history: time, continuity, and change

SOCIAL STUDIES KINDERGARTEN

HISTORY: TIME, CONTINUITY, AND CHANGE

Standard 1: Students reconstruct, interpret, and critique the causes and consequences of past events in the context of the institutions, values, and beliefs of the periods in which they took place.

K.1.1 Explain that calendars are used to represent days of the week and months of the year Sample Performance Indicators: x Recite the days of the week and months of the year in the order in which they occur, in Samoan

and English x Use the days of the week when sharing personal experience (e.g., “On Tuesday, we went to the

market.”) x State the months when family members have their birthdays x Indicate birthdays of family members on the calendar using pictures

K.1.2 Identify and order events that take place in a sequence Sample Performance Indicators: x Place personal experiences/events in chronological order x Use a flow chart to draw and label what students did on the weekend in the order of which the

activities occurred, and report orally using the words first, next, and last

K.1.3 Identify celebrations and holidays as a way of remembering and honoring people, events, and local and national celebrations Sample Performance Indicators: x Identify a local celebration, such as White Sunday and Flag Day, and explain what it is about and

when it takes place x Collect and/or draw and display pictures of a national celebration (e.g., Thanksgiving) and explain

why it is celebrated

Standard 2: Students investigate historical experiences of American Samoa, Oceania, the U.S., and the world to reveal patterns of continuity and change.

K.2.1 Identify symbols, songs, people, and landmarks of American Samoa Sample Performance Indicators: x Collect and/or draw and display symbols (e.g., the American Samoa flag) and landmarks that

represent important events and historical values x Listen to and retell or act out stories about people in the past who showed honesty, courage, and

responsibility x Learn and sing a song that reflects a time in, or an aspect of, American Samoan history

Standard 3: Students cite evidence that cultures are dynamic and change over time.

K.3.1 Describe how people from different cultures observe different holidays/celebrations Sample Performance Indicators: x Describe holidays and celebrations unique to American Samoa (e.g., games, songs, traditional

practices, foods, clothing, symbols) x Create a chart comparing two different cultures’ holidays and/or celebrations (e.g., American

Samoa and U.S. or Tonga)

K.3.2 Describe what family life is like in American Samoa communities now, and what it was like in the past (e.g., food, clothing, shelter, transportation)

FINAL July 2012


Sample Performance Indicators: x Draw and label images of local transportation, clothing, and shelter from the past and present x Draw, describe, and compare foods eaten in the past and present x Describe local fruit that families eat now and ate in the past x Listen to a guest speaker talk about what family life in American Samoa was like as a child

compared to today, and retell and/or write/draw details from the talk

GEOGRAPHY: PEOPLE, PLACES, AND ENVIRONMENTS

Standard 4: Students research and report on where people and places are located and why, utilizing multiple geographic representations and tools (maps, globes, geospatial technologies).

K.4.1 Use words related to concepts of location, direction, and distance to locate familiar places (e.g., left/right; near/far; in front/behind; above/below) Sample Performance Indicators: x Identify and use terms in Samoan and English that are related to concepts of location, direction,

and distance x Apply geographical concepts to maps of local neighborhoods (e.g., of home, school, village) to

show the locations, distances, and directions of different places x Create simple maps of familiar places such as school, home, and village, and use appropriate

terms to describe the specific location of a place and/or physical feature

K.4.2 Describe the characteristics of people and their places (e.g., community buildings, churches, fales, mountains, ocean, shoreline, reef, streams, bays, weather) Sample Performance Indicators: x Create questions about geography related to the school, community, and territory, and find

answers using primary sources (family, community members) x Record the weather of a specific place for an extended period of time, providing descriptions

related to days of the week

K.4.3 Locate familiar places using maps and globes Sample Performance Indicators: x Talk about maps and globes as ways of representing Earth x Describe basic differences between a map and a globe x Draw the route from home to school, creating a legend with map symbols

Standard 5: Students draw conclusions about changes in the relationship between people, places, and environments.

K.5.1 Describe simple changes in the physical features of a place over a short time period (e.g., 2–3 weeks) Sample Performance Indicators: x Create a weather chart, record observations of the weather during a 2-week period, and talk

about/interpret the information x Illustrate, by telling, writing, and/or acting out, how weather affects people and their environment x Draw images of immediate natural surroundings at home and at school, and label the plant and

animal life in the images

Standard 6: Students analyze how people create, learn, share, and adapt to culture.

FINAL July 2012


K.6.1 Differentiate between various groups of people (i.e., self, friends, family groups) Sample Performance Indicators: x Describe members of their family (e.g., mother, father, sister, brother, grandparent, aunty, uncle) x Demonstrate an investigation to the question, “How are groups of people alike and different?”

(e.g., tell, write, and/or draw to compare similarities and differences in families, classmates, neighbors, communities, and ethnic and cultural groups)

K.6.2 Describe culture Sample Performance Indicators: x Gather responses to the question, “What is culture?” by brainstorming and/or asking family and

friends x Collect, or draw pictures of, artifacts as examples of Samoan culture x Describe similarities and differences in the ways various cultural groups meet daily needs and

concerns

CIVICS AND GOVERNMENT/POLITICAL SCIENCE: SOCIAL ORGANIZATION

Standard 7: Students synthesize the sociocultural interactions among individuals, groups, and institutions to investigate structures of power and their impacts on authority and governance.

K.7.1 Identify rules that apply in different settings (e.g., in the home, school, and community), and explain the results from complying or not complying with these rules Sample Performance Indicators: x Describe rules at home, in the classroom, at school, or in the community x Explain the consequences of following or not following these rules

K.7.2 Explain the purpose of rules in the home, school, and community, and identify who has the authority to enforce them Sample Performance Indicators: x Identify who ensures rules are followed at home, school, and in the community (e.g., who

determines who does the chores) x Give reasons for specific rules at home, school, and community

K.7.3 Describe examples of people who are community helpers and leaders (e.g., parents, teachers, school principal, bus drivers, and policemen) Sample Performance Indicators: x Draw and label examples of community helpers, and explain how they are helping the community x State qualities of a good leader and give reasons or examples of those qualities

K.7.4 Give examples of how to be a responsible member of a family and other groups Sample Performance Indicators: x Recall examples of how members in the family worked together in groups to solve a problem x Relate what chores each member in the family does to help each other, and describe their

particular responsibilities x Describe rights and responsibilities of self in classroom, school, and neighborhood settings x Demonstrate how to be a responsible member of a group, such as taking personal responsibility,

respecting others property, taking turns, sharing, and performing classroom chores

ECONOMICS: RESOURCES AND ECONOMIC ACTIVITIES

FINAL July 2012


Standard 8: Students apply concepts to explain how people organize for the production, distribution, and consumption of goods and services.

K.8.1 Explain people’s basic needs and how people fulfill them Sample Performance Indicators: x Draw and label basic needs that everyone shares, such as food, water, and shelter, and how

people meet these needs x Identify resources from the community that help fulfill people’s basic needs

K.8.2 Cite examples that distinguish goods from services and natural from manmade goods Sample Performance Indicators: x Generate questions, and investigate and draw conclusions about kinds of local goods and

services in school x Make observations of local natural resources such as plants, water, soil, and fish, and give

examples of how people in the community use them x List favorite local foods and explain who produces them x Name services the school or homes uses, and identify who provides them

K.8.3 Identify and describe different kinds of jobs that people do and the tools or equipment used in these jobs Sample Performance Indicators: x Give examples of work activities that people do at home and the tools they need to complete

activities x List different jobs in the classroom and describe one in detail, relating it to the types of tools or

equipment needed to complete the job

FINAL July 2012


An aligned instructional assessment system begins with standards. Standards relate grade or grade-level cluster expectations for students, teachers, administrators, and other stakeholders. Educators of language learners must be cognizant of the correspondence between language and content standards and the influence of a student’s language proficiency on academic achievement. Corresponding Representation of Social Studies Standards in English Language Proficiency Standards Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting.

Language Domain

Topic ELP Stage 5: Advanced

ELP Stage 3: Intermediate

ELP Stage 1: Beginning

Listening

Rules and games

Respond to oral commands that include sports-related technical vocabulary when engaged in recreational activities

Follow multistep oral directions with partners in recreational activities or cultural games

Locate sports or recreational objects (e.g., balls; swings) from pictures or realia, as directed orally

Speaking

Social behavior

Adapt expressions appropriate to familiar audiences in different settings (e.g., talking to peers in the classroom and on the playground; responding to teacher’s or elder’s questions)

Use basic forms of polite expressions in conversations with adults

Restate basic forms of polite expressions (e.g., “please”; “thank you”)

Reading

Classroom environment

Construct meaning from illustrated books with text

Sort labels of classroom objects and explain grouping (e.g., these are things we write with: pens and pencils)

Match objects in the classroom with their proper names and use

Writing

Family

Copy and illustrate notes to family members using a combination of words and phrases with invented spellings

Describe family members (e.g., parents, brothers, sisters) using a combination of drawings, letters, scribble writings, or words with invented spellings

Describe family members in drawings

FINAL July 2012


FINAL July 2012

Standard 5: English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies.

Language Domain




Listening

Transportation (in the neighborhood) and chronological order/time

Name and describe different types of transportation from the past or present

Act out various transportation scenes in response to teacher’s oral commands (e.g., get on the bus; paddle a canoe), working in small groups

Point to different types of transportation from the past and present based on orally-stated words, with pictures as support

Speaking

Homes/habitat

Provide information on location and directionality of homes or habitats (e.g., “ up in a tree”; “ next to my house”)

Recite predictable sentence patterns about homes (e.g., “A bird lives in a nest.”), with visual support such as a sentence frame

Repeat names of different homes in neighborhoods or villages (e.g., house, fale, guest house), with use of pictures

Reading

School

Make meaning about school and classroom objects from groups of words in illustrated phrases and short sentences

Sort labeled pictures of school and classroom objects by initial letters, working with a partner

Identify pictures of various locations in the school or classroom, using Samoan and English in a whole group

Writing

Self, friends, family

Create picture books or stories of family life with a partner, using a combination of words and phrases with invented spellings

Draw and label family life using pictures and a combination of scribble writing, letters, and words with invented spellings

Draw pictures of family life with a partner

SOCIAL STUDIES GRADE 1



1.1.1 Make connections between the days of the weeks and months of the years, special holidays, and the seasons by marking on a calendar or timeline Sample Performance Indicators: x Identify the seasons according to the calendar months, and describe each season (e.g., spring,

summer, fall, winter; wet/dry/windy/stormy) x Mark various holidays important in American Samoa (e.g., White Sunday, Thanksgiving) on a

calendar, and tell the month and/or season in which they occur x Construct a simple timeline to identify holiday dates and important events in the school year

1.1.2 Distinguish temporal structures in stories and historical narratives Sample Performance Indicators: x Retell the order of events at the beginning, middle, and end of a story or historical narrative x Recall elements and details of story structure, such as sequence of events, characters, and

setting x Predict the next historical event in a sequence

1.1.3 Collect and display information that shows how people view and interpret historical events and/or celebrations differently because of the times in which they live Sample Performance Indicators: x Interview community members of different age groups on how they think Flag Day should be

celebrated and why, and present findings with illustrations x Draw out how people celebrate Thanksgiving from different time periods based on historical

narratives read in class


1.2.1 Compare the way individuals in the community lived in the past with the way they live in the present, using several sources of information (e.g., pictures, photographs, illustrated letters, oral histories, grade-level appropriate biographies) Sample Performance Indicators: x Create a chart to compare similarities and differences of children in their communities with

children of the past (e.g., grandparents as children, missionary children, children of royalty) x Write a letter to an imaginary community elder living 100 years ago in American Samoa and

describe some of the changes to the community today


1.3.1 Describe the ways in which cultures express beliefs, values, and traditions through stories and/or legends, symbols, songs Sample Performance Indicators: x Act out a Samoan story or legend and describe how the story or legend represents Samoan

beliefs, values, and traditions x Identify traditional songs and symbols in the Samoan local community (e.g., symbols from ava

ceremony, funeral, saofa’i) x Identify and describe legends and symbols in the Tongan or Fijian community (e.g., creation

