equivalents for halves and fourths.
• 1.7 Write the fraction represented by a drawing of parts of a figure; represent a given fraction by using drawings; and relate a fraction to a simple decimal on a number line.
• 1.8 Use concepts of negative numbers (e.g., on a number line, in counting, in temperature, in "owing").
• 1.9 Identify on a number line the relative position of positive fractions, positive mixed numbers, and positive decimals to two decimal places
• M4NS2 Students extend their use and understanding of whole numbers to the addition and subtraction of simple decimals.
• 2.1 Estimate and compute the sum or difference of whole numbers and positive decimals to two places.
• 2.2 Round two-place decimals to one decimal or the nearest whole number and judge the reasonableness of the rounded answer.
• M4NS3 Students solve problems involving addition, subtraction, multiplication, and division of whole numbers and understand the relationships among the operations.
• 3.1 Demonstrate an understanding of, and the ability to use, standard algorithms for the addition and subtraction of multi-digit numbers.
• 3.2 Demonstrate an understanding of, and the ability to use, standard algorithms for multiplying a multi-digit number by a two-digit number and for dividing a multi-digit number by a one-digit number; use relationships between them to simplify computations and to check results.
• 3.3 Solve problems involving multiplication of multi-digit numbers by two-digit numbers.
• 3.4 Solve problems involving division of multi-digit numbers by one-digit numbers.
• M4NS4 Students know how to factor small whole numbers.
• 4.1 Understand that many whole numbers can be factored or broken down in different ways.
• 4.2 Understand the concepts of prime numbers and composite numbers.

• Algebra and Functions
• Grade 4
• Algebra and Functions
  MAF Students use concepts and patterns involved with developing algebraic thought.
  
  M4AF1 Students use and interpret variables, mathematical symbols, and properties to write and simplify expressions and sentences.
• 1.1 Use letters, boxes, or other symbols to stand for any number in simple expressions or equations (e.g., demonstrate an understanding and the use of the concept of a variable).
• 1.2 Interpret and evaluate mathematical expressions that now use parentheses.
• 1.3 Use parentheses to indicate which operation to perform first when writing expressions containing more than two terms and different operations.
• 1.4 Use and interpret formulas (e.g., area = length x width) to answer questions about quantities and their relationships.
• 1.5 Understand that an equation such as y = 3x + 5 is a prescription for determining a second number when a first number is given.
• M4AF2 Students know how to manipulate equations.
• 2.1 Know and understand that equals added to equals are equal.
• 2.2 Know and understand that equals multiplied by equals are equal.
• Measurement and Geometry
• Grade 4
• Measurement and Geometry
  MMG Students understand and apply measurement and geometric concepts.
  
  M4MG1 Students understand perimeter and area.
• 1.1 Measure the area of rectangular shapes by using appropriate units.
• 1.2 Recognize that rectangles that have the same area can have different perimeters.
• 1.3 Understand that rectangles that have the same perimeter can have different areas.
• 1.4 Understand and use formulas to solve problems involving perimeters and areas of rectangles and squares. Use those formulas to find the areas of more complex figures by dividing the figures into basic shapes.
• M4MG2 Students use two-dimensional coordinate grids to represent points and graph lines and simple figures.
• 2.1 Draw the points corresponding to linear relationships on graph paper (e.g., draw 10 points on the graph of the equation y = 3x and connect them by using a straight line).
• 2.2 Understand that the length of a horizontal line segment equals the difference of the x-coordinates.
• 2.3 Understand that the length of a vertical line segment equals the difference of the y-coordinates.
• M4MG3 Students demonstrate an understanding of plane and solid geometric objects and use this knowledge to show relationships and solve problems.
• 3.1 Identify lines that are parallel and perpendicular.
• 3.2 Identify the radius and diameter of a circle.
• 3.3 Identify congruent figures.
• 3.4 Identify figures that have bilateral and rotational symmetry.
• 3.5 Know the definitions of a right angle, an acute angle, and an obtuse angle. Under-stand that 90°, 180°, 270°, and 360° are associated, respectively, with 1 /4, 1 /2, 3 /4, and full turns.
• 3.6 Visualize, describe, and make models of geometric solids (e.g., prisms, pyramids) in terms of the number and shape of faces, edges, and vertices; interpret two-dimensional representations of three-dimensional objects; and draw patterns (of faces) for a solid that, when cut and folded, will make a model of the solid.
• 3.7 Know the definitions of different triangles (e.g., equilateral, isosceles, scalene) and identify their attributes.
• 3.8 Know the definition of different quadrilaterals (e.g., rhombus, square, rectangle, parallelogram, and trapezoid).

• Statistics, Analysis & Probability
• Grade 4
• Statistics, Data Analysis and Probability
  MSP Students apply concepts of statistics, data analysis and probability.
  
