Arkansas's Seventh 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.1.7.1. Student Learning Expectation/benchmark: Location, Place, and Region
Determine the absolute and relative location of a specific place.G.1.7.2. Student Learning Expectation/benchmark: Location, Place, and Region
Compare and contrast common regional characteristics of Arkansas and other locations at the same latitude on the globe.G.1.7.3. Student Learning Expectation/benchmark: Location, Place, and Region
Compare the location of North America to the other continents of the world and recognize the significance of the global region of each continent to its geographic location.G.1.7.4. Student Learning Expectation/benchmark: Location, Place, and Region
Locate the major bodies of water and river systems of countries of the world: Amazon River, Arctic Ocean, Atlantic Ocean, Indian Ocean, Nile River, Pacific Ocean, Panama Canal, and Suez Canal.G.1.7.5. Student Learning Expectation/benchmark: Location, Place, and Region
Design specific types of charts and graphs showing weather patterns, climate, population, or other specific topics.G.1.7.6. Student Learning Expectation/benchmark: Location, Place, and Region
Describe a variety of regions in the United States and the Western Hemisphere (e.g., landform, climate, and vegetation regions).G.1.7.7. Student Learning Expectation/benchmark: Map and Globe Skills
Construct a specialized map using data (e.g., population, resources, climate, political units).G.1.7.8. Student Learning Expectation/benchmark: Map and Globe Skills
Determine the importance of latitude and longitude in constructing maps or globes such as those used by meteorologists, survey crews, or the military.G.1.7.9. Student Learning Expectation/benchmark: Map and Globe Skills
Discuss the tools used by geographers to develop maps and globes (e.g., Global Positioning System (GPS), Internet sites, Landsat].G.1.7.10. Student Learning Expectation/benchmark: Map and Globe Skills
Construct maps that display the location of a variety of Earth's physical features (e.g., plateaus, rivers, deltas, seas, oceans, peninsulas).
G.2. Standard/student Learning Expectation: Culture and Diversity
Students shall develop an understanding of how cultures around the world develop and change.G.2.7.1. Student Learning Expectation/benchmark: Culture/Diversity
Examine the work of writers and artists as examples of cultural heritage from communities around the world.G.2.7.2. Student Learning Expectation/benchmark: Culture/Diversity
Summarize the contributions of people of various racial, ethnic, and religious groups in the development of nations around the world.G.2.7.3. Student Learning Expectation/benchmark: Culture/Diversity
Demonstrate examples of cultural exchange throughout specific periods of world 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.3.7.1. Student Learning Expectation/benchmark: Movement
Distinguish between the distribution of early population centers and modern population centers.G.3.7.2. Student Learning Expectation/benchmark: Movement
Examine push-pull factors and the effects of these factors on demographics of specific regions of North America.G.3.7.3. Student Learning Expectation/benchmark: Movement
Compare and contrast the advantages and disadvantages of various methods of transferring ideas and information.G.3.7.4. Student Learning Expectation/benchmark: Movement
Examine the infrastructure of population centers and the effects of weak or strong infrastructure.G.3.7.5. Student Learning Expectation/benchmark: Human Environment Interaction
Interpret the outcome of physical processes that provide renewable and nonrenewable resources.G.3.7.6. Student Learning Expectation/benchmark: Human Environment Interaction
Analyze ways people have adapted to the physical environment in selected places and regions.G.3.7.7. Student Learning Expectation/benchmark: Human Environment Interaction
Discuss ways in which people from various regions of the world have adapted to and modified the environment during specific time periods throughout history (e.g., exploration, colonization).
