Alaska  Back to Top

Subject: Arts Education

Grade: 4
Recognize United States and world cultures and their arts.

Recognize the role of tradition and ritual in the arts.

Respect differences in personal and cultural perspectives.

Consider other culture's beliefs about works of art.

Grade: 5
Recognize United States and world cultures and their arts.

Recognize the role of tradition and ritual in the arts.

Respect differences in personal and cultural perspectives.

Consider other culture's beliefs about works of art.

Grade: 6
Recognize United States and world cultures and their arts.

Recognize the role of tradition and ritual in the arts.

Respect differences in personal and cultural perspectives.

Consider other culture's beliefs about works of art.

Grade: 7
Recognize United States and world cultures and their arts.

Recognize the role of tradition and ritual in the arts.

Respect differences in personal and cultural perspectives.

Consider other culture's beliefs about works of art.

Grade: 8
Recognize United States and world cultures and their arts.

Recognize the role of tradition and ritual in the arts.

Respect differences in personal and cultural perspectives.

Consider other culture's beliefs about works of art.

Grade: 9
Recognize United States and world cultures and their arts.

Recognize the role of tradition and ritual in the arts.

Respect differences in personal and cultural perspectives.

Consider other culture's beliefs about works of art.

Grade: 10
Recognize United States and world cultures and their arts.

Recognize the role of tradition and ritual in the arts.

Respect differences in personal and cultural perspectives.

Consider other culture's beliefs about works of art.

Grade: 11
Recognize United States and world cultures and their arts.

Recognize the role of tradition and ritual in the arts.

Respect differences in personal and cultural perspectives.

Consider other culture's beliefs about works of art.

Grade: 12
Recognize United States and world cultures and their arts.

Recognize the role of tradition and ritual in the arts.

Respect differences in personal and cultural perspectives.

Consider other culture's beliefs about works of art.

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Social Studies

Grade: 4
Use graphic tools and technologies to depict and interpret the world's human and physical systems.

Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

Know that places have distinctive geographic characteristics.

Analyze how places are formed, identified, named, and characterized.

Compare, contrast, and predict how places and regions change with time.

Interpret population characteristics and distributions.

Compare, contrast, and predict how places and regions change with time.

Interpret demographic trends to project future changes and impacts on human environmental systems.

Recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns.

Grade: 5
Use graphic tools and technologies to depict and interpret the world's human and physical systems.

Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

Know that places have distinctive geographic characteristics.

Analyze how places are formed, identified, named, and characterized.

Compare, contrast, and predict how places and regions change with time.

Interpret population characteristics and distributions.

Compare, contrast, and predict how places and regions change with time.

Interpret demographic trends to project future changes and impacts on human environmental systems.

Recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns.

Grade: 6
Use graphic tools and technologies to depict and interpret the world's human and physical systems.

Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

Know that places have distinctive geographic characteristics.

Analyze how places are formed, identified, named, and characterized.

Compare, contrast, and predict how places and regions change with time.

Interpret population characteristics and distributions.

Compare, contrast, and predict how places and regions change with time.

Interpret demographic trends to project future changes and impacts on human environmental systems.

Recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns.

Grade: 7
Use graphic tools and technologies to depict and interpret the world's human and physical systems.

Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

Know that places have distinctive geographic characteristics.

Analyze how places are formed, identified, named, and characterized.

Compare, contrast, and predict how places and regions change with time.

Interpret population characteristics and distributions.

Compare, contrast, and predict how places and regions change with time.

Interpret demographic trends to project future changes and impacts on human environmental systems.

Recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns.

Grade: 8
Use graphic tools and technologies to depict and interpret the world's human and physical systems.

Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

Know that places have distinctive geographic characteristics.

Analyze how places are formed, identified, named, and characterized.

Compare, contrast, and predict how places and regions change with time.

Interpret population characteristics and distributions.

Compare, contrast, and predict how places and regions change with time.

Interpret demographic trends to project future changes and impacts on human environmental systems.

Recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns.

Grade: 9
Use graphic tools and technologies to depict and interpret the world's human and physical systems.

Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

Know that places have distinctive geographic characteristics.

Analyze how places are formed, identified, named, and characterized.

Compare, contrast, and predict how places and regions change with time.

Interpret population characteristics and distributions.

Compare, contrast, and predict how places and regions change with time.

Interpret demographic trends to project future changes and impacts on human environmental systems.

Recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns.

Grade: 10
Use graphic tools and technologies to depict and interpret the world's human and physical systems.

Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

Know that places have distinctive geographic characteristics.

Analyze how places are formed, identified, named, and characterized.

Compare, contrast, and predict how places and regions change with time.

Interpret population characteristics and distributions.

Compare, contrast, and predict how places and regions change with time.

Interpret demographic trends to project future changes and impacts on human environmental systems.

Recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns.

Grade: 11
Use graphic tools and technologies to depict and interpret the world's human and physical systems.

Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

Know that places have distinctive geographic characteristics.

Analyze how places are formed, identified, named, and characterized.

Compare, contrast, and predict how places and regions change with time.

Interpret population characteristics and distributions.

Compare, contrast, and predict how places and regions change with time.

Interpret demographic trends to project future changes and impacts on human environmental systems.

Recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns.

Grade: 12
Use graphic tools and technologies to depict and interpret the world's human and physical systems.

Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

Know that places have distinctive geographic characteristics.

Analyze how places are formed, identified, named, and characterized.

Compare, contrast, and predict how places and regions change with time.

Interpret population characteristics and distributions.

Compare, contrast, and predict how places and regions change with time.

Interpret demographic trends to project future changes and impacts on human environmental systems.

Recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Alabama  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Students will apply strategies of a skillful listener: Establishing purposes.

Students will apply strategies of a skillful listener: Focusing on the listening task.

Grade: 5
Students will apply strategies of a skillful listener: Establishing purpose.

Students will apply strategies of a skillful listener: Focusing on the listening task.

Grade: 6
Students will develop general listening behaviors for different purposes and situations.

Grade: 7
Students will refine general listening behaviors: Listening for implications of significant details.

Grade: 9
Students will practice listening and viewing skills in a variety of situations: Lectures.

Students will practice listening and viewing skills in a variety of situations: Multimedia presentations.

Grade: 10
Students will demonstrate listening skills: Standard English recognition.

Students will apply personal study skills: Listening actively.

Students will apply personal study skills: Reviewing with partner.

Grade: 11
Students will apply critical reading and viewing skills to analysis of print and nonprint media: Artistic value and literary elements.

Students will participate constructively in classroom and small-group discussion: Listening.

Grade: 12
Students will listen effectively in a wide range of circumstances.

Subject: Social Studies

Grade: 7
Analyzing the distribution of urban areas to determine how they are linked together.

Using geographic technology to acquire, process, and report information from a spatial perspective.

Analyzing the relationships among people, places, and the environment by mapping information about them, including trade patterns, governmental alliances, and immigration patterns.

Using field observations, maps, and other tools to identify and compare the physical characteristics of places.

Comparing the physical and human characteristics of various places using observational data and geographic resources.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Arkansas  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Listening for information and understanding: Demonstrate active listening behaviors (i.e., beginning note taking).

Utilizing media for information and understanding: Distinguish the purpose of various types of media presentations, including persuasive presentations.

Grade: 5
Listening for information and understanding: Demonstrate effective listening skills by exhibiting appropriate body language .

Listening for information and understanding: Establish purpose for listening .

Grade: 6
Listening for information and understanding: Establish purpose for listening .

Grade: 7
Listening for information and understanding: Establish purpose for listening .

Grade: 8
Listening for information and understanding: Establish purpose for listening.

Grade: 9
Listening for information, interpretation, critical analysis, and evaluation: Establish a purpose for listening and identify relevant information.

Analyzing media: Compare the advantages and disadvantages of various types of media.

Grade: 10
Listening for information, interpretation, critical analysis, and evaluation: Identify barriers to listening and generate methods to overcome them.

Evaluating media credibility: Identify and evaluate propaganda, disinformation, and censorship within a given medium.

Grade: 11
Listening for information, interpretation, critical analysis, and evaluation: Identify barriers to listening and generate methods to overcome them.

Evaluating media credibility: Use appropriate criteria to evaluate media with emphasis on prejudice, censorship, and disinformation.

Grade: 12
Listening for information, interpretation, critical analysis, and evaluation: Identify barriers to listening and generate methods to overcome them .

Evaluating media credibility: Use appropriate criteria to evaluate the impact of media on public opinion, trends, and beliefs.

Subject: Social Studies

Grade: 4
Students will compare and interpret maps and photographs to explain how physical processes affect features of Earth's surface (e.g., the effects of climate and weather on vegetation, erosion, and deposition on landforms, mudslides on hills).

Students will describe changes in the physical and human characteristics of regions over time and will identify the consequences of such changes.

Students will identify and compare the cultural characteristics of different regions and people.

Students will describe the nature and complexity of the world's cultural mosaics.

Students will analyze how communities change physically and demographically over time.

Students will describe the characteristics of a variety of regions.

Students will distinguish between different components of Earth's physical systems (e.g., lithospheric features such as mountains, hills, plateaus, plains, and hydrologic features such as oceans, lakes, and rivers).

Students will compare rural, urban, and suburban communities and describe how the local community has changed physically and demographically over time.

Students will use maps, tables, graphs, and charts to classify regions with common characteristics.

Students will explain that regions are areas that have similar physical and cultural characteristics.

Students will recognize continents by their outlines and will define the characteristics of major landforms.

Grade: 5
Students will locate specific landforms, countries, states, and cities/places on maps and globes.

Students will explain how the earth's physical features influence human activity and adaptation within a community, region, or country.

Students will demonstrate, in various ways, an understanding of the five themes of geography.

Students will describe information using maps and other geographic representations, tools, and technologies.

Grade: 6
Students will identify how time, continuity and change impact cultures.

Students will identify the major processes that shape the earth's surface.

Students will recognize changes in population and distribution patterns.

Students will identify ways in which location and physical features generally influence the development of life in a region (e.g., climate and terrain of Ancient Greece, geography of Ancient Rome).

Students will construct and interpret graphs, charts, databases, and thematic maps of the world.

Grade: 7
Students will create a mental map of the world's major physical features.

Students will investigate how global cultures developed.

Students will interpret information and describe landforms by looking at photos, Internet resources, and world maps and globes.

Students will identify and explain the major cultural patterns of human activity in the world's sub-regions.

Students will compare and contrast physical features of places (e.g., landforms and bodies of water/ waterways, latitudinal location, distance from equator or poles, altitude, climate zones, precipitation patterns, vegetation, ecosystems).

Students will compare and contrast human characteristics associated with specific places (e.g., migration, settlement patterns, cultural diffusion, population density, land use).

Students will identify the physical features (and water forms, climate, natural vegetation, etc.) that influence cultural development.

Students will explain patterns of migration throughout the world.

Students will explain how geographic characteristics influence the location of human activities.

Students will demonstrate an ability to gain and apply information from a variety of maps, charts, graphs, timelines, and geographic information systems.

Grade: 8
Students will analyze (or compare and contrast) the consequences of human/environment interaction.

Students will identify ways in which location and physical features generally influence the development of life in a region (e.g., bodies of water and mountains form natural barriers).

Students will use information from maps and other geographic representations, tools, and technologies.

Students will demonstrate an ability to gain and apply information from a variety of maps, charts, graphs, timelines, and geographic information systems.

Grade: 9
Question and appraise how events in all cultures are influenced by physical and human geographic factors.

Extract commonalities and differences among cultures as they relate to the five themes of geography: location, place, human-environment interaction, movement, and region.

Grade: 10
Question and appraise how events in all cultures are influenced by physical and human geographic factors.

Extract commonalities and differences among cultures as they relate to the five themes of geography: location, place, human-environment interaction, movement, and region.

Grade: 11
Question and appraise how events in all cultures are influenced by physical and human geographic factors.

Extract commonalities and differences among cultures as they relate to the five themes of geography: location, place, human-environment interaction, movement, and region.

Grade: 12
Question and appraise how events in all cultures are influenced by physical and human geographic factors.

Extract commonalities and differences among cultures as they relate to the five themes of geography: location, place, human-environment interaction, movement, and region.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Arizona  Back to Top

Subject: Arts Education

Grade: 4
Identify cultural and historical symbols for one's own meaning, past and present.

Apply subjects, themes or symbols from various cultural or historical contexts to one's own artwork that will communicate their intended meanings.

Grade: 5
Identify cultural and historical symbols for one's own meaning, past and present.

Apply subjects, themes or symbols from various cultural or historical contexts to one's own artwork that will communicate their intended meanings.

Grade: 6
State meaning of symbols and subject matter based on their values and preferences.

Predict the intended meanings of symbols and subject matter to the viewing audience.

Categorize art images/objects for one's own social, economic, political, geographic, and/or cultural purposes.

Suggest the influences of culture on artworks.

Grade: 7
State meaning of symbols and subject matter based on their values and preferences.

Predict the intended meanings of symbols and subject matter to the viewing audience.

Categorize art images/objects for one's own social, economic, political, geographic, and/or cultural purposes.

Suggest the influences of culture on artworks.

Grade: 8
State meaning of symbols and subject matter based on their values and preferences.

Predict the intended meanings of symbols and subject matter to the viewing audience.

Categorize art images/objects for one's own social, economic, political, geographic, and/or cultural purposes.

Suggest the influences of culture on artworks.

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Predict, clarify, analyze and critique a speaker's information and point of view

Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions

Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness.

Grade: 5
Predict, clarify, analyze and critique a speaker's information and point of view

Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions

Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness.

Grade: 6
Predict, clarify, analyze and critique a speaker's information and point of view

Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions

Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness.

Grade: 7
Predict, clarify, analyze and critique a speaker's information and point of view

Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions

Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness.

Grade: 8
Predict, clarify, analyze and critique a speaker's information and point of view

Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions

Compare, contrast and establish criteria to evaluate visual media for purpose and effectiveness.

Grade: 9
Proficiency: Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

Proficiency: Analyze and evaluate the impact of visual media on the intended audience

Distinction (Honors): Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media

Distinction (Honors): Research ethnical issues related to the laws, rules and regulations for the use of media

Grade: 10
Proficiency: Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

Proficiency: Analyze and evaluate the impact of visual media on the intended audience

Distinction (Honors): Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media

Distinction (Honors): Research ethnical issues related to the laws, rules and regulations for the use of media

Grade: 11
Proficiency: Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

Proficiency: Analyze and evaluate the impact of visual media on the intended audience

Distinction (Honors): Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media

Distinction (Honors): Research ethnical issues related to the laws, rules and regulations for the use of media

Grade: 12
Proficiency: Analyze and evaluate visual media for language, subject matter and visual techniques used to influence attitudes, decision making and cultural perceptions

Proficiency: Analyze and evaluate the impact of visual media on the intended audience

Distinction (Honors): Conduct research to evaluate the impact of language, subject matter and visual techniques used by the media

Distinction (Honors): Research ethnical issues related to the laws, rules and regulations for the use of media

Subject: Social Studies

Grade: 4
Interpreting information from a variety of maps and globes, including contour, population, natural resource and historical maps.

Grade: 5
Interpreting information from a variety of maps and globes, including contour, population, natural resource and historical maps.

Grade: 6
Ways to display geographic information and characteristics through maps, charts, and graphs.

Identifying and locating physical and cultural features in the United States, and in regions of the world.

Common characteristics of regions at local, national, and international scales on the basis of climate, landforms, ecosystems, and culture.

The concept of region and how and why regions change.

The distributions of cultures and how they create a cultural landscape, both locally and in other parts of the world.

Grade: 7
Ways to display geographic information and characteristics through maps, charts, and graphs.

Identifying and locating physical and cultural features in the United States, and in regions of the world.

Common characteristics of regions at local, national, and international scales on the basis of climate, landforms, ecosystems, and culture.

The concept of region and how and why regions change.

The distributions of cultures and how they create a cultural landscape, both locally and in other parts of the world.

Grade: 8
Ways to display geographic information and characteristics through maps, charts, and graphs.

Identifying and locating physical and cultural features in the United States, and in regions of the world.

Common characteristics of regions at local, national, and international scales on the basis of climate, landforms, ecosystems, and culture.

The concept of region and how and why regions change.

The distributions of cultures and how they create a cultural landscape, both locally and in other parts of the world.

Grade: 9
Applying the concept of region to organize the study of a geographic issue using multiple criteria.

Population policies in different regions, including the impacts of population on the environment.

Grade: 10
Applying the concept of region to organize the study of a geographic issue using multiple criteria.

Population policies in different regions, including the impacts of population on the environment.

Grade: 11
Applying the concept of region to organize the study of a geographic issue using multiple criteria.

Population policies in different regions, including the impacts of population on the environment.

Grade: 12
Applying the concept of region to organize the study of a geographic issue using multiple criteria.

Population policies in different regions, including the impacts of population on the environment.

Subject: World Languages

Grade: 4
Students know and are able to recognize simple themes, ideas or perspectives of the culture and the relationships to socially acceptable behavior

Students know and are able to recognize that there are linguistic and cultural concepts that exist in one language and not in another

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students know and are able to recognize simple themes, ideas or perspectives of the culture and the relationships to socially acceptable behavior

Students know and are able to recognize that there are linguistic and cultural concepts that exist in one language and not in another

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students know and are able to recognize simple themes, ideas or perspectives of the culture and the relationships to socially acceptable behavior

Students know and are able to recognize that there are linguistic and cultural concepts that exist in one language and not in another

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students know and are able to recognize simple themes, ideas or perspectives of the culture and the relationships to socially acceptable behavior

Students know and are able to recognize that there are linguistic and cultural concepts that exist in one language and not in another

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students know and are able to recognize simple themes, ideas or perspectives of the culture and the relationships to socially acceptable behavior

Students know and are able to recognize that there are linguistic and cultural concepts that exist in one language and not in another

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

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Subject: Arts Education

Grade: 5
Role and Development of the Visual Arts: Identify and describe various fine traditional and folk arts from historical periods worldwide.

Diversity of the Visual Arts: View selected artworks from a major culture and observe changes in materials and styles over a period of time.

Derive Meaning: Compare the different purposes of a specific culture for creating art.

Grade: 6
Role and Development of the Visual Arts: View selected artworks from a culture and describe how the artworks within the culture have changed or not changed in theme and content over a period of time.

Diversity of the Visual Arts: Compare, in oral or written form, traditional images or designs from at least two selected cultures.

Connections and Applications: Create artwork containing visual metaphors that express the traditions and myths of selected cultures.

Grade: 7
Role and Development of the Visual Arts: Research and describe how art reflects cultural values in various traditions throughout the world.

Grade: 8
Role and Development of the Visual Arts: Examine and describe or report on the role of artwork created to make a social comment or protest social conditions.

Role and Development of the Visual Arts: Compare, contrast, and analyze styles of art from a variety of times and places in Western and non-Western cultures.

Diversity of the Visual Arts: Discuss the contributions of various immigrant cultures on the art of a particular society.

Grade: 9
Role and Development of the Visual Arts: Identify similarities and differences in the purposes of art created in selected cultures.

Diversity of the Visual Arts: Investigate and discuss universal concepts expressed in artwork from diverse cultures.

Grade: 10
Role and Development of the Visual Arts: Identify similarities and differences in the purposes of art created in selected cultures.

Diversity of the Visual Arts: Investigate and discuss universal concepts expressed in artwork from diverse cultures.

Grade: 11
Role and Development of the Visual Arts: Identify similarities and differences in the purposes of art created in selected cultures.

Diversity of the Visual Arts: Investigate and discuss universal concepts expressed in artwork from diverse cultures.

Grade: 12
Role and Development of the Visual Arts: Identify similarities and differences in the purposes of art created in selected cultures.

Diversity of the Visual Arts: Investigate and discuss universal concepts expressed in artwork from diverse cultures.

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
Know universal cultural concepts and identify cultural differences.

SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
Know universal cultural concepts and identify cultural differences.

SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
Know universal cultural concepts and identify cultural differences.

SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
Know universal cultural concepts and identify cultural differences.

SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
Know universal cultural concepts and identify cultural differences.

SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
Know universal cultural concepts and identify cultural differences.

SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Comprehension: Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.

Analysis and Evaluation of Oral Media Communication: Evaluate the role of the media in focusing attention on events and in forming opinions on issues.

Grade: 5
Comprehension: Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.

Analysis and Evaluation of Oral and Media Communications: Identify, analyze, and critique persuasive techniques (e.g., promises, dares, flattery, glittering generalities); identify logical fallacies used in oral presentations and media messages

Grade: 6
Comprehension: Relate the speaker's verbal communication (e.g., word choice, pitch, feeling, tone) to the nonverbal message (e.g., posture, gesture).

Grade: 7
Comprehension: Determine the speaker's attitude toward the subject.

Analysis and Evaluation of Oral and Media Communications: Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects in each instance studied.

Grade: 8
Comprehension: Paraphrase a speaker's purpose and point of view and ask relevant questions concerning the speaker's content, delivery, and purpose.

Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.

Grade: 9
Analysis and Evaluation of Oral and Media Communications: Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

Analysis and Evaluation of Oral and Media Communications: Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g., compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version).

Grade: 10
Analysis and Evaluation of Oral and Media Communications: Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.

Analysis and Evaluation of Oral and Media Communications: Identify the aesthetic effects of a media presentation and evaluate the techniques used to create them (e.g., compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version).

Grade: 11
Comprehension: Recognize strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special effects, language).

Comprehension: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).

Analysis and Evaluation of Oral and Media Communications: Identify logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).

Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (e.g., Orson Welles' radio broadcast 'War of the Worlds').

Grade: 12
Comprehension: Recognize strategies used by the media to inform, persuade, entertain, and transmit culture (e.g., advertisements; perpetuation of stereotypes; use of visual representations, special effects, language).

Comprehension: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).

Analysis and Evaluation of Oral and Media Communications: Identify logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).

Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (e.g., Orson Welles' radio broadcast 'War of the Worlds').

Subject: Social Studies

Grade: 4
Chronological and Spatial Thinking: Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations.

Historical Interpretation: Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.

Grade: 5
Chronological and Spatial Thinking: Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations.

Historical Interpretation: Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

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Subject: Language Arts

Grade: 4
Experience various texts: make general evaluative statements about oral, print and other media texts.

Understand techniques and elements: Identify how specific techniques are used to affect viewers' perceptions in media texts.

Grade: 5
Understand techniques and elements: Identify sections or elements in print or other media texts, such as shots in films or sections in magazines.

Access information: Skim, scan and listen for key words and phrases.

Demonstrate attentive listening and viewing: Identify and interpret the purpose of verbal and nonverbal messages and the perspectives of the presenter.

Appreciate diversity: Discuss personal understanding of the lives of people or characters in various communities, cultural traditions, places and times portrayed in oral, print and other media texts.

Relate texts to culture: Identify and discuss how qualities, such as courage, ambition and loyalty, are portrayed in oral, print and other media texts from diverse cultures and communities.

Grade: 6
Express preferences: Assess a variety of oral, print and other media texts, and discuss preferences for particular forms.

Experience various text: Explain own point of view about oral, print and other media texts.

Understand techniques and elements: Explore techniques, such as visual imagery, sound, flashback and voice inflection, in oral, print and other media texts.

Appreciate diversity: Compare personal challenges and situations encountered in daily life with those experienced by people or characters in other times, places and cultures as portrayed in oral, print and other media texts.

Grade: 7
Express preferences: Explore and assess oral, print and other media texts recommended by others.

Consider others' ideas: Listen and respond constructively to alternative ideas or opinions.

Appreciate the artistry of texts: Discuss how techniques, such as colour, shape, composition, suspense, foreshadowing and flashback, are used to communicate meaning and enhance effects in oral, print and other media texts.

Appreciate the artistry of texts: Identify and explain the usefulness, effectiveness and limitations of various forms of oral, print and other media texts.

Appreciate the artistry of texts: Reflect on, revise and elaborate on initial impressions of oral, print and other media texts, through subsequent reading, listening and viewing activities.

Understand techniques and elements: Explain how sound and image work together to create effects in media texts.

Appraise own and others' work: Identify particular content features that enhance the effectiveness of published oral, print and other media texts.

Demonstrate attentive listening and viewing: Listen and view attentively to organize and classify information and to carry out multistep instructions.

Appreciate diversity: Discuss how ideas, people, experiences and cultural traditions are portrayed in various oral, print and other media texts.

Grade: 8
Consider others' ideas: Acknowledge the value of others' ideas and opinions in exploring and extending personal interpretations and perspectives.

Appreciate the artistry of texts: Discuss how techniques, such as word choice, balance, camera angles, line and framing, communicate meaning and enhance effects in oral, print and other media texts.

Experiment with language: Identify creative uses of language and visuals in popular culture, such as commercials, rock videos and magazines; explain how imagery and figurative language, such as hyperbole, create tone and mood.

Use effective oral and visual communication: Demonstrate attentive listening and viewing.

Grade: 9
Appreciate the artistry of texts: Discuss how techniques, such as irony, symbolism, perspective and proportion, communicate meaning and enhance effect in oral, print and other media texts.

Understand forms and genres: Evaluate the effectiveness of different types of media texts for presenting ideas and information.

Understand techniques and elements: Evaluate the effectiveness of oral, print and other media texts, considering the believability of plot and setting, the credibility of characters, and the development and resolution of conflict.

Understand techniques and elements: Identify ways that a change in narrator might affect the overall meaning of oral, print and other media texts.

Experiment with language: Analyze creative uses of language and visuals in popular culture, such as advertisements, electronic magazines and the Internet; recognize how imagery and figurative language, such as metaphor, create a dominant impression, mood and tone.

Relate texts to culture: Analyze how oral, print and other media texts reflect the traditions, beliefs and technologies of different cultures, communities or periods in history.

Grade: 10
Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe character and characterization in terms of consistency of behaviour, motivation and plausibility.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe elements found in a variety of communication situations, and explain how these elements influence the creation of texts [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present in the communication situation].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe and address audience factors that affect text creation [such as age, prior knowledge, gender, culture, values, interests, attitudes, position of authority and power of decision].

Describe the effects of own use of stylistic techniques and rhetorical devices [for example, describe the clarity achieved by arranging words and phrases in lists; describe the emphasis created by using repetition, balance or parallel structure; and describe the audience effects achieved by using visual elements and sounds in presentations and multimedia texts].

Appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed.

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed.

Analyze the relationship between a text creator's ideas and opinions and his or her underlying assumptions [such as those deriving from ideology or social status].

Explain the text creator's purpose, including implicit purpose when applicable; describe whether or not the purpose was achieved [for example, describe an author's use of juxtaposition to develop a contradictory impression of a character]; and assess the suitability of a text to the target audience.

Analyze elements or causes present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Paraphrase key messages in a specific text and identify elements present in the communication situation, in order to describe the text creator's purpose and target audience [for example, understand the subtext in a television commercial to know the intended audience].

Explain how a text can be studied to understand the context - or aspects of the communication situation within which the text was created [for example, recognize that specialized terminology in a text may represent a particular occupational group and provide insight in understanding the text; understand current issues to recognize satire in a political cartoon].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess settings and plots in terms of created reality and plausibility [for example, determine the authenticity of the setting of a work of historical fiction].

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Explain the text creator's purpose, and assess the suitability of the text to the target audience in terms of the text creator's purpose [for example, assess the suitability of a feature film targeted to a young adult audience in terms of appropriateness of content].

Analyze elements present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Explain the relationship between text and context in terms of how elements in an environment can affect the way in which a text is created.

Describe how some forms are more appropriate than others to achieve a particular purpose with an intended audience.

Explain how various audience factors may have influenced a text creator's choice of form and medium.

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Select an effective medium appropriate to content and context; and explain the interplay of medium, context and content [for example, select a medium like television, and assess the interplay of medium, context and content by examining the role that investigative reporters play in reporting world events in a timely and interesting manner].

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed.

Grade: 11
Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe character and characterization in terms of consistency of behaviour, motivation and plausibility.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe elements found in a variety of communication situations, and explain how these elements influence the creation of texts [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present in the communication situation].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe and address audience factors that affect text creation [such as age, prior knowledge, gender, culture, values, interests, attitudes, position of authority and power of decision].

Describe the effects of own use of stylistic techniques and rhetorical devices [for example, describe the clarity achieved by arranging words and phrases in lists; describe the emphasis created by using repetition, balance or parallel structure; and describe the audience effects achieved by using visual elements and sounds in presentations and multimedia texts].

Appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed.

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed.

Analyze the relationship between a text creator's ideas and opinions and his or her underlying assumptions [such as those deriving from ideology or social status].

Explain the text creator's purpose, including implicit purpose when applicable; describe whether or not the purpose was achieved [for example, describe an author's use of juxtaposition to develop a contradictory impression of a character]; and assess the suitability of a text to the target audience.

Analyze elements or causes present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Paraphrase key messages in a specific text and identify elements present in the communication situation, in order to describe the text creator's purpose and target audience [for example, understand the subtext in a television commercial to know the intended audience].

Explain how a text can be studied to understand the context - or aspects of the communication situation within which the text was created [for example, recognize that specialized terminology in a text may represent a particular occupational group and provide insight in understanding the text; understand current issues to recognize satire in a political cartoon].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess settings and plots in terms of created reality and plausibility [for example, determine the authenticity of the setting of a work of historical fiction].

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Explain the text creator's purpose, and assess the suitability of the text to the target audience in terms of the text creator's purpose [for example, assess the suitability of a feature film targeted to a young adult audience in terms of appropriateness of content].

Analyze elements present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Explain the relationship between text and context in terms of how elements in an environment can affect the way in which a text is created.

Describe how some forms are more appropriate than others to achieve a particular purpose with an intended audience.

Explain how various audience factors may have influenced a text creator's choice of form and medium.

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Select an effective medium appropriate to content and context; and explain the interplay of medium, context and content [for example, select a medium like television, and assess the interplay of medium, context and content by examining the role that investigative reporters play in reporting world events in a timely and interesting manner].

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed.

Grade: 12
Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe character and characterization in terms of consistency of behaviour, motivation and plausibility.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe elements found in a variety of communication situations, and explain how these elements influence the creation of texts [for example, constraints of time and space, issues of gender and culture, whether or not the audience is present in the communication situation].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Describe images in print and nonprint texts in terms of created reality and appropriateness to purpose.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Describe and address audience factors that affect text creation [such as age, prior knowledge, gender, culture, values, interests, attitudes, position of authority and power of decision].

Describe the effects of own use of stylistic techniques and rhetorical devices [for example, describe the clarity achieved by arranging words and phrases in lists; describe the emphasis created by using repetition, balance or parallel structure; and describe the audience effects achieved by using visual elements and sounds in presentations and multimedia texts].

Appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed.

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed.

Analyze the relationship between a text creator's ideas and opinions and his or her underlying assumptions [such as those deriving from ideology or social status].

Explain the text creator's purpose, including implicit purpose when applicable; describe whether or not the purpose was achieved [for example, describe an author's use of juxtaposition to develop a contradictory impression of a character]; and assess the suitability of a text to the target audience.

Analyze elements or causes present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of text forms.

Paraphrase key messages in a specific text and identify elements present in the communication situation, in order to describe the text creator's purpose and target audience [for example, understand the subtext in a television commercial to know the intended audience].

Explain how a text can be studied to understand the context - or aspects of the communication situation within which the text was created [for example, recognize that specialized terminology in a text may represent a particular occupational group and provide insight in understanding the text; understand current issues to recognize satire in a political cartoon].

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess settings and plots in terms of created reality and plausibility [for example, determine the authenticity of the setting of a work of historical fiction].

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Describe the effectiveness of various texts, including media texts, for presenting feelings, ideas and information, and for evoking response.

Explain the text creator's purpose, and assess the suitability of the text to the target audience in terms of the text creator's purpose [for example, assess the suitability of a feature film targeted to a young adult audience in terms of appropriateness of content].

Analyze elements present in the communication situation surrounding a text that contribute to the creation of the text [for example, whether a text creator is communicating as an individual or as a member of a particular group].

Explain the relationship between text and context in terms of how elements in an environment can affect the way in which a text is created.

Describe how some forms are more appropriate than others to achieve a particular purpose with an intended audience.

Explain how various audience factors may have influenced a text creator's choice of form and medium.

Identify criteria to evaluate the effectiveness of texts, monitor the effectiveness of the criteria, and modify the criteria as needed [for example, use criteria to assess the adequacy, relevance and effectiveness of content and to assess the text creator's voice and style].

Assess the appropriateness of own and others' understandings and interpretations of works of literature and other texts, by referring to the works and texts for supporting or contradictory evidence.

Analyze and assess images in print and nonprint texts in terms of created reality and appropriateness to purpose and audience.

Recognize that texts can be effective and artistic, and use terminology appropriate to the forms studied for discussing and appreciating the effectiveness and artistry of a variety of texts.

Select an effective medium appropriate to content and context; and explain the interplay of medium, context and content [for example, select a medium like television, and assess the interplay of medium, context and content by examining the role that investigative reporters play in reporting world events in a timely and interesting manner].

Assess transitions and transitional devices, and revise them as needed to strengthen coherence [for example, assess the use of repetition and balance in an essay, or fade - outs and dissolves in a video production, to create smooth transitions between elements in a text].

Appreciate diversity of thought and expression, select and monitor appropriate strategies for appreciating diversity, and modify selected strategies as needed.

Subject: Social Studies

Grade: 4
Process Skills: Geography/Mapping: The student will be able to on maps and globes, locate one's own community, province, country and other communities being studied.

Grade: 5
Process Skills: Geography/Mapping: The student will be able to identify on a globe and on a map of the world the continents and major bodies of water.

Grade: 7
Process Skills: Locating/Interpreting/Organizing: The student will be able to read and interpret maps to identify relationships between geography and culture.

Process Skills: Analyzing/Synthesizing/Evaluating: The student will be able to draw conclusions about basic aspects of culture.

Process Skills: Analyzing/Synthesizing/Evaluating: The student will be able to make generalizations by stating relationships among concepts about culture.

Communication Skills: The student will be able to construct a retrieval chart outlining the major aspects of any culture.

Colorado  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 7
Make predictions, draw conclusions, and analyze what they read, hear, and view.

Subject: Social Studies

Grade: 4
Students demonstrate expanding ability to differentiate between natural and human characteristics of places.

Students understand why some regions are populated by many people, and others - by few, or none.

Students identify characteristics of the lifestyles of peoples who live in particular regions.

Students use maps to describe and explain population densities in parts of the world.

Students understand a greater number of the elements of culture, and how many of them are shaped by the geography of the region where people live (recreation, religion, arts, etc).

Grade: 5
Students organize information obtained through the reading of maps in graphs, diagrams, and other visual aids, in order to illustrate specific demographic, physical and other topics.

Students discover patterns of human habitation and activities through the study of maps.

Students describe and compare the physical characteristics of places, using a variety of visual materials and data sources.

Students identify and describe regions in terms of physical and human characteristics.

Students analyze the characteristics of a certain population.

Students differentiate among different cultures in other parts of the world.

Students identify the various geographic aspects of a region.

Grade: 6
Students organize information obtained through the reading of maps in graphs, diagrams, and other visual aids, in order to illustrate specific demographic, physical and other topics.

Students describe and compare the physical characteristics of places, using a variety of visual materials and data sources.

Students identify and describe regions in terms of physical and human characteristics.

Students analyze the characteristics of a certain population.

Students differentiate among different cultures in other parts of the world.

Grade: 7
Students organize information obtained through the reading of maps in graphs, diagrams, and other visual aids, in order to illustrate specific demographic, physical and other topics.

Students describe and compare the physical characteristics of places, using a variety of visual materials and data sources.

Students identify and describe regions in terms of physical and human characteristics.

Students analyze the characteristics of a certain population.

Students differentiate among different cultures in other parts of the world.

Students describe the history, interactions, and contributions of various peoples who make up major culture regions of the world (e.g. Africa, India, China, Japan, Southeast Asia, the Middle East, Europe).

Grade: 8
Students organize information obtained through the reading of maps in graphs, diagrams, and other visual aids, in order to illustrate specific demographic, physical and other topics.

Students describe and compare the physical characteristics of places, using a variety of visual materials and data sources.