FINAL July 2012


legends; symbols from kava ceremony)

1.3.2 Investigate changes in community life over time in terms of buildings, jobs, transportation, and population and generate questions from the investigation Sample Performance Indicators: x Collect and make titles for pictures, or name examples of former and present community life, such

as buildings, jobs, transportation, population x Create a chart to compare between at least two different time periods in local community life, and

pose questions generated from what was learned



1.4.1 Use simple maps, symbols, and cardinal words to represent physical (spatial) and human characteristics of a community Sample Performance Indicators: x Describe orally and/or in writing the relative locations of places in the school setting (e.g., “near

the ocean”) x Draw and present simple maps with symbols that show how space is used in the classroom, in

the school, and in the village x Label their village, Pago Pago, and the major islands in American Samoa and the Pacific Ocean

on maps x Estimate distances between the various islands of American Samoa and any nearby islands,

using a map x Locate places (e.g., home, American Samoa, U.S.) on maps using cardinal directions to describe

the places people live x Identify and describe physical features and human features of the local community including

home, school, and village

1.4.2 Compare physical changes in the community, such as seasons, climate, and weather, and identify their effects on plants and animals Sample Performance Indicators: x Collect and display data on weather, and predict patterns x Make observations of plants growing from seeds in different conditions x Investigate and explain relationships between seasonal change and birds, fish, plants, and/or

insects in the village

1.4.3 Identify key factors that influence where people live (e.g., availability of water, climate, access to manmade and/or natural resources) Sample Performance Indicators: x Define climate, and, using American Samoa’s climate as examples, list the advantages and

disadvantages of such a climate for people x Locate villages on a map of an island in American Samoa, and identify factors that influence the

establishment of villages at those locations x Create a pictograph or a table to compare access to manmade and natural resources for people

living in the community in the past and present


FINAL July 2012


1.5.1 Make observations about how people change the environment Sample Performance Indicators: x Record and describe changes to the schoolyard and/or buildings over a 2-week period x Give examples of natural resources found locally, describe how people in the school and

community use these resources, and explain how human use of these resources affects the environment


1.6.1 Investigate how individuals learn the elements of their culture through interactions with other members of the cultural group Sample Performance Indicators: x Describe a tradition they learned from a family or community member x Interview a family member on how a traditional practice (e.g., fishing) has been passed down

through generations, and create illustrated writing on the findings

1.6.2 Investigate how people from different cultures develop different values and practices Sample Performance Indicators: x Create a chart that illustrates the similarities and differences between two cultures found in the

Pacific, based on characteristics such as family traditions, customs, traditional clothing, and food x Interview members of different ethnic groups in American Samoa on their cultural values and

practices, and create an illustrated writing to describe the similarities and differences between these groups



1.7.1 Define power and authority Sample Performance Indicators: x Describe the roles of people with authority in the community (e.g., teacher, parents, minister) and

explain their power x Identify several people in different roles of authority and explain what they have in common

related to authority x Use examples from home, classroom, and the village to explain why we need people in roles of

authority

1.7.2 Describe how specific people use power with and without authority Sample Performance Indicators: x Identify characters from stories who use power with and without authority, and provide

explanations x Cite examples from the classroom of how power is used with authority (e.g., the teacher gives

nonnegotiable instructions) and without authority (e.g., on his or her own initiative, one student tells another student what to do)

1.7.3 Demonstrate roles and responsibilities in caring for others and the environment Sample Performance Indicators: x Fulfill roles and responsibilities in different classroom situations, such as showing respect to

others or cleaning up work areas, and respond to feedback from others about the effects that his or her actions have on others and the classroom environment

FINAL July 2012


x Design a poster to describe how individual actions can contribute to the common good of the community and the environment

1.7.4 Identify the rights and responsibilities of citizens and of community leaders within organized institutions (e.g., church, government, school) Sample Performance Indicators: x Create a concept map to identify the rights and responsibilities of different community leaders

(e.g., police, school principal) x Summarize examples of works performed by family and community members, and explain how

responsibilities are organized so that family and community members can help each other



1.8.1 Explain the difference between needs and wants Sample Performance Indicators: x Identify needs of family (e.g., food, clothing, shelter) and wants—what they would like to have x Describe how people’s needs and wants are satisfied (e.g., through the exchange of goods and

services), using a family or community example

1.8.2 Compare goods and services Sample Performance Indicators: x Define goods (things that people need or want) and services (jobs people need or want others to

perform or do), and explain the similarities and differences x Give examples of goods and services that people use in the community (e.g., food, clothing as

goods; teaching, repairing, and policing as services) x Describe orally and in writing how people in the school and community are both producers and

consumers of goods and services

1.8.3 Explain how people benefit from trade (i.e., the exchange of goods and services) Sample Performance Indicators: x Describe a personal exchange of a good or service that they have made with a friend or family

member, and the benefits that came out from the exchange x Compare and contrast different jobs people in their family or community do as a form of trade,

and the benefits they get from the jobs (e.g., earn income)

FINAL July 2012


An aligned instructional assessment system begins with standards. Standards relate grade or grade-level cluster expectations for students, teachers, administrators, and other stakeholders. Educators of language learners must be cognizant of the correspondence between language and content standards and the influence of a student’s language proficiency on academic achievement. Corresponding Representation of Social Studies Standards in English Language Proficiency Standards

Standard 1: English language learners communicate for social, intercultural, and instructional purposes within the school setting.

Language Domain




Listening

Directions, instructions

Follow multistep oral instructions in various contexts (e.g., in small groups, with partners)

Follow a series of oral instructions supported by gestures or realia

Follow one-step oral directions supported by gestures or realia

Speaking

Feelings, emotions, needs

Retell illustrated stories based on personal experiences involving feelings, needs, and wants, with support from pictures or photographs

Tell personal experiences involving feelings, needs, and wants in Samoan or English, with support from pictures or photographs, and working in small groups

Answer “yes/no” questions to identify examples of feelings, needs, and wants, working with a partner in Samoan or English (e.g., “Is food something that we need?”)

Reading

Messages, information

Connect facts or ideas about home, school, or community from different illustrated texts

Answer questions about school, home, or community from illustrated text in small groups

Match pictures of home, school, or community with individual words, working with a partner

Writing

Social, cultural, school traditions

Compose personal experiences of a school event

Describe a school or community event using drawings, phrases, and sentences in small groups

Label illustrations of a school or community event in Samoan or English, working with a partner

FINAL July 2012


FINAL July 2012


Language Domain




Listening

Landforms, globes, maps

Create a map of a place that includes specific physical features stated in oral descriptions

Locate landforms or bodies of water on maps from simple oral descriptions (e.g., “The river on the left side of the mountain”)

Point to landforms or bodies of water on maps based on simple questions (e.g., “Where is the river?”)

Speaking

Communities, local governments, cultural heritage

Explain to a partner the cultural similarities and differences between two ethnic groups in American Samoa

Describe national symbols, customs, or traditions, using artifacts or other realia (e.g., flags)

Name local landmarks, symbols, or people from pictures or field trips

Reading

Time, chronology/historical stories and legends

Draw conclusions on historical events described in a modified grade-level illustrated narrative

Sequence historical events from an illustrated narrative using a timeline

Categorize illustrated events from a timeline of a narrative with a partner

Writing

Needs of groups, societies, and cultures

Compare the attributes of two products in a marketplace from illustrations

Compose short sentences with key vocabulary to describe products of a marketplace from illustrations

Label the products found on a picture of a marketplace, using an illustrated word bank

SOCIAL STUDIES GRADE 2 �



2.1.1 Construct and interpret simple historical timelines to explain sequence of events, changes, and possible causal links Sample Performance Indicators: x Listen to and retell the beginning, middle, and end of historical stories, myths, and narratives of

their communities using a simple timeline x Trace events on a simple timeline and identify causal links between events x Develop a simple timeline of important events in the history of the school and/or community, and

predict the possible next event

2.1.2 Use primary sources (first-hand accounts of an event) to describe family life in different places and times (past, present, and future) Sample Performance Indicators: x Describe similarities and differences in family life (e.g., a Samoan wedding) today and long ago

based on information from interviews, photographs, stories, videos, and/or newspapers x Make generalizations about the history of a family, based on information from primary sources

2.1.3 Compare differing stories or accounts of past events, people, places, or situations, and offer possible reasons for the differences Sample Performance Indicators: x Read historical narratives or accounts of a local community, or of American Samoa, and describe

how and why different people experienced the same historical event differently x Write two illustrated stories about the same historical event, with each story based on the point of

view of a different person (e.g., the arrival of the London Missionaries as experienced by the missionary’s daughter, and the arrival of the London Missionaries as experienced by the chief’s daughter)


2.2.1 Identify historical figures and their contributions in shaping community life in American Samoa and the U.S. Sample Performance Indicators: x Create community posters to introduce individuals who had a positive impact on the local

community x Collect and display artifacts created by specific members of a village, such as fine woven mats

and siapo design, and explain the members’ contributions in shaping community in the village


2.3.1 Describe ways in which their culture, and others, express beliefs, values, and traditions through different customs, especially through music and art Sample Performance Indicators: x Perform a song and explain how the lyrics reflect Samoan beliefs and customs x Create a traditional artwork (e.g., weaving fine mats), explain why specific materials are used,

and why the artwork is designed the way it is

FINAL July 2012� �


2.3.2 Investigate cultural diversity and how it develops both within and across cultures Sample Performance Indicators: x Identify changes in community life over time in terms of buildings, jobs, transportation, and

population x Describe examples of both cultural unity and diversity within and across groups in American

Samoa and/or between Pacific neighbors (e.g., American Samoan, Tongan, and Fijian)



2.4.1 Describe the purpose and features of maps and globes Sample Performance Indicators: x Cite specific examples to explain why people use maps and globes x Explain how the different features (e.g., relative location, cardinal direction, simple grid systems,

basic map symbols) of maps or globes help people to use them (e.g., to show relative location, to provide or find directions)

x Identify physical features of the local community, American Samoa, and other places on Earth (e.g., the equator; the North and South Poles) on a map and a globe

x Use a compass rose to identify cardinal and intermediate directions on maps, and/or to locate places on maps of the classroom, school, and community

2.4.2 Make connections between people and their locations, and explain why they have settled at those locations, using geographic tools (e.g., maps, globes, legend and compass rose) and concrete examples from American Samoa Sample Performance Indicators: x Create a map of American Samoa that includes the title, orientation, legend, and symbols to show

understandings of relative location, direction, boundaries (physical and political), and significant physical features (e.g., of home, school, community), and hypothesize why man-made features are located where they are

x Construct a simple grid map with absolute and relative locations of places in American Samoa and/or the U.S. where people live, and include a compass rose to show cardinal directions

x Compare neighborhoods in their community and explain how physical features of the community affect people living there

2.4.3 Give opinions about how various factors (e.g., climate, availability of natural resources, landforms, and types of environments) influence community and island-wide patterns of human settlement Sample Performance Indicators: x Create a map to show a variety of natural resources (e.g., water, forests, and oil) in Oceania, and

explain how people use them and what happens if people do not take care of them x Write an illustrated story to explain how a local community on Tutuila Island was formed, based

on the various factors from the environment x Describe the landforms (e.g., plains, mountains, hills, valleys, islands) and bodies of water (e.g.,

rivers, lakes, oceans) that relate to population patterns (e.g., urban and rural) in American Samoa