  M4SP1 Students organize, represent, and interpret numerical and categorical data and clearly communicate their findings.
• 1.1 Formulate survey questions; systematically collect and represent data on a number line; and coordinate graphs, tables, and charts
• 1.2 Identify the mode(s) for sets of categorical data and the mode(s), median, and any apparent outliers for numerical data sets.
• 1.3 Interpret one- and two-variable data graphs to answer questions about a situation.
• M4SP2 Students make predictions for simple probability situations.
• 2.1 Represent all possible outcomes for a simple probability situation in an organized way (e.g., tables, grids, tree diagrams).
• 2.2 Express outcomes of experimental probability situations verbally and numerically (e.g., 3 out of 4; 3 /4).

• Mathematical Reasoning
• Grade 4
• Mathematical Reasoning and Application
  MMR Students develop mathematical reasoning and understand the nature and uses of math.
  
  M4MR1 Students make decisions about how to approach problems.
• 1.1 Analyze problems by identifying relationships, distinguishing relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
• 1.2 Determine when and how to break a problem into simpler parts.
• M4MR2 Students use strategies, skills, and concepts in finding solutions.
• 2.1 Use estimation to verify the reasonableness of calculated results.
• 2.2 Apply strategies and results from simpler problems to more complex problems.
• 2.3 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, and models, to explain mathematical reasoning.
• 2.4 Express the solution clearly and logically by using the appropriate mathematical notation and terms and clear language; support solutions with evidence in both verbal and symbolic work.
• 2.5 Indicate the relative advantages of exact and approximate solutions to problems and give answers to a specified degree of accuracy.
• 2.6 Make precise calculations and check the validity of the results from the context of the problem.
• M4MR3 Students move beyond a particular problem by generalizing to other situations:
• 3.1 Evaluate the reasonableness of the solution in the context of the original situation.
• 3.2 Note the method of deriving the solution and demonstrate a conceptual under-standing of the derivation by solving similar problems.
• 3.3 Develop generalizations of the results obtained and apply them in other circumstances.

Science

• PHYSICAL SCIENCES
• Grade 4
• 1. Electricity and magnetism are related effects that have many useful applications in everyday life. As a basis for understanding this concept:
• a. Students know how to design and build simple series and parallel circuits by using components such as wires, batteries, and bulbs.
• b. Students know how to build a simple compass and use it to detect magnetic effects, including Earth's magnetic field.
• c. Students know electric currents produce magnetic fields and know how to build a simple electromagnet.
• d. Students know the role of electromagnets in the construction of electric motors, electric generators, and simple devices, such as doorbells and earphones.
• e. Students know electrically charged objects attract or repel each other.
• f. Students know that magnets have two poles (north and south) and that like poles repel each other while unlike poles attract each other.
• g. Students know electrical energy can be converted to heat, light, and motion.

• LIFE SCIENCES
• Grade 4
• 2. All organisms need energy and matter to live and grow. As a basis for understanding this concept:
• a. Students know plants are the primary source of matter and energy entering most food chains.
• b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.
• c. Students know decomposers, including many fungi, insects, and microorganisms, recycle matter from dead plants and anima.
• 3. Living organisms depend on one another and on their environment for survival. As a basis for understanding this concept:
• a. Students know ecosystems can be characterized by their living and nonliving components.
• b. Students know that in any particular environment, some kinds of plants and animals survive well, some survive less well, and some cannot survive at all.
• c. Students know many plants depend on animals for pollination and seed dispersal, and animals depend on plants for food and shelter.
• d. Students know that most microorganisms do not cause disease and that many are beneficial.

• EARTH SCIENCES
• Grade 4
• 4. The properties of rocks and minerals reflect the processes that formed them. As a basis for understanding this concept:
• a. Students know how to differentiate among igneous, sedimentary, and metamorphic rocks by referring to their properties and methods of formation (the rock cycle).
• b. Students know how to identify common rock-forming minerals (including quartz, calcite, feldspar, mica, and hornblende) and ore minerals by using a table of diagnostic properties.
• 5. Waves, wind, water, and ice shape and reshape Earth's land surface. As a basis for understanding this concept:
• a. Students know some changes in the earth are due to slow processes, such as erosion, and some changes are due to rapid processes, such as landslides, volcanic eruptions, and earthquakes.
• b. Students know natural processes, including freezing and thawing and the growth of roots, cause rocks to break down into smaller pieces.
• c. Students know moving water erodes landforms, reshaping the land by taking it away from some places and depositing it as pebbles, sand, silt, and mud in other places (weathering, transport, and deposition).

• INVESTIGATION AND EXPERIMENTATION
• Grade 4
• 6. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:
• a. Differentiate observation from inference (interpretation) and know scientists' explanations come partly from what they observe and partly from how they interpret their observations.
• b. Measure and estimate the weight, length, or volume of objects.
• c. Formulate and justify predictions based on cause-and-effect relationships.
• d. Conduct multiple trials to test a prediction and draw conclusions about the relationships between predictions and results.
• e. Construct and interpret graphs from measurements.
• f. Follow a set of written instructions for a scientific investigation.