Students identify and describe regions in terms of physical and human characteristics.

Students analyze the characteristics of a certain population.

Students differentiate among different cultures in other parts of the world.

Grade: 9
Using geographic tools to represent and interpret Earth's physical and human systems.

Drawing a complex and accurate map from memory to answer questions about the location of human and physical features.

Identifying and locating physical and human features in their own and nearby communities, in the United States, and in regions of the world (for example, rivers, mountains, regions, and countries).

Analyzing geographic information using a variety of scales--local, national, international (for example, growth issues in Limon, New York City, and Southeast Asia).

Analyzing the human and physical characteristics that give a place meaning and significance.

Analyzing how cultures shape the character of a region.

Evaluating a contemporary issue using geography knowledge, skills, and perspectives.

Grade: 10
Using geographic tools to represent and interpret Earth's physical and human systems.

Drawing a complex and accurate map from memory to answer questions about the location of human and physical features.

Identifying and locating physical and human features in their own and nearby communities, in the United States, and in regions of the world (for example, rivers, mountains, regions, and countries).

Analyzing geographic information using a variety of scales--local, national, international (for example, growth issues in Limon, New York City, and Southeast Asia).

Analyzing the human and physical characteristics that give a place meaning and significance.

Analyzing how cultures shape the character of a region.

Evaluating a contemporary issue using geography knowledge, skills, and perspectives.

Grade: 11
Using geographic tools to represent and interpret Earth's physical and human systems.

Drawing a complex and accurate map from memory to answer questions about the location of human and physical features.

Identifying and locating physical and human features in their own and nearby communities, in the United States, and in regions of the world (for example, rivers, mountains, regions, and countries).

Analyzing geographic information using a variety of scales--local, national, international (for example, growth issues in Limon, New York City, and Southeast Asia).

Analyzing the human and physical characteristics that give a place meaning and significance.

Analyzing how cultures shape the character of a region.

Evaluating a contemporary issue using geography knowledge, skills, and perspectives.

Grade: 12
Using geographic tools to represent and interpret Earth's physical and human systems.

Drawing a complex and accurate map from memory to answer questions about the location of human and physical features.

Identifying and locating physical and human features in their own and nearby communities, in the United States, and in regions of the world (for example, rivers, mountains, regions, and countries).

Analyzing geographic information using a variety of scales--local, national, international (for example, growth issues in Limon, New York City, and Southeast Asia).

Analyzing the human and physical characteristics that give a place meaning and significance.

Analyzing how cultures shape the character of a region.

Evaluating a contemporary issue using geography knowledge, skills, and perspectives.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Connecticut  Back to Top

Subject: Arts Education

Grade: 4
Students recognize that the visual arts have a history and a variety of cultural purposes and meanings.

Grade: 5
Students know and compare the characteristics and purposes of works of art representing various cultures, historical periods and artists.

Students describe and place a variety of specific significant art objects by artist, style and historical and cultural context.

Students analyze, describe and demonstrate how factors of time and place (such as climate, natural resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art.

Grade: 6
Students know and compare the characteristics and purposes of works of art representing various cultures, historical periods and artists.

Students describe and place a variety of specific significant art objects by artist, style and historical and cultural context.

Students analyze, describe and demonstrate how factors of time and place (such as climate, natural resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art.

Grade: 7
Students know and compare the characteristics and purposes of works of art representing various cultures, historical periods and artists.

Students describe and place a variety of specific significant art objects by artist, style and historical and cultural context.

Students analyze, describe and demonstrate how factors of time and place (such as climate, natural resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art.

Grade: 8
Students know and compare the characteristics and purposes of works of art representing various cultures, historical periods and artists.

Students describe and place a variety of specific significant art objects by artist, style and historical and cultural context.

Students analyze, describe and demonstrate how factors of time and place (such as climate, natural resources, ideas and technology) influence visual characteristics that give meaning and value to a work of art.

Grade: 9
Students analyze and interpret art works in terms of form, cultural and historical context, and purpose.

Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups in order to formulate analyses, evaluations and interpretations of meaning.

Students compare works of art to one another in terms of history, aesthetics and culture; justify conclusions made and use these conclusions to inform their own art making.

Grade: 10
Students analyze and interpret art works in terms of form, cultural and historical context, and purpose.

Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups in order to formulate analyses, evaluations and interpretations of meaning.

Students compare works of art to one another in terms of history, aesthetics and culture; justify conclusions made and use these conclusions to inform their own art making.

Grade: 11
Students analyze and interpret art works in terms of form, cultural and historical context, and purpose.

Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups in order to formulate analyses, evaluations and interpretations of meaning.

Students compare works of art to one another in terms of history, aesthetics and culture; justify conclusions made and use these conclusions to inform their own art making.

Grade: 12
Students analyze and interpret art works in terms of form, cultural and historical context, and purpose.

Students analyze common characteristics of visual arts evident across time and among cultural/ethnic groups in order to formulate analyses, evaluations and interpretations of meaning.

Students compare works of art to one another in terms of history, aesthetics and culture; justify conclusions made and use these conclusions to inform their own art making.

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Social Studies

Grade: 4
Define and identify natural and human characteristics of places.

Observe and describe how places and regions are identified, defined and bounded.

Explain the factors that affect the location, distribution and associations of features of the physical environment.

Understand the elements of culture and how they change.

Locate Earth's major physical and human features (including cities, countries, bodies of water, etc.).

Describe the characteristics of a physical and a human system.

Grade: 5
Describe human and natural characteristics of places and how they shape or place identity.

Identify and evaluate various perspectives associated with places and regions.

Explain and assess how culture affects perception of places and regions.

Understand how concepts of physical geography can be applied to explain natural processes.

Analyze the formation, characteristics and functions of urban, suburban and rural settlements.

Describe human and natural characteristics of places and how they shape or lace identity.

Grade: 6
Describe human and natural characteristics of places and how they shape or place identity.

Identify and evaluate various perspectives associated with places and regions.

Explain and assess how culture affects perception of places and regions.

Understand how concepts of physical geography can be applied to explain natural processes.

Analyze the formation, characteristics and functions of urban, suburban and rural settlements.

Describe human and natural characteristics of places and how they shape or lace identity.

Grade: 7
Describe human and natural characteristics of places and how they shape or place identity.

Identify and evaluate various perspectives associated with places and regions.

Explain and assess how culture affects perception of places and regions.

Understand how concepts of physical geography can be applied to explain natural processes.

Analyze the formation, characteristics and functions of urban, suburban and rural settlements.

Describe human and natural characteristics of places and how they shape or lace identity.

Grade: 8
Describe human and natural characteristics of places and how they shape or place identity.

Identify and evaluate various perspectives associated with places and regions.

Explain and assess how culture affects perception of places and regions.

Understand how concepts of physical geography can be applied to explain natural processes.

Analyze the formation, characteristics and functions of urban, suburban and rural settlements.

Describe human and natural characteristics of places and how they shape or lace identity.

Grade: 9
Demonstrate an understanding of the ways that cultural encounters and the interaction of people of different cultures in pre-modern as well as modern times have shaped new identities and ways of life.

Explain and describe the natural and cultural characteristics of one place to distinguish it from another apply the concept of region to organize the study of a complex problem.

Describe regional variations of physical processes.

Use geographic tools to represent and interpret Earth's physical and human systems.

Describe the consequences of human population patterns and growth trends over time.

Grade: 10
Demonstrate an understanding of the ways that cultural encounters and the interaction of people of different cultures in pre-modern as well as modern times have shaped new identities and ways of life.

Explain and describe the natural and cultural characteristics of one place to distinguish it from another apply the concept of region to organize the study of a complex problem.

Describe regional variations of physical processes.

Use geographic tools to represent and interpret Earth's physical and human systems.

Describe the consequences of human population patterns and growth trends over time.

Grade: 11
Demonstrate an understanding of the ways that cultural encounters and the interaction of people of different cultures in pre-modern as well as modern times have shaped new identities and ways of life.

Explain and describe the natural and cultural characteristics of one place to distinguish it from another apply the concept of region to organize the study of a complex problem.

Describe regional variations of physical processes.

Use geographic tools to represent and interpret Earth's physical and human systems.

Describe the consequences of human population patterns and growth trends over time.

Grade: 12
Demonstrate an understanding of the ways that cultural encounters and the interaction of people of different cultures in pre-modern as well as modern times have shaped new identities and ways of life.

Explain and describe the natural and cultural characteristics of one place to distinguish it from another apply the concept of region to organize the study of a complex problem.

Describe regional variations of physical processes.

Use geographic tools to represent and interpret Earth's physical and human systems.

Describe the consequences of human population patterns and growth trends over time.

Subject: World Languages

Grade: 4
Students recognize simple themes, ideas or perspectives of the target culture.

Students identify and describe some cultural beliefs and perspectives relating to family, school, work and play in both the target culture and their own culture(s).

Students use new information and perspectives to recognize the similarities and differences among other cultures and their own culture(s).

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students identify, analyze and evaluate themes, ideas and perspectives that are related to the target culture.

Students use new information and perspectives to demonstrate understanding of the similarities and differences among other cultures and their own culture(s).

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students identify, analyze and evaluate themes, ideas and perspectives that are related to the target culture.

Students use new information and perspectives to demonstrate understanding of the similarities and differences among other cultures and their own culture(s).

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students identify, analyze and evaluate themes, ideas and perspectives that are related to the target culture.

Students use new information and perspectives to demonstrate understanding of the similarities and differences among other cultures and their own culture(s).

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students identify, analyze and evaluate themes, ideas and perspectives that are related to the target culture.

Students use new information and perspectives to demonstrate understanding of the similarities and differences among other cultures and their own culture(s).

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

District of Columbia  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
The student listens to, reads, views, and experiences rich culturally diverse texts from many lands.

Grade: 5
The student listens to, reads, views and experiences rich culturally diverse texts from many lands.

The student evaluates presentation for fact and opinion, accuracy of evidence and organization.

The student recognizes the effects of presentations on viewer.

Grade: 6
The student listens to, reads, views and experiences rich culturally diverse texts from many lands.

The student evaluates presentation for fact and opinion, accuracy of evidence and organization.

The student recognizes the effects of presentations on viewer.

Grade: 7
The student accepts constructive criticism.

Grade: 8
The student critiques objectively the overall effectiveness of the speaker's delivery.

Grade: 9
The student listens and interprets speaker's message.

The student detects speaker's slant, bias or stance.

The student comprehends purpose, theme, and point of view.

The student evaluates for purpose, fact/opinion, accuracy of evidence and organization.

Grade: 10
The student detects logic in arguments.

The student understands the speaker's bias.

The student critiques speaker's effectiveness.

The student detects fallacies or soundness in the speaker's argument.

The student identifies the speaker's tone.

Grade: 11
The student detects bias and other inconsistencies.

The student identifies specific sequence in speaker's conversations.

The student critiques objectively.

Grade: 12
The student understands the difference between listening and hearing.

The student critiques a public speaking performance using appropriate criteria.

The student critiques objectively.

Subject: Social Studies

Grade: 4
Performance Standards: The student charts the distribution of population in respect to land forms, climate, and resources.

Performance Standards: The student describes earth's land and water features, and their resources.

Performance Standards: The student describes earth's land and water features, and their resources.

Essential Skills: The student identifies different types of regions.

Essential Skills: The student predicts the effects of living in a given geographic setting on people's lives.

Essential Skills: The student locates and describes major geographical features and regions.

Essential Skills: The student compares and contrasts regions, peoples, cultures, and environments.

Grade: 6
Essential Skills: The student interprets physical and cultural patterns and their interactions (e.g., land use, settlement patterns, and cultural transmission of customs and ideas).

Essential Skills: The student locates cardinal directions, poles, equator, hemispheres, continents, oceans, major mountain ranges, and other major geographical features of the earth.

Grade: 7
Performance Standards: The student demonstrates global distribution of human characteristics using maps and diagrams.

Performance Standards: The student describes ways in which people of a nation borrow and loan cultural characteristics.

Essential Skills: The student investigates how groups contribute different cultural characteristics to a society.

Essential Skills: The student examines and interprets physical and cultural patterns and their interactions.

Essential Skills: The student explains land use settlement patterns, cultural transmission of customs, ideas, and ecosystems.

Performance Standards: The student describes characteristics of land forms, soils, water bodies, vegetation, animal life, weather, and climate.

Essential Skills: The student locates places and natural features by interpreting and constructing maps.

Grade: 9
Essential Skills: The student uses maps, globes, photographs, and pictures to analyze the physical and human landscapes of the world.

Performance Standards: The student analyzes the interactions between the Earth's physical and human systems.

Essential Skills: The student evaluates the importance of the locations of physical features in interpreting geographic patterns.

Performance Standards: The student explains the nature of geography through four geographic themes of location, relationships with places, movement and regions.

Performance Standards: The student describes the characteristics and influences of physical features on the world's major regions.

Essential Skills: The student compares and contrasts how geographic regions and places change over time.

Essential Skills: The student interprets how regional landscapes reflect the cultural characteristics of their inhabitants as well as historical events.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Delaware  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Evaluating texts and media presentations for bias and misinformation.

Recognizing literary merit.

Responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities.

Grade: 5
Evaluating texts and media presentations for bias and misinformation.

Recognizing literary merit.

Responding to literary texts and media representing the diversity of American cultural heritage inclusive of ages, genders, nationalities, races, religions, and disabilities.

Grade: 6
Generating a purpose for reading, listening, or viewing.

Evaluating texts and media presentations for bias and misinformation.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations. .

Grade: 7
Generating a purpose for reading, listening, or viewing.

Evaluating texts and media presentations for bias and misinformation.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations. .

Grade: 8
Generating a purpose for reading, listening, or viewing.

Evaluating texts and media presentations for bias and misinformation.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations. .

Grade: 9
Generating a purpose for reading, listening, or viewing.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations.

Use a variety of sources including printed materials, personal interviews, oral reports, forums, and technological forms of information.

Grade: 10
Generating a purpose for reading, listening, or viewing.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations.

Use a variety of sources including printed materials, personal interviews, oral reports, forums, and technological forms of information.

Grade: 11
Generating a purpose for reading, listening, or viewing.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations.

Use a variety of sources including printed materials, personal interviews, oral reports, forums, and technological forms of information.

Grade: 12
Generating a purpose for reading, listening, or viewing.

Evaluating expository and technical texts and media presentations for their completeness, accuracy, and clarity of communication.

Evaluating the literary merit of various texts and media presentations.

Use a variety of sources including printed materials, personal interviews, oral reports, forums, and technological forms of information.

Subject: Social Studies

Grade: 4
Maps, Globes and other Geo-Graphics: Students will be able to locate places on maps and globes using a grid system (latitude and longitude).

Regions: Students will be able to describe how a region can change over time.

Grade: 5
End of Cluster Expectation: By the end of grade 5, students will be able to apply geographic skills to develop a profile of the local community by placing it in the context of physical, cultural, and other types of regions.

Grade: 6
End of Cluster Expectation: By the end of grade 8, students will be able to demonstrate mental maps of the world and its sub-regions which include the relative location and characteristics of major physical features, political divisions, and human settlements.

Maps: Students will be able to interpret various types of maps (topographic, navigational, thematic).

Places: Students will be able to identify the unique cultural characteristics which distinguish a given place.

Grade: 7
End of Cluster Expectation: By the end of grade 8, students will be able to demonstrate mental maps of the world and its sub-regions which include the relative location and characteristics of major physical features, political divisions, and human settlements.

End of Cluster Expectation: By the end of grade 8, students will be able to identify and explain the major cultural patterns of human activity in the world's sub-regions.

Places: Students will be able to use the concept of cultural hearth to identify the place of origin of the world's cultures.

Places: Students will be able to use demographic information expressed in various ways (population pyramids, thematic maps, tables and charts) to understand the nature of a place.

Regions: Students will be able to explain why the size and character of a region may change over time.

Grade: 8
End of Cluster Expectation: By the end of grade 8, students will be able to demonstrate mental maps of the world and its sub-regions which include the relative location and characteristics of major physical features, political divisions, and human settlements.

Maps: Students will be able to construct from memory a sketch map of the world that places in the correct location relative to each other the major physical features (e.g. continents, oceans, major mountain ranges, significant deserts and river systems) and important human features (e.g. major cities of the area studied, significant countries and sub-regions, Prime Meridian, Equator, Tropics, and Polar parallels).

End of Cluster Expectation: By the end of grade 8, students will be able to apply a knowledge of the major processes shaping natural environments to understand how different peoples have changed and been affected by, physical environments in the world's sub-regions.

End of Cluster Expectation: By the end of grade 8, students will be able to identify and explain the major cultural patterns of human activity in the world's sub-regions.

Grade: 9
By the end of grade 11, students will be able to identify geographic patterns which emerge when collected data is mapped, and analyze mapped patterns through the application of such common geographic principles as Hierarchy (patterns at a detailed scale may be related to patterns at a more general scale); Accessibility (how easily one place can be reached from another); Diffusion (how people or things move in certain directions at certain speeds); Complimentarity (the mutual exchange of people or goods among places usually occurs over the shortest possible distances).

Maps: Students will be able to interpret thematically mapped information and draw inferences from spatial patterns using a combination of common geographic principles.

Places: Students will be able to explain how different cultural values shape the character of particular places (e.g. contrast in lives of women between Bedouin and Scandinavian cultures).

Regions: Students will be able to recognize different types of regions (e. g. formal, functional-including core and periphery, perceptual).

Grade: 10
By the end of grade 11, students will be able to identify geographic patterns which emerge when collected data is mapped, and analyze mapped patterns through the application of such common geographic principles as Hierarchy (patterns at a detailed scale may be related to patterns at a more general scale); Accessibility (how easily one place can be reached from another); Diffusion (how people or things move in certain directions at certain speeds); Complimentarity (the mutual exchange of people or goods among places usually occurs over the shortest possible distances).

Maps: Students will be able to interpret thematically mapped information and draw inferences from spatial patterns using a combination of common geographic principles.

Places: Students will be able to explain how different cultural values shape the character of particular places (e.g. contrast in lives of women between Bedouin and Scandinavian cultures).

Regions: Students will be able to identify the advantages and disadvantages of using human and physical features to delineate the boundaries of regions (e. g. mountain chains, rivers, lines of latitude and longitude, roads and railroad lines).

Grade: 11
By the end of grade 11, students will be able to identify geographic patterns which emerge when collected data is mapped, and analyze mapped patterns through the application of such common geographic principles as Hierarchy (patterns at a detailed scale may be related to patterns at a more general scale); Accessibility (how easily one place can be reached from another); Diffusion (how people or things move in certain directions at certain speeds); Complimentarity (the mutual exchange of people or goods among places usually occurs over the shortest possible distances).

Maps: Students will be able to interpret thematically mapped information and draw inferences from spatial patterns using a combination of common geographic principles.

Places: Students will be able to explain how different cultural values shape the character of particular places (e.g. contrast in lives of women between Bedouin and Scandinavian cultures).

Regions: Students will be able to identify the advantages and disadvantages of using human and physical features to delineate the boundaries of regions (e. g. mountain chains, rivers, lines of latitude and longitude, roads and railroad lines).

Grade: 12
By the end of grade 11, students will be able to identify geographic patterns which emerge when collected data is mapped, and analyze mapped patterns through the application of such common geographic principles as Hierarchy (patterns at a detailed scale may be related to patterns at a more general scale); Accessibility (how easily one place can be reached from another); Diffusion (how people or things move in certain directions at certain speeds); Complimentarity (the mutual exchange of people or goods among places usually occurs over the shortest possible distances).

Maps: Students will be able to interpret thematically mapped information and draw inferences from spatial patterns using a combination of common geographic principles.

Places: Students will be able to explain how different cultural values shape the character of particular places (e.g. contrast in lives of women between Bedouin and Scandinavian cultures).

Regions: Students will be able to identify the advantages and disadvantages of using human and physical features to delineate the boundaries of regions (e. g. mountain chains, rivers, lines of latitude and longitude, roads and railroad lines).

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Florida  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
The student understands information presented orally (for example, key points, details, different interpretations).

The student uses listening strategies in non-interactive settings (for example, assemblies, visual media, formal presentations).

The student knows personal listening preferences (for example, chapter books/novels, poetry, stories about diverse groups and cultures, nonfiction, drama, informational speeches).

Grade: 5
The student understands information presented orally in a variety of forms (for example, informational speeches, humor, persuasive messages, directions).

The student uses listening strategies in non-interactive settings (for example, assemblies, visual media, formal presentations).

Grade: 6
The student expands and enhances personal interest through listening.

Grade: 7
The student uses information gained for a variety of purposes.

Grade: 8
The student uses information gained for a variety of purposes.

The student evaluates strengths and weaknesses of multimedia tools in presentations.

Grade: 9
The student selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.

The student describes, evaluates, and expands personal preferences in listening to fiction, drama, literary non-fiction, and informational presentations.

The student determines main concept and supporting details in order to analyze and evaluate nonprint media messages.

The student critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.

Grade: 10
The student selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.

The student describes, evaluates, and expands personal preferences in listening to fiction, drama, literary non-fiction, and informational presentations.

The student determines main concept and supporting details in order to analyze and evaluate nonprint media messages.

The student critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.

Grade: 11
The student selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.

The student describes, evaluates, and expands personal preferences in listening to fiction, drama, literary non-fiction, and informational presentations.

The student determines main concept and supporting details in order to analyze and evaluate nonprint media messages.

The student critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.

Grade: 12
The student selects and uses appropriate listening strategies according to the intended purpose, such as solving problems, interpreting and evaluating the techniques and intent of a presentation, and taking action in career-related situations.

The student describes, evaluates, and expands personal preferences in listening to fiction, drama, literary non-fiction, and informational presentations.

The student determines main concept and supporting details in order to analyze and evaluate nonprint media messages.

The student critically analyzes specific elements of mass media with regard to the extent to which they enhance or manipulate information.

Subject: Social Studies

Grade: 5
The student extends and refines use of maps, globes, charts, graphs, and other geographic tools including map keys and symbols to gather and interpret data and to draw conclusions about physical patterns (for example, in the United States).

Grade: 6
The student uses various map forms to acquire information (for example, location, distance, direction, scale, symbol).

The student knows ways in which the spatial organization of a society changes over time (for example, urban sprawl as a result of industrialization).

The student knows physical and human criteria used to define regions (for example, hemispheres, mountains, deserts, countries, city boundaries, school districts).

The student knows ways physical and human characteristics of selected regions have changed over time (for example, aftereffects of volcanic activity, development of cities).

Grade: 7
The student extends and refines use of various map forms and other geographic representations to acquire, process, and report geographic information (for example, patterns of population, economics, rainfall, vegetation, landforms).

The student extends and refines knowledge of ways in which the spatial organization of a society changes over time (for example, suburbanization in developed countries).

The student extends and refines knowledge of ways physical and human characteristics of selected regions have changed over time (for example, tree clearing in rain forests).

The student extends and refines understanding of ways various cultures use similar resources and environments (for example, terracing of mountain sides in the Andes and using mountainous areas for pasture in other areas).

Grade: 9
The student understands the advantages and disadvantages of using maps from different sources and different points of view.

The student uses mental maps of physical and human features of the world to answer complex geographic questions.

The student understands how social, cultural, economic, and environmental factors contribute to the dynamic nature of regions.

The student understands the global impact of human changes in the physical environment.

Grade: 10
The student understands the advantages and disadvantages of using maps from different sources and different points of view.

The student uses mental maps of physical and human features of the world to answer complex geographic questions.

The student understands how social, cultural, economic, and environmental factors contribute to the dynamic nature of regions.

The student understands the global impact of human changes in the physical environment.

Grade: 11
The student understands the advantages and disadvantages of using maps from different sources and different points of view.

The student uses mental maps of physical and human features of the world to answer complex geographic questions.

The student understands how social, cultural, economic, and environmental factors contribute to the dynamic nature of regions.

The student understands the global impact of human changes in the physical environment.

Grade: 12
The student understands the advantages and disadvantages of using maps from different sources and different points of view.

The student uses mental maps of physical and human features of the world to answer complex geographic questions.

The student understands how social, cultural, economic, and environmental factors contribute to the dynamic nature of regions.

The student understands the global impact of human changes in the physical environment.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Georgia  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Responds to questions with appropriate information.

Responds appropriately to comments and questions.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student demonstrates an awareness of the presence of the media in the daily lives of most people.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student evaluates the role of the media in focusing attention and in forming an opinion.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student judges the extent to which the media provides a source of entertainment as well as a source of information.

Grade: 5
Responds to questions with appropriate information.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student demonstrates an awareness of the presence of the media in the daily lives of most people.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student evaluates the role of the media in focusing attention and in forming an opinion.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student judges the extent to which media provide a source of entertainment as well as a source of information.

Grade: 6
Responds to questions with appropriate information.

Responds appropriately to comments and questions.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student identifies persuasive and propaganda techniques used in media and identifies false and misleading information.

Grade: 7
Responds appropriately to comments and questions.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student identifies the techniques used to achieve the effects studied in each instance.

Grade: 8
Responds appropriately to comments and questions.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student interprets and evaluates the various ways in which visual image makers (e.g., graphic artists, illustrators, news photographers) communicate information and affect impressions and opinions.

Grade: 9
Responds to questions with appropriate information.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student assesses the ways language and delivery affect the mood and tone of the oral communication and impact the audience.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes the types of arguments used by the speaker, including argument by authority, emotion, and logic.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student formulates judgments about ideas under discussion and supports those judgments with convincing evidence.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

When responding to written and oral texts and media (e.g., television, radio, film productions, and electronic media), the student identifies the aesthetic effects of a media presentation (e.g., layout, lighting, color, camera angles, background, etc.).

Grade: 10
Responds to questions with appropriate information.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes historically significant speeches to find the rhetorical devices and features that make them memorable.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student evaluates the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, diction, and syntax.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes the types of arguments used by the speaker, including argument by causation, analogy, authority, emotion, and logic.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student identifies logical fallacies used in oral addresses (e.g., attack ad hominem, false causality, red herring, overgeneralization, bandwagon effect).

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes the four basic types of persuasive speech (e.g., propositions of fact, value, problem, or policy) and understands the similarities and differences in their patterns of organization and the use of persuasive language, reasoning, and proof.

Grade: 11
Responds to questions with appropriate information.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student analyzes visual or aural techniques used in a media message for a particular audience and evaluates their effectiveness.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

When delivering and responding to presentations, the student evaluates and uses different effects (e.g., visual, music, sound, graphics) to create competent presentations or productions.

Grade: 12
Responds to questions with appropriate information.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student identifies and evaluates the effect of media on the production and consumption of personal and societal values.

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student interprets and evaluates the various ways in which local, national, and international events are presented and the ways information is communicated by visual image makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers).

When responding to visual and oral texts and media (e.g., television, radio, film productions, and electronic media), the student critiques a speaker's diction and syntax in relation to the purpose of an oral communication and the impact the words may have on the audience.

Subject: Social Studies

Grade: 9
Describe the concept of place by explaining how physical characteristics such as landforms, bodies of water, climate, soils, natural vegetation, and animal life are used to describe a place.

Explain how human characteristics including population settlement patterns and human activities such as agriculture and industry can describe a place.

Analyze the interrelationship between physical and human characteristics of a place.

Describe the concept of place by explaining how the culture of a region is product of the regions physical characteristics.

Explain how cultural characteristics of a place can be used to describe a place.

Explain the how the development of customs and traditions help to define a culture and a people.

Grade: 10
Describe the concept of place by explaining how physical characteristics such as landforms, bodies of water, climate, soils, natural vegetation, and animal life are used to describe a place.

Explain how human characteristics including population settlement patterns and human activities such as agriculture and industry can describe a place.

Analyze the interrelationship between physical and human characteristics of a place.

Describe the concept of place by explaining how the culture of a region is product of the regions physical characteristics.

Explain how cultural characteristics of a place can be used to describe a place.

Explain the how the development of customs and traditions help to define a culture and a people.

Grade: 11
Describe the concept of place by explaining how physical characteristics such as landforms, bodies of water, climate, soils, natural vegetation, and animal life are used to describe a place.

Explain how human characteristics including population settlement patterns and human activities such as agriculture and industry can describe a place.

Analyze the interrelationship between physical and human characteristics of a place.

Describe the concept of place by explaining how the culture of a region is product of the regions physical characteristics.

Explain how cultural characteristics of a place can be used to describe a place.

Explain the how the development of customs and traditions help to define a culture and a people.

Grade: 12
Describe the concept of place by explaining how physical characteristics such as landforms, bodies of water, climate, soils, natural vegetation, and animal life are used to describe a place.

Explain how human characteristics including population settlement patterns and human activities such as agriculture and industry can describe a place.

Analyze the interrelationship between physical and human characteristics of a place.

Describe the concept of place by explaining how the culture of a region is product of the regions physical characteristics.

Explain how cultural characteristics of a place can be used to describe a place.

Explain the how the development of customs and traditions help to define a culture and a people.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Hawaii  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
The student uses strategies when listening to understand and remember key ideas, e.g., creates mental pictures, sequence ideas, finds purpose.

The student listens critically for supporting evidence, distinguishing between fact and opinion.

Grade: 5
The student uses strategies when listening to understand and remember key ideas, e.g., creates mental pictures, sequence ideas, finds purpose.

The student listens critically for supporting evidence, distinguishing between fact and opinion.

Grade: 6
The student uses strategies (e.g., questioning, perception-checking, summarizing, paraphrasing, empathic listening) to prevent or repair communication breakdowns caused by misunderstandings.

The student varies and adjusts listening behaviors (e.g., attentive, reflective, critical, evaluative) according to context (e.g., situation, occasion, purpose).

The student listens with an open mind and accepts ideas on a tentative basis, suspending judgment until all ideas have been considered.

Grade: 7
The student uses strategies (e.g., questioning, perception-checking, summarizing, paraphrasing, empathic listening) to prevent or repair communication breakdowns caused by misunderstandings.

The student varies and adjusts listening behaviors (e.g., attentive, reflective, critical, evaluative) according to context (e.g., situation, occasion, purpose).

The student listens with an open mind and accepts ideas on a tentative basis, suspending judgment until all ideas have been considered.

Grade: 8
The student uses strategies (e.g., questioning, perception-checking, summarizing, paraphrasing, empathic listening) to prevent or repair communication breakdowns caused by misunderstandings.

The student varies and adjusts listening behaviors (e.g., attentive, reflective, critical, evaluative) according to context (e.g., situation, occasion, purpose).

The student listens with an open mind and accepts ideas on a tentative basis, suspending judgment until all ideas have been considered.

Grade: 9
The student listens critically by assessing patterns of reasoning, soundness of evidence, and validity of arguments.

Grade: 10
The student listens critically by assessing patterns of reasoning, soundness of evidence, and validity of arguments.

Grade: 11
The student listens critically by assessing patterns of reasoning, soundness of evidence, and validity of arguments.

Grade: 12
The student listens critically by assessing patterns of reasoning, soundness of evidence, and validity of arguments.

Subject: Social Studies

Grade: 4
The student gives examples of how the components of the cultures sustain the culture.

The student shows similarities and differences of the physical characteristics of places and regions.

The student shows similarities and differences of the human characteristics of places and regions.

The student explains the presence of climates, natural resources and ecosystems.

Grade: 5
The student gives examples of how the components of the cultures sustain the culture.

The student shows similarities and differences of the physical characteristics of places and regions.

The student shows similarities and differences of the human characteristics of places and regions.

The student explains casual relationships between the physical processes and climate, natural resources and/or ecosystems.

Grade: 6
The student makes geographic representation that shows relevant and essential data: title, scale, directional indicators, and legend or key.

The student plots distribution/density of human or physical features.

The student shows evidence of the physical and human characteristics of world regions, countries or cities.

The student gives examples of the cultural elements of the place under study.

Grade: 7
The student makes geographic representation that shows relevant and essential data: title, scale, directional indicators, and legend or key.

The student plots distribution/density of human or physical features.

The student shows evidence of the physical and human characteristics of world regions, countries or cities.

The student gives examples of the cultural elements of the place under study.

Grade: 8
The student makes geographic representation that shows relevant and essential data: title, scale, directional indicators, and legend or key.

The student plots distribution/density of human or physical features.

The student shows evidence of the physical and human characteristics of world regions, countries or cities.

The student gives examples of the cultural elements of the place under study.

Grade: 9
Given an event, issue or idea, the student determines the major change that occurred because of the causes and effects.

The student compares two or more cultures: describes rules of each that relate to individual rights and responsibilities, e.g., use of recreational facilities; describes folkways and mores of each that relate to individual rights and responsibilities, e.g., cultural mores, removing shoes, standing in lines; describes taboos of each that related to individual rights and responsibilities, e.g., eating or religious customs.

The student explains the types and functions of regional systems based on multiple human and physical criteria.

The student explains the interrelationship(s) within parts of the regional systems.

The student identifies human and physical changes (boundaries, migration) within a regional system over time.

Grade: 10
The student compares two or more cultures: describes rules of each that relate to individual rights and responsibilities, e.g., use of recreational facilities; describes folkways and mores of each that relate to individual rights and responsibilities, e.g., cultural mores, removing shoes, standing in lines; describes taboos of each that related to individual rights and responsibilities, e.g., eating or religious customs.

The student explains the types and functions of regional systems based on multiple human and physical criteria.

The student explains the interrelationship(s) within parts of the regional systems.

The student identifies human and physical changes (boundaries, migration) within a regional system over time.

Grade: 11
The student compares two or more cultures: describes rules of each that relate to individual rights and responsibilities, e.g., use of recreational facilities; describes folkways and mores of each that relate to individual rights and responsibilities, e.g., cultural mores, removing shoes, standing in lines; describes taboos of each that related to individual rights and responsibilities, e.g., eating or religious customs.

The student explains the types and functions of regional systems based on multiple human and physical criteria.

The student explains the interrelationship(s) within parts of the regional systems.

The student identifies human and physical changes (boundaries, migration) within a regional system over time.

Grade: 12
The student compares two or more cultures: describes rules of each that relate to individual rights and responsibilities, e.g., use of recreational facilities; describes folkways and mores of each that relate to individual rights and responsibilities, e.g., cultural mores, removing shoes, standing in lines; describes taboos of each that related to individual rights and responsibilities, e.g., eating or religious customs.

The student explains the types and functions of regional systems based on multiple human and physical criteria.

The student explains the interrelationship(s) within parts of the regional systems.

The student identifies human and physical changes (boundaries, migration) within a regional system over time.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Idaho  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Listen to gain enrichment and information about various cultures.

Identify the purpose, content, organization, and delivery of verbal communication and non-verbal cues.

Encourage others' participation while exhibiting courteous, attentive, and appropriate behavior during discussions: Listen well and verify understanding; Avoid monopolizing conversations; Raise pertinent questions; Exhibit cultural sensitivity.

Interpret literal and figurative meanings of communication.

Differentiate between fact and opinion.

Grade: 5
Listen to gain enrichment and information about a variety of cultures.

Encourage others' participation while exhibiting courteous, attentive, and appropriate behavior during discussions: Listen carefully and verify understanding; Avoid monopolizing conversations; Raise pertinent questions; Exhibit cultural sensitivity.

Interpret literal and figurative meanings of communication.

Differentiate between facts and opinions.

Grade: 6
Acquire and summarize information from a variety of electronic or live sources.

Develop listening skills to gain enrichment and information about various cultures.

Develop use of effective interpersonal listening skills.

Make informed decisions about the purpose, content, organization, and delivery of verbal and auditory communications and non-verbal cues.

Listen for sequencing.

Identify relationships, ideas, and cultures represented in various media.

Evaluate relationships, ideas, and cultures represented in various media.

Critique, interpret, and evaluate non-print media.

Grade: 7
Acquire and summarize information from a variety of electronic or live sources.

Develop listening skills to gain enrichment and information about various cultures.

Develop use of effective interpersonal listening skills.

Make informed decisions about the purpose, content, organization, and delivery of verbal and auditory communication and nonverbal cues.

Listen for sequencing.

During discussions, encourage others' participation while exhibiting courteous, attentive, and appropriate behavior. Listen well and verify understanding; Avoid monopolizing conversations; Raise pertinent questions; Exhibit cultural sensitivity.

