New North Carolina Social Studies Curriculum Guidelines

Social Studies
Kindergarten
NCDPI State Course Code - 4000

NORTH
CAROLINA STANDARDS FOR KINDERGARTEN

The standards and objectives in the Kindergarten course, The World Around Us support the building of the foundation of social studies
skills, concepts, and processes that progress vertically K-12 and prepare students to be college, career, and civic ready. Despite there
being a different overall focus for each subsequent course, students will explore the content through the following lenses: inquiry;
behavioral sciences; civics and government; economics; geography; and history. As students develop cognitively, these lenses become
more focused based on the grade-level content and disciplinary thinking skills.
In this course, students will learn how they are connected to the world around them. Students will also have the opportunity to look for
ways that they can be civic-minded and make change happen within their own classroom and school.
Through their study of behavioral sciences, students will become acquainted with diverse cultures. They will also develop an awareness
of the similarities and differences among individuals in the classroom as well as within the school, community, and world. Studying civics
and government enables students to develop a sense of purpose regarding their role and the role of other citizens within the community
and world. In economics, students will compare how people in different communities use goods from local and distant places.
Kindergarten students will develop spatial awareness of their surroundings by using geographic representations, tools, and terminology
to process information about the world around them. They will learn that people not only use the environment to meet their needs and
wants but also that the environment often dictates where people choose to live. In history, students compare life in the past to life today
within the home, community, and around the world.
These standards and objectives are not intended to be the curriculum, nor do they indicate the whole of a curriculum which
will be written by a local public-school unit (LEA) or school. The standards for this course have been developed to serve as the
framework which will guide each LEA in the development of the curriculum for their Kindergarten course. The standards of
this course are conceptual in nature and have been organized around five disciplinary strands and a skill strand designed to
promote inquiry. Every student following the North Carolina Standard Course of Study for Social Studies will engage in rigorous
academic courses inclusive of multiple ideas, viewpoints, and perspectives that prepare them with the knowledge,
Page 1 of 4 Approved February 4, 2021

North Carolina Standards
Social Studies - Kindergarten- 4000
understanding, and skills needed to productively live and engage in a multicultural and globally competitive society.
Note: The Inquiry Strand is a content-neutral strand that focuses on the skills necessary for students to improve their critical thinking. The Inquiry
Strand comes first in the standards document because the skills outlined can and should be applied within all content in the course. The content
strands are arranged alphabetically and each represents a different social studies lens through which students should access the content.
I-Inquiry, B - Behavioral Sciences, C&G - Civics and Government, E - Economics, G - Geography, H - History
Inquiry K-2
The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the K-2 grade
band. Teachers should be encouraged to use these indicators in every grade level.
Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of grade 2
students will have been exposed to the skills essential to developing critical thinking in social studies. For this to occur, students
must be exposed to inquiry indicators in each grade.
Category Indicator
Compelling Questions I.1.1 Identify inquiry as a process to answer questions and solve issues.
I.1.2 Recognize a compelling question with prompting and support.
I.1.3 Explain why or how a compelling question is important to a topic or issue.
Supporting Questions I.1.4 Identify what questions are needed to support the compelling question.
I.1.5 Recognize how supporting questions connect to compelling questions.
Gathering and I.1.6 Demonstrate an understanding of facts, opinions, and other details in sources.
Evaluating Sources I.1.7 Identify the information surrounding a primary or secondary source including who created it,
when they created it, where they created it, and why they created it.
Developing Claims and Starting in Grade 3
Using Evidence
Communicating Ideas I.1.8 Construct responses to compelling questions using information from sources.
Taking Informed I.1.9 Identify problems related to the compelling question that students think are important.
Action



- Behavioral Sciences, C&G - Civics and Government, E - Economics, G - Geography, H - History
I-Inquiry, B
Behavioral Sciences
Standard Objectives
K.B.1 Understand cultural K.B.1.1 Identify cultural practices in local communities and around the world.
practices in local K.B.1.2 Compare cultural practices of people in local communities and around the world.
communities and around
the world. K.B.1.3 Summarize stories that illustrate how positive character traits such as empathy, resilience, and
respect, help people contribute to their communities.

I-Inquiry, B
Civics and Government
Standard Objectives
K.C&G.1 Understand that K.C&G.1.1 Explain why people follow rules in the classroom, school, and community.
people work together to
create and follow rules. K.C&G.1.2 Exemplify ways people follow rules in the classroom, school, and community.
K.C&G.1.3 Identify the consequences of following or not following rules in the classroom, school, and
community.
K.C&G.1.4 Use a procedure for how people can effectively work together to improve classrooms and
communities.

I-Inquiry, B
Economics
Standard Objectives
K.E.1 Analyze basic K.E.1.1 Differentiate between needs and wants.
economic concepts. K.E.1.2 Differentiate between goods and services.


I-Inquiry, B
Geography
Standard Objectives
K.G.1 Apply simple K.G.1.1 Use maps, globes, and/or digital representations to locate places in the classroom, school,
geographic community, and around the world.
representations, tools, and K.G.1.2 Identify physical features of places using maps, globes, and/or digital representations.
terms to describe
surroundings.
K.G.1.3 Identify locations in the classroom, community, and around the world with positional words.
K.G.2 Understand K.G.2.1 Explain ways people around the world use natural resources.
interactions between K.G.2.2 Explain how the environment influences people to move from place to place.
humans and the
environment.

I-Inquiry, B
History
Standard Objectives
K.H.1 Understand change K.H.1.1 Exemplify ways in which people change over time.
over time. K.H.1.2 Explain how various events have shaped history.
K.H.1.3 Compare life in the past to life today within the home, community, and around the world.

Social Studies
Grade 1
NORTH CAROLINA STANDARDS FOR GRADE 1
The standards and objectives in the first grade course, People, Places, and the Environment, support the building of the foundation of
social studies skills, concepts, and processes that progress vertically K-12 and prepare students to be college, career, and civic ready.
Despite there being a different overall focus for each subsequent course, students will explore the content through the following lenses:
inquiry; behavioral sciences; civics and government; economics; geography; and history. As students develop cognitively, these lenses
become more focused based on the grade-level content and disciplinary thinking skills.
In this course students will learn how they are connected to the world around them. Students will have the opportunity to look for ways
that they can be civic-minded and make change happen within their own classroom, school, and community.
Through their study of Behavioral Sciences, students will become acquainted with diverse cultures and how values and beliefs help
shape the communities in which we live. The objectives of the Behavioral Sciences strand will also allow students to develop an
awareness of the similarities and differences among ethnically diverse people. As first-grade students continue the study of Civics and
Government, students will further develop a sense of purpose regarding their role and the role of other citizens within the community
and world. Through the lens of Economics, students will develop an understanding of how basic economic concepts influence people,
places, and the environment. In the disciplinary lens of Geography, students will develop spatial awareness of their surroundings by
using geographic representations, tools, and terminology to process information about the world around them. Students will learn that
people not only use the environment to meet their needs and wants but also that the environment often dictates where and how people
choose to live. The objectives developed for the History strand help facilitate instruction which will allow students in first grade to
compare life in the past to life today as they study the contributions of historical figures and how those figures have helped shape and
change various communities and environments across the globe.
will be written by a local public-school unit (LEA) or school. The standards of this course are conceptual in nature and have
been organized around five disciplinary strands and a skill strand designed to promote inquiry. Every student following the
North Carolina Standard Course of Study for Social Studies will engage in rigorous academic courses inclusive of multiple ideas,

Social Studies - Grade 1
viewpoints, and perspectives that prepare them with the knowledge, understanding, and skills needed to productively live and
engage in a multicultural and globally competitive society.
Inquiry K-2
The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the K-2 grade
Category Indicator
Supporting Questions I.1.4 Identity what questions are needed to support the compelling question.
Gathering and I.1.6 Demonstrate an understanding of facts, opinions, and other details in sources.
Evaluating Sources I.1.7 Identify the information surrounding a primary or secondary source including who created it,
Using Evidence
Taking Informed I.1.9 Identify problems related to the compelling question that students think are important.
Action

Behavioral Sciences
Standard Objectives
1.B.1 Understand 1 B.1.1 Identify cultural practices and traditions in local communities and places around the world.
how culture, values,
and beliefs shape 1 B.1.2 Summarize ways that culturally, racially, and ethnically diverse people help shape a
people, places, and community.
environments.
1 B.1.3 Explain how the artistic expressions of diverse people and cultures contribute to communities
around the world..
1 B.1.4 Explain how culture, values, and beliefs influence how disagreements are resolved in
classrooms, local communities, and the world.
Standard Objectives
1.C&G.1 Understand 1.C&G.1.1 Exemplify ways individuals and groups play a role in shaping communities.
how people engage 1.C&G.2 Exemplify ways individuals and groups contribute to the making of rules and laws.
with and participate
in the community. 1.C&G.1.3 Identify the differences between rights and responsibilities of citizens in various
communities.
1.C&G.1.4 Compare various processes or strategies people can use to improve communities.
Economics
Standard Objectives
1.E.1.1 Distinguish the relationship between scarcity and limited resources.

1.E.1 Understand the 1.E.1.2 Recognize the relationship between supply and demand.
role of basic
1.E.1.3 Exemplify how supply and demand affect the choices people make.
economic concepts in
the decisions people 1.E.1.4 Summarize reasons why people and countries trade goods and services.
make.
Geography
Standard Objectives
1.G.1 Apply 1.G.1.1 Use maps, globes, and/or digital representations to identify various types of landforms of
geographic places around the world.
representations,
tools, and terms to 1.G.1.2 Exemplify how geographic features are represented by symbols on maps or digital
describe representations.
surroundings.
1.G.2 Understand 1.G.2.1 Explain the various ways the physical environment impacts people in different regions around
interactions between the world.
humans and the
environment in 1.G.2.2 Explain the various ways people impact the physical environment in different regions around
different places and the world.
regions around the
world.
History
Standard Objectives
1.H.1 Understand 1.H.1.1 Explain how the experiences and achievements of people throughout history have helped
how people and contribute to the changes in various local communities and communities around the world over time.
events have changed 1.H.1.2 Use primary and secondary sources to compare multiple perspectives of various events in
society over time. history.

