ECONOMICS: Economic Decision and Skills Individuals, governments and businesses must analyze and benefits when making economic ___ Full ___ Fully decisions. A cost-benefit analysis ___ Partial ___ Partially consists of determining the potential ___ No ___ Does Not costs and benefits of an action and then balancing the costs against the benefits. ECONOMICS: Scarcity The variability in the distribution of productive resources in the various ___ Full ___ Fully regions of the contributed to ___ Partial ___ Partially specialization, trade and ___ No ___ Does Not interdependence. ECONOMICS: Markets The growth of cities and empires fostered the growth of markets. ___ Full ___ Fully Market exchanges encouraged ___ Partial ___ Partially specialization and the transition from ___ No ___ Does Not barter to monetary economies. Degree to which Content* reflected in Changes required to curriculum requires this content Content that needs to be guarantee students Classify students to achieve statement addressed added to curriculum to will achieve the Grade Eight alignment cognitive demands* in the curriculum. achieve alignment required cognitive required by this Cite evidence demands content statement Historical Thinking and HISTORY: Skills Primary and secondary sources are ___ Full ___ used to examine events from multiple ___ Partial ___ Partially
ECONOMICS: Economic Decision and Skills Individuals, governments and businesses must analyze and benefits when making economic decisions. A cost-benefit analysis consists of determining the potential costs and benefits of an action and then balancing the costs against the benefits. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Scarcity The variability in the distribution of productive resources in the various regions of the contributed to specialization, trade and interdependence. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not ECONOMICS: Markets The growth of cities and empires fostered the growth of markets. Market exchanges encouraged specialization and the transition from barter to monetary economies. ___ Full ___ Partial ___ No ___ Fully ___ Partially ___ Does Not Grade Eight Content* reflected in this content statement addressed in the curriculum. Cite evidence Classify alignment Content that needs to be added to curriculum to achieve alignment Degree to which curriculum requires students to achieve cognitive demands* required by this content statement Changes required to guarantee students will achieve the required cognitive demands HISTORY: Historical Thinking and Skills Primary and secondary sources are used to examine events from multiple ___ Full ___ Partial ___ ___ Partially
District%20Curriculum%20Alignment%20Toolkit%20PK-HS%20Social%20Studies%203.7.12.docx