Identify relationships, ideas, and cultures represented in various media

Evaluate relationships, ideas, and cultures represented in various media.

Critique, interpret, and evaluate non-print media.

Grade: 8
Acquire and summarize information from a variety of electronic or live sources.

Develop listening skills to gain enrichment and information about various cultures.

Develop effective interpersonal listening skills.

Make informed decisions about the purpose, content, organization, and delivery of verbal communications and non-verbal cues.

Listen for sequencing.

Encourage others' participation while exhibiting courteous, attentive, and appropriate behavior during discussions: Listen well and verify understanding; Avoid monopolizing conversations; Raise pertinent questions; Exhibit cultural sensitivity.

Identify relationships, ideas, and cultures represented within various media.

Evaluate relationships, ideas, and cultures represented within various media.

Critique, interpret, and evaluate non-print media.

Grade: 10
Acquire, interpret, and apply information from a variety of electronic or live sources.

Use listening skills to gain enrichment and information about various cultures.

Demonstrate effective interpersonal listening skills.

Make informed judgments about the purpose, content, organization, and delivery of verbal communications and non-verbal cues.

Encourage other's participation, while exhibiting courteous, attentive, and appropriate behavior during discussions: Listen well and verify understanding; Avoid monopolizing conversations; Raise pertinent questions; Exhibit cultural sensitivity.

Explain, compare, and contrast relationships, idea, and cultures represented in various media.

Make judgments about non-print media.

Grade: 11
Acquire, interpret, and apply information from a variety of electronic or live sources.

Use listening skills to gain enrichment and information about various cultures.

Demonstrate effective interpersonal listening skills.

Make informed judgments about the purpose, content, organization, and delivery of verbal communications and non-verbal cues.

Encourage other's participation, while exhibiting courteous, attentive, and appropriate behavior during discussions: Listen well and verify understanding; Avoid monopolizing conversations; Raise pertinent questions; Exhibit cultural sensitivity.

Explain, compare, and contrast relationships, idea, and cultures represented in various media.

Make judgments about non-print media.

Grade: 12
Acquire, interpret, and apply information from a variety of electronic or live sources.

Use listening skills to gain enrichment and information about various cultures.

Demonstrate effective interpersonal listening skills.

Make informed judgments about the purpose, content, organization, and delivery of verbal communications and non-verbal cues.

Encourage other's participation, while exhibiting courteous, attentive, and appropriate behavior during discussions: Listen well and verify understanding; Avoid monopolizing conversations; Raise pertinent questions; Exhibit cultural sensitivity.

Explain, compare, and contrast relationships, idea, and cultures represented in various media.

Make judgments about non-print media.

Subject: Social Studies

Grade: 4
Use geographic skills to collect, analyze, interpret, and communicate data.

Locate and label on a map of the world the continents, oceans, landforms, poles, hemispheres, equator, and prime meridian.

Grade: 5
Develop and use different kinds of maps, globes, graphs, charts, databases, and models to display and obtain information.

Use latitude and longitude coordinates to find specific locations on a map.

Identify ways the land has been changed by people, technology, and natural forces.

Grade: 6
Compare and contrast physical features on the planet.

Describe how physical features such as mountain ranges, fertile plains, and rivers led to the development of cultural regions.

Identify the locations of certain physical and human features and events on maps and globes and answer related geography questions.

Analyze the physical characteristics of places.

Analyze the human characteristics of places.

Explain how culture influences people's perceptions of places and regions.

Analyze the population characteristics of places to explain population patterns.

Describe the structure of different populations through the use of key demographic concepts.

Grade: 7
Compare and contrast physical features on the planet.

Describe how physical features such as mountain ranges, fertile plains, and rivers led to the development of cultural regions.

Identify the locations of certain physical and human features and events on maps and globes and answer related geography questions.

Analyze the physical characteristics of places.

Analyze the human characteristics of places.

Explain how culture influences people's perceptions of places and regions.

Analyze the population characteristics of places to explain population patterns.

Describe the structure of different populations through the use of key demographic concepts.

Grade: 8
Compare and contrast physical features on the planet.

Describe how physical features such as mountain ranges, fertile plains, and rivers led to the development of cultural regions.

Identify the locations of certain physical and human features and events on maps and globes and answer related geography questions.

Analyze the physical characteristics of places.

Analyze the human characteristics of places.

Explain how culture influences people's perceptions of places and regions.

Analyze the population characteristics of places to explain population patterns.

Describe the structure of different populations through the use of key demographic concepts.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Illinois  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Demonstrate understanding of the listening process (e.g., sender, receiver, message) by summarizing and paraphrasing spoken messages orally and in writing in formal and informal situations.

Grade: 5
Demonstrate understanding of the listening process (e.g., sender, receiver, message) by summarizing and paraphrasing spoken messages orally and in writing in formal and informal situations.

Grade: 6
Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.

Compare a speaker's verbal and nonverbal messages.

Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions).

Grade: 7
Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.

Compare a speaker's verbal and nonverbal messages.

Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions).

Grade: 8
Demonstrate ways (e.g., ask probing questions, provide feedback to a speaker, summarize and paraphrase complex spoken messages) that listening attentively can improve comprehension.

Compare a speaker's verbal and nonverbal messages.

Demonstrate the ability to identify and manage barriers to listening (e.g., noise, speaker credibility, environmental distractions).

Grade: 9
Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).

Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages).

Demonstrate understanding of the relationship of verbal and nonverbal messages within a context (e.g., contradictory, supportive, repetitive, substitutive).

Grade: 10
Apply listening skills as individuals and members of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).

Apply listening skills in practical settings (e.g., classroom note taking, interpersonal conflict situations, giving and receiving directions, evaluating persuasive messages).

Demonstrate understanding of the relationship of verbal and nonverbal messages within a context (e.g., contradictory, supportive, repetitive, substitutive).

Grade: 11
Use techniques for analysis, synthesis, and evaluation of oral messages.

Use speaking skills to participate in and lead group discussions; analyze the effectiveness of the spoken interactions based upon the ability of the group to achieve its goals.

Grade: 12
Use techniques for analysis, synthesis, and evaluation of oral messages.

Use speaking skills to participate in and lead group discussions; analyze the effectiveness of the spoken interactions based upon the ability of the group to achieve its goals.

Subject: Social Studies

Grade: 4
Compare the physical characteristics of places including soils, land forms, vegetation, wildlife, climate, natural hazards.

Use maps and other geographic representations and instruments to gather information about people, places and environments.

Grade: 5
Compare the physical characteristics of places including soils, land forms, vegetation, wildlife, climate, natural hazards.

Use maps and other geographic representations and instruments to gather information about people, places and environments.

Grade: 6
Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images.

Grade: 7
Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images.

Grade: 8
Explain how to make and use geographic representations to provide and enhance spatial information including maps, graphs, charts, models, aerial photographs, satellite images.

Grade: 9
Use mental maps of physical features to answer complex geographic questions (e.g., how physical features have deterred or enabled migration).

Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth.

Analyze trends in world demographics as they relate to physical systems.

Grade: 10
Use mental maps of physical features to answer complex geographic questions (e.g., how physical features have deterred or enabled migration).

Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth.

Analyze trends in world demographics as they relate to physical systems.

Grade: 11
Demonstrate how maps, other geographic instruments and technologies are used to solve spatial problems (e.g., land use, ecological concerns).

Grade: 12
Demonstrate how maps, other geographic instruments and technologies are used to solve spatial problems (e.g., land use, ecological concerns).

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Indiana  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Comprehension: Summarize major ideas and supporting evidence presented in spoken presentations.

Grade: 5
Comprehension: Make inferences or draw conclusions based on an oral report.

Analysis and Evaluation of Oral and Media Communications: Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

Grade: 6
Comprehension: Restate and carry out multiple-step oral instructions and directions.

Analysis and Evaluation of Oral and Media Communications: Identify persuasive and propaganda techniques used in electronic media (television, radio, online sources) and identify false and misleading information.

Grade: 7
Comprehension: Determine the speaker's attitude toward the subject.

Analysis and Evaluation of Oral and Media Communications: Analyze the effect on the viewer of images, text, and sound in electronic journalism; identify the techniques used to achieve the effects.

Grade: 8
Comprehension: Paraphrase (restate) a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.

Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which visual image makers (such as graphic artists, illustrators, and news photographers) communicate information and affect impressions and opinions.

Grade: 9
Comprehension: Summarize a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.

Analysis and Evaluation of Oral and Media Communications: Make judgments about the ideas under discussion and support those judgments with convincing evidence.

Analysis and Evaluation of Oral and Media Communications: Analyze historically significant speeches (such as Abraham Lincoln's 'House Divided' speech or Winston Churchill's 'We Will Never Surrender' speech) to find the rhetorical devices and features that make them memorable.

Analysis and Evaluation of Oral and Media Communications: Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, choice of words, and use of language.

Analysis and Evaluation of Oral and Media Communications: Identify the artistic effects of a media presentation and evaluate the techniques used to create them (comparing, for example, Shakespeare's Romeo and Juliet with Franco Zefferelli's film version).

Grade: 10
Comprehension: Summarize a speaker's purpose and point of view and ask questions concerning the speaker's content, delivery, and attitude toward the subject.

Analysis and Evaluation of Oral and Media Communications: Make judgments about the ideas under discussion and support those judgments with convincing evidence.

Analysis and Evaluation of Oral and Media Communications: Analyze historically significant speeches (such as Franklin Delano Roosevelt's 'Day of Infamy' speech) to find the rhetorical devices and features that make them memorable.

Analysis and Evaluation of Oral and Media Communications: Evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, choice of words, and use of language.

Analysis and Evaluation of Oral and Media Communications: Identify the artistic effects of a media presentation and evaluate the techniques used to create them (for example, compare Shakespeare's Henry V with Kenneth Branagh's 1990 film version).

Grade: 11
Organization and Delivery of Oral Communication: Distinguish between and use various forms of logical arguments, including: Inductive arguments (arguments that are highly likely, such as All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe) and deductive arguments (arguments that are necessary conclusions based on the evidence, such as If all men are mortal and he is a man, then he is mortal); Syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others).

Analysis and Evaluation of Oral and Media Communications: Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertisements; perpetuation of stereotypes; and the use of visual representations, special effects, and language).

Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers).

Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience and evaluate their effectiveness (for example, Orson Welles' radio broadcast War of the Worlds).

Grade: 12
Organization and Delivery of Oral Communication: Distinguish between and use various forms of logical arguments, including: Inductive arguments (arguments that are highly likely, such as All of these pears are from that basket and all of these pears are ripe, so all of the pears in the basket are ripe) and deductive arguments (arguments that are necessary conclusions based on the evidence, such as If all men are mortal and he is a man, then he is mortal); Syllogisms and analogies (assumptions that if two things are similar in some ways then they are probably similar in others).

Analysis and Evaluation of Oral and Media Communications: Analyze strategies used by the media to inform, persuade, entertain, and transmit culture (including advertisements; perpetuation of stereotypes; and the use of visual representations, special effects, and language).

Analysis and Evaluation of Oral and Media Communications: Interpret and evaluate the various ways in which events are presented and information is communicated by visual image-makers (such as graphic artists, documentary filmmakers, illustrators, and news photographers).

Analysis and Evaluation of Oral and Media Communications: Analyze the techniques used in media messages for a particular audience to evaluate effectiveness, and infer the speaker's character (using, for example, the Duke of Windsor's abdication speech).

Subject: Social Studies

Grade: 5
The World in Spatial Terms: Demonstrate that lines of latitude and longitude are measured in degrees of a circle, that places can be precisely located where these lines intersect, and that location can be stated in terms of degrees north or south of the equator and east or west of the Prime Meridian.

Environment and Society, Uses of Geography: Give examples of how specific physical features influenced historical events and movements.

Grade: 6
The World in Spatial Terms: Explain the components of most maps (title, scale, legend, grid, and projection). Compare different map types (topographic, thematic, etc.) and different map projections, and explain the appropriate use for each.

The World in Spatial Terms: Use latitude and longitude to locate places on earth and describe the uses of locational technology, such as Global Positioning Systems (GPS) and Geographic Information Systems (GIS).

Environment and Society: Analyze and give examples of the consequences of human impact on the physical environment, and evaluate ways in which technology influences human capacity to modify the physical environment.

Grade: 7
The World in Spatial Terms: Use four spatial map elements (point, line, area, and volume) to interpret information on maps, globes, and Geographic Information Systems (GIS).

Physical Systems: Explain how physical processes have shaped the earth's surface. Classify these processes according to those that have built up the earth's surface (mountain-building and alluvial deposition) and those that wear away at the earth's surface (erosion).

Human Systems: Use maps, charts, and graphs to compare rural and urban populations in selected countries.

Grade: 9
Explain the differences between a culture and a society.

Ask geographic questions and obtain answers from a variety of sources, such as books, atlases, and other written materials; statistical source material; fieldwork and interviews; remote sensing; word processing; and GIS. Reach conclusions and give oral, written, graphic, and cartographic expression to conclusions.

Name and locate the world's major bodies of water, major mountain ranges, major river systems, all countries, and major cities.

Categorize characteristics of places in terms of whether they are physical (natural) or cultural (human). Know and apply the sub-categories of physical and cultural characteristics when describing any given place.

Integrate understandings concerning the physical processes that shape the Earth's surface and result in existing land forms: plate tectonics, mountain building, erosion, and deposition.

Explain the concept of population dynamics, and through maps establish world patterns of population distribution, density, and growth. Relate population growth rates to health statistics, food supply, or other measures of well-being. Understand that patterns differ not only among countries but also between regions within a single country. (Civics and Government; Economics; Individuals, Society, and Culture)

Examine ways that people in different parts of the world have adapted to the physical environment.

Assess how people's changing perceptions of geographic features have led to changes in human societies. (Individuals, Society, and Culture)

Grade: 10
Explain the differences between a culture and a society.

Ask geographic questions and obtain answers from a variety of sources, such as books, atlases, and other written materials; statistical source material; fieldwork and interviews; remote sensing; word processing; and GIS. Reach conclusions and give oral, written, graphic, and cartographic expression to conclusions.

Name and locate the world's major bodies of water, major mountain ranges, major river systems, all countries, and major cities.

Categorize characteristics of places in terms of whether they are physical (natural) or cultural (human). Know and apply the sub-categories of physical and cultural characteristics when describing any given place.

Integrate understandings concerning the physical processes that shape the Earth's surface and result in existing land forms: plate tectonics, mountain building, erosion, and deposition.

Explain the concept of population dynamics, and through maps establish world patterns of population distribution, density, and growth. Relate population growth rates to health statistics, food supply, or other measures of well-being. Understand that patterns differ not only among countries but also between regions within a single country. (Civics and Government; Economics; Individuals, Society, and Culture)

Examine ways that people in different parts of the world have adapted to the physical environment.

Assess how people's changing perceptions of geographic features have led to changes in human societies. (Individuals, Society, and Culture)

Grade: 11
Explain the differences between a culture and a society.

Ask geographic questions and obtain answers from a variety of sources, such as books, atlases, and other written materials; statistical source material; fieldwork and interviews; remote sensing; word processing; and GIS. Reach conclusions and give oral, written, graphic, and cartographic expression to conclusions.

Name and locate the world's major bodies of water, major mountain ranges, major river systems, all countries, and major cities.

Categorize characteristics of places in terms of whether they are physical (natural) or cultural (human). Know and apply the sub-categories of physical and cultural characteristics when describing any given place.

Integrate understandings concerning the physical processes that shape the Earth's surface and result in existing land forms: plate tectonics, mountain building, erosion, and deposition.

Explain the concept of population dynamics, and through maps establish world patterns of population distribution, density, and growth. Relate population growth rates to health statistics, food supply, or other measures of well-being. Understand that patterns differ not only among countries but also between regions within a single country. (Civics and Government; Economics; Individuals, Society, and Culture)

Examine ways that people in different parts of the world have adapted to the physical environment.

Assess how people's changing perceptions of geographic features have led to changes in human societies. (Individuals, Society, and Culture)

Grade: 12
Explain the differences between a culture and a society.

Ask geographic questions and obtain answers from a variety of sources, such as books, atlases, and other written materials; statistical source material; fieldwork and interviews; remote sensing; word processing; and GIS. Reach conclusions and give oral, written, graphic, and cartographic expression to conclusions.

Name and locate the world's major bodies of water, major mountain ranges, major river systems, all countries, and major cities.

Categorize characteristics of places in terms of whether they are physical (natural) or cultural (human). Know and apply the sub-categories of physical and cultural characteristics when describing any given place.

Integrate understandings concerning the physical processes that shape the Earth's surface and result in existing land forms: plate tectonics, mountain building, erosion, and deposition.

Explain the concept of population dynamics, and through maps establish world patterns of population distribution, density, and growth. Relate population growth rates to health statistics, food supply, or other measures of well-being. Understand that patterns differ not only among countries but also between regions within a single country. (Civics and Government; Economics; Individuals, Society, and Culture)

Examine ways that people in different parts of the world have adapted to the physical environment.

Assess how people's changing perceptions of geographic features have led to changes in human societies. (Individuals, Society, and Culture)

Subject: World Languages

Grade: 4
Latin: Identify cultural similarities and differences, e.g., dress, foods, dwellings, holiday celebrations.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Latin: Identify cultural similarities and differences, e.g., dress, foods, dwellings, holiday celebrations.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Latin: Identify cultural similarities and differences, e.g., dress, foods, dwellings, holiday celebrations.

Latin: Describe similarities and differences in everyday life between students' culture and the ancient Roman culture.

Modern Languages: Identify simple themes, ideas, and perspectives of the culture evidenced through geography, history, and artistic expression.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Latin: Identify cultural similarities and differences, e.g., dress, foods, dwellings, holiday celebrations.

Latin: Describe similarities and differences in everyday life between students' culture and the ancient Roman culture.

Modern Languages: Identify simple themes, ideas, and perspectives of the culture evidenced through geography, history, and artistic expression.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Latin: Identify cultural similarities and differences, e.g., dress, foods, dwellings, holiday celebrations.

Latin: Describe similarities and differences in everyday life between students' culture and the ancient Roman culture.

Modern Languages: Identify simple themes, ideas, and perspectives of the culture evidenced through geography, history, and artistic expression.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Latin: Identify cultural similarities and differences, e.g., dress, foods, dwellings, holiday celebrations.

Latin: Describe similarities and differences in everyday life between students' culture and the ancient Roman culture.

Modern Languages: Identify simple themes, ideas, and perspectives of the culture evidenced through geography, history, and artistic expression.

Latin: Discuss similarities and differences between modern culture and ancient Roman culture.

Modern Languages: Explain the impact of the foreign culture on students' culture.

Latin: Evaluate reasons behind similarities and differences between students' own culture and that of the ancient Romans.

Latin: Analyze similarities and differences between modern culture in the United States and ancient Roman culture.

Modern Languages: Identify and compare current issues in the foreign culture and students' own culture.

Modern Languages: Explain the impact of contributions of the foreign culture to students' own culture.

Latin: Discuss reasons behind similarities and differences between students' own culture and that of the ancient Romans.

Latin: Compare and contrast medieval dress with that of the classical period.

Latin: Interpret and summarize reasons behind similarities and differences between students' own culture and that of the ancient Romans.

Latin: Analyze similarities and differences between students' culture and the ancient Roman culture.

Modern Languages: Analyze the relationship between the products and perspectives of the foreign culture, drawing a comparison to that of the United States.

Modern Languages: Use authentic sources to analyze and synthesize the perspectives of the foreign culture.

Latin: Discuss reflections of the Classical cultures throughout history.

Latin: Analyze reasons behind similarities and differences between students' culture and that of the ancient Romans.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Latin: Identify cultural similarities and differences, e.g., dress, foods, dwellings, holiday celebrations.

Latin: Describe similarities and differences in everyday life between students' culture and the ancient Roman culture.

Modern Languages: Identify simple themes, ideas, and perspectives of the culture evidenced through geography, history, and artistic expression.

Latin: Discuss similarities and differences between modern culture and ancient Roman culture.

Modern Languages: Explain the impact of the foreign culture on students' culture.

Latin: Evaluate reasons behind similarities and differences between students' own culture and that of the ancient Romans.

Latin: Analyze similarities and differences between modern culture in the United States and ancient Roman culture.

Modern Languages: Identify and compare current issues in the foreign culture and students' own culture.

Modern Languages: Explain the impact of contributions of the foreign culture to students' own culture.

Latin: Discuss reasons behind similarities and differences between students' own culture and that of the ancient Romans.

Latin: Compare and contrast medieval dress with that of the classical period.

Latin: Interpret and summarize reasons behind similarities and differences between students' own culture and that of the ancient Romans.

Latin: Analyze similarities and differences between students' culture and the ancient Roman culture.

Modern Languages: Analyze the relationship between the products and perspectives of the foreign culture, drawing a comparison to that of the United States.

Modern Languages: Use authentic sources to analyze and synthesize the perspectives of the foreign culture.

Latin: Discuss reflections of the Classical cultures throughout history.

Latin: Analyze reasons behind similarities and differences between students' culture and that of the ancient Romans.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Latin: Identify cultural similarities and differences, e.g., dress, foods, dwellings, holiday celebrations.

Latin: Describe similarities and differences in everyday life between students' culture and the ancient Roman culture.

Modern Languages: Identify simple themes, ideas, and perspectives of the culture evidenced through geography, history, and artistic expression.

Latin: Discuss similarities and differences between modern culture and ancient Roman culture.

Modern Languages: Explain the impact of the foreign culture on students' culture.

Latin: Evaluate reasons behind similarities and differences between students' own culture and that of the ancient Romans.

Latin: Analyze similarities and differences between modern culture in the United States and ancient Roman culture.

Modern Languages: Identify and compare current issues in the foreign culture and students' own culture.

Modern Languages: Explain the impact of contributions of the foreign culture to students' own culture.

Latin: Discuss reasons behind similarities and differences between students' own culture and that of the ancient Romans.

Latin: Compare and contrast medieval dress with that of the classical period.

Latin: Interpret and summarize reasons behind similarities and differences between students' own culture and that of the ancient Romans.

Latin: Analyze similarities and differences between students' culture and the ancient Roman culture.

Modern Languages: Analyze the relationship between the products and perspectives of the foreign culture, drawing a comparison to that of the United States.

Modern Languages: Use authentic sources to analyze and synthesize the perspectives of the foreign culture.

Latin: Discuss reflections of the Classical cultures throughout history.

Latin: Analyze reasons behind similarities and differences between students' culture and that of the ancient Romans.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Latin: Identify cultural similarities and differences, e.g., dress, foods, dwellings, holiday celebrations.

Latin: Describe similarities and differences in everyday life between students' culture and the ancient Roman culture.

Modern Languages: Identify simple themes, ideas, and perspectives of the culture evidenced through geography, history, and artistic expression.

Latin: Discuss similarities and differences between modern culture and ancient Roman culture.

Modern Languages: Explain the impact of the foreign culture on students' culture.

Latin: Evaluate reasons behind similarities and differences between students' own culture and that of the ancient Romans.

Latin: Analyze similarities and differences between modern culture in the United States and ancient Roman culture.

Modern Languages: Identify and compare current issues in the foreign culture and students' own culture.

Modern Languages: Explain the impact of contributions of the foreign culture to students' own culture.

Latin: Discuss reasons behind similarities and differences between students' own culture and that of the ancient Romans.

Latin: Compare and contrast medieval dress with that of the classical period.

Latin: Interpret and summarize reasons behind similarities and differences between students' own culture and that of the ancient Romans.

Latin: Analyze similarities and differences between students' culture and the ancient Roman culture.

Modern Languages: Analyze the relationship between the products and perspectives of the foreign culture, drawing a comparison to that of the United States.

Modern Languages: Use authentic sources to analyze and synthesize the perspectives of the foreign culture.

Latin: Discuss reflections of the Classical cultures throughout history.

Latin: Analyze reasons behind similarities and differences between students' culture and that of the ancient Romans.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Kansas  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Social Studies

Grade: 4
The student applies geographic tools, including grid systems, symbols, legends, scales, and a compass rose to construct and interpret maps.

The student identifies and gives examples of the difference between political and physical features within a region.

The student locates major physical and political features of regions from memory (e.g., Appalachian Mountains, the Great Lakes, 50 States, Kansas River, Arkansas River, Atlanta, Grand Canyon, Gulf of California, Mt. McKinley, Puerto Rico, Prime Meridian, International Dateline, Arctic Circle, Antarctic Circle, San Francisco, Dallas, Phoenix, Seattle, Everglades, Yellowstone National Park, Niagara Falls, Mississippi River).

Grade: 5
The student locates major physical and political features of Earth from memory (e.g., Boston, Philadelphia, England, France, Italy, Spain, North America, Atlantic Ocean, Pacific Ocean, Yucatan Peninsula, Germany, Aleutian Islands, Bering Strait, Chesapeake Bay, Hudson Bay, Mexico City, Montreal, Netherlands, Norway, Ohio River, Portugal, Quebec City, St. Lawrence River).

Grade: 6
The student identifies major patterns of world populations, physical features, ecosystems, and cultures using historic and contemporary geographic tools (e.g., maps, illustrations, photographs, documents, data).

The student identifies types of regions (e.g., climatic, economic, cultural).

The student describes how places and regions may be identified by cultural symbols (e.g., Acropolis in Athens, Muslim minaret, Indian sari).

Grade: 7
The student selects and explains reasons for using different geographic tools, graphic representation, and/or technologies to analyze selected geographic problems (e.g., map projections, aerial photographs, satellite images, geographic information systems).

The student uses geographic tools, graphic representation, and/or technologies to pose and answer questions about past and present spatial distributions and patterns (e.g., mountain ranges, river systems, field patterns, settlements, transportation routes).

The student identifies and compares the physical characteristics of world regions (e.g., locations, landscape, climate, vegetation, resources).

The student identifies and compares the human characteristics of world regions (e.g., people, religion, language, customs, government, agriculture, industry, architecture, arts, education).

The student identifies the various physical and human criteria that can be used to define a region (e.g., physical: mountain, coastal, climate; human: religion, ethnicity, language, economic, government).

The student describes and analyzes population characteristics through the use of demographic concepts (e.g., population pyramids, birth/death rates, population growth rates, migration patterns).

The student explains how the spread of cultural elements results in distinctive cultural landscapes (e.g., religion, language, customs, ethnic neighborhoods, foods).

Grade: 8
The student identifies and explains the changing criteria that can be used to define a region (e.g., North, South, Border States, Northwest Territory).

Grade: 9
The student demonstrates how various regional frameworks are used to interpret the complexity of Earth (e.g., vegetation, climate, religion, language, occupations, industries, resources, governmental systems, economic systems).

The student analyzes the factors that contribute to human changes in regions (e.g., technology alters use of place, migration, changes cultural characteristics, political factors).

The student identifies trends of population growth and migration in response to environmental, social, economic, political, or technological factors (e.g., stress on infrastructure, impact on environment, cultural diffusion, socio-economic changes and pressures).

Grade: 10
The student demonstrates how various regional frameworks are used to interpret the complexity of Earth (e.g., vegetation, climate, religion, language, occupations, industries, resources, governmental systems, economic systems).

The student analyzes the factors that contribute to human changes in regions (e.g., technology alters use of place, migration, changes cultural characteristics, political factors).

The student identifies trends of population growth and migration in response to environmental, social, economic, political, or technological factors (e.g., stress on infrastructure, impact on environment, cultural diffusion, socio-economic changes and pressures).

Grade: 11
The student demonstrates how various regional frameworks are used to interpret the complexity of Earth (e.g., vegetation, climate, religion, language, occupations, industries, resources, governmental systems, economic systems).

The student analyzes the factors that contribute to human changes in regions (e.g., technology alters use of place, migration, changes cultural characteristics, political factors).

The student identifies trends of population growth and migration in response to environmental, social, economic, political, or technological factors (e.g., stress on infrastructure, impact on environment, cultural diffusion, socio-economic changes and pressures).

Grade: 12
The student demonstrates how various regional frameworks are used to interpret the complexity of Earth (e.g., vegetation, climate, religion, language, occupations, industries, resources, governmental systems, economic systems).

The student analyzes the factors that contribute to human changes in regions (e.g., technology alters use of place, migration, changes cultural characteristics, political factors).

The student identifies trends of population growth and migration in response to environmental, social, economic, political, or technological factors (e.g., stress on infrastructure, impact on environment, cultural diffusion, socio-economic changes and pressures).

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Kentucky  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Social Studies

Grade: 4
Language, music, art, dress, food, stories, and folk tales help define culture and may be shared among various groups.

Elements of culture (e.g., language, music, art, dress, food, stories, folktales) serve to define specific groups and may result in unique perspectives.

Simple physical, political, and thematic maps, globes, charts, photographs, aerial photography, and graphs can be used to find and explain locations and display information.

Every place is unique and can be described by its human (e.g., language, religion, housing) and physical characteristics (e.g., landforms, climates, water).

Human populations gather in groups of different sizes and in different locations in the world.

Grade: 5
Language, music, art, dress, food, stories, and folk tales help define culture and may be shared among various groups.

Elements of culture (e.g., language, music, art, dress, food, stories, folktales) serve to define specific groups and may result in unique perspectives.

Simple physical, political, and thematic maps, globes, charts, photographs, aerial photography, and graphs can be used to find and explain locations and display information.

Every place is unique and can be described by its human (e.g., language, religion, housing) and physical characteristics (e.g., landforms, climates, water).

Human populations gather in groups of different sizes and in different locations in the world.

Grade: 6
All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives.

Different factors (e.g., rivers, dams, developments) affect where human activities are located and how land is used in urban, rural, and suburban areas.

Places can be made distinctive by human activities (e.g., building houses, stores, roads, railroads, irrigation) that alter physical features.

Regions can be different in size and defined in different ways.

Grade: 7
All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives.

Different factors (e.g., rivers, dams, developments) affect where human activities are located and how land is used in urban, rural, and suburban areas.

Places can be made distinctive by human activities (e.g., building houses, stores, roads, railroads, irrigation) that alter physical features.

Regions can be different in size and defined in different ways.

Grade: 8
All cultures develop institutions, customs, beliefs, and holidays reflecting their unique histories, situations, and perspectives.

Different factors (e.g., rivers, dams, developments) affect where human activities are located and how land is used in urban, rural, and suburban areas.

Places can be made distinctive by human activities (e.g., building houses, stores, roads, railroads, irrigation) that alter physical features.

Regions can be different in size and defined in different ways.

Grade: 9
Representations of Earth and databases can be used to analyze the distribution of physical and human features on Earth's surface.

The location and distribution of human features on Earth's surface are based on reasoning and patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion).

Physical characteristics create advantages and disadvantages for human activities in a specific place.

Grade: 10
Representations of Earth and databases can be used to analyze the distribution of physical and human features on Earth's surface.

The location and distribution of human features on Earth's surface are based on reasoning and patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion).

Physical characteristics create advantages and disadvantages for human activities in a specific place.

Grade: 11
Representations of Earth and databases can be used to analyze the distribution of physical and human features on Earth's surface.

The location and distribution of human features on Earth's surface are based on reasoning and patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion).

Physical characteristics create advantages and disadvantages for human activities in a specific place.

Grade: 12
Representations of Earth and databases can be used to analyze the distribution of physical and human features on Earth's surface.

The location and distribution of human features on Earth's surface are based on reasoning and patterns (e.g., available transportation, location of resources and markets, individual preference, centralization versus dispersion).

Physical characteristics create advantages and disadvantages for human activities in a specific place.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Louisiana  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 6
Grade Level Expectation: Speaking and Listening: Demonstrate active listening strategies for various purposes, including: viewing a video to interpret the meaning of the story, to determine the speaker's/character's attitude using verbal and nonverbal cues, and to draw conclusions about the presentation; summarizing the main points of a speaker's message, including supporting details and their significance. (ELA-4-M4)

Grade Level Expectation: Speaking and Listening: Evaluate media for various purposes, including: text structure; images/sensory details; support for main position; background information; opinions vs. facts; sequence of ideas and organization. (ELA-4-M5)

Grade: 7
Grade Level Expectation: Speaking and Listening: Evaluate and determine bias and credibility of various media presentations (e.g., TV and radio advertising). (ELA-4-M4)

Grade Level Expectation: Speaking and Listening: Evaluate a variety of media for impressions/effect on listeners, faulty reasoning, propaganda techniques, and delivery. (ELA-4-M5)

Grade: 8
Grade Level Expectation: Speaking and Listening: Determine the credibility of the speaker (e.g., hidden agenda, slanted or biased materials). (ELA-4-M4)

Grade: 9
Grade Level Expectation: Speaking and Listening: Listen to oral instructions and presentations, speeches, discussions, and carry out procedures, including: taking accurate notes; writing summaries or responses; forming groups. (ELA-4-H2)

Grade Level Expectation: Speaking and Listening: Use active listening strategies, including: monitoring messages for clarity; selecting and organizing essential information; noting cues such as changes in pace; generating and asking questions concerning a speaker's content, delivery, and attitude toward the subject. (ELA-4-H4)

Grade: 10
Grade Level Expectation: Speaking and Listening: Listen to detailed oral instructions and presentations and carry out complex procedures, including: taking accurate notes; writing summaries or responses; forming groups. (ELA-4-H2)

Grade Level Expectation: Speaking and Listening: Use active listening strategies, including: monitoring message for clarity; selecting and organizing essential information; noting cues such as changes in pace; generating and asking questions concerning a speaker's content, delivery, and attitude toward the subject. (ELA-4-H4)

Grade: 11
Grade Level Expectation: Speaking and Listening: Listen to detailed oral instructions and presentations and carry out complex procedures, including: reading and questioning; writing responses; forming groups; taking accurate, detailed notes. (ELA-4-H2)

Grade Level Expectation: Speaking and Listening: Use active listening strategies, including: monitoring messages for clarity; selecting and organizing information; noting cues such as changes in pace. (ELA-4-H4)

Grade: 12
Grade Level Expectation: Speaking and Listening: Listen to detailed oral instructions and presentations and carry out complex procedures, including: reading and questioning; writing responses; forming groups; taking accurate, detailed notes. (ELA-4-H2)

Grade Level Expectation: Speaking and Listening: Use active listening strategies, including: monitoring messages for clarity; selecting and organizing information; noting cues such as changes in pace. (ELA-4-H4)

Subject: Social Studies

Grade: 4
The World in Spatial Terms: identifying and describing the characteristics and uses of geographic representations, such as various types of maps, globes, graphs, diagrams, photographs, and satellite-produced images. (1, 3, 4)

Places and Religions: describing and comparing the physical characteristics of places, including land forms, bodies of water, soils, vegetation, and climate. (1, 3, 4)

Places and Religions: identifying and describing the human characteristics of places, including population distributions and culture. (1, 3, 4)

Grade Level Expectation: Physical and Human Systems: Describe characteristics of the human population in a given area (e.g., cultural diversity, population size or growth) (G-1C-E3)

Grade: 5
The World in Spatial Terms: identifying and describing the characteristics, functions, and applications of various types of maps and other geographic representations, tools, and technologies. (1, 2, 3, 4)

Physical and Human Systems: predicting and explaining how physical features help to shape patterns and arrangements in the physical environment. (1, 2, 3, 4)

Physical and Human Systems: identifying key demographic concepts and using these concepts to analyze the population characteristics of a country or region. (1, 2, 3, 4)

Grade: 6
The World in Spatial Terms: identifying and describing the characteristics, functions, and applications of various types of maps and other geographic representations, tools, and technologies. (1, 2, 3, 4)

Physical and Human Systems: predicting and explaining how physical features help to shape patterns and arrangements in the physical environment. (1, 2, 3, 4)

Physical and Human Systems: identifying key demographic concepts and using these concepts to analyze the population characteristics of a country or region. (1, 2, 3, 4)

Grade: 7
The World in Spatial Terms: identifying and describing the characteristics, functions, and applications of various types of maps and other geographic representations, tools, and technologies. (1, 2, 3, 4)

Physical and Human Systems: predicting and explaining how physical features help to shape patterns and arrangements in the physical environment. (1, 2, 3, 4)

Physical and Human Systems: identifying key demographic concepts and using these concepts to analyze the population characteristics of a country or region. (1, 2, 3, 4)

Grade: 8
The World in Spatial Terms: identifying and describing the characteristics, functions, and applications of various types of maps and other geographic representations, tools, and technologies. (1, 2, 3, 4)

Physical and Human Systems: predicting and explaining how physical features help to shape patterns and arrangements in the physical environment. (1, 2, 3, 4)

Physical and Human Systems: identifying key demographic concepts and using these concepts to analyze the population characteristics of a country or region. (1, 2, 3, 4)

Grade: 9
Physical and Human Systems: analyzing the characteristics, distribution, and interrelationships of the world's cultures. (1, 2, 3, 4, 5)

Grade Level Expectation: World Geography: The World in Spatial Terms: Analyze or interpret a map to locate geographic information, using a variety of map elements (e.g., compass rose, symbols, distance scales, time zones, latitude, longitude) (G-1A-H1)

Grade Level Expectation: World Geography: Places and Regions: Draw conclusions about a place or area from its geographic or physical features (G-1B-H1)

Grade Level Expectation: World Geography: Physical and Human Systems: Compare, contrast, and analyze the distribution, growth rates, and other demographic characteristics of human populations in various countries or regions (G-1C-H3)

Grade: 10
Physical and Human Systems: analyzing the characteristics, distribution, and interrelationships of the world's cultures. (1, 2, 3, 4, 5)

Grade Level Expectation: World Geography: The World in Spatial Terms: Analyze or interpret a map to locate geographic information, using a variety of map elements (e.g., compass rose, symbols, distance scales, time zones, latitude, longitude) (G-1A-H1)

Grade Level Expectation: World Geography: Places and Regions: Draw conclusions about a place or area from its geographic or physical features (G-1B-H1)

Grade Level Expectation: World Geography: Physical and Human Systems: Compare, contrast, and analyze the distribution, growth rates, and other demographic characteristics of human populations in various countries or regions (G-1C-H3)

Grade Level Expectation: World Geography: Physical and Human Systems: Analyze the current and future impact of population growth on the world (e.g., natural resources, food supply, standard of living) (G-1C-H3)

Grade: 11
Physical and Human Systems: analyzing the characteristics, distribution, and interrelationships of the world's cultures. (1, 2, 3, 4, 5)

Grade Level Expectation: World Geography: The World in Spatial Terms: Analyze or interpret a map to locate geographic information, using a variety of map elements (e.g., compass rose, symbols, distance scales, time zones, latitude, longitude) (G-1A-H1)

Grade Level Expectation: World Geography: Places and Regions: Draw conclusions about a place or area from its geographic or physical features (G-1B-H1)

Grade Level Expectation: World Geography: Physical and Human Systems: Compare, contrast, and analyze the distribution, growth rates, and other demographic characteristics of human populations in various countries or regions (G-1C-H3)

Grade: 12
Physical and Human Systems: analyzing the characteristics, distribution, and interrelationships of the world's cultures. (1, 2, 3, 4, 5)

Grade Level Expectation: World Geography: The World in Spatial Terms: Analyze or interpret a map to locate geographic information, using a variety of map elements (e.g., compass rose, symbols, distance scales, time zones, latitude, longitude) (G-1A-H1)

Grade Level Expectation: World Geography: Places and Regions: Draw conclusions about a place or area from its geographic or physical features (G-1B-H1)

Grade Level Expectation: World Geography: Physical and Human Systems: Compare, contrast, and analyze the distribution, growth rates, and other demographic characteristics of human populations in various countries or regions (G-1C-H3)

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Massachusetts  Back to Top

Subject: Arts Education

Grade: 4
Identify characteristic features of the performing and visual arts of native populations and immigrant groups to America, such as styles of North American native cultures of the East Coast, Plains, Southwest, and Northwest; styles of folk and fine arts of immigrant groups from European, African, Latin American, Asian, and Middle Eastern countries.