2.5.1 Hypothesize about how the environment influences human activity Sample Performance Indicators:



x Recreate a siapo design and explain the connection between environment and art x Identify ways that resources for recreational opportunities influence the types of human activities

found in the local village


2.6.1 Analyze and demonstrate ways Samoans protect and preserve the local environment Sample Performance Indicators: x Survey community members to discover how they protect the environment, and create and

implement a plan to sustain and preserve a part of the local environment x Write a letter to a government agency to recommend a solution to an environmental problem in

the local community, which draws on and expresses the values and beliefs of the Samoan people

2.6.2 Cite examples to show that people from different cultural groups may interpret information and experiences differently Sample Performance Indicators: x Explain how two different cultural groups would address the same environmental issue (e.g., lack

of land to farm) x Demonstrate practices from different cultural groups to celebrate a new year



2.7.1 Describe the purpose of authority, the ways people gain authority, and the limits of authority Sample Performance Indicators: x Explain the purpose of authority in different places (e.g., chiefs in the village maintain order and

safety) x Describe different ways people gain authority, including being appointed to a role of authority

(e.g., appointed government official); being voted into authority (e.g., student council, governor); and assuming the authorities that come with a job (e.g., particular position on a school committee; principal)

x Explain boundaries of authority

2.7.2 Explain shared democratic values, including equality, common good, and individual rights Sample Performance Indicators: x Illustrate how democratic values are expressed in rules of the home, school, or community x Explain, using democratic values, the symbolic meaning of the flag

2.7.3 Develop a logical argument with concrete examples to explain how groups and institutions influence individuals and society Sample Performance Indicators: x Explain how the groups to which they belong (e.g., class, sports team) influence them and how

they influence those groups, and provide evidence to support the explanation x Cite an example of an institution in American Samoa, and explain with supporting evidence how

the institution influences the people of American Samoa

2.7.4 Explain the functions of government (e.g., the courthouse, the Fono, and the Executive Office Building) Sample Performance Indicators:



x State the location of local government buildings in American Samoa x Explain why it is important for a community to have responsible government x Differentiate the three branches of government, and explain their purpose x Identify roles of political leaders (e.g., pulenu’u, governor, president), and give examples



2.8.1 Distinguish between natural, capital, and human resources Sample Performance Indicators: x Categorize a list of resources as natural, capital, or human x Identify and give examples of types of resources involved at the market x Explain the importance of the local government providing goods (e.g., parks) and services (e.g.,

fire; police) for the community

2.8.2 Define scarcity and explain its effects on daily life (e.g., emotions, needs) Sample Performance Indicators: x Explain how the goods and services that people receive and consume are related to available

resources (e.g., products available at the market/Laufou Shopping Center, and the Star Kist company)

x Give a specific example from their own life that illustrates how limited resources (scarcity) required them to make a choice about using a good or service

x Describe how people feel when a good or service they need is not available to them (e.g., cyclone destroys the crop of bananas so the few that are available and are very expensive)

2.8.3 Compare the roles of consumers and producers, and explain how they depend upon each other Sample Performance Indicators: x Identify community members who are producers of goods and services for the rest of the

community, and explain how their goods and services benefit the community x Research goods and services produced in the local community, and describe how people can be

both producers and consumers x Hypothesize why a producer needs people to buy his or her goods or services, and interview

producers from the community to collect findings for hypothesis x Cite examples of good decision making by a consumer or producer in a real or imaginary

situation, explaining how money was used wisely




Language Domain




Listening


Follow a series of oral directions in various classroom routines or tasks

Follow oral directions and check with a peer (e.g., “Put the title on the first line, and put names in column one.”)

Follow oral directions in response to simple commands using real objects (e.g., “Point on the timeline to the first event in the story.”; “Put the event cards into time order.”)

Speaking


Share personal experiences with situations that involve emotions and needs

Describe personal experiences with situations that involve emotions and needs, with pictures or photographs

Produce words about personal experiences with situations that involve emotions and needs, with visual support

Reading


Infer facts or ideas in illustrated text

Make meaning of facts or ideas in illustrated text, working in small groups

Match pictures with corresponding words, working with a partner (e.g., “Cars stop here.”)

Writing


Compose personal stories about cultural experiences with use of word bank and illustrations

Write phrases or sentences about cultural experiences with use of sentence frames and illustrations

Draw and label cultural experiences in Samoan or English, working with a partner





Language Domain




Listening


Create a map of one of the islands in American Samoa based on oral descriptions of the physical features

Draw and label landforms with symbols on a map based on oral descriptions (e.g., “Draw and label Matafao Peak located south of Tafeu Cove.”)

Point to landforms (e.g., oceans, continents, mountain ranges, canyons) on maps

Speaking


Present oral description on the three branches of government using expanded sentences

Describe the role of one of the political leaders (e.g., pulenu’u, governor, president), using simple sentences and key vocabulary

Name different types of local government buildings in American Samoa with picture support

Reading


Summarize events of a community in sequential order based on paragraphs

Order sentences to describe events of the community in sequential order, using a timeline

Match words with pictures of historical events of the community

Writing


Compose a report to show the influences between individuals and different groups based on personal experience, with use of word banks and illustrations

Describe the influence between individuals and a group based on personal experience, with use of sentence frames and illustrations

List words to describe the influence that students and groups (e.g., a sports team) have on each other, with use of pictures




3.1.1 Identify cause and effect relationships in stories and historical narratives Sample Performance Indicators: x Describe causal changes in the village in terms of buildings, jobs, transportation, and population

according to oral history as told by village elders x Ask “why” questions to construct causal patterns in stories and historical narratives x Create a causal timeline to show relationship of historical events in a Samoan legend

3.1.2 Investigate the history of communities over time using multiple grade-appropriate primary sources (e.g., maps, photos, oral histories, letters, and newspaper articles that provide first-hand accounts of events) Sample Performance Indicators: x Conduct a research project on different aspects of community life (e.g., compare transportation in

American Samoa and the U.S. during the 1800s) that requires the analysis of multiple sources of information and uses performance (e.g., drama, song, art, dance) to present findings

x Make generalizations about the history of a community based on information from at least two primary sources

3.1.3 Analyze varying perspectives of an experience or event based on the differing viewpoints of the teller, listener, and/or the participants Sample Performance Indicators: x Describe how different community members experienced the same community event differently,

and explain reasons for differences in their experiences x Gather information on how Samoans interact with their environment (e.g., ways of fishing,

agriculture, culture) by interviewing different family and community members, and write about findings


3.2.1 Analyze how new forms of technology brought important changes to community life Sample Performance Indicators: x Cite evidence to explain how new forms of transportation brought important changes to

community life: for example, create a cause and effect chain to explain how new forms of transportation (e.g., pull wagons, trains, cars) brought changes to community life in American Samoa

x Identify how people communicated in the past and how they communicate now (e.g., telephones, Internet services, wireless radios), and explain the impact of communication types on daily life

3.2.2 Analyze the contributions of individuals and groups honored in patriotic holidays Sample Performance Indicators: x Create posters that express the contributions of significant individuals and different groups to the

historical development of American Samoa x Investigate and describe the contributions of those honored by Memorial Day, Veteran’s Day, and

Martin Luther King Day

3.2.3 Investigate key historical periods and patterns of change within and across cultures

FINAL July 2012� � ��


Sample Performance Indicators: x Gather information from secondary sources and write about the characteristics of different

American Samoan communities of long ago (e.g., food, clothing, shelter, transportation) x Create a chart to show changes caused by the development of technology in key historical

periods


3.3.1 Demonstrate that different cultures have unique values, beliefs, and practices Sample Performance Indicators: x List characteristics and examples to show how two different cultures (e.g., American Samoa

and the U.S. or Fiji) hold unique values, beliefs, and practices, focusing on one topic area (e.g., agriculture, roles of family members)

x Create a model for two (or more) cultures during two different historical time periods and show how they differ in beliefs and practices

3.3.2 Make informed judgments about cultures based on evidence from cultural artifacts Sample Performance Indicators: x Identify the cultural significance of artifacts (e.g., photos, tools, carvings, letters) and classify the

artifacts based on the significance x Make hypothetical statements about a culture based on the cultural significance of the different

artifacts



3.4.1 Use geographical representations (e.g., maps, globes, graphs, charts, models) to organize and analyze geographical information Sample Performance Indicators: x Interpret different kinds of geographical information from a map (e.g., map title, map key, grid,

scale, compass rose, and symbols) and draw conclusions about the geography of places on the map

x Identify on maps and a globe where the equator, the poles, the prime meridian, the international dateline, and the four hemispheres are to compare the geographical locations of different parts of the world

x Measure distance between places in the village using maps, globes, and other geographical representations and tools

3.4.2 Identify past and present changes in physical systems, such as seasons, climate, weather, and the water cycle, in both local and global contexts Sample Performance Indicators: x Compare and contrast the physical systems of American Samoa from the past to today x Construct graphs to display similarities and differences of physical systems in American Samoa

and another place on Earth, and express the similarities and differences in writing


3.5.1 Analyze information to explain why physical and human characteristics have changed over time



Sample Performance Indicators: x Identify changes in physical and human characteristics in the local community over time x Cite evidence and explain the changes of human activity in their community now and long ago

3.5.2 Distinguish the differences between weather and climate in different communities and explain its affect on human activity Sample Performance Indicators: x Differentiate weather and climate between Hawai‘i and American Samoa using local weather

reports (e.g., television, radio, or newspaper) x Hypothesize about agriculture in American Samoa if the weather and climate were to change

significantly


3.6.1 Explain how language, traditional lore, music, dance, artifacts, traditional practices, beliefs, values, and behaviors are elements of culture, and how they contribute to the preservation of culture Sample Performance Indicators: x Describe how specific components of Samoan and other cultures embody cultural values and

assure continuity of the culture x Create and present a collage of pictures that represents the different elements of Samoan culture

or another culture

3.6.2 Investigate how cultural beliefs, behaviors, and values allow human groups to solve the problems of daily living, using primary sources Sample Performance Indicators: x Describe the similarities and differences in the ways that various cultural groups within American

Samoa or among close Pacific entities (e.g., Samoa, Tonga, Fiji) meet similar needs and concerns of daily living

x Demonstrate how diverse people in Samoan and/or American society are united by shared beliefs and principles



3.7.1 Identify the purpose of government Sample Performance Indicators: x Research and report on the basic functions of a government (e.g., protecting citizens’ rights,

promoting the common good, making and enforcing laws, providing services, resolving disputes) x Cite current or historical examples of power without authority (e.g., illegal or unofficial power, such

as bullying), and connect to the government’s role in protecting the rights of its citizens x Explain how government collects money (e.g., taxes), and why government pays the costs of

services (e.g., schools, streetlights, roads) x Differentiate between the three branches of the American Samoa government (i.e., legislative,

executive, and judicial)

3.7.2 Investigate the purpose of rules and laws, and identify the differences between them Sample Performance Indicators: x Identify an existing U.S. law and explain the purpose (e.g., stopping the vehicle when the school

bus lights blink), and compare with a local law



x Identify a rule and a law, and articulate distinctions between the two

3.7.3 Describe roles and rights of citizenship, and demonstrate responsibilities of citizenship (e.g., obeying laws, voting, paying taxes) Sample Performance Indicators: x Determine how people help to make the community a better place to live (e.g., protecting the

environment, volunteering) x Identify roles (e.g., active, informed participant), rights (e.g., freedom of speech, freedom of

religion), and responsibilities (e.g., paying taxes, voting), and fulfill own responsibilities within the classroom

x Make and implement a specific action plan within the school or local community that demonstrates good citizenship

x Compare and analyze the rights of citizenship (e.g., life, liberty, pursuit of happiness, owning property)



