Arkansas's Sixth Grade Standards
Standards
AR.G. Strand/content Standard: Geography
G.1. Standard/student Learning Expectation: Physical and Spatial
Students shall develop an understanding of the physical and spatial characteristics and applications of geography.G.1.6.1. Student Learning Expectation/benchmark: Location, Place, and Region
Apply the proper usage of absolute and relative location.G.1.6.2. Student Learning Expectation/benchmark: Location, Place, and Region
Examine the location, place, and region of Arkansas and determine the characteristics of each.G.1.6.3. Student Learning Expectation/benchmark: Location, Place, and Region
Identify the countries on the continent of North America and analyze their geographical relationship.G.1.6.4. Student Learning Expectation/benchmark: Location, Place, and Region
Explain the importance of the major river systems of the United States and Arkansas: Arkansas River, Colorado River, Mississippi River, Ohio River, and St. Lawrence River.G.1.6.5. Student Learning Expectation/benchmark: Location, Place, and Region
Illustrate information relating to population, climate, weather patterns, or other specific topics on selected types of charts or graphs.G.1.6.6. Student Learning Expectation/benchmark: Location, Place, and Region
Analyze a map of the fifty states and identify regions (e.g., Northeast, Southeast, Midwest, Southwest, West).G.1.6.7. Student Learning Expectation/benchmark: Map and Globe Skills
Examine different maps and globe projections and recognize the differences of each map or projection.G.1.6.8. Student Learning Expectation/benchmark: Map and Globe Skills
Construct a map of the United States using all basic map components: compass rose, map scale, key/legend, inset map, and title.G.1.6.9. Student Learning Expectation/benchmark: Map and Globe Skills
Compare the location of specific places on both maps and globes.G.1.6.10. Student Learning Expectation/benchmark: Map and Globe Skills
Discuss reasons for the location of political boundaries and capital cities due to physical features of the nation or states
G.2. Standard/student Learning Expectation: Culture and Diversity
Students shall develop an understanding of how cultures around the world develop and change.G.2.6.1. Student Learning Expectation/benchmark: Culture/Diversity
Examine the effects of the contributions of people from selected racial, ethnic, and religious groups to the cultural identify of Arkansas and the United States.G.2.6.2. Student Learning Expectation/benchmark: Culture/Diversity
Describe how people from selected racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the culture of Arkansas and the United States.G.2.6.3. Student Learning Expectation/benchmark: Culture/Diversity
Identify the occurrences of cultural diffusion, cultural exchange, and assimilation in local and national history
G.3. Standard/student Learning Expectation: Interaction of People and the Environment
Students shall develop an understanding of the interactions between people and their environment.G.3.6.1. Student Learning Expectation/benchmark: Movement
Describe the location of major cities in Arkansas and the United States and the availability of resources and transportation in those areas.G.3.6.2. Student Learning Expectation/benchmark: Movement
Distinguish between push-pull factors.G.3.6.3. Student Learning Expectation/benchmark: Movement
Compare methods of communication through present day technology.G.3.6.4. Student Learning Expectation/benchmark: Movement
Distinguish between interstate and intrastate transportation and the effects globalization has on these methods of transportation.G.3.6.5. Student Learning Expectation/benchmark: Human Environment Interaction
Describe the physical processes that produce renewable and nonrenewable resources.G.3.6.6. Student Learning Expectation/benchmark: Human Environment Interaction
Describe ways in which technology influences capacity to modify the physical environment.G.3.6.7. Student Learning Expectation/benchmark: Human Environment Interaction
Analyze the consequences of environmental modification on Arkansas and specific areas of the United States: acid rain, global warming, ozone depletion, erosion, and desertification.
