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Elkhorn Public Schools |
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Social Studies |
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Social Studies - Grade 8 |
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Pre-Columbian America
The learner will be able to
identify and describe cultural and economic systems of the first Americans, such as the Inuits (Eskimos), the Anasazi (cliff dwellers), the Northwest Indians (Kwakuitl), the Plains Indians, the Mound Builders, the Indians of the Eastern forest (Iroquois), the Incas, the Mayans, the Aztecs, and the Toltecs.
| Strand |
Scope |
Source |
| Indigenous People |
Reinforce |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.1 |
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Pre-Columbian Way of Life
The learner will be able to
explain how geography and climate influenced the way Native Americans lived.
| Strand |
Scope |
Source |
| Indigenous People |
Reinforce |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.1 |
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European Exploration of America
The learner will be able to
explain the motivations, obstacles, and accomplishments of sponsors and leaders of key expeditions from Spain, France, Portugal, and England.
| Strand |
Scope |
Source |
| Exploration |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.2 |
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European Exploration of America
The learner will be able to
identify the political, economic, and social impact of the encounter between European and Native Americans.
| Strand |
Scope |
Source |
| Indigenous People: Relations |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.2 |
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European Colonization of America
The learner will be able to
identify the economic, ideological, religious, and nationalist forces that led to competition among European powers for control of North America.
| Strand |
Scope |
Source |
| Colonial America |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.2 |
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Colonial America
The learner will be able to
describe the factors that led to the founding of the English colonies, such as the escape from religious persecution, economic opportunity, release from prison, and military adventure.
| Strand |
Scope |
Source |
| Colonial America |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.3 |
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Colonial America
The learner will be able to
describe the geographic, political, economic and social contrasts in the three regions of New England, the mid-Atlantic, and the South.
| Strand |
Scope |
Source |
| Colonial: Economic |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.3 |
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Colonial America
The learner will be able to
describe life in the English colonies in the 18th century from the perspectives of Native Americans, large landowners, farmers, artisans, women, and slaves.
| Strand |
Scope |
Source |
| Colonial America |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.3 |
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Colonial America
The learner will be able to
describe the principal economic and political connections between the colonies and England.
| Strand |
Scope |
Source |
| Colonial America |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.3 |
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Colonial America
The learner will be able to
describe the sources of dissatisfaction that led to the American Revolution.
| Strand |
Scope |
Source |
| Revolutionary War |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.3 |
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Revolutionary War
The learner will be able to
identify key individuals and events in the American Revolution, such as King George III, Lord North, Lord Cornwallis, John Adams, Samuel Adams, Paul Revere, Benjamin
Franklin, George Washington, Thomas Jefferson, Patrick Henry, and Thomas Paine.
| Strand |
Scope |
Source |
| Revolutionary War |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.3 |
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Revolutionary War
The learner will be able to
analyze military campaigns of the Revolutionary War and reasons why the colonies were able to defeat the British.
| Strand |
Scope |
Source |
| Revolutionary War |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.3 |
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U. S. Government
The learner will be able to
explain the influence of Native American heritage, such as the Iroquois Five Nations Confederacy's "Great Binding Law", on the Articles of Confederation.
| Strand |
Scope |
Source |
| Revolutionary War |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.4 |
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U.S. Government
The learner will be able to
analyze the British and American heritage, such as the Magna Carta, the English Bill of Rights, the Mayflower Compact, and the Articles of Confederation.
| Strand |
Scope |
Source |
| Historical Documents |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.4 |
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U.S. Government
The learner will be able to
analyze the philosophy of government expressed in the Declaration of Independence.
| Strand |
Scope |
Source |
| Declaration of Independence |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.4 |
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The New Republic
The learner will be able to
describe major issues facing Congress and the first four presidents.
| Strand |
Scope |
Source |
| Presidents: Washington-Pierce |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.4 |
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Growth: Economic and Geographic
The learner will be able to
discuss territorial exploration, expansion and settlement, such as the Lewis and Clark expedition, the Louisiana Purchase and the acquisition of Florida, Texas, Oregon, and California.
