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Tennessee's Tenth Grade Standards

  • TN.1.0. Content Standard: Ancient History

    Era 1: The Beginnings of Human Society: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will understand the relationship between physical environments and culture.

    • 1.2. Learning Expectation:

      The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

    • 1.3. Learning Expectation:

      The student will understand the role that diverse cultures and historical experiences had on the development of the world.

  • TN.2.0. Content Standard: Ancient History

    Era 1: The Beginnings of Human Society: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will understand economic connections, conflicts, and interdependence.

    • 2.2. Learning Expectation:

      The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

    • 2.3. Learning Expectation:

      The student will recognize the importance of technologies on economic development.

  • TN.3.0. Content Standard: Ancient History

    Era 1: The Beginnings of Human Society: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will understand the importance of physical geographic features on world historic events.

    • 3.2. Learning Expectation:

      The student will understand human geographic interactions and their impact on world historic events.

  • TN.4.0. Content Standard: Ancient History

    Era 1: The Beginnings of Human Society: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will explain the development of a people's need to belong and organize into a system of governance.

    • 4.2. Learning Expectation:

      The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

  • TN.5.0. Content Standard: Ancient History

    Era 1: The Beginnings of Human Society: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will understand the processes that gave rise to the earliest human civilizations.

    • 5.2. Learning Expectation:

      The student will understand the chronological flow of historical eras and events in Ancient History.

    • 5.3. Learning Expectation:

      The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

  • TN.6.0. Content Standard: Ancient History

    Era 1: The Beginnings of Human Society: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

  • TN.1.0. Content Standard: Ancient History

    Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will understand the relationship between physical environments and culture.

    • 1.2. Learning Expectation:

      The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

    • 1.3. Learning Expectation:

      The student will understand the role that diverse cultures and historical experiences had on the development of the world.

  • TN.2.0. Content Standard: Ancient History

    Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will understand economic connections, conflicts, and interdependence.

    • 2.2. Learning Expectation:

      The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

    • 2.3. Learning Expectation:

      The student will recognize the importance of technologies on economic development.

  • TN.3.0. Content Standard: Ancient History

    Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will understand the importance of physical geographic features on world historic events.

    • 3.2. Learning Expectation:

      The student will understand human geographic interactions and their impact on world historic events.

  • TN.4.0. Content Standard: Ancient History

    Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will explain the development of a people's need to belong and organize into a system of governance.

    • 4.2. Learning Expectation:

      The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

  • TN.5.0. Content Standard: Ancient History

    Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will understand the chronological flow of historical eras and events in Ancient History.

    • 5.2. Learning Expectation:

      The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

  • TN.6.0. Content Standard: Ancient History

    Era 2: Early Civilizations and the Emergence of Pastoral Peoples (4000-1000 BCE): 6.0 Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

  • TN.1.0. Content Standard: Ancient History

    Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will understand the relationship between physical environments and culture.

    • 1.2. Learning Expectation:

      The student will recognize how cultural and individual's perceptions affect places and regions.

    • 1.3. Learning Expectation:

      The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

    • 1.4. Learning Expectation:

      The student will understand the role that diverse cultures and historical experiences had on the development of the world.

  • TN.2.0. Content Standard: Ancient History

    Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will understand economic connections, conflicts, and interdependence.

    • 2.2. Learning Expectation:

      The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

    • 2.3. Learning Expectation:

      The student will recognize the importance of technologies on economic development.

  • TN.3.0. Content Standard: Ancient History

    Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will understand the importance of physical geographic features on world historic events.

    • 3.2. Learning Expectation:

      The student will understand human geographic interactions and their impact on world historic events.

  • TN.4.0. Content Standard: Ancient History

    Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will explain the development of a people's need to belong and organize into a system of governance.

    • 4.2. Learning Expectation:

      The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

  • TN.5.0. Content Standard: Ancient History

    Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will understand the chronological flow of historical eras and events in Ancient History.

    • 5.2. Learning Expectation:

      The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

  • TN.6.0. Content Standard: Ancient History

    Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 BCE-300 AD): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

  • TN.1.0. Content Standard: Ancient History

    Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will recognize how cultural and individual's perceptions affect places and regions.

    • 1.2. Learning Expectation:

      The student will understand how language, art, music, belief systems, traditions, science, technology, values and behaviors contribute to the development and transmission of culture.

    • 1.3. Learning Expectation:

      The student will understand the role that diverse cultures and historical experiences had on the development of the world.

  • TN.2.0. Content Standard: Ancient History

    Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

    • 2.2. Learning Expectation:

      The student will recognize the importance of technologies on economic development.

  • TN.3.0. Content Standard: Ancient History

    Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will understand the importance of physical geographic features on world historic events.

    • 3.2. Learning Expectation:

      The student will understand human geographic interactions and their impact on world historic events.

  • TN.4.0. Content Standard: Ancient History

    Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will explain the development of a people's need to belong and organize into a system of governance.

