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Elkhorn Public Schools |
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Social Studies |
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Social Studies - American History |
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Native Americans and Europeans
The learner will be able to
analyze and explain the contacts between Native Americans and European settlers during the Age of Discovery, identifying factors such as: a) economic and cultural characteristics of the groups; b) motives and strategies of the explorers and settlers; c) impact of European settlement on the Native Americans; d) legacies of contact, cooperation, and conflict from that period.
| Strand |
Scope |
Source |
| Indigenous People |
Master |
NE: Standards, May 8, 1998, 12.3.1 |
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Colonization
The learner will be able to
analyze and explain the colonization of the American colonies, identifying factors such as: a) motivations of ethnic and religious groups, and how immigrants influenced the settlement of the colonies; b) economic activity; c) political developments; d) social customs, the arts, and religious beliefs.
| Strand |
Scope |
Source |
| Colonial America |
Master |
NE: Standards, May 8, 1998, 12.3.2 |
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Revolutionary Period
The learner will be able to
analyze and explain events and ideas of the Revolutionary Period, such as: a) changes in British policies that provoked the American colonists; b) the debate within America concerning separation from Britain; c) the Declaration of Independence and "Common Sense"; d) leaders; e) key battles, military turning points, and strategic decisions.
| Strand |
Scope |
Source |
| Revolutionary War |
Master |
NE: Standards, May 8, 1998, 12.3.3 |
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Constitutional Era
The learner will be able to
analyze the events and ideas of the Constitutional Era, such as: a) the Articles of Confederation and the Declaration of Independence; b) issues and policies affecting relations among existing and future states, such as the Northwest Ordinance; c) the Constitutional Convention, such as the leadership of James Madison and George Washington; d) the struggle for ratification of the Constitution, such as the Federalist Papers and Anti-Federalists arguments; e) the addition of the Bill of Rights to the Constitution.
| Strand |
Scope |
Source |
| Constitutional Convention |
Master |
NE: Standards, May 8, 1998, 12.3.4 |
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Early Republic
The learner will be able to
analyze and explain events of the Early National Period such as: a) organization of the national government under the new constitution; b) major domestic and foreign affairs issues facing the first presidents and Congress; c) the development of political parties; d) the impact of Supreme Court cases such as Marbury v. Madison and McCulloch v. Maryland, on the interpretation of the Constitution; e) foreign relations and conflicts, such as the War of 1812 and the Monroe Doctrine; f) the Louisiana Purchase and the acquisition of Florida; g) economic development, trade, tariffs, taxation and trends in the national debt.
| Strand |
Scope |
Source |
| Presidents: Washington-Pierce |
Master |
NE: Standards, May 8, 1998, 12.3.5 |
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Civil War and Reconstruction
The learner will be able to
analyze the causes and effects of major events of the Civil War and Reconstruction, such as: a) slavery; b) States' Rights Doctrine; c) tariffs and trade; d) settlement of the West; e) secession; f) military advantages of the Union and the Confederacy; g) threat of foreign intervention; h) economic and political impact of the war; i) roles played by individual leaders; j) impact of Reconstruction policies on the South.
| Strand |
Scope |
Source |
| Civil War |
Master |
NE: Standards, May 8, 1998, 12.3.6 |
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Immigration
The learner will be able to
analyze the impact of immigration on American life, identifying factors, such as: a) contributions of Native Americans, Hispanic Americans, African Americans, European Americans, Asian Americans, immigrant groups and individuals; b) ethnic conflict and discrimination; c) the United States domestic policies.
| Strand |
Scope |
Source |
| Immigration |
Master |
NE: Standards, May 8, 1998, 12.3.7 |
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Industrial Revolution
The learner will be able to
summarize causes and effects of the Industrial Revolution identifying factors, such as: a) new inventions and industrial production methods; b) new technologies in transportation and communication; c) incentives for capitalism and free enterprise; d) the impact of immigration on labor supply and the movement to organize workers; e) improvements in standards of living, life expectancy, and living conditions; f) child labor, working conditions, and the rise of organized labor; g) government policies affecting trade, monopolies, taxation, and money supply; h) muckraking literature and the rise of the Progressive Movement; i) women's suffrage and temperance movements, describing their impact on society; j) political changes at the local, state, and national levels.