AR.C. Strand/content Standard: Civics
C.4. Standard/student Learning Expectation: Government
Students shall develop an understanding of the forms and roles of government.C.4.6.1. Student Learning Expectation/benchmark: Forms and Roles of Government
Compare and contrast the three branches of government at the state and national levels of government: executive, legislative, and judicial.C.4.6.2. Student Learning Expectation/benchmark: Forms and Roles of Government
Discuss the system of checks and balances in government.C.4.6.3. Student Learning Expectation/benchmark: Forms and Roles of Government
Discuss the roles and responsibilities of the executive branch (e.g., state/governor, federal/president).C.4.6.4. Student Learning Expectation/benchmark: Forms and Roles of Government
Compare and contrast the roles of the legislative branch (e.g., general assembly/congress, state congress and federal congress, house, senate).C.4.6.5. Student Learning Expectation/benchmark: Forms and Roles of Government
Compare and contrast the roles of the judicial branch (e.g., local, state, and federal).C.4.6.6. Student Learning Expectation/benchmark: Forms and Roles of Government
Discuss the forms of government (e.g., democracy, monarchy, dictatorship, oligarchy, totalitarian).C.4.6.7. Student Learning Expectation/benchmark: Forms and Roles of Government
Recognize elected state and federal government officials (e.g., terms and qualifications) .C.4.6.8. Student Learning Expectation/benchmark: Forms and Roles of Government
Discuss the succession of leadership at the federal level.C.4.6.9. Student Learning Expectation/benchmark: Forms and Roles of Government
Describe the development of the two-party system and the influence of third parties.
C.5. Standard/student Learning Expectation: Citizenship
Students shall develop an understanding of the rights and responsibilities of citizens.C.5.6.1. Student Learning Expectation/benchmark: Roots of Democracy
Determine the way rights and laws of the United States were created by examining founding documents (e.g., Declaration of Independence, United States Constitution, Mayflower Compact).C.5.6.2. Student Learning Expectation/benchmark: Roots of Democracy
Examine the effects of the Declaration of Independence.C.5.6.3. Student Learning Expectation/benchmark: Roots of Democracy
Evaluate reasons for writing the United States Constitution.C.5.6.4. Student Learning Expectation/benchmark: Roots of Democracy
Evaluate the importance of the United States Constitution as a governing document for the United States.C.5.6.5. Student Learning Expectation/benchmark: Roots of Democracy
Research national symbols and movements using primary and secondary sources (e.g., Uncle Sam, political party symbols, Vietnam Memorial, Mt. Rushmore).C.5.6.6. Student Learning Expectation/benchmark: Roots of Democracy
Analyze significant examples of music from various periods of United States history.C.5.6.7. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
Examine the process of becoming a citizen of the United States.C.5.6.8. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
Evaluate ways being a good citizen is important for every individual (e.g., voting, obeying laws, volunteerism).C.5.6.9. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
Examine ways citizens utilize the rights guaranteed in the Bill of Rights.C.5.6.10. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
Examine the importance of the procedure for voting in the United States and in Arkansas (e.g., registration, maintaining the right to vote, voicing opinion).C.5.6.11. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
Analyze the importance of citizen participation in government at the state and local level.C.5.6.12. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
Examine the rights guaranteed to United States citizens in the Bill of Rights.C.5.6.13. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
Compare U.S. Constitutional Amendments granting citizen's rights.C.5.6.14. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
Examine how citizens' rights are exercised through organizations that influenced societal and governmental change (e.g., ACLU, NAACP, CORE, ERA).
AR.H. Strand/content Standard: History
H.6. Standard/student Learning Expectation: History
Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time.H.6.6.1. Student Learning Expectation/benchmark: Continuity and Change
Determine the meaning of various political cartoons.H.6.6.2. Student Learning Expectation/benchmark: Continuity and Change
Create/construct timelines using the terms: ca (circa), Before Common Era/Common Era (BCE/CE), millennia, millennium, decade, and century.H.6.6.3. Student Learning Expectation/benchmark: Continuity and Change
Define and discuss post-Civil War Reconstruction from a state and national perspective.H.6.6.4. Student Learning Expectation/benchmark: Continuity and Change
Discuss the impact of Manifest Destiny on the United States.H.6.6.5. Student Learning Expectation/benchmark: Continuity and Change
Research early 20th century inventions and their impact on Americans (e.g., telephone, electricity, automobile).H.6.6.6. Student Learning Expectation/benchmark: Continuity and Change
Continuity and Change: Explain the impact of the American industrial revolution: communications and mass production.H.6.6.7. Student Learning Expectation/benchmark: Continuity and Change