    • 4.2. Learning Expectation:

      The student will identify how cooperation and conflict among people influence the division and control resources, rights, and privileges.

  • TN.5.0. Content Standard: Ancient History

    Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will understand the chronological flow of historical eras and events in Ancient History.

    • 5.2. Learning Expectation:

      The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

  • TN.6.0. Content Standard: Ancient History

    Era 4: Expanding Zones of Exchange and Encounter (300AD-1000 AD): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

  • TN.1.0. Content Standard: Contemporary Issues

    Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will understand patterns of discrimination.

    • 1.2. Learning Expectation:

      The student will identify trends and controversies regarding modern medicine and human genetics.

    • 1.3. Learning Expectation:

      The student will understand ethical debates on internet usage.

    • 1.4. Learning Expectation:

      The student will understand various issues concerning modern print and visual media.

  • TN.2.0. Content Standard: Contemporary Issues

    Economics: Globalization of the economy, the explosion of population growth, technological changes, and international competition compel students to understand, both personally, and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy making versus decision making.

    • 2.1. Learning Expectation:

      The student will understand the role of the stock and the ethics of corporate handling of public investments.

    • 2.2. Learning Expectation:

      The student will identify popular perception of government revenues and expenditures.

    • 2.3. Learning Expectation:

      The student will recognize popular attitudes and governmental regulations concerning gambling and lotteries.

  • TN.3.0. Content Standard: Contemporary Issues

    Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will understand the current debates on environmental usage and protection issues.

    • 3.2. Learning Expectation:

      The student will identify changing global and universal frontiers.

  • TN.4.0. Content Standard: Contemporary Issues

    Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will identify types of legal statutes and penal code, and issues relative to their enforcement.

    • 4.2. Learning Expectation:

      The student will recognize the elasticity and restrictions of the First Amendment of the United States Constitution and the potential for civil disobedience and protest in society.

  • TN.5.0. Content Standard: Contemporary Issues

    History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will recognize the impact of traumatic effects of destructive events on human society.

    • 5.2. Learning Expectation:

      The student will identify controversies created by differing interpretations of the Second Amendment.

  • TN.6.0. Content Standard: Contemporary Issues

    Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will identify various contemporary religious perspectives on social issues.

    • 6.2. Learning Expectation:

      The student will understand the impact of abortion and its controversies on modern society.

    • 6.3. Learning Expectation:

      The student will recognize current epidemic diseases and trends or approaches in dealing with terminal illness.

  • TN.1.0. Content Standard: Modern History

    Era 8 -World Depression and World War II (1920-1945): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will identify instances in which language, art, music, belief systems, and other cultural elements facilitate understanding or create misunderstanding.

    • 1.2. Learning Expectation:

      The student will identify examples of how language, literature, the arts, architecture, traditions, beliefs, values or behaviors contribute to the development and transmission of culture.

  • TN.2.0. Content Standard: Modern History

    Era 8 -World Depression and World War II (1920-1945): Economics: Globalization of the economy, technological changes, the explosion of population growth, technological changes, and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will understand and identify economic connections, conflicts, and interdependence during the Great Depression.

    • 2.2. Learning Expectation:

      The student will understand the rapid change of the global economy during World War II.

  • TN.3.0. Content Standard: Modern History

    Era 8 -World Depression and World War II (1920-1945): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will identify how physical and human processes shape the characteristics of a place.

    • 3.2. Learning Expectation:

      The student will identify the various theaters of war during World War II.

  • TN.4.0. Content Standard: Modern History

    Era 8 -World Depression and World War II (1920-1945): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will understand the development of major systems of world governance.

    • 4.2. Learning Expectation:

      The student will understand how individuals and communities are affected differently by varied forms of governance.

    • 4.3. Learning Expectation:

      The student will understand the development of nation-state governments and world governmental organizations.

  • TN.5.0. Content Standard: Modern History

    Era 8 -World Depression and World War II (1920-1945): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will investigate the causes, effects, and attempts to deal with worldwide depression after World War I.

    • 5.2. Learning Expectation:

      The student will understand the world events leading to World War II.

    • 5.3. Learning Expectation:

      The student will understand how to use historic information acquired from a variety of sources.

  • TN.6.0. Content Standard: Modern History

    Era 8 -World Depression and World War II (1920-1945): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will understand the impact of individual and government decisions on citizens and communities.

    • 6.2. Learning Expectation:

      The student will understand how individual leaders can dominate groups and influence the circumstances of history.

  • TN.1.0. Content Standard: Modern History

    Era 9 -Post World War II Era (1945 -1989): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will identify instances in which language, art, music, belief systems, and other cultural elements facilitate understanding or create misunderstanding.