3.8.1 Develop a logical argument to explain how economic choices require something be given up in a community (i.e., opportunity cost) Sample Performance Indicators: x Interview family members about what was given up when the fish canneries closed and how they

felt, and organize and interpret the information x Describe an example of making an economic choice, and explain what was given up by making

that choice

3.8.2 Identify examples of, and investigate what happens when, goods and resources are limited Sample Performance Indicators: x Prove that people need to use resources (natural, human, and capital) wisely because there is

limited supply, using a specific example for each category x Investigate ways people try to conserve resources and explain why it is important to do so. x Define the words renewable and nonrenewable resources, classify a list of example resources as

renewable or nonrenewable, and justify the classifications

3.8.3 Describe the benefits of using money to trade goods and services Sample Performance Indicators: x Demonstrate how trading a personal belonging for goods or services would be harder than using

money to pay for the same goods or services x Gather and organize information using charts, bar graphs, or pictographs to explain economic

competition in the local community





Language Domain




Listening


Follow multistep oral directions in different classroom routines and activities

Follow multistep oral instructions with visual support

Follow one-step oral instructions with visual support

Speaking


Give an opinion about the impacts of making economic choices

Discuss personal experiences in making economic choices, working in small groups

Respond to “yes/no” questions on personal experiences in making economic choices, with use of visual support and working with a partner

Reading


Interpret information from the classroom rules

Sequence classroom routine information in order of importance, working in small groups

Match pictures with text about classroom routines, working with a partner

Writing


Summarize information on key aspects of two different cultures

Compare features of two different cultures using graphic organizers and drawings

List features of two different cultural groups with use of illustrations





Language Domain




Listening


Create models of different landforms in response to oral legends or stories

Locate geographical features on a map as described in video clips, working in small groups

Match geographical features (e.g., the equator) on geo-charts based on oral descriptions

Speaking


Present relationships and differences between the three branches of government using extended sentences and key vocabulary

Explain the basic functions of the government using simple sentences and some key vocabulary

Describe the purpose of the government using key vocabulary

Reading


Make generalizations about a series of historical events in the community

Identify the sequence and causal relationship of a series of historical events in the community, with use of a graphic organizer and illustrations

Match descriptive words of historical events in the community with photos, maps, and illustrated texts, working with a partner

Writing


Write paragraphs to compare and contrast how two different groups meet the needs of daily living

Identify the similarities and differences between two different groups and how they meet their needs, using a Venn diagram

List key words to describe how different groups meet common needs and concerns in daily living, with use of drawings




4.1.1 Use chronological order to explain causal relationships between people and events Sample Performance Indicators: x Construct a cause-and-effect flow chart to explain�important historical periods in the history of

American Samoa (e.g., German invasion of Samoa) x Investigate a chronological series of events that led to the American Revolutionary War and

create a timeline that highlights its causes and effects

4.1.2 Investigate historical events from a specific time period and place, using primary (firsthand accounts of events) and secondary sources (distinguishing whether information found was historical fact or opinion). Sample Performance Indicators: x Create a brochure to describe fact and opinion about life in precontact Oceania, using information

from a variety of primary and secondary sources x Conduct research to identify relevant information on the daily lives of early European settlement

on Tutuila, distinguish fact from opinion, and write and present a report

4.1.3 Analyze interpretations of how indigenous people settled and interacted with their environment in different ways Sample Performance Indicators: x Explain various perspectives on the settlement patterns of Native American and Polynesian

people x Use primary and secondary sources of information to interpret various perspectives on the

settlement of Polynesian people on the Manu’a Islands


4.2.1 Cite evidence on causes for exploration and colonization in the Americas and the Samoa Islands, and on how exploration and colonization brought changes to these places Sample Performance Indicators: x Write a historical narrative to illustrate reasons for early explorers or settlers to come to American

Samoa, their lives and experiences of settling in American Samoa, and their interactions with the local people

x Create a graphic representation that shows the cause and effect of European exploration and colonization on the Americas or the Samoan Islands

x Name social, political, geographic, and economic reasons/events that influenced early colonized settlement patterns in American Samoa, and describe the lives of early settlers and immigrants

4.2.2 Explain how a colony increases or gains independence Sample Performance Indicators: x Research and record different viewpoints and events in the U.S. and Great Britain leading up to

the American Revolutionary War x Debate the pros and cons of the American Revolutionary War x Chart the events that led to American Samoa being an unincorporated territory, and not a colony

of the U.S.



4.2.3 Describe the impact of settlement, industrialization, and transportation on the expansion of the U.S., American Samoa, and Oceania Sample Performance Indicators: x Compare and contrast the development of industrialization and transportation over the years in

American Samoa and the U.S. x Analyze and explain the major events and outcomes that led to the annexation of Tutuila and

Manu’a to the U.S.


4.3.1 Describe both change and continuity in different aspects of Samoan culture, including religion, land use, and social systems, and explain how these aspects have evolved over time Sample Performance Indicators: x Organize data to create a timeline of one or more aspects of Samoan culture to show how those

aspects evolved over time x Research and report on the contributions of significant individuals and different groups to the

historical development of American Samoa and the U.S.

4.3.2 Describe the interactions, such as economic exchanges and wars, among different cultural and ethnic groups in early Samoa Sample Performance Indicators: x Identify the purposes of different types of interactions among different cultural and ethnic groups

in early Samoa x Cite examples from early Samoan history of the ways in which precontact Samoans interrelated

with different groups of people (e.g., explorers, traders, whalers, westerners, missionaries, and other people of Oceania)


Standard 4: Students research and report on where people and places are located and why, utilizing multiple geographical representations and tools (maps, globes, geospatial technologies).

4.4.1 Use a globe and/or a map to determine the absolute location of places in a region Sample Performance Indicators: x Use coordinates of latitude and longitude, and cardinal and intermediate directions, to determine

the absolute location of states and capitals of the U.S., and major villages and political divisions of Tutuila and Manu’a

x Use different maps, globes, and other geographical representations and tools to locate absolute and relative location of major landforms, bodies of water, and natural resources in American Samoa, Oceania, and regions of the U.S.

x Identify the location of each state and its capital in the U.S.

4.4.2 Compare the climates of different regions in the world, and explain how climate affects the environment of one region in relation to another Sample Performance Indicators: x Describe in detail the climate of a region and explain how it is different from another region

nearby x Give perspectives on the advantages and disadvantages of people living in one climate compared

to another x Illustrate and report orally on the effects of Earth-Sun relationships on the physical environment,



including climate and seasonal change


4.5.1 Describe how physical and human characteristics are used to define regions, and how physical or human influences have changed a region Sample Performance Indicators: x Use a map and/or globe to locate and describe how physical characteristics (landforms, weather,

natural resources) and human characteristics (population, ethnicity, language) are used to define regions of the U.S. and Oceania

x Use varied means of presentation to explain changes to the characteristics of landforms, climates, population, culture, and economic status of regions of the Oceania and/or the U.S.

4.5.2 Cite examples of human activities that address and resolve weather and climate issues across different geographic regions Sample Performance Indicators: x Conduct a survey on how community members address and resolve weather and climate issues,

and create a chart to present findings x Present scenarios telling how people across different geographic regions encounter issues with

weather and climate and how they resolve those issues


4.6.1 Make connections between factors contributing to conflict and cooperation among people locally and globally, including language, religion, political beliefs, resources, and changes in the environment Sample Performance Indicators: x Identify examples of cooperation and conflict among people in local communities and in the world

and factors that contribute to cooperation and conflict x Assess how changes in the use and distribution of resources affect people’s lives and lead to

cooperation or conflict

4.6.2 Describe the changes in Samoan culture through contact with Westerners Sample Performance Indicators: x Explain and give examples of how Samoan culture changed through contact with Westerners x Describe the effects of Samoan cultural changes that resulted from Western colonization



4.7.1 Identify the characteristics of democracy, including limited government, majority rule, equality, individual rights and freedoms, and selection of leaders Sample Performance Indicators: x Research an example of democracy that protects individual rights and freedoms, and report on

findings x Analyze the major responsibilities of different levels of a democratic government (i.e., local,

territorial, state, national) and make comparisons x Explain how leaders are selected at different levels of democratic government (i.e., local,

territorial, state, national)



x Give examples of how citizens can influence their government (e.g., voting, communicating with officials, participating in civic and service organizations, volunteering)

4.7.2 Compare the organizational relationship of American Samoa with that outlined in the U.S. Constitution Sample Performance Indicators: x Explain the purpose of the U.S. Constitution x Analyze and give an opinion about the Bill of Rights, and connect the ideas to real life examples x Describe how the American Samoan Constitution organizes the territorial government and how it

relates to the U.S. Constitution

4.7.3 Investigate how leadership is acquired and exercised in groups Sample Performance Indicators: x Identify leaders in different groups and situations (e.g., a president as leader of a nation; a

governor as leader of a territory; a principal as leader of a school; matais as leaders of extended families; and parents as leaders of families)

x Describe ways people can become leaders (e.g., through inheritance, elections, appointment, use of force, volunteering)

x Explain how different styles of leadership affect members of groups x Cite current or historical examples of power without authority (e.g., illegal; unofficial such as

bullying)



4.8.1 Identify and analyze how the productive resources in the regions of the U.S. have produced and provided goods and services, and explain what the opportunity costs were given the context at particular times Sample Performance Indicators: x Research, organize, and analyze information on the opportunity costs of the California Gold

Rush, and present the findings orally, using supporting graphic illustrations x Investigate how entrepreneurs organize productive resources to produce goods and services and

how they seek to make profits by taking risks x Collect and document information about how individuals and households obtain and use income

4.8.2 Debate how the availability of productive resources promotes specialization in the production of goods and services and how it requires conservation practices Sample Performance Indicators: x Investigate a local resource used in the promotion of specialized goods and services (e.g.,

fish/tuna and cannery; bananas and local markets), and explain how the resource is being managed

x Explain the importance of utilizing and conserving resources (e.g., water, trees, soil, marine and terrestrial life)

4.8.3 Compare economic patterns of early settlements in American Samoa and regions of the U.S., and explain how and why they are different from or similar to today Sample Performance Indicators: x Create a graph to show economic patterns of early settlements in American Samoa in

comparison to regions of the U.S.



x Draw conclusions about the major industries of colonial America x Analyze ways in which technological changes have resulted in increased economic

interdependence between American Samoa, neighboring nations, or the U.S., and diagram the information



Language Domain




Listening

Body language/gestures

Demonstrate cross-cultural communication with nonverbal behavior in different learning contexts

Demonstrate examples of nonverbal behavior common to different cultures through role-play, working in small groups

Act out nonverbal behavior common to own culture in response to oral statements, with visual support and working with a partner

Speaking

Tone, volume, stress, intonation, register

Explain historical events and adjust speech patterns appropriate to the audience and situation

Discuss historical events using some appropriate speech patterns with appropriate tone and volume, working in small groups

Repeat words and phrases related to historical events with appropriate tone and volume, working with a partner

Reading

Strategies

Make inferences and draw a conclusion from cues in decontextualized text

Refer to punctuation and cohesion markers in illustrated and paragraph-level texts to make meaning when reading with a partner

Use illustrations to decipher words or phrases, working in small groups

Writing

Interests, opinions, preferences, wishes

Write a paragraph to distinguish facts and opinions about a historical event

Identify and describe facts and opinions about a historical event from a primary source, using a graphic organizer

Record key words from a primary source that represent the writer’s opinion on a historical event





Language Domain




Listening

Chronological relationships and tools

Act out oral descriptions on the ways people settled and interacted with different types of environments (e.g., Polynesians arriving at Manu‘a Islands)

