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Jefferson County Schools Social Studies In Social Studies, the goal is for all students to develop a deep, rich network of understandings related to the world around them. The objectives and competencies included in this curriculum deal with history, geography, economics, and civics from a diverse, global perspective. Students engage in projects that require them to apply Social Studies skills in real-world contexts. Grade 5 The grade five course focuses on the development of the nation from its early beginnings to late 19th century. Historical content includes the Colonial and Revolutionary periods, Civil War, western expansion, and the Industrial Revolution. Students learn about the foundations of representative government, as well as the important ideas in the Declaration of Independence, Bill of Rights, and the U.S. Constitution. Fifth graders will continue to learn core concepts in civics, economics, and geography. Geography studies focus on the United States, as well as Earth's attributes and ecosystems. Students should study U.S. economy while learning about economic interdependence, supply and demand, and gross domestic product. Instruction should also allow for a continued development of cultural perspective through exposure to diversity and strengthening of historical analysis skills. |
| Culture |
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Contributions: Different Groups
The learner will be able to (IMPORTANT) identify similarities and differences in customs, celebrations, and traditions of selected racial, ethnic, religious, and socioeconomic groups in Tennessee.
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Culture: Characteristics
The learner will be able to (ESSENTIAL) identify the characteristics of specific cultures such as what objects found tell about the people who used them.
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Culture: Components
The learner will be able to ( ESSENTIAL) recognize components of American culture (i.e.language, art, music, religion, food, holidays, clothing, religion) and understand how these components reflected the time in which they were created.
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Culture: Diversity
The learner will be able to (IMPORTANT) explain how immigrants preserved their traditional culture.
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Culture:Diversity
The learner will be able to (IMPORTANT) explain governmental efforts to restrict immigrants entering the United States.
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Culture: Environment/Changing
The learner will be able to (ESSENTIAL) interpret how culture changes over time as a consequence of industrialization, technology or cultural diffusion (i.e. railroad transportation, telecommunication, building design, varied types of music, and the growth of American services).
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Culture: Way of Life
The learner will be able to (ESSENTIAL) recognize personal, religious, and national celebrations of various American cultures(i.e., Independence Day, Columbus Day, Native American or American Indian Day, Martin Luther King Day, Veteran's Day, Memorial Day, Thanksgiving).
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Cultural Unity/Diversity: Importance
The learner will be able to (IMPORTANT) recognize examples and describe the importance of cultural unity and diversity within and across groups.
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Data Interpre: Graph/Cultural Trends
The learner will be able to (ESSENTIAL) analyze graphs to discover cultural trends (i.e. clothing, music, or radio sales.
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Individuals/Groups: Contributions
The learner will be able to ( IMPORTANT)identify examples of art, music, literature( folktales), language, and artistic creations serve as expressions of culture and be able to associate examples with various periods, and understand how these examples contribute to national liberty.
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Past: Colonial
The learner will be able to (ESSENTIAL) understand the daily life of early Colonial communities.
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| Economics |
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American Economy: Changes
The learner will be able to (IMPORTANT) recognize how the American economy changed after World War II.
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American Ideas: Impact/Explain
The learner will be able to (IMPORTANT) explain the impact of American ideas about progress and equality of opportunity on the economic development and growth of the United States.
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Concept: Credit
The learner will be able to (ESSENTIAL) recognize the concept of buying on credit.
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Consumer/Producer: Differentiate
The learner will be able to (COMPACTED) use a picture to differentiate between consumers and producers.
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Diagram: Read
The learner will be able to (COMPACTED) read a diagram illustrating an economic flow of a raw product to a finished product.
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Economic Activities: Geographic Factors
The learner will be able to (IMPORTANT) explain how geographic factors influence the location of economic activities in Tennessee.
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Economic Change: Identify
The learner will be able to (IMPORTANT) identify the economic change from agriculture to industrial in the late 19th and early 20th century.
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Economic Growth: Influences
The learner will be able to (IMPORTANT) describe the impact of mass production, specialization, and division of labor on the economic growth of the United States and other regions of the world.
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Economic Issues: Interpret
The learner will be able to (ESSENTIAL) interpret economic issues as expressed in maps, tables, diagrams, and charts(i.e., automobile sales, unemployment rates, or airplane production).