Social Studies
Grade 2
NCDPI State Course Code- 4002
The standards and objectives in the second grade course, America: Our Nation support the building of the foundation of social studies
The second grade course is called “America: Our Nation.” In this grade, students will learn, through the six strands of social studies, how
the United States developed over time. They will study significant historic people and events, as well as study the environmental
characteristics that helped shape America. Students will learn how economic decisions and resources are affected by and shape the nation.
Students will also learn how our democratic values and ideals guide the roles and responsibilities of our nation’s leaders. Finally, students
will understand that we are individuals who are influenced by and contribute to our surrounding environment.
In K-1, students learn about the world. In second grade, the focus of learning will shift to learning about America, as a part of the world
and as a unique place within that world. Students will learn about America and how it fits into the global community. The intent of this
course is that students will complete the second grade understanding that there are many factors that contribute to the development of
our national identity.
framework which will guide each LEA in the development of the curriculum for their second grade course, America: Our Nation.
The standards of this course are conceptual in nature and have been organized around five disciplinary strands and a skill
strand designed to promote inquiry. Every student following the North Carolina Standard Course of Study for Social Studies will
engage in rigorous academic courses inclusive of multiple ideas, viewpoints, and perspectives that prepare them with the
knowledge, understanding, and skills needed to productively live and engage in a multicultural and globally competitive

Social Studies - Grade 2 - 4002
society.
strands are arranged alphabetically, and each represents a different social studies lens through which students should access the content.
Inquiry K-2
The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the K-2 grade band.
Teachers should be encouraged to use these indicators in every grade level.
Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of grade 2 students
will have been exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be
exposed to inquiry indicators in each grade.
Category Indicator
Supporting Questions I.1.4 Identify what questions are needed to support the compelling question.
Gathering and Evaluating I.1.6 Demonstrate an understanding of facts, opinions, and other details in sources.
Sources I.1.7 Identify the information surrounding a primary or secondary source including who created it,
Using Evidence
Taking Informed Action I.1.9 Identify problems related to the compelling question that students think are important.

Behavioral Sciences
Standard Objectives
2.B.1 Understand how 2.B.1.1 Identify the various values and beliefs of diverse cultures that have shaped American
values and beliefs shape identity.
culture in America.
2.B.1.2 Explain how belief systems of various indigenous, religious, and racial groups have
influenced or contributed to culture in America.
Standard Objectives
2.C&G.1 Understand how 2.C&G.1.1 Explain how principles of democracy have shaped the government of America.
freedom, equality, and
democracy contribute to 2.C&G.1.2 Summarize the role of government in protecting freedom and equality of individuals in
the government of America. America.
2.C&G.1.3 Compare the structure and function of the three branches of government at the national
level.
2.C&G.1.4 Explain how various indigenous, religious, gender, and racial groups advocate for
freedom and equality.
Economics
Standard Objectives
2.E.1 Understand how the 2.E.1.1 Explain how scarcity affects economic decisions.
availability of resources
impacts economic 2.E.1.2 Explain how the availability of resources impacts the production of goods.
decisions.

Geography
Standard Objectives
2.G.1 Understand how 2.G.1.1 Recognize absolute and relative location of various settlements, territories, and states in
interaction between the development of the American nation.
humans and the physical
environment is impacted 2.G.1.2 Explain how the environment has impacted settlement across America.
by movement and
settlement. 2.G.1.3 Interpret how the movement of people, goods, and ideas has impacted the regional
development of America.
History
Standard Objectives
2.H.1 Understand how 2.H.1.1 Summarize contributions of various women, indigenous, religious, racial, and other
various people and events minority groups that have impacted American history.
have shaped America.
2.H.1.2 Explain ways in which various historical events have shaped American history.
2.H.1.3 Compare various perspectives of the same time period using primary and secondary
sources.

Social Studies
Grade 3
The standards and objectives in the third grade course, Our Community and State, support the building of the foundation of social studies
In third grade, students will focus on “Our Community and State.” Third graders will learn, through the six strands of social studies, the
interactions between individuals and groups that develop local and state communities. They will study people and events significant to
local regions that represent our communities and our state. Students will compare regions and understand how the location of regions, as
well as resources found within those regions, both define local communities and help shape their development and growth. Third graders
will also understand the importance of the role that local businesses and entrepreneurs play within the local economy, as well as the roles
and responsibilities of local and state government. Finally, students will understand how the interactions between various cultural groups
shape local and state communities through aspects such as food, traditions, artistic expression, and more.
In K-2, students are learning about their place within the world and in America. In third grade, the focus is narrowed to what exists around
them and how they play a role in their community each and every day. The intent of this course is that students will complete the third
grade understanding that there are many factors that contribute to the development of local communities and regions.
framework which will guide each LEA in the development of the curriculum for the third grade course, Our Community and
State. The standards of this course are conceptual in nature and have been organized around five disciplinary strands and a
skill strand designed to promote inquiry. Every student following the North Carolina Standard Course of Study for Social
Studies will engage in rigorous academic courses inclusive of multiple ideas, viewpoints, and perspectives that prepare them
with the knowledge, understanding, and skills needed to productively live and engage in a multicultural and globally
competitive society.
Approved February 4, 2021

Inquiry 3-5
The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 3-5 grade
Category Indicator
Compelling Questions I.1.1 Identify content required to provide an answer to compelling questions.
I.1.2 Construct compelling questions that promote inquiry with peers.
Supporting Questions I.1.3 Understand how responses to supporting questions provide responses to compelling questions.
I.1.4 Construct and respond to supporting questions that help answer compelling questions with
peers.
Gathering and Evaluating I.1.5 Understand academic and domain-specific words in sources to create responses to compelling
Sources questions.
I.1.6 Organize relevant information from primary and secondary sources using the origin, authority,
structure, credibility, reliability, and context of the sources to guide the selection.
Developing Claims and I.1.7 Construct claims in response to compelling and supporting questions.
Using Evidence I.1.8 Accurately use information from sources when making claims.
I.1.9 Make inferences from information in sources.
Communicating Ideas I.1.10 Construct responses to compelling questions with specific claims and information from
teacher-provided sources.
Taking Informed Action I.1.11 Identify ways to address problems related to the compelling question.

Behavioral Sciences
Standard Objectives
3.B.1 Understand how values 3.B.1.1 Explain how the values, beliefs, and cultures of various indigenous, religious, racial and
and beliefs of individuals and other groups contribute to the development of local communities and the state.
groups influence communities.
3.B.1.2 Compare values, beliefs, cultural practices and traditions of various groups living in local
and regional communities.
Standard Objectives
3.C&G.1 Understand the 3.C&G.1.1 Compare the structure and function of both state and local government.
structure and function of state
and local government. 3.C&G.1.2 Classify the roles and responsibilities of leaders in state and local government.
3.C&G.1.3 Compare how state, local, and tribal governments help solve problems within
communities.
Economics
Standard Objectives
3.E.1 Understand how 3.E.1.1 Explain how entrepreneurship develops local communities.
economic decisions and
resources affect the local 3.E.1.2 Explain how the natural resources of a region impact the production and consumption of
economy. goods in local communities.
3.E.1.3 Summarize the role supply and demand plays in local economies.
Geography
Standard Objectives
3.G.1 Understand how 3.G.1.1 Explain how the absolute and relative location of places impacts the development of
geography impacts the communities.
development of regions and
communities. 3.G.1.2 Explain how climate and physical characteristics affect the ways in which people live in a
place or region.
3.G.1.3 Explain how movement of goods, people, and ideas is impacted by the geography of a place
or region.
History
Standard Objectives
3.H.1 Understand how various 3.H.1.1 Explain how the experiences and achievements of women, indigenous, religious, and racial
people and historical events groups have contributed to the development of the local community.
have shaped local
communities.
3.H.1.2 Explain the lasting impact historical events have had on local communities.
3.H.1.3 Use primary and secondary sources to compare multiple interpretations of various
historical symbols and events in local communities.

Social Studies
Grade 4
NORTH
CAROLINA STANDARDS FOR GRADE 4
The standards and objectives in the fourth grade course, North Carolina History support the building of the foundation of social studies
Pursuant to the passage of House Bill 1032 An Act Modifying the History and Geography Curricula in the Public Schools of North
Carolina, the new standards for 4th grade will study North Carolina history from pre-colonial times through the present day. In the
history strand, students will examine North Carolina’s role in major United States events. This will lay the foundations necessary for
delving into United States history in 5th grade. In the behavioral science strand, students will look at how various groups have
contributed to the diversity of North Carolina throughout its history. Students will also prepare for their role as responsible and
informed citizens by examining the North Carolina Constitution and the separation of powers in state government. In the geography
strand, students will address the concept of movement and its impact on people, goods, and ideas in North Carolina. Students will also
explore the strand of economics, where they will learn how natural resources have influenced economic development in the state.
Fourth-grade standards help prepare students for more sophisticated studies of our state, nation, and world in later grades. This course
is designed to be taught through integrating the objectives across strands in order to give students a foundational knowledge of North
Carolina’s behavioral science, civics & government, economics, geography, and history. These standards are designed to be taught
throughout the timeline of North Carolina history from the pre-colonial period to the present day. They are meant to be revisited
throughout the course of the school year so that by the end of the school year students can understand the ways in which the standards
relate to North Carolina throughout history.
framework which will guide each LEA in the development of the curriculum for their 4th Grade course. The standards of this
course are conceptual in nature and have been organized around five disciplinary strands and a skill strand designed to

Note: The Inquiry Strand is a content-neutral strand that focuses on the skills necessary for students to improve their critical thinking.
The Inquiry Strand comes first in the standards document because the skills outlined can and should be applied within all content in the
course. The content strands are arranged alphabetically and each represents a different social studies lens through which students
should access the content.
Inquiry 3-5
The Inquiry Indicators are meant to be used in concert with the content standards in any strand for each grade in the 3-5 grade band.
Category Indicator
I.1.4 Construct and respond to supporting questions that help answer compelling questions with peers.
Gathering and I.1.5 Understand academic and domain-specific words in sources to create responses to compelling
Evaluating Sources questions.
Developing Claims I.1.7 Construct claims in response to compelling and supporting questions.
and Using Evidence I.1.8 Accurately use information from sources when making claims.

