K-12 Iowa Core in Social Studies
6th Grade: World Regions and Cultures
In sixth grade, students will focus on geography, history, and culture in global regions. Students will analyze regional, physical, and cultural characteristics of places. The analysis will show how these factors influenced people who lived there and how the people and characteristics have changed over time.
Inquiry Anchor Standard
Inquiry Standard
Constructing Compelling Questions
SS.6.1. Explain how disciplinary concepts and ideas are associated with a compelling question.
Constructing Supporting Questions
SS.6.2. Identify the relationship between supporting questions and compelling questions in an inquiry.
Gathering and Evaluating Sources
SS.6.3. Gather relevant information from primary and secondary sources using the origin and authority of the source to guide the selection.
SS.6.4. With teacher direction, evaluate the credibility of primary and secondary sources by determining their relevance and intended use.
Developing Claims and Using Evidence
SS.6.5. With teacher direction, identify evidence that draws information from multiple perspectives and sources to support claims, noting evidentiary limitations.
SS.6.6. With teacher direction, develop claims and counterclaims while pointing out the strengths and limitations of both.
Communicating and Critiquing Conclusions
SS.6.7. With teacher direction, construct arguments using claims and evidence from multiple sources.
SS.6.8. With guided practice, construct responses to compelling questions supported by reasoning and evidence.
SS.6.9. Present original arguments based on credible sources using a variety of media to authentic audiences.
SS.6.10. With teacher direction, analyze the disciplinary arguments of peers’ for credibility.
Taking Informed Action
SS.6.11. Explain the challenges and opportunities people face when taking action to address problems, including predicting possible results.
SS.6.12. Apply a range of deliberative and democratic procedures to make decisions and take action in classrooms, schools, and communities.
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Examine Factors that Led to Continuity and Change in Human and Group Behavior
SS.6.13. Identify what makes up a culture and examine how people acquire their cultural beliefs and value systems.
Recognize the Interaction Between Individuals and Various Groups
SS.6.14. Explain how groups form in our society, and how groups, as well as the individuals within those groups, can influence each other.
Assess the Global Economy
SS.6.15. Distinguish how varying economic systems impact a nation and its citizens.
Create Geographic Representations
SS.6.16. Utilize and construct geographic representations to explain and analyze regional, environmental, and cultural characteristics.
Evaluate Human Environment Interaction
SS.6.17. Analyze and explain the cultural, physical, and environmental characteristics of places and regions and how this affects the life of the people who live there.
Analyze Human Population Movements and Patterns
SS.6.18. Explain how changes in transportation, communication, and technology influence the movement of people, goods, and ideas in various countries.
Analyze Global Interconnections
SS.6.19. Explain how global changes in population distribution patterns affect changes in land use in particular countries or regions.
Analyze Change, Continuity, and Context
SS.6.20. Analyze connections among historical events and developments in various geographic and cultural contexts.
Compare Perspectives
SS.6.21. Explain how and why perspectives of people have changed throughout different historical eras.
Justify Causation and Argumentation
SS.6.22. Explain multiple causes and effects of events and developments in the past.
Iowa History
SS.6.23. Compare Iowa’s geography, natural resources and climate to other regions of the world.
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6th Grade Financial Literacy
Develop Financial and Career Goals
SS.6.24. Explain how personal financial decisions are influenced by an individual’s interpretation of needs and wants. (21st century skills)
Create a Saving and Spending Plan
SS.6.25. Demonstrate how to allocate income for spending, saving and giving. (21st century skills)
Analyze Credit and Debt Levels
SS.6.26. Explain how debit cards differ from credit cards, gift cards, and savings accounts. (21st century skills)
Evaluate Savings and Long Term Investments
SS.6.27. Identify the advantages and disadvantages of various savings tools. (21st century skills)
Measure Risk Management Tools
SS.6.28. Describe how to protect one’s identity from common threats. (21st century skills)
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K-12 Iowa Core in Social Studies
7th Grade: Contemporary Global Studies
In seventh grade, students will explore global perspectives on contemporary issues and worldwide interdependence. The interconnected world we live in today requires that Iowa students be well-educated about worldwide issues to cultivate diplomacy, effective citizenship, and global competitiveness. Students could examine challenges facing the world community such as hunger, population, conflict, global environmental challenges, human rights, poverty, energy scarcity, global health, education, immigration, globalization, and other political, economic, social, and ecological concerns.
Inquiry Anchor Standard
Inquiry Standard
Constructing Compelling Questions
SS.7.1. Compare disciplinary concepts and ideas associated with a compelling question.
Constructing Supporting Questions
SS.7.2. Create supporting questions to help answer the compelling question in an inquiry.
Gathering and Evaluating Sources
SS.7.3. Gather relevant information from primary and secondary sources using the origin, authority, structure, and context of the sources to guide the selection.
SS.7.4. With guided practice, evaluate the credibility of primary and secondary sources by determining their relevance and intended use.
