social studies...the prepared graduate competencies are the preschool through twelfth-grade concepts...

SOCIAL STUDIES Graduation Standards for a

Competency-Based Learning System

The National Council for the Social Studies (NCSS) defines social studies as:

“…the integrated study of the social sciences and humanities to promote civic competence. Within the school program, social studies provides coordinated,

systematic study drawing upon such disciplines as anthropology, archaeology, economics, geography, history, law, philosophy, political science, psychology, religion, and sociology, as well as appropriate content from the humanities, mathematics, and natural sciences. The primary purpose of social studies is to help young people make informed and reasoned decisions for the public good as citizens of a culturally diverse,

democratic society in an interdependent world.”

GOAL

The goal of the Social Studies curriculum is to develop informed Georgia citizens who

understand the history of the United States and our place in an ever increasing interconnected

world. It is essential that students understand their past and how that past influences the

present day and the future.

Application of Social Studies Processes, Knowledge, Skills,

and Civic Engagement

The prepared graduate competencies are the preschool through twelfth-grade concepts and skills that all students who complete the Henry County Schools education system must master to ensure their preparation and readiness for college and careers postsecondary. Prepared graduates in social studies can:

HISTORY: Evaluate a variety of sources to apply knowledge of major eras, enduring themes, turning points and historic influences to analyze the forces of continuity and change in the community, the state, the United States and the world.

GEOGRAPHY: Analyze the physical, human and environmental geography of Georgia, the United States and various regions of the world to evaluate the interdependent relationships and challenges facing human systems in the past, present and future.

GOVERNMENT: Apply understanding of the ideals and purposes of founding documents, the principles and structures of the constitutional government in the United States, and the American political system to analyze interrelationships among civics, government and politics in the past and the present, in Georgia, the United States and the world.

ECONOMICS: Apply the concepts and processes from economics to issues of personal finance and economic issues in local, state, national, and global markets.

APPLICATION OF SOCIAL STUDIES PROCESSES, KNOWLEDGE, SKILLS AND CIVIC ENGAGEMENT: Question, research, present and defend discipline-based processes and knowledge from civics, government, economics, geography and history in authentic contexts as well as apply the attributes of a responsible and active citizen to affect a real world issue based on a local need.

Social Studies

Prepared

Graduate Competencies

Graduation Standard #1 -- HISTORY Evaluate a variety of sources to apply knowledge of major eras, enduring themes, turning points and historic influences to analyze the forces of continuity and change in the community, the state, the United States and the world.

Elementary (K – 2)

Performance Indicators: a. Compare and contrast life in specific historical time periods to life today. b. Analyze similarities and differences of individuals and groups who have shaped significant historical changes

and continuities. c. Compare and contrast different accounts of the same historical event or era. d. Compare and contrast information provided by different historical sources about the past.

Scoring Criteria (The student can:)

Performance Indicator

Emerging Progressing Competent Exemplary

a. Compare and contrast life in specific historical time periods to life today.

Describe life in specific historical time periods.

Explain patterns in life from specific historical time periods.

Compare and contrast life in specific historical time periods to life today.

Make predictions about how life in specific historical time periods will affect life in the future.

b. Analyze similarities and differences of individuals and groups who have shaped significant historical changes and continuities.

Identify individuals and groups who have shaped significant historical changes and continuities.

Describe how individuals and groups have shaped significant historical changes and continuities.

Analyze similarities and differences of individuals and groups who have shaped significant historical changes and continuities.

Generate questions about individuals and groups who have shaped significant historical changes and continuities.

c. Compare and contrast different accounts of the same historical event or era.

Describe different accounts of the same historical event or era.

Distinguish between fact and opinion relating to the different accounts given from the same historical event or era.

Compare and contrast different accounts of the same historical event or era.

Connect common themes relating to different accounts of the same historical event or era.

d. Compare and contrast information provided by different historical sources about the past.

Identify information provided by different historical sources about the past.

Explain information provided by different sources about the past.

Compare and contrast information provided by different historical sources about the past.

Synthesize information provided by multiple sources about the past.


Elementary (3 – 5)

Performance Indicators: a. Compare and contrast life in specific historical time periods to life today. b. Analyze similarities and differences of individuals and groups who have shaped significant historical changes

and continuities. c. Evaluate the effectiveness of different perspectives of individuals and groups from the same historical time

period. d. Compare and contrast different accounts of the same historical event. e. Compare and contrast information provided by different historical sources about the past. f. Examine probable causes and effects of events and developments.



a. Compare and contrast life in specific historical time periods to life today.

Describe life in specific historical time periods.

Explain patterns in life from specific historical time periods.

Compare and contrast life in specific historical time periods to life today.

Make predictions about how life in specific historical time periods will affect life in the future.

b. Analyze similarities and differences of individuals and groups who have shaped significant historical changes and continuities.

Identify individuals and groups who have shaped significant historical changes and continuities.

Describe how individuals and groups have shaped significant historical changes and continuities.

Analyze similarities and differences of individuals and groups who have shaped significant historical changes and continuities.

Generate questions about individuals and groups who have shaped significant historical changes and continuities.

c. Evaluate the effectiveness of different perspectives of individuals and groups from the same historical time period.