    • 1.2. Learning Expectation:

      The student will identify examples of how language, literature, the arts, architecture, traditions, beliefs, values

  • TN.2.0. Content Standard: Modern History

    Era 9 -Post World War II Era (1945 -1989): Economics: Globalization of the economy, technological changes, the explosion of population growth, technological changes, and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will understand and identify economic connections, conflicts, and interdependence.

    • 2.2. Learning Expectation:

      The student will understand the rapid change of the global economy.

  • TN.3.0. Content Standard: Modern History

    Era 9 -Post World War II Era (1945 -1989): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will identify how physical and human processes shape the characteristics of a place.

    • 3.2. Learning Expectation:

      The student will understand the importance of population growth and distribution for the world's development in the 20th Century.

  • TN.4.0. Content Standard: Modern History

    Era 9 -Post World War II Era (1945 -1989): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will understand the development of major systems of world governance.

    • 4.2. Learning Expectation:

      The student will understand how individuals and communities are affected differently by varied forms of governance.

    • 4.3. Learning Expectation:

      The student will understand the development of nation-state governments and world governmental organizations.

  • TN.5.0. Content Standard: Modern History

    Era 9 -Post World War II Era (1945 -1989): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will understand the nature and major events of the Cold War.

    • 5.2. Learning Expectation:

      The student will understand the role of the Middle East, Asia, and Africa in world events.

    • 5.3. Learning Expectation:

      The student will understand how to use historic information acquired from a variety of sources.

  • TN.6.0. Content Standard: Modern History

    Era 9 -Post World War II Era (1945 -1989): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will understand the impact of individual and group decisions on citizens and communities.

  • TN.1.0. Content Standard: Modern History

    Era 10 -The Contemporary World (1989 to the present): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will identify instances in which language, art, music, belief systems, and other cultural elements facilitate understanding or create misunderstanding.

    • 1.2. Learning Expectation:

      The student will identify examples of how language, literature, the arts, architecture, traditions, beliefs, values or behaviors contribute to the development and transmission of culture.

  • TN.2.0. Content Standard: Modern History

    Era 10 -The Contemporary World (1989 to the present): Economics: Globalization of the economy, technological changes, the explosion of population growth, technological changes, and international competition compel students to understand both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will understand and identify economic connections, conflicts, and interdependence.

    • 2.2. Learning Expectation:

      The student will understand the rapid change of the global economy.

  • TN.3.0. Content Standard: Modern History

    Era 10 -The Contemporary World (1989 to the present): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will identify how physical and human processes shape the characteristics of a place.

    • 3.2. Learning Expectation:

      The student will understand the importance of population growth and distribution on world historic events.

  • TN.4.0. Content Standard: Modern History

    Era 10 -The Contemporary World (1989 to the present): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will understand how individuals and communities are affected differently by varied forms of governance.

    • 4.2. Learning Expectation:

      The student will understand the growing importance of the United Nations for the endorsement of world political and military action.

    • 4.3. Learning Expectation:

      The student will understand the impact of terrorist actions on increased government control of its civilian populations, especially in the wake of the events of September 11, 2001.

  • TN.5.0. Content Standard: Modern History

    Era 10 -The Contemporary World (1989 to the present): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will understand the nature of major world events since 1989.

    • 5.2. Learning Expectation:

      The student will understand how to use historic information acquired from a variety of sources.

  • TN.6.0. Content Standard: Modern History

    Era 10 -The Contemporary World (1989 to the present): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will understand the impact of individual and group decisions on citizens and communities.

    • 6.2. Learning Expectation:

      The student will understand how groups can effect change

  • TN.1.0. Content Standard: United States History

    Era 6: Industrial Development of the United States (1870-1900): Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will understand how industrial development affected the United States culture.

    • 1.2. Learning Expectation:

      The student will understand how the influx of immigrants after 1880 affected United States' culture.

  • TN.2.0. Content Standard: United States History

    Era 6: Industrial Development of the United States (1870-1900): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will investigate how the modernization of agriculture and capitalist industrial development affected the economy of the United States.

    • 2.2. Learning Expectation:

      The student will understand the economic disparity between farmers and wage earners as compared to industrial capitalists.

  • TN.3.0. Content Standard: United States History

    Era 6: Industrial Development of the United States (1870-1900): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will recognize the geographic areas in which industrialism occurred.

    • 3.2. Learning Expectation:

      The student will recognize the areas affected by westward expansion of the United States.

  • TN.4.0. Content Standard: United States History

    Era 6: Industrial Development of the United States (1870-1900): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will understand the effects of the Civil War and Reconstruction on the United States politics.

    • 4.2. Learning Expectation:

      The student will understand the political issues and problems that affected the United States during the last half of the nineteenth century.

  • TN.5.0. Content Standard: United States History

    Era 6: Industrial Development of the United States (1870-1900): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will investigate the dynamics of the post-Reconstruction era and the people and events that influenced the country.