Match ancient artifacts to corresponding environments based on oral descriptions (e.g., different tools created by Polynesian people for different types of environments), working in small groups

Point to pictures of ancient artifacts based on oral descriptions (e.g., fishing tools of the Polynesian people on the Manu‘a Islands), working with a partner

Speaking

Legends, scales, maps, globes, U.S. regions, topography

Present to class the geographic tools and process to identify the absolute and relative location of different places

Locate and describe the absolute and relative location of major places with a partner, using geographic tools and a word wall

Restate geographic information for the location of major places (e.g., coordinates of latitude and longitude, cardinal and intermediate directions) with support from maps

Reading

Explorers, historical leaders

Summarize historical leaders and their contributions based on modified and illustrated sources

Associate character traits and historical leaders based on illustrated passages

Match different leaders to corresponding groups/events, using pictures and a graphic organizer

Writing

Immigration, colonization, and cross-cultural experiences

Write in paragraphs about different aspects of European exploration and colonization (e.g., food, clothing, religion), and the effects on the local people

Create illustrated paragraphs to describe the lives of early settlers and immigrants, using paragraph frames

List key vocabulary to describe reasons for exploration and colonization, using a word web and drawings

�




5.1.1 Explain how historical events might have turned out differently if specific individuals or groups had chosen different courses of action Sample Performance Indicators: x Recreate a timeline that shows what might have happened to the relationship between American

Samoa and Samoa, Tonga, or Fiji if specific individuals or groups had chosen different courses of action

x Infer how the American Samoa-U.S. relationship might have turned out differently if specific individuals or groups had chosen a different course of action

5.1.2 Analyze how the beliefs and education of the society in which a person resides shape his/her “point of view” Sample Performance Indicators: x Construct graphs and graphic organizers to compare behavioral values and norms in American

Samoa today to that of 100 years ago x Investigate a 17th century woman’s view of her role in family and society, contrasting it with that

of a woman in the 21st century, and create and present an imaginary dialogue between the two women


5.2.1 Describe past communities in the context of the time period they existed without imposing present norms and values on historical events Sample Performance Indicators: x Construct a graphic organizer (e.g., compare & contrast matrix, double bubble chart, T-chart,

Venn diagram) to compare the details of London Missionary settlements in the Pacific x Describe examples of Polynesian settlements in the U.S.-affiliated Pacific islands (i.e., regions in

the Pacific that are in political relationship with the U.S.), and compare these to the early settlements in the Americas

5.2.2 Analyze political, religious, and economic aspects of European colonization of the U.S., and its affiliated states of the Pacific Sample Performance Indicators: x Identify what Europeans sought and what they found during the Age of Exploration (e.g., seeking

the route to Asia, and finding new crops)�x Summarize major events of the territorial expansion of the U.S. (e.g., Northwest Ordinance, the

Louisiana Purchase, and the Lewis and Clark Expedition; westward movement including Manifest Destiny, the Texas War of Independence, and the Mexican-American War)�

x Identify what Europeans sought in terms of politics, religion, and economics in the Pacific, and use timelines or charts to trace the connections between what Europeans sought and the territorial history of American Samoa, Guam, and the Commonwealth of the Northern Mariana Islands�

5.2.3 Investigate reasons for emerging establishments in the colonies (e.g., conflicts among colonists, religious developments, and economic life in New England or Chesapeake or Southern colonies, American Samoa or other U.S.-affiliated regions)

FINAL July 2012�


Sample Performance Indicators: x Study the origins and development of emerging establishments in the colonies with the use of a

timeline and text, and identify key points on a cause-and-effect graphic organizer x Investigate the interactions between Europeans and Samoans in American Samoa/Samoa or in

Palau (or other U.S.-affiliated region), and prepare an imaginary radio “news report” x Identify the impacts of the Spanish-American War on Oceania/Pacific islands, analyze the

resulting developments, and write a report about one development.


5.3.1 Draw conclusions about how culture changes in response to changing needs, concerns, social, political, and geographic conditions Sample Performance Indicators: x Make inferences from data and create a poster about the ways in which culture changes over

time as a result of a political condition (e.g., missionaries arriving in Samoa; the Deed of Cession [American Samoa, 1900]; introduction of computer technology)

x Write and perform a play on how Samoan cultural practice changes in response to changing social condition

5.3.2 Hypothesize how people from different cultures develop different values and ways of interpreting experiences over time Sample Performance Indicators: x Develop a logical argument to explain how the values of American Samoa can be different from

Samoa, Tonga, or another U.S.-affiliated region x Analyze conflicting beliefs of indigenous populations and European explorers in American Samoa

and other Pacific islands, and create a diagram to explain the information



5.4.1 Use geographic tools (e.g., historical maps, elevation, relief maps, and map scales) to further understand a significant event or issue in U.S. history Sample Performance Indicators: x Apply geographic skills to read historical maps about the Spanish conquest of the Inca civilization x Apply geographic skills to read the elevation and relief map of the Middle Colonies (e.g., New

York, Pennsylvania, New Jersey), and do the same for Tutuila, Ta'u, Ofu, Olosega, Aunu'u, and/or Nu'utele

x Apply geographic skills to describe one battle in the Southern Colonies (e.g., Battle of Trenton, Battle of Charlestown, Battle of Camden), and one battle in the Pacific (e.g., Battle of Peleliu, Pearl Harbor), using small- and large-scale maps

5.4.2 Recognize the role and activities of government with regards to keeping track of changes to local geography and impacts on the environment Sample Performance Indicators: x Identify governmental departments and/or agencies that are responsible for the local environment x Examine a local conservation issue, focusing on changes to geography and climate (e.g.,

restoration of coral reefs, protection of wildlife habitat, and invasion of Tamaligi trees) x Prepare questions and interview a guest representative from an agency to find out what

government is doing to address the issue

FINAL July 2012�


x Make a plan to follow and support an initiative related to a local environment issue


5.5.1 Explain how colonization, westward expansion, immigration, and advances in transportation and communication changed geographic and demographic patterns in the U.S. Sample Performance Indicators: x Construct and present a cause-and-effect chart that describes the different factors leading to the

Industrial Revolution x Explain how the Revolutionary War caused the movement of people (e.g., British loyalists fleeing

the American colonies), and investigate the impacts in Oceania/Pacific islands

5.5.2 Describe the geographic factors that influence patterns of settlement and the distribution of population in the U.S., past and present Sample Performance Indicators: x Create a data disk to show factors that influence patterns of settlements and the distribution of

population in the U.S. in the past and present (e.g., colonization, westward expansion, immigration, and advances in transportation and communication)

x Construct maps of colonization and exploration to explain European and American influences in the Oceania/Pacific islands, particularly the U.S.-affiliated region


5.6.1 Compare the views of indigenous peoples (Samoans, Native Americans) and non-indigenous peoples (Europeans and Americans) regarding the relationship between humans and the land Sample Performance Indicators: x Analyze differing views regarding land ownership (e.g., private property rights versus land shared

by the community) between different groups of people x Create a chart comparing Samoan, Native American, European, and American understandings of

the relationship between humans and the land

5.6.2 Apply concepts such as cohesion, diversity, and accommodation to local situations of conflict and cooperation Sample Performance Indicators: x Identify local examples of conflict and cooperation, and use concepts of cohesion and diversity to

make observations x Cite examples of the concept of accommodation, and demonstrate the concept by creating and

presenting a dramatic scene or dialogue



5.7.1 Explain how colonial governments in the U.S.-affiliated Pacific (i.e., regions in the Pacific that are in political relationship with the U.S.) were based on key principles underlying American democracy, including social contract, majority rule, and equality of opportunity�Sample Performance Indicators: x State the fundamental principles and values expressed in the Declaration of Independence and

incorporated in the American constitutional government x Describe how the Mayflower Compact and House of Burgesses illustrate principles underlying

FINAL July 2012�


American democracy x Compare key governing principles used in Samoa before contact with the U.S.

5.7.2 Identify the three branches of the U.S. government, and explain how the checks and balances system works Sample Performance Indicators: x Categorize the differences between the three types of government, and explain how they limit the

power of each other x Explain the powers of the U.S. Congress (e.g., taxation, declare war), the president, and the

Supreme Court, and identify how American Samoan government is similar and/or different x Analyze the requirements and process for gaining U.S. citizenship, and explain where decision

making power for citizenship ultimately rests, and compare to citizenship in American Samoa

5.7.3 Determine how various individuals and groups expanded opportunities for civic participation in the early history of the U.S. (e.g., abolitionists) Sample Performance Indicators: x Hypothesize about how various individuals and groups expanded opportunities for civic

participation in the early history of the U.S., and cite supporting examples x Explain how participation in American democracy has changed since the 18th century x Identify key historical people and events in American Samoan history that exemplify civic

participation



5.8.1 Describe the economic patterns of early settlements in North America and Oceania/Pacific islands Sample Performance Indicators: x Investigate and analyze economic patterns of early settlements in North America and American

Samoa, and design pictographs/data graphs to show findings x Explain the opportunity costs settlers had to consider before moving to the colonies x Hypothesize on the economic motivations for European exploration and settlement of the

Americas and of the Oceania/Pacific islands, and cite evidence to support the hypothesis

5.8.2 Describe how the uneven distribution of productive resources influenced historical events in the U.S. Sample Performance Indicators: x Explain events at the time of the Civil War (1861–1865) in terms of the uneven distribution of

resources x Conduct a research project on major industries of colonial America, including an analysis of

opportunity cost and of uneven distribution of productive resources in specific areas, and report the findings

5.8.3 Assess how mercantilism and the establishment of colonies in America led to increased global trading during the 17th and 18th centuries Sample Performance Indicators: x Conduct a project to analyze the interdependence (networking and trading) between the colonies,

including involvement by and/or the impact on Oceania/Pacific islands x Write a historical narrative that illustrates the relationship between mercantilism, establishment of

colonies, networking, and global trading

FINAL July 2012�



Language Domain




Listening

Body language/gestures

Act out cross-cultural communication (e.g., affection, approval, hostility) in different learning contexts

Act out nonverbal behavior from different cultures in response to oral statements in small groups

Act out nonverbal behavior in response to oral statements (e.g., give approval) with a partner

Speaking

Tone, volume, stress, intonation, register

Explain historical events and adjust speech patterns appropriate to the audience and situation

Explain historical events using some appropriate speech patterns, working in small groups

Repeat phrases related to historical events with appropriate stress and intonation, working with a partner

Reading

Strategies

Make inferences and draw a conclusion from cues in grade-level decontextualized text

Make meaning of texts with punctuation and cohesion markers in illustrated and paragraph-level texts, working with a partner

Decipher words and phrases with text features such as illustrations, working in small groups

Writing

Interests, opinions, preferences, wishes

Write a paragraph to compare and contrast different points of view of historical figures

Identify and describe from primary sources different points of view of historical figures, using a graphic organizer

Record key words from a primary source that represent the point of view of a historical figure

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Language Domain

Topic

ELP Stage 5: Advanced



Listening

Chronological relationships and tools

Identify from a documentary video the causal relationships between different events of the territorial expansion of the U.S.

