Arkansas's Tenth Grade Standards
AR.AG. Strand/content Standard: American Government
PP.1.AG. Standard/student Learning Expectation: Political Philosophy
Students shall examine the political philosophies and the documents that shaped United States Constitutional government.PP.1.AG.1. Student Learning Expectation/benchmark:
Investigate the contributions of ancient Greece and Rome to United States' governmentPP.1.AG.2. Student Learning Expectation/benchmark: Analyze ideas of limited government and the rule of law
Magna Carta; Petition of Rights; English Bill of Rights; Mayflower CompactPP.1.AG.3. Student Learning Expectation/benchmark: Discuss the contributions of the Enlightenment philosophers
Baron de Montesquieu; VoltairePP.1.AG.4. Student Learning Expectation/benchmark: Discuss the Social Contract Theory
Thomas Hobbes; John Locke; Jean-Jacques Rousseau
PP.2.AG. Standard/student Learning Expectation: Political Philosophy
Students shall examine the Declaration of Independence.PP.2.AG.1. Student Learning Expectation/benchmark:
Investigate the grievances listed in the Declaration of IndependencePP.2.AG.2. Student Learning Expectation/benchmark:
Compare and contrast the Declaration of Independence and Social Contract TheoryPP.2.AG.3. Student Learning Expectation/benchmark:
Evaluate the Declaration of Independence as a persuasive argument justifying revolution
USC.3.AG. Standard/student Learning Expectation: United States Constitution
Students shall analyze the United States Constitution.USC.3.AG.1 Student Learning Expectation/benchmark:
Examine the purpose of constitutionsUSC.3.AG.2 Student Learning Expectation/benchmark:
Analyze the purpose of government stated in the Preamble to the United States ConstitutionUSC.3.AG.3 Student Learning Expectation/benchmark: Analyze the effect the following fundamental principles have upon the United States government
popular sovereignty; separation of powers; checks and balances; FederalismUSC.3.AG.4 Student Learning Expectation/benchmark:
Contrast the arguments expressed in the debate over ratification of the United States ConstitutionUSC.3.AG.5 Student Learning Expectation/benchmark:
Investigate the amendment process (e.g., role of states legislatures, role of conventions, role of public opinion)USC.3.AG.6 Student Learning Expectation/benchmark:
Examine the purpose of each of the constitutional amendments
USC.4.AG. Standard/student Learning Expectation: United States Constitution
Students shall explore the federal system of government defined by the United States Constitution.USC.4.AG.1 Student Learning Expectation/benchmark:
Examine the relationship between federal and state governmentUSC.4.AG.2 Student Learning Expectation/benchmark:
Research the key powers granted to Congress by the United States ConstitutionUSC.4.AG.3 Student Learning Expectation/benchmark:
Compare and contrast enumerated and implied powersUSC.4.AG.4 Student Learning Expectation/benchmark:
Compare and contrast delegated, concurrent, and reserved powersUSC.4.AG.5 Student Learning Expectation/benchmark:
Analyze Article IV which established the United States Constitution as the Supreme Law of the Land
USC.5.AG. Standard/student Learning Expectation: United States Constitution
Students shall analyze civil liberties and civil rights.USC.5.AG.1 Student Learning Expectation/benchmark: Compare and contrast the Federalist and Anti-Federalist arguments over ratification of the United States Constitution
Bill of Rights; state's rightsUSC.5.AG.2 Student Learning Expectation/benchmark: Analyze fundamental rights of individuals
civil liberties; due process; equal protection
USC.6.AG. Standard/student Learning Expectation: United States Constitution
Students shall investigate the structure, organization, and process of the legislative branch.USC.6.AG.1 Student Learning Expectation/benchmark: Compare and contrast the House of Representatives and the Senate
organization; terms of office; qualifications; powersUSC.6.AG.2 Student Learning Expectation/benchmark:
Describe the role of committees in the legislative process (e.g., standing, special, joint)USC.6.AG.3 Student Learning Expectation/benchmark:
Examine the importance of the seniority system and political parties in the legislative processUSC.6.AG.4 Student Learning Expectation/benchmark:
Explain the influence of lobbyists and special interest groups on the legislative processUSC.6.AG.5 Student Learning Expectation/benchmark:
Research the development and passage of a bill using available technology
USC.7.AG. Standard/student Learning Expectation: United States Constitution
Students shall examine the role, organization, and function of the executive branch.USC.7.AG.1 Student Learning Expectation/benchmark:
Explain the qualifications for becoming President of the United StatesUSC.7.AG.2 Student Learning Expectation/benchmark:
Analyze the roles of the presidencyUSC.7.AG.3 Student Learning Expectation/benchmark:
Explain the justification and function of executive ordersUSC.7.AG.4 Student Learning Expectation/benchmark:
Explain the function of departments and agencies within the bureaucracy of the federal governmentUSC.7.AG.5 Student Learning Expectation/benchmark:
Investigate regulatory agencies, government corporations, and independent agencies
USC.8.AG. Standard/student Learning Expectation: United States Constitution
Students shall investigate the organization, process, and role of the judicial branch.USC.8.AG.1 Student Learning Expectation/benchmark:
Compare and contrast the jurisdiction of federal courts and state courtsUSC.8.AG.2 Student Learning Expectation/benchmark:
Compare and contrast the process of selecting and confirming federal and state judgesUSC.8.AG.3 Student Learning Expectation/benchmark:
Explain the process by which the Supreme Court selects and decides casesUSC.8.AG.4 Student Learning Expectation/benchmark:
Analyze the concept of judicial review as established by Marbury v. MadisonUSC.8.AG.5 Student Learning Expectation/benchmark: Examine Supreme Court cases which have altered the interpretation of the United States Constitution
Roe v. Wade; Dred Scott v. Sanford; Brown v. Board of Education; Plessy v. Ferguson; Miranda v. Arizona; New York Times v. Sullivan; Wisconsin v. Yoder; Tinker v. Des Moines; Texas v. Johnson; Furman v. Georgia
E.9.AG. Standard/student Learning Expectation: Elections
Students shall evaluate the election process in federal, state, and local elections.E.9.AG.1. Student Learning Expectation/benchmark: Analyze the election process in the federal, state, and local governments
campaign finance; campaign strategies; voter registration; factors affecting election turn-outE.9.AG.2. Student Learning Expectation/benchmark:
Compare and contrast arguments for and against the electoral collegeE.9.AG.3. Student Learning Expectation/benchmark:
Describe the role of political parties in federal, state, and local electionsE.9.AG.4. Student Learning Expectation/benchmark: Describe components of campaigns for federal, state, and local elective offices
nomination process; campaign funding and spending; influence of media; polling; reappointment; redistrictingE.9.AG.5. Student Learning Expectation/benchmark:
Examine the complexities of vote tabulation and certifying elections
SLG.10.AG. Standard/student Learning Expectation: State and Local Government
Students shall examine state and local government in Arkansas.SLG.10.AG. Student Learning Expectation/benchmark:
Explain the powers of state and local governments in ArkansasSLG.10.AG. Student Learning Expectation/benchmark:
Discuss the sources of revenue received by each level of government in ArkansasSLG.10.AG. Student Learning Expectation/benchmark:
Examine the services provided by state and local government in Arkansas
AR.AH. Strand/content Standard: American History (United States History)
EUS.1.AH. Standard/student Learning Expectation: Early United States
Students shall examine the causes and effects of migration patterns in the early history of North America.EUS.1.AH.1 Student Learning Expectation/benchmark:
Evaluate the motivations for the exploration of the New WorldEUS.1.AH.2 Student Learning Expectation/benchmark:
Compare and contrast the political, social, economic, and geographic motives for migration to the three colonial regions (e.g., New England, Middle, Southern)EUS.1.AH.3 Student Learning Expectation/benchmark:
Trace the routes of early exploration in what was to become the United StatesEUS.1.AH.4 Student Learning Expectation/benchmark:
Research economic development in the three colonial regions using primary and secondary sourcesEUS.1.AH.5 Student Learning Expectation/benchmark:
Map the geographic similarities and differences among the three colonial regionsEUS.1.AH.6 Student Learning Expectation/benchmark:
Compare and contrast economic development in the three colonial regionsEUS.1.AH.7 Student Learning Expectation/benchmark:
Analyze different points of view regarding society, customs, and traditions in the three colonial regionsEUS.1.AH.8 Student Learning Expectation/benchmark:
Compare changes which occurred over time in the three colonial regionsEUS.1.AH.9 Student Learning Expectation/benchmark: Explain how the concept of Manifest Destiny led to westward expansion
Louisiana Purchase; War of 1812; territorial expansion; annexation of Texas; impact on American Indians
EUS.2.AH. Standard/student Learning Expectation: Early United States
Students shall investigate the historical foundations of the United States government.EUS.2.AH.1 Student Learning Expectation/benchmark: Discuss the creation of the new national government
Articles of Confederation; Constitutional Convention; Bill of RightsEUS.2.AH.2 Student Learning Expectation/benchmark: Investigate the major governmental ideas established in the colonial and early national periods using primary and secondary source documents
Declaration of Independence; Northwest Ordinances; Federalist Papers; United States Constitution; Washington's Farewell Address
EUS.3.AH. Standard/student Learning Expectation: Early United States
Students shall investigate the causes and effects of war in the early history of the United States.EUS.3.AH.1 Student Learning Expectation/benchmark: Analyze the causes and effects of the American Revolution
political; social; economic; geographicEUS.3.AH.2 Student Learning Expectation/benchmark: Discuss the causes and effects of the Mexican-American War
political; social; economic; geographicEUS.3.AH.3 Student Learning Expectation/benchmark: Analyze the causes and effects of the Civil War
political; social; economic; geographic
R.4.AH. Standard/student Learning Expectation: Reconstruction
Students shall analyze westward expansion in the United States since Reconstruction.R.4.AH.1. Student Learning Expectation/benchmark:
Examine the effect of the Homestead Act and the Morrill Land Grant Act on westward expansionR.4.AH.2. Student Learning Expectation/benchmark:
Discuss the impact of the transcontinental railroad on the development of the WestR.4.AH.3. Student Learning Expectation/benchmark: Compare and contrast competition between the farmers of the Great Plains and cattle ranchers
technology (e.g., John Deere, Cyrus McCormick, Joseph Glidden, dry farming); cow towns; railheads; cowboys; range warsR.4.AH.4. Student Learning Expectation/benchmark: Analyze the advantages and disadvantages of the mining boom
impact on American Indians (e.g., work of Helen Hunt Jackson, Dawes Act, Indian Wars); environmental impact; economic impact
R.5.AH. Standard/student Learning Expectation: Reconstruction
Students shall evaluate the impact of social movements and reforms during Reconstruction.R.5.AH.1. Student Learning Expectation/benchmark:
Chart the strengths and weaknesses of the various plans for Reconstruction (e.g., Ten-percent plan, Freedman's Bureau, Wade-Davis Bill)R.5.AH.2. Student Learning Expectation/benchmark: Identify the significance of the Civil War Amendments
Thirteenth Amendment; Fourteenth Amendment; Fifteenth AmendmentR.5.AH.3. Student Learning Expectation/benchmark:
Research the effects of the Civil War Amendments during Reconstruction using primary source documentsR.5.AH.4. Student Learning Expectation/benchmark:
Examine the reasons for the impeachment of President Andrew JohnsonR.5.AH.5. Student Learning Expectation/benchmark:
Examine the reaction of United States citizens to civil rights in the late 1800s (e.g., sharecropping, the black codes, Jim Crow, de facto versus de jure segregation, Plessy v. Ferguson -1896, New South - Henry Grady)R.5.AH.6. Student Learning Expectation/benchmark:
Explain how the election of 1876 and the Compromise of 1877 led to the end of ReconstructionR.5.AH.7. Student Learning Expectation/benchmark:
Outline the successes and failures of Reconstruction
IN.6.AH. Standard/student Learning Expectation: Industrialization
Students shall investigate the impact of changing technology on economic development.IN.6.AH.1. Student Learning Expectation/benchmark:
Investigate the impact of emerging communication technology on economic development using primary and secondary source documents (e.g., telegraph, typewriter, telephone, photographic film)IN.6.AH.2. Student Learning Expectation/benchmark:
Investigate the impact of emerging transportation technology on economic development using primary and secondary source documents (e.g., airplane, Pullman cars, mass production of the automobile)IN.6.AH.3. Student Learning Expectation/benchmark:
Investigate the impact of emerging technology on urban development using primary and secondary source documents (e.g., steel, elevator, skyscraper, suspension bridges, mass transit)IN.6.AH.4. Student Learning Expectation/benchmark:
Investigate the impact of emerging technology on industrial growth using primary and secondary source documents (e.g., electrification, refrigeration, hydraulic brakes, steel and oil industries)
IN.7.AH. Standard/student Learning Expectation: Industrialization
Students shall evaluate the impact of immigration on society in the United States.IN.7AH.1. Student Learning Expectation/benchmark:
Describe the purpose of Angel Island and Ellis IslandIN.7AH.2. Student Learning Expectation/benchmark:
Map the changing immigration patterns of the late 19th and early 20th centuriesIN.7.AH.3. Student Learning Expectation/benchmark: Categorize the rise of nativism as a reaction to the changing immigration patterns of the late 19th and early 20th centuries
assimilation; public education; Chinese Exclusion Act; Gentlemen's Agreement; Immigration Restriction LeagueIN.7.AH.4. Student Learning Expectation/benchmark:
Illustrate the changing immigration patterns from rural areas to urban areas in the late 19th and early 20th centuriesIN.7.AH.5. Student Learning Expectation/benchmark:
Research solutions to the problems that resulted from urban migration (e.g., housing, transportation, water, sanitation, crime, fire, poor working conditions)IN.7.AH.6. Student Learning Expectation/benchmark:
Examine the role that immigrants played in the emergence of political machines (e.g., Tammany Hall)
IN.8.AH. Standard/student Learning Expectation: Industrialization
Students shall analyze the rise of big business in the United States.IN.8.AH.1. Student Learning Expectation/benchmark:
Compare and contrast the terms 'captains of industry' and 'robber barons'IN.8.AH.2. Student Learning Expectation/benchmark: Identify and analyze the contributions of important industrialists in the Post-Reconstruction era
Andrew Carnegie; George Pullman; John D. Rockefeller; J.P. Morgan; Cornelius VanderbiltIN.8.AH.3. Student Learning Expectation/benchmark:
Compare and contrast vertical integration and horizontal integrationIN.8.AH.4. Student Learning Expectation/benchmark: Analyze new forms of business organization
trusts; monopolies; pools; holding companiesIN.8.AH.5. Student Learning Expectation/benchmark:
Describe the political and economic philosophy of Social Darwinism (e.g., Herbert Spencer, laissez-faire economics)IN.8.AH.6. Student Learning Expectation/benchmark: Compare and contrast the reaction of labor to the rise of big business
Knights of Labor; American Federation of Labor; International Workers of the World; American Railway Union; United Mine Workers
PO.9.AH. Standard/student Learning Expectation: Populism
Students shall examine the impact of westward migration during the Gilded Age.PO.9.AH.1. Student Learning Expectation/benchmark:
Identify the significance of the ExodustersPO.9.AH.2. Student Learning Expectation/benchmark:
Analyze life on the Great Plains using primary and secondary sources (e.g., soddies/dugouts, weather, gender roles, medical care, education)PO.9.AH.3. Student Learning Expectation/benchmark:
Discuss how frontier life altered the American imagePO.9.AH.4. Student Learning Expectation/benchmark:
Chart the transition of Oklahoma from Indian Territory to statehoodPO.9.AH.5. Student Learning Expectation/benchmark:
Discuss problems faced by farmers (e.g., bonanza farms, railroads, economic depression, overproduction)
PO.10.AH. Standard/student Learning Expectation: Populism
Students shall survey the impact of reform movements on social problems in the United States.PO.10.AH.1 Student Learning Expectation/benchmark: Summarize the cooperative efforts of farmers in solving agricultural issues
grange; alliancesPO.10.AH.2 Student Learning Expectation/benchmark: Discuss the rise and fall of the Populist Party
graduated income tax; Panic of 1893; election of 1896; free silver; railroad regulation
PO.11.AH. Standard/student Learning Expectation: Populism
Students shall examine the political ideas of the Gilded Age.PO.11.AH.1 Student Learning Expectation/benchmark: Describe the rulings in the Supreme Court cases regulating industry
Munn v. Illinois; Wabash v. Illinois; E.C. Knight Co. v. United States; slaughterhouse casesPO.11.AH.2 Student Learning Expectation/benchmark:
Discuss the merits of civil service reforms that resulted from the political corruption of the Gilded Age (e.g., spoils system, Pendleton Act, assassination of James Garfield)
IM.12.AH. Standard/student Learning Expectation: Imperialism
Students shall evaluate the territorial expansion of the United States during the late 19th and early 20th centuries.IM.12.AH.1 Student Learning Expectation/benchmark:
Identify the steps leading to the acquisition of Alaska and HawaiiIM.12.AH.2 Student Learning Expectation/benchmark: Describe the participation of the United States in the Spanish-American War leading to the creation of the United States as an imperial power
Jingoism; USS Maine; yellow journalism; Joseph Pulitzer; Teller Amendment; Cuba/Platt Amendment; Philippines; William McKinleyIM.12.AH.3 Student Learning Expectation/benchmark:
Describe the creation of the United States as an imperial power as viewed from multiple perspectives (e.g., Emilio Aquinaldo, Cuba, the Philippines, Queen Liliuokalani)IM.12.AH.4 Student Learning Expectation/benchmark:
Analyze the steps which led to the construction of the Panama Canal (e.g., gunboat diplomacy, Panamanian Revolution)
IM.13.AH. Standard/student Learning Expectation: Imperialism
Students shall analyze the foreign policy of the United States during the early 20th century.IM.13.AH.1 Student Learning Expectation/benchmark: Describe President Theodore Roosevelt's foreign policy
Big Stick Diplomacy; Great White Fleet; Roosevelt CorollaryIM.13.AH.2 Student Learning Expectation/benchmark:
Compare and contrast the Dollar Diplomacy of President William Howard Taft and the Moral Diplomacy of President Woodrow WilsonIM.13.AH.3 Student Learning Expectation/benchmark: Analyze the effects of the Open Door Policy on the relationship between the United States and China
Boxer Rebellion; John Hay; spheres of influenceIM.13.AH.4 Student Learning Expectation/benchmark:
Evaluate the social, political, economic, and geographic impact of the Open Door PolicyIM.13.AH.5 Student Learning Expectation/benchmark:
Examine the relationship between the United States and its Latin-American neighbors (e.g., Pancho Villa, John Pershing, ABC Conference)
PR.14.AH. Standard/student Learning Expectation: Progressivism
Students shall evaluate the reforms of progressivism.PR.14.AH.1 Student Learning Expectation/benchmark: Analyze the effectiveness of the muckrakers on reforming American society
social reform; educational reform; political reform; economic reformPR.14.AH.2 Student Learning Expectation/benchmark:
Examine the Social Gospel Movement and its influence on society (e.g., settlement house, Jane Addams, William Glidden)PR.14.AH.3 Student Learning Expectation/benchmark:
Evaluate the use of photo-journalism in affecting urban social reform (e.g., Lewis Hine, Jacob Riis, Keating Owen Act of 1916, Fair Labor Standards Act of 1938)PR.14.AH.4 Student Learning Expectation/benchmark: Research the women's rights struggle from the 1840s through the Progressive Era
Seneca Falls Convention; National American Women Suffrage Association; National Association of Colored Women; Nineteenth AmendmentPR.14.AH.5 Student Learning Expectation/benchmark: Investigate the contributions of Theodore Roosevelt's administration in establishing conservation of natural resources
John Muir; Gifford PinchotPR.14.AH.6 Student Learning Expectation/benchmark: Discuss Woodrow Wilson's New Freedom in regard to monetary and fiscal change
Underwood Tariff of 1913; Federal Reserve Act of 1913PR.14.AH.7 Student Learning Expectation/benchmark: Evaluate Robert La Follette's Wisconsin Idea in regard to political reform
initiative; referendum; recall; direct primaryPR.14.AH.8 Student Learning Expectation/benchmark: Compare and contrast the political views of Booker T. Washington and W.E.B. Du Bois
Atlanta Compromise; Niagara Movement; Tuskegee Institute; National Association for the Advancement of Colored PeoplePR.14.AH.9 Student Learning Expectation/benchmark: Analyze the progression of government regulation of business
Interstate Commerce Act; Sherman Anti-trust Act; Clayton Anti-trust Act; Federal Trade Commission ActPR.14.AH.1 Student Learning Expectation/benchmark:
Investigate Theodore Roosevelt's Square Deal policies which increased presidential powers [e.g., trust busting, 1902 coal strike, railroad regulation (Elkins Act/Hepburn Act), Meat Inspection Act, Pure Food and Drug Act, conservation]PR.14.AH.1 Student Learning Expectation/benchmark:
Analyze the effects of the Sixteenth, Seventeenth, and Eighteenth AmendmentsPR.14.AH.1 Student Learning Expectation/benchmark:
Examine the effects of the 1912 presidential election
WC.15.AH. Standard/student Learning Expectation: World in Conflict
Students shall examine social, political, and economic changes during World War I.WC.15.AH.1 Student Learning Expectation/benchmark: Analyze the causes of World War I
imperialism; nationalism; militarism; alliancesWC.15.AH.2 Student Learning Expectation/benchmark:
Identify the steps leading to the entrance of the United States into World War I (e.g., Lusitania, Sussex Pledge, Zimmerman Telegram)WC.15.AH.3 Student Learning Expectation/benchmark:
Discuss the contributions of the United States to the Allies in World War IWC.15.AH.4 Student Learning Expectation/benchmark: Investigate mobilization on the home front during World War I
Selective Service Act; Food Administration; Fuel Administration; War Industries Board; Committee on Public InformationWC.15.AH.5 Student Learning Expectation/benchmark:
Debate freedom of speech versus national security (e.g., Espionage and Sedition Act , Schenck v. United States, public opposition to the war)WC.15.AH.6 Student Learning Expectation/benchmark: Examine the Treaty of Versailles
Wilson's Fourteen Points; ratification debate
WC.16.AH. Standard/student Learning Expectation: World in Conflict
Students shall examine social, political, and economic changes during the Jazz Age/Roaring Twenties.WC.16.AH.1 Student Learning Expectation/benchmark:
Investigate the sources of national fear and violence in post World War I (e.g., Xenophobia/Nativism, Communism, Red Scare/Palmer Raids, Anarchists/Sacco and Vanzetti, Ku Klux Klan, Emergency Quota Act of 1921, labor strikes)WC.16.AH.2 Student Learning Expectation/benchmark:
Evaluate the artistic, literary, and social movements of the 1920s, which changed society (e.g., Harlem Renaissance, Lost Generation, jazz culture, Ash Can School, United Negro Improvement Association)WC.16.AH.3 Student Learning Expectation/benchmark:
Analyze the domestic policies of Presidents Warren G. Harding, Calvin Coolidge, and Herbert Hoover
WC.17.AH. Standard/student Learning Expectation: World in Conflict
Students shall examine social, political, and economic changes during the Great Depression.WC.17.AH.1 Student Learning Expectation/benchmark:
Examine the causes and effects of the Dust Bowl on agriculture and migration patternsWC.17AH.2. Student Learning Expectation/benchmark:
Analyze the national and global causes and effects of the Great DepressionWC.17.AH.3 Student Learning Expectation/benchmark:
Discuss President Herbert Hoover's policies in dealing with the Great DepressionWC.17.AH.4 Student Learning Expectation/benchmark:
Evaluate President Franklin D. Roosevelt's New Deal including the long term effects (e.g., growth of federal power/bureaucracy, Tennessee Valley Authority, social security, minimum wage)
WC.18.AH. Standard/student Learning Expectation: World in Conflict
Students shall examine social, political, and economic changes during World War II.WC.18.AH.1 Student Learning Expectation/benchmark:
Discuss the isolationist policies of the United States prior to entry into World War IIWC.18.AH.2 Student Learning Expectation/benchmark:
Summarize Japanese motives for attacking Pearl HarborWC.18.AH.3 Student Learning Expectation/benchmark: Describe the United States' mobilization for war on the home front
War Production Board; roles of women; war bonds; Selective Service Act; Office of Price Administration; roles of African AmericansWC.18.AH.4 Student Learning Expectation/benchmark: Evaluate the effects of the forced relocation of Japanese Americans including the Arkansas connection
internment camps (Jerome and Rohwer); Korematsu v. United StatesWC.18.AH.5 Student Learning Expectation/benchmark: Evaluate the military contribution of minorities in World War II
Tuskegee Airmen; Navajo Code Talkers; 442nd Regimental Combat TeamWC.18.AH.6 Student Learning Expectation/benchmark:
Investigate the contributions of technology and science during World War II (e.g., Office of Scientific Research and Development, Manhattan Project, blood plasma, penicillin, radar, semiconductors, synthetic materials, freeze-dried food)WC.18.AH.7 Student Learning Expectation/benchmark:
Analyze President Harry S. Truman's decision to use atomic weapons against JapanWC.18.AH.8 Student Learning Expectation/benchmark:
Investigate the effects of World War II on population shifts, economic gains, and social adjustments during the post-war period (e.g., defense industry towns, African American migration, farmer prosperity, employment of women, baby boom, juvenile delinquency, G.I. Bill of Rights)WC.18.AH.9 Student Learning Expectation/benchmark:
Examine racial conflicts in the World War II period
CUS.19.AH. Standard/student Learning Expectation: Contemporary United States
Students shall examine the changes encountered between the Cold War and the present.CUS.19.AH. Student Learning Expectation/benchmark:
Investigate the origins of the Cold War (e.g., Yalta Conference, division of Europe, United Nations, Truman Doctrine, Marshall Plan, Berlin Crisis)CUS.19.AH. Student Learning Expectation/benchmark:
Discuss the influence of McCarthyism on American society and politicsCUS.19.AH. Student Learning Expectation/benchmark: Examine the increase in bureaucracy as a result of the Cold War
National Security Act of 1947; Interstate Highway Act of 1957CUS.19.AH. Student Learning Expectation/benchmark: Examine the development of international alliances as a result of the Cold War
North Atlantic Treaty Organization; Warsaw PactCUS.19.AH. Student Learning Expectation/benchmark:
Discuss the impact of the space race on relations between the United States and the Soviet UnionCUS.19.AH. Student Learning Expectation/benchmark: Investigate civil rights issues affecting the following groups
African Americans; American Indians; Asian Americans; Hispanic Americans; womenCUS.19.AH. Student Learning Expectation/benchmark: Investigate the role of the United States in global conflicts
Korean Conflict; Vietnam Conflict; Operation Desert Shield/StormCUS.19.AH. Student Learning Expectation/benchmark:
Examine the cultural and technological changes in American society that began in the 1950s using primary and secondary sourcesCUS.19.AH. Student Learning Expectation/benchmark:
Compare and contrast the policies of the New Frontier and the Great SocietyCUS.19.AH. Student Learning Expectation/benchmark:
Discuss the political and social results of WatergateCUS.19.AH. Student Learning Expectation/benchmark:
Compare and contrast the domestic and foreign policies of United States presidents from Richard Nixon to the presentCUS.19.AH. Student Learning Expectation/benchmark:
Recognize current issues in immigration and ethnic diversityCUS.19.AH. Student Learning Expectation/benchmark: Investigate the effects of the September 11, 2001, terrorist attack on the United States
Department of Homeland Security; Patriot Act; Transportation Security Act; Operation Enduring Freedom
AR.AH. Strand/content Standard: Arkansas History
G.1.AH. Standard/student Learning Expectation: Geography
Students shall analyze the geographical regions of Arkansas.G.1.AH.9-1 Student Learning Expectation/benchmark: Investigate 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.9-1 Student Learning Expectation/benchmark:
Examine the practical uses of the major rivers in Arkansas (e.g., trade, transportation, recreation)G.1.AH.9-1 Student Learning Expectation/benchmark:
Analyze factors contributing to the settlement of Arkansas (e.g., climate, water, accessibility)G.1.AH.9-1 Student Learning Expectation/benchmark:
Research the origins of key place names in Arkansas (e.g. towns, counties, and landforms)G.1.AH.9-1 Student Learning Expectation/benchmark: Examine the economic effect of Arkansas' natural resources
diamonds; bauxite; forestry products; oil; lignite; novaculite
EA.2.AH. Standard/student Learning Expectation: Early Arkansas
Students shall analyze Arkansas' pre-territorial periods.EA.2.AH.9- Student Learning Expectation/benchmark: Research pre-historic cultures in Arkansas
Archaic; Woodland; Mississippian traditionsEA.2.AH.9- Student Learning Expectation/benchmark: Examine the significant elements in the success of pre-historic cultures in Arkansas
location; food sourcesEA.2.AH.9- Student Learning Expectation/benchmark: Compare and contrast the cultural characteristics of early Indian tribes in Arkansas
Osage; Caddo; QuapawEA.2.AH.9- Student Learning Expectation/benchmark:
Research the reasons for migration to pre-territorial Arkansas (e.g., Mississippi Bubble)EA.2.AH.9- Student Learning Expectation/benchmark:
Investigate the Arkansas Post SettlementEA.2.AH.9- Student Learning Expectation/benchmark: Analyze the changing ownership of Arkansas using primary and secondary sources
Spain; France; United StatesEA.2.AH.9- Student Learning Expectation/benchmark:
Research the effects of the New Madrid Earthquakes on Arkansas using primary and secondary sources and available technology
EA.3.AH. Standard/student Learning Expectation: Early Arkansas
Students shall analyze the significant contributions of early explorers.EA.3.AH.9- Student Learning Expectation/benchmark: Examine the impact of the first European explorers in Arkansas
Hernando De Soto; Robert de LaSalle; Jacques Marquette and Louis JolietEA.3.AH.9- Student Learning Expectation/benchmark: Research 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. Featherstonhagh; Bernard La Harpe
TPS.4.AH. Standard/student Learning Expectation: Territorial Period to Statehood
Students shall analyze the factors related to statehood.TPS.4.AH.9 Student Learning Expectation/benchmark:
Analyze the effects of the Missouri Compromise on Arkansas's settlement patternsTPS.4.AH.9 Student Learning Expectation/benchmark:
Explain the advantages of territorial status (e.g., court system, government assistance, transportation, economy)TPS.4.AH.9 Student Learning Expectation/benchmark:
Discuss the process leading to territorial status (e.g., Northwest Ordinance, township, sections)TPS.4.AH.9 Student Learning Expectation/benchmark: Discuss the historical importance of Arkansas' territorial officials
James Miller; Robert Crittenden; Henry Conway; James Conway; Ambrose Sevier; 'The Family'TPS.4.AH.9 Student Learning Expectation/benchmark:
Research the movement of the territorial capital from Arkansas Post to Little Rock using available technologyTPS.4.AH.9 Student Learning Expectation/benchmark:
Investigate the contribution of William Woodruff's, The Arkansas Gazette to the growth and development of ArkansasTPS.4.AH.9 Student Learning Expectation/benchmark: Analyze the process to achieve statehood
petition for statehood; congressional approval; Michigan/ArkansasTPS.4.AH.9 Student Learning Expectation/benchmark:
Investigate the decline and removal of American Indian tribes in Arkansas
