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

Expressions, equations, and relationships. The student applies mathematical process standards to use equations and inequalities to solve problems. The student is expected to:

identify and explain how changes resulting from the Industrial Revolution led to conflict among sections of the United States;

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

model and solve one-variable, one-step equations and inequalities that represent problems, including geometric concepts; and

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

identify reasons people moved west;

determine if the given value(s) make(s) one-variable, one-step equations or inequalities true.

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

identify significant events and concepts associated with U.S. territorial expansion, including the Louisiana Purchase, the expedition of Lewis and Clark, and Manifest Destiny;

identify the causes of the Civil War, including sectionalism, states' rights, and slavery, and the effects of the Civil War, including Reconstruction and the 13th, 14th, and 15th amendments to the U.S. Constitution;

Measurement and data. The student applies mathematical process standards to use coordinate geometry to identify locations on a plane. The student is expected to graph points in all four quadrants using ordered pairs of rational numbers.

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

explain how industry and the mechanization of agriculture changed the American way of life; and

Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to analyze problems. The student is expected to:

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

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

identify the challenges, opportunities, and contributions of people from various American Indian and immigrant groups.

represent numeric data graphically, including dot plots, stem-and-leaf plots, histograms, and box plots;

use the graphical representation of numeric data to describe the center, spread, and shape of the data distribution;

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

History. The student understands important issues, events, and individuals in the United States during the 20th and 21st centuries. The student is expected to:

summarize numeric data with numerical summaries, including the mean and median (measures of center) and the range and interquartile range (IQR) (measures of spread), and use these summaries to describe the center, spread, and shape of the data distribution; and

analyze various issues and events of the 20th century such as industrialization, urbanization, increased use of oil and gas, the Great Depression, the world wars, the civil rights movement, and military actions;

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

summarize categorical data with numerical and graphical summaries, including the mode, the percent of values in each category (relative frequency table), and the percent bar graph, and use these summaries to describe the data distribution.

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

analyze various issues and events of the 21st century such as the War on Terror and the 2008 presidential election; and

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking -- oral language. The student develops oral language through listening, speaking, and discussion. The student is expected to:

Measurement and data. The student applies mathematical process standards to use numerical or graphical representations to solve problems. The student is expected to:

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

identify the accomplishments of individuals and groups such as Jane Addams, Susan B. Anthony, Dwight Eisenhower, Martin Luther King Jr., Rosa Parks, Cesar Chavez, Franklin D. Roosevelt, Ronald Reagan, Colin Powell, the Tuskegee Airmen, and the 442nd Regimental Combat Team who have made contributions to society in the areas of civil rights, women's rights, military actions, and politics.

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

listen actively, ask relevant questions to clarify information, and make pertinent comments;

interpret numeric data summarized in dot plots, stem-and-leaf plots, histograms, and box plots; and

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

apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and

follow, restate, and give oral instructions that involve a series of related sequences of action;

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

distinguish between situations that yield data with and without variability.

translate geographic data into a variety of formats such as raw data to graphs and maps.

express an opinion supported by accurate information, employing eye contact, speaking rate, volume, enunciation, and the conventions of language to communicate ideas effectively; and

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

Personal financial literacy. The student applies mathematical process standards to develop an economic way of thinking and problem solving useful in one's life as a knowledgeable consumer and investor. The student is expected to:

Geography. The student understands the concept of regions in the United States. The student is expected to:

work collaboratively with others to develop a plan of shared responsibilities.

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

compare the features and costs of a checking account and a debit card offered by different local financial institutions;

distinguish between debit cards and credit cards;

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