Arkansas's Eighth 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.1.8.1. Student Learning Expectation/benchmark: Location, Place, and Region
        Compare and contrast information about absolute and relative location.
      • G.1.8.2. Student Learning Expectation/benchmark: Location, Place, and Region
        Compare and contrast the regional characteristics of Arkansas to other locations.
      • G.1.8.3. Student Learning Expectation/benchmark: Location, Place, and Region
        Evaluate the location of each hemisphere and determine the location of rainforests, deserts, and other major characteristics of global regions on each continent.
      • G.1.8.4. Student Learning Expectation/benchmark: Location, Place, and Region
        Analyze the importance of river systems of countries of the world and determine the unique characteristics of each river system: Amazon River, Ganges River, Mississippi River, Nile River, Volga River, and Yangtze River.
      • G.1.8.5. Student Learning Expectation/benchmark: Location, Place, and Region
        Evaluate a variety of information relating to demographics, weather, or other specific topics using charts and graphs.
      • G.1.8.6. Student Learning Expectation/benchmark: Location, Place, and Region
        Analyze a map of significant world regions (e.g., Amazon Rainforest, Sahara Desert, Arctic Circle, Himalayan Mountains, Nile River Delta).
      • G.1.8.7. Student Learning Expectation/benchmark: Map and Globe Skills
        Design maps of places and regions throughout the world that contain map elements: title, compass rose, key/legend, map scale, grid system, and inset map.
      • G.1.8.8. Student Learning Expectation/benchmark: Map and Globe Skills
        Evaluate the necessity of using latitude and longitude by creating a special purpose map using latitudinal and longitudinal coordinates.
      • G.1.8.9. Student Learning Expectation/benchmark: Map and Globe Skills
        Analyze a physical map or global projection using Global Positioning System (GPS), Internet sources, or other geographer's tools.
      • G.1.8.10. Student Learning Expectation/benchmark: Map and Globe Skills
        Evaluate the impact of Earth's physical features on the development of regions of the world

    • G.2. Standard/student Learning Expectation: Culture and Diversity

      Students shall develop an understanding of how cultures around the world develop and change.
      • G.2.8.1. Student Learning Expectation/benchmark: Culture/Diversity
        Evaluate the connection between artistic and literary movements with the changes in social and cultural life in specific nations or world regions.
      • G.2.8.2. Student Learning Expectation/benchmark: Culture/Diversity
        Analyze the impact of world leaders on culture around the world (e.g., Mahatma Gandhi, Golda Meir, Martin Luther King, Jr., Nelson Mandela).
      • G.2.8.3. Student Learning Expectation/benchmark: Culture/Diversity
        Evaluate modern cultures to determine the level of assimilation and cultural exchange brought about by technological advance.

    • 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.3.8.1. Student Learning Expectation/benchmark: Movement
        Evaluate the factors that influence the growth of population centers (e.g., location, transportation corridors and barriers, distribution of resources).
      • G.3.8.2. Student Learning Expectation/benchmark: Movement
        Interpret the results of push-pull factors around the world by using demographic data.
      • G.3.8.3. Student Learning Expectation/benchmark: Movement
        Analyze how the exchange of ideas and information have made the world more interdependent.
      • G.3.8.4. Student Learning Expectation/benchmark: Movement
        Evaluate the effects globalization has on the increase or decline of infrastructure in major world population centers.
      • G.3.8.5. Student Learning Expectation/benchmark: Human Environment Interaction
        Determine the impact population growth has on acquisition of renewable and nonrenewable resources.
      • G.3.8.6. Student Learning Expectation/benchmark: Human Environment Interaction
        Evaluate the methods used to modify the physical environment in selected places and regions.
      • G.3.8.7. Student Learning Expectation/benchmark: Human Environment Interaction
        Analyze the consequences of environmental modification on world regions and regional populations: 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.4.8.1. Student Learning Expectation/benchmark: Forms and Roles of Government
        Discuss the benefits of the organization of the legislative and judicial branches of the United States government: federalism, bicameral, unicameral, and court systems.
      • C.4.8.2. Student Learning Expectation/benchmark: Forms and Roles of Government
        Analyze the effectiveness of the United States system of checks and balances.
      • C.4.8.3. Student Learning Expectation/benchmark: Forms and Roles of Government
        Compare different forms of executive leadership: premier, president, and prime minister.
