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(1) The civics and government content standards for sixth through eighth grade are that each student will: 

(a) explain a variety of forms of government from the past or present;

(b) explain the structure of and key principles in foundational documents, including the Montana Constitution;

(c) explain how global and American Indian civilizations and governments have contributed to foundational documents of the United States;

(d) distinguish the structure, organization, powers, and limits of government at the local, state, national, and tribal levels;

(e) identify events and leaders that ensure that key United States principles of equality and civil rights are applied to various groups, including American Indians;

(f) demonstrate that the United States government includes concepts of both a democracy and a republic; and

(g) employ strategies for civic involvement that address a state or local, or national issues.

(2) The economics content standards for sixth through eighth grade are that each student will:

(a) explain how economic decisions impact individuals, businesses, and society, including Indigenous societies;

(b) analyze examples of how groups and individuals have considered profit and personal values in making economic choices in the past and/or present;

(c) explain the roles of producers and consumers in market systems;

(d) describe the role of competition in the determination of prices and wages in a market economy;

(e) explain ways in which money facilitates exchange and impacts transactional costs; and

(f) explain how changes in supply, demand, and labor standards cause changes in prices and quantities of goods, services, and other capital.

(3) The geography content standards for sixth through eighth grade are that each student will:

(a) construct and analyze maps using scale, direction, symbols, legends, and projections to gather information about regions across the world;

(b) identify the location of places and regions in the world and understand their physical, political, and cultural characteristics;

(c) analyze maps and charts from a specific time period to understand an issue or event;

(d) explain how the environment and geographic features have affected people and how people have affected the environment throughout Montana, the United States, and the world;

(e) explain the role and impact of spatial patterns of settlement and movement in shaping societies and cultures, including Indigenous cultures;

(f) identify how the historical and contemporary movement of people, goods, and ideas from one area can impact change, conflict, and cooperation in other areas; and

(g) identify the cultural roots of major world regions.

(4) The history content standards for sixth through eighth grade are that each student will:

(a) explore complex civilizations, and identify elements of change and continuity across historical eras in Montana, the Americas, and world history;

(b)  analyze how the historical events relate to one another and are shaped by historical context, including societies in the Americas;

(c)  analyze how, since European contact, historical events and policies have mutually impacted American Indian and European societies;

(d)  identify how new archaeological and scientific information shapes historical understanding;

(e)  explain how Montana has changed over time and how this history impacts the present;

(f)  understand that there are multiple perspectives and interpretations of historical events; 

(g)  analyze how people's perspectives shaped the historical narratives they created;

(h)  identify limitations and biases in primary and secondary sources, specifically regarding misinformation and stereotypes; and  

(i)  students understand that the questions people ask shape the conclusions they reach.


History: Mont. Const. Art. X, sec. 9, 20-2-114, MCA; IMP, Mont. Const. Art. X, sec. 9, 20-2-121, 20-3-106, 20-7-101, MCA; NEW, 2020 MAR p. 2142, Eff. 7/1/21.

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