Developing Claims and Using Evidence
SS.7.5. With guided practice, identify evidence that draws information from multiple perspectives and sources to support claims, noting evidentiary limitations.
SS.7.6. With guided practice, develop claims and counterclaims while pointing out the strengths and limitations of both.
Communicating and Critiquing Conclusions
SS.7.7. With guided practice, construct arguments using claims and evidence from multiple sources.
SS.7.8. Independently construct responses to compelling questions supported by reasoning and evidence.
SS.7.9. Present original arguments based on credible sources using a variety of media to authentic audiences.
SS.7.10. With guided practice, analyze disciplinary arguments of peers for credibility.
Taking Informed Action
SS.7.11. Explain the challenges people face and opportunities they create in addressing local, regional, and global problems at various times and places.
SS.7.12. Apply a range of deliberative and democratic procedures to make decisions and take action in classrooms, schools, and communities.
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7th grade: Contemporary Global Studies
Examine Factors that Led to Continuity and Change in Human and Group Behavior
SS.7.13. Identify social, political and economic factors that can influence our thoughts and behavior.
Recognize the Interaction Between Individuals and Various Groups
SS.7.14. Examine what causes inequalities and how they exist within a society.
Analyze Civic and Political Institutions
SS.7.15. Distinguish and apply the powers and responsibilities of global citizens, interest groups and the media in a variety of governmental and nongovernmental contexts. (21st century skills)
SS.7.16. Examine the origins, purposes, and impact of laws, treaties, and international agreements. (21st century skills)
SS.7.17. Describe the roles of political, civil, and economic organizations in shaping people's lives. (21st century skills)
Engage in Economic Decision Making
SS.7.18. Explain and evaluate how economic decisions affect the wellbeing of individuals, businesses, and society.
Critique Exchange and Markets
SS.7.19. Explain how external benefits, costs, supply and demand, and competition influence market prices, wages, and outcomes.
Assess the Global Economy
SS.7.20. Investigate the impact of trade policies and barriers on a nation and its citizens.
Analyze Human Population Movements and Patterns
SS.7.21. Evaluate the push and pull factors involved in human population movement and patterns.
Analyze Global Interconnections
SS.7.22. Explain how the relationship between the environmental characteristics of places and production of goods influences the spatial patterns of world trade.
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SS.7.23. Explain how global changes in population distribution patterns affect changes in land use in particular areas.
Analyze Change, Continuity, and Context
SS.7.24. Analyze connections among historical events and developments in contemporary global issues.
Compare Perspectives
SS.7.25. Explain how and why perspectives on various contemporary issues have changed over time.
Justify Causation and Argumentation
SS.7.26. Explain multiple causes and effects of various contemporary global events and developments.
Iowa History
SS.7.27. Analyze the role that Iowa plays in contemporary global issues.
Develop Financial and Career Goals
SS.7.28. Predict the relationship between financial goals and achievements. (21st century skills)
Create a Saving and Spending Plan
SS.7.29. Analyze how external factors, such as marketing and advertising techniques, might influence spending decisions. (21st century skills)
Analyze Credit and Debt Levels
SS.7.30. Explain an individual's rights and responsibilities as a consumer. (21st century skills)
Evaluate Savings and Long Term Investments
SS.7.31. Explain how an investment differs from a savings account in potential risks and returns. (21st century skills)
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K-12 Iowa Core in Social Studies
8th Grade: United States History and Civic Ideals
In eighth grade, students focus on the history of the United States including the American founding and establishment of democratic principles. Students will analyze the powers and civic responsibilities of citizens and examine the origins, functions, and structure of the U.S. government. As a result, students will gain an understanding of historical events in early American history, democratic principles, individual rights, and government institutions.
Inquiry Anchor Standard
Inquiry Standard
Constructing Compelling Questions
SS.8.1. Explain points of agreement and disagreement of disciplinary concepts and ideas associated with a compelling question.
Constructing Supporting Questions
SS.8.2. Construct supporting questions that demonstrate the relationship between them and the compelling question in an inquiry.
Gathering and Evaluating Sources
SS.8.3. Gather relevant information from multiple sources using the origin, authority, structure, context, and corroborative value of the sources to guide the selection.
SS.8.4. Independently, evaluate the credibility of primary and secondary sources by determining their relevance and intended use.
Developing Claims and Using Evidence
SS.8.5. Independently, identify evidence that draws information from multiple perspectives and sources to support claims, noting evidentiary limitations.
SS.8.6. Independently, develop claims and counterclaims while pointing out the strengths and limitations of both.
SS.8.7. Independently, construct arguments using claims and evidence from multiple sources.
Communicating and Critiquing Conclusions
SS.8.8. Construct responses to compelling questions supported by reasoning and evidence while acknowledging the strengths and weaknesses of the explanations.
SS.8.9. Present original arguments based on credible sources using a variety of media to authentic audiences.
SS.8.10. Independently, analyze disciplinary arguments of peers for credibility.
