Grade 7 Social Studies PA Core Standards

Social studies skills

Personal financial literacy

interpret a supply-and-demand graph using supply-and-demand schedules.

Economics

The student understands the concepts of scarcity and opportunity costs. The student is expected to:

explain why scarcity and choice are basic economic problems faced by every society;

describe how societies answer the basic economic questions: what to produce, how to produce, and for whom to produce;

describe the economic factors of production: land, labor, capital, and entrepreneurship; and

interpret a production-possibilities curve and apply the concepts of opportunity costs and scarcity.

The student understands key components of economic growth. The student is expected to:

analyze how productivity relates to growth;

analyze how technology relates to growth; and

analyze how trade relates to growth.

The student understands the role of money in an economy. The student is expected to:

describe the functions of money;

describe the characteristics of money, including commodity money, fiat money, and representative money; and

analyze the positive and negative aspects of barter, currency, and debit cards.

The student understands the role of the Federal Reserve System in establishing monetary policy. The student is expected to:

explain the structure of the Federal Reserve System;

analyze the three basic tools used to implement U.S. monetary policy, including reserve requirements, the discount rate and the federal funds rate target, and open-market operations;

explain how the actions of the Federal Reserve System affect the nation's money supply; and

describe the current role of the U.S. dollar in trade in the world market and analyze how that has changed over time, in particular since departing from the gold standard in 1971.

The student understands the role that the government plays in the U.S. free enterprise system. The student is expected to:

describe the role of government in the U.S. free enterprise system and the changes in that role over time; and

analyze the costs and benefits of U.S. economic policies, rules, and regulations related to the economic goals of economic growth, stability, full employment, freedom, security, equity (equal opportunity versus equal outcome), and efficiency.

The student understands the economic impact of fiscal policy decisions at the local, state, and national levels. The student is expected to:

identify types of taxes at the local, state, and national levels and the economic importance of each;

explain the categories of revenues and expenditures in the U.S. federal budget; and

analyze the impact of fiscal policy decisions on the economy.

The student understands types of business ownership. The student is expected to:

explain the characteristics of sole proprietorships, partnerships, and corporations; and

analyze the advantages and disadvantages of sole proprietorships, partnerships, and corporations.

The student understands the role of financial markets/institutions in saving, borrowing, and capital formation. The student is expected to:

explain the functions of financial institutions and how they affect households and businesses;

explain how the amount of savings in an economy is the basis of capital formation;

analyze the role of interest and risk in allocating savings to its most productive use; and

examine the types of accounts available to consumers from financial institutions and the risks, monetary costs, and benefits of maintaining these accounts.

The student understands the role of individuals in financial markets. The student is expected to:

develop strategies to become a low-risk borrower by improving and understanding one's personal credit score.

assess ways to be a wise investor in the stock market and in other personal investment options such as developing a personal retirement plan;

explain how to begin a savings program;

demonstrate how to maintain a checking account, including reconciling a bank statement;

identify the types of loans available to consumers;

explain the responsibilities and obligations of borrowing money; and

The student applies critical-thinking skills to analyze the costs and benefits of personal financial decisions. The student is expected to:

examine ways to avoid and eliminate credit card debt;

evaluate the costs and benefits of declaring personal bankruptcy;

evaluate the costs and benefits of buying insurance; and

evaluate the costs and benefits of charitable giving.

The student understands how to provide for basic needs while living within a budget. The student is expected to:

evaluate the costs and benefits of renting a home versus buying a home; and

assess the financial aspects of making the transition from renting to home ownership.

The student understands the interaction of supply, demand, and price. The student is expected to:

understand the effect of changes in price on the quantity demanded and quantity supplied;

identify the non-price determinants that create changes in supply and demand, which result in a new equilibrium price; and

The student understands the various methods available to pay for college and other postsecondary education and training. The student is expected to:

understand how to complete the Free Application for Federal Student Aid (FAFSA) provided by the United States Department of Education;

research and evaluate various scholarship opportunities such as those from state governments, schools, employers, individuals, private companies, nonprofits, and professional organizations;

analyze and compare student grant options;

analyze and compare student loan options, including private and federal loans; and

research and evaluate various work-study program opportunities.