    • 5.2. Learning Expectation:

      The student will identify the events and impact of the westward movement and the Indian Wars.

  • TN.6.0. Content Standard: United States History

    Era 6: Industrial Development of the United States (1870-1900): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will appreciate the diversity of various cultures and their influences on the United States.

    • 6.2. Learning Expectation:

      The student will investigate the effect of big business upon the lives of farmers and wage earners.

  • TN.1.0. Content Standard: United States History

    Era 7: Emergence of Modern America (1890-1930): Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will understand social tensions and their consequences after the turn of the century.

    • 1.2. Learning Expectation:

      The student will understand the cultural changes in the early 20th century.

  • TN.2.0. Content Standard: United States History

    Era 7: Emergence of Modern America (1890-1930): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will recognize how industrialization of World War I changed the United States economy.

    • 2.2. Learning Expectation:

      The student will understand the economy of the United States in the 1920s.

  • TN.3.0. Content Standard: United States History

    Era 7: Emergence of Modern America (1890-1930): Geography: Geography enables the students to see, understand and appreciate the web of relationships among people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will identify the countries involved in World War I.

    • 3.2. Learning Expectation:

      The student will understand the geographic scope of American imperialism.

  • TN.4.0. Content Standard: United States History

    Era 7: Emergence of Modern America (1890-1930): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will understand the reforms and changes in American politics and government as a result of the Progressive Movement.

    • 4.2. Learning Expectation:

      The student will understand the governmental policies that affected America and the world during the 1890s-1930s.

  • TN.5.0. Content Standard: United States History

    Era 7: Emergence of Modern America (1890-1930): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will understand the role of the United States in world affairs.

    • 5.2. Learning Expectation:

      The student will understand the causes for WWI and the reasons for America's entry into the war.

  • TN.6.0. Content Standard: United States History

    Era 7: Emergence of Modern America (1890-1930): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will understand the effect of World War I on the American people.

    • 6.2. Learning Expectation:

      The student will understand the moral, social, and cultural changes that occurred in the 1920s.

  • TN.1.0. Content Standard: United States History

    Era 8: The Great Depression and World War II (1929-1945): Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will understand the effect of the Great Depression upon American society.

    • 1.2. Learning Expectation:

      The student will understand the effects of World War II upon American society.

  • TN.2.0. Content Standard: United States History

    Era 8: The Great Depression and World War II (1929-1945): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will understand the economic climate in the United States during the Depression Era.

    • 2.2. Learning Expectation:

      The student will understand how World War II affected the American economy.

  • TN.3.0. Content Standard: United States History

    Era 8: The Great Depression and World War II (1929-1945): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will identify the countries affected by the totalitarian states and their acts of aggression and expansion considering geographic location;

    • 3.2. Learning Expectation:

      The student will identify the various theaters of war during World War II.

  • TN.4.0. Content Standard: United States History

    Era 8: The Great Depression and World War II (1929-1945): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will recognize the effects of the Great Depression on the United States political and judicial system.

    • 4.2. Learning Expectation:

      The student will recognize the effects of political policies on civil liberties during World War II.

  • TN.5.0. Content Standard: United States History

    Era 8: The Great Depression and World War II (1929-1945): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will investigate the causes, effects and attempts to deal with the Great Depression.

    • 5.2. Learning Expectation:

      The student will investigate the causes and significance of World War II.

  • TN.6.0. Content Standard: United States History

    Era 8: The Great Depression and World War II (1929-1945): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will understand the changes in American life as a result of the Great Depression.

    • 6.2. Learning Expectation:

      The student will understand the changing dynamics of American life during World War II.

  • TN.1.0. Content Standard: United States History

    Era 9: Post World War II Era (1945-1970s): Culture: Culture encompasses similarities and differences among people including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will investigate the impact of the G.I. Bill of Rights on American society.

    • 1.2. Learning Expectation:

      The student will investigate the effects of desegregation, the Civil Rights Movement, and the turbulent 1960s upon American society.

  • TN.2.0. Content Standard: United States History

    Era 9: Post World War II Era (1945-1970s): Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will understand how demobilization and conversion to a peacetime economy affected the United States.

    • 2.2. Learning Expectation:

      The student will understand how sustained growth led to an affluent society.

  • TN.3.0. Content Standard: United States History

    Era 9: Post World War II Era (1945-1970s): Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will identify countries dominated and threatened by communism after World War II.

    • 3.2. Learning Expectation:

      The student will identify the major areas of the world in which the United States was involved after 1945.

  • TN.4.0. Content Standard: United States History

    Era 9: Post World War II Era (1945-1970s): Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will understand the causes, course, and impact of the Civil Rights Movement.

    • 4.2. Learning Expectation:

      The student will investigate Supreme Court decisions that affected the United States from 1945 to the early 1970s.

  • TN.5.0. Content Standard: United States History

    Era 9: Post World War II Era (1945-1970s): History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will understand the causes, course, and effects of the Cold War.