Place events of the U.S. territorial expansion based on oral descriptions on a cause-and-effect graphic organizer

Point to pictures that represent major events of the U.S. territorial expansion based on oral descriptions

Speaking

Legends, scales, maps, globes, U.S. regions, topography

Present geographic information of a historical event (e.g., Battle of Peleliu) using key vocabulary in a variety of sentence lengths and geographic tools

Describe geographic information for a historical event (e.g., Battle of Peleliu) using key words in extended sentences and geographic tools, working with a partner

State specific geographic information (e.g., distance between places) of a historical event (e.g., Battle of Peleliu), using key vocabulary and geographic tools

Reading

Explorers, historical leaders

Draw conclusions about an American Samoan leader and his/her contributions, using modified grade-level texts

Describe and analyze traits of an American Samoan leader who increased opportunities for civic participation, using illustrated text and a graphic organizer

Match leaders to their contributions in expanding civic participation in American Samoa, using illustrated key words

Writing

Immigration, colonization, and cross-cultural experiences

Compare and contrast the cause/effect and patterns of two historical events (and their impacts on people moving from nation to nation), using paragraphs frames and a graphic organizer

Create an illustrated writing to describe the chain of events and their impacts, with use of sentence frames and a graphic organizer as support

Label factors that caused movement of people and the impacts, using key words, drawings, and a cause-and-effect chart

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Standard 1: Students reconstruct, interpret, and critique the causes and consequences of past events in the context of institutions, values, and beliefs of the periods in which they took place.

6.1.1 Explain the past on its own terms with the use of various types of timelines that connect people and major events Sample Performance Indicators: x Construct timelines in chronological order to highlight the emergence of early civilizations in

different parts of the world x Compose an explanatory text with timeline on the emergence and/or introduction of major

religions in China, India, Middle East, Europe, Americas, or Oceania/Pacific islands, and reflection of norms and values of the societies from which these religions emerged

6.1.2 Categorize the fundamentals of historical interpretation, including the difference between fact and opinion and the existence of multiple points of view, using information from a variety of print and electronic sources Sample Performance Indicators: x Analyze information found in print and on the Internet on the same historical topic (e.g., the

founding of Rome, pyramids of Egypt, a Chinese dynasty, arrival of humans in Samoa, Mayan temples); distinguish fact from opinion; and talk or write about key points

x Formulate an interpretation of the role of religion in ancient Mesopotamia and Egypt and/or precolonial Samoa using historical information gathered from primary and secondary sources

6.1.3 State a position orally or in writing about causal relationships in historical chronologies, and support the position with evidence cited from a variety of sources Sample Performance Indicators: x Construct various types of timelines of people and major events during the Roman Empire, and

point out key relationships x Perform a speech taking the role of a reporter who observed one of the historical events x Use search strategies for accessing and retrieving electronic information that includes quotes

from people of that time x Write an argument about the various causes for the fall of the Roman Empire, including

administrative problems and Germanic invasions


6.2.1 Assess the importance of writing, artifacts, and architectural remains to understand political and social organization of early civilizations and ancient societies Sample Performance Indicators: x Conduct research and write about key characteristics of early settlements in ancient times,

describing ways in which records of these past experiences have been transmitted and continue to be passed on

x Explain ways in which evidence about cultural developments in the Mediterranean and Southwest Asia from 1000 to 200 BCE can be accessed through different sources (e.g., myths, legends, books, people, film)

x Generate questions for a guest speaker who talks about writing, artifacts and architectural remains in pre-colonial Samoa, and write a response to the speaker’s information

6.2.2 Investigate beliefs and ideas that have changed a society and continue to change it

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Sample Performance Indicators: x Compare the rise of religious and large-scale empires in the Mediterranean basin, China, and

India from 500 BCE to 300 CE x Identify cultural developments in the Mediterranean and Southwest Asia from 1000 to 200 BCE,

and explain in writing how they changed society during that period x Conduct a research project on differences between religious and political structures of Roman

Society, especially related to the events in the rise and spread of Christianity x Classify the origin and development of emerging religious institutions in the colonies of America

and Oceania/Pacific islands, and make observations about how those ideas changed societies

6.2.3 Research and report on the origins of social, cultural, political, and economic systems Sample Performance Indicators: x Use methods of historical inquiry to investigate and report on the origins of social, cultural,

political, and/or economic systems in American Samoa x Investigate the origins of social, cultural, political, and/or economic systems in American Samoa,

and other parts of Oceania, and create a poster to show similarities and differences


6.3.1 Hypothesize how cultures change over time in different parts of the world. Sample Performance Indicators: x Analyze data on ancient civilizations, and diagram the ways beliefs and ideas spread and became

powerful forces for change or powerful forces for continuity x Conduct a mini research project that uses evidence from the past (e.g., writings, artifacts,

architectural remains) from the Maya, Aztec, Inca, and early Pacific island societies to illustrate changing cultural developments of that era, and write a report or prepare a poster presentation on the information



6.4.1 Compare physical and human characteristics of major world regions using maps, globes, and other geographic tools Sample Performance Indicators: x Compare two human settlements (e.g., Pago Pago and an inland U.S. state capital like Denver,

Colorado), and make observations about how the settlements and activities are influenced by geographical and (related) environmental factors

x Construct a map depicting the historical expansion of a city, nation, or empire that demonstrates an understanding of relative location, distance, direction, boundaries, major physical features, size, and shape

6.4.2 Investigate ways environmental factors and processes influence human settlement and activities in different places and regions (e.g., bodies of water, landforms, climates, vegetation) Sample Performance Indicators: x Construct a matrix to compare and contrast how geographic features and environmental

conditions influenced the development of ancient societies in Mesopotamia and Egypt x Conduct research on patterns of human settlement and activities in a specific region as a result of

environmental factors and processes, and create and present a map to explain the influences

Standard 5: Students draw conclusions about changes in the relationship between people, places,

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and environments.

6.5.1 Analyze the implications of changes to places for people and the environment Sample Performance Indicators: x Locate and describe the major river system in India, investigate how the physical setting

supported the rise of India as a civilization, and report on the impacts of the river on the people x Write an explanatory text on environmental changes and their influence on human settlement and

activities (e.g., past and recent examples of seismic activity in the Pacific regions or rising sea levels in Tuvalu)

6.5.2 Investigate the relationship between economic activities (e.g., agriculture, mining, fishing, manufacturing, and the environment) Sample Performance Indicators: x Examine elevation and climate maps of a specific place or region to hypothesize how the

geography and environment (e.g., bodies of water, landforms, climates, vegetation, weathering, seismic activity, urbanization, industrialization, and deforestation) might impact economic activities

x Analyze elevation and climate maps of a specific place or region to hypothesize how economic activities might impact the local environment


6.6.1 Analyze patterns of cultural encounters and exchanges, and assess their impact on societies Sample Performance Indicators: x Explain factors (e.g., isolation, homogeneity, strength of values and beliefs) that influence the

extent to which a culture will adopt new ideas, comparing island cultures (American Samoa or any of the Oceania/Pacific islands) with nonisland cultures (historical or present day)

x Hypothesize why people may respond differently to diversity of cultures and heritages x Assess the consequences of the responses of people and institutions to cultural diversity x Assess the impact of the Crusades in fostering cultural exchange between the east and the west

in the areas of technology, food, language, and learning x Investigate and report on how cultural groups adopt and adapt cultural practices of other groups



6.7.1 Summarize the basic principles and values of the U.S. democratic government Sample Performance Indicators: x Describe the fundamental principles and values expressed in the Declaration of Independence

and incorporated in the American constitutional government x Explain how fundamental principles and values from the Declaration of Independence have been

incorporated into the government of American Samoa

6.7.2 Investigate the structures, functions, and powers of the local, territorial, state, and federal government Sample Performance Indicators: x Describe the structures, functions, and powers of the local, territorial, state, and federal

government x Research and design a model to explain the structures, functions, and powers of the local,

territorial, state, and federal government

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6.7.3 Analyze how opportunities for citizens to participate in and influence the political process differ under various systems of government (e.g., monarchy, direct monarchy, and representative democracy) Sample Performance Indicators: x Write a historical narrative to illustrate citizens’ participation in and influence on the political

process under a specific type of government system x Compare and contrast opportunities citizens had to participate in and influence a political process

in early empires and civilizations with contrasting political systems

6.7.4 Critique the rights and responsibilities of citizens and the importance of civic participation Sample Performance Indicators: x Gather and display information from primary and secondary sources on the requirements for

gaining citizenship in the U.S. and other countries of the world x Explain how the rule of law protects individual rights and serves the common good

6.7.5 Describe the ways in which governments meet the needs and wants of citizens, manage conflict, and establish order and security within and between countries Sample Performance Indicators: x Compare and analyze the ways in which groups and nations respond to the richness of unity and

diversity, as well as tensions and conflicts associated with unity and diversity, using specific examples from an ancient civilization and present day American Samoa or the Oceania/Pacific islands

x Analyze the relationships between different early civilizations, focusing on how the different governments address diplomacy, trade, or military conflict, and participate in a panel to share information



6.8.1 Analyze how and why individuals and groups make decisions about the use of resources, goods, and services Sample Performance Indicators: x Develop a logical argument to explain the reasons the two Samoas trade with each other x Identify factors (e.g., price, opportunity cost, enterprise, technology) that influence people’s

decisions about the use of resources, goods, and services x Analyze why trade occurs when individuals, regions, and countries specialize in what they can

produce at the lowest opportunity cost, and explain how this causes both production and consumption to increase and makes countries interdependent

6.8.2 Investigate how the availability of productive resources and entrepreneurship affects the production and services in different world regions Sample Performance Indicators: x Construct a list of available productive resources in different world regions, and describe the

consequences of the production, using examples from the north and south hemispheres x Conduct research on how availability of a productive resource in one region of the world resulted

in increased production and services (e.g., abundance of papyrus along the Nile led to production of written texts in ancient Egypt; tropical weather and beaches led to increased tourism in different parts of Oceania)

6.8.3 Cite evidence that shows most decisions involve trade-offs (i.e., getting a little more of one option for

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a little less of something else) Sample Performance Indicators: x Write a historical argument to illustrate how a joint decision between two civilizations or societies

involved trade-offs x Create and perform a scenario which demonstrates the experience of a Samoan family making

decisions, which involve tradeoffs, regarding purchasing local versus imported food products



Language Domain




Listening

School behaviors or activities, resources, and supplies

Enact skit on how to address bullying based on a talk by school leaders

Explain behaviors not tolerated at school (e.g., bullying) based on a talk by school leaders, working in small groups

List behaviors not tolerated at school (e.g., bullying) based on a talk by school leaders, working with a partner

Speaking

School life, social interaction

Express or respond to humor, questions, or sarcasm in conversations

Initiate or engage in conversations for classroom activities (e.g., “My favorite part is ____, do you agree?”), working with a partner or in small groups

Respond to and offer formulaic expressions (e.g., “I like ”) with visual support

Reading

Information gathering at school or at home, research, multiculturalism

Create displays (e.g., posters, brochures) to show information and impacts of different cultural groups based on multiple sources

Categorize attributes of different cultural groups in labeled charts or graphic organizers

Identify different cultural groups that are of personal interest (e.g., precontact Samoans; Egyptians) using illustrations

Writing

Negotiating solutions to problems, interpersonal or cultural misunderstandings

Report on potential resolutions to common cultural misunderstandings between groups of people in paragraphs

Explain cultural misunderstandings between two groups of people in simple sentences, working with a partner

List common cultural misunderstandings between groups of people, using visual support

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Language Domain




Listening

Maps, longitude, latitude, time zones

Create markings on a map to show establishment and changes of an ancient civilization based on oral narratives

Point to geographical features to show how an ancient civilization became established, based on a series of oral descriptions

Point to geographical features on a map that influenced human activities and settlement of an ancient civilization, as stated by a partner

Speaking

Rights and responsibilities, freedom and democracy, slavery

Present to the whole class a report on the different political systems that operate in two countries, and the impact on participation

Explain how democratic principles have been incorporated into the government of American Samoa, using extended sentences with some key vocabulary

Respond to “yes/no” or “choice” questions related to democracy, using illustrated texts