Taking Informed I.1.11 Identify ways to address problems related to the compelling question.
Action
Behavioral Sciences
Standard Objectives
4.B.1 Understand ways in 4.B.1.1 Explain how traditions, social structure, and artistic expression have contributed to the
which values and beliefs have unique identity of North Carolina.
influenced the development
of North Carolina’s identity as 4.B.1.2 Explain how the values and beliefs of various indigenous, religious, and racial groups have
a state. contributed to the development of North Carolina
Standard Objectives
4.C&G.1 Understand the role 4.C&G.1.1 Compare the roles and responsibilities of state elected leaders.
of citizens in local and state 4.C&G.1.2 Summarize the ways in which women, indigenous, religious, and racial groups influence
government. local and state government.
4.C&G.1.3 Differentiate between rights and responsibilities reflected in the North Carolina
Constitution.
Economics
Standard Objectives
4.E.1 Understand how 4.E.1.1 Explain the ways in which scarcity impacts economic decisions in North Carolina.
economic decisions and 4.E.1.2 Explain factors that have led to economic growth and decline for North Carolina’s major
resources affect the economy industries.
of North Carolina. 4.E.1.3 Explain ways in which factors of production are influenced by the availability of resources in
North Carolina.
4.E.2 Understand the impact 4.E.2.1 Explain the way in which personal financial decisions such as spending and saving may affect
of personal financial everyday life.

decisions. 4.E.2.2 Exemplify outcomes of positive and negative financial decisions.
Geography
Standard Objectives
4.G.1 Understand the role 4.G.1.1 Compare the development of various geographic regions in North Carolina using geographic
geography has played in the tools and representations.
development of North 4.G.1.2 Exemplify the ways in which movement of people, goods and ideas has impacted the
Carolina. development of North Carolina using maps and other geographic tools.
4.G.1.3 Summarize the reasons for forced and voluntary migration to, from, and within North
Carolina
I-Inquiry, B - Behavioral Sciences, CG - Civics and Government, E - Economics, G - Geography, H - History

History
Standard Objectives
4.H.1 Understand the role of 4.H.1.1 Explain how the experiences and achievements of minorities, indigenous groups, and
various people, events, and marginalized people have contributed to change and innovation in North Carolina.
ideas in shaping North 4.H.1.2 Summarize the changing roles of women, indigenous populations and racial groups
Carolina. throughout the history of North Carolina.
4.H.1.3 Explain the ways in which revolution, reform, and resistance have shaped North Carolina.
4.H.1.4 Summarize the role North Carolina has played in major conflicts and events throughout the
history of America.
4.H.1.5 Use primary and secondary sources to compare multiple perspectives of various historical
events in North Carolina.
4.H.1.6 Explain the significance of historical symbols in North Carolina from various perspectives.


Social Studies
Grade 5
NORTH
The standards and objectives in the fifth-grade course, United States History support the building of the foundation of social studies skills,
concepts, and processes that progress vertically K-12 and prepare students to be college, career, and civic ready. Despite there being a
different overall focus for each subsequent course, students will explore the content through the following lenses: inquiry; behavioral
sciences; civics and government; economics; geography; and history. As students develop cognitively, these lenses become more focused
based on the grade-level content and disciplinary thinking skills.
Students will examine change and continuity in United States history from pre-colonial times through the present day. Students will study
the same time period as in fourth grade but will transfer their understanding from the state to the national level. In the behavioral science
strand, students will examine the influence of the culture and choices made by various groups of people on the development of the United
States. In the civics and government strand, students will explore the development, structure, and function of the United States
government as well as the role of individual rights and responsibilities. In economics, students will examine how life is affected by
economic factors and decisions. While studying geography, students will understand the relationship between geography and the people,
goods, and ideas of the United States. Through history, students will learn about how events, people, and ideas shaped and influenced the
United States. Students will gain a general understanding in order to have the foundations necessary for later grades where an in-depth
study of the role of the United States in world affairs will be covered. Teachers are encouraged to guide students in drawing connections
between contemporary issues and their historical origins. They are meant to be revisited throughout the course of the school year so that
by the end of the school year students can understand the ways in which the standards relate to the United States throughout history.
These standards and objectives are not intended to be the curriculum, nor do they indicate the whole of a curriculum which will
be written by a local public-school unit (LEA) or school. The standards for this course have been developed to serve as the

Note: The Inquiry Strand is a content-neutral strand that focuses on the skills necessary for students to improve their critical thinking. The
Inquiry Strand comes first in the standards document because the skills outlined can and should be applied within all content in the
course. The content strands are arranged alphabetically and each represents a different social studies lens through which students should
access the content.
Inquiry 3-5
Category Indicator
I.1.4 Construct and respond to supporting questions that help answer compelling questions with peers.
Gathering and Evaluating I.1.5 Understand academic and domain-specific words in sources to create responses to compelling
Sources questions.
Developing Claims and I.1.7 Construct claims in response to compelling and supporting questions.
Using Evidence I.1.8 Accurately use information from sources when making claims.

Taking Informed Action I.1.11 Identify ways to address problems related to the compelling question.
Behavioral Sciences
Standard Objectives
5.B.1 Understand ways in which 5.B.1.1 Explain how traditions, social structure, and artistic expression have contributed to the
values and beliefs have unique identity of the United States.
influenced the development of
the United States. 5.B.1.2 Explain how the values and beliefs of various indigenous, religious, and racial groups have
contributed to the development of American identity.
Standard Objectives
5.C&G.1 Analyze the structure 5.C&G.1.1 Distinguish the roles and responsibilities of the three branches of government in terms of
and function of the United States how the branches cooperate.
government in terms of
cooperation and compromise. 5.C&G.1.2 Explain how the three branches of government work together to protect freedom,
equality, and justice.
5.C&G.2 Understand the ways in 5.C&G.2.1 Summarize the ways in which women, indigenous, religious, and racial groups use civic
which the federal government participation and advocacy to encourage government protection of rights.
has protected individual rights of
citizens. 5.C&G.2.2 Exemplify ways in which rights are protected under the United States Constitution.

Economics
Standard Objectives
5.E.1 Understand how economic 5.E.1.1 Explain factors that led to economic growth and decline within the United States at various
decisions have impacted the times in history.
United States in terms of 5.E.1.2 Compare economic decisions in terms of benefits and consequences.
consequence, growth, and trade.
5.E.1.3 Explain the impact of production, specialization, technology, and division of labor on the
economic growth of the United States.
5.E.1.4 Summarize the role of trade between the United States and other countries.
5.E.2 Understand the impact of 5.E.2.1 Explain how personal financial decisions affect everyday life.
personal financial decisions.
5.E.2.2 Explain the importance of developing a basic budget for spending and saving.
5.E.2.3 Explain how personal financial decisions impact economic growth and decline in the
United States.
Geography
Standard Objectives
5.G.1 Understand the ways in 5.G1.1 Explain the relationship between location, physical environment, and human activity in the
which geographic factors and United States.
features have influenced 5.G.1.2 Explain ways in which voluntary and forced migration and slavery led to changes in the
development of the United landscape of the United States, using maps.
States.
5.G.1.3 Explain how technological innovation has impacted the geography of the United States.
5 G 1.4 Explain the reasons for forced and voluntary migration to, from, and within the United
States.

History
Standard Objectives
5.H.1 Understand the role of 5.H.1.1 Explain how the experiences and achievements of women, minorities, indigenous groups,
various people, events, and ideas and marginalized people have contributed to change and innovation in the United States
in shaping the United States. 5.H.1.2 Summarize the changing roles of women, indigenous, racial and other minority groups in
the United States.
5.H.1.3 Explain the ways in which revolution, reform, and resistance have shaped the United
States.
5.H.1.4 Explain the impact of major conflicts and events on the development of the United States.
5.H.1.5 Compare multiple perspectives of various historical events using primary and secondary
sources.
5.H.1.6 Explain the significance of national symbols and traditions from various perspectives.