    • 5.2. Learning Expectation:

      The student will investigate and understand the active theaters of conflict during the Cold War.

  • TN.6.0. Content Standard: United States History

    Era 9: Post World War II Era (1945-1970s): Individuals, Groups, and Interactions: Personal development and identity are shaped by factors such as culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will understand how the 'baby boom,' suburbanization, desegregation, and other social movements affected American society.

    • 6.2. Learning Expectation:

      The student will understand how Cold War conformity conflicted with individual rights and self-expression.

    • 6.3. Learning Expectation:

      The student will investigate how technological change transformed American society and created popular culture.

  • TN.1.0. Content Standard: United States History

    Era 10: The Contemporary United States 1968-present: Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will recognize how the scientific and technological advances of the computer age influenced American culture.

    • 1.2. Learning Expectation:

      The student will recognize the transition of minorities, women, and culture groups through history.

  • TN.2.0. Content Standard: United States History

    Era 10: The Contemporary United States 1968-present: Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will investigate trends in the overall economic cycle since the 1970s.

  • TN.1.0. Content Standard: United States History

    Era 10: The Contemporary United States 1968-present: Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will investigate the ongoing population shifts from urban to suburban and the migration from the Rust Belt to the Sun Belt.

    • 3.2. Learning Expectation:

      The student will identify areas of the world in which commercial and security interests involved the United States from 1968 to the present.

  • TN.4.0. Content Standard: United States History

    Era 10: The Contemporary United States 1968-present: Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will investigate the impact of political turmoil on American attitudes toward governance since 1968.

    • 4.2. Learning Expectation:

      The student will identify the impact of constitutional change, various civil rights movements, feminism, and the Reagan Revolution.

  • TN.5.0. Content Standard: United States History

    Era 10: The Contemporary United States 1968-present: History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will understand the causes, the course, and the effects of the Vietnam War at home and abroad.

    • 5.2. Learning Expectation:

      The student will investigate domestic and foreign policy trends since 1968.

  • TN.6.0. Content Standard: Era 10

    The Contemporary United States 1968-present: Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will understand the dynamics of the modern American family.

    • 6.2. Learning Expectation:

      The student will understand the implications of the changing American society.

  • TN.1.0. Content Standard: World History

    Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will understand the multi-cultural components to world culture.

    • 1.2. Learning Expectation:

      The student will understand the development and migration of art, architecture, language, religion, music and theater.

    • 1.3. Learning Expectation:

      The student will understand the ways in which individuals and groups contributed to changes in social conditions.

    • 1.4. Learning Expectation:

      The student will examine how various individuals and groups use methods to diminish cultural elements and eradicate entire groups.

  • TN.2.0. Content Standard: World History

    Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will understand the major economic systems that developed globally.

    • 2.2. Learning Expectation:

      The student will recognize the importance of technologies for economic development.

    • 2.3. Learning Expectation:

      The student will understand the impact of the Industrial Revolution on the global economy.

    • 2.4. Learning Expectation:

      The student will understand the rapid change of the global economy after the Industrial Revolution in the 20th century.

    • 2.5. Learning Expectation:

      The student will understand the contribution of individuals to the economy systems of the world.

  • TN.3.0. Content Standard: World History

    Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will understand the importance of physical geographic features on world historic events.

    • 3.2. Learning Expectation:

      The student will understand human geographic interactions and their impact on world historic events.

    • 3.3. Learning Expectation:

      The student will understand the importance of population growth and distribution on world historic events.

  • TN.4.0. Content Standard: World History

    Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will understand the development of major systems of world governance.

    • 4.2. Learning Expectation:

      The student will understand how individuals are affected differently by varied forms of governance.

    • 4.3. Learning Expectation:

      The student will understand the development of nation-state governments.

    • 4.4. Learning Expectation:

      The student will understand the emergence of world governmental organizations.

  • TN.5.0. Content Standard: World History

    History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will understand the chronological flow of historical eras and events in World History.

    • 5.2. Learning Expectation:

      The student will understand the processes that gave rise to the earliest human civilizations.

    • 5.3. Learning Expectation:

      The student will understand the maturation of Africa, Asia, Europe, Australia, the Middle East, Oceanic, and the Americas and their continuing impact on the modern world.

    • 5.4. Learning Expectation:

      The student will understand the history and impact of world religions.

    • 5.5. Learning Expectation:

      The student will understand the evolution of modern and western civilizations from 1000 CE to the present.

    • 5.6. Learning Expectation:

      understand the importance of the various economic systems in place during the 19th and 20th century.

    • 5.7. Learning Expectation:

      The student will understand the impact of various global conflicts throughout history.

    • 5.8. Learning Expectation:

      The student will understand the continuing impact of historical events on the modern world.

    • 5.9. Learning Expectation:

      The student will understand the impact of developing technology on the world.