SR.5.AH. Standard/student Learning Expectation: Secession to Reconstruction
Students shall analyze the cause and effects of the Civil War on Arkansas.SR.5.AH.9- Student Learning Expectation/benchmark:
Investigate the controversy leading to the secession of Arkansas (e.g., state leaders, cooperationists, Secession Convention, May 6, 1861)SR.5.AH.9- Student Learning Expectation/benchmark:
Define confederation and describe the weaknesses of the ConfederacySR.5.AH.9- Student Learning Expectation/benchmark:
Analyze how the Union and Confederate governments exerted powers to fight the war (e.g., draft, first income tax, wars recruitment)SR.5.AH.9- Student Learning Expectation/benchmark:
Compare and contrast the Confederacy to the government under the Articles of ConfederationSR.5.AH.9- Student Learning Expectation/benchmark:
Analyze the contributions of noteworthy Arkansans during the Civil War periodSR.5.AH.9- Student Learning Expectation/benchmark: Explain the existence of dual governments in wartime Arkansas
Washington, Arkansas; Little Rock, ArkansasSR.5.AH.9- Student Learning Expectation/benchmark:
Examine the major Civil War battlefields in and near Arkansas
RP.6.AH. Standard/student Learning Expectation: Reconstruction through Progressive Era
Students shall analyze political, social and economic changes in Arkansas.RP.6.AH.9- Student Learning Expectation/benchmark: Examine the Reconstruction Era in Arkansas
Freedmen's Bureau; Brooks-Baxter War; Resurgence of the Democratic Party; approval of the 1874 ConstitutionRP.6.AH.9- Student Learning Expectation/benchmark:
Analyze the effects of sharecropping on society in ArkansasRP.6.AH.9- Student Learning Expectation/benchmark:
Examine the development of manufacturing and industry in Arkansas using available technology (e.g., railroad, timber, electricity)RP.6.AH.9- Student Learning Expectation/benchmark:
Describe the economic challenges Arkansas farmers faced during the post-Reconstruction periodRP.6.AH.9- Student Learning Expectation/benchmark:
Investigate the development of the public school system in Arkansas (e.g., Charlotte Stephens, Mifflin Gibbs)RP.6.AH.9- Student Learning Expectation/benchmark:
Examine 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.AH. Standard/student Learning Expectation: World War I through the 1920s
Students shall analyze the political, social, and economic growth in Arkansas.W.7.AH.9-1 Student Learning Expectation/benchmark:
Examine the reactions of Arkansans to World War I (e.g., Cleburne County Draft War, draft)W.7.AH.9-1 Student Learning Expectation/benchmark:
Describe the contributions of Arkansans to the early 1900s (e.g., Many troops to World War I, Field Kindley, Louise Thaden, Scott Joplin)W.7.AH.9-1 Student Learning Expectation/benchmark:
Examine the economic effects of the oil boom on southern ArkansasW.7.AH.9-1 Student Learning Expectation/benchmark: Explore the effects of tourism on the economy
Hot Springs; Ozarks; Murfreesboro diamond mines
GD.8.AH. Standard/student Learning Expectation: Great Depression
Students shall analyze the effects of the Great Depression on Arkansas.GD.8.AH.9- Student Learning Expectation/benchmark:
Investigate the economic and social effects of the 1927 flood on Arkansas using primary and secondary sourcesGD.8.AH.9- Student Learning Expectation/benchmark:
Research the consequences of the 1930 drought on Arkansas using available technologyGD.8.AH.9- Student Learning Expectation/benchmark:
Analyze the results of bank closures on ArkansasGD.8.AH.9- Student Learning Expectation/benchmark:
Analyze 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.9- Student Learning Expectation/benchmark:
Explore the economic and social consequences of the Great Depression
WWP.9.AH. Standard/student Learning Expectation: World War II to Present
Students shall analyze the effects of World War II and other events upon the modernization of Arkansas.WWP.9.AH.9 Student Learning Expectation/benchmark: Examine the contributions of Arkansas during World War II
military; wartime industry; domestic food production to feed the militaryWWP.9.AH.9 Student Learning Expectation/benchmark:
Investigate the social and economic effects of World War II on ArkansansWWP.9.AH.9 Student Learning Expectation/benchmark:
Research Japanese relocation camps and prisoner of war camps in Arkansas using available technologyWWP.9.AH.9 Student Learning Expectation/benchmark:
Analyze the civil rights movement in Arkansas using primary and secondary sources (e.g., Little Rock Central, Hoxie)WWP.9.AH.9 Student Learning Expectation/benchmark:
Investigate the major contributions of political leaders after World War II (e.g., Sid McMath, Orval Faubus, J. William Fulbright, John McClellan, Winthrop Rockefeller, Wilbur Mills, Dale Bumpers, David Pryor, Mike Huckabee)WWP.9.AH.9 Student Learning Expectation/benchmark:
Analyze the political and economic effects of the Clinton presidencyWWP.9.AH.9 Student Learning Expectation/benchmark:
Analyze 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.9 Student Learning Expectation/benchmark: Research significant contributions made by Arkansans in the following fields
art; business; culture; medicine; science
AR.CCC. Strand/content Standard: Civics for Core Curriculum (1 semester only)
C.1.CCC. Standard/student Learning Expectation: Citizenship
Students shall examine citizenship.C.1.CCC.1. Student Learning Expectation/benchmark:
Discuss the relevance of the study of civicsC.1.CCC.2. Student Learning Expectation/benchmark:
Explain the role of citizenshipC.1.CCC.3. Student Learning Expectation/benchmark:
Explain what constitutes a citizenC.1.CCC.4. Student Learning Expectation/benchmark: Discuss the process of becoming a citizen
native born (e.g., jus soli, jus sanguinus); naturalizationC.1.CCC.5. Student Learning Expectation/benchmark: Explain and apply citizenship concepts to everyday life
equality of all citizens under the law; majority rule/minority rights; individual freedoms; individual rights versus public interest; patriotism
C.2.CCC. Standard/student Learning Expectation: Citizenship
Students shall examine the rights, responsibilities, privileges, and duties of citizens.C.2.CCC.1. Student Learning Expectation/benchmark: Compare and contrast the responsibilities and duties of citizenship
being an informed citizen; compulsory education; jury duty; obeying laws; selective service; taxesC.2.CCC.2. Student Learning Expectation/benchmark:
Distinguish between rights and privileges of citizenship (e.g., voting, driving, education)
G.3.CCC. Standard/student Learning Expectation: Government
Students shall examine the purposes of government.G.3.CCC.1. Student Learning Expectation/benchmark:
Explain the purposes of governmentG.3.CCC.2. Student Learning Expectation/benchmark:
Describe how governments acquire powerG.3.CCC.3. Student Learning Expectation/benchmark:
Examine the role of government in protecting the rights of the people (e.g., courts)
G.4.CCC. Standard/student Learning Expectation: Government
Students shall compare the different types of government.G.4.CCC.1. Student Learning Expectation/benchmark: Compare and contrast the different types of governmental ideology
dictatorship; direct democracy; indirect democracy
USC.5.CCC. Standard/student Learning Expectation: United States Constitution
Students shall explain the importance of historical documents, events, and people that led to the development of the United States ConstitutionUSC.5.CCC. Student Learning Expectation/benchmark:
Discuss the meaning of constitution and constitutional governmentUSC.5.CCC. Student Learning Expectation/benchmark: Explain the importance of historical documents and events that influenced the structure and development of the United States Constitution
Mayflower Compact - 1620; Declaration of Independence - 1776; Articles of Confederation - 1781; Constitutional Convention - 1787USC.5.CCC. Student Learning Expectation/benchmark: Describe the contributions of the following individuals to the United States Constitution using primary source documents
John Locke; Jean Jacques Rousseau; Founding Fathers
USC.6.CCC. Standard/student Learning Expectation: United States Constitution
Students shall describe the organization, authority, and function of the United States government as defined by the United States Constitution.USC.6.CCC. Student Learning Expectation/benchmark:
Describe the reason for the organization of government in the United States ConstitutionUSC.6.CCC. Student Learning Expectation/benchmark:
Describe the procedures required to amend the United States ConstitutionUSC.6.CCC. Student Learning Expectation/benchmark:
Compare delegated, concurrent, and reserved powers
USC.7.CCC. Standard/student Learning Expectation: United States Constitution
Students shall analyze the fundamental rights of individuals.USC.7.CCC. Student Learning Expectation/benchmark:
Analyze fundamental rights of individuals as incorporated in the Bill of RightsUSC.7.CCC. Student Learning Expectation/benchmark:
Identify changes occurring over time in the interpretation of the Bill of RightsUSC.7.CCC. Student Learning Expectation/benchmark:
Examine changes in civil rights legislation (e.g., affirmative action, Americans with Disabilities Act (ADA), Civil Rights Acts of 1964-65, Voting Rights Act of 1964)
SG.8.CCC. Standard/student Learning Expectation: Structure of Government
Students shall describe the organization, authority, and function of federal and state government.SG.8.CCC.1 Student Learning Expectation/benchmark: Discuss the legislative branch of the government at the federal and state levels
purpose; organization; authority; functionSG.8.CCC.2 Student Learning Expectation/benchmark: Discuss the executive branch of the government at the federal and state levels
purpose; organization; authority; functionSG.8.CCC.3 Student Learning Expectation/benchmark: Discuss the judicial branch of the government at the federal and state levels
purpose; organization; authority; functionSG.8.CCC.4 Student Learning Expectation/benchmark:
Describe the separation of powers in the system of checks and balances
L.9.CCC. Standard/student Learning Expectation: Laws
Students shall examine federal, state, and local laws.L.9.CCC.1. Student Learning Expectation/benchmark:
Examine the source, purpose, and function of lawsL.9.CCC.2. Student Learning Expectation/benchmark:
Explain the need for active and ongoing change in lawsL.9.CCC.3. Student Learning Expectation/benchmark:
Distinguish between criminal and civil laws
L.10.CCC. Standard/student Learning Expectation: Laws
Students shall examine Arkansas laws pertaining to students.L.10.CCC.1 Student Learning Expectation/benchmark: Discuss Arkansas laws applicable to juveniles
bullying; Extended Juvenile Jurisdiction; health-related issues; juvenile court; school laws; victims' rights
PPE.11.CCC Standard/student Learning Expectation: Political Parties and Elections
Students shall analyze the development of political parties.PPE.11.CCC Student Learning Expectation/benchmark: Analyze the development and growth of political parties
two party system; role of citizensPPE.11.CCC Student Learning Expectation/benchmark: Analyze various influences on political parties
interest groups; lobbyists; Political Action Committees (PACs)
PPE.12.CCC Standard/student Learning Expectation: Political Parties and Elections
Students shall examine the influence of media on politics.PPE.12.CCC Student Learning Expectation/benchmark: Discuss the influence of media coverage on the political process
news reports; political cartoons; public opinion polls; use of propaganda techniques; campaign advertisingPPE.12.CCC Student Learning Expectation/benchmark:
Discuss biases in the formation of public opinionPPE.12.CCC Student Learning Expectation/benchmark:
Discuss the influence of the Internet on the political process
PPE.13.CCC Standard/student Learning Expectation: Political Parties and Elections
Students shall discuss the election process in the federal, state, and local governments.PPE.13.CCC Student Learning Expectation/benchmark: Describe the election process in the federal, state, and local governments
voter registration; voter interest or apathy; nominating process (e.g., direct primary, nominating committee, caucus)PPE.13.CCC Student Learning Expectation/benchmark:
Discuss the complexities of vote tabulation and certifying elections
AR.C. Strand/content Standard: Civics
C.1.C. Standard/student Learning Expectation: Citizenship
Students shall examine citizenship.C.1.C.1. Student Learning Expectation/benchmark:
Discuss the relevance of the study of civicsC.1.C.2. Student Learning Expectation/benchmark:
Explain the role of citizenshipC.1.C.3. Student Learning Expectation/benchmark:
Explain what constitutes a citizenC.1.C.4. Student Learning Expectation/benchmark: Discuss the process of becoming a citizen
native born (e.g., jus soli, jus sanguinus); naturalizationC.1.C.5. Student Learning Expectation/benchmark: Explain and apply citizenship concepts to everyday life
equality of all citizens under the law; worth and dignity of individuals in a democratic society; majority rule/minority rights; individual freedoms; individual rights versus public interest; patriotism; volunteerism; civil service
C.2.C. Standard/student Learning Expectation: Citizenship