Reading

Revolution, Bill of Rights, U.S. Constitution, diplomacy, treaties

Analyze and write about the relationship between U.S and American Samoa’s constitutions using modified grade-level texts

Compare the U.S. Constitution with that of American Samoa using charts or graphic organizers

Match key words and phrases from the U.S. Constitution and that of American Samoa to photographs and illustrations

Writing

Cultural perspectives and frames of reference, countries, continents, and ancient medieval civilizations

Compose grade-level reports on ancient civilizations from different sources, using graphic organizers as support

Summarize cultural information (e.g., religions, architecture) about ancient civilizations from different sources, using charts and tables and working with a partner

Classify features of ancient civilizations with key words and phrases, using visual aids (e.g., maps, globes) and working in small groups


HISTORY: TIME, CHANGE, AND CONTINUITY


7.1.1 Differentiate major eras in world history and evaluate the impact of the values, beliefs, and institutions of people in the past on important historical decisions and developments of their time Sample Performance Indicators: x Describe and assess early cultural development of humankind from the Paleolithic Era to the

revolution of agriculture x Draw on multiple sources of information to reconstruct a timeline of the cultural development of

humankind within the preagricultural era x Create and present comparison charts on the enduring impact of early civilizations in India, China,

Egypt, Greece, and Rome (e.g., development of alphabets and writing systems; development of concepts of government and citizenship; scientific and cultural advancements; spread of religions; systems of labor; elements of Hinduism; decline of the Roman Empire; rise and expansion of the Byzantine Empire)

7.1.2 Analyze the ways scientists interpret archaeological evidence from societies that have no written records Sample Performance Indicators: x Conduct research, using electronic search strategies, to learn how scientists interpret

archaeological evidence which has no recorded information (predates writing), and find samples of, and draw conclusions about, evidence found on any Pacific island

x Discuss and draw conclusions on how scientists interpret artifacts from prehistoric periods, such as pictures of tools, human remains, and fossils, and match features of these artifacts with scientists’ interpretations

7.1.3 Cite examples of how multiple interpretations of the same historical event differ as a result of conflicting evidence from varied sources, national or cultural perspectives, and/or the point of view of the researcher Sample Performance Indicators: x Examine cited research studies representing multiple and conflicting perspectives on why the

Magna Carta took place and when and where it did, and participate in a panel to present the arguments

x Research and use comparison charts to report on multiple perspectives on the conditions that gave rise to feudalism and the political, economic, and social characteristics of feudalism in Asia, Europe, and the Americas (e.g., elements of Japanese feudal society; development of English government; immediate and long-term consequences of the plague on European society, Aztec society; economic and social features of Incan society)


7.2.1 Examine the contributions of key persons, groups, and events from the past, and explain their influence on the present Sample Performance Indicators: x Compare the enduring impact of early civilizations and their leaders in India, China, Egypt,

Greece, and Rome x Write and perform a skit that describes the effects of military conquests during the Middle Ages

(e.g., Muslim conquests, the Crusades, Mongol invasion) x Investigate and report on the impact of new ideas, developments, establishments,

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enlightenments, and institutions on European life during the Renaissance (e.g., significance of printing with movable types; major achievements in art, architecture, and literature)

x Debate on the importance of the West African empires of Ghana, Mali, Songhay (e.g., trade routes; products; the spread of the Arabic language; the spread of Islam)

x Examine and present as an expert the influence of a key person, group, and event of Samoan history

7.2.2 Analyze key historical periods and patterns of change and continuity within and across cultures (e.g., the rise and fall of ancient civilizations) Sample Performance Indicators: x Conduct a research project on the rise and fall of at least two early civilizations to reveal patterns

of change and continuity, and present the findings x Explain the causes and effects of European exploration after 1400 (e.g., imperialism, colonialism,

and mercantilism; impact of the peoples of sub-Sahara Africa, Asia, the Americas, and the Pacific)

x Hypothesize what life in American Samoa would be like if there had been no contact with people from other parts of the world

7.2.3 Explain the conditions that gave rise to feudalism, as well as political, economic, and social characteristics of feudalism in Asia and Europe in terms of conflict, change, complexity, and/or chronology Sample Performance Indicators: x Demonstrate findings graphically on how circumstances in the world, and human desires for

power, prestige, and property, led to the emergence of feudalism in Asia and/or Europe x Identify the political, economic, and social characteristics of a sample feudalist state x Explain the significance of the feudal system on the societies in Asia and Europe


7.3.1 Ask questions about the dynamic nature of various cultures using the concepts of beliefs, values, traditions, and institutions Sample Performance Indicators: x Synthesize questions about continuity and changes of the culture of an ancient civilization, based

on information gathered from a documentary or a printed text x Collect examples of how a culture changed as beliefs, values, traditions, and institutions changed;

explain and interpret these examples of dynamic nature of culture; and generate questions that can lead to further research (beyond what is known through the information available)



7.4.1 Research, organize, and assess geographic information (e.g., atlases, databases, grid systems, charts, graphs, maps, geospatial technologies) and interpret relationships among geographical factors and historic events Sample Performance Indicators: x Analyze primary and secondary sources on relationships between human populations and

geographic phenomena (e.g., climate, vegetation, and natural resources) and explain the information using maps and/or other geographic representations

x Describe the Earth’s physical systems (lithosphere, hydrosphere, atmosphere, and biosphere) and processes (e.g., convection, weather systems, plate tectonics) that contribute to and impede

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the diffusion of people, products, and ideas from place to place

7.4.2 Investigate the natural and human influences on climate over time Sample Performance Indicators: x Describe the Earth’s various climates, and explain what causes different climates x Diagram connections between human and natural activity and changes in climate in the Pacific

over time x Analyze the key natural and human factors that contribute to climate and climate change, and

diagram the information


7.5.1 Assess the impact of human modifications to the environment Sample Performance Indicators: x Determine how the location of the colonies altered the surrounding environment(s) x Create a PowerPoint slideshow on human influences on the environment x Investigate the changes in both physical and human characteristics of regions that occur over

time, and explain the consequences of these changes x Interview members of the community about their positions on an issue involving human changes

to places and the environment (e.g., the introduction of piggeries), and create a plan of action to address the issue

7.5.2 Assess patterns of demographic and political change (e.g., changing national boundaries; migration; settlement) Sample Performance Indicators: x Debate issues of population growth, and explain the impacts of changes in population x Critique the push and pull factors related to migration in the Pacific x Investigate the causes and implications of national and global environmental change, and make

recommendations


7.6.1 Analyze specific aspects of culture, such as language and beliefs, and the influences of culture on human behavior Sample Performance Indicators: x Cite evidence from a Pacific island culture and explain how its beliefs, values, and behaviors form

an integrated system that helps shape the activities and ways of life of the people x Analyze patterns of behavior that reflect cultural values and beliefs, and illustrate how culture

influences the ways in which human groups solve the problems of their time x Observe and interview a person, and create a video illustrating the elements of a subculture to

which they belong or have access (e.g., adolescent age group; athletic team; music group; club; or other student subgroup)

CIVICS AND GOVERNMENT/POLITICAL SCIENCE: SOCIAL ORGANIZATIONS


7.7.1 Analyze and synthesize the fundamental ideas that are the foundation of American constitutional democracy, including those of the U.S. Constitution, popular sovereignty, and the rule of law

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Sample Performance Indicators: x Research and report on various types of laws x Reconstruct the historic origins and purpose of a written constitution x Present perspectives on the historical origins of the Magna Carta, Bill of Rights, and the U.S.

Constitution x Develop a classroom constitution as a plan for just governance

7.7.2 Assess the functions of the executive, legislative, and judicial branches at each level of government, including the systems of checks and balances Sample Performance Indicators: x Categorize the duties and limits of the three branches of government x Differentiate between the powers of government (e.g., reserved, concurrent, enumerated, implied,

expressed, explicit, implicit) x Categorize the overall powers of the different governmental organizations, such as federal and

state governments and government departments x Compare the rule of law and the rule of man (e.g., divine rights of monarchs, dictators)

7.7.3 Analyze the opportunities for citizens to contribute/influence the electoral process under various governments Sample Performance Indicators: x Design and enact a mock American Samoa/U.S. election x Investigate and report on election processes in the Pacific islands (e.g., Fiji, Tonga, Samoa)

7.7.4 Cite examples that demonstrate how rights are guaranteed in the U.S. Constitution, the supreme law of the land Sample Performance Indicators: x Evaluate the rights and responsibilities of citizens, and the importance of civic participation, and

cite examples x Investigate the rights and responsibilities of citizens of a democracy and present findings citing

local examples

7.7.5 Analyze and evaluate conditions, actions, and motivations that contribute to conflict and cooperation among groups and nations Sample Performance Indicators: x Analyze and evaluate past conflicts, and reconstruct the actions of government and conditions of

the time that led to the conflict, drawing on examples from Europe or Asia, the U.S., and Oceania/Pacific islands

x Write an assessment of the conflict in Afghanistan x Describe the cultural and political relationship, including interactions, between the U.S. and one of

the Pacific islands



7.8.1 Compare important factors of different economic systems Sample Performance Indicators: x Analyze and describe the concepts of scarcity, resources, choice, opportunity cost, price,

incentives, supply and demand, production, distribution, and consumption of goods and services

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in different economic systems (e.g., capitalism, socialism, and communism) x Differentiate production, distribution, and consumption of goods and services in different

economic systems

7.8.2 Analyze the establishment of early trade routes in Asia, Africa, Europe, and the Pacific, and the role of merchants in the trading of goods Sample Performance Indicators: x Compare the products and inventions that traveled along the early trade routes x Explain the economic gains and trade-offs that resulted from specialization and exchange along

these trade routes x Explain how international trade has required in the past, and requires now, a system for

exchanging currency between and among nations x Write and role-play a scenario for buying and selling fixed price products and services to explain

the differences in currencies (e.g., tala, U.S. dollar, peso, rupee, euro)

7.8.3 Analyze the process of distribution of productive resources in world regions Sample Performance Indicators: x Compare how distribution contributes to specialization of production, trade, and interdependence

in world regions such as Asia and the Americas x Write a historical account to illustrate the process of distribution of productive resources of an

early civilization

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Language Domain




Listening

School behaviors or activities, resources and supplies

Follow rules and directions given orally by a teacher and peers during project presentation

Follow multistep oral commands during project presentation (e.g., “Could you speak louder?”; “Use the map to show us the location.”), with visual or gestural support

Follow one-step oral commands during project presentation (e.g., “Please use the map.”), with visual or gestural support

Speaking


Facilitate turn-taking in extended discussions, working in groups

Initiate turn-taking in discussions (e.g., “I’d like to start by saying _____, do you agree?”), working in small groups

Produce formulaic expressions for turn-taking (e.g., “I think what do you think?”), working with a partner

Reading


Examine and discuss different interpretations and perspectives of historical events using multiple sources of information from the Internet, illustrated books, and magazines

Compare information on different interpretations and perspectives of historical events from illustrated textbooks and local print sources, working in small groups

Match words and phrases about different interpretations and perspectives of historical events, working with a partner and using visuals.

