By the end of grade 2:
a. Differentiate between people, places, and events in the immediate and distant past, the present, and the future.
b. Identify stories about past events, people, or places.
c. Show how knowledge of stories about past events, people, or places helps our understanding of the past.
d. Create a personal timeline depicting events of their past.
e. Define the concepts of "tool" and "technique".
f. Give examples of some important tools and techniques how they have changed the lives of people.

By the end of grade 5:
a. Discuss patterns of change in society (technology and immigration).
b. Understand the concept of cause-and-effect in history.
c. Identify and use primary and secondary sources for reconstructing the past (e.g., letters, diaries, maps, photos, interviews with senior citizens or elders of the community, newspapers, films).
d. People in different times and places view the world differently. Give instances in which changes in values, beliefs, and attitudes have resulted from new scientific and technological knowledge.
e. Create a timeline depicting important historical events.
f. Examine ways in which tools and techniques make certain tasks easier.
g. Identify ways that tools and techniques can have both positive and negative effects.

By the end of grade 8:
a. Use key concepts such as chronology, causality, and conflict to examine patterns of historical change.
b. Identify and use primary and secondary sources in historical research.
c. Understand how knowledge of the past can help explain current events.
d. Examine the possible causes of current and historical political events and issues.
e. Identify the point of view, context, bias (including gender and race), or distortion of historical sources.
f. Analyze differing interpretations of an historical or current event.
g. Differentiate between historical facts and historical interpretations.
h. Use quantitative data to investigate historical issues.
i. Examine how social need, resources, and cultural attitudes affect new technology.
j. Examine the ethical implications of new technology.

By the end of grade 12:
a. Critique historians' interpretations of the past using a variety of sources.
b. Analyze quantitative historical data.
c. Analyze the impact of revolution on politics, economies, and societies.
d. Examine how concepts of freedom, equality, justice, and citizenship have changed over time and from one society to another.
e. Examine why different socio-economic groups within a culture may react differently to technological innovation.
f. Analyze effects of technology on the diffusion of culture and the preservation of cultural identity.
g. Evaluate whether changing technologies create new ethical dilemmas or make existing ethical dilemmas more acute.
h. Describe how values, beliefs, and attitudes have influenced and been influenced by scientific and technological knowledge.

By the end of grade 2:
a. Give examples of conflict, cooperation among individuals and groups including roles and behavior that people demonstrate in group situations.
b. Identify and describe factors that contribute to cooperation and factors that may cause conflict.
c. Experience and identify ways that language, art, music, and other cultural elements foster respect for other cultures (examples: Discover Oman and International Day).
d. Recognize appropriate and inappropriate social behavior and the impact of making choices about behavior.

By the end of grade 5:
a. Explain causes and consequences of conflict and cooperation among individuals, groups, societies and nations in the following categories:
· Geography/Environment
· Ethnicity/race/gender
· Culture
b. Describe how the satisfaction of personal wants and needs may be in conflict with other individuals, groups, or societies.
c. Explain the major ways groups, societies, and nations interact with one another (e.g., trade, cultural exchanges, international organizations).

By the end of grade 8:
a. Explain forces for change that result in increasing world interaction:
· Environment
· Politics
· Geography/Economics
· Ethnicity/race/gender
· Culture/Religion
b. Understand the primary effects of world trade and global patterns of resource distribution and use in terms of interdependence and conflict.
c. Identify issues and standards related to human rights.
d. Explain how events and conditions in one region might affect other regions in the area and across the world.

By the end of grade 12:
a. Understand how trans-regional alliances and multinational organizations can encourage or discourage solidarity and diversity.
b. Evaluate disparities between ideals and realities in political, social, and economic issues.
c. Analyze how cooperation and conflict influence the development and control of political, economic, and social entities.
d. Analyze effects of differing national foreign policy positions on international competition and cooperation.
e. Evaluate effects of political conflict on national unity.
f. Analyze ways in which trade has influenced societies.
g. Evaluate relationships between political systems and the development of multi-national alliances.
h. Examine types of world powers (e.g., military, corporations, religions) and their international influence connections and conflicts in the world.
i. Evaluate the effectiveness of selected international organizations.

