National History Standards The History Standards Project, directed by the National Center for History in the Schools (NCHS), first published three sets of standards: National Standards for History for Grades K-4, National Standards for United States History, and National Standards for World History (NCHS, 1995). Publication of the standards drew immediate criticism, launched by Lynn Cheney who, as former head of the National Endowment for the Humanities, had approved funding for the project ("History Standards," Education Daily, January 1995). Others joined the debate, either condemning the history standards outright or making recommendations for their improvement. A group of historians, practitioners, and public figures, convened by the Council of Basic Education (CBE), reviewed the documents and concluded that the "overwhelming majority of criticisms was targeted at the teaching examples in the documents, rather than at the actual standards for student achievement" ("Review panels," CBE, October 1995). The teaching examples are absent from a new, basic edition of the standards, National Standards for History (NCHS, 1996). This edition also takes into account recommendations from the group convened by CBE, as well as recommendations from other interested individuals. In addition to addressing the traditional content of history studies, the standards documents from NCHS share a treatment on Historical Thinking, which includes such standards as Chronological Thinking and Historical Comprehension.  (From http://www.mcrel.org/standards-benchmarks/docs/history.asp)
Grades K through 4 History Standards
United States History Standards
World History Standards

Economics Standards
Economics was included as a core subject in the Goals 2000 Educate America Act. In April 1995, however, the Department of Education decided not to provide grant money to assist the National Council on Economic Education (NCEE). Nevertheless, NCEE continued work with funding from private sources and has recently published Voluntary National Content Standards in Economics (1997). As anticipated, the work closely follows A Framework for Teaching Basic Economic Concepts with Scope and Sequence Guidelines, K-12 (Saunders & Gilliard, 1995). Twenty standards are identified, each supplied with a rationale. Organized beneath the standards at 4th, 8th, and 12th grades are benchmarks; these are paired with descriptions of what students can do to demonstrate their understanding of the benchmarks. The standards are available in Virtual Economics: An Interactive Center for Economic Education /Version 2.0, a CD-ROM that includes an extensive library of activities, lessons, and other resources that are hypertext linked to the content standards. 
(From http://www.mcrel.org/standards-benchmarks/docs/history.asp)

Geography Standards
The Geography Education Standards Project has published Geography for Life: National Geography Standards (1994). The document provides 18 standards articulated for grades K-4, 5-8, and 9-12. The standards are organized under six areas: The World in Spatial Terms, Places and Regions, Physical Systems, Human Systems, Environment and Society, and The Uses of Geography. At each grade level, a standard is defined by three to six activities, each of which is exemplified by three "learning opportunities," that is, activities described at a greater level of detail than the standard. Certainly the most visually interesting of the standards documents, with numerous high-quality photographs and illustrations on glossy paper, it reflects indebtedness to one of the codevelopers on the project, the National Geographic Society. 

Civics Standards
The Center for Civic Education (CCE) has published National Standards for Civics and Government (1994). The standards are presented for K-4, 5-8 and 9-12; major areas organize some 70-plus content standards. Each content standard has associated with it a set of key concepts that students should know in order to meet the standard. The standards are organized into five areas: civic life, politics, and government; the foundations of the U.S. political system; the values and principles of U.S. constitutional democracy; the relationship of U.S. politics to world affairs; and the role of the citizen. Each area is presented as a question, and each of the five outermost questions (e.g., What is government and what should it do?) has more specific questions that organize the content standards beneath them (e.g., What are major ideas about the purposes of government and the role of law in society?). The CCE has also produced a source book of impressive scope and detail, Civitas: A Framework for Civic Education (Quigley & Bahmmeller, 1991), which contains more than 600 pages of information about civics.   In addition, the NAEP Civic Consensus Project, drawing heavily on the National Standards for Civics and Government, has produced the Civics Framework for the 1998 National Assessment of Educational Progress (n.d.). The framework outlines preliminary descriptions of three levels of achievement-basic, proficient, and advanced-for civic knowledge and skills that students should possess at grades 4, 8, and 12. 
(From http://www.mcrel.org/standards-benchmarks/docs/history.asp)