Identify different perspectives of individuals and groups from the same historical time period.

Explain why individuals and groups during the same historical time period differed in their perspectives.

Evaluate the effectiveness of different perspectives of individuals and groups from the same historical time period.

Develop a logical argument from other perspectives of individuals and groups from the same historical time period.

d. Compare and contrast different accounts of the same historical event.

Describe different accounts of the same historical event.

Distinguish between fact and opinion relating to the different accounts given from the same historical event.

Compare and contrast different accounts of the same historical event.

Connect common themes relating to different accounts of the same historical event.

e. Compare and contrast information provided by different historical sources about the past.

Identify information provided by different historical sources about the past.

Explain information provided by different sources about the past.

Compare and contrast information provided by different historical sources about the past.

Synthesize information provided by multiple sources about the past.

f. Examine probable causes and effects of events and developments.

Identify probable causes and effects of events and developments.

Give examples of causes and effects of events and developments.

Examine probable causes and effects of events and developments.

Plan and develop a solution to potential problems identified in the events and developments.


Middle (6 – 8)

Performance Indicators: a. Evaluate effectiveness and impact of historical events and developments as examples of change and/or

continuity. b. Use questions generated about individuals and groups to analyze why they, and the developments they

shaped, are seen as historically significant. c. Analyze multiple factors that influenced the perspectives of people during different historical eras. d. Describe how people’s perspectives shaped the historical sources they created. e. Investigate possible limitations in the historical record based on evidence collected from different kinds of

historical sources. f. Explain multiple causes and effects of events and developments in the past.




a. Evaluate effectiveness of historical events and developments as examples of change and/or continuity.

Identify historical events and developments as examples of change and/or continuity.

Classify series of historical events and developments as examples of change and/or continuity.

Evaluate effectiveness and impact of historical events and developments as examples of change and continuity.

Illustrate common themes and concepts in historical events and developments.

b. Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.

Recognize individuals and groups who are historically significant.

Categorize figures in history into meaningful groups.

Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.

Analyze and synthesize information from multiple sources about individuals or groups who are historically significant.

c. Analyze multiple factors that influenced the perspectives of people during different historical eras.

Identify factors that influenced the perspectives of people during different historical eras.

Explain patterns that influenced the perspectives of people during different historical eras.

Analyze multiple factors that influenced the perspectives of people during different historical eras.

Justify the perspectives of people during different historical eras.

d. Critique how people’s perspectives shaped the historical sources they created.

Identify people’s perspectives that have shaped the historical sources they created.

Describe how people’s perspectives shaped the historical sources they created.

Critique how people’s perspectives shaped the historical sources they created.

Connect alternative perspectives across a variety of primary/secondary sources that show how people’s perspectives shaped the historical sources they created.

e. Investigate possible limitations in the historical record based on evidence collected from different kinds of historical sources.

Identify possible limitations in the historical record based on evidence collected from different kinds of historical sources.

Describe possible limitations in the historical record based on evidence collected from different kinds of historical sources.

Investigate possible limitations in the historical record based on evidence collected from different historical sources.

Make a case for the reasons behind possible limitations in the historical record based on evidence collected from different kinds of historical sources.

f. Explain multiple causes and effects of events and developments in the past.

Identify multiple causes and effects of events and developments in the past.

Describe multiple causes and effects of events and developments in the past.

Explain multiple causes and effects of events and developments in the past.

Connect the causes and effects of past events and developments to the present.


High (9 – 12)

Performance Indicators: a. Analyze change and continuity in historical eras. b. Use questions generated about individuals and groups to assess how the significance of their actions changes

over time and is shaped by the historical context. c. Determine how complex factors influenced the perspectives of people during different historical eras. d. Dissect possible limitations in various kinds of historical evidence and differing secondary interpretations.




a. Analyze change and continuity in historical eras.

Recognize examples of change and continuity in historical eras.

Identify patterns in change and continuity in historical eras.

Analyze change and continuity in historical eras.

Investigate the causes and consequences of change and continuity in historical eras.

b. Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.

List how the actions of individuals and groups changed over time and are shaped by the historical context.

Explain how the actions of individuals and groups changed over time and are shaped by the historical context.

Use questions generated about individuals and groups to assess how the significance of their actions changes over time and is shaped by the historical context.

Generate questions to judge how people’s perspectives influenced what information is available in the historical sources they created and how their actions are influenced by the historical context.

c. Determine how the complex factors influenced the perspectives of people during different historical eras.

Identify complex factors that influenced the perspectives of people during different historical eras.

Infer complex factors that influenced the perspectives of people during different historical eras.

Determine how the complex factors influenced the perspectives of people during different historical eras.

Critique complex factors that influenced the perspectives of people during different historical eras.

d. Dissect possible limitations in various kinds of historical evidence and differing secondary interpretations.

Explain possible limitations in various kinds of historical evidence and differing secondary interpretations.

Describe possible limitations in various kinds of historical evidence and differing secondary interpretations.

Dissect possible limitations in various kinds of historical evidence and differing secondary interpretations.

Design a plan to address possible limitations in various kinds of historical evidence and differing secondary interpretations.