Social Studies

• Civics
• Upper Elementary
• Government
  SSC1: Examine the structure and purposes of governments with specific emphasis on constitutional democracy.
• 1. Students will discuss the reasons why governments are needed and know the major things governments do.
• Politics
  SSC2: Understand the principles and ideals underlying global political systems.
• Students will understand that a society requires commitment on the part of its citizens.
• Citizenship
  SSC3: Understand the rights, privileges, responsibilities and obligations of citizenship and the obstacles to them.
• 1. Students will identify the differences between rights, privileges, responsibilities and obligations of citizens.
• Participation
  SSC4: Develop and employ the skills necessary for effective, participatory citizenship.
• Describe how laws and amendments can affect rights and society.
• World Affairs
  SSC5: Understand how the world is organized politically and the role government bodies play in the international arena.
• 1. Explain various ways that nations of the world interact with each other.
• 2. Describe how events in a country/region have a global impact.

• Geography
• Upper Elementary
• People, Places and Cultures
  SSG1: Students will gain an understanding of the locations and characteristics of places.
• 1. Locate and describe the different human and physical characteristics of places and regions.
• 2. Locate and describe diverse kinds of communities and explain the reasons for their characteristics and locations.
• Regions, Patterns and Processes
  SSG2: Describe and compare the human and physical characteristics of countries, world regions, and explain the processes that created them.
• 1. Use maps and diagrams to represent and interpret geographical information.
• 3. Describe the physical and cultural geography of a region within historical/contemporary China.
• Location, Movement and Connections
  SSG3: Students will understand the interrelationships of economic and politcal activities, migration and information flow.
• 1. Describe major kinds of economic activity and explain the factors influencing their location.
• 2. Explain how transportation and communications link people and communities.
• 3. Describe some of the major movements of goods, people, jobs and information throughout the world and explain the reasons for the movements.
• Human/Environment Interaction
  SSG4: Understand how physical and human environments interact.
• 1. Describe the location, use and importance of different kinds of resources and the consequences of their use.
• 2. Explain how various people and cultures have adapted to and modified the environment.
• Global Issues and Events
  SSG5: Describe and explain the causes, consequences, and geographic context of major global issues and events.
• 1. Describe major world events and explain how they impact people and the environment.

• History
• Upper Elementary
• Chronology and Sequence
  SSKH1: Students will show understanding of past, present, and future time.
• 1. Understand cause and effect and the relationship between events
• 2. Identify individual actions, character traits and ideas that had an impact on historical events.
• 3. Understand the chronological order of historical events.
• Comprehension and Analysis
  SSKH2: Students will develop an understanding of history by comprehending the meaning, implication, importance, contingency and unpredictability of events.
• 1. Use different sources of information to recognize varying perspectives of the past.
• 2. Consider how their own ideas and concerns may differ from those expressed by influential individuals of the past.
• Synthesis and Application
  SSKH3: Students will reconstruct the past by comparing interpretations/perspectives of historical information to reach their own conclusions.
• 1. Use primary sources to reconstruct past events.
• 2. Interpret conflicting accounts of events from history.
• Interpretation and Evaluation
  SSKH4: Students will evaluate theories, ideas, decisions and long-term
• 1. Identify and analyze conflicting interest and values from the past that divided communities and/or nations.
• 2. Evaluate historical decisions and their short and long term consequences.

• Economics
• Upper Elementary
• Individual and Household Choices
  SSE1: Describe and demonstrate how the economic forces of scarcity and choice affect the management of personal financial resources, shape consumer decisions regarding the purchase, use, and disposal of goods and services and affect the economic well-being of individuals and society.
• 1. Explain why people must consider scarcity when making economic decisions.
• 2. Use decision-making models to explain personal financial choices.
• 3. Analyze the costs, benefits, and alternatives in the production of goods and services.
• 4. Explain the interaction that occurs and the roles that people take in the production and consumption processes.
• Business Choices
  SSE2: Explain and demonstrate how businesses confront scarcity and choice when organizing, producing and using resources, and when supplying the marketplace.
• 1. Identify different situations in which people work together to obtain resources e.g. hunting, harvesting, mining.
• 2. Identify reasons why people depend on others, or may need to work together in order to obtain resources.
• 3. Give examples of ways in which businesses interact in the production and use of goods and services.
• Economic Systems
  SSE4: Explain how a free market economic system works, as well as other economic systems, to coordinate and facilitate the exchange, production, distribution, and consumption of goods and services.
• 2. Describe how they act a a producer or consumer.
• 3. Analyze how a country's location and resources have impact on its economic development.
• Trade
  SSE5: Describe how trade generates economic development and interdependence and analyze the resulting challenges and benefits for individual, producers and government.
• 1. Map the movement of common household goods from producer to consumer.
• 2. Describe the benefits of international trade to consumers and producers.
• 3. Describe how businesses are involved in trade as producers, distributors, importers and exporters.