By the end of grade 2:
a. Use maps to demonstrate the concept of location.
b. Locate and distinguish basic landforms and geographic features.
c. State ways in which people depend on the physical environment.
d. State ways (e.g., recycling, travel, transportation) in which people from different cultures think about and respond to the physical environment.
e. Describe how areas of a community have changed over time.

By the end of grade 5:
a. Explain and correctly use the elements of maps and globes. (Say what the elements are.)
b. Use appropriate resources and geographic tools to generate and interpret information about the earth.
c. Understand the spatial organization of places through such concepts as location, distance, direction, scale, movement and region.
d. Describe ways that the earth's physical and human features have changed over time.
e. Describe geographic factors that influence human migration.
f. Describe and explain various types and patterns of settlement and land use and reasons why particular locations are used for certain human activities.
g. Define regions by their human and physical characteristics.
h. Use maps and geographic graphs, tables, and diagrams to read and display geographic information.

By the end of grade 8:
a. Use appropriate data sources and geographic tools to generate and interpret information.
b. Know the relative location of, size of, and distances between places.
c. Describe social effects of environmental changes.
d. Explain and give examples of voluntary and involuntary migration.
e. Explain how human migration affects the physical and human characteristics of a place.
f. Evaluate conventional and alternative uses of land and water resources in the community, region, and beyond.
g. Describe ways that human events have influenced, and been influenced by, physical and cultural conditions.
h. Use key demographic concepts (e.g., population density, birth and death rates) to analyze the structure and characteristics of different populations and population patterns over time.
i. Identify and explain how changes people make in the physical environment in one place can cause changes in other places.
j. Describe geographic factors that can affect the creation, cohesiveness, and integration of countries.

By the end of grade 12:
a. Demonstrate knowledge of the basic features of physical geography.
b. Explain how the physical environment contributes to the development of distinct cultural identities.
c. Evaluate the impact of migration on human systems (e.g., health care, education, government).
d . Evaluate the reciprocal influences of history and geography on a region.

By the end of grade 2:
a. Describe various forms of institutions (e.g., family, school, community helpers, teams, clubs) and how people in those organizations interact.
b. Describe how the physical environment affects homes and transportation in different cultures.
c. Describe ways that family structures and roles are affected by the social environment of different cultures.
d. Recognize that society stereotypes males and females.

By the end of grade 5:
a. Understand the concept of culture.
b. Identify and compare the cultural characteristics of different regions and people (e.g., in terms of their use of environment and resources, technology, food, shelter, beliefs and customs, schooling, etc.).
c. Describe advantages and disadvantages of cultural diversity.
d. Understand similarities and differences in the ways groups and cultures meet human needs and concerns.
e. Illustrate or retell the main ideas in folktales, legends, songs, myths and stories of heroism that describe the history and traditions of various cultures.
f. Describe the influence of arts, crafts, music, and language on various cultures.

By the end of grade 8:
a. Identify ways that environmental factors and culture are related.
b. Identify how patterns of behavior can reflect cultural values and attitudes.
c. Study the basic beliefs, practices, and institutions of the major religions of the world, and some examples of tribal religions.
d. Evaluate ethical questions from points of view of different belief systems.
e. Identify how taboos and publicly acceptable behavioral norms evolve.
f. Evaluate major movements in literature, music, and the visual arts and ways in which they expressed or shaped dominant social values.
g. Study the difference between folk and popular culture.
h. Draw inferences from archaeological evidence.
i. Understand the tension between the ideals of diversity and community.
j. Understand ethnocentrism and how it influences behaviors and identity.
k. Examine the accuracies, inaccuracies, and impacts of gender stereotyping.

By the end of grade 12:
a. Analyze sources and characteristics of cultural, religious, and social reform movements.
b. Compare Judaism, Christianity, Islam, and at least one eastern faith.
c. Analyze the tension between the two roots of the Western intellectual tradition: Middle Eastern monotheism and Greco-Roman philosophy and science.
d. Study the origins and diffusion of modern science and its impact on religious faith and practice.
e. Examine examples of acculturation and assimilation in the context of belief systems and culture.
f. Examine how art, literature, and traditional customs both shape and are shaped by society.

By the end of grade 2:
a. Understand why people live in social groups and give examples of rights and responsibilities of the individual in relation to his or her social group.
b. Identify sources and purposes of authority in various settings.
c. Explain reasons for the importance of leadership and service and identify qualities that leaders need in order to meet their responsibilities.
d. Identify the characteristics of good citizens and demonstrate civic responsibilities.
e. Describe elements (e.g., leaders, rules) of familiar governance systems.

By the end of grade 5:
a. Identify issues involving the rights, roles and status of individuals in relation to the general welfare.
b. Describe how governments meet needs and wants of individuals and society.
c. Explain the organization and major responsibilities of the various levels of governments.
d. Know the elements of major political systems (e.g., monarchy, democracy, dictatorship). Name representative leader, present and past.
e. Discuss the concepts of citizenship and describe means by which citizens can monitor and influence actions of their government.

By the end of grade 8:
a. Study and analyze strengths and weaknesses of various kinds of government systems in terms of the purposes they are designed to serve.
b. Explain how different types of government acquire, use, and justify power.
c. Describe major issues involving rights, responsibilities, roles, and status of the individual in relation to the general welfare.
d. Explain issues related to basic freedoms (e.g., those contained in the Universal Declaration of Human Rights).
e. Explain the significance of important personal, economic, and political rights and identify their major documentary sources.
f. Identify how governments acquire and use revenue.

By the end of grade 12:
a. Analyze strengths and weaknesses of different political philosophies.
b. Analyze how and why governments distribute benefits and burdens.
c. Analyze how social, economic, and political conditions contribute to the establishment and preservation of governments.
d. Evaluate issues regarding distribution of powers and responsibilities within national governments.
e. Examine the major responsibilities that national governments have for domestic and foreign policy.
f. Evaluate how public opinion influences politics.
g. Evaluate the role of law in political systems.
h. Evaluate how the media communicate and influence ideas in political life.
i. Examine the influence of specific leaders on political, economic, and social issues in history.

By the end of grade 2:
a. Distinguish between needs and wants.
b. Understand why people make choices about how to satisfy wants and needs.
c. Identify resources and how they are used.
d. Give examples of institutions that are part of economic systems, i.e. banks, farms, transportation.
e. Describe how we depend upon workers with specialized jobs.
f. Distinguish between goods and services and know how they can be exchanged.

By the end of grade 5:
a. Describe characteristics, locations, and uses of renewable and non-renewable resources.
b. Explain relationships between the locations of resources and patterns of population distribution.
c. Distinguish among human, natural, and capital resources.
d. Describe how changes in transportation and communication have affected trade and economic activities.
e. Explain and compare ways in which people satisfy their basic needs and wants through the production of goods and services.
f. Describe how trade affects the way people earn their living in regions of the world.
g. Describe changes in the division of labor from hunting and gathering societies to farming communities to urban societies.
h. Describe economic causes of human migration.

By the end of grade 8:
a. Describe economic effects of environmental changes.
b. Evaluate conventional and alternative uses of resources.
c. Understand primary causes of world trade.
d. Explain global patterns of resource distribution and use.

By the end of grade 12:
a. Examine basic economic concepts.
b. Compare the strengths and weaknesses of the free-market system with those of at least one other economic system.
c. Analyze ways in which trade has contributed to economic change in selected societies or civilizations.
d. Analyze relationships between economic activity and patterns of trade and migration.
e. Analyze and evaluate economic issues from a geographical point of view.