Graduation Standard #2 -- GEOGRAPHY Analyze the physical, human and environmental geography of Georgia, the United States and various regions of the world to evaluate the interdependent relationships and challenges facing human systems in the past, present and future.


Performance Indicators: a. Create visual representations of the Earth’s major geographic features to explain relationships between

location of places and regions and their environmental characteristics using a variety of geographic tools and representations.

b. Examine patterns of how culture, climate, and environmental characteristics have influenced the way people modify and adapt to their environments.

c. Analyze the impact of geographic features on the daily lives of various cultures.




a. Create visual representations of the Earth’s major geographic features to explain relationships between location of places and regions and their environmental characteristics using a variety of geographic tools and representations.

Locate the Earth’s major geographic features.

Explain relationships between the location of places and regions and their environmental characteristics using a variety of geographic tools and representations.

Create visual representations of the Earth’s major geographic features to explain relationships between location of places and regions and their environmental characteristics using a variety of geographic tools and representations.

Analyze the relationships between location of places and regions and their environmental characteristics using various geographic tools and representations.


Identify culture, climate, and environmental characteristics of different environments.

Explain how culture, climate, and environmental characteristics influence the way people modify and adapt to their environments.

Examine patterns of how culture, climate, and environmental characteristics have influenced the way people modify and adapt to their environments.

Investigate how culture, climate, and environmental characteristics influence the way people modify and adapt to their environments.

c. Analyze the impact of geographic features on the daily lives of various cultures.

Identify the impact of geographic features on the daily lives of various cultures.

Explain the impact of geographic features on the daily lives of various cultures.

Analyze the impact of geographic features on the daily lives of various cultures.

Synthesize information about the impact of geographic features on the daily lives of various cultures.



Performance Indicators: a. Create visual representations of the Earth’s major geographic features to explain relationships between

location of places and regions and their environmental characteristics using a variety of geographic tools and representations.


c. Differentiate between the positive and negative ways humans modify the physical environment and how humans have used technology to do so.

d. Analyze the impact of geographic features on the daily lives of various cultures.




a. Create visual representations of the Earth’s major geographic features to explain relationships between location of places and regions and their environmental characteristics using a variety of geographic tools and representations.

Locate the Earth’s major geographic features.

Explain relationships between the location of places and regions and their environmental characteristics using a variety of geographic tools and representations.

Create visual representations of the Earth’s major geographic features to explain relationships between location of places and regions and their environmental characteristics using a variety of geographic tools and representations.

Analyze the relationships between location of places and regions and their environmental characteristics using various geographic tools and representations.


Identify culture, climate, and environmental characteristics of different environments.

Explain how culture, climate, and environmental characteristics influence the way people modify and adapt to their environments.

Examine patterns of how culture, climate, and environmental characteristics have influenced the way people modify and adapt to their environments.

Investigate how culture, climate, and environmental characteristics influence the way people modify and adapt to their environments.

c. Differentiate between the positive and negative ways humans modify the physical environment and how humans have used technology to do so.

Identify the ways humans modify the physical environment and how humans have used technology to do so.

Describe the ways humans modify the physical environment and how humans have used technology to do so.

Differentiate between the positive and negative ways humans modify the physical environment and how humans have used technology to do so.

Design a plan for improving for the negative ways humans have modified their physical environment.

d. Analyze the impact of geographic features on the daily lives of various cultures.

Identify the impact of geographic features on the daily lives of various cultures.

Explain the impact of geographic features on the daily lives of various cultures.

Analyze the impact of geographic features on the daily lives of various cultures.

Synthesize information about the impact of geographic features on the daily lives of various cultures.


Middle (6 – 8)

Performance Indicators: a. Compare the major regions of the Earth and their major physical features and political boundaries using a

variety of geographic tools. b. Using information from multiple sources, determine how cultural patterns and economic decisions influence

environments and the daily lives of people in both nearby and distant places. c. Differentiate how the interaction between human and physical systems can have positive and negative

consequences on the cultural characteristics and the physical resources of places. d. Draw conclusions about why the forces of cooperation and conflict, as well as the movement and interactions

of various people groups, have influenced the division and control of the Earth’s surface historically and in the present.




a. Compare the major regions of the Earth and their major physical features and political boundaries using a variety of geographic tools.

Locate the major regions of the Earth and their major physical features and political boundaries using a variety of geographic tools.

Describe the major regions of the Earth and their major physical features and political boundaries using a variety of geographic tools.

Compare the major regions of the Earth and their major physical and political boundaries using a variety of geographic tools.

Make connections relating to the major regions of the Earth and their major physical features and political boundaries using a variety of geographic tools and analyze the value of using different geographic representations.

b. Using information from multiple sources, determine how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

Identify how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

Explain how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

Using information from multiple sources, determine how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

Using information from multiple sources, synthesize information from multiple sources to see how cultural patterns and economic decisions influence environments and the daily lives of people in both nearby and distant places.

c. Differentiate how the interaction between human and physical systems can have positive and negative consequences on the cultural characteristics and the physical resources of places.

Identify how the interaction between human and physical systems can affect the cultural characteristics and the physical resources of places.

Explain how the interaction between human and physical systems can affect the cultural characteristics and the physical resources of places.