| Strand |
Scope |
Source |
| Expansion: Territorial |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.6 |
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Growth: Economic and Geographic
The learner will be able to
analyze how the effects of geography, climate, canals and river systems, economic incentives, and frontier spirit influenced the distribution and movement of people, goods, and services.
| Strand |
Scope |
Source |
| Expansion: Territorial |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.6 |
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Growth: Economic and Geographic
The learner will be able to
analyze the influence of economic growth on the principle relationships between the United States, Mexico, Canada, and the European Powers (Monroe Doctrine and Manifest Destiny).
| Strand |
Scope |
Source |
| Expansion: Territorial |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.6 |
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Growth: Economic and Geographic
The learner will be able to
discuss the impact of inventions, such as the cotton gin, McCormick reaper, steamboat, and steam locomotive on the economic/geographic development of the United States.
| Strand |
Scope |
Source |
| Industrial Revolution |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.6 |
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Sectionalism
The learner will be able to
analyze the economic and philosophical differences between the North and the South that were contributing causes of the Civil War, as exemplified by men such as Daniel Webster and John C. Calhoun.
| Strand |
Scope |
Source |
| Civil War |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.7 |
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Civil War
The learner will be able to
summarize the events leading to secession and war.
| Strand |
Scope |
Source |
| Civil War |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.7 |
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Civil War
The learner will be able to
identify key figures during the pre-post Civil War periods, such as Abraham Lincoln, Ulysses S. Grant, Jefferson Davis, Robert E. Lee, Frederick Douglass, William Lloyd Garrison, Harriet Tubman, Harriet Beecher Stowe, John Brown, and Clara Barton.
| Strand |
Scope |
Source |
| Civil War |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.7 |
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Civil War
The learner will be able to
discuss key events in the Civil War such as major battles, the Emancipation Proclamation, and Lee's surrender at Appomattox.
| Strand |
Scope |
Source |
| Civil War |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.7 |
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Civil War
The learner will be able to
describe life on the battlefield and on the homefront during the Civil War.
| Strand |
Scope |
Source |
| Civil War |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.7 |
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Civil War and Reconstruction
The learner will be able to
evaluate the effects of the Civil War and Reconstruction on the South, including the basic provisions and postwar impact of the 13th, 14th, and 15th Amendments to the United States Constitution.
| Strand |
Scope |
Source |
| Reconstruction Era |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.7 |
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Documents and Speeches
The learner will be able to
interpret patriotic slogans and excerpts from notable speeches and documents in United States history up to 1877, such as "Give me liberty or give me death", "E Pluribus Unum", the Gettysburg Address, the Preamble to the Constitution, and the Declaration of Independence.
| Strand |
Scope |
Source |
| Historical Documents |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.8 |
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United States: 1877 to the Present
The learner will be able to
explain how, following the Civil War, massive immigration, combined with the rise of big business, heavy industry, and mechanized farming transformed American life, such as: a) western settlement and how federal policy changes affected Native Americans, Hispanic Americans, African Americans, European Americans, Asian Americans, individuals and groups; b) why various immigrant groups came to America, the obstacles they faced, and the important contributions they made; c) the growth of American cities, such as the impact of racial and ethnic conflict and the role of political machines.
| Strand |
Scope |
Source |
| US History |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.2.1 |
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United States: 1877 to the Present
The learner will be able to
describe and analyze the changing role of the United States in world affairs between 1899 and 1930, such as: a) The Spanish-American War; b) The Panama Canal; c) Theodore Roosevelt's "Big Stick Diplomacy"; d) The United States' role in World War I; e) The League of Nations; f) Tariff barriers to world trade.
| Strand |
Scope |
Source |
| World War I |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.2.2 |
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United States: 20th Century
The learner will be able to
describe and analyze the ideas and events of the 1920's and 1930's, such as: a) literature, music, dance, and entertainment; b) the Harlem Renaissance; c) the impact of the automobile; d) prohibition, speakeasies, and bootlegging; e) the impact of women's suffrage; f) racial tensions and labor strikes; g) urban and rural electrification.
