• How can historical sources be analyzed and interpreted as ways to ask and research historical questions?
• Which historical eras, individuals, groups, ideas and themes in regions of the Western Hemisphere are important
• How can  historical eras, individuals, groups, ideas and themes in regions of the Western Hemisphere be explained?
• How are geographic tools are used to to acquire, process, and report information, and solve problems related to the Western Hemisphere?
• How do human and physical systems in the Western Hemisphere vary and interact?
• What are the characteristics of different economic systems?
• How can different economic systems  affect job and career options and the different population’s standards of living?
• How do saving and investing contribute to financial well being?
• How can ideas about citizenship, political ideas, and political issues be compared among nations of the Western Hemisphere?
• How have systems of government in the Western Hemisphere been developed, practiced, and changed throughout history?
• Using basic cultural elements, how can the cultures of the Western Hemisphere be compared?

Evidence Outcomes:  indications that a student is meeting and expectation at the mastery level, i.e. how do we know what a student can do?

History

GLE 1. Analyze and interpret historical sources to ask and research historical questions Evidence Outcomes-- Students can:
a.    Identify ways different cultures record  history
b.    Interpret documents and data from multiple primary and secondary sources while formulating historical
      questions. Sources to include but not limited to art, artifacts, eyewitness accounts, letters and diaries,
      artifacts, real or simulated historical sites, charts, graphs, diagrams and written texts
c.    Critique information to determine if it is sufficient to answer historical questions
GLE 2. The historical eras, individuals, groups, ideas and themes in regions of the Western Hemisphere and their relationships with one another
Evidence Outcomes-- Students can:
a.    Explain how people, products, cultures, and ideas interacted and are interconnected over key eras in the
     Western Hemisphere
b.    Determine and explain the historical context of key people, events, and ideas over time including the
      examination of different perspectives from people involved. Topics to include but not limited to Aztec, Maya,
      Inca, Inuit, early Native American cultures of North America, major explorers, colonizers of countries in the
      Western Hemisphere, and the Columbian Exchange
c.    Identify examples of the social, political, cultural, and economic development in key areas of the Western
     Hemisphere

Geography

GLE 1. Use geographic tools to solve problems
Evidence Outcomes-Students can:
a.    Use longitude, latitude, and scale on maps and globes to solve problems
b.    Collect and analyze data to interpret regions in the Western Hemisphere
c.    Ask multiple types of questions after examining geographic sources
d.    Interpret and communicate geographic data to justify potential solutions to problems
e.    Distinguish different types of maps and use them in analyzing an issue
GLE 2. Human and physical systems vary and interact
Evidence Outcomes-Students can:
a.    Classify and analyze the types of connections between places
b.    Identify physical features and explain their effects on people in the Western Hemisphere
c.    Give examples of how people have adapted to their physical environment
d.    Analyze positive and negative interactions of human and physical systems in the Western Hemisphere

Economics

GLE 1 Identify and analyze different economic systems      
Evidence Outcomes-Students can:
a.    Describe the characteristics of traditional, command, market, and mixed economic systems
b.    Explore how different economic systems affect job and career options and the population’s standards of living
c.    Use economic reasoning to explain why certain careers are more common in one region than in another and how specialization results in more interdependence
GLE 2. Saving and investing are key contributors to financial well-being (PFL)
Evidence Outcomes-Students can:
a.    Give examples that illustrate connections between resources and manufacturing
b.    Identify patterns of trade between places based on distribution of resources
c.    Compare and contrast the relative value and different uses of several types of resources
d.    Use supply and demand analysis to explain how prices allocate scarce goods in a market economy
e.    Define resources from an economic and personal finance perspective
f.     Explain the role of taxes in economic production and distribution of resources (PFL)
g.    Define the various types of taxes students will pay as adults (PFL)
h.    Demonstrate the impact of taxes on individual income and spending (PFL)

Civics

GLE 1. Analyze the interconnectedness of the United States and other nations
Evidence Outcomes-Students can:
a.    Discuss advantages and disadvantages of living in an interconnected world
b.    Examine changes and connections in ideas about citizenship in different times and places
c.    Describe how groups and individuals  influence the government and other nations
d.    Explain how political ideas and significant people have interacted, are interconnected, and have influenced
      nations
e.    Analyze political issues from both a national and global perspective over time
f.     Identify historical examples illustrating how Americans from diverse backgrounds perceived and reacted to 
     various global issues
GLE 2. Compare multiple systems of government
Evidence Outcomes-Students can:
a.    Describe different forms of government
b.    Identify how different forms of government relate to their citizens including but limited to democracy and
     authoritarian government
c.    Compare the economic components of different forms of government
d.    Compare various governments’ and the liberties of their citizens