Differentiate how the interaction between human and physical systems can have positive and negative consequences on the cultural characteristics and the physical resources of places.

Create solutions for the negative consequences on the cultural characteristics and the physical resources of places.

d. Draw conclusions about why the forces of cooperation and conflict, as well as the movement and interactions of various people groups, have influenced the division and control of the Earth’s surface historically and in the present.

Identify how the forces of cooperation and conflict, as well as the movement and interactions of various people groups, have influenced the division and control of the Earth’s surface historically and in the present.

Explain how the forces of cooperation and conflict, as well as the movement and interactions of various people groups, have influenced the division and control of the Earth’s surface historically and in the present.

Draw conclusions about why the forces of cooperation and conflict, as well as the movement and interactions of various people groups, have influenced the division and control of the Earth’s surface historically and in the present.

Develop a logical argument for how the forces of cooperation and conflict, as well as the movement and interactions of various people groups have influenced the division and control of the Earth’s surface historically and in the present.


High (9 – 12)

Performance Indicators: a. Justify the spatial organization of people, places and environments on the Earth’s surface using mental maps,

geographic data and representations, geospatial technologies, and spatial thinking. b. Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial

patterns of trade, political organization, and land use. c. Analyze the interaction between human actions and environmental systems. d. Deconstruct how the forces of cooperation and conflict among people, as well as the movement and

interactions of various groups of people influence the division and control of the Earth’s surface historically and in the present.




a. Justify the spatial organization of people, places and environments on the Earth’s surface using mental maps, geographic data and representations, geospatial technologies, and spatial thinking.

Identify the spatial organization of people, places and environments on the Earth’s surface using mental maps, geographic data and representations, geospatial technologies, and spatial thinking.

Describe the spatial organization of people, places and environments on the Earth’s surface using mental maps, geographic data and representations, geospatial technologies, and spatial thinking.

Justify the spatial organization of people, places and environments on the Earth’s surface using mental maps, geographic data and representations, geospatial technologies, and spatial thinking.

Analyze the spatial organization of people, places and environments on the Earth’s surface using mental maps, geographic data and representations, geospatial technologies, and spatial thinking.

b. Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade, political organization, and land use.

Identify how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade, political organization, and land use.

Explain how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade, political organization, and land use.

Evaluate how changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade, political organization, and land use.

Hypothesize how future changes in the environmental and cultural characteristics of a place or region influence spatial patterns of trade, political organization, and land use.

c. Analyze the interaction between human actions and environmental systems.

Identify the interaction between human actions and environmental systems.

Give examples of the interaction between human actions and environmental systems.

Analyze the interaction between human actions and environmental systems.

Evaluate the use, distribution, and importance of resources in various regions of the world in influencing human-environmental interaction.

d. Deconstruct how the forces of cooperation and conflict among people, as well as the movement and interactions of various groups of people influence the division and control of the Earth’s surface historically and in the present.

Identify the forces of cooperation and conflict among people, as well as the movement and interactions of various groups of people influence the division and control of the Earth’s surface historically and in the present.

Explain the forces of cooperation and conflict among people, as well as the movement and interactions of various groups of people influence the division and control of the Earth’s surface historically and in the present.

Deconstruct how the forces of cooperation and conflict among people, as well as the movement and interactions of various groups of people influence the division and control of the Earth’s surface historically and in the present.

Evaluate how the forces of cooperation and conflict among people, as well as the movement and interactions of various groups of people influence the division and control of the Earth’s surface historically and in the present.

Graduation Standard #3 -- GOVERNMENT Apply understanding of the ideals and purposes of founding documents, the principles and structures of the constitutional government in the United States, and the American political system to analyze interrelationships among civics, government and politics in the past and the present, in Georgia, the United States and the world.


Performance Indicators: a. Explain the origins, functions, and structure of different levels of government, including those created by the

U.S. and state constitutions. b. Explain core civic virtues and democratic principles within the founding documents that guide government,

society, and communities.




a. Explain the origins, functions, and structure of different levels of government, including those created by the U.S. and state constitutions.

Define the functions and structure of different levels of government.

Compare and contrast the different levels of government.

Explain the origins, functions, and structure of different levels of government, including those created by the U.S. and state constitutions.

Analyze experience in a simulation relating to the branches of government.

b. Explain core civic virtues and democratic principles within the founding documents that guide government, society, and communities.

Identify the founding documents of the U.S.

Describe the origins and purpose of the founding documents of the U.S.

Explain core civic virtues and democratic principles within the founding documents that guide government, society, and communities.

Apply and adapt core civic virtues and democratic principles to real-world situations.



Performance Indicators: a. Distinguish the responsibilities and powers of government officials at various levels and branches of

government. b. Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions. c. Explain the origins, functions, and structure of different levels of government, including those created by the

U.S. and state constitutions. d. Explain core civic virtues and democratic principles within the founding documents that guide government,

society, and communities.




a. Distinguish the responsibilities and powers of government officials at various levels and branches of government.

Identify powers of government officials at various levels and branches of government.

Explain responsibilities and powers of government officials at various levels and branches of government.

Distinguish the responsibilities and powers of government officials at various levels and branches of government.

Connect the origins and purposes of the U.S. Constitution to existing levels and branches of government.

b. Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions.