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Economic Issues: 1920's/1930's
The learner will be able to (IMPORTANT) describe economic issues of the 1920's and the 1930's.
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Economics: Concepts of 1920's
The learner will be able to (ESSENTIAL) recognize how Americans used credit/installment plans to purchase consumer goods in the 1920's(i. e.,vacuum cleaners, washing machines, radios, other home appliances) (Learning Accomplishment includes 1930's).
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Economics: Differentiate Concepts
The learner will be able to (ESSENTIAL) differentiate between an economic boom and bust.
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Economics: Environmental Changes
The learner will be able to (ESSENTIAL) analyze how environmental changes and crisis affected the economy across the nation in the 1930's (i. e.,Dust Bowl, Black Tuesday, Great Depression, Hoovervilles).
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Free Enterprise: Development
The learner will be able to (IMPORTANT) describe the development of the free enterprise system in Tennessee and the United States.
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Free Enterprise: Examples/Benefits
The learner will be able to (IMPORTANT) give examples of the benefits of the free enterprise system in the United States.
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Global Economy: Needs/Meet
The learner will be able to (IMPORTANT) explain how the United States and Tennessee meet some of their needs through the purchase of domestic and international products domestically and internationally in today's global economy.
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Global Interdependence
The learner will be able to (IMPORTANT) describe global economic interdependence after World War II.
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Goods/Services: Consumers/Define
The learner will be able to (COMPACTED) define consumers as people who use goods and services.
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Goods/Services: Distinguish
The learner will be able to (COMPACTED) distinguish between goods and services.
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Growth/Development: Effects/Analyze
The learner will be able to (IMPORTANT) immigration, and limited resources on the economic development and growth of the United States.
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Import/Export: Distinguish
The learner will be able to (COMPACTED) distinguish between and import and an export.
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Living: Earned/Ways
The learner will be able to (IMPORTANT) explain how people historically and presently earn their living in different regions of the United States and Tennessee.
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Money/Barter Economies: Differentiate
The learner will be able to (COMPACTED) differentiate between money and barter economies.
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Natural Resource/Finished: Differentiate
The learner will be able to (COMPACTED) differentiate between a natural resource and a finished product.
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Needs/Wants: Consumers
The learner will be able to (ESSENTIAL) differentiate between needs and wants on a personal and national level.
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Supply/Demand: Effects
The learner will be able to (IMPORTANT) explain how supply and demand affects production and consumption in the United States.
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Trade: Barter/Understand
The learner will be able to (COMPACTED) understand that bartering is trading goods and services for other goods and services without using money.
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Trade: Benefits/Examine
The learner will be able to (COMPACTED) examine the benefits of trade.
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Transportation/Communication:Development
The learner will be able to (IMPORTANT) analyze how developments in transportation and communication influenced economic activities in Tennessee.
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| Geographic Perspectives |
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Atlas: Locate Information
The learner will be able to (ESSENTIAL) locate information from an atlas entry.
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Concept: Location
The learner will be able to (ESSENTIAL) identify a geographic location.
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Concepts: Affect/Community Development
The learner will be able to (IMPORTANT) recognize landforms, climate, and natural resources as determining factors in the location and development of communities.
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Concepts: Directions
The learner will be able to (COMPACTED) use north, south, east, and west as a means for identifying location.
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Concepts: Location/Effects
The learner will be able to (ESSENTIAL) make inferences about the effect of a geographic location (e.g., jobs held by people living in various areas).
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Concepts: Terms/Place
The learner will be able to (COMPACTED) identify the meaning of a geographical term and associate a geographical term (e.g. island) with a place (e.g., Hawaii).
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Concepts: Three Divisions of Tenn
The learner will be able to (ESSENTIAL) recognize and compare landforms, climate, and natural resources of the three grand divisions of Tennessee.
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Earth Attrib: Continents/Bodies of Water
The learner will be able to (ESSENTIAL) locate continents and significant bodies of water using a globe or map (i.e., Great Lakes, Atlantic, Arctic, Pacific Oceans, Columbia, Missouri, Colorado, Rio Grande, Ohio, Tennessee, St. Lawrence, and Mississippi Rivers).