| Strand |
Scope |
Source |
| Industrial Revolution |
Master |
NE: Standards, May 8, 1998, 12.3.8 |
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World War I
The learner will be able to
analyze and explain the importance of World War I, identifying factors, such as: a) the end of the Ottoman Empire and the creation of new states in the Middle East; b) the declining role of Great Britain and the expanding role of the United States in world affairs; c) political, social, and economic change in Europe and the United States; d) causes of World War I.
| Strand |
Scope |
Source |
| World War I |
Master |
NE: Standards, May 8, 1998, 12.3.9 |
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The Great Depression
The learner will be able to
analyze and explain the Great Depression, explaining factors, such as: a) causes and effects of changes in business cycles; b) weaknesses in key sectors of the economy in the late 1920's; c) United States government economic policies in the late 1920's; d) causes and effects of the Stock Market Crash; e) the impact of the Depression on the American people; f) the impact of New Deal policies; g) the impact of the expanded role of government in the economy since the 1930's.
| Strand |
Scope |
Source |
| New Deal |
Master |
NE: Standards, May 8, 1998, 12.3.10 |
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World War II
The learner will be able to
demonstrate an understanding of the origins and effects of World War II, identifying events and factors, such as: a) the rise and aggression of totalitarian regimes in Germany, Italy, and Japan; b) the rise of Fascism, Nazism, and Communism in the 1930's and 1940's and the response of Europe and the United States; c) the role of the Soviet Union; d) appeasement, isolationism, and war debates in Europe and the United States prior to the outbreak of war; e) the impact of mobilization for war, at home and abroad; f) major battles, military turning points, and key strategic decisions; g) the Holocaust and its impact; h) the reshaping of the United States' role in world affairs after the war; i) major changes in Eastern Europe, China, Southeast Asia, and Africa following the war.
| Strand |
Scope |
Source |
| World War II |
Master |
NE: Standards, May 8, 1998, 12.3.11 |
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Post-World War II
The learner will be able to
analyze and explain United States foreign policy since World War II, identifying factors, such as: a) the origins of the Cold War and the foreign and domestic consequences; b) communist containment policies in Europe, Latin America, and Asia; c) McCarthyism and the fear of communist influence within the United States; d) strategic and economic factors in Middle East policy; e) relations with South Africa and other African nations; f) the collapse of communism and the end of the Cold War; g) new challenges to America's leadership role in the world; h) confrontations with the Soviet Union in Berlin and Cuba; i) NATO and other alliances, and the United States' role in the United Nations; j) nuclear weapons and the arms race; k) military conflicts in Korea, Vietnam, and the Middle East.
| Strand |
Scope |
Source |
| Cold War |
Master |
NE: Standards, May 8, 1998, 12.3.12 |
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Civil Rights
The learner will be able to
evaluate developments in federal civil rights and voting rights since the 1950's such as: a) the Brown v. Board of Education decision and its impact on education; b) civil rights demonstrations and related activities leading to desegregation of public accommodations, transportation, housing, and employment; c) the impact of reapportionment cases and voting rights legislation on political participation and representation; d) affirmative action.
| Strand |
Scope |
Source |
| Civil Rights Movement |
Master |
NE: Standards, May 8, 1998, 12.3.13 |
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Contemporary Domestic Policy
The learner will be able to
demonstrate an understanding of domestic policy issues in contemporary American society by comparing conservative and liberal economic strategies.
| Strand |
Scope |
Source |
| Domestic Policy |
Master |
NE: Standards, May 8, 1998, 12.3.14 |
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Contemporary Domestic Policy
The learner will be able to
demonstrate an understanding of domestic policy issues in contemporary American society by explaining current patterns of Supreme Court decisions and evaluating their impact.
| Strand |
Scope |
Source |
| Supreme Court |
Master |
NE: Standards, May 8, 1998, 12.3.14 |
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Contemporary Domestic Policy
The learner will be able to
demonstrate an understanding of domestic policy issues in contemporary American society by comparing the positions of political parties and interest groups on major issues.
| Strand |
Scope |
Source |
| Political Party System |
Master |
NE: Standards, May 8, 1998, 12.3.14 |
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Government and Economics
The learner will be able to
compare the United States constitutional system in 1789 with forms of democracy that developed in ancient Greece and Rome, in England, and in the American colonies and states in the 18th century.