    • 5.10. Learning Expectation:

      The student will understand how historical information is collected, recorded, interpreted, transmitted, and disseminated across various historical eras.

    • 5.11. Learning Expectation:

      The student will understand the importance of major trends and movements in world history.

    • 5.12. Learning Expectation:

      The student will understand the origin, evolution, decline, and impact of empire building and imperialism.

  • TN.6.0. Content Standard: World History

    Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will understand the impact of one's culture on identity, lifestyle, and socioeconomic status.

    • 6.2. Learning Expectation:

      The student will recognize the role of individuals in various cultures such as Western, Asian, African, Middle Eastern, and indigenous cultures.

    • 6.3. Learning Expectation:

      The student will understand the extent to which individuals, groups and institutions interact to produce continuity and change throughout world history.

  • TN.1.0. Content Standard: World Geography

    Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will understand the complex nature of culture and how cultures influence the characteristics of places and regions.

    • 1.2. Learning Expectation:

      The student will understand the relationship between physical environments and culture.

    • 1.3. Learning Expectation:

      The student will understand how cultural perspective impacts perceptions of places and

  • TN.2.0. Content Standard: World Geography

    Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will understand fundamental economic concepts and their application to a variety of economic systems, regionally and globally.

    • 2.2. Learning Expectation:

      The student will understand the patterns and networks of economic interdependence on Earth's surface.

    • 2.3. Learning Expectation:

      The student will understand the changes that occur in the nature, use, distribution, and importance of resources.

  • TN.3.0. Content Standard: World Geography

    Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will understand the characteristics and uses of maps, globes, and other geographic tools and technologies.

    • 3.2. Learning Expectation:

      The student will know the location of places, geographic features, and patterns of the environment, both physical and human, locally, regionally, and globally.

    • 3.3. Learning Expectation:

      The student will understand the characteristics and uses of spatial organization of Earth's surface.

    • 3.4. Learning Expectation:

      The student will understand the physical and human characteristics of place.

    • 3.5. Learning Expectation:

      The student will understand that common physical, biological, and cultural characteristics create regions.

    • 3.6. Learning Expectation:

      The student will understand how physical processes shape Earth's natural landscapes and affect environments.

    • 3.7. Learning Expectation:

      The student will understand how physical systems and environments affect human systems.

    • 3.8. Learning Expectation:

      The student will understand how human systems modify the physical environment.

    • 3.9. Learning Expectation:

      The student will understand the nature, distribution and migration of human populations on Earth's surface.

  • TN.4.0. Content Standard: World Geography

    Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will understand the nature, complexity, and influence of systems of governance.

    • 4.2. Learning Expectation:

      The student will understand the forces of cooperation and conflict that shape the divisions of Earth's surface.

    • 4.3. Learning Expectation:

      The student will understand global development and environmental issues.

  • TN.5.0. Content Standard: World Geography

    History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will understand the patterns of human settlement.

    • 5.2. Learning Expectation:

      The student will recognize that places change over time.

  • TN.6.0. Content Standard: World Geography

    Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will understand the impact of individual and group decisions on citizens and communities.

    • 6.2. Learning Expectation:

      The student will understand how groups can effect change at local, regional, and global levels.

    • 6.3. Learning Expectation:

      The student will understand how a geographic view is a significant tool in interpreting the present and planning for the future.

  • TN.1.0. Content Standard: Economics

    Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will understand how values and beliefs influence economic decisions in different societies.

    • 1.2. Learning Expectation:

      The student will describe how the world economies are connected.

  • TN.2.0. Content Standard: Economics

    Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making

    • 2.1. Learning Expectation:

      The student will understand contemporary and historical data relevant to the field of economics.

    • 2.2. Learning Expectation:

      The student will understand the concepts and impact of the American financial structure, including banking and monetary policy.

    • 2.3. Learning Expectation:

      The student will understand the different major economic systems.

    • 2.4. Learning Expectation:

      The student will understand key economic concepts and economists.

    • 2.5. Learning Expectation:

      The student will understand that scarcity of productive resources requires choices that generate opportunity costs.

  • TN.3.0. Content Standard: Economics

    Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography

    • 3.1. Learning Expectation:

      The student will understand the importance of natural resources in modern economic decision-making.

    • 3.2. Learning Expectation:

      The student will understand the impact of world demographics on economic systems.

    • 3.3. Learning Expectation:

      The student will understand the alternative policies and processes used in making decisions about the use of land and other physical resources in communities, regions, nations and the world.

    • 3.4. Learning Expectation:

      The student will understand the search for a balance between effective usage of land and other natural resources and environment concerns.

  • TN.4.0. Content Standard: Economics

    Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will understand the economic roles and responsibilities of citizens living in a democratic society.

    • 4.2. Learning Expectation:

      The student will understand how governmental policies have economic consequences at the national, state, and local levels.