Social Studies
Grade 6
The standards and objectives in the 6th grade course, World Studies I, will allow students to extend the foundational skills, concepts,
processes, and knowledge gained in grades K-5 and prepare students to be college, career, and civic ready. Despite there being a different
overall focus for each subsequent course, students will explore the content through the following lenses: inquiry; behavioral sciences;
civics and government; economics; geography; and history. As students develop cognitively, these lenses become more focused based on
the grade-level content and disciplinary thinking skills.
The World Studies I course, is an infused study of the six social studies strands. These strands should not be taught in isolation but woven
together to form a course that helps students understand the world in which we live. Students will focus on the emergence, expansion, and
decline of civilizations from the Paleolithic Era to 1400 CE. They will understand key factors that shaped the development of civilizations.
A conscious effort should be made to include an integrated study of various societies and regions from every continent: Africa (North
Africa, West Africa, East Africa, South Africa); Asia (East Asia, Central Asia, Southwest Asia, Southeast Asia); Europe; the Americas (North
America, Central America, South America); the Caribbean; and the Pacific Islands.
The intent of the North Carolina Social Studies Standards is to present information through a conceptual framework which allows for
greater depth and understanding of content and issues.
These standards and objectives are not intended to be the curriculum, nor do they indicate the whole of a curriculum which will
be written by a local public-school unit (LEA) or school. The standards for this course have been developed to serve as the
framework which will guide each LEA in the development of the curriculum for the 6th grade course, World Studies I. The
standards of this course are conceptual in nature and have been organized around five disciplinary strands and a skill strand
designed to promote inquiry. Every student following the North Carolina Standard Course of Study for Social Studies will engage
in rigorous academic courses inclusive of multiple ideas, viewpoints, and perspectives that prepare them with the knowledge,

Inquiry 6-8
Category Indicator
Compelling Questions I.1.1 Construct a compelling question through a disciplinary lens individually and with peers.
Supporting Questions I.1.2 Construct supporting questions based upon disciplinary concepts.
Gathering and I.1.3 Analyze details, central ideas, and inferences from sources using discipline-specific strategies.
Evaluating Sources I.1.4 Assess the credibility of primary and secondary sources using the origin, authority, structure,
credibility, reliability, and context of the sources to guide the selection.
Developing Claims and I.1.5 Identify evidence that draws information from multiple perspectives.
Using Evidence I.1.6 Construct claims and counterclaims using evidence while pointing out the strengths and
limitations of both based on multiple sources.
Communicating Ideas I.1.7 Construct arguments consisting of multiple claims with evidence from sources and attention to
disciplinary detail.
I.1.8 Construct responses to supporting and opposing perspectives supported by evidence.
I.1.9 Determine the credibility of disciplinary arguments of peers.
Taking Informed I.1.10 Identify challenges and opportunities created in addressing local, state, tribal, regional, national,
Action and/or global issues.
I.1.11 Use a range of civic approaches to address problems being investigated.

Behavioral Sciences
Standard Objectives
6.B.1 Understand ways in 6.B.1.1 Explain how religion, tradition, and cultural practice influence the development of
which culture influences civilizations and societies in Africa, Asia, Europe and the Americas.
civilizations.
6.B.1.2 Explain how artistic expressions reflect the values of civilizations in Africa, Asia, Europe and
the Americas.
6.B.1.3 Compare systems of social structure within various civilizations and societies in Africa, Asia,
Europe and the Americas over time.
Standard Objectives
6.C&G.1 Understand the 6.C&G.1.1 Compare the structures of governmental systems in civilizations and societies in Africa, Asia,
purpose of government Europe and the Americas.
and authority.
6.C&G. 1.2 Compare how different types of government maintain power and authority.
6.C&G. 1.3 Compare the requirements for citizenship under various civilizations, empires, and societies.
6.C&G. 1.4 Compare the evolution of laws and legal systems in various civilizations, empires, and
societies in Africa, Asia, Europe and the Americas.

6.C&G.1.5 Summarize the beliefs and practices that shaped power and authority in various civilizations,
empires, and societies in Africa, Asia, Europe and the Americas.
6.C&G.1.6 Explain the reasons for the rise and fall of governments and authority in civilizations and
empires of Africa, Asia, Europe, and the Americas.
Economics
Standard Objectives
6.E.1 Understand 6.E.1.1 Explain how trade routes and economic networks contribute to the development of civilizations,
the economic empires, and classical societies in Africa, Asia, Europe, and the Americas.
activities of
civilizations prior to 6.E.1.2 Explain the economic reasons for the rise and fall of civilizations, empires, and societies in Africa,
1400. Asia, Europe, and the Americas.

Geography
Standard Objectives
6.G.1 Understand the 6.G.1.1 Explain how human and physical characteristics impacted migration and settlement in various
geographical factors that regions in Africa, Asia, Europe and the Americas.
influence human
migration and settlement. 6.G.1.2 Explain how movement and settlement patterns affected the development of civilizations,
empires, and societies in Africa, Asia, Europe, and the Americas.
6.G.1.3 Explain how innovation and technology influenced the migration and settlement of people and
the flow of goods and ideas in various civilizations and empires in Africa, Asia, Europe, and the Americas.
6.G.1.4 Explain how societies in Africa, Asia, Europe and the Americas modified and adapted to the
environment based on topography, climate, bodies of water, and natural resources.
History
Standard Objectives
6.H.1 Understand the 6.H.1.4 Explain the role various events, people, and groups played in the rise, fall, and transformation of
development of societies in Africa, Asia, Europe, and the Americas.
civilizations and societies
from various 6.H.1.2 Explain the enduring impact of the achievements of ancient civilizations in Africa, Asia, Europe,
perspectives. and the Americas in terms of the relevance of present-day society.
6.H.1.3 Compare multiple perspectives of various historical events in civilizations in Africa, Asia,
Europe, and the Americas using primary and secondary sources.

Social Studies
Grade 7

NORTH

The standards and objectives in the seventh-grade course, World Studies II, will allow students to extend the foundational skills, concepts,
processes, and knowledge gained in grades K-5 and prepare students to be college, career, and civic ready. Despite there being a different
overall focus for each subsequent course, students will explore the content through the following lenses: inquiry; behavioral sciences; civics
and government; economics; geography; and history. As students develop cognitively, these lenses become more focused based on the
grade-level content and disciplinary thinking skills.
These six strands should not be taught in isolation but woven together to form an integrated study that helps students understand the world
in which we live. World Studies II will continue to expand upon the knowledge, skills, and enduring understandings acquired in the
sixth-grade examination of the emergence, expansion, and decline of civilizations by beginning at 1400 CE and moving into the globalized
network of nations in the modern world. Modern world is defined by a time in which societies and regions witnessed the birth of the
following developments: greater awareness of other cultures; creation of a global economy; rise of powerful nation-states; major
technological advancements; and deepening reliance on science. The course should be taught in a way that leads students to make
connections between historical events and their own lives. This should be accomplished through an investigation of the various factors that
shaped the development of societies and regions in the modern world as well as global interactions between those societies. A conscious
effort should be made to include an integrated study of various societies and regions from every continent (Africa, Asia, Europe, the
Americas, and Australia). The intent of the North Carolina Social Studies standards is to present information through a conceptual
framework which allows for greater depth and enduring understandings of content and issues to include, but not limited to, science,
technology, invention, and innovation.
These standards and objectives are not intended to be the curriculum, nor do they indicate the whole of a curriculum which will be
written by a local public-school unit (LEA) or school. The standards for this course have been developed to serve as the framework
which will guide each LEA in the development of the curriculum for their 7th Grade course. The standards of this course are
conceptual in nature and have been organized around five disciplinary strands and a skill strand designed to promote inquiry.
Every student following the North Carolina Standard Course of Study for Social Studies will engage in rigorous academic courses

inclusive of multiple ideas, viewpoints, and perspectives that prepare them with the knowledge, understanding, and skills needed
to productively live and engage in a multicultural and globally competitive society.
Note: The Inquiry Strand is a content-neutral strand that focuses on the skills necessary for students to improve their critical thinking. The Inquiry Strand
comes first in the standards document because the skills outlined can and should be applied within all content in the course. The content strands are
arranged alphabetically and each represents a different social studies lens through which students should access the content.
Inquiry 6-8
Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of grade 8 students will
have been exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to
inquiry indicators in each grade.
Category Indicator
Gathering and Evaluating I.1.3 Analyze details, central ideas and inferences from sources using discipline-specific strategies.
Sources I.1.4 Assess the credibility of primary and secondary sources using the origin, authority, structure,
Developing Claims and Using I.1.5 Identify evidence that draws information from multiple perspectives.
Evidence I.1.6 Construct claims and counterclaims using evidence while pointing out the strengths and
Taking Informed Action I.1.10 Identify challenges and opportunities created in addressing local, state, tribal, regional,
national, and/or global issues.

Behavioral Sciences
Standard Objectives
7.B.1 Understand how ompare major elements of culture in various modern societies around the world.
7.B.1.1 C
individual and group values
and beliefs have influenced 7.B.1.2 Explain how values and beliefs affect human rights, justice, and equality for different groups
various cultures. of people.
7.B.1.3 Compare how individuals and groups respond to stereotypes, oppression, human rights
violations, and genocide.
Standard Objectives
7.C&G.1 Analyze modern 7.C&G.1.1 Explain how the power and authority of various types of governments have created
governmental systems in terms conflict that has led to change.
of conflict and change. 7.C&G.1.2 Distinguish how conflict between religious and secular thought and practice has
contributed to change in government.
7.C&G.1.3 Deconstruct changes of various modern governments in terms of the benefits and costs
to its citizens.
7.C&G.1.4 Summarize new ideas that changed political thought in various nations, societies and
regions.
Economics
Standard Objectives
7.E.1 Understand the 7.E.1.1 Explain the factors and conditions that contribute to the development of economic systems.
economic activities of modern 7.E.1.2 Explain how national and international economic decisions reflect and impact the
societies and regions. interdependency of societies.
7.E.1.3 Summarize the economic activity fostered by various economic systems.
7.E.1.4 Explain how competition for resources affects the economic relationship among nations.

7.E.1.5 Explain how economic systems have led to the transformation of various regions around the
world and indigenous ways of life.
Geography
Standard Objectives
7.G.1 Understand ways in 7.G.1.1 Explain how push-pull factors of forced and voluntary migrations have affected societies
which geographical factors around the world.
influence societies. 7.G.1.2 Explain reasons why societies modify and adapt to the environment.
7.G.1.3 Explain the influence of demographic shifts on societies using geographic tools and data.
History
Standard Objectives
7.H.1 Evaluate historical and 7.H.1.1 Distinguish specific turning points of modern world history in terms of lasting impact.
current events from a variety of 7.H.1.2 Summarize the influence women, indigenous, racial, ethnic, political, and religious groups
perspectives. have had on historical events and current global issues.
7.H.1.3 Compare individual and societal responses to globalization in various regions and
societies.
7.H.1.4 Critique the effectiveness of cooperative efforts and consensus-building among nations,
regions, and groups from various perspectives.
7.H.1.5 Explain how slavery, xenophobia, disenfranchisement, ethnocentrism, and intolerance
have affected individuals and groups in modern world history.