Grade: 5
Interpret the meanings of artistic works by explaining how the subject matter and/or form reflect the events, ideas, religions, and customs of people living at a particular time in history.

Identify and describe characteristic features of genres and styles from a variety of world cultures and cite well-known artists associated with these styles.

Grade: 6
Interpret the meanings of artistic works by explaining how the subject matter and/or form reflect the events, ideas, religions, and customs of people living at a particular time in history.

Identify and describe characteristic features of genres and styles from a variety of world cultures and cite well-known artists associated with these styles.

Grade: 7
Interpret the meanings of artistic works by explaining how the subject matter and/or form reflect the events, ideas, religions, and customs of people living at a particular time in history.

Identify and describe characteristic features of genres and styles from a variety of world cultures and cite well-known artists associated with these styles.

Grade: 8
Interpret the meanings of artistic works by explaining how the subject matter and/or form reflect the events, ideas, religions, and customs of people living at a particular time in history.

Identify and describe characteristic features of genres and styles from a variety of world cultures and cite well-known artists associated with these styles.

Grade: 9
Critique their own work, the work of peers, and the work of professional artists, and demonstrate an understanding of the formal, cultural, and historical contexts of the work.

Identify works, genres, or styles that show the influence of two or more cultural traditions, and describe how the traditions are manifested in the work.

Identify the stylistic features of a given work and explain how they relate to aesthetic tradition and historical or cultural contexts.

Identify examples of innovation and tradition in the arts, and explain the works in relation to historical and cultural contexts.

Grade: 10
Critique their own work, the work of peers, and the work of professional artists, and demonstrate an understanding of the formal, cultural, and historical contexts of the work.

Identify works, genres, or styles that show the influence of two or more cultural traditions, and describe how the traditions are manifested in the work.

Identify the stylistic features of a given work and explain how they relate to aesthetic tradition and historical or cultural contexts.

Identify examples of innovation and tradition in the arts, and explain the works in relation to historical and cultural contexts.

Grade: 11
Critique their own work, the work of peers, and the work of professional artists, and demonstrate an understanding of the formal, cultural, and historical contexts of the work.

Identify works, genres, or styles that show the influence of two or more cultural traditions, and describe how the traditions are manifested in the work.

Identify the stylistic features of a given work and explain how they relate to aesthetic tradition and historical or cultural contexts.

Identify examples of innovation and tradition in the arts, and explain the works in relation to historical and cultural contexts.

Grade: 12
Critique their own work, the work of peers, and the work of professional artists, and demonstrate an understanding of the formal, cultural, and historical contexts of the work.

Identify works, genres, or styles that show the influence of two or more cultural traditions, and describe how the traditions are manifested in the work.

Identify the stylistic features of a given work and explain how they relate to aesthetic tradition and historical or cultural contexts.

Identify examples of innovation and tradition in the arts, and explain the works in relation to historical and cultural contexts.

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Grade: 5
Gather relevant information for a research project or composition through interviews.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Grade: 6
Gather relevant information for a research project or composition through interviews.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Grade: 7
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Use criteria to assess the effectiveness of media presentations.

Grade: 8
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Use criteria to assess the effectiveness of media presentations.

Grade: 9
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify content-specific vocabulary, terminology, or jargon unique to particular social or professional groups.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.

Use criteria to assess the effectiveness of media presentations.

Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

Grade: 10
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify content-specific vocabulary, terminology, or jargon unique to particular social or professional groups.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.

Use criteria to assess the effectiveness of media presentations.

Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

Grade: 11
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify content-specific vocabulary, terminology, or jargon unique to particular social or professional groups.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.

Identify the aesthetic effects of a media presentation and identify and evaluate the techniques used to create them.

Use criteria to assess the effectiveness of media presentations.

Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

Grade: 12
Gather relevant information for a research project or composition through interviews.

Integrate relevant information gathered from group discussions and interviews for reports.

Identify content-specific vocabulary, terminology, or jargon unique to particular social or professional groups.

Identify techniques used in television (animation, close-ups, wide-angle shots, sound effects, music, graphics) and use knowledge of these techniques to distinguish between facts and misleading information.

Analyze visual or aural techniques used in a media message for a particular audience and evaluate their effectiveness.

Identify the aesthetic effects of a media presentation and identify and evaluate the techniques used to create them.

Use criteria to assess the effectiveness of media presentations.

Develop and apply criteria for assessing the effectiveness of the presentation, style, and content of films and other forms of electronic communication.

Subject: Social Studies

Grade: 6
Concepts and Skills: History and Geography: Use map and globe skills learned in prekindergarten to grade five to interpret different kinds of projections, as well as topographic, landform, political, population, and climate maps. (G)

Concepts and Skills: History and Geography: Explain the difference between absolute and relative location and give examples of different ways to indicate relative location for countries or cities across the world. (G)

Concepts and Skills: History and Geography: Use the following demographic terms correctly: ethnic group, religious group, and linguistic group. (G)

Subject: World Languages

Grade: 4
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language, and using English when necessary, students will identify distinctive cultural aspects of the target culture presented in stories, dramas, films, and photographs.

Using selected words, phrases, and expressions with no major repeated patterns of error in the target language, and using English when necessary, students will identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language, and using English when necessary, students will identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture.

Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions with frequency of errors proportionate to the complexity of the communicative task, and using English when necessary, students will compare, contrast, and exchange views on an aspect of the target culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language, and using English when necessary, students will identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture.

Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions with frequency of errors proportionate to the complexity of the communicative task, and using English when necessary, students will compare, contrast, and exchange views on an aspect of the target culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language, and using English when necessary, students will identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture.

Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions with frequency of errors proportionate to the complexity of the communicative task, and using English when necessary, students will compare, contrast, and exchange views on an aspect of the target culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language, and using English when necessary, students will identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture.

Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions with frequency of errors proportionate to the complexity of the communicative task, and using English when necessary, students will compare, contrast, and exchange views on an aspect of the target culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language, and using English when necessary, students will identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture.

Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions with frequency of errors proportionate to the complexity of the communicative task, and using English when necessary, students will compare, contrast, and exchange views on an aspect of the target culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Using selected words, phrases, and expressions with no major repeated patterns of error in the target language, and using English when necessary, students will identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture.

Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions with frequency of errors proportionate to the complexity of the communicative task, and using English when necessary, students will compare, contrast, and exchange views on an aspect of the target culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essay-length messages in the target language with some patterns of errors that do not interfere with meaning, and using English when necessary in classical language classes, students will describe the evolution of words, proverbs, and images and discuss how they reflect cultural perspectives.

Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essay-length messages in the target language with some patterns of errors that do not interfere with meaning, and using English when necessary in classical language classes, students will describe conflicts in points of view within and among cultures and their possible resolutions; and discuss how the conflicts and proposed resolutions reflect cultural and individual perspectives.

Using selected words, phrases, and expressions with no major repeated patterns of error in the target language, and using English when necessary, students will identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture.

Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions with frequency of errors proportionate to the complexity of the communicative task, and using English when necessary, students will compare, contrast, and exchange views on an aspect of the target culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essay-length messages in the target language with some patterns of errors that do not interfere with meaning, and using English when necessary in classical language classes, students will describe the evolution of words, proverbs, and images and discuss how they reflect cultural perspectives.

Using sentences, strings of sentences, and fluid sentence-length, paragraph-length, and essay-length messages in the target language with some patterns of errors that do not interfere with meaning, and using English when necessary in classical language classes, students will describe conflicts in points of view within and among cultures and their possible resolutions; and discuss how the conflicts and proposed resolutions reflect cultural and individual perspectives.

Using selected words, phrases, and expressions with no major repeated patterns of error in the target language, and using English when necessary, students will identify and discuss cultural characteristics of the target culture and compare and contrast them to cultural characteristics of their own culture.

Using sentences, strings of sentences, and recombinations of learned words, phrases, and expressions with frequency of errors proportionate to the complexity of the communicative task, and using English when necessary, students will compare, contrast, and exchange views on an aspect of the target culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Maryland  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Attend to the speaker

Relate prior knowledge

Determine speaker's purpose

Grade: 5
Attend to the speaker

Relate prior knowledge

Determine speaker's purpose

Grade: 6
Attend to the speaker

Relate prior knowledge

Maintain visual contact with the speaker

Maintain focus by identifying and managing barriers to listening

Elaborate on the information and ideas presented

Grade: 7
Gather information from listening to a speaker

Use memory techniques for various listening tasks

Grade: 8
Analyze a speaker's purpose and viewpoint

Identify and evaluate a speaker's stylistic devices, such as clear organization, clear viewpoint, use of support, language appropriate to audience, topic appropriate to audience

Evaluate a speaker's credibility, such as bias, hidden agendas, use of research/information from reliable sources

Subject: Social Studies

Grade: 4
Students explain the purposes of and the differences among maps, globes, aerial photographs, and satellite images.

Students identify and locate physical and human characteristics of places and explain how those characteristics have affected people living there.

Students describe the relationship between physical characteristics of a place and the location of human activities.

Students explain how geographic characteristics influence settlement patterns and affect people living in a given area.

Students describe and compare cultural characteristics of different groups of people.

Students describe how cultures have developed and changed.

Grade: 5
Students explain the purposes of and the differences among maps, globes, aerial photographs, and satellite images.

Students identify and locate physical and human characteristics of places and explain how those characteristics have affected people living there.

Students describe the relationship between physical characteristics of a place and the location of human activities.

Students explain how geographic characteristics influence settlement patterns and affect people living in a given area.

Students describe and compare cultural characteristics of different groups of people.

Students describe how cultures have developed and changed.

Grade: 6
Students construct and interpret graphs, charts, databases, and thematic maps using map elements including a title, symbols, cardinal and intermediate directions, compass rose, border, longitude and latitude, legends/key and scale.

Students explain interrelationships among physical and human characteristics that shape the identity of places.

Students analyze geographic characteristics that influence the location of human activities in world regions.

Students explain how physical and human characteristics give a place identity and meaning and how various perspectives and perceptions come to be associated with places and regions.

Students analyze population growth and settlements patterns.

Students employ demographic and cultural characteristics to describe the distribution and structure of populations in places and regions.

Students analyze characteristics that are used to organize people into cultures.

Grade: 7
Students construct and interpret graphs, charts, databases, and thematic maps using map elements including a title, symbols, cardinal and intermediate directions, compass rose, border, longitude and latitude, legends/key and scale.

Students explain interrelationships among physical and human characteristics that shape the identity of places.

Students analyze geographic characteristics that influence the location of human activities in world regions.

Students explain how physical and human characteristics give a place identity and meaning and how various perspectives and perceptions come to be associated with places and regions.

Students analyze population growth and settlements patterns.

Students employ demographic and cultural characteristics to describe the distribution and structure of populations in places and regions.

Students analyze characteristics that are used to organize people into cultures.

Grade: 8
Students construct and interpret graphs, charts, databases, and thematic maps using map elements including a title, symbols, cardinal and intermediate directions, compass rose, border, longitude and latitude, legends/key and scale.

Students explain interrelationships among physical and human characteristics that shape the identity of places.

Students analyze geographic characteristics that influence the location of human activities in world regions.

Students explain how physical and human characteristics give a place identity and meaning and how various perspectives and perceptions come to be associated with places and regions.

Students analyze population growth and settlements patterns.

Students employ demographic and cultural characteristics to describe the distribution and structure of populations in places and regions.

Students analyze characteristics that are used to organize people into cultures.

Grade: 9
Students use a variety of geographic tools to collect, synthesize, interpret, analyze, and evaluate information to answer geographic questions in the context of other social sciences.

Students analyze the human-made and physical characteristics of the same place at different times in history, and explain how those characteristics have influenced human activity.

Students analyze the factors influencing the locations of and interconnections among earth's human systems.

Grade: 10
Students use a variety of geographic tools to collect, synthesize, interpret, analyze, and evaluate information to answer geographic questions in the context of other social sciences.

Students analyze the human-made and physical characteristics of the same place at different times in history, and explain how those characteristics have influenced human activity.

Students analyze the factors influencing the locations of and interconnections among earth's human systems.

Grade: 11
Students use a variety of geographic tools to collect, synthesize, interpret, analyze, and evaluate information to answer geographic questions in the context of other social sciences.

Students analyze the human-made and physical characteristics of the same place at different times in history, and explain how those characteristics have influenced human activity.

Students analyze the factors influencing the locations of and interconnections among earth's human systems.

Grade: 12
Students use a variety of geographic tools to collect, synthesize, interpret, analyze, and evaluate information to answer geographic questions in the context of other social sciences.

Students analyze the human-made and physical characteristics of the same place at different times in history, and explain how those characteristics have influenced human activity.

Students analyze the factors influencing the locations of and interconnections among earth's human systems.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Maine  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Social Studies

Grade: 4
Construct and compare maps of Maine, the United States, and regions of the world to interpret geographical features and draw conclusions about physical patterns.

Demonstrate an understanding of why certain areas of the world are more densely populated than others.

Explain ways in which communities reflect the backgrounds of their inhabitants.

Use a variety of materials and geographic tools to explain how the physical environment supports and constrains human activities.

Grade: 5
Visualize the globe and construct maps of the world and its sub-regions to identify patterns of human settlement, major physical features, and political divisions.

Develop maps, globes, charts, models, and databases to analyze geographical patterns on the earth.

Demonstrate an understanding of how society changes as a consequence of concentrated settlement.

Grade: 6
Visualize the globe and construct maps of the world and its sub-regions to identify patterns of human settlement, major physical features, and political divisions.

Develop maps, globes, charts, models, and databases to analyze geographical patterns on the earth.

Demonstrate an understanding of how society changes as a consequence of concentrated settlement.

Grade: 7
Visualize the globe and construct maps of the world and its sub-regions to identify patterns of human settlement, major physical features, and political divisions.

Develop maps, globes, charts, models, and databases to analyze geographical patterns on the earth.

Demonstrate an understanding of how society changes as a consequence of concentrated settlement.

Grade: 8
Visualize the globe and construct maps of the world and its sub-regions to identify patterns of human settlement, major physical features, and political divisions.

Develop maps, globes, charts, models, and databases to analyze geographical patterns on the earth.

Demonstrate an understanding of how society changes as a consequence of concentrated settlement.

Grade: 9
Explain factors which shape places and regions over time (e.g., physical and cultural factors).

Analyze the cultural characteristics that make specific regions of the world distinctive.

Grade: 10
Use mapping to answer complex geographic and environmental problems.

Explain factors which shape places and regions over time (e.g., physical and cultural factors).

Analyze the cultural characteristics that make specific regions of the world distinctive.

Grade: 11
Explain factors which shape places and regions over time (e.g., physical and cultural factors).

Analyze the cultural characteristics that make specific regions of the world distinctive.

Grade: 12
Use mapping to answer complex geographic and environmental problems.

Explain factors which shape places and regions over time (e.g., physical and cultural factors).

Analyze the cultural characteristics that make specific regions of the world distinctive.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Michigan  Back to Top

Subject: Arts Education

Grade: 4
Identify specific works of art as belonging to particular cultures, times, and places.

Demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art.

Grade: 5
Identify specific works of art as belonging to particular cultures, times, and places.

Demonstrate how history, culture, and the visual arts can influence each other in making and studying works of art.

Grade: 6
Describe and place a variety of art objects in historical and cultural contexts.

Grade: 7
Describe and place a variety of art objects in historical and cultural contexts.

Grade: 8
Describe and place a variety of art objects in historical and cultural contexts.

Grade: 9
Reflect on how the subjects, ideas, and symbols of artworks differ visually, spatially, temporally, and functionally with respect to history and culture.

Describe the functions and explore the meaning of specific art objects within varied cultures, times, and places.

Grade: 10
Reflect on how the subjects, ideas, and symbols of artworks differ visually, spatially, temporally, and functionally with respect to history and culture.

Describe the functions and explore the meaning of specific art objects within varied cultures, times, and places.

Grade: 11
Reflect on how the subjects, ideas, and symbols of artworks differ visually, spatially, temporally, and functionally with respect to history and culture.

Describe the functions and explore the meaning of specific art objects within varied cultures, times, and places.

Grade: 12
Reflect on how the subjects, ideas, and symbols of artworks differ visually, spatially, temporally, and functionally with respect to history and culture.

Describe the functions and explore the meaning of specific art objects within varied cultures, times, and places.

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Conventions: Students will be aware that language differs from region to region of the country and as a function of linguistic and cultural group membership. (They can provide examples of language differences in the United States.)

Conventions: Students will listen and interact appropriately and view knowledgably in small and large group settings.

Conventions: Students will recognize and analyze the various roles of the communication process (e.g., to persuade, critically analyze, flatter, explain, dare) in focusing attention on events and in shaping opinions.

Response: Students will combine skills to reveal strengthening literacy (e.g., viewing then analyzing in writing, listening then giving an opinion orally).

Analyze the impact of variables on components of the communication process. Examples include the impact of background noise on an oral message and the effect of text errors, such as spelling or grammar, on the receiver.

Combine skills to reveal their strengthening literacy. Examples include writing and illustrating a text, reading and then orally analyzing a text, and listening to and then summarizing a presentation.

Grade: 5
Conventions: Students will listen and view critically and interact appropriately during peer presentations.

Conventions: Students will listen and view critically how verbal and non-verbal strategies enhance understanding of spoken messages and promote effective listening behaviors during a variety of class presentations.

Response: Students will begin to combine skills to reveal strengthening literacy (e.g., viewing then analyzing in writing, listening then paraphrasing in writing)

Response: Students will go beyond the information given by a speaker, making inferences and drawing appropriate conclusions.

Analyze the impact of variables on components of the communication process. Examples include the impact of background noise on an oral message and the effect of text errors, such as spelling or grammar, on the receiver.

Combine skills to reveal their strengthening literacy. Examples include writing and illustrating a text, reading and then orally analyzing a text, and listening to and then summarizing a presentation.

Grade: 9
Integrate listening, viewing, speaking, reading, and writing skills for multiple purposes and in varied contexts. An example is using all the language arts to complete and present a multi-media project on a national or international issue.

Consistently use strategies to regulate the effects of variables on the communication process. An example is designing a communication environment for maximum impact on the receiver.

Read and write fluently, speak confidently, listen and interact appropriately, view critically, and represent creatively. Examples include speaking publicly, demonstrating teamwork skills, debating formally, performing literature, and interviewing for employment.

Apply diverse standards (e.g. rhetorical and societal) to evaluate whether a communication is truthful, responsible, and ethical for a specific context.

Grade: 10
Integrate listening, viewing, speaking, reading, and writing skills for multiple purposes and in varied contexts. An example is using all the language arts to complete and present a multi-media project on a national or international issue.

Consistently use strategies to regulate the effects of variables on the communication process. An example is designing a communication environment for maximum impact on the receiver.

Read and write fluently, speak confidently, listen and interact appropriately, view critically, and represent creatively. Examples include speaking publicly, demonstrating teamwork skills, debating formally, performing literature, and interviewing for employment.

Apply diverse standards (e.g. rhetorical and societal) to evaluate whether a communication is truthful, responsible, and ethical for a specific context.

Grade: 11
Integrate listening, viewing, speaking, reading, and writing skills for multiple purposes and in varied contexts. An example is using all the language arts to complete and present a multi-media project on a national or international issue.

Consistently use strategies to regulate the effects of variables on the communication process. An example is designing a communication environment for maximum impact on the receiver.

Apply diverse standards (e.g. rhetorical and societal) to evaluate whether a communication is truthful, responsible, and ethical for a specific context.

Grade: 12
Integrate listening, viewing, speaking, reading, and writing skills for multiple purposes and in varied contexts. An example is using all the language arts to complete and present a multi-media project on a national or international issue.

Consistently use strategies to regulate the effects of variables on the communication process. An example is designing a communication environment for maximum impact on the receiver.

Read and write fluently, speak confidently, listen and interact appropriately, view critically, and represent creatively. Examples include speaking publicly, demonstrating teamwork skills, debating formally, performing literature, and interviewing for employment.

Apply diverse standards (e.g. rhetorical and societal) to evaluate whether a communication is truthful, responsible, and ethical for a specific context.

Subject: Social Studies

Grade: 4
Locate and describe diverse kinds of communities and explain the reasons for their characteristics and locations.

Locate and describe the major places, cultures, and communities of the nation and compare their characteristics.

Explain how various people and cultures have adapted to and modified the environment.

Describe places, cultures, and communities in the United States and compare them with those in other regions and countries.

Grade: 5
Locate and describe diverse kinds of communities and explain the reasons for their characteristics and locations.

Locate and describe the major places, cultures, and communities of the nation and compare their characteristics.

Explain how various people and cultures have adapted to and modified the environment.

Describe places, cultures, and communities in the United States and compare them with those in other regions and countries.

Grade: 6
Locate and describe the diverse places, cultures, and communities of major world regions.

Locate, describe, and compare the ecosystems, resources, and human environment interactions of major world regions.

Draw a sketch map of the world from memory.

Describe major patterns of world population, physical features, ecosystems, cultures and explain some of the factors causing the patterns.

Grade: 7
Locate and describe the diverse places, cultures, and communities of major world regions.

Locate, describe, and compare the ecosystems, resources, and human environment interactions of major world regions.

Draw a sketch map of the world from memory.

Describe major patterns of world population, physical features, ecosystems, cultures and explain some of the factors causing the patterns.

Grade: 8
Locate and describe the diverse places, cultures, and communities of major world regions.

Locate, describe, and compare the ecosystems, resources, and human environment interactions of major world regions.

Draw a sketch map of the world from memory.

Describe major patterns of world population, physical features, ecosystems, cultures and explain some of the factors causing the patterns.

Grade: 9
Explain how major world regions are changing.

Explain how processes like population growth, economic development, urbanization resource use, international trade, global communication, and environmental impact are affecting different world regions.

Explain how geography and major world processes influence major world events.

Grade: 10
Explain how major world regions are changing.

Explain how processes like population growth, economic development, urbanization resource use, international trade, global communication, and environmental impact are affecting different world regions.

Explain how geography and major world processes influence major world events.

Grade: 11
Explain how major world regions are changing.

Explain how processes like population growth, economic development, urbanization resource use, international trade, global communication, and environmental impact are affecting different world regions.

Explain how geography and major world processes influence major world events.

Grade: 12
Explain how major world regions are changing.

Explain how processes like population growth, economic development, urbanization resource use, international trade, global communication, and environmental impact are affecting different world regions.

Explain how geography and major world processes influence major world events.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Minnesota  Back to Top

Subject: Arts Education

Grade: 6
Artistic Interpretation: A student shall interpret and evaluate a variety of art works, performances, or presentations, including elements, principles, and styles of the art forms, and the social, historical, and cultural context of each work of art by analyzing art works using the elements, principles, and styles of the art form.

Artistic Interpretation: A student shall interpret and evaluate a variety of art works, performances, or presentations, including elements, principles, and styles of the art forms, and the social, historical, and cultural context of each work of art by explaining the connection between the work of art and its social, cultural, or historical context.

Grade: 7
Artistic Interpretation: A student shall interpret and evaluate a variety of art works, performances, or presentations, including elements, principles, and styles of the art forms, and the social, historical, and cultural context of each work of art by analyzing art works using the elements, principles, and styles of the art form.

Artistic Interpretation: A student shall interpret and evaluate a variety of art works, performances, or presentations, including elements, principles, and styles of the art forms, and the social, historical, and cultural context of each work of art by explaining the connection between the work of art and its social, cultural, or historical context.

Grade: 8
Artistic Interpretation: A student shall interpret and evaluate a variety of art works, performances, or presentations, including elements, principles, and styles of the art forms, and the social, historical, and cultural context of each work of art by analyzing art works using the elements, principles, and styles of the art form.

Artistic Interpretation: A student shall interpret and evaluate a variety of art works, performances, or presentations, including elements, principles, and styles of the art forms, and the social, historical, and cultural context of each work of art by explaining the connection between the work of art and its social, cultural, or historical context.

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Demonstrate active listening and comprehension.

Begin to make informed judgments about messages promoted in the media, such as those in film, television, radio and newspapers.

Grade: 5
Demonstrate active listening and comprehension.

Make informed judgments about messages promoted in the media, such as those in film, television, radio and newspapers.

Evaluate the accuracy and credibility of information found on Internet sites.

Grade: 6
Actively listen and comprehend messages.

Evaluate the accuracy and credibility of information found on Internet sites.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Grade: 7
Know and apply listening rules for formal settings.

Evaluate the accuracy and credibility of information found on Internet sites.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Grade: 8
Actively listen and comprehend messages.

Evaluate the accuracy and credibility of information found on Internet sites.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites and documentaries.

Analyze, evaluate and evaluate the strategies employed in news broadcasts, documentaries and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Grade: 9
Describe the role of communication in everyday situations (e.g., advertising, informal social, business, formal social, etc.)

Evaluate the accuracy and credibility of information found on Internet sites.

Evaluate the logic of reasoning in both print and non-print selections.

Determine whether the evidence in a selection is appropriate, adequate and accurate.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.

Grade: 10
Describe the role of communication in everyday situations (e.g., advertising, informal social, business, formal social, etc.)

Evaluate the accuracy and credibility of information found on Internet sites.

Evaluate the logic of reasoning in both print and non-print selections.

Determine whether the evidence in a selection is appropriate, adequate and accurate.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.

Grade: 11
Describe the role of communication in everyday situations (e.g., advertising, informal social, business, formal social, etc.)

Evaluate the accuracy and credibility of information found on Internet sites.

Evaluate the logic of reasoning in both print and non-print selections.

Determine whether the evidence in a selection is appropriate, adequate and accurate.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.

Grade: 12
Describe the role of communication in everyday situations (e.g., advertising, informal social, business, formal social, etc.)

Evaluate the accuracy and credibility of information found on Internet sites.

Evaluate the logic of reasoning in both print and non-print selections.

Determine whether the evidence in a selection is appropriate, adequate and accurate.

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.

Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.

Demonstrate an understanding of ethics in mass communication and describe the characteristics of ethical and unethical behavior.

Subject: Social Studies

Grade: 4
Students will locate and describe major physical features and analyze how they influenced cultures/civilizations studied.

Students will explain the patterns of population density on the surface of the Earth and analyze the causes of population change.

Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.

Students will make inferences and draw conclusions about the character of places based on analyses and comparison of maps, aerial photos, and other images.

Grade: 5
Students will locate and describe major physical features and analyze how they influenced cultures/civilizations studied.

Students will explain the patterns of population density on the surface of the Earth and analyze the causes of population change.

Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.

Students will make inferences and draw conclusions about the character of places based on analyses and comparison of maps, aerial photos, and other images.

Grade: 6
Students will locate and describe major physical features and analyze how they influenced cultures/civilizations studied.

Students will explain the patterns of population density on the surface of the Earth and analyze the causes of population change.

Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.

Students will make inferences and draw conclusions about the character of places based on analyses and comparison of maps, aerial photos, and other images.

Grade: 7
Students will locate and describe major physical features and analyze how they influenced cultures/civilizations studied.

Students will explain the patterns of population density on the surface of the Earth and analyze the causes of population change.

Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.

Students will make inferences and draw conclusions about the character of places based on analyses and comparison of maps, aerial photos, and other images.

Grade: 8
Students will locate and describe major physical features and analyze how they influenced cultures/civilizations studied.

Students will explain the patterns of population density on the surface of the Earth and analyze the causes of population change.

Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.

Students will make inferences and draw conclusions about the character of places based on analyses and comparison of maps, aerial photos, and other images.

Grade: 9
Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.

Students will use population pyramids and birth and death rates to compare and contrast the characteristics of regional populations at various scales.

Students will use regions to analyze the locational patterns of culture groups at various scales.

Students will cite a variety of examples that illustrate how landscapes reflect the cultural characteristics of their inhabitants.

Grade: 10
Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.

Students will use population pyramids and birth and death rates to compare and contrast the characteristics of regional populations at various scales.

Students will use regions to analyze the locational patterns of culture groups at various scales.

Students will cite a variety of examples that illustrate how landscapes reflect the cultural characteristics of their inhabitants.

Grade: 11
Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.

Students will use population pyramids and birth and death rates to compare and contrast the characteristics of regional populations at various scales.

Students will use regions to analyze the locational patterns of culture groups at various scales.

Students will cite a variety of examples that illustrate how landscapes reflect the cultural characteristics of their inhabitants.

Grade: 12
Students will demonstrate the ability to obtain geographic information from a variety of print and electronic sources.

Students will use population pyramids and birth and death rates to compare and contrast the characteristics of regional populations at various scales.

Students will use regions to analyze the locational patterns of culture groups at various scales.

Students will cite a variety of examples that illustrate how landscapes reflect the cultural characteristics of their inhabitants.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Missouri  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Purpose for Listening: Listen for enjoyment, for information, for directions, to identify tone, mood and emotion of verbal and nonverbal communication.

Media Messages: Identify and explain intended messages conveyed through oral and visual media.

Grade: 5
Purpose for Listening: Listen for enjoyment, for information, for directions, to identify and interpret tone, mood and emotion of verbal and nonverbal communication.

Media Messages: Analyze messages conveyed in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 6
Purpose for Listening: Listen for enjoyment, for information, for directions, to identify and evaluate tone, mood and emotion of verbal and nonverbal communication.

Media Messages: Identify and explain viewpoints conveyed in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 7
Purpose for Listening: Listen for enjoyment, for information, for directions, critically to recognize and interpret propaganda techniques.

Media Messages: Identify and explain techniques used to convey messages in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 8
Purpose for Listening: Listen for enjoyment, for information, for directions, and use clarifying strategies for understanding (e.g., questioning, summarizing and paraphrasing), to recognize how colloquialisms and jargon reflect context, regions and cultures.

Media Messages: Analyze and synthesize two or more messages conveyed in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 9
Purpose for Listening: Listen for enjoyment, for information, for directions, critically to summarize and evaluate communications that inform, persuade and entertain, to evaluate own and others' effectiveness in presentations and group discussions, using provided criteria, to evaluate the validity and reliability of speaker's message.

Media Messages: Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 10
Purpose for Listening: Listen for enjoyment, for information, for directions, critically to summarize and evaluate communications that inform, persuade and entertain, to evaluate own and others' effectiveness in presentations and group discussions, using provided criteria, to evaluate the validity and reliability of speaker's message.

Media Messages: Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 11
Purpose for Listening: Listen for enjoyment, for information, for directions, critically to summarize and evaluate communications that inform, persuade and entertain, to evaluate own and others' effectiveness in presentations and group discussions, using provided criteria, to evaluate the validity and reliability of speaker's message.

Media Messages: Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Grade: 12
Purpose for Listening: Listen for enjoyment, for information, for directions, critically to summarize and evaluate communications that inform, persuade and entertain, to evaluate own and others' effectiveness in presentations and group discussions, using provided criteria, to evaluate the validity and reliability of speaker's message.

Media Messages: Analyze, describe and evaluate the elements of messages projected in various media (e.g., videos, pictures, web-sites, artwork, plays and/or news programs).

Subject: Social Studies

Grade: 4
Construct and interpret maps.

Compare regions (e.g., explain how life in a city region is different from life in a rural region or how landscapes in mountainous regions look different from landscapes in plains regions).

Grade: 5
Use geographic research sources to acquire information and answer questions.

Locate and describe real places, using absolute and relative location.

Identify physical characteristics, such as climate, topography, relationship to water and ecosystems.

Identify human characteristics, such as people's education, language, diversity, economies, religions, settlement patterns, ethnic background and political system.

Grade: 6
Use geographic research sources to acquire and process information to answer questions and solve problems.

Locate major cities and nations of the world.

Describe physical characteristics, such as climate, topography, relationship to water and ecosystems.

Describe human characteristics, such as people's education, language, diversity, economies, religions, settlement patterns, ethnic background and political system.

Describe major patterns of population distribution, demographics and migrations in the world and the impact of these patterns on cultures and community life.

Compare regions and predict how human life in one region in the world would differ from that in another.

Evaluate how the needs of individuals are met by families, friends, groups and organizations, such as governments, businesses, schools, religious institutions and charities in other cultures.

Describe how cultural traditions, human actions and institutions affect people's behavior.

Grade: 7
Use geographic research sources to process and report information to solve problems.

Locate and describe geographic places, using absolute and relative location, especially as people were able to define them more accurately.

Explain physical characteristics, such as climate, topography, relationship to water and ecosystems.

Explain human characteristics, such as people's education, language, diversity, economies, religions, settlement patterns, ethnic background and political system.