  • TN.5.0. Content Standard: Economics

    History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will understand how historical events have influenced the economic development of the United States. Identify major historical events that affected the economic development of the United States.

  • TN.6.0. Content Standard: Economics

    Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals, and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will understand the elements of personal and fiscal responsibility

    • 6.2. Learning Expectation:

      The student will understand how socioeconomic status contributes to the development of sense of self. Identify values and standards associated economically on his/her lifestyle.

    • 6.3. Learning Expectation:

      The student will understand the knowledge, skills, and attitudes necessary to function effectively in a technologically expanding global economy.

  • TN.1.0. Content Standard: United States Government

    Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation of and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will understand the influence of natural rights on American culture.

    • 1.2. Learning Expectation:

      The student will understand the impact of the political system on American culture.

  • TN.2.0. Content Standard: United States Government

    Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will understand economic systems and political structures.

    • 2.2. Learning Expectation:

      The student will understand the rise of capitalism in the United States.

    • 2.3. Learning Expectation:

      The student will understand how all nations use 'tools of foreign policy' such as alliances, economic aid, economic sanctions, trade agreements, propaganda, military aid, treaties, troop movements, and wars to promote national interests.

    • 2.4. Learning Expectation:

      The student will understand the connection among resources and institutions that govern the management and distributions of those resources.

  • TN.3.0. Content Standard: United States Government

    Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will understand and analyze how the forces of cooperation and conflict among people influence the division and control of the earth's surface

    • 3.2. Learning Expectation:

      The student will understand and analyze the impact of physical and human geography on given political systems.

    • 3.3. Learning Expectation:

      The student will understand the use of geography in determining policies such as zoning, redistricting, and the census.

  • TN.4.0. Content Standard: United States Government

    Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will understand the role of politics and government in society.

    • 4.2. Learning Expectation:

      The student will understand the role of constitutions in preventing abuses of government power.

    • 4.3. Learning Expectation:

      The student will understand the basic features of major forms of governments in the world.

    • 4.4. Learning Expectation:

      The student will understand the role of the United States legal system.

    • 4.5. Learning Expectation:

      The student will understand the concept of federalism.

  • TN.5.0. Content Standard: United States Government

    History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will understand historical and modern examples of the concepts of limited and unlimited governance.

    • 5.2. Learning Expectation:

      The student will understand specific historical documents and institutions which shaped the principles of the United States Constitution.

    • 5.3. Learning Expectation:

      The student will understand the importance of the rule of laws and the sources, purposes, and function of law.

    • 5.4. Learning Expectation:

      The student will understand the United States Constitution as a 'living document' in both principle and practice.

    • 5.5. Learning Expectation:

      The student will understand how the United States foreign policy is determined by the concept of national interest in both historical and modern settings.

    • 5.6. Learning Expectation:

      The student will understand the balance between the protection of individual rights and the general welfare of all citizens.

  • TN.6.0. Content Standard: United States Government

    Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will understand the impact of individual and group decisions on citizens and communities.

    • 6.2. Learning Expectation:

      The student will understand how groups can effect change at the local, state national and world levels.

    • 6.3. Learning Expectation:

      The student will understand the evolution of political parties and their role as a mechanism for creating and sustaining political participation.

    • 6.4. Learning Expectation:

      The student will understand how the philosophies of liberalism and conservatism correlate to the two major American political parties.

    • 6.5. Learning Expectation:

      The student will understand the impact and influence of participatory citizenship on government at all levels.

    • 6.6. Learning Expectation:

      The student will understand the role of individual leaders who have affected policies, case laws, and legislation.

    • 6.7. Learning Expectation:

      The student will understand the role of political action committees, non-profit organizations, and other groups that influenced policy and institutions.

  • TN.1.0. Content Standard: Psychology

    Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will understand the impact of diversity on the individual.

    • 1.2. Learning Expectation:

      The student will understand cultural biases in the field of psychology.

  • TN.2.0. Content Standard: Psychology

    Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will understand how different socioeconomic stratifications influence personality development.

    • 2.2. Learning Expectation:

      The student will understand how individual values and beliefs influence economic decisions.

  • TN.3.0. Content Standard: Psychology

    Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will understand the environmental influences on human behavior.

    • 3.2. Learning Expectation:

      The student will understand that human needs are met by the places they create.

  • TN.4.0. Content Standard: Psychology

    Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will understand conditions, actions, and motivations that contribute to conflict or to cooperation.

    • 4.2. Learning Expectation:

      The student will understand political current events that are relevant to the field of psychology.

    • 4.3. Learning Expectation:

      The student will understand conflicts, cooperation, and interdependence among individuals, groups, and institutions.

  • TN.5.0. Content Standard: Psychology

    History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses, and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decision in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will understand psychology as an empirical science.

    • 5.2. Learning Expectation:

      The student will understand contemporary and historical data as it relates to psychology.