| Strand |
Scope |
Source |
| 1920s |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.2.3 |
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United States: 20th Century
The learner will be able to
explain the Great Depression and its effects, such as: a) weaknesses in the economy and the collapse of financial markets in the late 1920's; b) the extent and depth of business failures, unemployment, and poverty; c) the New Deal and its impact on the Depression and the future role of government in the economy; d) personalities and leaders of the period, such as Will Rogers, Eleanor and Franklin Roosevelt, and Charles Lindbergh.
| Strand |
Scope |
Source |
| Great Depression Era |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.2.4 |
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United States: 20th Century
The learner will be able to
describe the economic, social, and political transformation of the United States since World War II. such as: a) segregation, desegregation, and the Civil Rights Movement; b) the changing role of women in America; c) the technology revolution and its impact on communication, transportation, and new industries; d) the consumer economy and increasing global markets; e) increases in violent crime and illegal drugs; f) effects of immigration; g) political leaders of the period, trends in national elections, and differences between the two major political parties.
| Strand |
Scope |
Source |
| World War II |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.2.5 |
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U.S. Government
The learner will be able to
analyze the powers granted to Congress, the President, the Supreme Court, and those reserved to the states.
| Strand |
Scope |
Source |
| Government: Branches |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.4 |
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U.S. Government
The learner will be able to
describe the compromises involved in the writing of a new Constitution in 1787, the struggles over ratification, and the addition of a Bill of Rights.
| Strand |
Scope |
Source |
| Constitution |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.5 |
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The New Republic
The learner will be able to
discuss the impact of conflicts between Thomas Jefferson and Alexander Hamilton that resulted in the emergence of two political parties.
| Strand |
Scope |
Source |
| Political Party System |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.5 |
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Civics and Economics
The learner will be able to
compare national, state, and local governments, such as: a) their structures, functions, and powers; b) the election and appointment of officials; c) the division and sharing of powers among levels of government; d) the separation and sharing of powers within levels of government; e) the process of amending the United States and Nebraska Constitutions.
| Strand |
Scope |
Source |
| Electoral Process |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.3.1 |
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Civics and Economics
The learner will be able to
compare the election process at the local, state, and national levels of government, such as: a) nomination and promotion of candidates for elective office; b) similarities and differences between the major political parties; c) voter turnout; d) evaluation of the accuracy of campaign advertising; e) recognition of bias; and f) identification of how media reports, analysis, and editorials are different.
| Strand |
Scope |
Source |
| Electoral Process |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.3.2 |
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Civics and Economics
The learner will be able to
compare the policy-making process at the local, state, and national levels of government, such as: a) the basic law-making process within the respective legislative bodies; b) the interaction between the chief executives and the legislative bodies; c) the functions of departments, agencies, and regulatory bodies; d) the roles of political parties at the state and national levels; e) the ways that individuals and cultural, ethnic, and other interest groups can influence government policy makers; f) the impact of the media on public opinion and policy makers.
| Strand |
Scope |
Source |
| Government: Participation |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.3.3 |
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Civics and Economics
The learner will be able to
distinguish between the judicial systems established by the Nebraska Constitution and United States Constitution, such as: a) the organization and jurisdiction of Nebraska and United States courts; b) the exercise of the power of judicial review; c) the process of bringing and resolving criminal and civil cases in Nebraska's judicial system; d) the function and process of the juvenile system in Nebraska.
| Strand |
Scope |
Source |
| Law: Court System |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.3.4 |
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Civics and Economics
The learner will be able to
demonstrate an understanding of the rights and responsibilities of citizens in America by: a) describing ways individuals participate in the political process, such as registering and voting, communicating with government officials, participating in political campaigns, and serving on juries and in voluntary appointed positions; b) describing and evaluating common forms of credit, savings, investments, purchases, contractual agreements, warranties, and guarantees; c) analyzing career opportunities, such as individual abilities, skills, and education, and the changing supply and demand for those skills in the economy.
| Strand |
Scope |
Source |
| Citizenship: Rights/Responsibilities |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.3.8 |
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Civics and Economics
The learner will be able to
explain the fundamental ideals and principles that form the foundation of our republican form of government, such as inalienable rights, "life, liberty, and the pursuit of happiness," and the rule of law, justice, and equality under the law.