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.4.7.1. Student Learning Expectation/benchmark: Forms and Roles of Government
Identify the different ways legislative and judicial branches have been organized in the United States: federalism, bicameral, unicameral, and court systems.C.4.7.2. Student Learning Expectation/benchmark: Forms and Roles of Government
Compare and contrast the system of checks and balances with systems of other nations.C.4.7.3. Student Learning Expectation/benchmark: Forms and Roles of Government
Recognize that nations of the world have different forms of executive leadership: premier, president, and prime minister.C.4.7.4. Student Learning Expectation/benchmark: Forms and Roles of Government
Identify the various types of legislative branch in governments of the world.C.4.7.5. Student Learning Expectation/benchmark: Forms and Roles of Government
Identify nations of the world that have developed judicial branches of government.C.4.7.6. Student Learning Expectation/benchmark: Forms and Roles of Government
Compare and contrast forms of government (e.g., democracy, monarchy, dictatorship, oligarchy).C.4.7.7. Student Learning Expectation/benchmark: Forms and Roles of Government
Identify current government officials from selected countries.C.4.7.8. Student Learning Expectation/benchmark: Forms and Roles of Government
Discuss the succession of leadership for selected countries.C.4.7.9. Student Learning Expectation/benchmark: Forms and Roles of Government
Identify political parties of selected nations of the world.
C.5. Standard/student Learning Expectation: Citizenship
Students shall develop an understanding of the rights and responsibilities of citizens.C.5.7.1. Student Learning Expectation/benchmark: Roots of Democracy
Examine written laws from other eras in world history: Hammurabi's Code, Justinian's Code, and Napoleonic Code.C.5.7.2. Student Learning Expectation/benchmark: Roots of Democracy
Examine documents other countries have written in order to declare independence.C.5.7.3. Student Learning Expectation/benchmark: Roots of Democracy
Discuss the significance of individuals that formed various governments in the world (e.g., Alexander the Great, Julius Caesar, William the Conqueror, Charlemagne, Vladimir Lenin, Atilla the Hun).C.5.7.4. Student Learning Expectation/benchmark: Roots of Democracy
Compare and contrast other national constitutions to the United States Constitution.C.5.7.5. Student Learning Expectation/benchmark: Roots of Democracy
Examine how the influence of the United States Constitution has spread to other nations of the world.C.5.7.6. Student Learning Expectation/benchmark: Roots of Democracy
Discuss the significance of national symbols of other nations of the world (e.g., national flags, statues, monuments).C.5.7.7. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
Identify the rights and responsibilities citizens have had in various world civilizations.C.5.7.8. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
Examine the rights and responsibilities of citizenship in other countries of the world.C.5.7.9. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
Identify other countries that have written rights of citizenship.C.5.7.10. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
Identify the procedure for voting in other countries.C.5.7.11. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
Identify ways citizens participate in government at the state, national, and international levels.C.5.7.12. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
Discuss the importance of world organizations involved in citizen's rights (e.g., League of Nations, United Nations, North Atlantic Treaty Organization).C.5.7.13. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
Research various international policies granting or limiting citizen's rights using primary and secondary source documents.C.5.7.14. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
Discuss various national movements throughout world history in which citizen's rights were affected (e.g., Reformation, Enlightenment, Crusades, French Revolution).
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.6.7.1. Student Learning Expectation/benchmark: Continuity and Change
Compare the opinions of opposing viewpoints in political cartoons.H.6.7.2. Student Learning Expectation/benchmark: Continuity and Change
Analyze historical events using timelines.H.6.7.3. Student Learning Expectation/benchmark: Continuity and Change
Examine the characteristics of civilization (e.g., writing, growth of cities, complex institutions, government, religion, specialized workers, advanced technology).H.6.7.4. Student Learning Expectation/benchmark: Continuity and Change
Analyze the achievements of the early river civilizations: Mesopotamia, Egypt, India, and China.H.6.7.5. Student Learning Expectation/benchmark: Continuity and Change
Examine the major accomplishments of ancient African civilizations (e.g., Mali, Ghana, Kush).H.6.7.6. Student Learning Expectation/benchmark: Continuity and Change
Continuity and Change: Evaluate the contributions of Socrates, Plato, and Aristotle to Greek philosophy and politics.H.6.7.7. Student Learning Expectation/benchmark: Continuity and Change
Describe the development of drama in ancient Greece.H.6.7.8. Student Learning Expectation/benchmark: Continuity and Change
Trace the development of ancient Rome: origins republic empire.H.6.7.9. Student Learning Expectation/benchmark: Continuity and Change
Describe the contributions that Rome made to the modern world (e.g., artistic, architectural, legal system, plumbing, transportation).H.6.7.10. Student Learning Expectation/benchmark: Continuity and Change
Continuity and Change: Describe the effects of the Pax Romana.H.6.7.11. Student Learning Expectation/benchmark: Continuity and Change
Identify the basic tenets of various world belief systems: Buddhism, Christianity, Hinduism, Islam, and Judaism.H.6.7.12. Student Learning Expectation/benchmark: Continuity and Change
Describe the development of the dynastic system in China (e.g., Mandate of Heaven).H.6.7.13. Student Learning Expectation/benchmark: Continuity and Change
Describe the development of the caste system in India.H.6.7.14. Student Learning Expectation/benchmark: Continuity and Change
Investigate the roles of the Christian church in Medieval Europe.H.6.7.15. Student Learning Expectation/benchmark: Continuity and Change
Describe life in Medieval Europe (e.g., feudalism).H.6.7.16. Student Learning Expectation/benchmark: Continuity and Change
Describe the effects of major events on the 14th Century: Black Death and One Hundred Years War.H.6.7.17. Student Learning Expectation/benchmark: Continuity and Change
Investigate the motives for the writing of the Magna Carta and the influence on political power in England (e.g., establishment of Parliament).H.6.7.18. Student Learning Expectation/benchmark: Continuity and Change
Examine the rise of early Japan: Samurai and Shogunates.H.6.7.19. Student Learning Expectation/benchmark: Continuity and Change
Describe the role Constantinople played in the Byzantine Empire as a crossroads for trade.H.6.7.20. Student Learning Expectation/benchmark: Conflict and Consensus
Explain the role Homer's Iliad and Odyssey played in Greek history and society (e.g., Trojan War).H.6.7.21. Student Learning Expectation/benchmark: Conflict and Consensus
Describe the impact of the Persian and Peloponnesian Wars on ancient Greece.H.6.7.22. Student Learning Expectation/benchmark: Conflict and Consensus
Describe the rise of Alexander the Great and the development of the Hellenistic culture.H.6.7.23. Student Learning Expectation/benchmark: Conflict and Consensus
Describe Rome's conquest of the Italian peninsula and the Mediterranean (e.g., Punic Wars).H.6.7.24. Student Learning Expectation/benchmark: Conflict and Consensus
Discuss the internal factors that led to the fall of the Roman Empire.H.6.7.25. Student Learning Expectation/benchmark: Conflict and Consensus
Describe the rise of Christianity in the Roman Empire.H.6.7.26. Student Learning Expectation/benchmark: Conflict and Consensus
Examine the split between Sunnis-Muslim and Shiite-Muslim factions of Islam.H.6.7.27. Student Learning Expectation/benchmark: Conflict and Consensus
Describe the causes of the Crusades (e.g., Turkish invasions, trade, religious zeal).H.6.7.28. Student Learning Expectation/benchmark: Conflict and Consensus
Discuss the Viking invasions of the 10th and 11th centuries.H.6.7.29. Student Learning Expectation/benchmark: Conflict and Consensus
Identify William the Conqueror and the Battle of Hastings.H.6.7.30. Student Learning Expectation/benchmark: Conflict and Consensus
Discuss the Mongol invasions of the late 15th century.H.6.7.31. Student Learning Expectation/benchmark: Conflict and Consensus
Describe Justinian's attempts to re-conquer the western Roman Empire.H.6.7.32. Student Learning Expectation/benchmark: Conflict and Consensus
Examine the split of the Christian Church into Roman Catholic and Eastern Orthodox in 1054.H.6.7.33. Student Learning Expectation/benchmark: Movement
Locate on a historical map the ancient river civilizations of Mesopotamia, Egypt, India, and China.H.6.7.34. Student Learning Expectation/benchmark: Movement
Locate Greece, Asia Minor, Crete, the Aegean Sea, and the Red Sea on a map of ancient Mediterranean world.H.6.7.35. Student Learning Expectation/benchmark: Movement
Locate the Minoan and Mycean civilizations on a map of the ancient Mediterranean world.H.6.7.36. Student Learning Expectation/benchmark: Movement
Trace the path of Alexander the Great's military conquests through Asia.H.6.7.37. Student Learning Expectation/benchmark: Movement
Trace the spread of Islam through Asia and Europe on a historical mapH.6.7.38. Student Learning Expectation/benchmark: Movement
Locate on a historical map of Africa: Mali, Kush, Songhai, and Ghana.H.6.7.39. Student Learning Expectation/benchmark: Movement
Trace the Germanic invasions of the ancient Roman Empire.H.6.7.40. Student Learning Expectation/benchmark: Movement
Trace the network of trade routes that connected the Medieval world (i.e., Indian Ocean, trans-Sahara, Silk Road).H.6.7.41. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
Describe the characteristics of the Paleolithic Age (e.g., hunter-gatherers).H.6.7.42. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
Describe the characteristics of the Neolithic Age.H.6.7.43. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
Examine the ancient Israeli Hebrews and the development of monotheism.H.6.7.44. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
Describe the typical Greek polis.H.6.7.45. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
Compare and contrast life in Athens and Sparta (e.g., role of citizens, social classes).H.6.7.46. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
Discuss the ancient Olympic games.H.6.7.47. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
Identify the five pillars of Islam: statement of faith, prayer five times daily, alms to the poor, pilgrimage to Mecca, and fasting during the holy month of Ramadan.H.6.7.48. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
Identify the major accomplishments of the Islamic Empire (e.g., mathematics, science, literature, art, architecture).H.6.7.49. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
Explain the function of the Medieval guilds.H.6.7.50. Student Learning Expectation/benchmark: Regionalism and Nationalism
Locate on a historical map of the Islamic Empire: Medina, Mecca, Baghdad, Damascus, Cairo, and Jerusalem.H.6.7.51. Student Learning Expectation/benchmark: Regionalism and Nationalism
Trace the development of the Frankish kingdom under Clovis and Charlemagne.H.6.7.52. Student Learning Expectation/benchmark: Regionalism and Nationalism
Explain the reasons German and Italian kingdoms and city-states were not organized into a centralized government during the Middle Ages.H.6.7.53. Student Learning Expectation/benchmark: Regionalism and Nationalism
Describe the development of a Russian state in Kiev.H.6.7.54. Student Learning Expectation/benchmark: Regionalism and Nationalism
Trace the development of a central government in France and England.
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.7.7.1. Student Learning Expectation/benchmark: Costs and Benefits
Discuss the economic wants and needs of people throughout history.E.7.7.2. Student Learning Expectation/benchmark: Costs and Benefits
Evaluate the present and future consequences of choices.E.7.7.3. Student Learning Expectation/benchmark: Costs and Benefits
Evaluate the way scarcity has influenced economic wants and needs throughout specific periods in history.E.7.7.4. Student Learning Expectation/benchmark: Costs and Benefits
Explain the way scarcity of resources makes it necessary to make choices.E.7.7.5. Student Learning Expectation/benchmark: Costs and Benefits
Discuss the opportunity costs associated with making important decisionsE.7.7.6. Student Learning Expectation/benchmark: Costs and Benefits
Determine the impact of limited resources on international economies due to governmental choices.E.7.7.7. Student Learning Expectation/benchmark: Costs and Benefits
Identify the decision making model as a means to evaluate historical decisions.E.7.7.8. Student Learning Expectation/benchmark: Costs and Benefits
Compare and contrast traditional, market, and command economies.E.7.7.9. Student Learning Expectation/benchmark: Costs and Benefits
Explain how trade-offs have allowed people to get the most out of scarce resources from economic systems.E.7.7.10. Student Learning Expectation/benchmark: Costs and Benefits
Compare the American free enterprise system with other free enterprise systems in the world
E.8. Standard/student Learning Expectation: Resources
Students shall evaluate the use and allocation of human, natural, and capital resources.E.8.7.1. Student Learning Expectation/benchmark: Factors of Production
Describe the advancement of technologies in division of labor and specialization in helping the development of civilization and economies.E.8.7.2. Student Learning Expectation/benchmark: Factors of Production
Discuss the effects of improving the quality or quantity of human capital and the increase of productivity (e.g., technology, industrialization, competition, wages).E.8.7.3. Student Learning Expectation/benchmark: Factors of Production
Discuss the changing factors of production over time: human resources, capital resources, natural resources, and entrepreneurship.E.8.7.4. Student Learning Expectation/benchmark: Factors of Production
Analyze the distribution of natural resources on determining settlement pattern.
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.9.7.1. Student Learning Expectation/benchmark: Financial Markets
Distinguish between characteristics of different types of currency worldwide.E.9.7.2. Student Learning Expectation/benchmark: Financial Markets
Research the advantages of using a financial institution for saving money: interest (rate of return) and safety.E.9.7.3. Student Learning Expectation/benchmark: Financial Markets
Research the consequences of saving or spending money.E.9.7.4. Student Learning Expectation/benchmark: Financial Markets
Examine the role of the stock market in the economy.E.9.7.5. Student Learning Expectation/benchmark: Financial Markets
Explain how inflation effects world economic systems.E.9.7.6. Student Learning Expectation/benchmark: Financial Markets
Demonstrate the connection between a nation's Gross Domestic Product (GDP) and its productivity.E.9.7.7. Student Learning Expectation/benchmark: Financial Markets
Identify the role of central banks.E.9.7.8. Student Learning Expectation/benchmark: Global Markets
Discuss the advantages and disadvantages of global trade.E.9.7.9. Student Learning Expectation/benchmark: Global Markets
Examine the effects of various types of currency on a global economy.E.9.7.10. Student Learning Expectation/benchmark: Goods and Services
Compare the effects of supply and demand on prices in global markets.E.9.7.11. Student Learning Expectation/benchmark: Goods and Services
Identify the four-market structure models found in the United States economy: monopolies, monopolistic competition, oligopolies, and pure competition.E.9.7.12. Student Learning Expectation/benchmark: Goods and Services
Examine the effects of various marketing techniques: advertising, e-commerce, and increasing demand for goods and services.
AR.AH. Strand/content Standard: Arkansas History
G.1. Standard/student Learning Expectation: Geography
Students shall research the geographical regions of Arkansas.G.1.AH.7-8 Student Learning Expectation/benchmark: Compare and contrast the six geographical land regions of Arkansas
Ozark Mountains (plateau); Ouachita Mountains; Arkansas River Valley; Mississippi Alluvial Plain; Crowley's Ridge; West Gulf Coastal PlainG.1.AH.7-8 Student Learning Expectation/benchmark:
Identify and map the major rivers of ArkansasG.1.AH.7-8 Student Learning Expectation/benchmark:
Describe factors contributing to the settlement of Arkansas (e.g., climate, water, accessibility)G.1.AH.7-8 Student Learning Expectation/benchmark:
Research the origins of key place names in Arkansas (e.g. towns, counties, and landforms)G.1.AH.7-8 Student Learning Expectation/benchmark: Examine the economic effect of Arkansas' natural resources
diamonds; bauxite; forestry products; oil
EA.2. Standard/student Learning Expectation: Early Arkansas
Students shall examine the pre-territorial periods of Arkansas.EA.2.AH.7- Student Learning Expectation/benchmark: Compare and contrast pre-historic cultures in Arkansas
Archaic; Woodland; Mississippian traditionsEA.2.AH.7- Student Learning Expectation/benchmark: Identify significant elements in the success of pre-historic cultures in Arkansas
location; food sourcesEA.2.AH.7- Student Learning Expectation/benchmark: Compare and contrast the cultural characteristics of early Indian tribes in Arkansas
Osage; Caddo; QuapawEA.2.AH.7- Student Learning Expectation/benchmark:
Identify Arkansas Post as the first permanent European settlement in ArkansasEA.2.AH.7- Student Learning Expectation/benchmark:
Discuss reasons for migration to pre-territorial Arkansas (e.g., Mississippi Bubble)EA.2.AH.7- Student Learning Expectation/benchmark: Discuss the changing ownership of Arkansas
Spain; France; United StatesEA.2.AH.7- Student Learning Expectation/benchmark:
Describe the effects of the New Madrid Earthquakes on Arkansas using primary and secondary sources and available technology
EA.3. Standard/student Learning Expectation:
Students shall explain the significant contributions of early explorers.EA.3.AH.7- Student Learning Expectation/benchmark: Discuss the impact of the first European explorers in Arkansas
Hernando De Soto; Robert de LaSalle; Jacques Marquette and Louis JolietEA.3.AH.7- Student Learning Expectation/benchmark: Identify key individuals and groups related to the settlement of Arkansas
Henri De Tonti; John Law; Thomas Nuttall; William Dunbar; George Hunter; Henry Schoolcraft; G.W. Featherstonhaugh; Bernard de La Harpe
TPS.4. Standard/student Learning Expectation: Territorial Period to Statehood
Students shall examine factors related to statehood.TPS.4.AH.7 Student Learning Expectation/benchmark:
Explain the effects of the Missouri Compromise on Arkansas's settlement patternsTPS.4.AH.7 Student Learning Expectation/benchmark:
Explain the advantages of territorial status (e.g., court system, government assistance, transportation, economy)TPS.4.AH.7 Student Learning Expectation/benchmark:
Discuss the process leading to territorial status (e.g., Northwest Ordinance, township, sections)TPS.4.AH.7 Student Learning Expectation/benchmark: Identify the contributions of Arkansas' territorial officials
James Miller; Robert Crittenden; Henry Conway; James Conway; Ambrose Sevier; 'The Family'TPS.4.AH.7 Student Learning Expectation/benchmark:
Describe the movement of the territorial capital from Arkansas Post to Little Rock using available technologyTPS.4.AH.7 Student Learning Expectation/benchmark:
Discuss the contribution of William Woodruff's, The Arkansas Gazette to the growth and development of ArkansasTPS.4.AH.7 Student Learning Expectation/benchmark: Discuss the process to achieve statehood
petition for statehood; congressional approval; Michigan/Arkansas; June 15, 1836TPS.4.AH.7 Student Learning Expectation/benchmark:
Discuss the decline and removal of American Indian tribes in Arkansas
SR.5. Standard/student Learning Expectation: Secession Through Reconstruction
Students shall examine the causes and effects of the Civil War on Arkansas.SR.5.AH.7- Student Learning Expectation/benchmark:
Discuss the controversy leading to the secession of Arkansas (e.g., state leaders, cooperationists, Secession Convention, May 6, 1861)SR.5.AH.7- Student Learning Expectation/benchmark:
Define confederation and identify the weaknesses of the ConfederacySR.5.AH.7- Student Learning Expectation/benchmark:
Discuss how the Union and Confederate governments exerted power to fight the war (e.g., draft, first income tax, wars recruitment)SR.5.AH.7- Student Learning Expectation/benchmark:
Compare the Confederacy to the government under the Articles of ConfederationSR.5.AH.7- Student Learning Expectation/benchmark:
Identify the contributions of noteworthy Arkansans during the Civil War periodSR.5.AH.7- Student Learning Expectation/benchmark: Explain the existence of dual governments in wartime Arkansas
Washington, Arkansas; Little Rock, ArkansasSR.5.AH.7- Student Learning Expectation/benchmark:
Identify the major Civil War battlefields in and near Arkansas
RP.6. Standard/student Learning Expectation: Reconstruction Through Progressive Era
Students shall identify political, social, and economic changes in Arkansas.RP.6.AH.7- Student Learning Expectation/benchmark: Describe the Reconstruction Era in Arkansas
Freedmen's Bureau; Brooks-Baxter War; resurgence of the Democratic Party; approval of the 1874 ConstitutionRP.6.AH.7- Student Learning Expectation/benchmark:
Describe the effects of sharecropping on society in ArkansasRP.6.AH.7- Student Learning Expectation/benchmark:
Describe the development of manufacturing and industry in Arkansas using available technology (e.g., railroad, timber, electricity)RP.6.AH.7- Student Learning Expectation/benchmark:
Describe the economic challenges Arkansas farmers faced during the post-Reconstruction periodRP.6.AH.7- Student Learning Expectation/benchmark:
Describe the development of the public school system in Arkansas (e.g., Charlotte Stephens, Mifflin Gibbs)RP.6.AH.7- Student Learning Expectation/benchmark:
Discuss the contributions of political leaders in Arkansas during the Progressive Era (e.g., Jeff Davis, Joe T. Robinson, Charles Brough, George Donaghey, Hattie Caraway)
W.7. Standard/student Learning Expectation: World War I through the 1920s
Students shall examine the political, social, and economic growth in Arkansas.W.7.AH.7-8 Student Learning Expectation/benchmark:
Describe the contributions of Arkansans in the early 1900s (e.g., troops to World War I, Field Kindley, Louise Thaden, Scott Joplin)W.7.AH.7-8 Student Learning Expectation/benchmark:
Examine the economic effects of the oil boom on southern ArkansasW.7.AH.7-8 Student Learning Expectation/benchmark: Explore the effects of tourism on the economy
Hot Springs; Ozarks; Murfreesboro diamond mines
GD.8. Standard/student Learning Expectation: Great Depression
Students shall discuss the effects of the Great Depression on Arkansas.GD.8.AH.7- Student Learning Expectation/benchmark:
Describe the economic and social effects of the 1927 flood on Arkansas using primary and secondary sourcesGD.8.AH.7- Student Learning Expectation/benchmark:
Describe the consequences of the 1930 drought on Arkansas using available technologyGD.8.AH.7- Student Learning Expectation/benchmark:
Examine the results of bank closures on ArkansasGD.8.AH.7- Student Learning Expectation/benchmark:
Discuss the effects New Deal programs had on society in Arkansas during the Great Depression (e.g., Works Progress Administration, Civilian Conservation Corps, Civil Works Administration)GD.8.AH.7- Student Learning Expectation/benchmark:
Explore the economic and social consequences of the Great Depression
WWP.9. Standard/student Learning Expectation: World War II to Present
Students shall examine the effects of World War II and other events upon the modernization of Arkansas.WWP.9.AH.7 Student Learning Expectation/benchmark: Identify contributions of Arkansans during World War II
military; wartime industry; domestic food production to feed the militaryWWP.9.AH.7 Student Learning Expectation/benchmark:
Describe the social and economic effects of World War II on ArkansansWWP.9.AH.7 Student Learning Expectation/benchmark:
Research Japanese relocation camps and prisoner of war camps in Arkansas using available technologyWWP.9.AH.7 Student Learning Expectation/benchmark:
Examine the civil rights movement in Arkansas using primary and secondary sources (e.g., Little Rock Central, Hoxie)WWP.9.AH.7 Student Learning Expectation/benchmark:
Identify political leaders and their major contributions after World War II (e.g., Sid McMath, Orval Faubus, J. William Fulbright, John McClellan, Winthrop Rockefeller, Wilbur Mills, Dale Bumpers, David Pryor, Bill Clinton, Mike Huckabee)WWP.9.AH.7 Student Learning Expectation/benchmark:
Examine the economic development of Arkansas after World War II (e.g., timber industry, catfish farms, poultry industry, agriculture, retail, tourism, labor unions)WWP.9.AH.7 Student Learning Expectation/benchmark: Identify significant contributions made by Arkansans in the following fields
art; business; culture; medicine; science