  • TN.6.0. Content Standard: Psychology

    Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will understand personality approaches and theories.

    • 6.2. Learning Expectation:

      The student will understand Psychological concepts, methods and theories in analyzing how humans think learn, feel and behave.

    • 6.3. Learning Expectation:

      The student will understand the major sub-fields and career opportunities that accompany the field of psychology.

    • 6.4. Learning Expectation:

      The student will understand ethical issues in the use of psychological theories and tool.

    • 6.5. Learning Expectation:

      The student will understand the influences of heredity and environment on humans in terms of learned and inherited traits, personality and intelligence and other individual differences.

    • 6.6. Learning Expectation:

      The student will understand how heredity interacts with environment to influence behavior.

    • 6.7. Learning Expectation:

      The student will understand the relationship between brain, sensory perceptions and behavior.

    • 6.8. Learning Expectation:

      The student will demonstrate knowledge regarding mental disorders, theories of causality and methods of treatment.

    • 6.9. Learning Expectation:

      The student will analyze the role of perceptions, attitudes, values and beliefs in the psychological growth and development of humans.

    • 6.10. Learning Expectation:

      The student will apply the use of technology to explore (web-quest) the different areas of the lifespan and other topics in psychology.

  • TN.1.0. Content Standard: Sociology

    Culture: Culture encompasses similarities and differences among people, including their beliefs, knowledge, changes, values, and tradition. Students will explore these elements of society to develop an appreciation and respect for the variety of human cultures.

    • 1.1. Learning Expectation:

      The student will understand the impact of culture on group behavior.

    • 1.2. Learning Expectation:

      The student will understand the development of culture.

  • TN.2.0. Content Standard: Sociology

    Economics: Globalization of the economy, the explosion of population growth, technological changes and international competition compel students to understand, both personally and globally, production, distribution, and consumption of goods and services. Students will examine and analyze economic concepts such as basic needs versus wants, using versus saving money, and policy-making versus decision-making.

    • 2.1. Learning Expectation:

      The student will analyze how socioeconomic factors influence group behavior.

    • 2.2. Learning Expectation:

      The student will understand how individual values and beliefs influence economic decisions.

    • 2.3. Learning Expectation:

      The student will analyze how the difficulty of moving from one social class to another varies greatly with time, place and economic circumstances.

    • 2.4. Learning Expectation:

      The student will analyze how the characteristics of the American economy such as freedom of choice, competition, private property, profit and freedom of enterprise affect personality development.

  • TN.3.0. Content Standard: Sociology

    Geography: Geography enables the students to see, understand and appreciate the web of relationships between people, places, and environments. Students will use the knowledge, skills, and understanding of concepts within the six essential elements of geography: world in spatial terms, places and regions, physical systems, human systems, environment and society, and the use of geography.

    • 3.1. Learning Expectation:

      The student will understand that people adapt to their physical environment.

    • 3.2. Learning Expectation:

      The student will understand that human needs are met by the places they create.

  • TN.4.0. Content Standard: Sociology

    Governance and Civics: Governance establishes structures of power and authority in order to provide order and stability. Civic efficacy requires understanding rights and responsibilities, ethical behavior, and the role of citizens within their community, nation, and world.

    • 4.1. Learning Expectation:

      The student will understand the political institution and how power and authority relate to group behavior.

    • 4.2. Learning Expectation:

      The student will understand conditions, actions, and motivations that contribute to conflict or cooperation.

  • TN.5.0. Content Standard: Sociology

    History: History involves people, events, and issues. Students will evaluate evidence to develop comparative and causal analyses and to interpret primary sources. They will construct sound historical arguments and perspectives on which informed decisions in contemporary life can be based.

    • 5.1. Learning Expectation:

      The student will understand the foundational history of sociology.

  • TN.6.0. Content Standard: Sociology

    Individuals, Groups, and Interactions: Personal development and identity are shaped by factors including culture, groups, and institutions. Central to this development are exploration, identification, and analysis of how individuals and groups work independently and cooperatively.

    • 6.1. Learning Expectation:

      The student will examine personality development.

    • 6.2. Learning Expectation:

      The student will explore the various ways people interact.

    • 6.3. Learning Expectation:

      The student will analyze norms and values in various societies.

    • 6.4. Learning Expectation:

      The student will examine adolescent development.

    • 6.5. Learning Expectation:

      The student will explore the aging process in society.

    • 6.6. Learning Expectation:

      The student will understand deviance.

    • 6.7. Learning Expectation:

      The student will explore the idea of social mobility.

    • 6.8. Learning Expectation:

      The student will understand gender and its part in shaping human behavior.

    • 6.9. Learning Expectation:

      The student will analyze the various agents of socialization.

    • 6.10. Learning Expectation:

      The student will understand the role of media and social trends in determining the development of society.

 
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