Current through February 27, 2024
By the beginning of the sixth grade, pupils must know and be
able to do everything required in the previous grades for social studies
offered in public schools. Instruction in the sixth, seventh and eighth grades
in social studies must be designed so that pupils meet the following
performance standards by the completion of the eighth grade:
1. For the area of social studies
disciplinary skills:
(a) Construct compelling
questions based upon disciplinary concepts.
(b) Evaluate various answers to the
compelling questions constructed pursuant to paragraph (a) within and across
disciplines.
(c) Generate
supporting questions that will lead to inquiry and research on compelling
issues within a discipline in order to answer a compelling question generated
pursuant to paragraph (a).
(d)
Gather relevant information from multiple texts and evaluate the sourcing,
context and corroboration of the texts with close reading and disciplinary
skills.
(e) Identify multiple media
sources when investigating current issues and evaluate the credibility and
reliability of each such source.
(f) Using varied source material, strong
evidence and clear reasoning, develop an argument based on substantive
claims.
(g) Examine different
arguments and identify the strengths and limitations of each
argument.
(h) Construct organized
explanations of relevant concepts for various audiences and purposes using
evidence and reasoning.
(i)
Participate in rigorous academic discussions that emphasize multiple viewpoints
in which claims and evidence are acknowledged and critiqued.
(j) Draw on disciplinary concepts to explain
the challenges that persons have faced in the past or are facing currently and
the opportunities such persons have created in addressing local, regional and
global problems at various times and in various places.
(k) Apply a range of deliberative and
democratic procedures to make decisions and take action regarding important
contemporary roles.
2.
For the area of history:
(a) Compare the rise
and fall of kingdoms and empires throughout the ancient world, including,
without limitation, the governmental systems of such kingdoms or empires and
the political developments of such kingdoms or empires.
(b) Examine instances of conflict,
oppression, human rights violations and genocide that occurred in the ancient
world and the responses of persons to these instances.
(c) Describe factors that shaped the identity
of persons living in ancient civilizations, including, without limitation,
religion, language, social class, geography, culture and society.
(d) Interpret events throughout world history
from a variety of historical and cultural perspectives, including, without
limitation, interpreting such events from the perspective of:
(1) The Romans compared to the
barbarians;
(2) Conquered persons
compared to persons who conquer; and
(3) The Mongols compared to the Ming
Chinese.
(e) Interpret
events throughout the early history of the United States from a variety of
historical and cultural perspectives, including, without limitation,
interpreting such events from the perspective of:
(1) Native Americans compared to
settlers;
(2) Residents of northern
states in the United States compared to residents of southern states in the
United States; and
(3) Native-born
citizens of the United States compared to immigrants.
(f) Investigate cultural developments within
and across societies with attention to belief systems, philosophies, ideologies
and the arts.
(g) Analyze the
impact of technological developments on events, persons and cultures in the
ancient world and throughout world history.
(h) Analyze the use of conflict and diplomacy
in interactions in the ancient world and in global interactions.
(i) Compare the rise and fall of governmental
systems and political developments throughout world history.
(j) Examine instances of conflict,
oppression, human rights violations and genocide throughout the world as well
as responses to these violations.
(k) Describe the factors that shape identity,
including, without limitation, institutions, religion, language, social class,
geography, culture and society.
(l)
Interpret current events from a variety of cultural perspectives.
(m) Investigate the role of this State in the
world using the five themes of geography:
(1)
Place;
(2) Location;
(3) Human environment interaction;
(4) Movement; and
(5) Region.
(n) Assess the influence of diverse
ideologies on politics, society and culture throughout the early history of the
United States.
(o) Investigate the
factors that shaped group and national identity throughout the early history of
the United States and analyze how that relates to current views on American
identity.
(p) Evaluate the causes
and effects of regional differences throughout the early history of the United
States.
(q) Analyze the influence
of diverse cultural traditions on early American society.
(r) Analyze the impact of the political,
social, cultural, economic, religious, geographic, intellectual and artistic
changes throughout the history of the United States.
(s) Explain how persons and events throughout
the history of this State influenced the larger national context and are
influenced by the larger national context.
(t) Analyze the impact of westward expansion
on the Native American communities in this State.
(u) Investigate the migration and immigration
patterns to this State as a part of the history of the United States.
(v) Evaluate the use of conflict and
diplomacy in international relations from the perspective of the United
States.
(w) Investigate the causes,
impacts and attitudes towards conflict and war from various points of view
throughout the early history of the United States.
3. For the area of geography:
(a) Use and construct maps and images to
explain and analyze regional, environmental and cultural characteristics in
early civilizations and various places around the world.
(b) Explain how changes in transportation,
communication and technology influenced the movement of persons, goods and
ideas in civilizations, including, without limitation, in early civilization
and throughout the early history of the United States.