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Earth Attributes: Isthmus
The learner will be able to (COMPACTED) identify an isthmus.
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Early Explorers: Routes
The learner will be able to (COMPACTED) locate the routes of early explorers of North America on a map or globe.
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Early Settlements: Factors Influencing
The learner will be able to (IMPORTANT) describe human settlement patterns and land use in the United States and Tennessee.
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Ecosystems: Plants/Animals
The learner will be able to (ESSENTIAL) understand the natural distribution of plants and animals.
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Environment: Affect/Human Lives
The learner will be able to (ESSENTIAL) how the environment affects human lives.
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Human Modifications: Explain
The learner will be able to (IMPORTANT) explain human modifications of the physical environment.
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Latitude/Longitude: Use
The learner will be able to (ESSENTIAL) locate a major United States city using latitude and longitude.
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Map: Chart
The learner will be able to (COMPACTED) use various maps and charts to gain insight including comparing and evaluating information and drawing conclusions.
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Map: Climograph
The learner will be able to (ESSENTIAL) interpret a climograph.
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Map: Draw Conclusions
The learner will be able to (ESSENTIAL) draw conclusions based on information in special purpose maps.
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Map: Locate/Physical Features/Cities
The learner will be able to (IMPORTANT) locate the major physical features and cities of the United States on a map or globe.
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Map: Population
The learner will be able to (IMPORTANT) determine America's population shifts by interpreting a population map.
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Map: Regions
The learner will be able to (ESSENTIAL) describe regions displayed on a U. S. map.
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Map/Globes: Use
The learner will be able to (IMPORTANT) understand the latitude/longitude, global grid, and time zones of the sites within the United States and Tennessee.
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Natural Events: Impact/Recognize
The learner will be able to (IMPORTANT) recognize the impact of extreme natural events on human history.
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Physical/Political Features: Locate
The learner will be able to (ESSENTIAL) identify the physical and political boundaries of Tennessee.
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Physical Resources: Nonrenewable/Feature
The learner will be able to (COMPACTED) identify the features of nonrenewable physical resources and understand how to conserve them.
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Physical Resources: Patterns/Use
The learner will be able to (ESSENTIAL) demonstrate knowledge of resource utilization (farming, harbors/ship building/climate conditions).
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Population Characteristics: Recognize
The learner will be able to (IMPORTANT) recognize population characteristics of Tennessee and the United States.
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Regions: Resources
The learner will be able to (ESSENTIAL) associate a region with its resources (wool from sheepraising area/energy from oil producing area).
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Resources: Conserve
The learner will be able to (ESSENTIAL) understand how to conserve the Earth/s resources (overbuilding, scarcity).
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Technological Advances: Explore
The learner will be able to (IMPORTANT) explore ways technological advances enabled people to overcome geographic barriers.
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US Geography: States/Locate
The learner will be able to (ESSENTIAL) locate the 50 states using a map with the states outlined.
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| Governance and Civics |
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Actions: Influence/Policy
The learner will be able to (IMPORTANT)recognize that a variety of formal and informal actions influence and shape policy.
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Amendments: Post/Civil War
The learner will be able to (IMPORTANT) analyze the post-Civil War amendments to the United States Constitution.
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Authority: Rules/Create/Groups
The learner will be able to (COMPACTED) identify groups of people who create and enforce rules.
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Bill of Rights: Amendments
The learner will be able to (ESSENTIAL) recognize the rights established by the 13th, 14th, 15th, and 19th amendments.
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Bill of Rights: Key Ideas
The learner will be able to (ESSENTIAL) select examples using illustrations of First Amendment freedoms (i.e. speech, assembly, religion) Learning Accomplishment includes " identify the reasons for the creation of the Bill of Rights").
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Checks/Balances: Understand
The learner will be able to (IMPORTANT) identify the reasons for and describe the system of checks and balances outlined in the United States Constitution.
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Citizen:Rights/Responsibilities
The learner will be able to (IMPORTANT) identify and explain the rights and responsibilities of a citizen living in a democratic republic.
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Citizenship: Actions
The learner will be able to (ESSENTIAL) compare and contrast effective and ineffective actions for citizens to take.
