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Illinois: 9th-Grade Standards

  • IL.14. State Goal / Strand: Political Systems

    Understand political systems, with an emphasis on the United States.

    • 14.A. State Goal / Learning Standard:

      Understand and explain basic principles of the United States government.

      • 14.A.4. Learning Standard / Performance Descriptor:

        Analyze how local, state and national governments serve the purposes for which they were created.

    • 14.B. State Goal / Learning Standard:

      Understand the structures and functions of the political systems of Illinois, the United States and other nations.

      • 14.B.4. Learning Standard / Performance Descriptor:

        Compare the political systems of the United States to other nations.

    • 14.C. State Goal / Learning Standard:

      Understand election processes and responsibilities of citizens.

      • 14.C.4. Learning Standard / Performance Descriptor:

        Describe the meaning of participatory citizenship (e.g., volunteerism, voting) at all levels of government and society in the United States.

    • 14.D. State Goal / Learning Standard:

      Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations.

      • 14.D.4. Learning Standard / Performance Descriptor:

        Analyze roles and influences of individuals, groups and media in shaping current debates on state and national policies.

    • 14.E. State Goal / Learning Standard:

      Understand United States foreign policy as it relates to other nations and international issues.

      • 14.E.4. Learning Standard / Performance Descriptor:

        Analyze historical trends of United States foreign policy (e.g., emergence as a world leader - military, industrial, financial).

    • 14.F. State Goal / Learning Standard:

      Understand the development of United States political ideas and traditions.

      • 14.F.4a. Learning Standard / Performance Descriptor:

        Determine the historical events and processes that brought about changes in United States political ideas and traditions (e.g., the New Deal, Civil War).

      • 14.F.4b. Learning Standard / Performance Descriptor:

        Describe how United States' political ideas, practices and technologies have extended rights for Americans in the 20th century (e.g., suffrage, civil rights, motor-voter registration).

  • IL.15. State Goal / Strand: Economics

    Understand economic systems, with an emphasis on the United States.

    • 15.A. State Goal / Learning Standard:

      Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.

      • 15.A.4a. Learning Standard / Performance Descriptor:

        Explain how national economies vary in the extent that government and private markets help allocate goods, services and resources.

      • 15.A.4b. Learning Standard / Performance Descriptor:

        Describe Gross Domestic Product (GDP).

      • 15.A.4c. Learning Standard / Performance Descriptor:

        Analyze the impact of inflation on an individual and the economy as a whole.

      • 15.A.4d. Learning Standard / Performance Descriptor:

        Explain the effects of unemployment on the economy.

    • 15.B. State Goal / Learning Standard:

      Understand that scarcity necessitates choices by consumers.

      • 15.B.4a. Learning Standard / Performance Descriptor:

        Explain the costs and benefits of making consumer purchases through differing means (e.g., credit, cash).

      • 15.B.4b. Learning Standard / Performance Descriptor:

        Analyze the impact of current events (e.g., weather/natural disasters, wars) on consumer prices.

    • 15.C. State Goal / Learning Standard:

      Understand that scarcity necessitates choices by producers.

      • 15.C.4a. Learning Standard / Performance Descriptor:

        Analyze the impact of political actions and natural phenomena (e.g., wars, legislation, natural disaster) on producers and production decisions.

      • 15.C.4b. Learning Standard / Performance Descriptor:

        Explain the importance of research, development, invention, technology and entrepreneurship to the United States economy.

    • 15.D. State Goal / Learning Standard:

      Understand trade as an exchange of goods or services.

      • 15.D.4a. Learning Standard / Performance Descriptor:

        Explain the meaning and importance of balance of trade and how trade surpluses and deficits between nations are determined.

      • 15.D.4b. Learning Standard / Performance Descriptor:

        Describe the relationships between the availability and price of a nation's resources and its comparative advantage in relation to other nations.

      • 15.D.4c. Learning Standard / Performance Descriptor:

        Describe the impact of worker productivity (output per worker) on business, the worker and the consumer.

    • 15.E. State Goal / Learning Standard:

      Understand the impact of government policies and decisions on production and consumption in the economy.

      • 15.E.4a. Learning Standard / Performance Descriptor:

        Explain why government may intervene in a market economy.

      • 15.E.4b. Learning Standard / Performance Descriptor:

        Describe social and environmental benefits and consequences of production and consumption.

      • 15.E.4c. Learning Standard / Performance Descriptor:

        Analyze the relationship between a country's science/technology policies and its level and balance of trade.

  • IL.16. State Goal / Strand: History

    Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

    • 16.A. State Goal / Learning Standard:

      Apply the skills of historical analysis and interpretation.

      • 16.A.4a. Learning Standard / Performance Descriptor:

        Analyze and report historical events to determine cause-and-effect relationships.

      • 16.A.4b. Learning Standard / Performance Descriptor:

        Compare competing historical interpretations of an event.

    • 16.B. State Goal / Learning Standard:

      Understand the development of significant political events.

      • 16.B.4a. Learning Standard / Performance Descriptor: Local, State, and United States History

        Identify political ideas that have dominated United States historical eras (e.g., Federalist, Jacksonian, Progressivist, New Deal, New Conservative).

      • 16.B.4b. Learning Standard / Performance Descriptor: World History

        Identify political ideas that began during the Renaissance and the Enlightenment and that persist today (e.g., church/state relationships).

      • 16.B.4c. Learning Standard / Performance Descriptor: World History

        Identify political ideas from the early modern historical era to the present which have had worldwide impact (e.g., nationalism/Sun Yat-Sen, non-violence/Ghandi, independence/Kenyatta).

    • 16.C. State Goal / Learning Standard:

      Understand the development of economic systems.