Social Studies
Grade 8
NCDPI State Course Code 4008
NORTH

The standards and objectives in the eighth-grade, North Carolina and United States History will allow students to extend the foundational
skills, concepts, processes, and knowledge gained in grades K-5 and prepare students to be college, career, and civic ready. Despite there
Pursuant to the passage of House Bill 1032 An Act Modifying the History and Geography Curricula in the Public Schools of North
Carolina, the new standards for eighth grade will integrate United States history with the study of North Carolina history. The major
focus of this course is North Carolina state history with the integration of local and national history. This integrated study helps students
understand and appreciate the legacy of our democratic republic and to develop the skills needed to engage responsibly and intelligently
as North Carolinians. Students in eighth grade will continue to build on the fourth and fifth-grade introductions to North Carolina and the
United States by embarking on a more rigorous study of the historical foundations and democratic principles that continue to shape our
state and nation. Students will begin with a review of the major ideas, events, and cultures preceding the foundation of North Carolina
and the United States. The main focus of the course will be how students use inquiry to examine critical events, people, issues, and
developments in the state and nation from the Colonial Era to contemporary times. Students will understand the relationship of
geography, events, and people to the political, economic, technological, and cultural developments that shaped our existence in North
Carolina and the United States over time.

strands are arranged alphabetically and each represents a different social studies lens through which students should access the content
Inquiry 6-8
Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of grade 8 students will
have been exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be exposed to
inquiry indicators in each grade.
Category Indicator
Gathering and Evaluating I.1.3 Analyze details, central ideas, and inferences from sources using discipline-specific strategies.
Sources I.1.4 Assess the credibility of primary and secondary sources using the origin, authority, structure,
Developing Claims and Using I.1.5 Identify evidence that draws information from multiple perspectives.
Evidence I.1.6 Construct claims and counterclaims using evidence while pointing out the strengths and
Taking Informed Action I.1.10 Identify challenges and opportunities created in addressing local, state, tribal, regional,
national, and/or global issues.

Behavioral Sciences
Standard Objectives
8.B.1 Analyze the impact of 8.B.1.1 Determine how the relationship between different regional, social, ethnic, and racial groups
group behavior on the have contributed to the development of North Carolina and the nation.
development of North Carolina 8.B.1.2 Explain how cultural values, practices and the interactions of various indigenous, religious,
and the nation. and racial groups have influenced the development of North Carolina and the nation.
Standard Objectives
8.C&G.1 Understand how 8.C&G.1.1 Summarize the democratic ideals outlined in the founding documents of the state and
democratic principles have national government.
influenced the government 8.C&G.1.2 Compare how decisions of state and local government conform and conflict with the
structure and policies of North democratic ideals of the nation.
Carolina and the nation. 8.C&G.1.3 Critique the policies, laws, and government structures of North Carolina and the nation in
terms of conforming to or conflicting with American democratic ideals.
8.C&G.1.4 Compare different perspectives on the role of state, national, and tribal governments.
8.C&G.1.5 Compare access to democratic rights and freedoms of various indigenous, religious, racial,
gender, ability and identity groups in North Carolina and the nation.
8.C&G.2 Evaluate the 8.C&G.2.1 Summarize the strategies and societal reforms used to address discrimination and
effectiveness of societal reforms. oppression in North Carolina and the nation.
8.C&G.2.2 Assess the effectiveness of reforms in terms of the impact on individuals, policies, and
institutions in North Carolina and the nation.

Economics
Standard Objectives
8.E.1 Understand the economic 8.E.1.1 Explain how economic growth and decline have positively and negatively impacted individuals,
development of North Carolina groups, communities, and businesses in North Carolina and the nation.
and the nation. 8.E.1.2 Explain how industry and trade impact the economy and people of North Carolina and the
nation.
8.E.1.3 Distinguish the role women, indingenious groups, and racial minorities have played in
contributing to the economic prosperity of North Carolina in terms of equity, equality, and mobility.
8.E.1.4 Exemplify ways personal financial decision making influences the economy.
Geography
Standard Objectives
8.G.1 Understand geographic 8.G.1.1 Summarize the human and physical characteristics of North Carolina and the nation.
factors that influence the 8.G.1.2 Explain how location, resources, and human geography have influenced the development of
development of North Carolina North Carolina and the nation.
and the nation. 8.G.1.3 Explain how location and human geography have presented opportunities and challenges for
the movement of people, goods, and ideas in North Carolina and the nation.
8.G.1.4 Explain the reasons for and effects of forced and voluntary migration on various groups in
North Carolina and the nation.
8.G1.5 Explain how geographic expansion has impacted the development of North Carolina and the
nation.
History
Standard Objectives
8.H.1 Understand the role of 8.H.1.1 Explain the causes and effects of conflict in North Carolina and the nation.
conflict and cooperation in the 8.H.1.2 Summarize how debate, negotiation, compromise, and cooperation have been used in the
development of North Carolina history of North Carolina and the nation.
and the nation.
8.H.1.3 Explain how slavery, segregation, voter suppression, reconcentration, and other

discriminatory practices have been used to suppress and exploit certain groups within North Carolina
and the nation over time.
8.H.1.4 Explain how recovery, resistance, and resilience to inequities, injustices, discrimination,
prejudice and bias have shaped the history of North Carolina and the nation.
8.H.2 Understand how 8.H.2.1 Explain how innovation and technology have contributed to change in North Carolina and the
innovation and change have nation.
impacted the development of 8.H.2.2 Explain the influences of individuals and groups during times of innovation and change in
North Carolina and the nation. North Carolina and the nation.
8.H.2.3 Explain how the experiences and achievements of women, minorities, indigenous, and
marginalized groups have contributed to the development of North Carolina and the nation over time.

Social Studies
American History

NORTH
CAROLINA STANDARDS FOR AMERICAN HISTORY

The standards and objectives in the American History course will provide students the opportunity to engage in intensive application of
the skills, concepts, processes, and knowledge gained in previous social studies courses and prepare them to be college, career, and civic
ready. Despite there being a different overall focus for each subsequent course, students will explore the content through the following
lenses: inquiry; behavioral sciences; civics and government; economics; geography; and history. As students develop cognitively, these
lenses become more focused based on the grade-level content and disciplinary thinking skills.
The American History course will begin with the end of the French and Indian War (1763) and end through the latest Presidential
Election (i.e. 2020, 2024, etc.). While the scope begins with the French and Indian War, teachers can and should use concepts and topics
prior to the French and Indian War to establish context. For example, teachers are encouraged to draw on the context of the early
colonies, the origins of slavery, indigenous populations, and enlightenment thinkers. In addition, students will have studied colonial
American history in the 4th, 5th, and 8th grades.
This course will explore the overarching themes, trends, and concepts of our nation’s history, including the development and evolution of
the American system of government, the patterns and impact of migration and immigration, cultural development through the arts and
technological innovations, relationships with foreign nations, and the role of both the individual and diverse groups in building the
American story. Students in this course will be asked to investigate major turning points in American History to develop an
understanding of multiple causation, to determine patterns of change and continuity, and to be able to compare multiple perspectives of
the past. Rooted in Inquiry-based skills, students will trace American development while learning to craft compelling questions,
synthesize and evaluate evidence, develop claims, communicate ideas, and take informed action. Students will continue to build upon
previous studies of American History, the fundamental concepts in civics and government, economics, behavioral science (culture), and
geography taught in grades kindergarten through eight as they examine American history. As well-rounded, productive citizens, students
will leave the American History course with both the knowledge and the skills to engage with the modern world by recognizing
contemporary patterns and connections.

Social Studies - American History - 4311
framework which will guide each LEA in the development of the curriculum for their standard and honors level courses for
American History. The standards of this course are conceptual in nature and have been organized around five disciplinary
strands and a skill strand designed to promote inquiry. Every student following the North Carolina Standard Course of Study
for Social Studies will engage in rigorous academic courses inclusive of multiple ideas, viewpoints, and perspectives that
prepare them with the knowledge, understanding, and skills needed to productively live and engage in a multicultural and
globally competitive society.
Inquiry - 9-12
Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of all high school
courses students will have been exposed to the skills essential to developing critical thinking in social studies. For this to occur,
students must be exposed to inquiry indicators in each grade.
Standard Indicator
Apply the inquiry I.1.1 Compelling Questions
models to analyze and ● Identify issues and problems in social studies.
evaluate social studies ● Formulate questions based upon disciplinary concepts.
topics and issues in I.1.2 Supporting Questions
order to communicate ● Identify related issues and problems related to the compelling question.
conclusions and take ● Formulate supporting questions.
informed actions. I.1.3 Gathering and Evaluating Sources
● Locate credible primary and secondary sources.

● Identify a variety of primary and secondary sources in support of compelling and supporting
questions.
● Summarize the central ideas and meaning of primary and secondary sources through the use of
literacy strategies.
● Determine the origin, context, and bias of primary and secondary sources.
● Differentiate between facts and interpretation of sources.
● Evaluate competing historical narratives and debates among historians.
I.1.4 Developing Claims and Using Evidence
● Analyze data from charts, graphs, timelines, and maps.
● Analyze visual, literary, and musical sources.
● Examine change and continuity over time.
● Analyze causes, effects, and correlations.
● Determine the relevance of a source in relation to the compelling and supporting questions.
I.1.5 Communicating Ideas
● Construct written, oral, and multimedia arguments.
● Support arguments with evidence and reasoning while considering counterclaims.
● Use proper formatting in citing sources for arguments.
● Develop new understandings of complex historical and current issues through rigorous academic
discussions.
● Participate in rigorous academic discussions emphasizing multiple viewpoints in which claims and
evidence are acknowledged, critiqued, and built upon in order to create new understandings of
complex historical or current issues.
I.1.6 Taking Informed Action
● Generate ideas through which the inquiry facilitates change.
● Devise a plan to enact change based on the results of the inquiry.
● Organize and take individual or collaborative action in order to effect change and inform others.