Taking Informed Action
SS.8.11. Analyze how a specific problem can manifest itself at the local, regional, and global levels over time, identifying its characteristics and causes, and the challenges and opportunities faced by those trying to address the problem.
SS.8.12. Apply a range of deliberative and democratic procedures to make decisions and take action in classrooms, schools, and communities.
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Analyze Civic and Political Institutions
SS.8.13. Explain the powers and responsibilities of citizens, political parties, and the media in a variety of governmental and nongovernmental contexts. (21st century skills)
SS.8.14. Examine and explain the origins, functions and structure of government with reference to the US Constitution and other founding documents, branches of government, bureaucracies, and other systems and its effectiveness on citizens. (21st century skills)
Engage in Economic Decision Making
SS.8.15. Evaluate how economic decisions affect the wellbeing of individuals, businesses, and society.
Critique Exchange and Markets
SS.8.16. Analyze the role of innovation and entrepreneurship in institutions throughout early American history in a market economy.
Evaluate the National Economy
SS.8.17. Use historical evidence to evaluate the state of regional economies throughout early American history.
Evaluate Human Environment Interaction
SS.8.18. Explain how the physical and human characteristics of places and regions influence culture.
Analyze Human Population Movements and Patterns
SS.8.19. Explain how push and pull factors contributed to immigration and migration in early American history.
Analyze Global Interconnections
SS.8.20. Explain how global interconnections influenced early American history.
Analyze Change, Continuity, and Context
SS.8.21. Analyze connections among early American historical events and developments in broader historical contexts.
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Compare Perspectives
SS.8.22. Explain how and why prevailing social, cultural, and political perspectives changed during early American history.
Justify Causation and Argumentation
SS.8.23. Explain multiple causes and effects of events and developments in early American history.
Critique Historical Sources and Evidence
SS.8.24. Critique primary and secondary sources of information with attention to the source of the document, its context, accuracy, and usefulness such as the Declaration of Independence, the Bill of Rights, the Constitution, Washington’s Farewell address, the Louisiana Purchase treaty, Monroe Doctrine, Indian Removal Act, Missouri Compromise, Dred Scott v. Sanford, and the Treaty of Guadalupe-Hidalgo.
Iowa History
SS.8.25. Examine the evolution of the function and structure of government in Iowa.
Content Anchor Standard
8th Grade Financial Literacy
Create a Saving and Spending Plan
SS.8.26. Discuss the components of a personal spending plan, including income, planned saving and expenses. (21st century skills)
Analyze Credit and Debt Levels
SS.8.27. Calculate the cost of borrowing money for different types of goods. (21st century skills)
Evaluate Savings and Long Term Investments
SS.8.28. Explain how investing may build wealth and help meet financial goals. (21st century skills)
Measure Risk Management Tools
S.8.29. Identify ways insurance may minimize personal financial risk. (21st century skills)
Reading Standards for Literacy in History/Social Studies 6-12
The grades 6–12 Reading Standards for Literacy in History/Social Studies define what students should know and be able to do by the end of each grade span. Note: These standards are also listed in the Iowa Core English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects document.
Cite specific textual evidence to support analysis of primary and secondary sources. (RH.6-8.1)
Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions. (RH.6-8.2)
Identify key steps in a text’s description of a process related to history/social studies (e.g., how a bill becomes law, how interest rates are raised or lowered). (RH.6-8.3)
Craft and Structure
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies. (RH.6-8.4)
Describe how a text presents information (e.g., sequentially, comparatively, causally). (RH.6- 8.5)
Identify aspects of a text that reveal an author’s point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts). (RH.6- 8.6)
Integration of Knowledge and Ideas
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts. (RH.6-8.7)
Distinguish among fact, opinion, and reasoned judgment in a text. (RH.6-8.8)
Analyze the relationship between a primary and secondary source on the same topic. (RH.6-8.9)
Range of Reading and Level of Text Complexity
By the end of grade 8, read and comprehend history/social studies texts in the grades 6-8
text complexity band independently and proficiently. (RH.6-8.10) Text Types and Purposes
Write arguments focused on discipline-specific content
Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Establish and maintain a formal style.
Provide a concluding statement or
section that follows from and supports the argument presented. (WHST.6-8.1)
Write arguments focused on discipline-specific content.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline- appropriate form and in a manner that anticipates the audience’s knowledge level and concerns.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
- Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories as appropriate to achieving purpose; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension.
- Develop the topic with relevant, well- chosen facts, definitions, concrete details, quotations, or other information and examples.
- Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts.
- Use precise language and domain-
Note: Students’ narrative skills continue to grow in these grades. The Standards require that students be able to incorporate narrative elements effectively into arguments and informative/explanatory texts. In history/social studies, students must be able to incorporate narrative accounts into their analyses of individuals or events of historical import. In science and technical subjects, students must be able to write precise enough descriptions of the step-by-step procedures they use in their investigations or technical work that others can replicate them and (possibly) reach the same