Explain how regions of the world relate to one another and change over time.

Analyze how the needs of individuals are met by families, friends, groups and organizations, such as governments, businesses, schools, religious institutions and charities in the United States and other nations.

Analyze how cultural traditions, human actions and institutions affect people's behavior.

Grade: 8
Use and evaluate geographic research sources to process and report information to solve problems and make predictions.

Locate and describe geographic places, using absolute and relative location.

Analyze physical characteristics, such as climate, topography, relationship to water and ecosystems.

Analyze human characteristics, such as people's education, language, diversity, economies, religions, settlement patterns, ethnic background and political system.

Grade: 9
Describe physical characteristics and human characteristics that make specific places unique.

Distinguish major patterns and issues with regard to population distribution, demographics, settlements, migrations, cultures and economic systems in the United States and world.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Explain how and why regions change.

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Use and evaluate geographic research sources (e.g., maps, satellite images, globes, charts, graphs and databases) to interpret Earth's physical and human systems.

Describe physical characteristics and human characteristics that make specific places unique.

Analyze major patterns and issues with regard to population distribution, demographics, settlements, migrations, cultures and economic systems in the United States and world Explain how technology has expanded people's capacity to modify the physical environment.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Explain how and why regions change.

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Describe physical characteristics and human characteristics that make specific places unique.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Grade: 10
Describe physical characteristics and human characteristics that make specific places unique.

Distinguish major patterns and issues with regard to population distribution, demographics, settlements, migrations, cultures and economic systems in the United States and world.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Explain how and why regions change.

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Use and evaluate geographic research sources (e.g., maps, satellite images, globes, charts, graphs and databases) to interpret Earth's physical and human systems.

Describe physical characteristics and human characteristics that make specific places unique.

Analyze major patterns and issues with regard to population distribution, demographics, settlements, migrations, cultures and economic systems in the United States and world Explain how technology has expanded people's capacity to modify the physical environment.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Explain how and why regions change.

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Describe physical characteristics and human characteristics that make specific places unique.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Grade: 11
Describe physical characteristics and human characteristics that make specific places unique.

Distinguish major patterns and issues with regard to population distribution, demographics, settlements, migrations, cultures and economic systems in the United States and world.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Explain how and why regions change.

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Use and evaluate geographic research sources (e.g., maps, satellite images, globes, charts, graphs and databases) to interpret Earth's physical and human systems.

Describe physical characteristics and human characteristics that make specific places unique.

Analyze major patterns and issues with regard to population distribution, demographics, settlements, migrations, cultures and economic systems in the United States and world Explain how technology has expanded people's capacity to modify the physical environment.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Explain how and why regions change.

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Describe physical characteristics and human characteristics that make specific places unique.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Grade: 12
Describe physical characteristics and human characteristics that make specific places unique.

Distinguish major patterns and issues with regard to population distribution, demographics, settlements, migrations, cultures and economic systems in the United States and world.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Explain how and why regions change.

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Use and evaluate geographic research sources (e.g., maps, satellite images, globes, charts, graphs and databases) to interpret Earth's physical and human systems.

Describe physical characteristics and human characteristics that make specific places unique.

Analyze major patterns and issues with regard to population distribution, demographics, settlements, migrations, cultures and economic systems in the United States and world Explain how technology has expanded people's capacity to modify the physical environment.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Explain how and why regions change.

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Describe physical characteristics and human characteristics that make specific places unique.

Explain how parts of a region relate to each other and to the region as a whole (e.g., states to nation).

Explain how regions relate to one another (e.g., river-drainage regions).

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Compare and contrast the major ideas and beliefs of different cultures.

Summarize how the roles of class, ethnic, racial, gender and age groups have changed in society, including causes and effects.

Describe the major social institutions (family, education, religion, economy and government) and how they fulfill human needs.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Mississippi  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Listen to determine the main idea.

Begin to recognize the interrelatedness of language, literature, and culture.

Evaluate what is read, heard, or viewed and connect it to prior knowledge for critical analysis.

Grade: 5
Write a reaction to, interpretation of, or summary of what has been read or heard.

Listen to determine the main idea and to distinguish fact from opinion.

Recognize the interrelatedness of language, literature, and culture.

Grade: 6
Listen to determine the main idea and to distinguish fact from opinion.

Identify the responsibilities of an effective listener.

Grade: 7
Listen to determine the main idea and to distinguish fact from opinion.

Grade: 9
Identify the responsibilities of an effective listener.

Demonstrate listening skills.

Listen accurately, appreciatively, and critically.

Listens to and comprehends oral reading.

Grade: 10
Identify the responsibilities of an effective listener.

Demonstrate listening skills.

Listen accurately, appreciatively, and critically.

Listens to and comprehends oral reading.

Grade: 11
Identify the responsibilities of an effective listener.

Demonstrate listening skills.

Listen accurately, appreciatively, and critically.

Listens to and comprehends oral reading.

Grade: 12
Identify the responsibilities of an effective listener.

Demonstrate listening skills.

Listen accurately, appreciatively, and critically.

Listens to and comprehends oral reading.

Subject: Social Studies

Grade: 9
Describe locations in terms of relationships with other locations (e.g., Korea, China, Russia, Cuba, United States, etc.).

Identify the location of major water bodies and landmasses (e.g., Balkan Peninsula, Iberian Peninsula, Asia Minor, Subcontinent of India, etc.).

Analyze the spatial organization of people, places, and environments on the Earth's surface.

Identify human and physical characteristics of places.

Identify various types of regions.

Discuss the characteristics, distribution, and complexity of various cultural groups (e.g., cultural diversity, religious differences, social economics, etc.).

Analyze the spatial organization of people, places, and environments on the Earth's surface.

Identify human and physical characteristics of places.

Discuss the characteristics, distribution, and complexity of various cultural groups.

Grade: 10
Describe locations in terms of relationships with other locations (e.g., Korea, China, Russia, Cuba, United States, etc.).

Identify the location of major water bodies and landmasses (e.g., Balkan Peninsula, Iberian Peninsula, Asia Minor, Subcontinent of India, etc.).

Analyze the spatial organization of people, places, and environments on the Earth's surface.

Identify human and physical characteristics of places.

Identify various types of regions.

Discuss the characteristics, distribution, and complexity of various cultural groups (e.g., cultural diversity, religious differences, social economics, etc.).

Analyze the spatial organization of people, places, and environments on the Earth's surface.

Identify human and physical characteristics of places.

Discuss the characteristics, distribution, and complexity of various cultural groups.

Grade: 11
Describe locations in terms of relationships with other locations (e.g., Korea, China, Russia, Cuba, United States, etc.).

Identify the location of major water bodies and landmasses (e.g., Balkan Peninsula, Iberian Peninsula, Asia Minor, Subcontinent of India, etc.).

Analyze the spatial organization of people, places, and environments on the Earth's surface.

Identify human and physical characteristics of places.

Identify various types of regions.

Discuss the characteristics, distribution, and complexity of various cultural groups (e.g., cultural diversity, religious differences, social economics, etc.).

Analyze the spatial organization of people, places, and environments on the Earth's surface.

Identify human and physical characteristics of places.

Discuss the characteristics, distribution, and complexity of various cultural groups.

Grade: 12
Describe locations in terms of relationships with other locations (e.g., Korea, China, Russia, Cuba, United States, etc.).

Identify the location of major water bodies and landmasses (e.g., Balkan Peninsula, Iberian Peninsula, Asia Minor, Subcontinent of India, etc.).

Analyze the spatial organization of people, places, and environments on the Earth's surface.

Identify human and physical characteristics of places.

Identify various types of regions.

Discuss the characteristics, distribution, and complexity of various cultural groups (e.g., cultural diversity, religious differences, social economics, etc.).

Analyze the spatial organization of people, places, and environments on the Earth's surface.

Identify human and physical characteristics of places.

Discuss the characteristics, distribution, and complexity of various cultural groups.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Montana  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Students will recognize the techniques of listening in a variety of situations (e.g., focusing attention, reflecting, interpreting, analyzing, responding to messages).

Students will demonstrate appropriate speaking and listening behaviors in communicating with peers and others in formal and informal classroom situations.

Students will speak and listen effectively for a range of purposes (e.g., reading aloud and listening to oral readings, sharing and listening to personal experiences, presenting and listening to oral reports, clearly giving and understanding directions and instructions).

Students will identify and use different types of listening appropriate to the listening situation (e.g., casual, appreciative, attentive).

Students will distinguish new from familiar material, significant from insignificant information, fact from opinion, and fantasy from reality.

Students will identify characteristics of enjoyable listening experiences by examining rhythm in music and visualization of images.

Students will identify, anticipate, and manage barriers to listening.

Grade: 5
Students will analyze one's own techniques of listening in a variety of situations (e.g., focusing attention, reflecting, interpreting, analyzing, responding to messages).

Students will identify and use different types of listening appropriate to the listening situation (e.g., interpretive and empathic listening).

Students will distinguish information from persuasion, and logic from emotion.

Students will compare and contrast one's own experiences, information, and insights with the message received in a variety of communication situations.

Students will compare and contrast enjoyable listening experiences by examining different renditions of the same work (e.g., the same selection interpreted by different performers).

Students will identify, anticipate, and manage barriers to listening.

Students will explain the importance of speaking and listening in our democratic society within a culturally diverse world.

Grade: 6
Students will analyze one's own techniques of listening in a variety of situations (e.g., focusing attention, reflecting, interpreting, analyzing, responding to messages).

Students will identify and use different types of listening appropriate to the listening situation (e.g., interpretive and empathic listening).

Students will distinguish information from persuasion, and logic from emotion.

Students will compare and contrast one's own experiences, information, and insights with the message received in a variety of communication situations.

Students will compare and contrast enjoyable listening experiences by examining different renditions of the same work (e.g., the same selection interpreted by different performers).

Students will identify, anticipate, and manage barriers to listening.

Students will explain the importance of speaking and listening in our democratic society within a culturally diverse world.

Grade: 7
Students will analyze one's own techniques of listening in a variety of situations (e.g., focusing attention, reflecting, interpreting, analyzing, responding to messages).

Students will identify and use different types of listening appropriate to the listening situation (e.g., interpretive and empathic listening).

Students will distinguish information from persuasion, and logic from emotion.

Students will compare and contrast one's own experiences, information, and insights with the message received in a variety of communication situations.

Students will compare and contrast enjoyable listening experiences by examining different renditions of the same work (e.g., the same selection interpreted by different performers).

Students will identify, anticipate, and manage barriers to listening.

Students will explain the importance of speaking and listening in our democratic society within a culturally diverse world.

Grade: 8
Students will analyze one's own techniques of listening in a variety of situations (e.g., focusing attention, reflecting, interpreting, analyzing, responding to messages).

Students will identify and use different types of listening appropriate to the listening situation (e.g., interpretive and empathic listening).

Students will distinguish information from persuasion, and logic from emotion.

Students will compare and contrast one's own experiences, information, and insights with the message received in a variety of communication situations.

Students will compare and contrast enjoyable listening experiences by examining different renditions of the same work (e.g., the same selection interpreted by different performers).

Students will identify, anticipate, and manage barriers to listening.

Students will explain the importance of speaking and listening in our democratic society within a culturally diverse world.

Grade: 9
Students will identify and use different types of listening appropriate to the listening situation (e.g., critical listening).

Students will identify, anticipate, and manage barriers to listening.

Grade: 10
Students will identify and use different types of listening appropriate to the listening situation (e.g., critical listening).

Students will identify, anticipate, and manage barriers to listening.

Grade: 11
Students will identify and use different types of listening appropriate to the listening situation (e.g., critical listening).

Students will identify, anticipate, and manage barriers to listening.

Grade: 12
Students will identify and use different types of listening appropriate to the listening situation (e.g., critical listening).

Students will identify, anticipate, and manage barriers to listening.

Subject: Social Studies

Grade: 4
Students will identify and use various representations of the Earth (e.g., maps, globes, photographs, latitude and longitude, scale).

Students will locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, landforms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders).

Students will describe and compare the ways in which people in different regions of the world interact with their physical environments.

Students will describe ways in which expressions of culture influence people (e.g., language, spirituality, stories, folktales, music, art, dance).

Grade: 5
Students will analyze and use various representations of the Earth (e.g., physical, topographical, political maps; globes; geographic information systems; aerial photographs; satellite images) to gather and compare information about a place.

Students will locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, landforms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders) and explain their relationships within the ecosystem.

Students will use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density).

Students will identify and differentiate ways regional, ethnic and national cultures influence individual's daily lives and personal choices.

Grade: 6
Students will analyze and use various representations of the Earth (e.g., physical, topographical, political maps; globes; geographic information systems; aerial photographs; satellite images) to gather and compare information about a place.

Students will locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, landforms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders) and explain their relationships within the ecosystem.

Students will use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density).

Students will identify and differentiate ways regional, ethnic and national cultures influence individual's daily lives and personal choices.

Grade: 7
Students will analyze and use various representations of the Earth (e.g., physical, topographical, political maps; globes; geographic information systems; aerial photographs; satellite images) to gather and compare information about a place.

Students will locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, landforms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders) and explain their relationships within the ecosystem.

Students will use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density).

Students will identify and differentiate ways regional, ethnic and national cultures influence individual's daily lives and personal choices.

Grade: 8
Students will analyze and use various representations of the Earth (e.g., physical, topographical, political maps; globes; geographic information systems; aerial photographs; satellite images) to gather and compare information about a place.

Students will locate on a map or globe physical features (e.g., continents, oceans, mountain ranges, landforms) natural features (e.g., flora, fauna) and human features (e.g., cities, states, national borders) and explain their relationships within the ecosystem.

Students will use appropriate geographic resources to interpret and generate information explaining the interaction of physical and human systems (e.g., estimate distance, calculate scale, identify dominant patterns of climate and land use, compute population density).

Students will identify and differentiate ways regional, ethnic and national cultures influence individual's daily lives and personal choices.

Grade: 9
Students will interpret, use, and synthesize information from various representations of the Earth (e.g., maps, globes, satellite images, geographic information systems, three-dimensional models).

Students will differentiate and analyze the relationships among various regional and global patterns of geographic phenomena, (e.g., land forms, soils, climate, vegetation, natural resources, population).

Students will select and apply appropriate geographic resources to analyze the interaction of physical and human systems (e.g., cultural patterns, demographics, unequal global distribution of resources) and their impact on environmental and societal changes.

Students will interpret how selected cultures, historical events, periods, and patterns of change influence each other.

Grade: 10
Students will interpret, use, and synthesize information from various representations of the Earth (e.g., maps, globes, satellite images, geographic information systems, three-dimensional models).

Students will differentiate and analyze the relationships among various regional and global patterns of geographic phenomena, (e.g., land forms, soils, climate, vegetation, natural resources, population).

Students will select and apply appropriate geographic resources to analyze the interaction of physical and human systems (e.g., cultural patterns, demographics, unequal global distribution of resources) and their impact on environmental and societal changes.

Students will interpret how selected cultures, historical events, periods, and patterns of change influence each other.

Grade: 11
Students will interpret, use, and synthesize information from various representations of the Earth (e.g., maps, globes, satellite images, geographic information systems, three-dimensional models).

Students will differentiate and analyze the relationships among various regional and global patterns of geographic phenomena, (e.g., land forms, soils, climate, vegetation, natural resources, population).

Students will select and apply appropriate geographic resources to analyze the interaction of physical and human systems (e.g., cultural patterns, demographics, unequal global distribution of resources) and their impact on environmental and societal changes.

Students will interpret how selected cultures, historical events, periods, and patterns of change influence each other.

Grade: 12
Students will interpret, use, and synthesize information from various representations of the Earth (e.g., maps, globes, satellite images, geographic information systems, three-dimensional models).

Students will differentiate and analyze the relationships among various regional and global patterns of geographic phenomena, (e.g., land forms, soils, climate, vegetation, natural resources, population).

Students will select and apply appropriate geographic resources to analyze the interaction of physical and human systems (e.g., cultural patterns, demographics, unequal global distribution of resources) and their impact on environmental and societal changes.

Students will interpret how selected cultures, historical events, periods, and patterns of change influence each other.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

North Carolina  Back to Top

Subject: Arts Education

Grade: 4
Discuss themes which are most important to a particular culture.

Recognize that individuals are products of their own culture.

Grade: 5
Identify selected characteristics that make art of a particular culture unique.

Apply a knowledge of belief systems of selected cultures as reflected in the artwork of those cultures.

Compare art of one culture to that of another culture or time.

Grade: 6
Demonstrate an understanding that the visual arts have a history, purpose and function in all cultures.

Identify specific works of art as belonging to a particular culture, time and place.

Discover relationships of works of art to one another in terms of history, aesthetics, and cultural/ethnic groups.

Recognize and discuss the aesthetic diversity of various cultures.

Grade: 7
Identify the history, purpose and functions of visual arts in various cultures.

Describe characteristics of specific works of art that belong to a particular culture, time and place.

Describe relationships of works of art to one another in terms of history, aesthetics, and cultural/ethnic groups.

Explore the aesthetic diversity of various cultures.

Grade: 8
Consider the history, purpose and function of visual arts and analyze their impact on various cultures.

Explain the impact of a particular culture, time and place on a specific work of art.

Compare and contrast relationships of works of art to one another in terms of history, aesthetics, and cultural/ethnic groups.

Explain the impact of current culture on your personal style, attitude and techniques.

Grade: 9
Know that the visual arts have a history, purpose and function in all cultures.

Recognize and discuss that cultures have different aesthetics and each individual is a product of his or her culture.

Know that the visual arts have a history, purpose and function in all cultures.

Recognize that cultures have different aesthetics and each individual is a product of his or her culture.

Know that the visual arts have a history, purpose and function in all cultures.

Recognize and identify different aesthetics among cultures and the impact of the culture and aesthetics on the individual.

Know that the visual arts have a history, purpose and function in all cultures.

Recognize and identify different aesthetics among cultures and the impact of the culture and aesthetics on the individual.

Know that the visual arts have a history, purpose and function in all cultures.

Recognize that cultures have different aesthetics and each individual is a product of his or her culture.

Grade: 10
Know that the visual arts have a history, purpose and function in all cultures.

Recognize and discuss that cultures have different aesthetics and each individual is a product of his or her culture.

Know that the visual arts have a history, purpose and function in all cultures.

Recognize that cultures have different aesthetics and each individual is a product of his or her culture.

Know that the visual arts have a history, purpose and function in all cultures.

Recognize and identify different aesthetics among cultures and the impact of the culture and aesthetics on the individual.

Know that the visual arts have a history, purpose and function in all cultures.

Recognize and identify different aesthetics among cultures and the impact of the culture and aesthetics on the individual.

Know that the visual arts have a history, purpose and function in all cultures.

Recognize that cultures have different aesthetics and each individual is a product of his or her culture.

Grade: 11
Know that the visual arts have a history, purpose and function in all cultures.

Recognize and discuss that cultures have different aesthetics and each individual is a product of his or her culture.

Know that the visual arts have a history, purpose and function in all cultures.

Recognize that cultures have different aesthetics and each individual is a product of his or her culture.

Know that the visual arts have a history, purpose and function in all cultures.

Recognize and identify different aesthetics among cultures and the impact of the culture and aesthetics on the individual.

Know that the visual arts have a history, purpose and function in all cultures.

Recognize and identify different aesthetics among cultures and the impact of the culture and aesthetics on the individual.

Know that the visual arts have a history, purpose and function in all cultures.

Recognize that cultures have different aesthetics and each individual is a product of his or her culture.

Grade: 12
Know that the visual arts have a history, purpose and function in all cultures.

Recognize and discuss that cultures have different aesthetics and each individual is a product of his or her culture.

Know that the visual arts have a history, purpose and function in all cultures.

Recognize that cultures have different aesthetics and each individual is a product of his or her culture.

Know that the visual arts have a history, purpose and function in all cultures.

Recognize and identify different aesthetics among cultures and the impact of the culture and aesthetics on the individual.

Know that the visual arts have a history, purpose and function in all cultures.

Recognize and identify different aesthetics among cultures and the impact of the culture and aesthetics on the individual.

Know that the visual arts have a history, purpose and function in all cultures.

Recognize that cultures have different aesthetics and each individual is a product of his or her culture.

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 5
Listen actively and critically by asking questions.

Listen actively and critically by delving deeper into the topic.

Listen actively and critically by elaborating on the information and ideas presented.

Listen actively and critically by evaluating information and ideas.

Listen actively and critically by making inferences and drawing conclusions.

Listen actively and critically by making judgments.

Grade: 6
Explore expressive materials that are read, heard, and/or viewed by analyzing the characteristics of expressive works.

Explore expressive materials that are read, heard, and/or viewed by drawing inferences and/or conclusions.

Explore informational materials that are read, heard, and/or viewed by determining the importance and accuracy of information.

Determine the purpose of the author or creator by analyzing the effects of author's craft on the reader/viewer/listener.

Grade: 7
Respond to expressive materials that are read, heard, and/or viewed by drawing inferences and/or conclusions.

Respond to expressive materials that are read, heard, and/or viewed by constructing and presenting book/media reviews.

Respond to informational materials that are read, heard, and/or viewed by determining the importance of information.

Analyze the purpose of the author or creator by understanding the effects of author's craft on the reader/viewer/listener.

Grade: 8
Analyze expressive materials that are read, heard, and/or viewed by drawing inferences.

Analyze expressive materials that are read, heard, and/or viewed by maintaining an annotated list of works that are read or viewed, including personal reactions.

Reflect on learning experiences by evaluating how personal perspectives are influenced by society, cultural differences, and historical issues.

Analyze and evaluate informational materials that are read, heard, and/or viewed by recognizing the characteristics of informational materials.

Analyze and evaluate informational materials that are read, heard, and/or viewed by determining the importance and accuracy of information.

Analyze the purpose of the author or creator and the impact of that purpose by evaluating the effects of author's craft on the reader/viewer/listener.

Grade: 9
Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by showing an awareness of one's own culture as well as the cultures of others.

Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by exhibiting an awareness of culture in which text is set or in which text was written.

Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by explaining how culture affects personal responses.

Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by demonstrating an understanding of media's impact on personal responses and cultural analyses.

Respond to informational texts or media by assessing the language, culture, structure, and historical perspective of the text to explain insights into language.

Grade: 10
Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by showing an awareness of one's own culture as well as the cultures of others.

Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by exhibiting an awareness of culture in which text is set or in which text was written.

Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by explaining how culture affects personal responses.

Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by demonstrating an understanding of media's impact on personal responses and cultural analyses.

Respond to informational texts or media by assessing the language, culture, structure, and historical perspective of the text to explain insights into language.

Grade: 11
Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by showing an awareness of one's own culture as well as the cultures of others.

Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by exhibiting an awareness of culture in which text is set or in which text was written.

Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by explaining how culture affects personal responses.

Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by demonstrating an understanding of media's impact on personal responses and cultural analyses.

Respond to informational texts or media by assessing the language, culture, structure, and historical perspective of the text to explain insights into language.

Grade: 12
Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by showing an awareness of one's own culture as well as the cultures of others.

Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by exhibiting an awareness of culture in which text is set or in which text was written.

Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by explaining how culture affects personal responses.

Respond reflectively (through small group discussion, class discussion, journal entry, essay, letter, dialogue) to written and visual texts by demonstrating an understanding of media's impact on personal responses and cultural analyses.

Respond to informational texts or media by assessing the language, culture, structure, and historical perspective of the text to explain insights into language.

Subject: Social Studies

Grade: 4
Use map and globe reading skills.

Grade: 5
Use map and globe reading skills.

Grade: 6
Use map and globe reading skills.

Grade: 7
Use map and globe reading skills.

Grade: 8
Use map and globe reading skills.

Grade: 9
Use map and globe reading skills.

Grade: 10
Use map and globe reading skills.

Grade: 11
Use map and globe reading skills.

Grade: 12
Identify and apply the elements of culture.

Compare and contrast various cultures of the world.

Use map and globe reading skills.

Subject: World Languages

Grade: 4
Explore practices and perspectives of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Explore practices and perspectives of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Explore practices and perspectives of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

Identify the mutual contributions of the target cultures and his/her own culture(s).

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Explore practices and perspectives of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

Identify the mutual contributions of the target cultures and his/her own culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Explore aspects of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

Identify the mutual contributions of the target cultures and his/her own culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Explore practices and perspectives of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

Identify the mutual contributions of the target cultures and his/her own culture(s).

Investigate perspectives and practices of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

Demonstrate an awareness of his/her own culture based on comparisons of sample daily activities in the target cultures and his/her own culture.

Explore the relationship of attitudes, behaviors, and products in the target culture and compare to his/her own culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Explore practices and perspectives of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

Identify the mutual contributions of the target cultures and his/her own culture(s).

Investigate perspectives and practices of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

Demonstrate an awareness of his/her own culture based on comparisons of sample daily activities in the target cultures and his/her own culture.

Explore the relationship of attitudes, behaviors, and products in the target culture and compare to his/her own culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Explore practices and perspectives of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

Identify the mutual contributions of the target cultures and his/her own culture(s).

Investigate perspectives and practices of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

Demonstrate an awareness of his/her own culture based on comparisons of sample daily activities in the target cultures and his/her own culture.

Explore the relationship of attitudes, behaviors, and products in the target culture and compare to his/her own culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Explore practices and perspectives of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

Identify the mutual contributions of the target cultures and his/her own culture(s).

Investigate perspectives and practices of contemporary life in the target cultures through print, non-print, electronic materials, and cultural artifacts.

Demonstrate an awareness of his/her own culture based on comparisons of sample daily activities in the target cultures and his/her own culture.

Explore the relationship of attitudes, behaviors, and products in the target culture and compare to his/her own culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

North Dakota  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Using Media for a Purpose: Evaluate media products produced by peers or self

Grade: 9
Conversation, Group Discussion, and Oral Presentation: Use critical listening skills; i.e., reflection

Grade: 10
Interpreting Media: Evaluate the portrayal of ethnicity and lifestyles in media messages

Interpreting Media: Analyze media messages

Grade: 11
Conversation, Group Discussion, and Oral Presentation: Adapt to a variety of speaking and listening situations such as formal presentations, oral interpretations, and group discussions

Grade: 12
Conversation, Group Discussion, and Oral Presentation: Use critical listening responses such as refutation and commentary, to critique the accuracy of messages

Subject: Social Studies

Grade: 4
Understand the characteristics of various types of places and regions.

Understand the characteristics of human systems.

Understand the uses of geography.

Understand that different groups, societies, and cultures have similar wants and needs.

Grade: 5
Understand how to use geographic tools to describe and locate physical features and places.

Understand the relationship between the characteristics of various world places and regions and historical events and people.

Understand how geography concepts and tools are used to interpret the past, understand the present, and plan for the future.

Understand how culture influences family relationships, religion, and social institutions.

Grade: 6
Understand how to use geographic tools to describe and locate physical features and places.

Understand the relationship between the characteristics of various world places and regions and historical events and people.

Understand how geography concepts and tools are used to interpret the past, understand the present, and plan for the future.

Understand how culture influences family relationships, religion, and social institutions.

Grade: 7
Understand how to use geographic tools to describe and locate physical features and places.

Understand the relationship between the characteristics of various world places and regions and historical events and people.

Understand how geography concepts and tools are used to interpret the past, understand the present, and plan for the future.

Understand how culture influences family relationships, religion, and social institutions.

Grade: 8
Understand how to use geographic tools to describe and locate physical features and places.

Understand the relationship between the characteristics of various world places and regions and historical events and people.

Understand how geography concepts and tools are used to interpret the past, understand the present, and plan for the future.

Understand how culture influences family relationships, religion, and social institutions.

Grade: 9
Understand the relationship between geographic elements and concepts in history, government, and economics.

Understand the interactions of geography and the physical and human environment.

Understand how variations in the elements of culture lead to diversity among cultures.

Grade: 10
Understand the relationship between geographic elements and concepts in history, government, and economics.

Understand the interactions of geography and the physical and human environment.

Understand how variations in the elements of culture lead to diversity among cultures.

Grade: 11
Understand the relationship between geographic elements and concepts in history, government, and economics.

Understand the interactions of geography and the physical and human environment.

Understand how variations in the elements of culture lead to diversity among cultures.

Grade: 12
Understand the relationship between geographic elements and concepts in history, government, and economics.

Understand the interactions of geography and the physical and human environment.

Understand how variations in the elements of culture lead to diversity among cultures.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Nebraska  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 5
Listen to take notes and process information.

Adapt listening strategies for specific purposes.

Grade: 6
Listen to take notes and process information.

Adapt listening strategies for specific purposes.

Grade: 7
Listen to take notes and process information.

Adapt listening strategies for specific purposes.

Grade: 8
Listen to take notes and process information.

Adapt listening strategies for specific purposes.

Subject: Social Studies

Grade: 9
Create and compare political, physical, and thematic maps of countries and regions.

Explain how humans influence and are influenced by the environment.

Locate and identify by name the major countries in each region, the world's major rivers, mountain ranges, and surrounding bodies of water.

Analyze how certain cultural characteristics can link or divide regions, e.g., language, ethnic heritage, religion, political philosophy, shared history, and social and economic systems.

Grade: 10
Create and compare political, physical, and thematic maps of countries and regions.

Explain how humans influence and are influenced by the environment.

Locate and identify by name the major countries in each region, the world's major rivers, mountain ranges, and surrounding bodies of water.

Analyze how certain cultural characteristics can link or divide regions, e.g., language, ethnic heritage, religion, political philosophy, shared history, and social and economic systems.

Grade: 11
Create and compare political, physical, and thematic maps of countries and regions.

Explain how humans influence and are influenced by the environment.

Locate and identify by name the major countries in each region, the world's major rivers, mountain ranges, and surrounding bodies of water.

Analyze how certain cultural characteristics can link or divide regions, e.g., language, ethnic heritage, religion, political philosophy, shared history, and social and economic systems.

Grade: 12
Create and compare political, physical, and thematic maps of countries and regions.

Explain how humans influence and are influenced by the environment.

Locate and identify by name the major countries in each region, the world's major rivers, mountain ranges, and surrounding bodies of water.

Analyze how certain cultural characteristics can link or divide regions, e.g., language, ethnic heritage, religion, political philosophy, shared history, and social and economic systems.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

New Hampshire  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Understand and evaluate spoken and audio-visual messages by listening, following the sequence of ideas, and making informed, reasoned inferences, judgments, and interpretations.

Understand that language, both written and spoken, reflects a point of view.

Grade: 5
Understand and evaluate spoken and audio-visual messages by listening, following the sequence of ideas, and making informed, reasoned inferences, judgments, and interpretations.

Understand that language, both written and spoken, reflects a point of view.

Grade: 6
Understand and evaluate spoken and audio-visual messages by listening, following the sequence of ideas, and making informed, reasoned inferences, judgments, and interpretations.

Understand that language, both written and spoken, reflects a point of view.

Grade: 7
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 8
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 9
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 10
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 11
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Grade: 12
Critically evaluate written, spoken, audio-visual, and graphic messages.

Employ questioning and paraphrase as aids in comprehending written texts, oral language, and audio-visual and graphic presentations.

Subject: Social Studies

Grade: 4
Locate on a map or globe the continents; major nations; smaller political entities (for example, provinces, states, cities); and major oceans, rivers, and mountain ranges.

Employ observation, maps, and other tools to identify and compare the physical features of particular places including, soils, landforms, vegetation, wildlife, and climate.

Identify and discuss the human geographic features of neighborhoods and places including population density, economic activities, forms of shelter, and modes of transportation and communication.

Discuss how people define regions in terms of physical and cultural criteria and how they use the concept of regions in their study of Earth.

Identify and compare landform, climate, and natural vegetation regions.

Identify and describe the major landforms and water systems found on Earth's surface.

Discuss the relationship between physical features and the location of human systems including the distribution of population in coastal areas, river valleys, and mountain ranges.

Employ demographic and cultural characteristics, including age, gender, ethnicity, and language, to describe populations.

Discuss the relationships among population growth, technology, and resource use.

Grade: 5
Locate on a map or globe the continents; major nations; smaller political entities (for example, provinces, states, cities); and major oceans, rivers, and mountain ranges.

Employ observation, maps, and other tools to identify and compare the physical features of particular places including, soils, landforms, vegetation, wildlife, and climate.

Identify and discuss the human geographic features of neighborhoods and places including population density, economic activities, forms of shelter, and modes of transportation and communication.

Discuss how people define regions in terms of physical and cultural criteria and how they use the concept of regions in their study of Earth.

Identify and compare landform, climate, and natural vegetation regions.

Identify and describe the major landforms and water systems found on Earth's surface.

Discuss the relationship between physical features and the location of human systems including the distribution of population in coastal areas, river valleys, and mountain ranges.

Employ demographic and cultural characteristics, including age, gender, ethnicity, and language, to describe populations.

Discuss the relationships among population growth, technology, and resource use.

Grade: 6
Locate on a map or globe the continents; major nations; smaller political entities (for example, provinces, states, cities); and major oceans, rivers, and mountain ranges.

Employ observation, maps, and other tools to identify and compare the physical features of particular places including, soils, landforms, vegetation, wildlife, and climate.

Identify and discuss the human geographic features of neighborhoods and places including population density, economic activities, forms of shelter, and modes of transportation and communication.

Discuss how people define regions in terms of physical and cultural criteria and how they use the concept of regions in their study of Earth.

Identify and compare landform, climate, and natural vegetation regions.

Identify and describe the major landforms and water systems found on Earth's surface.

Discuss the relationship between physical features and the location of human systems including the distribution of population in coastal areas, river valleys, and mountain ranges.

Employ demographic and cultural characteristics, including age, gender, ethnicity, and language, to describe populations.

Discuss the relationships among population growth, technology, and resource use.

Grade: 7
Sketch a world map from memory and identify major landforms, water systems, and concentrations of resources.

Use maps to demonstrate how place and regional boundaries change.

Discuss the population characteristics of a country or region including such demographic factors as birth and death rates, population growth rate, doubling time, and life expectancy.

Examine and discuss the interrelationships between and among settlement, migration, and population-distribution patterns and landforms, climates, and patterns of vegetation.

Evaluate, take, and defend positions concerning the ways changing population patterns can influence the environment and society.

Grade: 8
Sketch a world map from memory and identify major landforms, water systems, and concentrations of resources.

Use maps to demonstrate how place and regional boundaries change.

Discuss the population characteristics of a country or region including such demographic factors as birth and death rates, population growth rate, doubling time, and life expectancy.

Examine and discuss the interrelationships between and among settlement, migration, and population-distribution patterns and landforms, climates, and patterns of vegetation.

Evaluate, take, and defend positions concerning the ways changing population patterns can influence the environment and society.

Grade: 9
Sketch a world map from memory and identify major landforms, water systems, and concentrations of resources.

Use maps to demonstrate how place and regional boundaries change.

Discuss the population characteristics of a country or region including such demographic factors as birth and death rates, population growth rate, doubling time, and life expectancy.

Examine and discuss the interrelationships between and among settlement, migration, and population-distribution patterns and landforms, climates, and patterns of vegetation.

Evaluate, take, and defend positions concerning the ways changing population patterns can influence the environment and society.

Grade: 10
Sketch a world map from memory and identify major landforms, water systems, and concentrations of resources.

Use maps to demonstrate how place and regional boundaries change.

Discuss the population characteristics of a country or region including such demographic factors as birth and death rates, population growth rate, doubling time, and life expectancy.

Examine and discuss the interrelationships between and among settlement, migration, and population-distribution patterns and landforms, climates, and patterns of vegetation.

Evaluate, take, and defend positions concerning the ways changing population patterns can influence the environment and society.

Grade: 11
Sketch a world map from memory and identify major landforms, water systems, and concentrations of resources.

Use maps to demonstrate how place and regional boundaries change.

Discuss the population characteristics of a country or region including such demographic factors as birth and death rates, population growth rate, doubling time, and life expectancy.

Examine and discuss the interrelationships between and among settlement, migration, and population-distribution patterns and landforms, climates, and patterns of vegetation.

Evaluate, take, and defend positions concerning the ways changing population patterns can influence the environment and society.

Grade: 12
Sketch a world map from memory and identify major landforms, water systems, and concentrations of resources.