      • 16.C.4a. Learning Standard / Performance Descriptor: Local, State, and United States History

        Explain how trade patterns developed between the Americas and the rest of the global economy, 1500 - 1840.

      • 16.C.4b. Learning Standard / Performance Descriptor: Local, State, and United States History

        Analyze the impact of westward expansion on the United States economy.

      • 16.C.4c. Learning Standard / Performance Descriptor: Local, State, and United States History

        Describe how American economic institutions were shaped by industrialists, union leaders and groups including Southern migrants, Dust Bowl refugees, agricultural workers from Mexico and female workers since 1914.

      • 16.C.4d. Learning Standard / Performance Descriptor: World History

        Describe the growing dominance of American and European capitalism and their institutions after 1500.

      • 16.C.4e. Learning Standard / Performance Descriptor: World History

        Compare socialism and communism in Europe, America, Asia and Africa after 1815 CE.

      • 16.C.4f. Learning Standard / Performance Descriptor: World History

        Describe the impact of key individuals/ideas from 1500 - present, including Adam Smith, Karl Marx and John Maynard Keynes.

      • 16.C.4g. Learning Standard / Performance Descriptor: World History

        Describe how the maturing economies of Western Europe and Japan led to colonialism and imperialism.

    • 16.D. State Goal / Learning Standard:

      Understand Illinois, United States and world social history.

      • 16.D.4a. Learning Standard / Performance Descriptor: Local, State, and United States History

        Describe the immediate and long-range social impacts of slavery.

      • 16.D.4b. Learning Standard / Performance Descriptor: Local, State, and United States History

        Describe unintended social consequences of political events in United States history (e.g., Civil War/emancipation, National Defense Highway Act/decline of inner cities, Vietnam War/anti-government activity).

      • 16.D.4c. Learning Standard / Performance Descriptor: World History

        Identify significant events and developments since 1500 that altered world social history in ways that persist today including colonization, Protestant Reformation, industrialization, the rise of technology and human rights movements.

    • 16.E. State Goal / Learning Standard:

      Understand Illinois, United States and world environmental history.

      • 16.E.4a. Learning Standard / Performance Descriptor: Local, State, and United States History

        Describe the causes and effects of conservation and environmental movements in the United States, 1900 - present.

      • 16.E.4b. Learning Standard / Performance Descriptor: Local, State, and United States History

        Describe different and sometimes competing views, as substantiated by scientific fact, that people in North America have historically held towards the environment (e.g., private and public land ownership and use, resource use vs. preservation).

      • 16.E.4c. Learning Standard / Performance Descriptor: World History

        Describe how cultural encounters among peoples of the world (e.g., Colombian exchange, opening of China and Japan to external trade, building of Suez canal) affected the environment, 1500 - present.

      • 16.E.4d. Learning Standard / Performance Descriptor: World History

        Describe how migration has altered the world's environment since 1450.

  • IL.17. State Goal / Strand: Geography

    Understand world geography and the effects of geography on society, with an emphasis on the United States.

    • 17.A. State Goal / Learning Standard:

      Locate, describe and explain places, regions and features on the Earth.

      • 17.A.4a. Learning Standard / Performance Descriptor:

        Use mental maps of physical features to answer complex geographic questions (e.g., how physical features have deterred or enabled migration).

      • 17.A.4b. Learning Standard / Performance Descriptor:

        Use maps and other geographic instruments and technologies to analyze spatial patterns and distributions on earth.

    • 17.B. State Goal / Learning Standard:

      Analyze and explain characteristics and interactions on the Earth's physical systems.

      • 17.B.4a. Learning Standard / Performance Descriptor:

        Explain the dynamic interactions within and among the Earth's physical systems including variation, productivity and constructive and destructive processes.

      • 17.B.4b. Learning Standard / Performance Descriptor:

        Analyze trends in world demographics as they relate to physical systems.

    • 17.C. State Goal / Learning Standard:

      Understand relationships between geographic factors and society.

      • 17.C.4a. Learning Standard / Performance Descriptor:

        Explain the ability of modern technology to alter geographic features and the impacts of these modifications on human activities.

      • 17.C.4b. Learning Standard / Performance Descriptor:

        Analyze growth trends in selected urban areas as they relate to geographic factors.

      • 17.C.4c. Learning Standard / Performance Descriptor:

        Explain how places with various population distributions function as centers of economic activity (e.g., rural, suburban, urban).

    • 17.D. State Goal / Learning Standard:

      Understand the historical significance of geography.

      • 17.D.4. Learning Standard / Performance Descriptor:

        Explain how processes of spatial change have affected human history (e.g., resource development and use, natural disasters).

  • IL.18. State Goal / Strand: Social Systems

    Understand social systems, with an emphasis on the United States.

    • 18.A. State Goal / Learning Standard:

      Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

      • 18.A.4. Learning Standard / Performance Descriptor:

        Analyze the influence of cultural factors including customs, traditions, language, media, art and architecture in developing pluralistic societies.

    • 18.B. State Goal / Learning Standard:

      Understand the roles and interactions of individuals and groups in society.

      • 18.B.4. Learning Standard / Performance Descriptor:

        Analyze various forms of institutions (e.g., educational, military, charitable, governmental).

    • 18.C. State Goal / Learning Standard:

      Understand how social systems form and develop over time.

      • 18.C.4a. Learning Standard / Performance Descriptor:

        Analyze major cultural exchanges of the past (e.g., Colombian exchange, the Silk Road, the Crusades).

      • 18.C.4b. Learning Standard / Performance Descriptor:

        Analyze major contemporary cultural exchanges as influenced by worldwide communications.

 
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