      • C.4.8.4. Student Learning Expectation/benchmark: Forms and Roles of Government
        Discuss how governments similar to and different from the United States utilize the legislative branch of government.
      • C.4.8.5. Student Learning Expectation/benchmark: Forms and Roles of Government
        Examine various forms of the judicial branch of government in nations other than the United States.
      • C.4.8.6. Student Learning Expectation/benchmark: Forms and Roles of Government
        Analyze forms of government (e.g., democracy, monarchy, dictatorship, oligarchy, totalitarian).
      • C.4.8.7. Student Learning Expectation/benchmark: Forms and Roles of Government
        Compare the terms and qualifications for current government officials in selected countries.
      • C.4.8.8. Student Learning Expectation/benchmark: Forms and Roles of Government
        Compare and contrast the succession of leadership in selected countries with other selected countries.
      • C.4.8.9. Student Learning Expectation/benchmark: Forms and Roles of Government
        Discuss the influence world events have on political parties.

    • C.5. Standard/student Learning Expectation: Citizenship

      Students shall develop an understanding of the rights and responsibilities of citizens.
      • C.5.8.1. Student Learning Expectation/benchmark: Roots of Democracy
        Analyze the impact of written laws from other eras on the development of the United States Constitution: Hammurabi's Code, Justinian's Code, and Napoleonic Code.
      • C.5.8.2. Student Learning Expectation/benchmark: Roots of Democracy
        Analyze the significance of written declarations of independence for various nations of the world.
      • C.5.8.3. Student Learning Expectation/benchmark: Roots of Democracy
        Research the contributions of individuals in changing governments of countries of the world using primary and secondary sources (e.g., Lech Walesa, Nelson Mandela, Ayottallah Khomeni, Fidel Castro, Mikhail Gorbechev).
      • C.5.8.4. Student Learning Expectation/benchmark: Roots of Democracy
        Analyze constitutions or other governing documents used by nations of the world.
      • C.5.8.5. Student Learning Expectation/benchmark: Roots of Democracy
        Analyze how the United States Constitution has impacted the governing documents of other nations.
      • C.5.8.6. Student Learning Expectation/benchmark: Roots of Democracy
        Identify the background of national symbols from other nations of the world (e.g., national flags, statues, monuments).
      • C.5.8.7. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
        Analyze the rights and responsibilities citizens currently have in various nations of the world.
      • C.5.8.8. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
        Analyze ways in which good citizenship may be characterized in other countries of the world.
      • C.5.8.9. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
        Discuss the struggle other countries have had in order to gain rights for citizens.
      • C.5.8.10. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
        Examine the value citizens of other countries place on voting rights.
      • C.5.8.11. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
        Analyze the influence citizen participation has in government at the state, national, and international levels.
      • C.5.8.12. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
        Analyze the world organizations involved in citizen's rights (e.g., United Nations, North Atlantic Treaty Organization).
      • C.5.8.13. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
        Evaluate various international policies granting or limiting citizen's rights.
      • C.5.8.14. Student Learning Expectation/benchmark: Rights and Responsibilities of Citizens
        Examine selected movements that influenced citizen's rights throughout world history (e.g., Communist Revolution, Boxer Rebellion, Nazism, Fascism, Holocaust).

  • 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.6.8.1. Student Learning Expectation/benchmark: Continuity and Change
        Evaluate the viewpoints expressed in political cartoons.
      • H.6.8.2. Student Learning Expectation/benchmark: Continuity and Change
        Evaluate events in world history using timelines.
      • H.6.8.3. Student Learning Expectation/benchmark: Continuity and Change
        Describe the efforts of the Spanish monarchy to make Spain Christian (e.g., Reconquista, Spanish Inquisition).
      • H.6.8.4. Student Learning Expectation/benchmark: Continuity and Change
        Examine the contributions of Renaissance writers and artists: Michelangelo, Leonardo Da Vinci, Machiavelli, and William Shakespeare.
      • H.6.8.5. Student Learning Expectation/benchmark: Continuity and Change
        Discuss the impact of the Gutenberg printing press.
      • H.6.8.6. Student Learning Expectation/benchmark: Continuity and Change
        Continuity and Change: Identify the power struggle between the Roman Catholic Church and the monarchs of Europe (e.g., the investiture struggle).