Use maps to demonstrate how place and regional boundaries change.

Discuss the population characteristics of a country or region including such demographic factors as birth and death rates, population growth rate, doubling time, and life expectancy.

Examine and discuss the interrelationships between and among settlement, migration, and population-distribution patterns and landforms, climates, and patterns of vegetation.

Evaluate, take, and defend positions concerning the ways changing population patterns can influence the environment and society.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

New Jersey  Back to Top

Subject: Arts Education

Grade: 4
By the end of grade 4, students investigate, experience and participate in dance, music, theater, and visual arts activities representing various historical periods and world cultures.

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Active Listening: Listen attentively and critically to a variety of speakers.

Listening Comprehension: Demonstrate competence in active listening by interpreting and applying received information to new situations and solving problems.

Listening Comprehension: Describe how language reflects specific regions and/or cultures.

Constructing Meaning: Distinguish between factual and fictional visual representations.

Grade: 5
Active Listening: Listen actively for a variety of purposes such as enjoyment and obtaining information.

Active Listening: Listen attentively and critically to a variety of speakers.

Listening Comprehension: Demonstrate competence in active listening by interpreting and applying received information to new situations and in solving problems.

Listening Comprehension: Ask pertinent questions, take notes, and draw conclusions based on information presented.

Constructing Meaning: Distinguish between factual and fictional visual representations (e.g. political cartoons).

Constructing Meaning: Distinguish different points of view in media texts.

Visual and Verbal Messages: Understand that creators of both print media and electronic media have a purpose and target audience for their work.

Visual and Verbal Messages: Evaluate media messages for credibility.

Grade: 6
Active Listening: Listen actively for a variety of purposes such as enjoyment and obtaining information.

Active Listening: Listen attentively and critically to a variety of speakers.

Active Listening: Listen to determine a speaker's purpose, attitude, and perspective.

Listening Comprehension: Demonstrate competence in active listening by interpreting and applying received information to new situations and in solving problems.

Constructing Meaning: Respond to and evaluate the use of illustrations to support text.

Constructing Meaning: Distinguish different points of view in media texts.

Visual and Verbal Messages: Understand that creators of both print media and electronic media have a purpose and target audience for their work.

Living with Media: Use a rubric to evaluate the content of media presentations.

Grade: 7
Active Listening: Listen to determine a speaker's purpose, attitude, and perspective.

Listening Comprehension: Exhibit proficiency in integrating oral reading with listening, writing, and viewing.

Constructing Meaning: Analyze aspects of print and electronic texts that support the author's point of view, opinion, or attitude.

Living with Media: Evaluate media forms, such as television, video, games, music, and film for content appropriateness (e.g. rating systems, rubric).

Grade: 8
Active Listening: Listen to determine a speaker's purpose, attitude, and perspective.

Listening Comprehension: Exhibit proficiency in integrating oral reading with listening, writing, and viewing.

Constructing Meaning: Analyze aspects of print and electronic texts that support the author's point of view, opinion, or attitude.

Constructing Meaning: Analyze and respond to visual and print messages (e.g. humor, irony, metaphor) and recognize how words, sounds, and still or moving images are used in each medium to convey the intended messages.

Living with Media: Evaluate media forms, such as television, video, games, music, and film for content appropriateness (e.g., rating systems, rubric).

Grade: 9
Active Listening: Explore and reflect on ideas while hearing and focusing attentively.

Constructing Meaning from Media: Understand that messages are representations of social reality and vary by historic time periods and parts of the world.

Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.

Living with Media: Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).

Living with Media: Determine influences on news media based on existing political, historical, economical, and social contexts (e.g., importance of audience feedback).

Grade: 10
Active Listening: Explore and reflect on ideas while hearing and focusing attentively.

Constructing Meaning from Media: Understand that messages are representations of social reality and vary by historic time periods and parts of the world.

Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.

Living with Media: Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).

Living with Media: Determine influences on news media based on existing political, historical, economical, and social contexts (e.g., importance of audience feedback).

Grade: 11
Active Listening: Explore and reflect on ideas while hearing and focusing attentively.

Constructing Meaning from Media: Understand that messages are representations of social reality and vary by historic time periods and parts of the world.

Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.

Living with Media: Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).

Living with Media: Determine influences on news media based on existing political, historical, economical, and social contexts (e.g., importance of audience feedback).

Grade: 12
Active Listening: Explore and reflect on ideas while hearing and focusing attentively.

Constructing Meaning from Media: Understand that messages are representations of social reality and vary by historic time periods and parts of the world.

Constructing Meaning from Media: Identify and evaluate how a media product expresses the values of the culture that produced it.

Living with Media: Use print and electronic media texts to explore human relationships, new ideas, and aspects of culture (e.g., racial prejudice, dating, marriage, family, and social institutions).

Living with Media: Determine influences on news media based on existing political, historical, economical, and social contexts (e.g., importance of audience feedback).

Subject: Social Studies

Grade: 4
International Education: Global Challenges, Cultures, and Connections: Explain why it is important to understand diverse peoples, ideas, and cultures.

The World in Spatial Terms: Identify the major countries, continents, bodies of water, and mountain ranges of the world.

Places and Regions: Explain changes in places and regions over time and the consequences of those changes.

Physical Systems: Describe the basic components of the Earth's physical systems, including landforms, water, erosion, weather, and climate and discuss their impact on human development.

Grade: 5
The World in Spatial Terms: Distinguish among the major map types, including physical, political, topographic, and demographic.

The World in Spatial Terms: Explain the distribution of major human and physical features at country and global scales.

The World in Spatial Terms: Use thematic maps to describe places (e.g., patterns of population, diseases, rainfall).

Places and Regions: Compare the natural characteristics used to define a region.

Places and Regions: Discuss the similarities and differences among rural, suburban, and urban communities.

Physical Systems: Describe how the physical environment affects life in different regions (e.g., population density, architecture, transportation systems, industry, building materials, land use, recreation).

Human Systems: Analyze demographic characteristics to explain reasons for variations between populations.

Human Systems: Describe how physical and human characteristics of regions change over time.

Grade: 6
The World in Spatial Terms: Distinguish among the major map types, including physical, political, topographic, and demographic.

The World in Spatial Terms: Explain the distribution of major human and physical features at country and global scales.

The World in Spatial Terms: Use thematic maps to describe places (e.g., patterns of population, diseases, rainfall).

Places and Regions: Compare the natural characteristics used to define a region.

Places and Regions: Discuss the similarities and differences among rural, suburban, and urban communities.

Physical Systems: Describe how the physical environment affects life in different regions (e.g., population density, architecture, transportation systems, industry, building materials, land use, recreation).

Human Systems: Analyze demographic characteristics to explain reasons for variations between populations.

Human Systems: Describe how physical and human characteristics of regions change over time.

Grade: 7
The World in Spatial Terms: Distinguish among the major map types, including physical, political, topographic, and demographic.

The World in Spatial Terms: Explain the distribution of major human and physical features at country and global scales.

The World in Spatial Terms: Use thematic maps to describe places (e.g., patterns of population, diseases, rainfall).

Places and Regions: Compare the natural characteristics used to define a region.

Places and Regions: Discuss the similarities and differences among rural, suburban, and urban communities.

Physical Systems: Describe how the physical environment affects life in different regions (e.g., population density, architecture, transportation systems, industry, building materials, land use, recreation).

Human Systems: Analyze demographic characteristics to explain reasons for variations between populations.

Human Systems: Describe how physical and human characteristics of regions change over time.

Grade: 8
The World in Spatial Terms: Distinguish among the major map types, including physical, political, topographic, and demographic.

The World in Spatial Terms: Explain the distribution of major human and physical features at country and global scales.

The World in Spatial Terms: Use thematic maps to describe places (e.g., patterns of population, diseases, rainfall).

Places and Regions: Compare the natural characteristics used to define a region.

Places and Regions: Discuss the similarities and differences among rural, suburban, and urban communities.

Physical Systems: Describe how the physical environment affects life in different regions (e.g., population density, architecture, transportation systems, industry, building materials, land use, recreation).

Human Systems: Analyze demographic characteristics to explain reasons for variations between populations.

Human Systems: Describe how physical and human characteristics of regions change over time.

Grade: 9
The World in Spatial Terms: Use maps of physical and human characteristics of the world to answer complex geographical questions.

The World in Spatial Terms: Use geographic tools and technologies to pose and answer questions about spatial distributions and patterns on Earth.

The World in Spatial Terms: Apply spatial thinking to understand the interrelationship of history, geography economics, and the environment, including domestic and international migrations, changing environmental preferences and settlement patterns, and frictions between population groups.

Grade: 10
The World in Spatial Terms: Use maps of physical and human characteristics of the world to answer complex geographical questions.

The World in Spatial Terms: Use geographic tools and technologies to pose and answer questions about spatial distributions and patterns on Earth.

The World in Spatial Terms: Apply spatial thinking to understand the interrelationship of history, geography economics, and the environment, including domestic and international migrations, changing environmental preferences and settlement patterns, and frictions between population groups.

Grade: 11
The World in Spatial Terms: Use maps of physical and human characteristics of the world to answer complex geographical questions.

The World in Spatial Terms: Use geographic tools and technologies to pose and answer questions about spatial distributions and patterns on Earth.

The World in Spatial Terms: Apply spatial thinking to understand the interrelationship of history, geography economics, and the environment, including domestic and international migrations, changing environmental preferences and settlement patterns, and frictions between population groups.

Grade: 12
The World in Spatial Terms: Use maps of physical and human characteristics of the world to answer complex geographical questions.

The World in Spatial Terms: Use geographic tools and technologies to pose and answer questions about spatial distributions and patterns on Earth.

The World in Spatial Terms: Apply spatial thinking to understand the interrelationship of history, geography economics, and the environment, including domestic and international migrations, changing environmental preferences and settlement patterns, and frictions between population groups.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students compare the customs of their own culture and the studied culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students compare the customs of their own culture and the studied culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students compare the customs of their own culture and the studied culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students compare the customs of their own culture and the studied culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students explore and discuss similarities and differences among various cultures.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students explore and discuss similarities and differences among various cultures.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students explore and discuss similarities and differences among various cultures.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students explore and discuss similarities and differences among various cultures.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

New Mexico  Back to Top

Subject: Arts Education

Grade: 4
Determine the function of various works of art and artifacts within a specific culture.

Describe art from one's own culture and the culture of others.

Grade: 5
Research and discuss the relationship between art and artifact and their historical, geographical, cultural and political contexts.

Create a piece of art that incorporates two or more similar art forms with similar subject matter and historical and cultural contexts.

Compare and contrast artworks and artifacts from two dissimilar world cultures.

Grade: 6
Research and discuss the relationship between art and artifact and their historical, geographical, cultural and political contexts.

Create a piece of art that incorporates two or more similar art forms with similar subject matter and historical and cultural contexts.

Compare and contrast artworks and artifacts from two dissimilar world cultures.

Grade: 7
Research and discuss the relationship between art and artifact and their historical, geographical, cultural and political contexts.

Create a piece of art that incorporates two or more similar art forms with similar subject matter and historical and cultural contexts.

Compare and contrast artworks and artifacts from two dissimilar world cultures.

Grade: 8
Research and discuss the relationship between art and artifact and their historical, geographical, cultural and political contexts.

Create a piece of art that incorporates two or more similar art forms with similar subject matter and historical and cultural contexts.

Compare and contrast artworks and artifacts from two dissimilar world cultures.

Grade: 9
Compare and contrast a variety of art works in a historical and cultural context, and assimilate this into personal expression.

Explore challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation.

Analyze works of art for diverse world cultures and discuss the ideas, issues and events of the culture that these works convey.

Examine and analyze works of art and artifacts from diverse world cultures and place them in a cultural and historical context, using appropriate vocabulary.

Present a body of work within their portfolio that reflects the influences of a variety of cultural styles.

Interpret the meaning of works and artifacts in terms of the cultures that produced them, including the use of apprenticeship systems to maintain cultural heritage.

Grade: 10
Compare and contrast a variety of art works in a historical and cultural context, and assimilate this into personal expression.

Explore challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation.

Analyze works of art for diverse world cultures and discuss the ideas, issues and events of the culture that these works convey.

Examine and analyze works of art and artifacts from diverse world cultures and place them in a cultural and historical context, using appropriate vocabulary.

Present a body of work within their portfolio that reflects the influences of a variety of cultural styles.

Interpret the meaning of works and artifacts in terms of the cultures that produced them, including the use of apprenticeship systems to maintain cultural heritage.

Grade: 11
Compare and contrast a variety of art works in a historical and cultural context, and assimilate this into personal expression.

Explore challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation.

Analyze works of art for diverse world cultures and discuss the ideas, issues and events of the culture that these works convey.

Examine and analyze works of art and artifacts from diverse world cultures and place them in a cultural and historical context, using appropriate vocabulary.

Present a body of work within their portfolio that reflects the influences of a variety of cultural styles.

Interpret the meaning of works and artifacts in terms of the cultures that produced them, including the use of apprenticeship systems to maintain cultural heritage.

Grade: 12
Compare and contrast a variety of art works in a historical and cultural context, and assimilate this into personal expression.

Explore challenging visual arts problems independently using intellectual skills such as analysis, synthesis, and evaluation.

Analyze works of art for diverse world cultures and discuss the ideas, issues and events of the culture that these works convey.

Examine and analyze works of art and artifacts from diverse world cultures and place them in a cultural and historical context, using appropriate vocabulary.

Present a body of work within their portfolio that reflects the influences of a variety of cultural styles.

Interpret the meaning of works and artifacts in terms of the cultures that produced them, including the use of apprenticeship systems to maintain cultural heritage.

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 5
Listen actively and critically by: asking questions; delving deeper into the topic; elaborating on the information and the ideas presented; evaluating information and ideas; making inferences and drawing conclusions; making judgments.

Evaluate the content of oral communication.

Grade: 6
Use critical thinking skills and create criteria to evaluate text and multimedia by determining purpose through exploring bias, apparent messages, emotional factors, or persuasive techniques.

Use critical thinking skills and create criteria to evaluate text and multimedia by identifying and exploring the underlying assumptions of the author.

Develop and apply appropriate criteria to evaluate the quality of communication by using knowledge of language structure and literary or media techniques.

Develop and apply appropriate criteria to evaluate the quality of communication by drawing conclusions based on evidence, reasons, or relevant information considering the implications, consequences, or impact of those conclusions.

Examine connections between cultures worldwide and American society as depicted through literature and media.

Grade: 8
Analyze the purpose of the author or creator and the impact of that purpose by evaluating biases, messages, and underlying assumptions of a variety of texts and media.

Grade: 9
Analyze the way in which literature and media are related to the themes and issues of their historical context.

Grade: 11
Analyze arguments, concepts, and perspectives presented in literary works and media.

Subject: Social Studies

Grade: 4
Draw conclusions and make generalizations from geographic information and inquiry.

Identify a region as an area with unifying characteristics (e.g., human, weather, agriculture, industry, natural characteristics).

Identify ways in which different individuals and groups of people view and relate to places and regions.

Describe various cultures and the communities they represent, and explain how they have evolved over time.

Grade: 5
Describe human and natural characteristics of places.

Describe similarities and differences among regions of the globe, and their patterns of change.

Grade: 6
Draw complex and accurate maps from memory and interpret them to answer questions about the location of physical features.

Explain how places and regions serve as cultural symbols and explore the influences and effects of regional symbols. <3>Identify a region by its formal, functional, or perceived characteristics.

Explain how cultures create a cultural landscape, locally and throughout the world, and how these landscapes change over time

Grade: 7
Select and explore a region by its distinguishing characteristics.

Recognize geographic questions and understand how to plan and execute an inquiry to answer them.

Explain a contemporary issue using geographic knowledge, tools, and perspectives.

Grade: 8
Describe how individual and cultural characteristics affect perceptions of locales and regions.

Grade: 9
Understand the vocabulary and concepts of spatial interaction, including an analysis of population distributions and settlements patterns.

Analyze how the character and meaning of a place is related to its economic, social, and cultural characteristics, and why diverse groups in society view places and regions differently.

Analyze how cultures shape characteristics of a region.

Grade: 10
Understand the vocabulary and concepts of spatial interaction, including an analysis of population distributions and settlements patterns.

Analyze how the character and meaning of a place is related to its economic, social, and cultural characteristics, and why diverse groups in society view places and regions differently.

Analyze how cultures shape characteristics of a region.

Grade: 11
Understand the vocabulary and concepts of spatial interaction, including an analysis of population distributions and settlements patterns.

Analyze how the character and meaning of a place is related to its economic, social, and cultural characteristics, and why diverse groups in society view places and regions differently.

Analyze how cultures shape characteristics of a region.

Grade: 12
Understand the vocabulary and concepts of spatial interaction, including an analysis of population distributions and settlements patterns.

Analyze how the character and meaning of a place is related to its economic, social, and cultural characteristics, and why diverse groups in society view places and regions differently.

Analyze how cultures shape characteristics of a region.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Using books, periodical articles, videotapes, films, or field trips, observe and report on differences and similarities of men and women in their daily lives in two countries or regions that share the same language.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Using books, periodical articles, videotapes, films, or field trips, observe and report on differences and similarities of men and women in their daily lives in two countries or regions that share the same language.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Using books, periodical articles, videotapes, films, or field trips, observe and report on differences and similarities of men and women in their daily lives in two countries or regions that share the same language.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Using books, periodical articles, videotapes, films, or field trips, observe and report on differences and similarities of men and women in their daily lives in two countries or regions that share the same language.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Using resources in the language studied, prepare and conduct a debate about a controversial issue.

Compare and contrast role(s) of women in the culture studied with role(s) of women in the student's home culture.

Use and explain various linguistic forms that reflect differing worldviews.

Produce a short story, play, newspaper article, cartoon, radio program, or videotape about stereotypes of a culture or linguistic group compared with the reality of the group.

Recognize and describe differences and similarities in ways of life, language, and historical experiences of people in the culture studied in comparison with the student's own culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Using resources in the language studied, prepare and conduct a debate about a controversial issue.

Compare and contrast role(s) of women in the culture studied with role(s) of women in the student's home culture.

Use and explain various linguistic forms that reflect differing worldviews.

Produce a short story, play, newspaper article, cartoon, radio program, or videotape about stereotypes of a culture or linguistic group compared with the reality of the group.

Recognize and describe differences and similarities in ways of life, language, and historical experiences of people in the culture studied in comparison with the student's own culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Using resources in the language studied, prepare and conduct a debate about a controversial issue.

Compare and contrast role(s) of women in the culture studied with role(s) of women in the student's home culture.

Use and explain various linguistic forms that reflect differing worldviews.

Produce a short story, play, newspaper article, cartoon, radio program, or videotape about stereotypes of a culture or linguistic group compared with the reality of the group.

Recognize and describe differences and similarities in ways of life, language, and historical experiences of people in the culture studied in comparison with the student's own culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Using resources in the language studied, prepare and conduct a debate about a controversial issue.

Compare and contrast role(s) of women in the culture studied with role(s) of women in the student's home culture.

Use and explain various linguistic forms that reflect differing worldviews.

Produce a short story, play, newspaper article, cartoon, radio program, or videotape about stereotypes of a culture or linguistic group compared with the reality of the group.

Recognize and describe differences and similarities in ways of life, language, and historical experiences of people in the culture studied in comparison with the student's own culture.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Nevada  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 6
Conversations and Group Discussions: Demonstrate active listening skills by participating in conversations and group discussions.

Grade: 8
Conversations and Group Discussions: Participate in conversations and group discussions as active listeners who provide constructive feedback.

Grade: 9
Content: Create and apply criteria for evaluating content and delivery of oral and multi-media presentations.

Grade: 10
Content: Create and apply criteria for evaluating content and delivery of oral and multi-media presentations.

Grade: 11
Content: Create and apply criteria for evaluating content and delivery of oral and multi-media presentations.

Grade: 12
Content: Create and apply criteria for evaluating content and delivery of oral and multi-media presentations.

Subject: Social Studies

Grade: 4
Ask appropriate geographic questions about geographic locations, spatial patterns, and their origin and significance.

Investigate and interpret information from a variety of geographic sources.

Use maps and map features, including directional orientation, map symbols, and grid system, to identify and locate major geographic features in Nevada, the U.S., and the world.

Describe physical and human features and cultural characteristics of places and regions.

Use current events to ask and answer geographic questions.

Grade: 5
Ask appropriate geographic questions about geographic locations, spatial patterns, and their origin and significance.

Investigate and interpret information from a variety of geographic sources.

Use maps and map features, including directional orientation, map symbols, and grid system, to identify and locate major geographic features in Nevada, the U.S., and the world.

Describe physical and human features and cultural characteristics of places and regions.

Use current events to ask and answer geographic questions.

Grade: 6
Identify and define geographic problems and issues by asking geographic questions.

Use a variety of research skills, including field work and computer resources, to collect geographic information.

Create and prepare various forms of maps, graphs, diagrams, tables, or charts to organize geographic information.

Evaluate and analyze information obtained from a variety of geographic sources.

Make generalizations by developing and presenting combinations of geographic information to answer geographic questions.

Describe the characteristics of different populations through the use of key demographic concepts.

Compare and contrast the opportunities and constraints that the physical environment places on human activity.

Grade: 7
Identify and define geographic problems and issues by asking geographic questions.

Use a variety of research skills, including field work and computer resources, to collect geographic information.

Create and prepare various forms of maps, graphs, diagrams, tables, or charts to organize geographic information.

Evaluate and analyze information obtained from a variety of geographic sources.

Make generalizations by developing and presenting combinations of geographic information to answer geographic questions.

Describe the characteristics of different populations through the use of key demographic concepts.

Compare and contrast the opportunities and constraints that the physical environment places on human activity.

Grade: 8
Identify and define geographic problems and issues by asking geographic questions.

Use a variety of research skills, including field work and computer resources, to collect geographic information.

Create and prepare various forms of maps, graphs, diagrams, tables, or charts to organize geographic information.

Evaluate and analyze information obtained from a variety of geographic sources.

Make generalizations by developing and presenting combinations of geographic information to answer geographic questions.

Describe the characteristics of different populations through the use of key demographic concepts.

Compare and contrast the opportunities and constraints that the physical environment places on human activity.

Grade: 9
Plan and organize a geographic research project by asking appropriate geographic questions.

Locate and acquire a variety of primary and secondary information sources and assess the value of each.

Use a variety of tools and technologies to select and design appropriate forms of maps, graphs, diagrams, tables, or charts to organize geographic information.

Use quantitative methods of analysis to make inferences and draw conclusions from maps and other geographic representations.

Complete a geographic inquiry by applying geographic models, generalizations, and theories to the analysis, interpretation, and presentation of information.

Use a variety of complex maps to acquire geographic information (e.g., topographic, population, and land use).

Select appropriate maps, map projections, and other representations to analyze and interpret geographic information.

Apply concepts and models of spatial organization to make decisions about geographic information.

Analyze demographic trends in world population.

Compare and contrast how changes in the physical environment can increase or diminish its capacity to support human activity.

Evaluate strategies to respond to constraints placed on human systems by the physical environment.

Develop possible responses to changes caused by human modification of the physical environment.

Analyze the ways in which physical features and human characteristics of places and regions have influenced the evolution of significant historical events.

Relate current events to the physical features and human characteristics of places and regions.

Grade: 10
Plan and organize a geographic research project by asking appropriate geographic questions.

Locate and acquire a variety of primary and secondary information sources and assess the value of each.

Use a variety of tools and technologies to select and design appropriate forms of maps, graphs, diagrams, tables, or charts to organize geographic information.

Use quantitative methods of analysis to make inferences and draw conclusions from maps and other geographic representations.

Complete a geographic inquiry by applying geographic models, generalizations, and theories to the analysis, interpretation, and presentation of information.

Use a variety of complex maps to acquire geographic information (e.g., topographic, population, and land use).

Select appropriate maps, map projections, and other representations to analyze and interpret geographic information.

Apply concepts and models of spatial organization to make decisions about geographic information.

Analyze demographic trends in world population.

Compare and contrast how changes in the physical environment can increase or diminish its capacity to support human activity.

Evaluate strategies to respond to constraints placed on human systems by the physical environment.

Develop possible responses to changes caused by human modification of the physical environment.

Analyze the ways in which physical features and human characteristics of places and regions have influenced the evolution of significant historical events.

Relate current events to the physical features and human characteristics of places and regions.

Grade: 11
Plan and organize a geographic research project by asking appropriate geographic questions.

Locate and acquire a variety of primary and secondary information sources and assess the value of each.

Use a variety of tools and technologies to select and design appropriate forms of maps, graphs, diagrams, tables, or charts to organize geographic information.

Use quantitative methods of analysis to make inferences and draw conclusions from maps and other geographic representations.

Complete a geographic inquiry by applying geographic models, generalizations, and theories to the analysis, interpretation, and presentation of information.

Use a variety of complex maps to acquire geographic information (e.g., topographic, population, and land use).

Select appropriate maps, map projections, and other representations to analyze and interpret geographic information.

Apply concepts and models of spatial organization to make decisions about geographic information.

Analyze demographic trends in world population.

Compare and contrast how changes in the physical environment can increase or diminish its capacity to support human activity.

Evaluate strategies to respond to constraints placed on human systems by the physical environment.

Develop possible responses to changes caused by human modification of the physical environment.

Analyze the ways in which physical features and human characteristics of places and regions have influenced the evolution of significant historical events.

Relate current events to the physical features and human characteristics of places and regions.

Grade: 12
Plan and organize a geographic research project by asking appropriate geographic questions.

Locate and acquire a variety of primary and secondary information sources and assess the value of each.

Use a variety of tools and technologies to select and design appropriate forms of maps, graphs, diagrams, tables, or charts to organize geographic information.

Use quantitative methods of analysis to make inferences and draw conclusions from maps and other geographic representations.

Complete a geographic inquiry by applying geographic models, generalizations, and theories to the analysis, interpretation, and presentation of information.

Use a variety of complex maps to acquire geographic information (e.g., topographic, population, and land use).

Select appropriate maps, map projections, and other representations to analyze and interpret geographic information.

Apply concepts and models of spatial organization to make decisions about geographic information.

Analyze demographic trends in world population.

Compare and contrast how changes in the physical environment can increase or diminish its capacity to support human activity.

Evaluate strategies to respond to constraints placed on human systems by the physical environment.

Develop possible responses to changes caused by human modification of the physical environment.

Analyze the ways in which physical features and human characteristics of places and regions have influenced the evolution of significant historical events.

Relate current events to the physical features and human characteristics of places and regions.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

New York  Back to Top

Subject: Arts Education

Grade: 4
Students look at and discuss a variety of art works and artifacts from world cultures to discover some important ideas, issues, and events of those cultures.

Students create art works that show the influence of a particular culture.

Grade: 5
Students demonstrate how art works and artifacts from diverse world cultures reflect aspects of those cultures.

Students create art works that reflect a particular historical period of a culture.

Grade: 6
Students demonstrate how art works and artifacts from diverse world cultures reflect aspects of those cultures.

Students create art works that reflect a particular historical period of a culture.

Grade: 7
Students demonstrate how art works and artifacts from diverse world cultures reflect aspects of those cultures.

Students create art works that reflect a particular historical period of a culture.

Grade: 8
Students demonstrate how art works and artifacts from diverse world cultures reflect aspects of those cultures.

Students create art works that reflect a particular historical period of a culture.

Grade: 9
Students analyze works of art from diverse world cultures and discuss the ideas, issues, and events of the culture that these works convey.

Students create art works that reflect a variety of cultural influences.

Grade: 10
Students analyze works of art from diverse world cultures and discuss the ideas, issues, and events of the culture that these works convey.

Students create art works that reflect a variety of cultural influences.

Grade: 11
Students analyze works of art from diverse world cultures and discuss the ideas, issues, and events of the culture that these works convey.

Students create art works that reflect a variety of cultural influences.

Grade: 12
Students analyze works of art from diverse world cultures and discuss the ideas, issues, and events of the culture that these works convey.

Students create art works that reflect a variety of cultural influences.

Students interpret the meaning of works and artifacts in terms of the cultures that produced them.

Students explain how cultural values have been expressed in the visual arts, how art works have been used to bring about cultural change and how the art of a culture has been influenced by art works coming from outside that culture.

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Students listen attentively and recognize when it is appropriate for them to speak.

Grade: 5
Students understand that within any group there are many different points of view depending on the particular interests and values of the individual, and recognize those differences in perspective in texts and presentations (e.g., in considering whether to let a new industry come into a community, some community members might be enthusiastic about the additional jobs that will be created while others are concerned about the air and noise pollution that could result).

Students listen attentively to others and build on others' ideas in conversations with peers and adults.

Grade: 6
Students understand that within any group there are many different points of view depending on the particular interests and values of the individual, and recognize those differences in perspective in texts and presentations (e.g., in considering whether to let a new industry come into a community, some community members might be enthusiastic about the additional jobs that will be created while others are concerned about the air and noise pollution that could result).

Students evaluate their own and others' work based on a variety of criteria (e.g., logic, clarity, comprehensiveness, conciseness, originality, conventionality) and recognize the varying effectiveness of different approaches.

Students listen attentively to others and build on others' ideas in conversations with peers and adults.

Grade: 7
Students understand that within any group there are many different points of view depending on the particular interests and values of the individual, and recognize those differences in perspective in texts and presentations (e.g., in considering whether to let a new industry come into a community, some community members might be enthusiastic about the additional jobs that will be created while others are concerned about the air and noise pollution that could result).

Students evaluate their own and others' work based on a variety of criteria (e.g., logic, clarity, comprehensiveness, conciseness, originality, conventionality) and recognize the varying effectiveness of different approaches.

Students listen attentively to others and build on others' ideas in conversations with peers and adults.

Grade: 8
Students understand that within any group there are many different points of view depending on the particular interests and values of the individual, and recognize those differences in perspective in texts and presentations (e.g., in considering whether to let a new industry come into a community, some community members might be enthusiastic about the additional jobs that will be created while others are concerned about the air and noise pollution that could result).

Students evaluate their own and others' work based on a variety of criteria (e.g., logic, clarity, comprehensiveness, conciseness, originality, conventionality) and recognize the varying effectiveness of different approaches.

Students listen attentively to others and build on others' ideas in conversations with peers and adults.

Grade: 9
Students make perceptive and well developed connections to prior knowledge.

Grade: 10
Students make perceptive and well developed connections to prior knowledge.

Grade: 11
Students make perceptive and well developed connections to prior knowledge.

Grade: 12
Students make perceptive and well developed connections to prior knowledge.

Subject: Social Studies

Grade: 4
Students study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions.

Students draw maps and diagrams that serve as representations of places, physical features, and objects.

Students identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994).

Students ask geographic questions about where places are located; why they are located where they are; what is important about their locations; and how their locations are related to the location of other people and places (Adapted from National Geography Standards, 1994).

Students gather and organize geographic information from a variety of sources and display in a number of ways

Grade: 5
Students study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions.

Students draw maps and diagrams that serve as representations of places, physical features, and objects.

Students identify and compare the physical, human, and cultural characteristics of different regions and people (Adapted from National Geography Standards, 1994).

Students ask geographic questions about where places are located; why they are located where they are; what is important about their locations; and how their locations are related to the location of other people and places (Adapted from National Geography Standards, 1994).

Students gather and organize geographic information from a variety of sources and display in a number of ways

Grade: 6
Students know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations.

Students map information about people, places, and environments  understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994).

Students investigate why people and places are located where they are located and what patterns can be perceived in these locations.

Grade: 7
Students know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations.

Students map information about people, places, and environments  understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994).

Students investigate why people and places are located where they are located and what patterns can be perceived in these locations.

Grade: 8
Students know the social and economic characteristics, such as customs, traditions, child-rearing practices, ways of making a living, education and socialization practices, gender roles, foods, and religious and spiritual beliefs that distinguish different cultures and civilizations.

Students map information about people, places, and environments  understand the characteristics, functions, and applications of maps, globes, aerial and other photographs, satellite-produced images, and models (Taken from National Geography Standards, 1994).

Students investigate why people and places are located where they are located and what patterns can be perceived in these locations.

Grade: 9
Students define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices.

Students explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world.

Students describe the physical characteristics of the Earth's surface and investigate the continual reshaping of the surface by physical processes and human activities.

Students investigate the characteristics, distribution, and migration of human populations on the Earth's surface (Taken from National Geography Standards, 1994).

Students select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information.

Grade: 10
Students define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices.

Students explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world.

Students describe the physical characteristics of the Earth's surface and investigate the continual reshaping of the surface by physical processes and human activities.

Students investigate the characteristics, distribution, and migration of human populations on the Earth's surface (Taken from National Geography Standards, 1994).

Students select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information.

Grade: 11
Students define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices.

Students explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world.

Students describe the physical characteristics of the Earth's surface and investigate the continual reshaping of the surface by physical processes and human activities.

Students investigate the characteristics, distribution, and migration of human populations on the Earth's surface (Taken from National Geography Standards, 1994).

Students select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information.

Grade: 12
Students define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs, norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices.

Students explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world.

Students describe the physical characteristics of the Earth's surface and investigate the continual reshaping of the surface by physical processes and human activities.

Students investigate the characteristics, distribution, and migration of human populations on the Earth's surface (Taken from National Geography Standards, 1994).

Students select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students can draw comparisons between societies.

Students can draw comparisons about different societies both within the Deaf culture and other cultures.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students can draw comparisons between societies.

Students can draw comparisons about different societies both within the Deaf culture and other cultures.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students can draw comparisons between societies.

Students can draw comparisons about different societies both within the Deaf culture and other cultures.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students can draw comparisons between societies.

Students can draw comparisons about different societies both within the Deaf culture and other cultures.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Ohio  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Demonstrate active listening strategies by asking clarifying questions and responding to questions with appropriate elaboration.

Grade: 5
Use effective listening strategies, summarize major ideas and draw logical inferences from presentations and visual media.

Grade Level Indicator: Listening and Viewing: Identify the speaker's purpose in presentations and visual media (e.g., to inform, to entertain, to persuade).

Grade: 6
Use effective listening strategies, summarize major ideas and draw logical inferences from presentations and visual media.

Grade Level Indicator: Listening and Viewing: Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact).

Grade: 7
Use effective listening strategies, summarize major ideas and draw logical inferences from presentations and visual media.

Grade Level Indicator: Listening and Viewing: Demonstrate active listening strategies (e.g., asking focused questions, responding to cues, making visual contact).

Grade: 8
Use a variety of strategies to enhance listening comprehension.

Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.

Grade Level Indicator: Listening and Viewing: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace).

Grade Level Indicator: Listening and Viewing: Determine the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.

Grade Level Indicator: Listening and Viewing: Identify the speaker's choice of language and delivery styles (e.g., repetition, appeal to emotion, eye contact) and how they contribute to meaning.

Grade: 9
Use a variety of strategies to enhance listening comprehension.

Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.

Grade Level Indicator: Listening and Viewing: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings.

Grade Level Indicator: Listening and Viewing: Identify types of arguments used by the speaker, such as authority and appeals to emotion.

Grade Level Indicator: Listening and Viewing: Analyze the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.

Grade Level Indicator: Listening and Viewing: Identify the speaker's choice of language and delivery styles (e.g., repetition, appeal to emotion, eye contact) and explain how they contribute to meaning.

Grade: 10
Use a variety of strategies to enhance listening comprehension.

Analyze the techniques used by speakers and media to influence an audience, and evaluate the effect this has on the credibility of a speaker or media message.

Evaluate the content and purpose of a presentation by analyzing the language and delivery choices made by a speaker.

Grade Level Indicator: Listening and Viewing: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings.

Grade Level Indicator: Listening and Viewing: Interpret types of arguments used by the speaker such as authority and appeals to audience.

Grade Level Indicator: Listening and Viewing: Evaluate the credibility of the speaker (e.g., hidden agendas, slanted or biased material) and recognize fallacies of reasoning used in presentations and media messages.

Grade Level Indicator: Listening and Viewing: Identify how language choice and delivery styles (e.g., repetition, appeal to emotion, eye contact) contribute to meaning.

Grade: 11
Use a variety of strategies to enhance listening comprehension.