Identify the rules, laws, and key U.S. constitutional provisions.

Give examples of rules, laws, and key U.S. constitutional provisions.

Examine the origins and purposes of rules, laws, and key U.S. constitutional provisions.

Analyze alternative perspectives across a variety of sources relating to rules, laws, and key U.S. constitutional provisions.

c. Explain the origins, functions, and structure of different levels of government, including those created by the U.S. and state constitutions.

Define the functions and structure of different levels of government.

Compare and contrast the different levels of government.

Explain the origins, functions, and structure of different levels of government, including those created by the U.S. and state constitutions.

Analyze experience in a simulation relating to the branches of government.

d. Explain core civic virtues and democratic principles within the founding documents that guide government, society, and communities.

Identify the founding documents of the U.S.

Describe the origins and purpose of the founding documents of the U.S.

Explain core civic virtues and democratic principles within the founding documents that guide government, society, and communities.

Apply and adapt core civic virtues and democratic principles to real-world situations.


Middle (6 – 8)

Performance Indicators: a. Distinguish between the powers and responsibilities of citizens, political parties, interest groups, and the media

in a variety of governmental and nongovernmental contexts. b. Interpret the origins, purposes, and impact of constitutions, laws, treaties, and international agreements. c. Analyze similarities and differences of the powers and limits of the three branches of government, public

officials, and bureaucracies at different levels in Georgia, the United States and other countries. d. Apply ideas and principles contained in the founding documents of the United States, and explain how they

influence the social and political system. Scoring Criteria (The student can:)



a. Distinguish between the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.

Identify the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.

Explain the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental context.

Distinguish between the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.

Apply the powers and responsibilities of citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts to solving societal problems.

b. Interpret the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.

Identify the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.

Explain the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.

Interpret the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.

Connect common themes in the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.

c. Analyze similarities and differences of the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in Georgia, the United States and other countries.

Identify the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in Georgia, the United States and other countries.

Explain the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in Georgia, the United States and other countries.

Analyze similarities and differences of the powers and limits of the three branches of government, public officials, and bureaucracies at different levels in Georgia, the United States and other countries.

Create and participate in a simulation relating to the three branches of government, public officials, and bureaucracies at different levels in Georgia, the United States, and other countries.

d. Apply ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system.

Identify ideas and principles contained in the founding documents of the United States.

Explain ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system.

Apply ideas and principles contained in the founding documents of the United States, and explain how they influence the social and political system.

Adapt ideas and principles contained in the founding documents of the United States to real-life situations.


High (9 – 12)

Performance Indicators:

a. Discriminate the powers and responsibilities of local, state, national, and international civic structures and power and perspectives of diverse cultures, including various historical and recent groups in Georgia, United States, and various cultures in the world.

b. Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order.

c. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.

d. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.




a. Discriminate the powers and responsibilities of local, state, national, and international civic structures and power and perspectives of diverse cultures, including various historical and recent groups in Georgia, United States, and various cultures in the world.

Identify the powers and responsibilities of local, state, national, and international civic structures.

Describe the powers and responsibilities of local, state, national, and international civic structures and power and perspectives of diverse cultures, including various historical and recent groups in Georgia, United States, and various cultures in the world.

Discriminate among the powers and responsibilities of local, state, national, and international civic structures and power and perspectives of diverse cultures, including various historical and recent groups in Georgia, United States, and various cultures in the world.

Analyze the use of powers and responsibilities of local, state, national, and international civic structures and power in relationship to the perspectives of diverse cultures, including various historical and recent groups in Georgia, United States, and various cultures in the world.

b. Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order.

Identify the ways constitutions, laws, treaties, and international agreements influence the maintenance of national and international order.

Explain the ways constitutions, laws, treaties, and international agreements influence the maintenance of national and international order.

Analyze the impact of constitutions, laws, treaties, and international agreements on the maintenance of national and international order.

Make predictions on how constitutions, laws, treaties, and international agreements could be used to maintain national and international order.

c. Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.

Identify the components of the U.S. Constitution that establish a system of government that has powers, responsibilities, and limits.

Describe the structures of the U.S. Constitution that allow citizens to change and contest government.

Explain how the U.S. Constitution establishes a system of government that has powers, responsibilities, and limits that have changed over time and that are still contested.

Analyze an historical or current example in which citizens challenged or contested the system of government established by the U.S. Constitution with powers, responsibilities, and limits.

d. Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.

Identify social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.

Describe social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.

Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.

Examine and explain how social and political systems in different contexts, times, and places have promoted civic virtues and enact democratic principles have changed over time.

Graduation Standard #4 -- ECONOMICS Apply the concepts and processes from economics to issues of personal finance and economic issues in local, state, national, and global markets.


Performance Indicators: a. Compare the benefits and costs of individual choices. b. Explain how producers of goods and services help satisfy the wants and needs of consumers in a market

economy, locally and nationally, by using natural, human, and capital resources. c. Justify situations in which personal choices are related to the use of financial resources (e.g. needs vs. wants,

spending, savings and investment, budgeting) and financial institutions.




a. Compare the benefits and costs of individual choices.

Identify the benefits and costs of individual choices.