Analyze the impact of World War I on daily life in the United States (e.g., prohibition, food distribution, fuel distribution, propaganda).H.6.6.8. Student Learning Expectation/benchmark: Continuity and Change
Analyze the causes and effects of the Great Depression: Federal Reserve actions, farm prices, crop failures, stock market crash, and Roosevelt's New Deal.H.6.6.9. Student Learning Expectation/benchmark: Continuity and Change
Explain how the Women's Rights movement led to the Nineteenth Amendment.H.6.6.10. Student Learning Expectation/benchmark: Continuity and Change
Continuity and Change: Locate the countries who were part of the World War II Axis and Allied Powers.H.6.6.11. Student Learning Expectation/benchmark: Continuity and Change
Analyze the scientific and technological innovations that affected society in the mid to late 20th century: communication, technology, medicine, and transportation.H.6.6.12. Student Learning Expectation/benchmark: Continuity and Change
Identify major contributions and achievements of the US space program (e.g., Apollo 11, International Space Station).H.6.6.13. Student Learning Expectation/benchmark: Conflict and Consensus
Explain the conflict between the American Indians and settlers moving westward (e.g., Battle of Little Big Horn, American Indian Movement).H.6.6.14. Student Learning Expectation/benchmark: Conflict and Consensus
Explain the causes and effects of the Spanish American War (e.g., U.S. interest in imperial expansion, USS Maine, Yellow Journalism).H.6.6.15. Student Learning Expectation/benchmark: Conflict and Consensus
Describe the expanding role of the US in world affairs (e.g., Panama Canal).H.6.6.16. Student Learning Expectation/benchmark: Conflict and Consensus
Explain the events that led to the United States involvement in World War I (e.g., Zimmerman telegram, German U-boat activity).H.6.6.17. Student Learning Expectation/benchmark: Conflict and Consensus
Examine the Treaty of Versailles that ended World War I and the creation of the League of Nations.H.6.6.18. Student Learning Expectation/benchmark: Conflict and Consensus
Examine the events and political decisions that led to the United States involvement in World War II: Fascism, Nazism, Treaty of Versailles, and Great Depression.H.6.6.19. Student Learning Expectation/benchmark: Conflict and Consensus
Research the major events and political decisions made by the United States during the course of World War II: alliance with Great Britain and France, Pearl Harbor, atomic bomb, and relocation and internment of Japanese Americans.H.6.6.20. Student Learning Expectation/benchmark: Conflict and Consensus
Examine the events that led to the conclusion of World War II (e.g., Normandy, liberation of concentration camps, D-Day).H.6.6.21. Student Learning Expectation/benchmark: Conflict and Consensus
Explain the causes and effects of the Cold War in the United States: Chinese Cultural Revolution, McCarthyism, Cuban Missile Crisis, and arms race.H.6.6.22. Student Learning Expectation/benchmark: Conflict and Consensus
Examine the following components of the Civil Rights Movement: Freedom Riders, sit-ins, organized marches, boycotts, school integration, and Ku Klux Klan (KKK).H.6.6.23. Student Learning Expectation/benchmark: Conflict and Consensus
Explain segregation and desegregation as established by Supreme Court cases: Plessey v. Ferguson and Brown v. Board of Education.H.6.6.24. Student Learning Expectation/benchmark: Conflict and Consensus
Discuss the involvement of the United States in the Korean War.H.6.6.25. Student Learning Expectation/benchmark: Conflict and Consensus
Discuss the major causes and effects of the Vietnam War (e.g., spread of communism).H.6.6.26. Student Learning Expectation/benchmark: Conflict and Consensus
Discuss the ongoing conflicts between the United States and Southeast Asia and the Middle East.H.6.6.27. Student Learning Expectation/benchmark: Conflict and Consensus
Examine acts of modern-day terrorism (e.g., Oklahoma City bombing, World Trade Center attacks).H.6.6.28. Student Learning Expectation/benchmark: Movement
Describe the developments linking the east and west (e.g., homestead act, railroads, Pony Express, telegraph, cattle trails, and wagon trains).H.6.6.29. Student Learning Expectation/benchmark: Movement
Analyze the following components of immigration to the United States: push/pull factors and settlement patterns.H.6.6.30. Student Learning Expectation/benchmark: Movement
Explain the origins and accomplishments of labor unions.H.6.6.31. Student Learning Expectation/benchmark: Movement
Explain the migration of African Americans northward before and during the Civil Rights movement.H.6.6.33. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
Identify the cultural changes of the 1920s (e.g., Roaring Twenties, Jazz Age, fashion, Harlem Renaissance, talkies, flapper, Prohibition)).H.6.6.34. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
Explain the social changes caused by World War II: women in the workforce, baby boom, and G.I. Bill.H.6.6.35. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
Identify significant individuals whose lives impacted the Civil Rights movement (e.g., Martin Luther King, Jr., Rosa Parks, Stokely Carmichael, Medgar Evers, Little Rock Nine, Thurgood Marshall).