Behavioral Sciences
Standard Objectives
AH.B.1 Evaluate AH.B.1.1 Critique multiple perspectives of American identity in terms of American exceptionalism.
American identity in AH.B.1.2 Critique multiple perspectives of American identity in terms of opportunity, prosperity, and
terms of perspective, crisis.
change, and continuity.
AH.B.1.3 Critique multiple perspectives of American identity in terms of oppression, stereotypes,
diversity, inclusion, and exclusion.
AH.B.1.4 Critique multiple perspectives of American identity in terms of individualism and
conformity.
AH.B.1.5 Explain how various immigrant experiences have influenced American identity.
AH.B.1.6 Explain how the experiences and achievements of minorities and marginalized peoples have
contributed to American identity over time in terms of the struggle against bias, racism, oppression,
and discrimination.
AH.B.1.7 Explain how slavery, xenophobia, disenfranchisement, and intolerance have affected
individual and group perspectives of themselves as Americans.
AH.B.2 Analyze the AH.B.2.1 Differentiate among scientific and technological innovations in terms of how they have
relationship of tradition reinforced and redefined American values and beliefs.
and progress in terms of
scientific, technological, AH.B.2.2 Distinguish religious beliefs and human reasoning in terms of their influence on American
intellectual and cultural society and culture.
development.

Standard Objectives
AH.C&G.1 Evaluate the AH.C&G.1.1 Explain how various views on freedom and equality contributed to the development of
relationship between the American political thought and system of government.
American people and the AH.C&G.1.2 Critique the extent to which various levels of government used power to expand or
government in terms of restrict the freedom and equality of American people.
freedom, equality, and
AH.C&G.1.3 Explain how various individuals and groups strategized, organized, advocated and
power.
protested to expand or restrict freedom and equality.
AH.C&G.1.4 Explain how racism, oppression, and discrimination of indigenous peoples, racial
minorities, and other marginalized groups have impacted equality and power in America.
AH.C&G.2 Analyze the AH.C&G.2.1 Distinguish decisions by executive, legislative, and judicial leaders in terms of resolving
American political conflict and establishing compromise.
system in terms of AH.C&G. 2.2 Explain the development and realignment of political parties as reflected in key elections.
conflict, compromise,
and consequence.
AH.C&G.2.3 Deconstruct changes in balance of power between local, state, and federal government in
terms of conflict and compromise.
Economics
Standard Objectives
AH.E.1 Analyze the AH.E.1.1 D econstruct multiple perspectives of American capitalism in terms of affluence, poverty, and
American economic mobility.
system in terms of AH.E.1.2 Explain how the relationships between entrepreneurship, management, labor, and
affluence, poverty, and consumers have impacted the quality of life in American society.
mobility.
AH.E.1.3 Explain the causes of economic expansion and retraction and the impacts on the American
people.

AH.E.1.4 Compare how some groups in American society have benefited from economic policies while
other groups have been systemically denied the same benefits.
AH.E.1.5 Distinguish the role women and racial minorities have played in contributing to the economic
prosperity of American society in terms of equity, equality, and mobility.
Geography
Standard Objectives
AH.G.1 Understand how AH.G.1.1 Explain how environmental, technological, cultural, and economic factors influenced
movement, settlement, population distribution and patterns of migration and immigration.
and expansion influenced AH.G.1.2 Explain how geographic conditions and expansion have presented both opportunities and
American development. challenges in the development of America.
AH.G.1.3 Explain the reasons for and effects of forced and voluntary migration on societies, individuals
and groups over time.
AH.G.1.4 Explain how slavery, forced migration, immigration, reconcentration and other
discriminatory practices have changed population distributions and regional culture.
History
Standard Objectives
AH.H.1 Understand the AH.H.1.1 Explain the causes and effects of various domestic conflicts in terms of race, gender, and
reasons for American political, economic, and social factors.
involvement in conflicts AH.H.1.2 Explain the causes and effects of various international conflicts/wars in terms of political,
and the domestic and economic, and social factors.
foreign impacts.
AH.H.1.3 Differentiate the experience of war on groups and individuals in terms of contribution,
sacrifice, and opposition.

AH.H.2 Evaluate the AH.H.2.1 Explain how economic, social, and political interests have influenced the direction of
relationship between American foreign policy.
America and other AH.H.2.2 Critique the extent to which American interaction with other nations has achieved national
nations in terms of and global economic, social, and political goals.
national interests and AH.H.2.3 Distinguish the extent to which American foriegn policy has advanced the interests of
global interdependence. historically privileged groups over the interests of historically marginalized groups.
AH.H.3 Analyze various AH.H.3.1 Deconstruct various turning points in terms of multiple causation.
turning points in AH.H.3.2 Use historical empathy and contextualization to deconstruct multiple perspectives of
American history in individuals and groups within various turning points.
terms of perspective, AH.H.3.3 Critique the extent to which economic, social, cultural, geographic, and political factors of
causation, and change. various turning points changed the American historical narrative.
AH.H.3.4 Compare how competing historical narratives of various turning points portray individuals
and groups including marginalized people.

Social Studies
World History
NORTH CAROLINA STANDARDS FOR WORLD HISTORY
The standards and objectives in the World History course will provide students the opportunity to engage in intensive application of the
skills, concepts, processes, and knowledge gained in previous social studies courses and prepare them to be college, career, and civic
ready. Despite there being a different overall focus for each subsequent course, students will explore the content through the following
lenses: inquiry; behavioral sciences; civics and government; economics; geography; and history. As students develop cognitively, these
lenses become more focused based on the grade-level content and disciplinary thinking skills.
World History is designed to be a historical study of societies, nations, economies, events, and cultures of the many regions of the world,
providing historical background for each area and details inclusive of change over time, historical impact, religion, diplomacy, culture
practices and beliefs, and economic, political, and social institutions. The course is intended to examine the historical development of the
world and global issues and patterns since 1200. The course also explores underlying themes of: power and authority; change and
continuity; human-environment interaction; globalization; cultural diffusion; and individual and group identity. The standards for this
course seek to move beyond the rote teaching of world history to the teaching of history in context to the world and global society in
which students currently live and need to understand. With this in mind, it is important to note that this course is not designed to be a
chronological study of history through periodization. The goal of this course is to blend the historical with the contemporary and current
so that students begin to acquire an understanding of how the historical events and decisions of ancient, classical, and modern history
have implications or lasting impacts that have influenced the world in which we currently live. It is important for students in today’s
rapidly evolving global society to be able to understand the contemporary patterns and connections of globalization. Likewise, it is
important they know that in order to do so, one must study the historical precedents and antecedents of those patterns and connections.
Ultimately, students will be able to use this knowledge to understand and engage with the world as collaborative and productive global
citizens who are knowledgeable of why history matters in a twenty-first-century world.

Social Studies - World History - 4303
framework which will guide each LEA in the development of the curriculum for their standard and honors level World History
courses. The standards of this course are conceptual in nature and have been organized around five disciplinary strands and a
skill strand designed to promote inquiry. Every student following the North Carolina Standard Course of Study for Social
Studies will engage in rigorous academic courses inclusive of multiple ideas, viewpoints, and perspectives that prepare them
with the knowledge, understanding, and skills needed to productively live and engage in a multicultural and globally
competitive society.
Inquiry 9-12
Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of all high school
courses students will have been exposed to the skills essential to developing critical thinking in social studies. For this to occur,
students must be exposed to inquiry indicators in each grade.
Category Indicator
I.1.1 Compelling Questions
Apply the inquiry ● Identify issues and problems in social studies.
models to analyze ● Formulate questions based upon disciplinary concepts.
and evaluate social I.1.2 Supporting Questions
studies topics and ● Identify related issues and problems related to the compelling question.
issues in order to ● Formulate supporting questions.
communicate I.1.3 Gathering and Evaluating Sources
conclusions and take ● Locate credible primary and secondary sources.
informed actions. ● Identify a variety of primary and secondary sources in support of compelling and supporting
questions.

● Summarize the central ideas and meaning of primary and secondary sources through the use of
literacy strategies.
discussions.
evidence are acknowledged, critiqued, and built upon in order to create new understandings of
complex historical or current issues.
Behavioral Sciences
Standard Objectives
WH.B.1 Analyze WH.B.1.1 Deconstruct societies and institutions around the world in terms of the ways in which they were
how artistic, literary, shaped by art, literature, philosophical thought, and religion, now and in the past.

philosophical, WH.B.1.2 Explain the impact of scientific and technological innovations on societal change around the world,
technological, and both now and in the past.
scientific ideas have
developed and
shaped society and
institutions.
WH.B.2 Understand WH.B.2.1 Explain how shared values and beliefs of a culture impact national, tribal, and group identity, now
the concept of and in the past.
identity in historic WH.B.2.2 Explain how competing religious, secular, racial, ethnic, and tribal group identities have impacted
and contemporary societies, now and in the past.
societies in terms of
WH.B.2.3 Explain the impact of global interaction on the development of national, tribal, and ethnic identities,
its development and
now and in the past.
impacts.
Standard Objectives
WH.C&G.1 Analyze WH.C&G.1.1 Compare ways in which individuals, groups, and governments have gained and maintained
the relationship power.
between various
societies and WH.C&G.1.2 Distinguish ways in which religious and secular leaders and political systems have used power
government in terms to sustain, expand, or restrict freedom and equality.
of freedom, equality,
and power. WH.C&G.1.3 Compare various revolutions, rebellions, and movements in terms of motive, consequence, and
lasting impact on the freedom and equality of individuals and groups in society.
WH.C&G.1.4 Compare ways racial, ethnic, and religious groups around the world have demonstrated
resistance and resilience to inequities, injustice, and restriction of freedoms, now and in the past.

