New Jersey Core Curriculum Content Standards
May 1996

CCCS Home | 1996 CCCS Home | 1996 Curriculum Frameworks

Social Studies Standards And Progress Indicators
Standard 6.6:
All Students Will Acquire Historical Understanding Of Economic Forces, Ideas, And Institutions Throughout The History Of New Jersey, The United States, And The World

Descriptive Statement: Economic systems develop as individuals and societies employ resources to produce and distribute goods and services, while government policies develop to aid, control, and improve these activities. Whether economic decisions and policies are personal, institutional, or governmental, they are made in an interconnected context. Students should have the knowledge and skills to understand the economic forces which influence their lives, and to make decisions which maximize their own economic well-being and that of the larger society.

In order to ensure that students share a common core of knowledge, by the end of their school experience students should have studied all five of the major periods in United States history cited in Social Studies Standard 6.3. In addition, students should have studied all seven of the World History periods cited in Social Studies Standard 6.3. School districts are encouraged to define the balance among materials from Western, Asian, African, and other world cultures in each of these periods. Furthermore, several suggested themes are included among the history standards to enhance and enrich the study of history.

Cumulative Progress Indicators

By the end of Grade 4, students:

1.

Explain and demonstrate the role of money in everyday life.

2.

Describe the relationship of price to supply and demand.

3.

Describe work that people perform in our economic system.

4.

Distinguish between wants and needs.

5.

Illustrate the balance between economic growth and environmental preservation.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 8, students:

6.

Identify and differentiate among various forms of exchange.

7.

Explain the roles of markets and government policy in meeting the needs and wants of individuals and society.

8.

Describe the interaction of various institutions that comprise economic systems, such as households, businesses, banks, government agencies, labor unions, and corporations.

9.

Explain and illustrate how attitudes and beliefs influence economic decisions.

10.

Evaluate a decision about the balance between economic growth and environmental preservation.

Building upon knowledge and skills gained in the preceding grades, by the end of Grade 12, students:

11.

Apply economic concepts and reasoning when evaluating historical and contemporary developments and issues.

12.

Evaluate principles and policies associated with international trade.

13.

Evaluate how the economic system meets wants and needs.

14.

Analyze the successes and failures of various economic systems in meeting the needs and wants of their people.

15.

Evaluate an economic decision.

16.

Analyze and evaluate economic growth in the context of environmental conditions and sustainable development.

Themes

By the end of their school years, students should have studied, within the periods outlined above, a designated number of the following specific themes:

Early agriculture; the history of travel and communications; the role of cities; the history of economic regulation; industrial revolutions: the history of banking and international finance; the history of the corporation.

 

 

Go Back to Previous Page Back To Main Page Go To Next Page