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Citizenship: Rules/Consequences
The learner will be able to (COMPACTED) understand the need for rules and the consequences of breaking those rules.
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Common Good: Interpret
The learner will be able to (IMPORTANT) recognize and interpret how the "common good" can be strengthened through various forms of citizen action.
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Constitution: Analyze
The learner will be able to (ESSENTIAL) analyze the United States Constitution and recognize the differences between the United States Constitution and the Tennessee State Constitution.
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Constitution: Goals/Understand
The learner will be able to (ESSENTIAL) understand the goals/purposes of the creators of the Constitution.
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Constitution/Decl of Indep: Key Ideas
The learner will be able to (ESSENTIAL) recognize how the key ideas and values of American democracy are reflected in the Constitution and differentiate among the purposes stated in the Declaration and the Bill of Rights.
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Court System: Role/Understand
The learner will be able to (COMPACTED) understand the role of the courts.
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Decision Making: Knowledge/Use
The learner will be able to (IMPORTANT) use knowledge of facts and concepts drawn from history, along with elements of historical inquiry to inform decision making about and action taking on public issues.
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Electoral Process: Elections
The learner will be able to (COMPACTED) understand that voting is part of the election process.
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Elected Leaders: Contact/Procedures
The learner will be able to (IMPORTANT) explain how to contact elected and appointed leaders in state and local governments.
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Federal: Presidential Elections
The learner will be able to (COMPACTED) identify the number of years between a Presidential election.
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Federal: Executive Members/Identify
The learner will be able to (COMPACTED) identify members of the executive branch of the federal government.
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Federal: Examples/Protect Individuals
The learner will be able to (COMPACTED) identify examples of ways the federal government protects individual rights.
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Government:Branches
The learner will be able to (ESSENTIAL) distinguish between the local, state, and federal levels of the legislative, executive, and judicial branches of the American government.
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Government:National/State
The learner will be able to (IMPORTANT) distinguish between national and state governments and compare their responsibilities in the United States federal system.
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Government:Nature/Purposes
The learner will be able to (IMPORTANT) recognize the nature and purposes of government including individual rights (freedom of religion, press, speech), the right to assemble, to petition the government, trial by jury, and the right to an attorney.
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Key Beliefs: Importance/Discuss
The learner will be able to (IMPORTANT) identify key beliefs/ideals of the United States' democratic republican form of government such as individual human dignity, liberty, equality, and the rule of law, and discuss their application in specific situations.
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Leaders: National Govt/Identify
The learner will be able to (IMPORTANT) identify leaders in the national governments, including the president and selected members of Congress, and their political parties and describe how they are elected.
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Leadership Qualities: Compare
The learner will be able to (IMPORTANT) identify and compare leadership qualities of national leaders, past and present.
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Participation: Demo/Jury/Voting/Writing
The learner will be able to (COMPACTED) understand how the principles and values of American democracy are promoted through participation in government, such as serving on juries, voting, and writing to legislators.
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Patriotic Symbols/Landmarks: Explain
The learner will be able to (IMPORTANT) explain selected patriotic symbols and landmarks such as the Statue of Liberty, the White House, and political symbols such as the donkey and the elephant.
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Political Party System: Basic Principles
The learner will be able to (IMPORTANT) recognize basic principles of the American political party system and explain how citizens can participate in civic affairs and political parties at the national level.
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Principles: Historical Figures
The learner will be able to (COMPACTED) identify historical figures who helped to shape the principles and values of American democracy.
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Public Opinion: Influence
The learner will be able to (IMPORTANT) examine the influence of public opinion on personal decision-making and government policy on public issues.
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Public Policies: Used/Public Concern
The learner will be able to (IMPORTANT) describe how public policies are used to address issues of public concern.
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Public Policy/Citizen Behaviors: Explain
The learner will be able to (IMPORTANT) explain how public policies and citizens behaviors may or may not reflect the stated ideals of a democratic republican form of government.
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Visual representation: Select
The learner will be able to (COMPACTED) select from a visual representation a service provided by the government (parks, schools, libraries).
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| History |
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Acquisition of Territory: Understand
The learner will be able to (IMPORTANT) understand the acquisition of territory to the Uni |