Explain why there are benefits and costs of individual choices.

Compare the benefits and costs of individual choices.

Apply and adapt benefits and costs of individual choices to real-world situations.

b. Explain how producers of goods and services help satisfy the wants and needs of consumers in a market economy, locally and nationally, by using natural, human, and capital resources.

Identify producers of goods and services and needs of consumers in either a local or national market economy.

Give examples of how producers of goods and services help satisfy the wants and needs of consumers in a market economy, locally and nationally, by using natural, human, and capital resources.

Explain how producers of goods and services help satisfy the wants and needs of consumers in a market economy, locally and nationally, by using natural, human, and capital resources.

Plan and participate in an economic simulation using producers and consumers.

c. Justify situations in which personal choices are related to the use of financial resources (e.g. needs vs. wants, spending, savings and investment, budgeting) and financial institutions.

Identify situations in which personal choices are related to the use of financial resources (e.g. needs vs. wants, spending, savings and investment, budgeting) and financial institutions.

Describe situations in which personal choices are related to the use of financial resources (e.g. needs vs. wants, spending, savings and investment, budgeting) and financial institutions.

Justify situations in which personal choices are related to the use of financial resources (e.g. needs vs. wants, spending, savings and investment, budgeting) and financial institutions.

Create a budget using financial resources (e.g. needs vs. wants, spending, savings and investment, budgeting) and financial institutions.



Performance Indicators: a. Compare the benefits and costs of individual choices. b. Explain how producers of goods and services help satisfy the wants and needs of consumers in a market

economy, locally and nationally, by using natural, human, and capital resources. c. Justify situations in which personal choices are related to the use of financial resources (e.g. needs vs. wants,

spending, savings and investment, budgeting) and financial institutions.




a. Compare the benefits and costs of individual choices.

Identify the benefits and costs of individual choices.

Explain why there are benefits and costs of individual choices.

Compare the benefits and costs of individual choices.

Apply and adapt benefits and costs of individual choices to real-world situations.

b. Explain how producers of goods and services help satisfy the wants and needs of consumers in a market economy, locally and nationally, by using natural, human, and capital resources.

Identify producers of goods and services and needs of consumers in either a local or national market economy.

Give examples of how producers of goods and services help satisfy the wants and needs of consumers in a market economy, locally and nationally, by using natural, human, and capital resources.

Explain how producers of goods and services help satisfy the wants and needs of consumers in a market economy, locally and nationally, by using natural, human, and capital resources.

Plan and participate in an economic simulation using producers and consumers.

c. Justify situations in which personal choices are related to the use of financial resources (e.g. needs vs. wants, spending, savings and investment, budgeting) and financial institutions.

Identify situations in which personal choices are related to the use of financial resources (e.g. needs vs. wants, spending, savings and investment, budgeting) and financial institutions.

Describe situations in which personal choices are related to the use of financial resources (e.g. needs vs. wants, spending, savings and investment, budgeting) and financial institutions.

Justify situations in which personal choices are related to the use of financial resources (e.g. needs vs. wants, spending, savings and investment, budgeting) and financial institutions.

Create a budget using financial resources (e.g. needs vs. wants, spending, savings and investment, budgeting) and financial institutions.


Middle (6 – 8)

Performance Indicators: a. Explain how economic decisions affect the well-being of individuals, businesses, and society. b. Compare and contrast the functions and roles of key economic structures and processes including government,

taxes, businesses, trade and financial institutions. c. Recognize and explain patterns and consequences in personal spending and savings decisions including work,

wages, income, expenses, and budgets as they relate to the study of personal financial choices. d. Using appropriate data, evaluate the state of employment, unemployment, inflation, total production, income,

and economic growth in the economy.




a. Explain how economic decisions affect the well-being of individuals, businesses, and society.

Identify economic decisions that affect the well-being of individuals, businesses, and society.

Find examples of how economic decisions affect the well-being of individuals, businesses, and society.

Explain how economic decisions affect the well-being of individuals, businesses, and society.

Plan and develop a solution to an economic problem which affects the well-being of individuals, businesses, and society.

b. Compare and contrast the functions and roles of key economic structures and processes including government, taxes, businesses, trade and financial institutions.

Identify the functions and roles of key economic structures and processes including government, taxes, businesses, trade and financial institutions.

Describe the functions and roles of key economic structures and processes including government, taxes, businesses, trade and financial institutions.

Compare and contrast the functions and roles of key economic structures and processes including government, taxes, businesses, trade and financial institutions.

Evaluate the effectiveness of key economic structures and processes including government, taxes, businesses, trade and financial institutions.

c. Analyze patterns and consequences in personal spending and savings decisions including work, wages, income, expenses, and budgets as they relate to the study of personal financial choices.

Identify factors that contribute to personal spending and savings decisions including work, wages, income, expenses, and budgets as they relate to the study of personal financial choices.

Explain factors that contribute to personal spending and savings decisions including work, wages, income, expenses, and budgets as they relate to the study of personal financial choices.

Analyze patterns and consequences in personal spending and savings decisions including work, wages, income, expenses, and budgets as they relate to the study of personal financial choices.

Create a budget for personal spending and saving.

d. Using appropriate data, evaluate the state of employment, unemployment, inflation, total production, income, and economic growth in the economy.