      • H.6.8.7. Student Learning Expectation/benchmark: Continuity and Change
        Examine the policies of the Catholic Church prior to the Protestant Reformation (e.g., Great Schism, Babylonian Captivity, Indulgences).
      • H.6.8.8. Student Learning Expectation/benchmark: Continuity and Change
        Identify Martin Luther and his role in the Protestant Reformation (e.g., Ninety-five Theses).
      • H.6.8.9. Student Learning Expectation/benchmark: Continuity and Change
        Describe the English Reformation (e.g., Henry VIII, Church of England).
      • H.6.8.10. Student Learning Expectation/benchmark: Continuity and Change
        Continuity and Change: Identify John Calvin and the beliefs of Calvinism.
      • H.6.8.11. Student Learning Expectation/benchmark: Continuity and Change
        Describe the actions of the Catholic Church in the Counter Reformation (e.g., Jesuits, Council of Trent, Inquisition).
      • H.6.8.12. Student Learning Expectation/benchmark: Continuity and Change
        Identify the new technologies that made European exploration possible: astrolabe, cartography, caravel, and compass.
      • H.6.8.13. Student Learning Expectation/benchmark: Continuity and Change
        Describe Spanish conquest of the Aztec and Incan empires.
      • H.6.8.14. Student Learning Expectation/benchmark: Continuity and Change
        Analyze the establishment of Spanish colonies in the New World.
      • H.6.8.15. Student Learning Expectation/benchmark: Continuity and Change
        Discuss the development of China under the Ming and Qing Dynasties.
      • H.6.8.16. Student Learning Expectation/benchmark: Continuity and Change
        Evaluate the contributions of the Muslim/Islamic Empires of the 14th-18th centuries: Ottomans and Mughals.
      • H.6.8.17. Student Learning Expectation/benchmark: Continuity and Change
        Identify major contributions of the Scientific Revolution: Isaac Newton, Galilei Galileo, Frances Bacon, Johannes Kepler, and Nicholas Copernicus.
      • H.6.8.18. Student Learning Expectation/benchmark: Continuity and Change
        Discuss the rise of absolutism (e.g., Catherine the Great, Louis XIV, Frederick the Great, Maria Theresa and Peter the Great).
      • H.6.8.19. Student Learning Expectation/benchmark: Continuity and Change
        Analyze the economic consequences of Triangular Trade between Europe, Africa, and the Americas.
      • H.6.8.20. Student Learning Expectation/benchmark: Continuity and Change
        Investigate the contributions of Enlightenment thinkers: John Locke, The Baron de Montesquieu, and Jean Jacques Rousseau.
      • H.6.8.21. Student Learning Expectation/benchmark: Continuity and Change
        Evaluate how Enlightenment ideas influenced the leaders of the following revolutions: American Revolution, French Revolution, and Latin America Revolutions.
      • H.6.8.22. Student Learning Expectation/benchmark: Continuity and Change
        Discuss the effect Enlightenment ideas had on Europe after Napoleon: Revolutions of 1848, Congress of Vienna, and Concerts of Europe.
      • H.6.8.23. Student Learning Expectation/benchmark: Continuity and Change
        Investigate the causes and consequences of the Industrial Revolution (e.g., changing technology, mass production).
      • H.6.8.24. Student Learning Expectation/benchmark: Continuity and Change
        Describe the societal changes that resulted from the industrial revolution (e.g., urbanization, migration, public education, social Darwinism).
      • H.6.8.25. Student Learning Expectation/benchmark: Continuity and Change
        Investigate late 19th century social and political reform movements (e.g., abolition, universal suffrage, rise of socialism).
      • H.6.8.26. Student Learning Expectation/benchmark: Continuity and Change
        Explain the influence that changing technology had on World War II (e.g., weapons, medicine, transportation, communication).
      • H.6.8.27. Student Learning Expectation/benchmark: Continuity and Change
        Examine the impact of the Cold War between the United States and the Union of Soviet Socialist Republics (USSR).
      • H.6.8.28. Student Learning Expectation/benchmark: Continuity and Change
        Identify the Organization of Petroleum Exporting Countries (OPEC) and its role in the world economy.
      • H.6.8.29. Student Learning Expectation/benchmark: Continuity and Change
        Discuss the downfall of communist governments (e.g., Soviet Union, Mikhail Gorbachev, fall of Berlin Wall, Lech Walensa).
      • H.6.8.30. Student Learning Expectation/benchmark: Continuity and Change
        Examine the reasons for the transformation of world economies in the late 20th century: technology, communication, and transportation.
      • H.6.8.31. Student Learning Expectation/benchmark: Continuity and Change
        Discuss the growth of technology during the race to reach space (e.g., Sputnik, National Aeronautics and Space Administration).
      • H.6.8.32. Student Learning Expectation/benchmark: Conflict and Consensus
        Discuss the European Wars of Religion that follow the Reformation: Thirty Years War and Glorious Revolution.
      • H.6.8.33. Student Learning Expectation/benchmark: Conflict and Consensus
        Identify the development of England during the Elizabethan period: Spanish Armada, Puritans, Mary Queen of Scots, and Mary Tudor/Bloody Mary.
      • H.6.8.34. Student Learning Expectation/benchmark: Conflict and Consensus
        Describe the outcomes of World War I (e.g., Treaty of Versailles, League of Nations).
      • H.6.8.35. Student Learning Expectation/benchmark: Conflict and Consensus
        Describe the Russian Revolution and the establishment of a communist Russian state (e.g., Stalin, Lenin, Bolsheviks).
      • H.6.8.36. Student Learning Expectation/benchmark: Conflict and Consensus
        Identify the major battles and the consequences of each battle of World War II.
      • H.6.8.37. Student Learning Expectation/benchmark: Conflict and Consensus
        Describe American aid given to European Allies in World War II despite its initial neutrality (e.g., Lend-Lease Act).
      • H.6.8.38. Student Learning Expectation/benchmark: Conflict and Consensus
        Evaluate the consequences of the detonation of the first atomic bombs dropped on Hiroshima and Nagasaki.
      • H.6.8.39. Student Learning Expectation/benchmark: Conflict and Consensus
        Identify significant ending dates of World War II.
      • H.6.8.40. Student Learning Expectation/benchmark: Conflict and Consensus
        Chart the development and organization of the United Nations.
      • H.6.8.41. Student Learning Expectation/benchmark: Conflict and Consensus
        Identify the functions of post World War II international organizations [e.g., Southeast Asia Treaty Organization (SEATO), North Atlantic Treaty Organization (NATO), Warsaw Pact].
      • H.6.8.42. Student Learning Expectation/benchmark: Conflict and Consensus
        Examine the causes and effects of these conflicts: Korean conflict, Vietnam conflict, Arab-Israeli conflict, Iran-Iraq conflict, Persian Gulf Balkan States conflict, and Afghanistan conflict.
      • H.6.8.43. Student Learning Expectation/benchmark: Movement
        Describe the development of the Renaissance in northern Italy and its spread to other parts of Europe.
      • H.6.8.44. Student Learning Expectation/benchmark: Movement
        Trace the routes of European explorers during the Age of Exploration: Christopher Columbus, Ferdinand Magellan, Vasco de Gama, and Francisco Nunez-Balboa.
      • H.6.8.45. Student Learning Expectation/benchmark: Movement
        Identify the areas of the new world colonized by the French, Spanish, and English.
      • H.6.8.46. Student Learning Expectation/benchmark: Movement
        Trace migration patterns in the 20th Century.
      • H.6.8.47. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
        Examine the causes and consequences of Holocaust.
      • H.6.8.48. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
        Discuss the growing interest in human rights that developed after World War II (e.g., Tiananmen Square, Shah of Iran, Augusto Pinochet, Idi Amin, Slobadon Milosevic).
      • H.6.8.49. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
        Examine the origins of the Arab-Israeli conflict: re-establishment of Israel, Six-day War, and Yom Kippur.
      • H.6.8.50. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
        Evaluate the policy of apartheid in South Africa.
      • H.6.8.51. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
        Analyze the causes and consequences of the Iranian Revolution of 1979.
      • H.6.8.52. Student Learning Expectation/benchmark: Cultural Diversity and Uniformity
        Examine the worldwide effects of the September 11, 2001, terrorist attack (e.g., economic, safety and security, tourism, resurgence of patriotism).
      • H.6.8.53. Student Learning Expectation/benchmark: Regionalism and Nationalism
        Define nationalism and the effect it had on Europe: unification of Germany, unification of Italy, War of 1812, and Crimean War.
      • H.6.8.54. Student Learning Expectation/benchmark: Regionalism and Nationalism
        Describe the causes of World War I (e.g., imperialism, militarism, nationalism, alliance).
      • H.6.8.55. Student Learning Expectation/benchmark: Regionalism and Nationalism
        Identify the Allied and Central powers of World War I.
      • H.6.8.56. Student Learning Expectation/benchmark: Regionalism and Nationalism
        Examine 19th century imperialism in Asia and Africa.
      • H.6.8.57. Student Learning Expectation/benchmark: Regionalism and Nationalism
        Investigate the effects of British Colonial rule in India and the rise of Indian nationalism under Mahatma Ghandi's leadership.
      • H.6.8.58. Student Learning Expectation/benchmark: Regionalism and Nationalism
        Examine the new political boundaries resulting from Treaty of Versailles (e.g., breakup of Ottoman Empire and Austro-Hungarian Empire, creation of new countries).
      • H.6.8.59. Student Learning Expectation/benchmark: Regionalism and Nationalism
        Explore the rise of totalitarian governments following World War I (e.g., Japan, Italy, Germany, Soviet Union).
      • H.6.8.60. Student Learning Expectation/benchmark: Regionalism and Nationalism
        Investigate Japanese militarianism in World War II (e.g., Manchuria, Greater East Asia Co-Prosperity Sphere, Pearl Harbor, Midway).
      • H.6.8.61. Student Learning Expectation/benchmark: Regionalism and Nationalism
        Describe the origins of the Cold War (e.g., Soviet Satellite nations, Iron Curtain Speech, Division of Europe).
      • H.6.8.62. Student Learning Expectation/benchmark: Regionalism and Nationalism
        Examine the expansion of communism into Asia (e.g., China, Vietnam, Korea).
      • H.6.8.63. Student Learning Expectation/benchmark: Regionalism and Nationalism
        Describe the rise of Fidel Castro and the establishment of a Cuban Communist State (e.g., Cuban Missile Crisis).
      • H.6.8.64. Student Learning Expectation/benchmark: Regionalism and Nationalism
        Investigate nationalist movements in Asia and Africa after World War II.
      • H.6.8.65. Student Learning Expectation/benchmark: Regionalism and Nationalism
        Examine the crisis in the Balkans (e.g., ethnic cleansing, Kosovo, Bosnia).

  • 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.7.8.1. Student Learning Expectation/benchmark: Costs and Benefits
        Analyze how the economic wants and needs of people change over periods of history.
      • E.7.8.2. Student Learning Expectation/benchmark: Costs and Benefits
        Analyze the way present choices result in future consequences.
      • E.7.8.3. Student Learning Expectation/benchmark: Costs and Benefits
        Analyze various periods of time when scarcity affected economic wants and needs of people in various regions or countries.
      • E.7.8.4. Student Learning Expectation/benchmark: Costs and Benefits
        Explain the reasons governments and societies experience scarcity.
      • E.7.8.5. Student Learning Expectation/benchmark: Costs and Benefits
        Analyze the scarcity of productive resources and the requirement of people to make choices and incur opportunity costs
      • E.7.8.6. Student Learning Expectation/benchmark: Costs and Benefits
        Evaluate the limited resources of nations of the world and the choices those governments must make.
      • E.7.8.7. Student Learning Expectation/benchmark: Costs and Benefits
        Evaluate historical decisions made as a result of the decision making model.
      • E.7.8.8. Student Learning Expectation/benchmark: Costs and Benefits
        Analyze traditional, market, and command economies.
      • E.7.8.9. Student Learning Expectation/benchmark: Costs and Benefits
        Compare trade-offs in various world economic systems.
      • E.7.8.10. Student Learning Expectation/benchmark: Costs and Benefits
        Discuss ways for citizens to participate in 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.8.8.1. Student Learning Expectation/benchmark: Factors of Production
        Discuss the improvements in productivity that have led to advances in global living standards and economic strategies: new technologies and new organizational methods.
      • E.8.8.2. Student Learning Expectation/benchmark: Factors of Production
        Analyze methods for improving the quality and quantity of human capital and increased productivity (e.g., technology, industrialization, competition, wages).
      • E.8.8.3. Student Learning Expectation/benchmark: Factors of Production
        Evaluate the consequences of these changing factors of production human resources, capital resources, natural resources, and entrepreneurship.
      • E.8.8.4. Student Learning Expectation/benchmark: Factors of Production
        Evaluate the depletion of natural resources and the effects on settlement patter.

    • 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.9.8.1. Student Learning Expectation/benchmark: Financial Markets
        Analyze characteristics of different types of currency worldwide.
      • E.9.8.2. Student Learning Expectation/benchmark: Financial Markets
        Evaluate the advantages of using a financial institution for saving money: interest (rate of return) and safety.
      • E.9.8.3. Student Learning Expectation/benchmark: Financial Markets
        Evaluate the circumstances related to the saving or spending of money.
      • E.9.8.4. Student Learning Expectation/benchmark: Financial Markets
        Analyze the role of the stock market in the economies of the United States and other countries.
      • E.9.8.5. Student Learning Expectation/benchmark: Financial Markets
        Evaluate the impact of inflation on the growth and prosperity of a nation.
      • E.9.8.6. Student Learning Expectation/benchmark: Financial Markets
        Evaluate how the Gross Domestic Product (GDP) is used to measure a nation's economic success and standard of living.
      • E.9.8.7. Student Learning Expectation/benchmark: Financial Markets
        Explain the role of central banks in the world economy.
      • E.9.8.8. Student Learning Expectation/benchmark: Global Markets
        Evaluate the advantages and disadvantages of global trade.
      • E.9.8.9. Student Learning Expectation/benchmark: Global Markets
        Analyze the exchange of currency in a global economy.
      • E.9.8.10. Student Learning Expectation/benchmark: Goods and Services
        Evaluate how the interaction of consumers and producers influences supply and demand.
      • E.9.8.11. Student Learning Expectation/benchmark: Goods and Services
        Describe the four types of market structures: monopolies, monopolistic competition, oligopolies, and pure competition.
      • E.9.8.12. Student Learning Expectation/benchmark: Goods and Services
        Analyze 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 Plain
      • G.1.AH.7-8 Student Learning Expectation/benchmark:
        Identify and map the major rivers of Arkansas
      • G.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 traditions
      • EA.2.AH.7- Student Learning Expectation/benchmark: Identify significant elements in the success of pre-historic cultures in Arkansas
        location; food sources
      • EA.2.AH.7- Student Learning Expectation/benchmark: Compare and contrast the cultural characteristics of early Indian tribes in Arkansas
        Osage; Caddo; Quapaw
      • EA.2.AH.7- Student Learning Expectation/benchmark:
        Identify Arkansas Post as the first permanent European settlement in Arkansas
      • EA.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 States
      • EA.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 Joliet
      • EA.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 patterns
      • TPS.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 technology
      • TPS.4.AH.7 Student Learning Expectation/benchmark:
        Discuss the contribution of William Woodruff's, The Arkansas Gazette to the growth and development of Arkansas
      • TPS.4.AH.7 Student Learning Expectation/benchmark: Discuss the process to achieve statehood
        petition for statehood; congressional approval; Michigan/Arkansas; June 15, 1836
      • TPS.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 Confederacy
      • SR.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 Confederation
      • SR.5.AH.7- Student Learning Expectation/benchmark:
        Identify the contributions of noteworthy Arkansans during the Civil War period
      • SR.5.AH.7- Student Learning Expectation/benchmark: Explain the existence of dual governments in wartime Arkansas
        Washington, Arkansas; Little Rock, Arkansas
      • SR.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 Constitution
      • RP.6.AH.7- Student Learning Expectation/benchmark:
        Describe the effects of sharecropping on society in Arkansas
      • RP.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 period
      • RP.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 Arkansas
      • W.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 sources
      • GD.8.AH.7- Student Learning Expectation/benchmark:
        Describe the consequences of the 1930 drought on Arkansas using available technology
      • GD.8.AH.7- Student Learning Expectation/benchmark:
        Examine the results of bank closures on Arkansas
      • GD.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 military
      • WWP.9.AH.7 Student Learning Expectation/benchmark:
        Describe the social and economic effects of World War II on Arkansans
      • WWP.9.AH.7 Student Learning Expectation/benchmark:
        Research Japanese relocation camps and prisoner of war camps in Arkansas using available technology
      • WWP.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