WH.C&G.2 Evaluate WH.C&G.2.1 Explain how policies and treaties have led to international conflict, now and in the past.
international
diplomacy and the WH.C&G.2.2 Critique the effectiveness of cooperative efforts among nations, groups, and international
policies of a nation organizations in resolving conflicts and maintaining international stability, now and in the past.
in terms of influence
on global conflict
and resolutions.
Economics
Standard Objectives
WH.E.1 Understand WH.E.1.1 Explain how a desire for resources has impacted the global interactions and economic
the economic interdependence of empires, societies, and/or nations, now and in the past.
relationships WH.E.1.2 Explain the influence of economic interdependence on the development, interactions, and
between groups and transformation of empires, societies, nations, and regions, now and in the past.
nations in terms of
WH.E.1.3 Compare how empires, groups, and nations have used economic decisions and policies to gain or
power and
maintain power, now and in the past.
interdependence.
WH.E. 1.4 Explain how economic policies have challenged international interdependence and national and
tribal sovereignty in various regions around the world.
Geography
Standard Objectives
WH.G.1 Understand WH.G.1.1 Explain the reasons for and effects of immigration, forced migration, slavery, and settlement on
how movement has empires, societies, and indigenous populations around the world, now and in the past.
influenced societies WH.G.1.2 Distinguish the relationship between movement, technology, and innovation in terms of cultural
now and in the past. diffusion on societies around the world, now and in the past.

WH.G.2 Analyze the WH.G.2.1 Deconstruct the relationship between geopolitics and demographic shifts in terms of intentional
intentional and and unintentional consequences, now and in the past.
unintentional
consequences of WH.G.2.2 Differentiate technological innovation and human-environment interaction in terms of intentional
human-environment and unintentional consequences, now and in the past.
interaction.
History
Standard Objectives
WH.H.1.1 Analyze WH.H.1.1 Distinguish key turning points in world history in terms of multiple causes and outcomes.
historical events and
issues in world
history from a WH.H.1.2 Explain the impact the experiences and achievements of individuals and groups from various
variety of indigenous, racial, ethnic, tribal, political, and religious backgrounds have had on historical events and
perspectives. current global issues.
WH.H.1.3 Explain how ethnocentrism, stereotypes, xenophobia, and racism impact human rights and social
justice of various groups, tribes, and nations around the world, now and in the past.
WH.H.1.4 Distinguish the challenges indigenous peoples and ethnic and tribal groups around the world
have experienced as a result of colonization, imperialism, and assimilation, now and in the past.

Social Studies
Founding Principles of the United States of America and North Carolina: Civic Literacy
NORTH CAROLINA STANDARDS FOR THE

FOUNDING PRINCIPLES OF THE UNITED STATES OF AMERICA AND NORTH CAROLINA:
CIVIC LITERACY
The standards and objectives in the Founding Principles of the United States of America and North Carolina: Civic Literacy course will
provide students the opportunity to engage in intensive application of the skills, concepts, processes, and knowledge gained in previous
social studies courses and prepare them to be college, career, and civic ready. Despite there being a different overall focus for each
subsequent course, students will explore the content through the following lenses: inquiry; behavioral sciences; civics and government;
economics; geography; and history. As students develop cognitively, these lenses become more focused based on the grade-level
content and disciplinary thinking skills.
This course has been legislated by N.C. Session Law 2019-82, House Bill 924. Because the civics and government strand is an integral part of
the vertical learning progression of each course, kindergarten through high school, students are expected to enter this course with a
fundamental knowledge and understanding of the structure and function of government and civic responsibility. This course provides
students the opportunity for a deeper study of the governmental and political systems of the N.C. and the U.S. and will build upon the
application of the Founding Principles as identified by N.C. Session Law 2019-82, House Bill 924. This course will allow students to examine
the ways in which power and responsibility are both shared and limited by the U.S. Constitution and how the judicial, legal, and political
systems of North Carolina and the United States embody the founding principles of government. Students in this course will analyze and
evaluate the extent to which the American system of government guarantees, protects, and upholds the rights of citizens. Through the
integration of inquiry-based learning, students will also investigate how the American system of government has evolved over time while
learning how to analyze topics, issues, and claims in order to communicate ideas and take action to effect change and inform others. When
opportunities can be provided, this course can be augmented by related learning experiences, both in and out of school, that enable students
to apply their knowledge and understanding of how to participate in their own community and governance. Mastery of the standards and
objectives of this course will inform and nurture responsible, participatory citizens who are competent and committed to the core values and
founding principles of American democracy and the United States Constitution.

Social Studies - Founding Principles of the United States of America and North Carolina: Civic Literacy - 4318
will be written by a local public-school unit (LEA) or school. The standards for this course have been developed to serve as
the framework which will guide each LEA in the development of the curriculum for their standard and honors level courses
for Founding Principles of the United States of America and North Carolina: Civic Literacy. The standards of this course are
conceptual in nature and have been organized around five disciplinary strands and a skill strand designed to promote inquiry.
Every student following the North Carolina Standard Course of Study for Social Studies will engage in rigorous academic
courses inclusive of multiple ideas, viewpoints, and perspectives that prepare them with the knowledge, understanding, and
skills needed to productively live and engage in a multicultural and globally competitive society.
Inquiry 9-12
Because there is no set number of indicators that should be used in any grade level, the intent is that by the end of all high school courses
students will have been exposed to the skills essential to developing critical thinking in social studies. For this to occur, students must be
Category Indicator
I.1.1 Compelling Questions
Apply the inquiry ● Identify issues and problems in social studies.
models to analyze ● Formulate questions based upon disciplinary concepts.
and evaluate social I.1.2 Supporting Questions
studies topics and ● Identify related issues and problems related to the compelling question.
issues in order to ● Formulate supporting questions.
communicate I.1.3 Gathering and Evaluating Sources

conclusions and take ● Locate credible primary and secondary sources.

informed actions. ● Identify a variety of primary and secondary sources in support of compelling and supporting questions.
● Summarize the central ideas and meaning of primary and secondary sources through the use of literacy
strategies.
discussions.
evidence are acknowledged, critiqued, and built upon in order to create new understandings of complex
historical or current issues.

Behavioral Sciences
Standard Objectives
CL.B.1.1 Explain how values and beliefs influence the creation and implementation of public policy and laws.
CL.B.1 Understand
CL.B.1.2 Explain how legislation, policy, and judicial rulings reflect changing norms and values in the United
how values, beliefs,
States.
and norms influence
the American CL.B.1.3 Explain how the values and beliefs regarding freedom, equality, and justice have helped transform the
system of American system of government.
government.
CL.B.1.4 Explain how individual values and societal norms contribute to institutional discrimination and the
marginalization of minority groups living under the American system of government.
Standard Objectives
CL.C&G.1 CL.C&G.1.1 Explain the influence of the founding principles on state and federal decisions using primary and
Understand the secondary source documents.
impact of the CL.C&G.1.2 Critique the consistency with which federal policies, state policies, and Supreme Court decisions
founding principles have upheld the founding principles.
of the United States
on federal and state
government.
CL.C&G.2 Analyze
the roles of the CL.C&G.2.1 Compare how national, state, and local governments maintain order, security, and protect
branches of individual rights.

government at the CL.C&G.2.2 Explain how the principle of federalism impacts the actions of state and local government.
federal, state, and
CL.C&G.2.3 Differentiate between the types of local governments in order to understand the role, powers, and
local levels. functions each plays within an intergovernmental system.
CL.C&G.2.4 Compare the federal government of the United States to various types of government around the
world in terms of balancing security and the protection of rights.
CL.C&G.3 Analyze CL.C&G.3.1 Differentiate citizenship and civic participation in terms of responsibilities, duties, and privileges of
the various citizens.
responsibilities of
individuals living in CL.C&G.3.2 Compare strategies used by individuals to address discrimination, segregation,
the United States in disenfranchisement, reconcentration, and other discriminatory practices that have existed in the United States.
terms of
citizenship, civic CL.C&G.3.3 Summarize the changes in process, perception, and the interpretation of United States citizenship
participation, and and naturalization.
the political CL.C&G.3.4 Compare citizenship in the American constitutional democracy to membership in other types of
process. governments.
CL.C&G.3.5 Explain how the two-party system has shaped the political landscape of the United States.
CL.C&G.3.6 Distinguish the relationship between the media and government in terms of the responsibility to
inform the American public.
CL.C&G.3.7 Assess the effectiveness of the election process at the national, state, and local levels.
CL.C&G.4 Analyze CL.C&G.4.1 Differentiate the judicial systems of the United States and North Carolina in terms of structure,
how the judicial, jurisdiction, and how each provides for equal protection.
legal, and political CL.C&G.4.2 Differentiate the structure and function of state and federal courts in order to understand the
systems of the adversarial nature of each.
United States and CL.C&G.4.3 Exemplify how the constitutions of the United States and North Carolina have been interpreted and
North Carolina applied since ratification.
embody the
founding principles CL.C&G.4.4 Assess how effective the American system of government has been in ensuring freedom, equality,
of government. and justice for all.