Identify specific information in maps, charts, tables, or graphs relating to employment, unemployment, inflation, total production, income, and economic growth in the economy.

Explain specific information in maps, charts, tables, or graphs relating to employment, unemployment, inflation, total production, income, and economic growth in the economy.

Using appropriate data, evaluate the state of employment, unemployment, inflation, total production, income, and economic growth in the economy.

Make predictions about the future of employment, unemployment, inflation, total production, income, and economic growth in the economy, based on current data.


High (9 – 12)

Performance Indicators: a. Analyze how incentives influence choices that may result in policies with a range of costs. b. Apply the concepts of specialization, economic interdependence, comparative advantage, and supply and

demand as they relate to economic conditions or issues. c. Apply the different strategies of money management, and the positive and negative impacts that credit can

have on personal finances, using economic reasoning. d. Use economic indicators to analyze the current and future state of the economy.




a. Analyze how incentives influence choices that may result in policies with a range of costs.

Identify incentives that influence policy-making choices.

Explain how incentives can be used to influence policy-making choices.

Analyze how incentives influence choices that may result in policies with a range of costs.

Synthesize how different incentives were used in a policy-making simulation.

b. Apply the concepts of specialization, economic interdependence, comparative advantage, and supply and demand as they relate to economic conditions or issues.

Recognize the concepts of specialization, economic interdependence, comparative advantage, and supply and demand as they relate to economic conditions or issues.

Describe the concepts of specialization, economic interdependence, comparative advantage, and supply and demand as they relate to economic conditions or issues.

Apply the concepts of specialization, economic interdependence, comparative advantage, and supply and demand as they relate to economic conditions or issues.

Develop an economic plan that focuses on the concepts of specialization, economic interdependence, comparative advantage, and supply and demand.

c. Apply the different strategies of money management, and the positive and negative impacts that credit can have on personal finances, using economic reasoning.

Identify the different strategies of money management, and the positive and negative impacts that credit can have on personal finances, using economic reasoning.

Explain the different strategies of money management, and the positive and negative impacts that credit can have on personal finances, using economic reasoning.

Apply the different strategies of money management, and the positive and negative impacts that credit can have on personal finances, using economic reasoning.

Evaluate the different strategies of money management, and the positive and negative impacts that credit can have on personal finances, using economic reasoning.

d. Use economic indicators to analyze the current and future state of the economy.

Identify economic indicators to analyze the current and future state of the economy.

Explain economic indicators to analyze the current and future state of the economy.

Use economic indicators to analyze the current and future state of the economy.

Develop a plan using economic indicators to impact the current and future state of the economy.

Graduation Standard #5 – APPLICATION OF SOCIAL STUDIES PROCESSES, KNOWLEDGE, SKILLS AND CIVIC ENGAGEMENT Question, research, present and defend discipline-based processes and knowledge from civics, government, economics, geography and history in authentic contexts as well as apply the attributes of a responsible and active citizen to affect a real world issue based on a local need.


Performance Indicators: a. Infer the intended audience and purpose of a source from information within the source itself. b. Apply deliberative processes (questioning, researching, presenting, and defending) when making decisions or

reaching judgments as a group. c. Make and support decisions based on the beliefs, experiences, perspectives, and values that underlie their

own and others’ points of view about civic issues.




a. Infer the intended audience and purpose of a source from information within the source itself.

Identify the intended audience within a source.

Explain the purpose of a source from information within the source itself.

Infer the intended audience and purpose of a source from information within the source itself.

Make predictions based on the intended audience and purpose of a source from information within the source itself.

b. Apply deliberative processes (questioning, researching, presenting, and defending) when making decisions or reaching judgments as a group.

Identify the benefits of using deliberative processes (questioning, researching, presenting, and defending) when making decisions or reaching judgments as a group.

Describe the benefits of using deliberative processes (questioning, researching, presenting, and defending) when making decisions or reaching judgments as a group.

Apply deliberative processes (questioning, researching, presenting, and defending) when making decisions or reaching judgments as a group.

Plan and participate in an activity or project in which deliberative processes are used to make decisions or reach judgments as a group.

c. Make and support decisions based on the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.

Identify the beliefs, experiences, perspec-tives, and values that underlie their own and others’ points of view about civic issues.

Explain the beliefs, experiences, perspec-tives, and values that underlie their own and others’ points of view about civic issues.

Make and support decisions based on the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.

Illustrate how common themes about beliefs, experiences, perspectives, and values underlie their own and others’ points of view about civil issues.



Performance Indicators: a. Infer the intended audience and purpose of a source from information within the source itself. b. Analyze similarities and differences among historical sources including the maker, date, place of origin,

intended audience, and purpose. c. Apply deliberative processes (questioning, researching, presenting, and defending) when making decisions or

reaching judgments as a group. d. Make and support decisions based on the beliefs, experiences, perspectives, and values that underlie their

own and others’ points of view about civic issues.




a. Infer the intended audience and purpose of a source from information within the source itself.

Identify the intended audience within a source.

Explain the purpose of a source from information within the source itself.

Infer the intended audience and purpose of a source from information within the source itself.