AR.E. Strand/content Standard: Economics
E.7. Standard/student Learning Expectation: Choices
Students shall analyze the costs and benefits of making economic choices.E.7.6.1. Student Learning Expectation/benchmark: Costs and Benefits
Examine how the economic wants and needs of all people may or may not be fulfilled.E.7.6.2. Student Learning Expectation/benchmark: Costs and Benefits
Demonstrate an understanding that choices have both present and future consequences.E.7.6.3. Student Learning Expectation/benchmark: Costs and Benefits
Examine the causes of scarcity and the choices made due to scarcity.E.7.6.4. Student Learning Expectation/benchmark: Costs and Benefits
Explain that all decision making involves opportunity costs.E.7.6.5. Student Learning Expectation/benchmark: Costs and Benefits
Explain why federal, state, and local governments have to make choices because of limited resources.E.7.6.6. Student Learning Expectation/benchmark: Costs and Benefits
Discuss the decision making model to evaluate historical events.E.7.6.7. Student Learning Expectation/benchmark: Costs and Benefits
Examine examples of traditional, market, and command economies.E.7.6.8. Student Learning Expectation/benchmark: Costs and Benefits
Determine why trade-offs allow people to get the most from scarce resources.E.7.6.9. Student Learning Expectation/benchmark: Costs and Benefits
Discuss the characteristics of a free enterprise system.
E.8. Standard/student Learning Expectation: Resources
Students shall evaluate the use and allocation of human, natural, and capital resources.E.8.6.1. Student Learning Expectation/benchmark: Factors of Production
Analyze the impact of entrepreneurship in the development of the economy of the United States.E.8.6.2. Student Learning Expectation/benchmark: Factors of Production
Explain the result of increased productivity on an improved standard of living (e.g., assembly line, interchangeable parts, computers).E.8.6.3. Student Learning Expectation/benchmark: Factors of Production
Explain how owners of the factors of production receive payments for the use of these factors: wages and salaries, rent, interest, and profit.E.8.6.4. Student Learning Expectation/benchmark: Factors of Production
Evaluate the influences the discovery of natural resources has on the movement of people (e.g., gold, silver, oil).
E.9. Standard/student Learning Expectation: Markets
Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.E.9.6.1. Student Learning Expectation/benchmark: Financial Markets
Examine the characteristics of money: portability, divisibility, durability, and uniformity.E.9.6.2. Student Learning Expectation/benchmark: Financial Markets
Compare the various types of financial institutions that provide savings accounts: interest (rate of return) and safety.E.9.6.3. Student Learning Expectation/benchmark: Financial Markets
Determine the advantages and disadvantages of saving or spending money.E.9.6.4. Student Learning Expectation/benchmark: Financial Markets
Identify the purpose and function of the stock market.E.9.6.5. Student Learning Expectation/benchmark: Financial Markets
Discuss the effects of economic inflation on the economic system of the United States.E.9.6.6. Student Learning Expectation/benchmark: Financial Markets
Discuss how the Gross Domestic Product (GDP) measures the productivity of a nation.E.9.6.7. Student Learning Expectation/benchmark: Financial Markets
Explain the role of the Federal Reserve in the economy.E.9.6.8. Student Learning Expectation/benchmark: Global Markets
Examine the costs/benefits associated with the development of global trade.E.9.6.9. Student Learning Expectation/benchmark: Global Markets
Discuss various types of currency and their effects on the global economy.E.9.6.10. Student Learning Expectation/benchmark: Goods and Services
Examine changes in supply and demand and the resulting effect on prices.E.9.6.11. Student Learning Expectation/benchmark: Goods and Services
Discuss methods used to reduce or eliminate competition (e.g., trademarks, patents, copyrights, natural monopolies, government licenses).E.9.6.12. Student Learning Expectation/benchmark: Goods and Services
Discuss the various marketing techniques: advertising, mail order catalog, and increasing demand for goods and services.