| Strand |
Scope |
Source |
| Government: Types |
Master |
NE: Standards, May 8, 1998, 12.4.1 |
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Government and Economics
The learner will be able to
identify and explain the Declaration of Independence, the Articles of Confederation, and the constitutions of the United States and Nebraska describing their treatment of fundamental political principles, such as constitutionalism, and limited government; rule of law; democracy and republicanism; sovereignty; consent of the governed; separation of powers; checks and balances; and federalism.
| Strand |
Scope |
Source |
| Constitution |
Master |
NE: Standards, May 8, 1998, 12.4.2 |
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Government and Economics
The learner will be able to
identify and explain the Declaration of Independence, and Articles of Confederation, and the constitutions of the United States and Nebraska describing their treatment of fundamental liberties, rights, and values, such as religion, speech, press, assembly and petition, due process, equality under the law, individual worth and dignity, and majority rule and minoritiy rights.
| Strand |
Scope |
Source |
| Law: Rule of Law |
Master |
NE: Standards, May 8, 1998, 12.4.2 |
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Government and Economics
The learner will be able to
identify examples of fundamental American political principles contained in the Nebraska Constitution, the Declaration of Independence, the United States Constitution, and the Federalist Papers, comparing them to principles of government and law developed by leading European political thinkers, such as Locke, Hobbes, Montesquieu, Rousseau, and Blackstone.
| Strand |
Scope |
Source |
| Democratic Principles |
Master |
NE: Standards, May 8, 1998, 12.4.3 |
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Government and Economics
The learner will be able to
analyze the amendments to the United States Constitution, identifying factors, such as the conflict they addressed and the reasons for their adoption.
| Strand |
Scope |
Source |
| Bill of Rights |
Master |
NE: Standards, May 8, 1998, 12.4.4 |
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Government and Economics
The learner will be able to
summarize landmark Supreme Court interpretations of the United States Constitution and its amendments, such as basic freedoms, due process, equal protection of the law, and government powers, analyzing the historical trends and contemporary patterns of United States Supreme Court decisions.
| Strand |
Scope |
Source |
| Supreme Court |
Master |
NE: Standards, May 8, 1998, 12.4.5 |
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Government and Economics
The learner will be able to
identify and explain the fundamental concepts of democracy, focusing on the equality of all citizens under the law; the fundamental worth and dignity of the individual; majority rule and minority rights; the necessity of compromises; individual freedom; and the rule of law.
| Strand |
Scope |
Source |
| Law: Rule of Law |
Master |
NE: Standards, May 8, 1998, 12.4.6 |
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Government and Economics
The learner will be able to
analyze and compare national and state governments, identifying factors, such as: a) the structures, functions, and authority of each; b) the principles of federalism, separation of powers, and checks and balances; c) the extent to which power is shared rather than divided or separated; d) procedures for constitutional amendment.
| Strand |
Scope |
Source |
| Government: Federal |
Master |
NE: Standards, May 8, 1998, 12.4.8 |
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Government and Economics
The learner will be able to
explain how United States and Nebraska legislative, executive, and judicial institutions make public policy, through vehicles, such as: a) legislation, regulations, executive orders, and judicial review; b) constitutional requirements and institutional procedures; c) specific policies related to foreign affairs, civil rights, and economics and the budget.
| Strand |
Scope |
Source |
| Constitution |
Master |
NE: Standards, May 8, 1998, 12.4.9 |
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Government and Economics
The learner will be able to
identify and distinguish among the units of local government in Nebraska, such as counties, cities, towns, and regional authorities by analyzing a local public issue.
| Strand |
Scope |
Source |
| Government: Function |
Master |
NE: Standards, May 8, 1998, 12.4.10 |
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Government and Economics
The learner will be able to
compare a unicameral with a bicameral form of government.
| Strand |
Scope |
Source |
| Government: State |
Master |
NE: Standards, May 8, 1998, 12.4.11 |
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Government and Economics
The learner will be able to
explain and give current examples of how political parties, interest groups, the media and individuals influence the policy agenda and decision making of government institutions.
| Strand |
Scope |
Source |
| Political Party System |
Master |
NE: Standards, May 8, 1998, 12.4.12 |
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Government and Economics
The learner will be able to
describe campaigns for national, state, and local elective office, identifying factors, such as: a) the nominating process; b) campaign funding and spending; c) the influence of media coverage, campaign advertising, and public opinion polls; d) demographic causes and political effects of reapportionment and redistricting; e) voter turnout and the constituencies of the major political parties; f) the Electoral College.
| Strand |
Scope |
Source |
| Political Party System |
Master |
NE: Standards, May 8, 1998, 12.4.13 |
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Government and Economics
The learner will be able to
explain the rights, responsibilities, and benefits of citizenship in the United States and Nebraska.
| Strand |
Scope |
Source |
| Citizenship |
Master |
NE: Standards, May 8, 1998, 12.4.14 |
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Government and Economics
The learner will be able to
develop the skills needed for informed participation in public affairs by: a) analyzing public issues; b) evaluating candidates for public office; c) evaluating the performance of public officials; d) communicating with public officials.
| Strand |
Scope |
Source |
| Citizenship: Rights/Responsibilities |
Master |
NE: Standards, May 8, 1998, 12.4.15 |
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Geography
The learner will be able to
explain relationships between geography and the historical development of the United States by using maps, pictures, and computer databases to locate and explain the location and expansion of the original English colonies.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
NE: Standards, May 8, 1998, 12.3.15 |
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Geography
The learner will be able to
explain relationships between geography and the historical development of the United States by using maps pictures, and computer databases to trace the advance of the frontier and the territorial expansion of the United States, explaining how it was influenced by the physical environment.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
NE: Standards, May 8, 1998, 12.3.15 |
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Migration and Settlement
The learner will be able to
explain relationships between geography and the historical development of the United States by using maps, pictures, and computer databases to understand the settlement patterns, migration routes, and cultural influence of various racial, ethnic, and religious groups.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
NE: Standards, May 8, 1998, 12.3.15 |
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Historical Interpretation
The learner will be able to
interpret the significance of excerpts from famous speeches and documents in the United States history, such as: a) The United States Constitution; b) The Bill of Rights; c) "The Letter from Birmingham Jail"; d) "Speak softly and carry a big stick . . ."; e) The Gettysburg Address.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
NE: Standards, May 8, 1998, 12.3.16 |
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Historical Interpretation
The learner will be able to
analyze documents, records, and data, such as artifacts, diaries, letters, photographs, journals, newspapers, and historical accounts.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
NE: Standards, May 8, 1998, 12.3.17 |
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Historical Interpretation
The learner will be able to
evaluate the authenticity, authority, and credibility of sources.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
NE: Standards, May 8, 1998, 12.3.17 |
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Historical Interpretation
The learner will be able to
formulate historical questions and defend findings based on inquiry and interpretation.
| Strand |
Scope |
Source |
| Historical Analysis |
Master |
NE: Standards, May 8, 1998, 12.3.17 |
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Historical Interpretation
The learner will be able to
develop perspectives of time and place, such as the construction of various time lines of events, periods, and personalities in American History.
| Strand |
Scope |
Source |
| Historical Awareness |
Master |
NE: Standards, May 8, 1998, 12.3.17 |
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Geography
The learner will be able to
explain relationships between geography and the historical development of the United States by using maps, pictures, and computer databases to locate new states as they were added to the Union.
| Strand |
Scope |
Source |
| US Geography |
Master |
NE: Standards, May 8, 1998, 12.3.15 |
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Economics and Geography
The learner will be able to
explain relationships between geography and the historical development of the United States by using maps, pictures, and computer databases to compare patterns of agricultural and industrial development in different regions as they relate to natural resources, markets, and trade.
| Strand |
Scope |
Source |
| Human-Environment Interaction |
Master |
NE: Standards, May 8, 1998, 12.3.15 |
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Geography
The learner will be able to
explain relationships between geography and the historical development of the United States by using maps, pictures, and computer databases to analyze the political, social, and economic implications of demographic changes in the nation over time.
| Strand |
Scope |
Source |
| Human-Environment Interaction |
Master |
NE: Standards, May 8, 1998, 12.3.15 |
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Historical Analysis
The learner will be able to
communicate findings of historical research orally, in brief analytical essays, and in a comprehensive paper.
| Strand |
Scope |
Source |
| Communication: Written |
Master |
NE: Standards, May 8, 1998, 12.3.17 |
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Debate and Persuasive Writing
The learner will be able to
develop discussion, debate, and persuasive writing skills, focusing on enduring issues and demonstrating how divergent viewpoints have been addressed and reconciled, such as: a) civil disobedience vs. the rule of law; b) the relationship of government to the individual in economic planning and social programs; c) freedom of the press vs. the right to a fair trial; d) the tension between majority rule and minority rights; e) problems of intolerance toward racial, ethnic, and religious groups in American society; f) the evolution of rights, freedoms, and protections through political and social movements.
| Strand |
Scope |
Source |
| Communication: Oral |
Master |
NE: Standards, May 8, 1998, 12.3.18 |
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Government and Economics
The learner will be able to
analyze in writing, discussion, and debate, current issues confronting local, state, and national governments in terms of perennial challenges to democracies, such as conflicts between: a) majority rule and minority rights; b) individual rights and the public interest; c) levels of taxation and the expectation of public services; d) state and national authority in a federal system.
| Strand |
Scope |
Source |
| Communication: Oral |
Master |
NE: Standards, May 8, 1998, 12.4.7 |
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Government and Economics
The learner will be able to
compare the United States political and economic systems with those of major democratic and authoritarian nations, focusing on factors, such as: a) the structures and powers of political institutions. b) the rights and powers of the governed, such as grass roots citizen movements; c) economic goals, institutions, and the role of government in the economy; d) the relationships between economic freedom and political freedom; e) the allocation of resources and its impact on productivity.
| Strand |
Scope |
Source |
| Economic Systems |
Master |
NE: Standards, May 8, 1998, 12.4.16 |
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Government and Economics
The learner will be able to
analyze the United States market economy, identifying factors, such as: a) labor, capital, and natural resources; b) the role of private ownership, private enterprise, and profits; c) the relationships of households, firms, and government; d) labor/management relationships; e) relationships to the global economy.
| Strand |
Scope |
Source |
| World Economy |
Master |
NE: Standards, May 8, 1998, 12.4.17 |
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Government and Economics
The learner will be able to
analyze the role of government in the United States economy, explaining factors, such as: a) interstate commerce and international trade policies; b) providing favorable conditions for markets; c) providing public goods and services; d) protecting the environment; e) promoting economic growth.
| Strand |
Scope |
Source |
| US Economy |
Master |
NE: Standards, May 8, 1998, 12.4.18 |
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Government and Economics
The learner will be able to
diagram the concepts of scarcity, opportunity costs, and the types of economic systems that deal with unlimited wants and limited resources.
| Strand |
Scope |
Source |
| Supply |
Master |
NE: Standards, May 8, 1998, 12.4.19 |
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Government and Economics
The learner will be able to
discuss the economic goals of growth, stability, full employment, efficiency, equity and justice, explaining the need for tradeoffs as these goals are pursued.
| Strand |
Scope |
Source |
| Employment |
Master |
NE: Standards, May 8, 1998, 12.4.20 |
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Government and Economics
The learner will be able to
explain how forces of supply and demand in a market system answer basic economic questions, such as what to produce; how to produce; and for whom to produce.
| Strand |
Scope |
Source |
| Goods/Services |
Master |
NE: Standards, May 8, 1998, 12.4.21 |
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Government and Economics
The learner will be able to
define the basic economic indicators, such as Gross Domestic Product, employment statistics, and other measures of economic conditions.
| Strand |
Scope |
Source |
| Gross Domestic Product |
Master |
NE: Standards, May 8, 1998, 12.4.22 |
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Government and Economics
The learner will be able to
discuss the concepts of comparative and absolute advantage as well as the fundamentals of international trade.
| Strand |
Scope |
Source |
| World Economy |
Master |
NE: Standards, May 8, 1998, 12.4.23 |
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Government and Economics
The learner will be able to
explain the interrelationship of producers, consumers, and government in the American economic system.
| Strand |
Scope |
Source |
| Economic Systems |
Master |
NE: Standards, May 8, 1998, 12.4.24 |
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Government and Economics
The learner will be able to
explain the impact of monetary and fiscal policy in achieving local, state, and national economic goals.
| Strand |
Scope |
Source |
| US Economy: Fiscal Policy |
Master |
NE: Standards, May 8, 1998, 12.4.25 |
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