Writing


Compare cultural misunderstandings between groups of people (e.g., Chinese and East Indians)

Describe cultural misunderstandings between groups of people (e.g., Chinese and East Indians), using visuals or graphic support

List key words and phrases of cultural misunderstandings between groups of people (e.g., Chinese and East Indians), working with a partner in Samoan or English

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Language Domain




Listening


Create detailed illustrations of geographic information on maps and charts (e.g., different types of natural resources in China) in response to presentation

Classify geographic information on maps and charts based on oral statements (e.g., different types of natural resources in China), working in small groups

Point to parts of maps and charts that correspond to geographic features described in an oral statement (e.g., different types of natural resources in China), working with a partner

Speaking


Debate perspectives on rights and responsibilities (e.g., women’s rights)

Explain impacts of rights and responsibilities (e.g., women’s rights) using key words and extended sentences, working in small groups

Describe rights and responsibilities (e.g., women’s rights) using key words and phrases on cards with a partner

Reading


Explain the U.S. Constitution and its impacts using multiple texts

Identify main ideas in the U.S. Constitution with support from outlines of the U.S. Constitution, working in small groups

Categorize key words or phrases found in the U.S. Constitution, using illustrations with key words and working with a partner

Writing

Cultural perspectives and frames of reference, countries, continents and ancient medieval civilizations

Create a brochure on the cultural perspectives of people, places, or time periods

Describe cultural connections among people, places, or time periods using simple and compound sentences, working in small groups

Label cultural characteristics of people, places, or time periods, using illustrations as support and working with a partner


HISTORY: TIME, CHANGE, AND CONTINUITY


8.1.1 Reconstruct a chronological timeline of historical events, from precontact to present, to explain the development of continental United States Sample Performance Indicators: x Create a chronological timeline to indicate historical events from precontact (1700s) to recent

(1900s) to illustrate the development of the continental U.S. x Analyze and talk or write about how certain ideas and events contributed to westward expansion

(e.g., Louisiana Purchase; Indian removals; Mexican American War)

8.1.2 Utilize both primary and secondary sources in historical inquiry to provide a balanced interpretive record of the past Sample Performance Indicators: x Reconstruct past events of places in Oceania, using a variety of primary and secondary sources

and multiple perspectives x Write an interpretive record of the challenges in writing and ratifying the U.S. Constitution (e.g.,

Articles of Confederation; issues debated and compromises made during the Constitutional Convention, such as the Great Compromise and the Three-Fifths Compromise)

8.1.3 Give perspectives on significant historical changes that occurred during a specific time period, using concepts of change, chronology, and/or conflict Sample Performance Indicators: x Conduct research about significant historical changes that occurred in the American political

system between 1500–1900s, analyze the information, and formulate a perspective using the concept of change or conflict

x Trace the development of government systems in Oceania from precontact to present, and offer a perspective, using the concept of chronology


8.2.1 Analyze reasons for and impacts of the westward expansion of the U.S. Sample Performance Indicators: x Conduct research to identify reasons for westward expansion from multiple perspectives (e.g.,

reasons for westward expansion according to politicians, farmers, pioneers) x Analyze how certain ideas and events contributed to continued westward expansion (e.g.,

affiliated regions of the Pacific, statehood of Hawai‘i), and write about and present findings using citations and references

8.2.2 Identify domestic problems that leaders encountered when establishing a government under the Articles of Confederation and the U.S. Constitution Sample Performance Indicators: x Create a causal chain to analyze the causes and effects of establishing the new U.S.

government, and create a causal chain x Analyze and write about major domestic problems faced by the leaders of the new republic under

the Articles of Confederation (e.g., maintaining national security, creating a stable economic system, dealing with war debts, collecting revenue, defining the authority of the central government)

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8.2.3 Explain the challenges in writing and ratifying the U.S. Constitution, and in establishing the U.S. government Sample Performance Indicators: x Summarize the different perspectives and ideas about ratifying the U.S. Constitution x Create a historical narrative to illustrate the different perspectives on establishing the U.S.

government


8.3.1 Draw conclusions from multiple primary and secondary sources to explain how conflict, cooperation, or interdependence is developed within and among cultures Sample Performance Indicators: x Research and report on the conditions and motivations that contribute to conflict, cooperation, or

interdependence among the islands of Polynesia, Micronesia, and Melanesia, or between the islands and the U.S.

x Develop a logical argument to explain how culture changes over time to accommodate different ideas and beliefs, using examples from American Samoa and/or Oceania/Pacific islands

x Make inferences from data about the ways in which Pacific cultures have responded to persistent human issues



8.4.1 Use a variety of geographic tools to explain population distribution, and physical and human characteristics of places in Oceania including landforms, natural resources, climate, rivers, lakes, bridges, dams, roads, and buildings Sample Performance Indicators: x Create a data table to compare population data among regions x Construct a map depicting the locations of various population centers, and show the distances

between them x Indicate on a map where resources are located, and develop a logical argument to show

relationships between the location of resources and the number of people living in urban centers

8.4.2 Use appropriate data sources and tools to understand geographic information related to environmental issues Sample Performance Indicators: x Apply information from data sources to illustrate geographic information about environmental

issues in Oceania/Pacific islands x Cite an example of an environmental issue in Polynesia, Micronesia, or Melanesia, such as

deforestation, sea level rise, or pollution, and give an informed opinion of a recommendation to address the issue

x Propose data-based solutions to environmental issues facing Polynesia, Micronesia, and Melanesia


8.5.1 Use geographic tools to draw conclusions about historic or current national and global environmental change

FINAL July 2012


Sample Performance Indicators: x Use maps to compare the environment of a Pacific region at two different points in time (e.g., 100

years apart) x Interview members of the community about their position on an issue involving changes to places

and the environment, and create a dialogue presentation based on information gathered

8.5.2 Evaluate the consequences of governmental policy that affect the physical characteristics of a place or region Sample Performance Indicators: x Examine current land-use policies in American Samoa and the U.S., or another Pacific

island/region, that are related to the use of natural resources; make a chart comparing the similarities and differences; and report orally

x Analyze important economic activities and explain the relationship between these activities and the physical and human characteristics of places in Oceania/Pacific islands


8.6.1 Apply the concepts of conflict or cooperation to illustrate how holding diverse values and beliefs can contribute to or pose obstacles to cross-cultural understanding Sample Performance Indicators: x Conduct research of a current or past conflict or cooperation between two or more cultural groups

in Pacific islands/Oceania x Analyze the differences and similarities in the cultural beliefs and behaviors of the groups

involved in conflict or cooperation, evaluate how differences and similarities contributed to conflict and cooperation, and present the findings orally or in writing.

x Compose and perform a poem or a song that narrates an example of conflict or cooperation in American Samoan history



8.7.1 Analyze the fundamental principles and values of the American constitutional government (e.g., federalism, separation of powers, checks and balances, rule of law, majority rule, and individual rights) Sample Performance Indicators: x Assess persistent issues involving the rights of individuals and groups in relation to the general

welfare, and take a stance on one by writing or participating in a debate x Create a dramatic presentation about a national issue, using fundamental values of constitutional

democracy (e.g., the common good, liberty, justice, equality, and individual dignity) to support their perspective

8.7.2 Distinguish between various forms of governmental powers at the different levels of government (e.g., divine rights of monarchs, dictators, lawmakers, governors, presidents, political party leaders) Sample Performance Indicators: x Design and present a poster of the various forms of government x Create a flow chart on how a bill becomes a law in American Samoa, and develop a proposal for

a new bill to improve some aspect of life in the community x Compare in a diagram the duties of the governor of American Samoa with the duties of the

president of the United States

FINAL July 2012


8.7.3 Investigate persistent issues involving the rights of individuals and groups in relation to their general welfare Sample Performance Indicators: x Visually illustrate an analysis of one or more local or national issues requiring government action x Participate in a debate to argue for the essential ideas expressed in the Declaration of

Independence x Create a graphic organizer to differentiate between constitutional, civil, and criminal laws

8.7.4 Compare the various duties of citizens and organizations of a community and of a government Sample Performance Indicators: x Differentiate the roles and responsibilities of citizens and politicians (e.g., senators, congressmen,

governor of American Samoan, and the president of the United States) and international governmental organizations (e.g., political parties, NATO, United Nations)

x Compare the roles and responsibilities of contemporary governments in the Pacific islands (e.g., monarchy, free association, trust territory, independence)

x Write a letter to an American Samoan politician (mayor, legislative representative, or governor) about an issue of concern

8.7.5 Evaluate the role of technology and how it contributes to conflict and cooperation among nations and groups Sample Performance Indicators: x Explain how technology, specifically the Internet, assists or complicates power and authority x Cite examples of how technology is used in conflict, and assess its effectiveness, using cause-

and-effect diagrams or chains



8.8.1 Investigate how government policies affect the economy Sample Performance Indicators: x Define economy and policy and provide real-world examples of how policy affects economy x Gather and analyze data on economic issues in American Samoa or the U.S., and make

recommendations on economic policies related to one of the issues x Investigate the depressions of the 1800s to the 1900s, and analyze the effects of

deflation/inflation and the role that financial institutions played among savers, borrowers, and investors

8.8.2 Describe the organization and management of economies Sample Performance Indicators: x Apply the concepts of scarcity, resources, choice, opportunity cost, price, incentives, supply and

demand, production and consumption to situations in American Samoa, and write and present scenarios

x Summarize the role of individual consumers and entrepreneurs, financial institutions, small businesses, corporations, and government in the American Samoa and U.S. economy

x Cite examples to explain the differences between production, distribution, and consumption of goods and services in different economic systems (e.g., capitalism, socialism, communism)

8.8.3 Apply the basic principles and types of taxation to explain the function of the Federal Reserve system

FINAL July 2012


Sample Performance Indicators: x Critique how the Federal Reserve regulates and influences the money supply, availability of

credit, and loan rates x Classify different types of taxes (e.g., income, excise) x Assess the impact of government taxation, borrowing, and spending on individuals and groups

and on the production and distribution of goods and services, and collect perspectives from local citizens


Language Domain




Listening

School behaviors or activities, resources and supplies

Follow multistep oral instructions for classroom tasks

Ask formulaic clarifying questions (e.g., “Did you say ?”) about oral instructions, working in small groups

Follow one-step oral instructions for classroom tasks (e.g., “Talk with a partner for one minute.”), supported by visuals or gestures

Speaking


Express humor and sarcasm in everyday conversations (e.g., “Sure I plan to study all weekend.”)

Engage in everyday conversations with peers (e.g., “Please tell me tonight’s homework.”), working in small groups

Respond to and offer introductions, compliments, and farewells in everyday conversations with peers

Reading


Summarize key ideas about topics of interest from multiple diverse sources

Identify main ideas and supporting details from illustrated information about topics of interest, working in small groups

Locate key words on topics of personal interest using illustrated text (e.g., from local artists, Internet, or newspapers), working with a partner

Writing


Create guidelines for a group, class, or school about conflict resolution

Describe conflicts and solutions in multiple sentences, using visual or graphic support and working in small groups

Label visuals of conflicts and solutions, using English and Samoan and working with a partner

FINAL July 2012


FINAL July 2012


Language Domain




Listening


Sequence detailed descriptions of features or locations (e.g., time zones, latitude, longitude) on maps in response to oral travelogues

Identify map features from a series of oral statements that describe the physical and human characteristics of a place (e.g., vegetation; population distribution), working in small groups

Locate individual map features showing physical and human characteristics of a place (e.g., vegetation; population distribution) as orally described by a partner

Speaking


Compare and contrast orally the roles and responsibilities of citizens and government

Describe orally the roles and responsibilities of citizens and government, using key vocabulary and extended sentences, and working in small groups

Respond to “WH-” questions on the roles and responsibilities of citizens and government, using key words and phrases

Reading


Summarize information from the Bill of Rights that applies to American Samoa

Describe freedoms protected by the Bill of Rights, using graphic organizers

Match important words or phrases from the Bill of Rights with photographs or illustrations, working in small groups

Writing

Cultural perspectives and frames of reference, countries, continents, and ancient medieval civilizations

Create a report on the development of cultural diversity between American Samoa and Samoa over time

Explain developments of cultural diversity between American Samoa and Samoa in multiple paragraphs, working with a partner

Describe developments of cultural diversity between American Samoa and Samoa over time in simple sentences, using visual or graphic support

history: time, continuity, and change

Documents