Make predictions based on the intended audience and purpose of a source from information within the source itself.

b. Analyze similarities and differences among historical sources including the maker, date, place of origin, intended audience, and purpose.

Identify information about a historical source including the maker, date, place of origin, intended audience, and purpose.

Interpret information about a historical source including the maker, date, place of origin, intended audience, and purpose.

Analyze similarities and differences among historical sources including the maker, date, place of origin, intended audience, and purpose.

Develop a logical argument using historical sources including the maker, date, place of origin, intended audience, and purpose.

c. Apply deliberative processes (questioning, researching, presenting, and defending) when making decisions or reaching judgments as a group.

Identify the benefits of using deliberative processes (questioning, researching, presenting, and defending) when making decisions or reaching judgments as a group.

Describe the benefits of using deliberative processes (questioning, researching, presenting, and defending) when making decisions or reaching judgments as a group.

Apply deliberative processes (questioning, researching, presenting, and defending) when making decisions or reaching judgments as a group.

Plan and participate in an activity or project in which deliberative processes are used to make decisions or reach judgments as a group.

d. Make and support decisions based on the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.

Identify the beliefs, experiences, perspec-tives, and values that underlie their own and others’ points of view about civic issues.

Explain the beliefs, experiences, perspec-tives, and values that underlie their own and others’ points of view about civic issues.

Make and support decisions based on the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.

Illustrate how common themes about beliefs, experiences, perspectives, and values underlie their own and others’ points of view about civil issues.

Graduation Standard #5 – APPLICATION OF SOCIAL STUDIES PROCESSES, KNOWLEDGE SKILLS, AND CIVIC ENGAGEMENT Question, research, present and defend discipline-based processes and knowledge from civics, government, economics, geography and history in authentic contexts as well as apply the attributes of a responsible and active citizen to affect a real world issue based on a local need.

Middle (6 – 8)

Performance Indicators: a. Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of

origin, intended audience, and purpose. b. Utilize applicable evidence into a coherent argument about the past. c. Compare deliberative processes used by a wide variety of groups in various settings. d. Make and support decisions based on personal interests and perspectives, civic virtues, and democratic

principles when people address issues and problems in government and civil society.




a. Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose.

Recall the meaning of relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose.

Give an example of a historical source including information such as make, date, place of origin, intended audience, and purpose.

Evaluate the relevancy and utility of a historical source based on information such as maker, date, place of origin, intended audience, and purpose.

Connect and relate the ideas and concepts within a historical source to current events.

b. Utilize applicable evidence into a coherent argument about the past.

Cite applicable evidence into a coherent argument about the past.

Classify applicable evidence into a coherent argument about the past.

Utilize applicable evidence in a coherent argument about the past.

Examine and explain alternative arguments about the past.

c. Apply deliberative processes (questioning, researching, presenting, and defending) used by a wide variety of groups in various settings.

Recall deliberative processes (questioning, researching, presenting, and defending) used by a wide variety of groups in various settings.

Describe the benefits of using deliberative processes (questioning, researching, presenting, and defending) used by a wide variety of groups in various settings.

Apply deliberative processes (questioning, researching, presenting, and defending) used by a wide variety of groups in various settings.

Plan and participate in an activity or project in which deliberative processes are used by a wide variety of groups in various settings.

d. Make and support decisions based on personal interests and perspectives, civic virtues, and democratic principles when people ad-dress issues and problems in government and civil society.

Identify the personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.

Explain the relevance of personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.

Make and support decisions based on personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.

Illustrate how common themes about personal interests and perspectives, civic virtues, and democratic principles when people address issues and problems in government and civil society.


High (9 – 12)

Performance Indicators: a. Critique the usefulness of sources for a specific historical inquiry based on their maker, date, place of origin,

intended audience, and purpose. b. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about

the past. c. Make a decision based on an evaluation of citizens’ and institutions’ effectiveness in addressing social and

political problems at the local, state, national, and/or international level. d. Use appropriate deliberative processes in multiple settings.




a. Critique the usefulness of sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.

Explain the usefulness of sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.

Examine a proposal recommending alternative sources for

a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.

Critique the usefulness of sources for a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.

Craft a proposal recommending alternative sources for

a specific historical inquiry based on their maker, date, place of origin, intended audience, and purpose.

b. Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

Identify evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

Diagram the use of evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

Integrate evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

Critique the use of evidence from multiple relevant historical sources and interpretations into a reasoned argument about the past.

c. Make a decision based on an evaluation of citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, national, and/or international level.

List the factors to use to evaluate citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, national, and/or international level.

Diagram the effectiveness of citizens’ and institutions in addressing social and political problems at the local, state, national, and/or international level.

Make a decision based on an evaluation of citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, national, and/or international level.

Analyze decisions based on an evaluation of citizens’ and institutions’ effectiveness in addressing social and political problems at the local, state, national, and/or international level.

d. Use appropriate deliberative processes in multiple settings.

Identify appropriate deliberative processes for multiple settings.

Explain how different deliberative processes are appropriate for different settings.

Use appropriate deliberative processes in multiple settings.

Design appropriate deliberative processes in multiple settings.

social studies...the prepared graduate competencies are the preschool through twelfth-grade concepts...

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