Students shall examine the rights, responsibilities, privileges, and duties of citizens.C.2.C.1. Student Learning Expectation/benchmark: Compare and contrast the responsibilities and duties of citizenship
jury duty; taxes; selective service; compulsory education; obeying laws; being an informed citizenC.2.C.2. Student Learning Expectation/benchmark:
Distinguish between rights and privileges of citizenship (e.g., voting, driving, education)
G.3.C. Standard/student Learning Expectation: Government
Students shall analyze the purposes of government.G.3.C.1. Student Learning Expectation/benchmark:
Explain the purposes of governmentG.3.C.2. Student Learning Expectation/benchmark:
Analyze how governments acquire powerG.3.C.3. Student Learning Expectation/benchmark:
Examine the role of government in protecting the rights of the people (e.g., courts)G.3.C.4. Student Learning Expectation/benchmark:
Evaluate the role of government in settling disputes (e.g., arbitration, mediation, Wagner Act)
G.4.C. Standard/student Learning Expectation: Government
Students shall compare the different types of government.G.4.C.1. Student Learning Expectation/benchmark: Compare and contrast the different types of governmental ideology
dictatorship (e.g., totalitarian, military junta, despot); absolute monarchy; direct democracy; indirect democracy; parliamentary democracy
USC.5.C. Standard/student Learning Expectation: United States Constitution
Students shall explain the importance of historical documents, events, and people that led to the development of the United States Constitution.USC.5.C.1. Student Learning Expectation/benchmark:
Discuss the meaning of constitution and constitutional governmentUSC.5.C.2. Student Learning Expectation/benchmark: Explain the importance of historical documents and events that influenced the structure and development of the United States Constitution
Mayflower Compact - 1620; Glorious Revolution - 1688; English Bill of Rights - 1689; Declaration of Independence - 1776; Articles of Confederation - 1781; state (colonial) constitutions; Shays' Rebellion - 1786; Constitutional Convention -1787; The Federalist Papers - 1787-1788USC.5.C.3. Student Learning Expectation/benchmark: Research the contributions by the following individuals to the United States Constitution using primary source documents
John Locke; Baron de Montesquieu; Jean Jacques Rousseau; Founding FathersUSC.5.C.4. Student Learning Expectation/benchmark:
Describe the process of ratifying the United States Constitution
USC.6.C. Standard/student Learning Expectation: United States Constitution
Students shall analyze the organization and structure of the United States government as defined by the United States Constitution.USC.6.C.1. Student Learning Expectation/benchmark:
Describe the reason for the organization of government in the United States Constitution (e.g., commerce, defense, judicial, executive, fiscal)USC.6.C.2. Student Learning Expectation/benchmark:
Compare delegated, concurrent, and reserved powersUSC.6.C.3. Student Learning Expectation/benchmark: Explain the limitations on the powers of government
Writ of Habeas Corpus; Bill of Attainder; Ex Post FactoUSC.6.C.4. Student Learning Expectation/benchmark:
Describe the procedures required to amend the United States ConstitutionUSC.6.C.5. Student Learning Expectation/benchmark:
Analyze the consequences of constitutional amendments on citizenship (e.g., voting rights, due process of law, societal changes)
USC.7.C. Standard/student Learning Expectation: United States Constitution
Students shall analyze the fundamental rights of individuals.USC.7.C.1. Student Learning Expectation/benchmark:
Analyze rights protected by the Bill of Rights that are not specifically stated in the United States Constitution (e.g., right of privacy)USC.7.C.2. Student Learning Expectation/benchmark:
Analyze fundamental rights of individuals as incorporated in the Bill of Rights.USC.7.C.3. Student Learning Expectation/benchmark:
Investigate limitations or restrictions on criminal punishment (e.g., Eighth Amendment, Fourteenth Amendment)USC.7.C.4. Student Learning Expectation/benchmark:
Analyze court cases that demonstrate how the United States Constitution protects the rights of individuals (e.g., Brown v. Board of Education, Miranda v. Arizona, Tinker v. Des Moines, Gideon v. Wainwright, Roe v. Wade)USC.7.C.5. Student Learning Expectation/benchmark:
Examine changes in civil rights legislation (e.g., affirmative action, Americans with Disabilities Act (ADA), Civil Rights Acts of 1964-1965, Voting Rights Act of 1964)
SG.8.C. Standard/student Learning Expectation: Structure of Government
Students shall analyze the organization, authority, and function of federal, state, and local government.SG.8.C.1. Student Learning Expectation/benchmark: Discuss the legislative branch of the government at the federal and state levels
purpose; organization; authority; functionSG.8.C.2. Student Learning Expectation/benchmark: Discuss the executive branch of the government at the federal and state levels
purpose; organization; authority; functionSG.8.C.3. Student Learning Expectation/benchmark: Discuss the judicial branch of the government at the federal and state levels
purpose; organization; authority; functionSG.8.C.4. Student Learning Expectation/benchmark:
Analyze the separation of powers and the system of checks and balances at the federal and state levelsSG.8.C.5. Student Learning Expectation/benchmark:
Discuss the organization of various forms of local government (e.g., county, mayor-council, city manager, commission)SG.8.C.6. Student Learning Expectation/benchmark:
Compare and contrast federal, state, and local governments (e.g., bureaucracy, finances, civil service, public policy, community services)
L.9.C. Standard/student Learning Expectation: Laws
Students shall evaluate federal, state, and local laws.L.9.C.1. Student Learning Expectation/benchmark:
Examine concurrent powers at the federal, state, and local levelsL.9.C.2. Student Learning Expectation/benchmark:
Describe the supremacy of federal lawsL.9.C.3. Student Learning Expectation/benchmark:
Discuss the concept of full faith and credit as it applies to the relationship between statesL.9.C.4. Student Learning Expectation/benchmark:
Discuss the process by which a bill becomes a law at the federal and state levelsL.9.C.5. Student Learning Expectation/benchmark:
Examine the difference between a statute and an ordinanceL.9.C.6. Student Learning Expectation/benchmark:
Explain the need for active and ongoing change in lawsL.9.C.7. Student Learning Expectation/benchmark:
Compare and contrast criminal and civil lawsL.9.C.8. