identify major intellectual, philosophical, political, and religious traditions that informed the American founding, including Judeo-Christian (especially biblical law), English common law and constitutionalism, Enlightenment, and republicanism, as they address issues of liberty, rights, and responsibilities of individuals;

Expressions, equations, and relationships. The student applies mathematical process standards to use one-variable equations and inequalities to represent situations. The student is expected to:

explain how examples of art, music, and literature reflect the times during which they were created.

identify the individuals whose principles of laws and government institutions informed the American founding documents, including those of Moses, William Blackstone, John Locke, and Charles de Montesquieu;

explaining how the author has used facts for an argument; and

write one-variable, two-step equations and inequalities to represent constraints or conditions within problems;

Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to the United States. The student is expected to:

identify the contributions of the political philosophies of the Founding Fathers, including John Adams, Alexander Hamilton, Thomas Jefferson, James Madison, John Jay, George Mason, Roger Sherman, and James Wilson, on the development of the U.S. government;

identifying the intended audience or reader; and

represent solutions for one-variable, two-step equations and inequalities on number lines; and

identify the similarities and differences within and among various racial, ethnic, and religious groups in the United States;

analyze debates and compromises that impacted the creation of the founding documents; and

recognize characteristics of multimodal and digital texts.

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

write a corresponding real-world problem given a one-variable, two-step equation or inequality.

describe customs and traditions of various racial, ethnic, and religious groups in the United States; and

identify significant individuals in the field of government and politics, including George Washington, Thomas Jefferson, John Marshall, Andrew Jackson, Abraham Lincoln, Theodore Roosevelt, Franklin D. Roosevelt, and Ronald Reagan.

History. The student understands the roles played by individuals, political parties, interest groups, and the media in the U.S. political system, past and present. The student is expected to:

explain the author's purpose and message within a text;

Expressions, equations, and relationships. The student applies mathematical process standards to solve one-variable equations and inequalities. The student is expected to:

summarize the contributions of people of various racial, ethnic, and religious groups to our national identity.

describe the processes used by individuals, political parties, interest groups, or the media to affect public policy; and

Science, technology, and society. The student understands the impact of science and technology on society in the United States. The student is expected to:

explain how the use of text structure contributes to the author's purpose;

model and solve one-variable, two-step equations and inequalities;

identify the accomplishments of notable individuals in the fields of science and technology, including Benjamin Franklin, Eli Whitney, John Deere, Thomas Edison, Alexander Graham Bell, George Washington Carver, the Wright Brothers, and Neil Armstrong;

analyze the author's use of print and graphic features to achieve specific purposes;

analyze the impact of political changes brought about by individuals, political parties, interest groups, or the media, past and present.

determine if the given value(s) make(s) one-variable, two-step equations and inequalities true; and

write and solve equations using geometry concepts, including the sum of the angles in a triangle, and angle relationships.

Geography. The student understands how geography can influence U.S. political districts and policies. The student is expected to:

identify how scientific discoveries, technological innovations, and the rapid growth of technology industries have advanced the economic development of the United States, including the transcontinental railroad and the space program;

describe how the author's use of imagery, literal and figurative language such as simile and metaphor, and sound devices such as alliteration and assonance achieves specific purposes;

Measurement and data. The student applies mathematical process standards to use statistical representations to analyze data. The student is expected to:

explain how scientific discoveries and technological innovations in the fields of medicine, communication, and transportation have benefited individuals and society in the United States; and

identify and understand the use of literary devices, including first- or third-person point of view;

explain how population shifts affect voting patterns;

compare two groups of numeric data using comparative dot plots or box plots by comparing their shapes, centers, and spreads;

predict how future scientific discoveries and technological innovations could affect society in the United States.

discuss how the author's use of language contributes to voice; and

examine political boundaries to make inferences regarding the distribution of political power; and

explain how political districts are crafted and how they are affected by Supreme Court decisions such as Baker v. Carr.

use data from a random sample to make inferences about a population; and

Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to:

identify and explain the use of anecdote.

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions. The student is expected to:

Economics. The student understands the roles played by local, state, and national governments in both the public and private sectors of the U.S. free enterprise system. The student is expected to:

compare two populations based on data in random samples from these populations, including informal comparative inferences about differences between the two populations.

differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States;

explain how government fiscal, and regulatory policies influence the economy at the local, state, and national levels;