CL.C&G.4.5 Summarize the importance of both the right to due process of law and the individual rights
established in the Bill of Rights in the American legal system.
CL.C&G.4.6 Critique the extent to which women, indigenous, religious, racial, ability, and identity groups have
had access to justice as established in the founding principles of government.
Economics
Standard Objectives
CL.E.1 Understand CL.E.1.1 Explain how the role federal and state governments play in economic decision-making impacts
the role of economic mobility, status, and quality of life of individuals living in America.
government in both CL.E.1.2 Summarize the role of the United States and North Carolina in the world economy.
federal and state
economies.
Geography
Standard Objectives
CL.G.1 Understand CL.G.1.1 Explain how views on freedom and equality influence legislation and public policy on issues of
the role geography immigration, migration, and the environment.
plays in civic CL.G.1.2 Explain geopolitical and environmental factors which affect civic participation and voting in various
participation, regions of the United States.
legislation, and CL.G.1.3 Exemplify how the United States interacts with international governments to navigate global
public policy. environmental issues.
History
Standard Objectives
CL.H.1 Understand CL.H.1.1 Explain how the tensions over power and authority led the founding fathers to develop a democratic
how individual republic.

rights and the CL.H.1.2 Compare competing narratives of the historical development of the United States and North Carolina
American system of in terms of how each depicts race, women, tribes, identity, ability, and religious groups.
government have CL.H.1.3 Interpret historical and current perspectives on the evolution of individual rights in America over
evolved over time. time, including women, tribal, racial, religious, identity, and ability.
CL.H.1.4 Explain the impact of social movements and reform efforts on governmental change, both current
and in the past.
CL.H.1.5 Explain how the experiences and achievements of minorities and marginalized peoples have
contributed to the protection of individual rights and “equality and justice for all” over time.
CL.H.1.6 Exemplify ways individuals have demonstrated resistance and resilience to inequities, injustice, and
discrimination within the American system of government over time.

Social Studies
Economics and Personal Finance
NORTH CAROLINA STANDARDS FOR ECONOMICS AND PERSONAL FINANCE

The standards and objectives in the Economics and Personal Finance course will provide students the opportunity to engage in intensive
application of the skills, concepts, processes, and knowledge gained in previous social studies courses and prepare them to be college,
career, and civic ready.

The North Carolina Department of Public Instruction (NCDPI) and the State Board of Education (SBE) supports the development of
students who understand economic decisions, use money wisely, understand education and career choices, and understand how to be
financially responsible citizens. Students should be provided with the agency, tools, and knowledge necessary to live in and contribute to
a financially sound society. The Economics and Personal Finance (EPF) course is intended to be a study of economics, personal finance,
income and education, money management, critical consumerism, and financial planning. This course has been legislated by N.C. Session
Law 2019-82, House Bill 924. Because the study of economics and personal finance is an integral part of the learning progression of each
course, kindergarten through high school, this course expects students to enter possessing a fundamental knowledge and understanding
of the basic principles of economics and money management. When opportunities can be provided, this course can be augmented by
related learning experiences, both in and out of school, that enable students to apply their knowledge and understanding of how to
participate in their own financial literacy. Mastery of the standards and objectives of this course will inform and nurture responsible,
participatory citizens who are competent and committed to responsible money management and financial literacy.

These standards and objectives are not intended to be the curriculum, nor do they indicate the whole of a curriculum which will be
written by a local public-school unit (LEA) or school. The standards for this course have been developed to serve as the framework which
will guide each LEA in the development of the curriculum for their standard and honors level courses for Economics and Personal
Finance. The standards of this course are conceptual in nature and have been organized around five strands.

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Social Studies - Economics and Personal Finance - 4319
E-Economics, IE-Income and Education, MCM-Money and Credit Management, FP-Financial Planning, CC-Critical Consumerism
Economics (E)
Standard Objectives
EPF.E.1 Understand EPF.E.1.1 Compare how individuals and governments utilize scarce resources in traditional,
economies, markets, and command, market, and mixed economies.
the role economic factors EPF.E.1.2 Distinguish market structures in terms of economic characteristics and the roles they
play in making economic
play in decision-making and opportunity costs.
decisions.
EPF.E.1.3 Explain how supply and demand determine equilibrium price and quantity produced.
EPF.E.1.4 Compare the ways in which incentives and profits influence what is produced and
distributed in a market system.
EPF.E.2 Analyze the role of EPF.E.2.1 Summarize basic macroeconomic indicators and how they vary over the course of a
government and economic business cycle.
institutions in developing EPF.E.2.2 Summarize basic microeconomic indicators and how they vary over the course of a
and implementing business cycle.
economic stabilization
EPF.E.2.3 Explain how fiscal policy and monetary policy influence overall levels of employment,
policies in the U.S.
interest rates, production, price level, and economic growth.
EPF.E.2.4 Differentiate organizations in terms of their roles and functions in the United States
economy.
EPF.E.3 Understand the EPF.E.3.1 Identify the role the government plays in providing a legal structure to protect
role of government in a property rights and enforce contracts.
market economy. EPF.E.3.2 Explain how government regulation impacts market activity.
EPF.E.3.3 Explain how taxes and fees fund government goods and services.
EPF.E.4 Understand factors EPF.E.4.1 Explain the impact of trade on the interdependence between nations.
of economic EPF.E.4.2 Explain how North Carolina contributes to and benefits from the United States and
interdependence and their world economies.
impact on nations.

Income and Education (IE)
Standard Objectives
EPF.IE.1 Analyze the EPF.IE.1.1 Explain how education, income, career, and life choices impact an individual’s
relationship between financial plan and goals.
education, income, career, EPF.IE.1.2 Differentiate career and education options after high school in terms of desired
and desired lifestyle. lifestyle.
EPF.IE.1.3 Identify the costs of postsecondary education and the potential increase in income
from a career of choice.
EPF.IE.1.4 Compare strategies which can minimize the costs of postsecondary education.
EPF.IE.1.5 Summarize various types of income.
EPF.IE.2 Understand the EPF.IE.2.1 Explain how payroll deductions modify an employee’s disposable income.
purpose and function of EPF.IE.2.2 Identify the types and purposes of local, state, and federal taxes and the way each is
taxes and the impact on levied and used.
income.
EPF.IE.2.3 Implement appropriate computations and procedures to prepare a federal or state tax
form.
Money and Credit Management (MCM)
Standard Objectives
EPF.MCM.1 Understand EPF.MCM.1.1 Explain how fiscally responsible individuals create and manage a spending plan.
money management skills EPF.MCM.1.2 Critique income and spending plans in terms of age, individual needs, and
and strategies. available resources.
EPF.MCM.1.3 Compare the costs and benefits of renting, leasing, or owning.
EPF.MCM.1.4 Compare various types of mortgages.
EPF.MCM.2 Understand EPF.MCM.2.1 Design a plan that uses the services of various financial institutions to meet
the purposes and services financial goals.
of financial institutions. EPF.MCM.2.2 Explain how interest and fees impact spending, debt, and savings.

EPF.MCM.2.3 Compare costs and benefits of cash, debit, payment applications, and credit card
transactions in terms of interest rates, fees, penalties, costs, and benefits.
EPF.MCM.3 Understand EPF.MCM.3.1 Compare credit sources and services.
the concepts and factors EPF.MCM.3.2 Explain how debt management and creditworthiness impact an individual’s
that enable individuals to ability to become a responsible consumer and borrower.
make informed financial
decisions for effective EPF.MCM.3.3 Summarize the advantages and disadvantages of debt.
resource planning and EPF.MCM.3.4 Classify the various types of insurance and estate planning including the benefits
money management. and consequences.
Financial Planning (FP)
Standard Objectives
EPF.FP.1 Understand the EPF.FP.1.1 Compare various investing strategies and tax implications for their potential to build
value and planning wealth.
processes associated with EPF.FP.1.2 Identify factors (i.e. income, budget, cost of living, experiences) that influence
saving and investing.
financial planning.
EPF.FP.1.3 Summarize the role of philanthropy, volunteer services, businesses, and nonprofits in
community development and quality of life.
Critical Consumerism (CC)
Standard Objectives
EPF.CC.1 Understand EPF.CC.1.1 Explain how advertising, social media, and business practices impact consumer
factors associated with decisions.
consumer decision making. EPF.CC.1.2 Identify information, reviews, and reports consumers use to make financial decisions.
EPF.CC.1.3 Explain how consumer-driven decisions impact the economy

EPF.CC.2 Understand the EPF.CC.2.1 Explain how consumer protection laws contribute to the empowerment of the
rights and responsibilities individual.
of buyers and sellers under EPF.CC.2.2 Summarize various types of fraudulent solicitation and business practices.
consumer protection laws. EPF.CC.2.3 Summarize ways consumers can protect themselves from fraudulent and deceptive
practices.

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Social Studies

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​ - Behavioral Sciences, C&G - Civics and Government, E - Economics, G - Geography, H - History

​ - Behavioral Sciences, C&G - Civics and Government, E - Economics, G - Geography, H - History

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​ - Behavioral Sciences, C&G - Civics and Government, E - Economics, G - Geography, H - History

​ - Behavioral Sciences, C&G - Civics and Government, E - Economics, G - Geography, H - History

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NORTH CAROLINA STANDARDS FOR GRADE 1

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NORTH CAROLINA STANDARDS FOR GRADE 2

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NORTH CAROLINA STANDARDS FOR GRADE 3

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decisions. 4.E.2.2​ ​Exemplify outcomes of positive and negative financial decisions.

I-Inquiry, B - Behavioral Sciences, CG - Civics and Government, E - Economics, G - Geography, H - History

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NORTH CAROLINA STANDARDS FOR GRADE 6

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I.1.11 ​Use a range of civic approaches to address problems being investigated.

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NORTH CAROLINA STANDARDS FOR WORLD HISTORY

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- Behavioral Sciences, C&G - Civics and Government, E - Economics, G - Geography, H - History

- Behavioral Sciences, C&G - Civics and Government, E - Economics, G - Geography, H - History

- Behavioral Sciences, C&G - Civics and Government, E - Economics, G - Geography, H - History

- Behavioral Sciences, C&G - Civics and Government, E - Economics, G - Geography, H - History

decisions. 4.E.2.2 Exemplify outcomes of positive and negative financial decisions.

I.1.11 Use a range of civic approaches to address problems being investigated.