Grade Level Indicator: Listening and Viewing: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace) in a variety of settings.

Grade Level Indicator: Listening and Viewing: Analyze types of arguments used by a speaker, such as causation, analogy and logic.

Grade Level Indicator: Listening and Viewing: Critique the clarity, effectiveness and overall coherence of a speaker's key points.

Grade Level Indicator: Listening and Viewing: Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) effect the mood and tone and impact the audience.

Grade: 12
Use a variety of strategies to enhance listening comprehension.

Grade Level Indicator: Listening and Viewing: Apply active listening strategies (e.g., monitoring message for clarity, selecting and organizing essential information, noting cues such as changes in pace).

Grade Level Indicator: Listening and Viewing: Analyze types of arguments used by the speaker, such as causation, analogy and logic.

Grade Level Indicator: Listening and Viewing: Critique the clarity, effectiveness and overall coherence of a speaker's key points.

Grade Level Indicator: Listening and Viewing: Evaluate how language choice, diction, syntax and delivery style (e.g., repetition, appeal to emotion, eye contact) affect the mood and tone and impact the audience.

Subject: Social Studies

Grade: 6
Explain how contact between different cultures impacts the diffusion of belief systems, art, science, technology, language and forms of government.

Identify on a map the location of major physical and human features of each continent.

Define and identify regions using human and physical characteristics.

Grade: 7
Explain how contact between different cultures impacts the diffusion of belief systems, art, science, technology, language and forms of government.

Identify on a map the location of major physical and human features of each continent.

Define and identify regions using human and physical characteristics.

Grade Level Indicator: Location: For each of the societies studied, identify the location of significant physical and human characteristics on a map of the relevant region.

Grade: 8
Explain how contact between different cultures impacts the diffusion of belief systems, art, science, technology, language and forms of government.

Identify on a map the location of major physical and human features of each continent.

Define and identify regions using human and physical characteristics.

Grade: 9
Analyze the influence of different cultural perspectives on the actions of groups.

Grade Level Indicator: Places and Regions: Interpret data to make comparisons between and among countries and regions including: Birth rates; Death rates; Infant mortality rates; Education levels; Per capita Gross Domestic Product (GDP).

Grade: 10
Analyze the influence of different cultural perspectives on the actions of groups.

Grade: 11
Explain how the character and meaning of a place reflect a society's economics, politics, social values, ideology and culture.

Grade: 12
Explain how the character and meaning of a place reflect a society's economics, politics, social values, ideology and culture.

Grade Level Indicator: Places and Regions: Explain how people create places that reflect culture, human needs, government policy, current values and ideals as they design and build specialized buildings, neighborhoods, shopping centers, urban centers and industrial parks.

Grade Level Indicator: Application of Geography: Use appropriate data sources and tools to gather, manipulate, interpret and communicate geographic information related to civic/global issues.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Oklahoma  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Listen critically and respond appropriately to oral communication.

Interpret Meaning: The student will interpret and evaluate the various ways visual image-makers, including graphic artists, illustrators, and news photographers, represent meaning and distinguish fact, opinion, and fiction in print and nonprint media.

Interpret and describe important events and ideas gathered from maps, charts, graphics, video segments, or technology presentations.

Listen to, view, or read literature which tells of characters in American and other cultures.

Make connections between illustrations and print.

Grade: 5
Listen critically and respond appropriately to oral communication to seek information not already discussed.

Distinguish fact, opinion, and fiction in print and nonprint media.

Interpret and describe important events and ideas gathered from maps, charts, graphics, video segments, or technology presentation.

Interpret and evaluate the various ways visual image-makers, such as graphic artists, illustrators, and news photographers represent meaning.

Listen to, view, or read literature which tells of characters in American and other cultures.

Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

Grade: 6
Word Origins: Recognize the origins and meanings of foreign words frequently used in English.

Determine the purpose for listening (i.e., gaining information, solving problems; or for enjoying, appreciating, recalling, interpreting, applying, analyzing, evaluating, receiving directions, or learning concepts).

Recognize and understand barriers to effective listening (i.e., internal and external distractions, personal biases, and conflicting demands).

Evaluate how different media forms influence and inform viewers.

Assess how language, medium, and presentation contribute to the message.

Grade: 7
Listen in order to identify and discuss topic, purpose, and perspective.

Recognize and understand barriers to effective listening (i.e., internal and external distractions, personal biases, and conflicting demands).

Analyze the effect on the viewer of text, sound, images, and organization in electronic media and discuss the techniques used to create the effects.

Grade: 8
Listen in order to identify and discuss topic, purpose, and perspective.

Recognize and understand barriers to effective listening (i.e., internal and external distractions, personal biases, and conflicting demands).

Interpret how language choice is used to enhance visual media (e.g., language or particular television or film genre, the use of emotional or logical arguments in commercials).

Use a variety of criteria to evaluate and form viewpoints of visual media (e.g., evaluates the effectiveness of informational media, such as Web sites, documentaries, news programs, and recognizes a range of viewpoints and arguments).

Establish criteria for selecting or avoiding specific programs.

Assess how language medium and presentation contribute to the message.

Grade: 9
Focus attention on the speaker's message.

Listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances.

Monitor speaker's message and clarity and understanding to formulate and provide effective verbal and nonverbal feedback.

Selects people with special interests and expectations who are the target audience for particular messages or products in visual media.

Grade: 10
Engage in critical, empathetic, appreciative, and reflective listening to interpret, respond and evaluate speaker's messages.

Evaluate informative and persuasive presentations of peers, public figures, and media presentations.

Grade: 11
Demonstrate proficiency in critical, empathetic, appreciative, and reflective listening to interpret, respond and evaluate speaker's messages.

Use effective strategies for listening that prepares for listening, identifies the types of listening, and adopts appropriate strategies.

Listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances.

Use effective strategies to evaluate own listening such as asking questions for clarification, comparing and contrasting interpretations with others, and researching points of interest or contention.

Use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

Use a range of strategies to interpret visual media (e.g., draw conclusions, make generalizations, synthesize material viewed, refer to images or information in visual media to support point of view).

Describe how editing shapes meaning in visual media (e.g., omission of alternative perspectives; filtered or implied viewpoints; emphasis of specific ideas, images, or information in order to serve particular interests).

Uses a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts) to evaluate informational media (e.g., Web sites, documentaries, news programs.

Compare, contrast, and critique various media coverage of the same events such as in newspapers, television, and on the Internet, and compose a study of the results.

Grade: 12
Demonstrate proficiency in critical, empathetic, appreciative, and reflective listening to interpret, respond and evaluate speaker's messages.

Use effective strategies for listening that prepares for listening, identifies the types of listening, and adopts appropriate strategies.

Listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, and individual or group performances.

Use effective strategies to evaluate own listening such as asking questions for clarification, comparing and contrasting interpretations with others, and researching points of interest or contention.

Use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

Use a range of strategies to interpret visual media (e.g., draw conclusions, make generalizations, synthesizes material viewed, refer to images or information in visual media to support point of view).

Demonstrate how editing shapes meaning in visual media (e.g., omission of alternative perspectives; filtered or implied viewpoints; emphasis of specific ideas, images, or information in order to serve particular interests).

Use a variety of criteria (e.g., clarity, accuracy, effectiveness, bias, relevance of facts) to evaluate informational media (e.g., Web sites, documentaries, news programs).

Use the effects of media on constructing his/her own perception of reality.

Subject: Social Studies

Grade: 4
Interpret geographic information using primary and secondary sources, atlases, charts, graphs, and visual images.

Analyze how the major physical features (e.g., landforms and bodies of water) were formed and continue to change.

Grade: 5
Identify, evaluate and draw conclusions from different kinds of maps, graphs, charts, diagrams, and other sources and representations, such as aerial and shuttle photographs, satellite-produced images, the geographic information system (GIS), encyclopedias, almanacs, dictionaries, atlases, and computer-based technologies.

Evaluate how the physical environment affects humans and how humans modify their physical environment.

Grade: 6
Identify, evaluate, and draw conclusions from different kinds of maps, graphs, charts, diagrams, timelines, and other representations such as photographs and satellite produced images or computer-based technologies.

Apply the concepts of scale, orientation, latitude and longitude, and physical regions.

Define, recognize, and locate basic landforms and bodies of water on appropriate maps and globes.

Define the characteristics of culture and the role culture played on the development of the world's peoples.

Grade: 7
Construct and use maps, globes, graphs, charts, models, and databases to analyze spatial distributions and patterns.

Define, recognize, and locate on appropriate maps and globes basic landforms and bodies of water, and major cities, rivers, mountain ranges, regions, biomes, and countries of the world.

Evaluate issues of population location, growth, and change, including density, settlement patterns, migration, and availability of resources.

Grade: 9
Apply geographic representations and technologies to depict, analyze, explain and solve geographic problems.

Identify the human and physical characteristics of particular places and regions.

Identify the characteristics, distribution, and migration of human populations on earth's surface.

Observe and predict the possible economic effects and environmental changes resulting from natural phenomena (e.g., tornadoes, hurricanes, droughts, insect infestations, earthquakes, El Nino, and volcanoes).

Apply geography to examine contemporary issues in the context of spatial and environmental perspectives.

Use geographic knowledge, skills, and perspectives to analyze problems and make decisions.

Grade: 10
Apply geographic representations and technologies to depict, analyze, explain and solve geographic problems.

Identify the human and physical characteristics of particular places and regions.

Identify the characteristics, distribution, and migration of human populations on earth's surface.

Observe and predict the possible economic effects and environmental changes resulting from natural phenomena (e.g., tornadoes, hurricanes, droughts, insect infestations, earthquakes, El Nino, and volcanoes).

Apply geography to examine contemporary issues in the context of spatial and environmental perspectives.

Use geographic knowledge, skills, and perspectives to analyze problems and make decisions.

Grade: 11
Apply geographic representations and technologies to depict, analyze, explain and solve geographic problems.

Identify the human and physical characteristics of particular places and regions.

Identify the characteristics, distribution, and migration of human populations on earth's surface.

Observe and predict the possible economic effects and environmental changes resulting from natural phenomena (e.g., tornadoes, hurricanes, droughts, insect infestations, earthquakes, El Nino, and volcanoes).

Apply geography to examine contemporary issues in the context of spatial and environmental perspectives.

Use geographic knowledge, skills, and perspectives to analyze problems and make decisions.

Grade: 12
Apply geographic representations and technologies to depict, analyze, explain and solve geographic problems.

Identify the human and physical characteristics of particular places and regions.

Identify the characteristics, distribution, and migration of human populations on earth's surface.

Observe and predict the possible economic effects and environmental changes resulting from natural phenomena (e.g., tornadoes, hurricanes, droughts, insect infestations, earthquakes, El Nino, and volcanoes).

Apply geography to examine contemporary issues in the context of spatial and environmental perspectives.

Use geographic knowledge, skills, and perspectives to analyze problems and make decisions.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Oregon  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Listening: Summarize major ideas and supporting evidence presented in spoken messages and formal presentations.

Grade: 5
Listening: Interpret a speaker's verbal and nonverbal messages, purposes, and perspectives.

Analysis: Identify and discuss the purposes of media--information, entertainment, persuasion, interpretation of events, and transmission of culture.

Analysis: Identify and discuss the role of media in focusing people's attention on events and influencing their opinions on issues.

Grade: 7
Listening: Determine the speaker's attitude toward the subject.

Analysis: Analyze how images, text, and sound in electronic journalism affect the viewer; identify the techniques used to achieve the effects in each instance.

Analysis: Identify, analyze, and critique persuasive techniques, such as promises, dares, flattery, and glittering generalities used in oral presentations and media messages.

Grade: 8
Analysis: Interpret and evaluate the various ways in which visual image-makers (e.g., graphic artists, illustrators, news photographers, film makers) communicate information and affect impressions and opinions.

Grade: 9
Analysis: Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them.

Grade: 10
Analysis: Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them.

Grade: 11
Analysis: Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them.

Grade: 12
Analysis: Identify the aesthetic effects of a media presentation, and evaluate the techniques used to create them.

Subject: Social Studies

Grade: 4
Use other visual representations to locate, identify, and distinguish physical and human features of places and regions.

Grade: 5
Use other visual representations to locate, identify, and distinguish physical and human features of places and regions.

Grade: 6
Identify the location of major mountain ranges, deserts, rivers, cultural regions and countries in the world.

Identify, locate, and compare the cultural characteristics of places and regions.

Recognize relationships between the physical and cultural characteristics of a place or region.

Grade: 7
Identify the location of major mountain ranges, deserts, rivers, cultural regions and countries in the world.

Identify, locate, and compare the cultural characteristics of places and regions.

Recognize relationships between the physical and cultural characteristics of a place or region.

Grade: 8
Identify the location of major mountain ranges, deserts, rivers, cultural regions and countries in the world.

Identify, locate, and compare the cultural characteristics of places and regions.

Recognize relationships between the physical and cultural characteristics of a place or region.

Grade: 9
Use a variety of geographic representations to analyze information and draw conclusions about geographic issues.

Locate, identify, and explain changes in countries over time.

Grade: 10
Use a variety of geographic representations to analyze information and draw conclusions about geographic issues.

Locate, identify, and explain changes in countries over time.

Grade: 11
Use a variety of geographic representations to analyze information and draw conclusions about geographic issues.

Locate, identify, and explain changes in countries over time.

Grade: 12
Use a variety of geographic representations to analyze information and draw conclusions about geographic issues.

Locate, identify, and explain changes in countries over time.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Pennsylvania  Back to Top

Subject: Arts Education

Grade: 4
Explain the historical, cultural and social context of an individual work in the arts.

Analyze a work of art from its historical and cultural perspective.

Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)

Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., Shakespeare, works by Michelangelo, ethnic dance and music).

Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling  plays, oral histories- poetry, work songs- blue grass).

Grade: 5
Explain the historical, cultural and social context of an individual work in the arts.

Analyze a work of art from its historical and cultural perspective.

Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)

Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., Shakespeare, works by Michelangelo, ethnic dance and music).

Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling  plays, oral histories- poetry, work songs- blue grass).

Grade: 6
Explain the historical, cultural and social context of an individual work in the arts.

Analyze a work of art from its historical and cultural perspective.

Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)

Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., Shakespeare, works by Michelangelo, ethnic dance and music).

Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling  plays, oral histories- poetry, work songs- blue grass).

Grade: 7
Explain the historical, cultural and social context of an individual work in the arts.

Analyze a work of art from its historical and cultural perspective.

Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)

Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., Shakespeare, works by Michelangelo, ethnic dance and music).

Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling  plays, oral histories- poetry, work songs- blue grass).

Grade: 8
Explain the historical, cultural and social context of an individual work in the arts.

Analyze a work of art from its historical and cultural perspective.

Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)

Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., Shakespeare, works by Michelangelo, ethnic dance and music).

Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling  plays, oral histories- poetry, work songs- blue grass).

Grade: 9
Explain the historical, cultural and social context of an individual work in the arts.

Analyze a work of art from its historical and cultural perspective.

Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)

Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., Shakespeare, works by Michelangelo, ethnic dance and music).

Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling  plays, oral histories- poetry, work songs- blue grass).

Grade: 10
Explain the historical, cultural and social context of an individual work in the arts.

Analyze a work of art from its historical and cultural perspective.

Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)

Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., Shakespeare, works by Michelangelo, ethnic dance and music).

Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling  plays, oral histories- poetry, work songs- blue grass).

Grade: 11
Explain the historical, cultural and social context of an individual work in the arts.

Analyze a work of art from its historical and cultural perspective.

Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)

Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., Shakespeare, works by Michelangelo, ethnic dance and music).

Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling  plays, oral histories- poetry, work songs- blue grass).

Grade: 12
Explain the historical, cultural and social context of an individual work in the arts.

Analyze a work of art from its historical and cultural perspective.

Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)

Identify, explain and analyze historical and cultural differences as they relate to works in the arts (e.g., Shakespeare, works by Michelangelo, ethnic dance and music).

Identify, explain and analyze traditions as they relate to works in the arts (e.g., story telling  plays, oral histories- poetry, work songs- blue grass).

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Distinguish relevant information, ideas and opinions from those that are irrelevant.

Grade: 5
Distinguish relevant information, ideas and opinions from those that are irrelevant.

Grade: 6
Analyze information, ideas and opinions to determine relevancy.

Analyze the selections.

Grade: 7
Analyze information, ideas and opinions to determine relevancy.

Analyze the selections.

Grade: 8
Analyze information, ideas and opinions to determine relevancy.

Analyze the selections.

Grade: 9
Characteristics and Functions of the English Language: Explain and evaluate the role and influence of the English language within and across countries.

Grade: 10
Characteristics and Functions of the English Language: Explain and evaluate the role and influence of the English language within and across countries.

Grade: 11
Characteristics and Functions of the English Language: Explain and evaluate the role and influence of the English language within and across countries.

Grade: 12
Characteristics and Functions of the English Language: Explain and evaluate the role and influence of the English language within and across countries.

Subject: Social Studies

Grade: 4
Basis on which maps, graphs and diagrams are created: Aerial and other photographs; Reference works; Field observations; Surveys.

Geographic representations to display spatial information: Absolute location; Relative location; Flows (e.g., goods, people, traffic); Topography; Historic events.

Basic spatial elements for depicting the patterns of physical and human features: Point, line, area, location, distance, scale; Map grids; Alpha-numeric system; Cardinal and intermediate directions.

Comparison of the physical characteristics of different places and regions (e.g., soil, vegetation, climate, topography).

Spatial arrangement of cultures creates distinctive landscapes (e.g., cultural regions based on languages, customs, religion, building styles as in the Pennsylvania German region).

Factors that affect the growth and decline of settlements (e.g., immigration, transportation development, depletion of natural resources, site and situation).

Grade: 5
Basis on which maps, graphs and diagrams are created: Aerial and other photographs; Reference works; Field observations; Surveys.

Geographic representations to display spatial information: Absolute location; Relative location; Flows (e.g., goods, people, traffic); Topography; Historic events.

Basic spatial elements for depicting the patterns of physical and human features: Point, line, area, location, distance, scale; Map grids; Alpha-numeric system; Cardinal and intermediate directions.

Comparison of the physical characteristics of different places and regions (e.g., soil, vegetation, climate, topography).

Spatial arrangement of cultures creates distinctive landscapes (e.g., cultural regions based on languages, customs, religion, building styles as in the Pennsylvania German region).

Factors that affect the growth and decline of settlements (e.g., immigration, transportation development, depletion of natural resources, site and situation).

Grade: 6
Basis on which maps, graphs and diagrams are created: Aerial and other photographs; Reference works; Field observations; Surveys.

Geographic representations to display spatial information: Absolute location; Relative location; Flows (e.g., goods, people, traffic); Topography; Historic events.

Basic spatial elements for depicting the patterns of physical and human features: Point, line, area, location, distance, scale; Map grids; Alpha-numeric system; Cardinal and intermediate directions.

Comparison of the physical characteristics of different places and regions (e.g., soil, vegetation, climate, topography).

Spatial arrangement of cultures creates distinctive landscapes (e.g., cultural regions based on languages, customs, religion, building styles as in the Pennsylvania German region).

Factors that affect the growth and decline of settlements (e.g., immigration, transportation development, depletion of natural resources, site and situation).

Grade: 7
Development and use of geographic tools: Geographic information systems [GIS]; Population pyramids; Cartograms; Satellite-produced images; Climate graphs; Access to computer-based geographic data (e.g., Internet, CD-ROMs).

Explain the physical characteristics of places and regions including spatial patterns of Earth's physical systems: Climate regions; Landform regions.

Spatial distribution, size, density and demographic characteristics of population at the state and National level.

Demographic structure of a population (e.g., life expectancy, fertility rate, mortality rate, infant mortality rate, population growth rate, the demographic transition model).

Grade: 8
Development and use of geographic tools: Geographic information systems [GIS]; Population pyramids; Cartograms; Satellite-produced images; Climate graphs; Access to computer-based geographic data (e.g., Internet, CD-ROMs).

Explain the physical characteristics of places and regions including spatial patterns of Earth's physical systems: Climate regions; Landform regions.

Spatial distribution, size, density and demographic characteristics of population at the state and National level.

Demographic structure of a population (e.g., life expectancy, fertility rate, mortality rate, infant mortality rate, population growth rate, the demographic transition model).

Grade: 9
Development and use of geographic tools: Geographic information systems [GIS]; Population pyramids; Cartograms; Satellite-produced images; Climate graphs; Access to computer-based geographic data (e.g., Internet, CD-ROMs).

Explain the physical characteristics of places and regions including spatial patterns of Earth's physical systems: Climate regions; Landform regions.

Spatial distribution, size, density and demographic characteristics of population at the state and National level.

Demographic structure of a population (e.g., life expectancy, fertility rate, mortality rate, infant mortality rate, population growth rate, the demographic transition model).

Grade: 10
Spatial patterns of human features that change over time (e.g., intervening opportunity, distance decay, central place theory, locational preference).

Physical patterns of physical features that change over time (e.g., climate change, erosion, ecological invasion and succession).

Criteria to define a region (e.g., the reshaping of south Florida resulting from changing migration patterns; the US-Mexico border changes as a function of NAFTA; metropolitan growth in the Philadelphia region).

Analyze the physical characteristics of places and regions including the interrelationships among the components of Earth's physical systems: Biomes and ecosystem regions; Watersheds and river basins; World patterns of biodiversity.

Spatial distribution, size, density and demographic characteristics of population at the international level.

Demographic trends and their impacts on patterns of population distribution (e.g., carrying capacity, changes in fertility, changes in immigration policy, the mobility transition model).

Grade: 11
Spatial patterns of human features that change over time (e.g., intervening opportunity, distance decay, central place theory, locational preference).

Physical patterns of physical features that change over time (e.g., climate change, erosion, ecological invasion and succession).

Criteria to define a region (e.g., the reshaping of south Florida resulting from changing migration patterns; the US-Mexico border changes as a function of NAFTA; metropolitan growth in the Philadelphia region).

Analyze the physical characteristics of places and regions including the interrelationships among the components of Earth's physical systems: Biomes and ecosystem regions; Watersheds and river basins; World patterns of biodiversity.

Spatial distribution, size, density and demographic characteristics of population at the international level.

Demographic trends and their impacts on patterns of population distribution (e.g., carrying capacity, changes in fertility, changes in immigration policy, the mobility transition model).

Grade: 12
Spatial patterns of human features that change over time (e.g., intervening opportunity, distance decay, central place theory, locational preference).

Physical patterns of physical features that change over time (e.g., climate change, erosion, ecological invasion and succession).

Criteria to define a region (e.g., the reshaping of south Florida resulting from changing migration patterns; the US-Mexico border changes as a function of NAFTA; metropolitan growth in the Philadelphia region).

Analyze the physical characteristics of places and regions including the interrelationships among the components of Earth's physical systems: Biomes and ecosystem regions; Watersheds and river basins; World patterns of biodiversity.

Spatial distribution, size, density and demographic characteristics of population at the international level.

Demographic trends and their impacts on patterns of population distribution (e.g., carrying capacity, changes in fertility, changes in immigration policy, the mobility transition model).

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Rhode Island  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Identify and explore school and community issues and problems.

Grade: 5
Research how individuals in their local community use language arts to impact the lives of people in their community, nation and world.

Grade: 6
Understand the different natures and appropriate uses of verbal and non-verbal communication, identify and practice elements of active listening and effective speaking.

Access and utilize information effectively through a variety of interactions with media.

Develop informed opinions by evaluating a variety of print and non-print media.

Grade: 7
Understand the different natures and appropriate uses of verbal and non-verbal communication, identify and practice elements of active listening and effective speaking.

Access and utilize information effectively through a variety of interactions with media.

Develop informed opinions by evaluating a variety of print and non-print media.

Grade: 8
Understand the different natures and appropriate uses of verbal and non-verbal communication, identify and practice elements of active listening and effective speaking.

Access and utilize information effectively through a variety of interactions with media.

Develop informed opinions by evaluating a variety of print and non-print media.

Grade: 9
Access, utilize, and apply information effectively through a variety of interactions with media for specific purposes.

Use language to explore responsible ways to address local, state, national and global concerns.

Grade: 10
Access, utilize, and apply information effectively through a variety of interactions with media for specific purposes.

Use language to explore responsible ways to address local, state, national and global concerns.

Grade: 11
Understand that barriers to effective communication exist; develop vocal, content, and organizational strategies that accommodate those barriers and enhance understanding and practice of spoken messages and listening behaviors.

Access, utilize, and apply information effectively through a variety of interactions with media for independently generated purposes.

Use language responsibly to inform others about local, state, national and global concerns.

Recognize the relationship between the individual and society in the application of effective and responsible language.

Grade: 12
Understand that barriers to effective communication exist; develop vocal, content, and organizational strategies that accommodate those barriers and enhance understanding and practice of spoken messages and listening behaviors.

Access, utilize, and apply information effectively through a variety of interactions with media for independently generated purposes.

Use language responsibly to inform others about local, state, national and global concerns.

Recognize the relationship between the individual and society in the application of effective and responsible language.

Subject: Social Studies

Grade: 4
Student knows and understands the location of major physical and human features in the United States and on Earth.

Student knows and understands that places and features are distributed spatially across Earth's surface.

Student knows and understands the physical characteristics of places (e.g., landforms, bodies of water, soil, vegetation, and weather and climate).

Student knows and understands the human characteristics of places (e.g., population distributions, settlement patterns, languages, ethnicity, nationality, and religious beliefs).

Student knows and understands how the characteristics of culture affect the ways in which people live.

Student knows and understands how patterns of culture vary across Earth's surface.

Student knows and understands how variations within the physical environment produce spatial patterns that affect human adaptation.

Student knows and understands the ways in which the physical environment provides opportunities for people.

Student knows and understands the ways in which the physical environment constrains human activities.

Student knows and understands the dynamic character of geographic contexts.

Student knows and understands how people's perceptions affect their interpretation of the world.

Grade: 5
Student knows and understands the physical characteristics of places (e.g., landforms, bodies of water, soil, vegetation, and weather and climate).

Student knows and understands the human characteristics of places (e.g., population distributions, settlement patterns, languages, ethnicity, nationality, and religious beliefs).

Student knows and understands the elements and types of regions.

Student knows and understands how physical processes shape patterns in the physical environment.

Student knows and understands the demographic structure of a population.

Student knows and understands the spatial distribution of culture at different scales (local to global).

Student knows and understands how to read elements of the landscape as a mirror of culture.

Student knows and understands how the characteristics of different physical environments provide opportunities for or place constraints on human activities.

Student knows and understands how people's differing perceptions of places, peoples, and resources have affected events and conditions in the past.

Student knows and understands how varying points of view on geographic context influence plans for change.

Student knows and understands how to apply the geographic point of view to solve social and environmental problems by making geographically informed decisions.

Grade: 6
Student knows and understands the physical characteristics of places (e.g., landforms, bodies of water, soil, vegetation, and weather and climate).

Student knows and understands the human characteristics of places (e.g., population distributions, settlement patterns, languages, ethnicity, nationality, and religious beliefs).

Student knows and understands the elements and types of regions.

Student knows and understands how physical processes shape patterns in the physical environment.

Student knows and understands the demographic structure of a population.

Student knows and understands the reasons for spatial variations in population distribution.

Student knows and understands the spatial distribution of culture at different scales (local to global).

Student knows and understands how to read elements of the landscape as a mirror of culture.

Student knows and understands how the characteristics of different physical environments provide opportunities for or place constraints on human activities.

Student knows and understands how people's differing perceptions of places, peoples, and resources have affected events and conditions in the past.

Student knows and understands how varying points of view on geographic context influence plans for change.

Student knows and understands how to apply the geographic point of view to solve social and environmental problems by making geographically informed decisions.

Grade: 7
Student knows and understands the physical characteristics of places (e.g., landforms, bodies of water, soil, vegetation, and weather and climate).

Student knows and understands the human characteristics of places (e.g., population distributions, settlement patterns, languages, ethnicity, nationality, and religious beliefs).

Student knows and understands the elements and types of regions.

Student knows and understands how physical processes shape patterns in the physical environment.

Student knows and understands the demographic structure of a population.

Student knows and understands the reasons for spatial variations in population distribution.

Student knows and understands the spatial distribution of culture at different scales (local to global).

Student knows and understands how to read elements of the landscape as a mirror of culture.

Student knows and understands how the characteristics of different physical environments provide opportunities for or place constraints on human activities.

Student knows and understands how people's differing perceptions of places, peoples, and resources have affected events and conditions in the past.

Student knows and understands how varying points of view on geographic context influence plans for change.

Student knows and understands how to apply the geographic point of view to solve social and environmental problems by making geographically informed decisions.

Grade: 8
Student knows and understands the physical characteristics of places (e.g., landforms, bodies of water, soil, vegetation, and weather and climate).

Student knows and understands the human characteristics of places (e.g., population distributions, settlement patterns, languages, ethnicity, nationality, and religious beliefs).

Student knows and understands the elements and types of regions.

Student knows and understands how physical processes shape patterns in the physical environment.

Student knows and understands the demographic structure of a population.

Student knows and understands the reasons for spatial variations in population distribution.

Student knows and understands the spatial distribution of culture at different scales (local to global).

Student knows and understands how to read elements of the landscape as a mirror of culture.

Student knows and understands how the characteristics of different physical environments provide opportunities for or place constraints on human activities.

Student knows and understands how people's differing perceptions of places, peoples, and resources have affected events and conditions in the past.

Student knows and understands how varying points of view on geographic context influence plans for change.

Student knows and understands how to apply the geographic point of view to solve social and environmental problems by making geographically informed decisions.

Grade: 9
Student knows and understands how to use geographic representations and tools to analyze, explain, and solve geographic problems.

Student knows and understands how mental maps influence spatial and environmental decision-making.

Student knows and understands the generalizations that describe and explain spatial interaction.

Student knows and understands the models that describe patterns of spatial organization.

Student knows and understands the spatial behavior of people.

Student knows and understands how to apply concepts and models of spatial organization to make decisions.

Student knows and understands the changing physical and human characteristics of places.

Student knows and understands the spatial variation in the consequences of physical processes across Earth's surface.

Student knows and understands trends in world population numbers and patterns.

Student knows and understands the impact of culture on ways of life in different regions.

Student knows and understands how cultures shape the character of a region.

Student knows and understands how to apply appropriate models and information to understand environmental problems.

Student knows and understands how the spatial distribution of resources affects patterns of human settlement.

Student knows and understands how processes of spatial change affect events and conditions.

Student knows and understands how changing perceptions of places and environments affect the spatial behavior of people.

Student knows and understands the fundamental role that geographical context has played in affecting events in history.

Student knows and understands how to use geographic knowledge, skills, and perspectives to analyze problems and make decisions.

Grade: 10
Student knows and understands how to use geographic representations and tools to analyze, explain, and solve geographic problems.

Student knows and understands how mental maps influence spatial and environmental decision-making.

Student knows and understands the generalizations that describe and explain spatial interaction.

Student knows and understands the models that describe patterns of spatial organization.

Student knows and understands the spatial behavior of people.

Student knows and understands how to apply concepts and models of spatial organization to make decisions.

Student knows and understands the changing physical and human characteristics of places.

Student knows and understands the spatial variation in the consequences of physical processes across Earth's surface.

Student knows and understands trends in world population numbers and patterns.

Student knows and understands the impact of culture on ways of life in different regions.

Student knows and understands how cultures shape the character of a region.

Student knows and understands the differing characteristics of settlement in developing and developed countries.

Student knows and understands how to apply appropriate models and information to understand environmental problems.

Student knows and understands how the spatial distribution of resources affects patterns of human settlement.

Student knows and understands how processes of spatial change affect events and conditions.

Student knows and understands how changing perceptions of places and environments affect the spatial behavior of people.

Student knows and understands the fundamental role that geographical context has played in affecting events in history.

Student knows and understands how to use geographic knowledge, skills, and perspectives to analyze problems and make decisions.

Grade: 11
Student knows and understands how to use geographic representations and tools to analyze, explain, and solve geographic problems.

Student knows and understands how mental maps influence spatial and environmental decision-making.

Student knows and understands the generalizations that describe and explain spatial interaction.

Student knows and understands the models that describe patterns of spatial organization.

Student knows and understands the spatial behavior of people.

Student knows and understands how to apply concepts and models of spatial organization to make decisions.

Student knows and understands the changing physical and human characteristics of places.

Student knows and understands the spatial variation in the consequences of physical processes across Earth's surface.

Student knows and understands trends in world population numbers and patterns.

Student knows and understands the impact of culture on ways of life in different regions.

Student knows and understands how cultures shape the character of a region.

Student knows and understands how to apply appropriate models and information to understand environmental problems.

Student knows and understands how the spatial distribution of resources affects patterns of human settlement.

Student knows and understands how processes of spatial change affect events and conditions.

Student knows and understands how changing perceptions of places and environments affect the spatial behavior of people.

Student knows and understands the fundamental role that geographical context has played in affecting events in history.

Student knows and understands how to use geographic knowledge, skills, and perspectives to analyze problems and make decisions.

Grade: 12
Student knows and understands how to use geographic representations and tools to analyze, explain, and solve geographic problems.

Student knows and understands how mental maps influence spatial and environmental decision-making.

Student knows and understands the generalizations that describe and explain spatial interaction.

Student knows and understands the models that describe patterns of spatial organization.

Student knows and understands the spatial behavior of people.

Student knows and understands how to apply concepts and models of spatial organization to make decisions.

Student knows and understands the changing physical and human characteristics of places.

Student knows and understands the spatial variation in the consequences of physical processes across Earth's surface.

Student knows and understands trends in world population numbers and patterns.

Student knows and understands the impact of culture on ways of life in different regions.

Student knows and understands how cultures shape the character of a region.

Student knows and understands how to apply appropriate models and information to understand environmental problems.

Student knows and understands how the spatial distribution of resources affects patterns of human settlement.

Student knows and understands how processes of spatial change affect events and conditions.

Student knows and understands how changing perceptions of places and environments affect the spatial behavior of people.

Student knows and understands the fundamental role that geographical context has played in affecting events in history.

Student knows and understands how to use geographic knowledge, skills, and perspectives to analyze problems and make decisions.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

South Carolina  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
Demonstrate the ability to summarize conversations and discussions.

Demonstrate the ability to summarize conversations and discussions.

Begin listening to record information as a member of a group.

Demonstrate the ability to make predictions about the content of what he or she views.

Demonstrate the ability to analyze details, setting, character, and cause and effect in material from nonprint sources.

Continue distinguishing between fact and opinion, comparing and contrasting information and ideas, and making inferences with regard to what he or she has viewed.

Demonstrate the ability to make connections between material from nonprint sources and his or her prior knowledge, other sources, and the world.

Grade: 5
Demonstrate the ability to conduct interviews and to participate in reading and writing conferences.

Demonstrate the ability to conduct interviews and to participate in reading and writing conferences.

Continue listening to record information as a member of a group.

Demonstrate the ability to make predictions about the content of what he or she views.

Demonstrate the ability to analyze details, character, setting, and cause and effect in material from nonprint sources.

Demonstrate the ability to distinguish between fact and opinion, to compare and contrast information and ideas, and to make inferences with regard to what he or she has viewed.

Demonstrate the ability to make connections between material from nonprint sources and his or her prior knowledge, other sources, and the world.

Grade: 6
Begin using critical analysis to formulate appropriate oral responses.

Demonstrate the ability to listen to record information as a member of a group.

Begin using critical analysis to formulate appropriate oral responses.

Demonstrate the ability to distinguish between fact and opinion, to compare and contrast information and ideas, and to make inferences with regard to what he or she has viewed.

Begin evaluating the ways that the use of language, the medium, and the presentation contribute to the meaning and impact of a message.

Grade: 7
Continue using critical analysis to formulate appropriate oral responses.

Demonstrate the ability to listen to record information as a member of a group.

Continue using critical analysis to formulate appropriate oral responses.

Demonstrate the ability to distinguish between fact and opinion, to compare and contrast information and ideas, and to make inferences with regard to what he or she has viewed.

Continue evaluating the ways that the use of language, the medium, and the presentation contribute to the meaning and impact of a message.

Grade: 8
Demonstrate the ability to use critical analysis to formulate appropriate oral responses.

Demonstrate the ability to listen to record information as a member of a group.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses.

Demonstrate the ability to distinguish between fact and opinion, to compare and contrast information and ideas, and to make inferences with regard to what he or she has viewed.

Demonstrate the ability to evaluate the ways that the use of language, the medium, and the presentation contribute to the meaning and impact of a message.

Grade: 9
Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to analyze the types of arguments used by speakers.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate nonprint sources for the effectiveness of the techniques used for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Grade: 10
Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to analyze the types of arguments used by speakers.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate nonprint sources for the effectiveness of the techniques used for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Grade: 11
Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to analyze the types of arguments used by speakers.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate nonprint sources for the effectiveness of the techniques used for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Grade: 12
Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to analyze the types of arguments used by speakers.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate nonprint sources for the effectiveness of the techniques used for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to evaluate the clarity, quality, effectiveness, and general coherence of a speaker's important points, arguments, evidence, organization of ideas, delivery, word choice, and syntax.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Demonstrate the ability to identify the aesthetic effects that appear in nonprint sources and to evaluate the techniques used to create them.

Demonstrate the ability to analyze historically significant speeches to identify the rhetorical devices and features that make them memorable.

Demonstrate the ability to use critical analysis to formulate appropriate oral responses through accurate and detailed references to texts.

Demonstrate the ability to analyze and evaluate the effectiveness of the techniques used in nonprint sources for particular audiences.

Demonstrate the ability to interpret and evaluate the various ways events are presented and information is communicated in nonprint sources.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

South Dakota  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
To meet this standard, students may listen to and share responses in group learning activities.

Grade: 6
To meet this standard, students may ask questions to seek clarification of ideas.

To meet this standard, students may summarize, respond to, and evaluate group activities.

To meet this standard, students may focus on the speaker.

To meet this standard, students may distinguish between intentional and unintentional non-verbal communication.

To meet this standard, students may describe and clarify the personal feelings evoked by the non-verbal communication of others.

To meet this standard, students may classify visual/auditory information according to subject or topic.

To meet this standard, students may combine new information with prior knowledge for recall.

To meet this standard, students may identify false and misleading information.

Grade: 7
To meet this standard, students may ask specific questions to seek elaboration and clarification of ideas and opinions.

To meet this standard, students may use appropriate listening and interpersonal skills to set goals and assign responsibilities for group work.

To meet this standard, students may describe the effect of non-verbal cues when communicating with others.

To meet this standard, students may observe use of eye contact, posture, and gestures.

To meet this standard, students may use specific organizational patterns to organize information (for example: Venn diagrams, double column note-taking, outlining, KWL charts).

To meet this standard, students may use questions to clarify instructions and directions.

Grade: 8
To meet this standard, students may ask probing questions to seek elaboration and clarification of the speaker's ideas and opinions.

To meet this standard, students may use listening skills in group settings to share responsibility for a team project (for example: set goals, choose solutions, monitor progress, meet goals).

To meet this standard, students may develop criteria to evaluate information.

To meet this standard, students may compare information from various sources to verify accuracy.

To meet this standard, students may check reliability and validity of media sources.

To meet this standard, students may compare how different information sources present the same situation or event (for example: newspaper, journals, television).

To meet this standard, students may describe how graphic artists, illustrators, or news photographers make meaning.

To meet this standard, students may explore how electronic media uses stated and implied meanings to influence audience interpretation.

Grade: 11
To meet this standard students may critique advertisements in various forms of media for unsupported statements (for example: political campaign ads).

Grade: 12
To meet this standard, students may critique television/radio broadcasts and music for bias and stereotyping (for example: news coverage, sitcoms, commercials, talk shows, media influence on elections).

To meet this standard, students may recognize that messages are altered by various techniques used to create aesthetic effects (for example: manipulation by visual imagery, special effects, and vivid language. political messages).

Subject: Social Studies

Grade: 7
Will explain how earth/sun relationships shape climate and vegetation patterns; and produce day and night, time zones, seasons, and major climatic variations.

Study the basics of climate in order to understand the physical settings of this region by identifying the factors that influence climate such as latitude, ocean currents, winds and mountains, elevation, and nearness to water; identifying ways in which climate influences people; and locating the different climate zones (North and South Temperate zones, the Torrid Zone, and the North and South Frigid zones).

Compare and contrast the distribution, growth rates, and characteristics of human populations by identifying the characteristics and the distribution of population both locally and in other parts of the world; identifying the causes of human migration; describing the demographic structure of a population by creating and analyzing population pyramids; explaining reasons for variation in population distribution; researching appropriate sources to obtain current population information; and

Grade: 9
Develop knowledge of the earth to locate people, places, and environments by drawing a complex and accurate map from memory to answer questions about the location of human and physical features; identifying and locating physical and human features, in the student's own and nearby communities, in the United States, and in regions of the world (e.g., rivers, mountains, regions, and countries); and analyzing maps of a certain location people have made from memory and compare to determine similarities and differences.

Know how to analyze the dynamic spatial organization of people, places, and environments by analyzing geographic information using a variety of scales - local, national, and international (e.g., growth issues in Sioux Falls, New York City, and Southeast Asia); analyzing patterns of distribution and arrangement of settlements; and analyzing patterns and processes of the diffusion of human activities.

Know the physical and human characteristics of places by analyzing human and physical characteristics that give a place meaning and significance, and describing the changing human and physical characteristics of places.

Know how the physical process shapes the earth's surface patterns by explaining the various interactions resulting from the earth-sun relationship; explaining the interaction of the earth's physical systems (e.g., the interaction of climate and ocean water as exemplified by El Nino); and explaining the variation in the effects of physical processes across the earth's surface (e.g., the effects of wind variations in shaping landforms).

Know the processes, patterns, and functions of human settlement by explaining the causes and effects of urbanization (e.g., rural-to-urban migration leads to urbanization), comparing and contrasting the differing characteristics of settlement in developing and developed countries, and examining how and why large cities grow together.

Know how physical systems affect human systems by comparing and contrasting how changes in the physical environment can increase or diminish its capacity to support human activity (e.g., the Sahel), identifying and evaluating alternative strategies to respond to constraints placed on human systems by the physical environment (e.g., the use of irrigation in arid environments), and analyzing how humans perceive and react to natural hazards.

Grade: 10
Develop knowledge of the earth to locate people, places, and environments by drawing a complex and accurate map from memory to answer questions about the location of human and physical features; identifying and locating physical and human features, in the student's own and nearby communities, in the United States, and in regions of the world (e.g., rivers, mountains, regions, and countries); and analyzing maps of a certain location people have made from memory and compare to determine similarities and differences.

Know how to analyze the dynamic spatial organization of people, places, and environments by analyzing geographic information using a variety of scales - local, national, and international (e.g., growth issues in Sioux Falls, New York City, and Southeast Asia); analyzing patterns of distribution and arrangement of settlements; and analyzing patterns and processes of the diffusion of human activities.

Know the physical and human characteristics of places by analyzing human and physical characteristics that give a place meaning and significance, and describing the changing human and physical characteristics of places.

Know how the physical process shapes the earth's surface patterns by explaining the various interactions resulting from the earth-sun relationship; explaining the interaction of the earth's physical systems (e.g., the interaction of climate and ocean water as exemplified by El Nino); and explaining the variation in the effects of physical processes across the earth's surface (e.g., the effects of wind variations in shaping landforms).

Know the processes, patterns, and functions of human settlement by explaining the causes and effects of urbanization (e.g., rural-to-urban migration leads to urbanization), comparing and contrasting the differing characteristics of settlement in developing and developed countries, and examining how and why large cities grow together.

Know how physical systems affect human systems by comparing and contrasting how changes in the physical environment can increase or diminish its capacity to support human activity (e.g., the Sahel), identifying and evaluating alternative strategies to respond to constraints placed on human systems by the physical environment (e.g., the use of irrigation in arid environments), and analyzing how humans perceive and react to natural hazards.

Grade: 11
Develop knowledge of the earth to locate people, places, and environments by drawing a complex and accurate map from memory to answer questions about the location of human and physical features; identifying and locating physical and human features, in the student's own and nearby communities, in the United States, and in regions of the world (e.g., rivers, mountains, regions, and countries); and analyzing maps of a certain location people have made from memory and compare to determine similarities and differences.

Know how to analyze the dynamic spatial organization of people, places, and environments by analyzing geographic information using a variety of scales - local, national, and international (e.g., growth issues in Sioux Falls, New York City, and Southeast Asia); analyzing patterns of distribution and arrangement of settlements; and analyzing patterns and processes of the diffusion of human activities.

Know the physical and human characteristics of places by analyzing human and physical characteristics that give a place meaning and significance, and describing the changing human and physical characteristics of places.

Know how the physical process shapes the earth's surface patterns by explaining the various interactions resulting from the earth-sun relationship; explaining the interaction of the earth's physical systems (e.g., the interaction of climate and ocean water as exemplified by El Nino); and explaining the variation in the effects of physical processes across the earth's surface (e.g., the effects of wind variations in shaping landforms).

Know the processes, patterns, and functions of human settlement by explaining the causes and effects of urbanization (e.g., rural-to-urban migration leads to urbanization), comparing and contrasting the differing characteristics of settlement in developing and developed countries, and examining how and why large cities grow together.

Know how physical systems affect human systems by comparing and contrasting how changes in the physical environment can increase or diminish its capacity to support human activity (e.g., the Sahel), identifying and evaluating alternative strategies to respond to constraints placed on human systems by the physical environment (e.g., the use of irrigation in arid environments), and analyzing how humans perceive and react to natural hazards.

Grade: 12
Develop knowledge of the earth to locate people, places, and environments by drawing a complex and accurate map from memory to answer questions about the location of human and physical features; identifying and locating physical and human features, in the student's own and nearby communities, in the United States, and in regions of the world (e.g., rivers, mountains, regions, and countries); and analyzing maps of a certain location people have made from memory and compare to determine similarities and differences.

Know how to analyze the dynamic spatial organization of people, places, and environments by analyzing geographic information using a variety of scales - local, national, and international (e.g., growth issues in Sioux Falls, New York City, and Southeast Asia); analyzing patterns of distribution and arrangement of settlements; and analyzing patterns and processes of the diffusion of human activities.

Know the physical and human characteristics of places by analyzing human and physical characteristics that give a place meaning and significance, and describing the changing human and physical characteristics of places.

Know how the physical process shapes the earth's surface patterns by explaining the various interactions resulting from the earth-sun relationship; explaining the interaction of the earth's physical systems (e.g., the interaction of climate and ocean water as exemplified by El Nino); and explaining the variation in the effects of physical processes across the earth's surface (e.g., the effects of wind variations in shaping landforms).

Know the processes, patterns, and functions of human settlement by explaining the causes and effects of urbanization (e.g., rural-to-urban migration leads to urbanization), comparing and contrasting the differing characteristics of settlement in developing and developed countries, and examining how and why large cities grow together.

Know how physical systems affect human systems by comparing and contrasting how changes in the physical environment can increase or diminish its capacity to support human activity (e.g., the Sahel), identifying and evaluating alternative strategies to respond to constraints placed on human systems by the physical environment (e.g., the use of irrigation in arid environments), and analyzing how humans perceive and react to natural hazards.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Tennessee  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 6
Model active listening in both formal and informal settings.

Grade: 7
Continue to model active listening in both formal and informal settings.

Grade: 8
Continue to model active listening in both formal and informal settings.

Compare regional differences in dialect, speech, and usage and explore reasons for those differences.

Grade: 9
The student will demonstrate an understanding of and respect for multicultural and ethnic diversity in language.

The student will develop an understanding of and respect for multicultural, gender, and ethnic diversity in language use, patterns, and dialects.

The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student will develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

The student will demonstrate an understanding of and respect for multicultural and ethnic diversity in language.

The student will develop an understanding of and respect for multicultural, gender, and ethnic diversity in language use, patterns, and dialects.

The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student is able to examine and respond to the effect(s) of media on the ideas, mores, and values of individuals, communities, and the world.

The student will be able to demonstrate comprehension through a variety of responses (e.g., notetaking, questioning, summarizing, restating, discussing).

Listening: The student will develop an understanding of and respect for diversity in language use, patterns and dialects across cultures, ethnic groups, geographic regions, economic backgrounds, and social roles.

Grade: 10
The student will demonstrate an understanding of and respect for multicultural and ethnic diversity in language.

The student will develop an understanding of and respect for multicultural, gender, and ethnic diversity in language use, patterns, and dialects.

The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student will develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

The student will demonstrate an understanding of and respect for multicultural and ethnic diversity in language.

The student will develop an understanding of and respect for multicultural, gender, and ethnic diversity in language use, patterns, and dialects.

The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student is able to examine and respond to the effect(s) of media on the ideas, mores, and values of individuals, communities, and the world.

The student will be able to demonstrate comprehension through a variety of responses (e.g., notetaking, questioning, summarizing, restating, discussing).

Listening: The student will develop an understanding of and respect for diversity in language use, patterns and dialects across cultures, ethnic groups, geographic regions, economic backgrounds, and social roles.

Grade: 11
The student will demonstrate an understanding of and respect for multicultural and ethnic diversity in language.

The student will develop an understanding of and respect for multicultural, gender, and ethnic diversity in language use, patterns, and dialects.

The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student will develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

The student will demonstrate an understanding of and respect for multicultural and ethnic diversity in language.

The student will develop an understanding of and respect for multicultural, gender, and ethnic diversity in language use, patterns, and dialects.

The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student is able to examine and respond to the effect(s) of media on the ideas, mores, and values of individuals, communities, and the world.

The student will be able to demonstrate comprehension through a variety of responses (e.g., notetaking, questioning, summarizing, restating, discussing).

Listening: The student will develop an understanding of and respect for diversity in language use, patterns and dialects across cultures, ethnic groups, geographic regions, economic backgrounds, and social roles.

Grade: 12
The student will demonstrate an understanding of and respect for multicultural and ethnic diversity in language.

The student will develop an understanding of and respect for multicultural, gender, and ethnic diversity in language use, patterns, and dialects.

The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student will develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.

The student will demonstrate an understanding of and respect for multicultural and ethnic diversity in language.

The student will develop an understanding of and respect for multicultural, gender, and ethnic diversity in language use, patterns, and dialects.

The student will explore the advantages and limitations of the computer as a communication tool.

The student will explain creative strategies used in the production of print and non-print media.

The student will demonstrate critical listening skills essential for comprehension and evaluation.

The student is able to examine and respond to the effect(s) of media on the ideas, mores, and values of individuals, communities, and the world.

The student will be able to demonstrate comprehension through a variety of responses (e.g., notetaking, questioning, summarizing, restating, discussing).

Listening: The student will develop an understanding of and respect for diversity in language use, patterns and dialects across cultures, ethnic groups, geographic regions, economic backgrounds, and social roles.

Subject: Social Studies

Grade: 4
Show different cultural regions on a map identifying such things as religion, language, and ethnicity.

Explain how group and institutional influences such as religious beliefs, laws, and peer pressure, on people, events, and elements of culture.

Grade: 5
Recognize landforms, climate, and natural resources as determining factors in the location and development of communities.

Grade: 6
Define the basic components of culture.

Identify how communities reflect the cultural background of their inhabitants.

Define cultural diffusion.

Identify the locations of certain physical and human features and events on maps and globes.

Identify the location of earth's major landforms such as continents, islands, and mountain ranges, and major bodies of water such as the oceans, seas, rivers, and gulfs.

Describe the location of major physical characteristics such as landforms, climate, soils, water, features, vegetation, resources, and animal life, and human characteristics such as language groups, religions, political systems, economic systems, and population centers in the world.

Explain how and why the location of geographic features both physical and human in the world change over time and space.

Describe how physical and human processes shape the characteristics of a place.

Explain why places have specific physical and human characteristics in different parts of the world.

Grade: 7
Define the basic components of culture.

Identify how communities locally, regionally, and globally reflect the cultural background of their inhabitants.

Identify and describe the location of major cultural attributes such as language, religion, political systems, economic systems, and population centers locally, regionally, and globally.

Identify the location of Earth's major physical characteristics such as continents, landforms, bodies of water, climate regions, vegetation, and natural resources.

Identify the location and size of major human features such as cities, political units, and countries.

Explain patterns of spatial organization including why some areas are more densely settled than others are and the differences between rural, urban, and suburban patterns.

Identify which features on Earth's surface are physical and which are human.

Describe how physical, biological, and human characteristics and processes define and shape a place.

Appraise the symbiotic relationship between the physical and human environments as they are reflected on Earth's surface.

Identify the criteria used to define a region, including physical traits and formal, functional, and vernacular cultural regions.

Describe how cultures influence the characteristics of regions and how human characteristics make specific regions of the world distinctive.

Identify the physical and human factors that influences a place.

Grade: 9
The student will identify how physical and human processes shape the characteristics of a place.

The student will understand the multi-cultural components to world culture.

The student will understand the relationship between physical environments and culture.

The student will understand the characteristics and uses of spatial organization of Earth's surface.

The student will understand the physical and human characteristics of place.

The student will understand that common physical, biological, and cultural characteristics create regions.

The student will understand how human systems modify the physical environment.

The student will understand the development of culture.

Grade: 10
The student will identify how physical and human processes shape the characteristics of a place.

The student will understand the multi-cultural components to world culture.

The student will understand the relationship between physical environments and culture.

The student will understand the characteristics and uses of spatial organization of Earth's surface.

The student will understand the physical and human characteristics of place.

The student will understand that common physical, biological, and cultural characteristics create regions.

The student will understand how human systems modify the physical environment.

The student will understand the development of culture.

Grade: 11
The student will identify how physical and human processes shape the characteristics of a place.

The student will understand the multi-cultural components to world culture.

The student will understand the relationship between physical environments and culture.

The student will understand the characteristics and uses of spatial organization of Earth's surface.

The student will understand the physical and human characteristics of place.

The student will understand that common physical, biological, and cultural characteristics create regions.

The student will understand how human systems modify the physical environment.

The student will understand the development of culture.

Grade: 12
The student will identify how physical and human processes shape the characteristics of a place.

The student will understand the multi-cultural components to world culture.

The student will understand the relationship between physical environments and culture.

The student will understand the characteristics and uses of spatial organization of Earth's surface.

The student will understand the physical and human characteristics of place.

The student will understand that common physical, biological, and cultural characteristics create regions.

The student will understand how human systems modify the physical environment.

The student will understand the development of culture.

Subject: World Languages

Grade: 4
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Texas  Back to Top

Subject: Arts Education

Grade: 6
The student is expected to compare specific artworks from a variety of cultures.

Grade: 7
The student is expected to analyze selected artworks to determine cultural contexts.

Grade: 8
The student is expected to identify cultural ideas expressed in artworks relating to social, political, and environmental themes.

Grade: 9
The student is expected to describe general characteristics in artworks from a variety of cultures.

Grade: 10
The student is expected to describe general characteristics in artworks from a variety of cultures.

Grade: 11
The student is expected to describe general characteristics in artworks from a variety of cultures.

Grade: 12
The student is expected to describe general characteristics in artworks from a variety of cultures.

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Subject: Language Arts

Grade: 4
The student is expected to determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8).

The student is expected to understand the major ideas and supporting evidence in spoken messages (4-8).

The student is expected to connect his/her own experiences, information, insights, and ideas with those of others through speaking and listening (4-8).

Grade: 5
The student is expected to determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8).

The student is expected to understand the major ideas and supporting evidence in spoken messages (4-8).

The student is expected to connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening (4-8).

Grade: 6
The student is expected to determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8).

The student is expected to understand the major ideas and supporting evidence in spoken messages (4-8).

The student is expected to monitor his/her own understanding of the spoken message and seek clarification as needed (4-8).

The student is expected to connect his/her own experiences, information, insights, and ideas with experiences of others through speaking and listening (4-8).

The student is expected to interpret and evaluate the various ways visual image makers such as illustrators, documentary filmmakers, and political cartoonists represent meanings (6-8).

The student is expected to evaluate the purposes and effects of varying media such as film, print, and technology presentations (6-8).

The student is expected to evaluate how different media forms influence and inform (6-8).

The student is expected to assess how language, medium, and presentation contribute to the message (6-8).

The student is expected to identify and explain the components of listening process.

The student is expected to identify the kinds of listening and analyze skills related to each type.

The student is expected to identify and explain factors that influence communication decisions such as knowledge, attitudes, and culture.

The student is expected to identify the importance of social traditions and ceremonies in various contexts and cultures.

The student is expected to use appreciative and critical-listening skills to analyze, evaluate, and respond appropriately to class, public, or media.

The student is expected to apply critical-listening skills to analyze, evaluate, and respond appropriately to informative group discussions and speeches.

The student is expected to develop and use communication skills needed for academic achievement such as participating appropriately in class discussions, using active and critical-listening skills, and taking accurate notes.

The student is expected to develop and use critical listening skills to analyze, evaluate, and respond appropriately to class, public, or media presentations.

The student is expected to use appreciative and critical-listening skills to respond appropriately to class, public, or media performances.

Grade: 7
The student is expected to determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8).

The student is expected to understand the major ideas and supporting evidence in spoken messages (4-8).

The student is expected to monitor his/her own understanding of the spoken message and seek clarification as needed (4-8).

The student is expected to connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening (4-8).

The student is expected to interpret and evaluate the various ways visual image makers such as illustrators, documentary filmmakers, and political cartoonists represent meanings (6-8).

The student is expected to evaluate the purposes and effects of various media such as film, print, and technology presentations (6-8).

The student is expected to evaluate how different media forms influence and inform (6-8).

The student is expected to assess how language, medium, and presentation contribute to the message (6-8).

The student is expected to identify and explain the components of listening process.

The student is expected to identify the kinds of listening and analyze skills related to each type.

The student is expected to identify and explain factors that influence communication decisions such as knowledge, attitudes, and culture.

The student is expected to identify the importance of social traditions and ceremonies in various contexts and cultures.

The student is expected to use appreciative and critical-listening skills to analyze, evaluate, and respond appropriately to class, public, or media.

The student is expected to apply critical-listening skills to analyze, evaluate, and respond appropriately to informative group discussions and speeches.

The student is expected to develop and use communication skills needed for academic achievement such as participating appropriately in class discussions, using active and critical-listening skills, and taking accurate notes.

The student is expected to develop and use critical listening skills to analyze, evaluate, and respond appropriately to class, public, or media presentations.

The student is expected to use appreciative and critical-listening skills to respond appropriately to class, public, or media performances.

Grade: 8
The student is expected to determine the purposes for listening such as to gain information, to solve problems, or to enjoy and appreciate (4-8).

The student is expected to understand the major ideas and supporting evidence in spoken messages (4-8).

The student is expected to monitor his/her own understanding of the spoken message and seek clarification as needed (4-8).

The student is expected to connect his/her own experiences, information, insights, and ideas with the experiences of others through speaking and listening (4-8).

The student is expected to interpret and evaluate the various ways visual image makers such as illustrators, documentary filmmakers, and political cartoonists represent meanings (6-8).

The student is expected to evaluate the purposes and effects of varying media such as film, print, and technology presentations (6-8).

The student is expected to evaluate how different media forms influence and inform (6-8).

The student is expected to assess how language, medium, and presentation contribute to the message (6-8).

The student is expected to identify and explain the components of listening process.

The student is expected to identify the kinds of listening and analyze skills related to each type.

The student is expected to identify and explain factors that influence communication decisions such as knowledge, attitudes, and culture.

The student is expected to identify the importance of social traditions and ceremonies in various contexts and cultures.

The student is expected to use appreciative and critical-listening skills to analyze, evaluate, and respond appropriately to class, public, or media.

The student is expected to apply critical-listening skills to analyze, evaluate, and respond appropriately to informative group discussions and speeches.

The student is expected to develop and use communication skills needed for academic achievement such as participating appropriately in class discussions, using active and critical-listening skills, and taking accurate notes.

The student is expected to develop and use critical listening skills to analyze, evaluate, and respond appropriately to class, public, or media presentations.

The student is expected to use appreciative and critical-listening skills to respond appropriately to class, public, or media performances.

Grade: 9
The student is expected to listen and respond appropriately to presentations and performances of peers or published works such as original essays or narratives, interpretations of poetry, or individual or group performances of scripts.

The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to engage in critical, empathic, appreciative, and reflective listening.

The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to create media products to include a five- to six-minute documentary, a print ad, an editorial, a flier, a movie critique, or an illustrated children's book to engage specific audiences.

The student is expected to use effective strategies for listening such as prepares for listening, identifies the types of listening, and adopts appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to use effective strategies for listening such as preparing for listening, identifying the types of listening, and adopting appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to distinguish the purposes of various media forms such as information, entertainment, and persuasion.

The student is expected to recognize strategies used by media to inform, persuade, entertain, and transmit culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.

The student is expected to recognize how visual and sound techniques convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music.

The student is expected to use a range of techniques to plan and create a media text and reflect critically on the work produced.

The student is expected to evaluate media messages and products.

The student is expected to analyze and evaluate standards for 'quality programming'.

The student is expected to analyze and evaluate media's efforts to address social and cultural problems.

The student is expected to analyze and propose possible ways to improve mass media.

The student is expected to formulate guidelines for using media effectively to achieve governmental, societal, and cultural goals.

The student is expected to identify the components of the listening process.

The student is expected to use critical, reflective, and empathic listening skills to enhance interpersonal relationships.

The student is expected to use appropriate verbal, nonverbal, and listening strategies to communicate effectively in groups.

The student is expected to identify the components of the listening process.

The student is expected to identify specific kinds of listening such as critical, deliberative, and empathic.

The student is expected to listen critically and appreciatively and respond appropriately to performance of others.

The student is expected to use effective critical-listening strategies in argumentation and debate.

The student is expected to distinguish between responsible and irresponsible media action.

Grade: 10
The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to engage in critical, empathic, appreciative, and reflective listening.

The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to create media products to include a five- to six-minute documentary, a print ad, an editorial, a flier, a movie critique, or an illustrated children's book to engage specific audiences.

The student is expected to use effective strategies for listening such as prepares for listening, identifies the types of listening, and adopts appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to use effective strategies for listening such as preparing for listening, identifying the types of listening, and adopting appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to distinguish the purposes of various media forms such as information, entertainment, and persuasion.

The student is expected to recognize strategies used by media to inform, persuade, entertain, and transmit culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.

The student is expected to recognize how visual and sound techniques convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music.

The student is expected to use a range of techniques to plan and create a media text and reflect critically on the work produced.

The student is expected to evaluate media messages and products.

The student is expected to analyze and evaluate standards for 'quality programming'.

The student is expected to analyze and evaluate media's efforts to address social and cultural problems.

The student is expected to analyze and propose possible ways to improve mass media.

The student is expected to formulate guidelines for using media effectively to achieve governmental, societal, and cultural goals.

The student is expected to identify the components of the listening process.

The student is expected to use critical, reflective, and empathic listening skills to enhance interpersonal relationships.

The student is expected to use appropriate verbal, nonverbal, and listening strategies to communicate effectively in groups.

The student is expected to identify the components of the listening process.

The student is expected to identify specific kinds of listening such as critical, deliberative, and empathic.

The student is expected to listen critically and appreciatively and respond appropriately to performance of others.

The student is expected to use effective critical-listening strategies in argumentation and debate.

The student is expected to distinguish between responsible and irresponsible media action.

Grade: 11
The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to engage in critical, empathic, appreciative, and reflective listening.

The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to create media products to include a five- to six-minute documentary, a print ad, an editorial, a flier, a movie critique, or an illustrated children's book to engage specific audiences.

The student is expected to use effective strategies for listening such as prepares for listening, identifies the types of listening, and adopts appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to use effective strategies for listening such as preparing for listening, identifying the types of listening, and adopting appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to distinguish the purposes of various media forms such as information, entertainment, and persuasion.

The student is expected to recognize strategies used by media to inform, persuade, entertain, and transmit culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.

The student is expected to recognize how visual and sound techniques convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music.

The student is expected to use a range of techniques to plan and create a media text and reflect critically on the work produced.

The student is expected to evaluate media messages and products.

The student is expected to analyze and evaluate standards for 'quality programming'.

The student is expected to analyze and evaluate media's efforts to address social and cultural problems.

The student is expected to analyze and propose possible ways to improve mass media.

The student is expected to formulate guidelines for using media effectively to achieve governmental, societal, and cultural goals.

The student is expected to identify the components of the listening process.

The student is expected to use critical, reflective, and empathic listening skills to enhance interpersonal relationships.

The student is expected to use appropriate verbal, nonverbal, and listening strategies to communicate effectively in groups.

The student is expected to identify the components of the listening process.

The student is expected to identify specific kinds of listening such as critical, deliberative, and empathic.

The student is expected to listen critically and appreciatively and respond appropriately to performance of others.

The student is expected to use effective critical-listening strategies in argumentation and debate.

The student is expected to distinguish between responsible and irresponsible media action.

Grade: 12
The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to engage in critical, empathic, appreciative, and reflective listening.

The student is expected to evaluate informative and persuasive presentations of peers, public figures, and media presentations.

The student is expected to evaluate artistic performances of peers, public presenters, and media presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to create media products to include a five- to six-minute documentary, a print ad, an editorial, a flier, a movie critique, or an illustrated children's book to engage specific audiences.

The student is expected to use effective strategies for listening such as prepares for listening, identifies the types of listening, and adopts appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to use effective strategies for listening such as preparing for listening, identifying the types of listening, and adopting appropriate strategies.

The student is expected to demonstrate proficiency in critical, empathic, appreciative, and reflective listening.

The student is expected to use effective listening to provide appropriate feedback in a variety of situations such as conversations and discussions and informative, persuasive, or artistic presentations.

The student is expected to analyze relationships, ideas, and cultures as represented in various media.

The student is expected to evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols.

The student is expected to compare, contrast, and critique various media coverage of the same event such as in newspapers, television, and on the Internet.

The student is expected to distinguish the purposes of various media forms such as information, entertainment, and persuasion.

The student is expected to recognize strategies used by media to inform, persuade, entertain, and transmit culture such as advertising, perpetuation of stereotypes, use of visual representations, special effects, and language.

The student is expected to recognize how visual and sound techniques convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music.

The student is expected to use a range of techniques to plan and create a media text and reflect critically on the work produced.

The student is expected to evaluate media messages and products.

The student is expected to analyze and evaluate standards for 'quality programming'.

The student is expected to analyze and evaluate media's efforts to address social and cultural problems.

The student is expected to analyze and propose possible ways to improve mass media.

The student is expected to formulate guidelines for using media effectively to achieve governmental, societal, and cultural goals.

The student is expected to identify the components of the listening process.

The student is expected to use critical, reflective, and empathic listening skills to enhance interpersonal relationships.

The student is expected to use appropriate verbal, nonverbal, and listening strategies to communicate effectively in groups.

The student is expected to identify the components of the listening process.

The student is expected to identify specific kinds of listening such as critical, deliberative, and empathic.

The student is expected to listen critically and appreciatively and respond appropriately to performance of others.

The student is expected to use effective critical-listening strategies in argumentation and debate.

The student is expected to distinguish between responsible and irresponsible media action.

Subject: Social Studies

Grade: 4
Translate geographic data into a variety of formats such as raw data to graphs and maps.

Compare the regions of Texas with regions of the United States and other parts of the world.

Grade: 5
Translate geographic data into a variety of formats such as raw data to graphs and maps.

Grade: 6
Create thematic maps, graphs, charts, models, and databases depicting various aspects of world regions and countries such as population, disease, and economic activities.

Compare selected world regions and countries using data from maps, graphs, charts, databases, and models.

Identify and explain the geographic factors responsible for patterns of population in places and regions.

Define the concepts of culture and culture region.

Grade: 8
Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.

Grade: 9
Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.

Analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations.

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

Analyze statistical and other data to infer the effects of physical and human processes on patterns of settlement, population distribution, economic and political conditions, and resource distribution.

Identify physical or human factors that constitute a region such as soils, climate, vegetation, language, trade network, river systems, and religion.

Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change.

Apply appropriate vocabulary, geographic models, generalizations, theories, and skills to present geographic information.

Use case studies and geographic information systems to identify contemporary geographic problems and issues and to apply geographic knowledge and skills to answer real-world questions.

Grade: 10
Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.

Relate the physical processes to the development of distinctive land forms.

Analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations.

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

Analyze statistical and other data to infer the effects of physical and human processes on patterns of settlement, population distribution, economic and political conditions, and resource distribution.

Identify physical or human factors that constitute a region such as soils, climate, vegetation, language, trade network, river systems, and religion.

Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change.

Use case studies and geographic information systems to identify contemporary geographic problems and issues and to apply geographic knowledge and skills to answer real-world questions.

Grade: 11
Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.

Relate the physical processes to the development of distinctive land forms.

Analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations.

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

Analyze statistical and other data to infer the effects of physical and human processes on patterns of settlement, population distribution, economic and political conditions, and resource distribution.

Identify physical or human factors that constitute a region such as soils, climate, vegetation, language, trade network, river systems, and religion.

Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change.

Use a series of maps, including a computer-based geographic information system, to obtain and analyze data needed to solve geographic and locational problems.

Use case studies and geographic information systems to identify contemporary geographic problems and issues and to apply geographic knowledge and skills to answer real-world questions.

Grade: 12
Pose and answer questions about geographic distributions and patterns shown on maps, graphs, charts, models, and databases.

Relate the physical processes to the development of distinctive land forms.

Analyze political, economic, social, and demographic data to determine the level of development and standard of living in nations.

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

Analyze statistical and other data to infer the effects of physical and human processes on patterns of settlement, population distribution, economic and political conditions, and resource distribution.

Identify physical or human factors that constitute a region such as soils, climate, vegetation, language, trade network, river systems, and religion.

Construct and interpret maps to answer geographic questions, infer geographic relationships, and analyze geographic change.

Use case studies and geographic information systems to identify contemporary geographic problems and issues and to apply geographic knowledge and skills to answer real-world questions.

Subject: World Languages

Grade: 4
The student is expected to demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 5
The student is expected to demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 6
The student is expected to demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 7
The student is expected to demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 8
The student is expected to demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 9
The student is expected to demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied.

The student is expected to compare some aspects of other cultures to the student's own culture.

The student is expected to demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied.

The student is expected to demonstrate an understanding of the influence of one language and culture on another.

The student is expected to use the language at the intermediate proficiency level to demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied.

The student is expected to use the language at the intermediate proficiency level to demonstrate an understanding of the influence of one language and culture on another.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 10
The student is expected to demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied.

The student is expected to compare some aspects of other cultures to the student's own culture.

The student is expected to demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied.

The student is expected to demonstrate an understanding of the influence of one language and culture on another.

The student is expected to use the language at the intermediate proficiency level to demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied.

The student is expected to use the language at the intermediate proficiency level to demonstrate an understanding of the influence of one language and culture on another.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 11
The student is expected to demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied.

The student is expected to compare some aspects of other cultures to the student's own culture.

The student is expected to demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied.

The student is expected to demonstrate an understanding of the influence of one language and culture on another.

The student is expected to use the language at the intermediate proficiency level to demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied.

The student is expected to use the language at the intermediate proficiency level to demonstrate an understanding of the influence of one language and culture on another.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Grade: 12
The student is expected to demonstrate an understanding of the concept of culture through comparisons of the student's own culture and the cultures studied.

The student is expected to compare some aspects of other cultures to the student's own culture.

The student is expected to demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied.

The student is expected to demonstrate an understanding of the influence of one language and culture on another.

The student is expected to use the language at the intermediate proficiency level to demonstrate an understanding of the practices (what people do) and how they are related to the perspectives (how people perceive things) of the cultures studied.

The student is expected to use the language at the intermediate proficiency level to demonstrate an understanding of the influence of one language and culture on another.

Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.

Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.

Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.

Utah  Back to Top

Subject: Career and Technical Ed

Grade: 4
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 5
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 6
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 7
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 8
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 9
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 10
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 11
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

Grade: 12
SCANS: People Skills: CULTURAL DIVERSITY: Work well with people having different ethnic, social, or educational backgrounds; understand the cultural differences of different groups; help the people in these groups make cultural adjustments when necessary.

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