The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

analyze economic information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

create economic models, including production-possibilities curves, circular-flow charts, and supply-and-demand graphs, to analyze economic concepts or issues;

explain a point of view on an economic issue;

analyze and evaluate a variety of economic information from primary and secondary sources for validity, credibility, accuracy, bias, propaganda, point of view, and frame of reference;

evaluate economic data using charts, tables, graphs, and maps; and

formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning for an intended audience and purpose.

The student communicates in written, oral, and visual forms. The student is expected to:

use social studies terminology correctly;

create written, oral, and visual presentations of economic information using effective communication skills, including proper citations and avoiding plagiarism; and

apply foundational language skills to engage in civil discourse about economics topics, including those with multiple perspectives.

The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

The student understands the reasons for international trade and its importance to the United States and the global economy. The student is expected to:

apply the concepts of absolute and comparative advantages;

compare the effects of free trade and trade barriers on economic activities, including the benefits and costs of participating in international trade; and

analyze the effects of changes in exchange rates on imports and exports.

The student understands free enterprise, socialist, and communist economic systems. The student is expected to:

explain the basic characteristics of economic systems, including property rights, incentives, economic freedom, competition, and the role of government;

contrast current and historic examples of the free enterprise system, socialism, and communism using the basic characteristics of economic systems; and

analyze the contributions of various economic philosophers, including Friedrich Hayek, Milton Friedman, John Maynard Keynes, and Adam Smith, and their impact on the U.S. free enterprise system.

The student understands the basic characteristics and benefits of the U.S. free enterprise system. The student is expected to:

explain the benefits of the U.S. free enterprise system, including individual freedom of consumers and producers, variety of goods, responsive prices, investment opportunities, and the creation of wealth; and

analyze recent changes in the basic characteristics, including private property, incentives, economic freedom, competition, and the limited role of government, of the U.S. economy.

The student understands the right to own, use, and dispose of private property. The student is expected to:

analyze the costs and benefits of the purchase, use, or disposal of personal and business property; and

identify and evaluate examples of restrictions that the government places on the use of business and individual property.

The student understands the circular-flow model of the economy. The student is expected to:

interpret the roles of resource owners and firms in a circular-flow model of the economy and provide real-world examples to illustrate elements of the model; and

explain how government actions affect the circular-flow model.

The student understands types of market structures. The student is expected to:

describe characteristics and give examples of pure competition, monopolistic competition, oligopoly, and monopoly; and

identify regulations that apply to the establishment and operation of various types of market structures.

The student understands key economic measurements. The student is expected to:

interpret economic data, including unemployment rate, gross domestic product, gross domestic product per capita as a measure of national wealth, and rate of inflation; and

analyze business cycles using key economic indicators.

The student understands traditional historical points of reference in Texas history. The student is expected to:

identify the major eras in Texas history, describe their defining characteristics, and explain the purpose of dividing the past into eras, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights; and Contemporary Texas; and

explain the significance of the following dates: 1519, mapping of the Texas coast and first mainland Spanish settlement; 1718, founding of San Antonio; 1821, independence from Spain; 1836, Texas independence; 1845, annexation; 1861, Civil War begins; 1876, adoption of current state constitution; and 1901, discovery of oil at Spindletop.

The student understands the characteristics, distribution, and migration of population in Texas in the 19th, 20th, and 21st centuries. The student is expected to:

identify why immigrant groups came to Texas and where they settled;

describe how immigration and migration to Texas have influenced Texas;

describe the structure of the population of Texas using demographic concepts such as growth rate and age distribution; and

analyze the effects of the changing population distribution and growth in Texas and the additional need for education, health care, and transportation.

The student understands the factors that caused Texas to change from an agrarian to an urban society. The student is expected to:

explain economic factors and the development of major industries that led to the urbanization of Texas such as transportation, oil and gas, and manufacturing; and

explain the changes in the types of jobs and occupations that have resulted from the urbanization of Texas.

The student understands the interdependence of the Texas economy with the United States and the world. The student is expected to:

explain the impact of national and international markets on the production of goods and services in Texas, including agriculture and oil and gas;

explain the impact of economic concepts within the free enterprise system such as supply and demand, profit, and world competition on the economy of Texas; and

analyze the impact of significant industries in Texas such as aerospace, medical, and computer technologies on local, national, and international markets.

The student understands the basic principles reflected in the Texas Constitution. The student is expected to:

identify how the Texas Constitution reflects the principles of limited government, republicanism, checks and balances, federalism, separation of powers, popular sovereignty, and individual rights; and

compare the principles and concepts of the Texas Constitution to the U.S. Constitution, including the Texas and U.S. Bill of Rights.