(c) Explain how changes in population
distribution, including, without limitation, movement to urban areas and
changes due to flooding, disease and slavery, caused changes in land and water
use in early civilizations.
(d)
Explain how global changes in population distribution patterns cause changes in
land use in particular areas.
(e)
Explain how the relationship between the environmental characteristics of a
place and the production of goods influences the spatial patterns of world
trade.
(f) Analyze and explain the
cultural, physical and environmental characteristics of places and regions and
how these characteristics affect the lives of persons who live in such places
and regions.
(g) Explain how the
human, physical and environmental characteristics of early regions in the
United States influenced and impacted the creation of new cultures.
(h) Explain how global circumstances affected
changes in immigration, land use and population distribution in various regions
throughout the early history of the United States.
(i) Explore the causes, motivations and
consequences of voluntary and forced migration and immigration in the early
history of the United States, including, without limitation:
(1) The Trail of Tears;
(2) Western movement; and
(3) The Great Migration.
4. For the area of economics:
(a) Differentiate between economic systems
and patterns of trade and describe how such systems and patterns impact
civilizations.
(b) Assess the
economics of ancient civilizations, various nations and the early history of
the United States, including, without limitation, assessing such civilizations
and nations based on trade, resources, labor and monetary systems.
(c) Explain how trade impacted economic
growth, labor markets, rights of citizens, the environment and the distribution
of resources and income in different ancient civilizations.
(d) Explain how supply and demand, costs and
competition influence market prices, wages and social and environmental
outcomes.
(e) Explain and evaluate
how economic policies impact persons, businesses, government structures and
international organizations from a local scale to a global scale.
(f) Investigate the impact of global trade
policies on nations and the citizens of such nations.
(g) Analyze the role of innovations and
entrepreneurship in institutions throughout the early history of the United
States.
(h) Evaluate how the
economic policies implemented as a result of the Louisiana Purchase, the slave
trade, the plantation economy and the period of Reconstruction impacted
persons, businesses and society.
(i) Investigate the effects of the foreign
economic policy of the United States nationally and globally throughout the
early history of the United States.
5. For the area of civics:
(a) Describe the different political, civil,
religious and economic organizations of early civilizations and throughout the
history of the United States.
(b)
Compare a current global issue to a historical event from an ancient
civilization and propose a solution to the issue based upon knowledge of past
outcomes.
(c) Compare and contrast
governmental structures, processes and laws within and across early
civilizations.
(d) Distinguish and
apply the powers and responsibilities of global citizens, interest groups and
the media in a variety of governmental and nongovernmental contexts.
(e) Describe the roles of political, civil
and economic organizations in shaping the lives of persons.
(f) Investigate a current global issue and
propose a course of action to solve it.
(g) Examine the origins, purposes and impact
of laws, treaties and international agreements.
(h) Examine the role the media played in
shaping public perception and policies throughout the early history of the
United States.
(i) Analyze the
expansion of representative government throughout the early history of the
United States.
(j) Compare a
current national issue to a historical event from the early history of the
United States in order to propose a solution to the issue based upon knowledge
of past outcomes.
(k) Evaluate the
social, political and economic changes that have impacted the evolution of laws
throughout the history of the United States.
6. For the area of multicultural education:
(a) Analyze the ways in which dominant
cultures have oppressed conquered persons or minority groups throughout early
civilizations as well as the responses of those groups to this
oppression.
(b) Assess the impacts
of cultural diffusion when diverse groups interacted within and across early
civilizations.
(c) Investigate the
ways in which civilizations built communities of respect, equity and diversity
throughout early world history.
(d)
Analyze the intellectual, cultural, religious and artistic contributions to our
modern world of racially and ethnically diverse persons.
(e) Explore instances of oppression in the
modern world as well as individual and group resistance movements for social
justice that have developed in response.
(f) Investigate the ways in which persons and
nations build communities of respect, equity and diversity throughout the world
today.
(g) Discuss the
contributions of racially and ethnically diverse leaders to the advancement of
communities and nations around the world.
(h) Analyze the causes, impact and abolition
of slavery in the history of the United States.
(i) Analyze the ways in which dominant
cultures have oppressed groups through institutionalized discrimination
throughout the history of the United States.
(j) Evaluate the impact of persons and reform
movements on the struggle for greater civil rights and liberties throughout the
early history of the United States.
(k) Discuss the contributions of racially and
ethnically diverse leaders to the advancement of our community and
nation.
(l) Analyze the
intellectual, cultural, religious and artistic contributions of diverse persons
throughout the early history of the United States.
Added to NAC by Bd. of
Education by R074-00, eff. 6-20-2000; A by R011-09, 10-27-2009; A by
R056-17AP,
eff. 8/30/2018
NRS
385.080,
385.114,
389.021,
389.520