| Strand |
Scope |
Source |
| Bill of Rights |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.3.9 |
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Economics
The learner will be able to
draw conclusions about the development of money, savings, and credit.
| Strand |
Scope |
Source |
| Economics |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.3.8 |
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United States: 20th Century
The learner will be able to
compare different ways money can increase in value through savings and investment, such as bank savings accounts, investments in stocks and bonds, and investments in real estate and other valuable goods.
| Strand |
Scope |
Source |
| Stock Market |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.2.3 |
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Civics and Government
The learner will be able to
describe the government's role in the United States economy, such as: a) provision of public goods and services; b) protection of consumer rights, contracts, property rights, and the promotion of competition; c) impact of government policies, taxation, and government borrowing on individuals and businesses; d) dealing with third party costs and benefits, such as pollution and medical research.
| Strand |
Scope |
Source |
| US Economy: Fiscal Policy |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.3.6 |
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Civics and Government
The learner will be able to
explain the structure and operation of the United States economy by: a) explaining the concepts of scarcity, choice, trade-offs, specialization, productivity, inflation, profits, markets, and incentives; b) discussing what markets are, explaining supply and demand, and analyzing the effect of producer and consumer behavior on markets; c) explaining the role of individuals and businesses as consumers, savers, investors, and borrowers; d) explaining how institutions, such as banks, unions, legal systems, and non-profits evolve in market economics to help individuals and groups accomplish economic goals; e) explaining entrepreneurship, productivity, and standards of living, describing their relationship.
| Strand |
Scope |
Source |
| Goods/Services |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.3.5 |
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Historical Analysis
The learner will be able to
identify, analyze, and interpret primary sources, such as artifacts, diaries, letters, photographs, art documents, newspapers, and contemporary media, such as television, movies, selected literature and computer information systems to better understand events and life in United States history to 1877.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.9 |
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United States: 1877 to the Present
The learner will be able to
interpret patriotic slogans and excerpts from notable speeches in United States history since 1877, such as: "Ask not what your country can do for you . . ."; " . . . December 7, 1941, a date which will live in infamy."; "I have a dream . . ."; "Mr Gorbachev, tear down this wall!".
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.2.6 |
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Historical Analysis
The learner will be able to
develop skills for historical analysis, such as the ability to: a) make generalizations about events and life in United States History; b) recognize and explain how nationalism, race, religion, and ethnicity have influenced different points of view; c) distinguish fact from fiction by examining documentary sources; d) construct and interpret various time lines of United States History, such as landmark dates, technological and economic changes, social movements, military conflicts, and presidential elections; e) locate on a United States map all 50 states, the original 13 states, the states that formed the Confederacy, and states that entered the Union after 1877.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.2.7 |
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Debate and Persuasive Writing
The learner will be able to
evaluate different assessments of the causes, costs, and benefits of major events in recent American history to develop discussion, debate, and persuasive writing skills.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.2.8 |
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Civics and Economics
The learner will be able to
interpret economic and political issues as expressed in maps, tables, diagrams, charts, political cartoons, and economic graphs.
| Strand |
Scope |
Source |
| Data Interpretation |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.3.10 |
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Debate and Persuasive Writing
The learner will be able to
develop skills in discussion, debate and persuasive writing by analyzing historical situations and events, such as: a) different historical perspectives of people,such as Native Americans, Hispanic Americans, African Americans, European Americans, and Asian Americans; settlers, slaves and slave holders; Patriots and Tories; Federalists and Anti-Federalists; Confederates and Yankees; Republicans and Democrats; and rural and urban; b) Different evaluations of the causes, costs, and benefits of major events in American history up to 1877, such as the American Revolution, the Constitutional Convention, the Civil War and Reconstruction.
| Strand |
Scope |
Source |
| Communication: Oral |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.1.10 |
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Geography
The learner will be able to
use vocabulary and basic map reading skills such as those needed to interpret geographical and historical maps.
| Strand |
Scope |
Source |
| Map/Globe Skills |
Master |
NE: Standards, May 8, 1998, Grades 5-8, 8.3.10 |
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