The student understands the structure and functions of government created by the Texas Constitution. The student is expected to:

describe the structure and functions of government at municipal, county, and state levels; and

identify major sources of revenue for state and local governments such as property taxes, sales taxes, bonds, and fees.

The student understands the rights and responsibilities of Texas citizens in a democratic society. The student is expected to:

explain rights of Texas citizens; and

explain civic responsibilities of Texas citizens and the importance of civic participation.

The student understands the importance of the expression of different points of view in a democratic society. The student is expected to:

identify different points of view of political parties and interest groups on important Texas issues, past and present; and

describe the importance of free speech and press in a democratic society.

The student understands the importance of effective leadership in a democratic society. The student is expected to:

identify the leadership qualities of elected and appointed leaders of Texas, past and present, including Texans who have been president of the United States; and

identify the contributions of Texas leaders such as Lawrence Sullivan "Sul" Ross, John Nance Garner ("Cactus Jack"), James A. Baker III, Henry B. González, Kay Bailey Hutchison, Barbara Jordan, Raymond L. Telles, Sam Rayburn, and Raul A. Gonzalez Jr.

The student understands the concept of diversity within unity in Texas. The student is expected to:

explain how the diversity of Texas is reflected in a variety of cultural activities and celebrations;

describe how people from various racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the larger Texas culture;

identify examples of Spanish influence and the influence of other cultures on Texas such as place names, vocabulary, religion, architecture, food, and the arts; and

identify contributions to the arts by Texans such as Roy Bedichek, Diane Gonzales Bertrand, J. Frank Dobie, Scott Joplin, Elisabet Ney, Amado Peña Jr., Walter Prescott Webb, and Horton Foote.

The student understands the impact of scientific discoveries and technological innovations on the political, economic, and social development of Texas. The student is expected to:

compare types and uses of technology, past and present;

identify Texas leaders in science and technology such as Walter Cunningham, Michael DeBakey, Denton Cooley, Benjy Brooks, Michael Dell, and Howard Hughes Sr.;

analyze the effects of various scientific discoveries and technological innovations on the development of Texas such as advancements in the agricultural, energy, medical, computer, and aerospace industries;

evaluate the effects of scientific discoveries and technological innovations on the use of resources such as fossil fuels, water, and land; and

analyze how scientific discoveries and technological innovations have resulted in an interdependence among Texas, the United States, and the world.

The student understands how individuals, events, and issues through the Mexican National Era shaped the history of Texas. The student is expected to:

compare the cultures of American Indians in Texas prior to European colonization such as Gulf, Plains, Puebloan, and Southeastern;

identify important individuals, events, and issues related to European exploration of Texas such as Alonso Álvarez de Pineda, Álvar Núñez Cabeza de Vaca, the search for gold, and the conflicting territorial claims between France and Spain;

identify important individuals, events, and issues related to European colonization of Texas, including the establishment of Catholic missions, towns, and ranches, and the contributions of individuals such as Fray Damián Massanet, Antonio Margil de Jesús, and Francisco Hidalgo;

identify the individuals, issues, and events related to Mexico becoming an independent nation and its impact on Texas, including Father Miguel Hidalgo, Texas involvement in the fight for independence, José Gutiérrez de Lara, the Battle of Medina, the Mexican federal Constitution of 1824, the merger of Texas and Coahuila as a state, the State Colonization Law of 1825, and slavery;

identify the contributions of significant individuals, including Moses Austin, Stephen F. Austin, Erasmo Seguín, Martín De León, and Green DeWitt, during the Mexican settlement of Texas; and

contrast Spanish, Mexican, and Anglo purposes for and methods of settlement in Texas.

The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:

differentiate between, locate, and use valid primary and secondary sources such as media and news services, biographies, interviews, and artifacts to acquire information about Texas;

analyze information by applying absolute and relative chronology through sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;

organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;

identify bias and points of view from the historical context surrounding an event that influenced the participants;

formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning related to a social studies topic; and

evaluate a variety of historical and contemporary sources for validity, credibility, bias, and accuracy.

The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

create and interpret thematic maps, graphs, and charts representing various aspects of Texas during the 19th, 20th, and 21st centuries; and

analyze and interpret geographic distributions and patterns in Texas during the 19th, 20th, and 21st centuries.

The student communicates in written, oral, and visual forms. The student is expected to:

use social studies terminology correctly;

use effective written communication skills, including proper citations and avoiding plagiarism;

create written, oral, and visual presentations of social studies information; and

apply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives.

The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

describe governmental and democratic processes such as voting, due process, and caucuses using simulations and models; and

use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas. The student is expected to:

describe the chain of events that led to the Texas Revolution, including the Fredonian Rebellion, the Mier y Terán Report, the Law of April 6, 1830, the Turtle Bayou Resolutions, and the arrest of Stephen F. Austin;

explain the roles played by significant individuals during the Texas Revolution, including George Childress, Lorenzo de Zavala, James Fannin, Sam Houston, Antonio López de Santa Anna, Juan N. Seguín, and William B. Travis; and

explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales; the siege of the Alamo, William B. Travis's letter "To the People of Texas and All Americans in the World," and the heroism of the diverse defenders who gave their lives there; the Constitutional Convention of 1836; Fannin's surrender at Goliad; and the Battle of San Jacinto.

The student understands how individuals, events, and issues shaped the history of the Republic of Texas and early Texas statehood. The student is expected to:

identify individuals, events, and issues during the administrations of Republic of Texas Presidents Houston, Lamar, and Jones such as the Texas Navy, the Texas Rangers, Jack Coffee Hays, Chief Bowles, William Goyens, Mary Maverick, José Antonio Navarro, the Córdova Rebellion, the Council House Fight, the Santa Fe Expedition, slavery, and the roles of racial and ethnic groups;

analyze the causes of and events leading to Texas annexation such as security and public debt; and

identify individuals, events, and issues during early Texas statehood, including the U.S.- Mexican War, the Treaty of Guadalupe-Hidalgo, slavery, and the Compromise of 1850.

The student understands how events and issues shaped the history of Texas during the Civil War and Reconstruction. The student is expected to:

explain the central role the expansion of slavery played in the involvement of Texas in the Civil War;

identify significant events concerning Texas and the Civil War such as the Battle of Galveston, the Battle of Sabine Pass, and the Battle of Palmito Ranch; and

explain the political, economic, and social effects of the Civil War and Reconstruction in Texas.

The student understands how individuals, events, and issues shaped the history of Texas from Reconstruction through the beginning of the 20th century. The student is expected to:

identify significant individuals, events, and issues, including the factors leading to the expansion of the Texas frontier, the effects of westward expansion on American Indians, the buffalo soldiers, and Quanah Parker;

identify significant individuals, events, and issues, including the development of the cattle industry from its Spanish beginnings and the cowboy way of life;

identify significant individuals, events, and issues, including the effects of the growth of railroads and the contributions of James Hogg; and

explain the political, economic, and social impact of the agricultural industry and the development of West Texas resulting from the close of the frontier.

The student understands how individuals, events, and issues shaped the history of Texas during the late 19th, 20th, and early 21st centuries. The student is expected to:

explain how the oil industry led to the industrialization of Texas;

define and trace the impact of "boom-and-bust" cycles of leading Texas industries throughout the 20th and early 21st centuries such as farming, oil and gas production, cotton, ranching, real estate, banking, and computer technology;

describe and compare the impact of reform movements in Texas in the 19th and 20th centuries such as progressivism, populism, women's suffrage, agrarianism, labor reform, and the conservative movement of the late 20th century;

describe and compare the civil rights and equal rights movements of various groups in Texas in the 20th century and identify key leaders in these movements such as James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison White; and

analyze the political, economic, and social impact of World War I, the Great Depression, World War II, and significant issues in the latter half of the 20th and early 21st centuries such as political and economic controversies, immigration, and migration on the history of Texas.

The student understands the location and characteristics of places and regions of Texas. The student is expected to:

locate and compare the Mountains and Basins, Great Plains, North Central Plains, and Coastal Plains regions;

locate and compare places of importance in Texas in terms of physical and human characteristics such as major cities, waterways, natural and historic landmarks, political and cultural regions, and local points of interest; and

analyze the effects of physical and human factors such as climate, weather, landforms, irrigation, transportation, and communication on major events in Texas.

The student understands the effects of the interaction between humans and the environment in Texas. The student is expected to:

identify ways in which Texans have adapted to and modified the environment and explain the positive and negative consequences of the modifications; and

explain ways in which geographic factors such as the Galveston Hurricane of 1900, the Dust Bowl, limited water resources, and alternative energy sources have affected the political, economic, and social development of Texas.

Social studies skills

Science, technology, and society

Culture

Citizenship

Government

Economics

Geography

History

The student understands how geography and processes of spatial exchange (diffusion) influenced events in the past and helped to shape the present. The student is expected to:

analyze significant physical features and environmental conditions that have influenced the past and migration patterns and have shaped the distribution of culture groups today; and

trace the spatial diffusion of phenomena such as the Columbian Exchange or the diffusion of American popular culture and describe the effects on regions of contact.

The student understands the distribution, characteristics, and interactions of the economic systems in the world. The student is expected to:

describe the forces that determine the distribution of goods and services in traditional, free enterprise, socialist, and communist economic systems;

classify countries along the economic spectrum between free enterprise and communism;

compare the ways people satisfy their basic needs through the production of goods and services such as subsistence agriculture versus commercial agriculture or cottage industries versus commercial industries; and

compare global trade patterns over time and analyze the implications of globalization, including outsourcing and free trade zones.

The student understands how geography influences economic activities. The student is expected to:

understand the connections between levels of development and economic activities (primary, secondary, tertiary, and quaternary);

identify the factors affecting the location of different types of economic activities, including subsistence and commercial agriculture, manufacturing, and service industries; and

assess how changes in climate, resources, and infrastructure (technology, transportation, and communication) affect the location and patterns of economic activities.

The student understands the economic importance of, and issues related to, the location and management of resources. The student is expected to:

analyze how the creation, distribution, and management of key natural resources affects the location and patterns of movement of products, money, and people; and

evaluate the geographic and economic impact of policies related to the development, use, and scarcity of natural resources such as regulations of water.

The student understands the spatial characteristics of a variety of global political units. The student is expected to:

interpret maps to explain the division of land, including man-made and natural borders, into separate political units such as cities, states, or countries; and

compare maps of voting patterns and political boundaries to make inferences about the distribution of political power.

The student understands the processes that influence political divisions, relationships, and policies. The student is expected to:

analyze current events to infer the physical and human processes that lead to the formation of boundaries and other political divisions;

compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in specific countries; and

analyze the human and physical factors that influence control of territories and resources, conflict/war, and international relations of sovereign nations such as China, the United States, Japan, and Russia and international organizations such as the United Nations (UN) and the European Union (EU).

The student understands how different points of view influence the development of public policies and decision-making processes at national and international levels. The student is expected to:

identify and give examples of different points of view that influence the development of public policies and decision-making processes at national and international levels; and

explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs, including nationalism and patriotism.

The student understands how the components of culture affect the way people live and shape the characteristics of regions. The student is expected to:

describe distinctive cultural patterns and landscapes associated with different places in Texas, the United States, and other regions of the world and how these patterns influenced the processes of innovation and diffusion;

describe elements of culture, including language, religion, beliefs, institutions, and technologies; and

describe life in a variety of urban and rural areas in the world to compare political, economic, social, and environmental changes.

The student understands the distribution, patterns, and characteristics of different cultures. The student is expected to:

describe and compare patterns of culture such as language, religion, land use, education, and customs that make specific regions of the world distinctive;

describe central ideas and spatial distribution of major religious traditions, including Buddhism, Christianity, Hinduism, Islam, Judaism, and Sikhism;

compare economic, political, or social opportunities in different cultures for underrepresented populations such as women and ethnic and religious minorities; and

evaluate the experiences and contributions of diverse groups to multicultural societies.

The student understands the ways in which cultures change and maintain continuity. The student is expected to:

analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion;

assess causes and effects of conflicts between groups of people, including modern genocides and terrorism;

identify examples of cultures that maintain traditional ways, including traditional economies; and

evaluate the spread of cultural traits to find examples of cultural convergence and divergence such as the spread of democratic ideas, language, foods, technology, or global sports.

The student understands the impact of technology and human modifications on the physical environment. The student is expected to:

evaluate the significance of major technological innovations in the areas of transportation and energy that have been used to modify the physical environment;

analyze ways technological innovations such as air conditioning and desalinization have allowed humans to adapt to places; and

analyze the environmental, economic, and social impacts of advances in technology on agriculture and natural resources.

History. The student understands how people, places, and environments have changed over time and the effects of these changes. The student is expected to:

describe the human and physical characteristics of the same regions at different periods of time to analyze relationships between past events and current conditions; and

explain how changes in societies such as population shifts, technological advancements, and environmental policies have led to diverse uses of physical features over time such as terrace farming, dams, and polders.

The student understands how current technology affects human interaction. The student is expected to:

describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or Geographic Information Systems (GIS); and

examine the economic, environmental, and social effects of technology such as medical advancements or changing trade patterns on societies at different levels of development.

The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including technology. The student is expected to:V

analyze and evaluate a variety of the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps for validity, utility, credibility, bias, and accuracy;

identify places of contemporary geopolitical significance on a map;

create and interpret different types of maps to answer geographic questions, infer relationships, and analyze change;

analyze information by sequencing, categorizing, identifying cause-andeffect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, drawing inferences and conclusions, and developing connections over time;

identify different points of view about an issue or current topic; and

formulate and communicate visually, orally, or in writing a claim supported by evidence and reasoning for an intended audience and purpose.

The student communicates in written, oral, and visual forms. The student is expected to:

create appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic features, distributions, and relationships;

generate summaries, generalizations, and thesis statements supported by evidence;

use social studies terminology correctly;

create original work using effective written communication skills, including proper citations and understanding and avoiding plagiarism; and

apply foundational language skills to engage in civil discourse about social studies topics, including those with multiple perspectives.

The student uses problem-solving and decision-making skills, working independently and with others. The student is expected to:

explain governmental and democratic processes such as voting, due process, and caucuses using simulations and models;

plan, organize, and complete a research project that involves asking geographic questions; acquiring, organizing, and analyzing information; answering questions; and communicating results;

use case studies and GIS to identify contemporary challenges and to answer real-world questions; and

use problem-solving and decision-making processes to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution.

The student understands how physical processes shape patterns in the physical environment. The student is expected to:

explain weather conditions and climate in relation to annual changes in Earth-Sun relationships;

describe the physical processes that affect the environments of regions, including weather, tectonic forces, erosion, and soil-building processes; and

describe how physical processes such as hurricanes, El Niño, earthquakes, and volcanoes affect the lithosphere, atmosphere, hydrosphere, and biosphere.

The student understands the patterns and characteristics of major landforms, climates, and ecosystems of Earth and the interrelated processes that produce them. The student is expected to:

explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers influence temperature, precipitation, and distribution of climate regions;

describe different landforms such as plains, mountains, and islands and the physical processes that cause their development; and

explain the influence of climate on the distribution of biomes in different regions.

The student understands how political, economic, and social processes shape cultural patterns and characteristics in various places and regions. The student is expected to:

analyze how the character of a place is related to its political, economic, social, and cultural elements; and

interpret political, economic, social, and demographic indicators (gross domestic product per capita, life expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations using the levels as defined by the Human Development Index.

The student understands the types, patterns, and processes of settlement. The student is expected to:

locate and describe human and physical features that influence the size and distribution of settlements; and

explain the processes that have caused changes in settlement patterns, including urbanization, transportation, access to and availability of resources, and economic activities.

The student understands the growth, distribution, movement, and characteristics of world population. The student is expected to:

analyze population pyramids and use other data, graphics, and maps to describe the population characteristics of different societies and to predict future population trends;

explain how physical geography and push and pull forces, including political, economic, social, and environmental conditions, affect the routes and flows of human migration;

describe trends in world population growth and distribution; and

analyze how globalization affects connectivity, standard of living, pandemics, and loss of local culture.

The student understands how people, places, and environments are connected and interdependent. The student is expected to:

compare ways that humans depend on, adapt to, and modify the physical environment, including the influences of culture and technology;

analyze the consequences of extreme weather and other natural disasters such as El Niño, floods, tsunamis, and volcanoes on people and their environment; and

evaluate the economic and political relationships between settlements and the environment, including sustainable development and renewable/nonrenewable resources.

The student understands the concept of region as an area of Earth's surface with related geographic characteristics. The student is expected to:

identify physical and/or human factors such as climate, vegetation, language, trade networks, political units, river systems, and religion that constitute a region; and

describe different types of regions, including formal, functional, and perceptual regions.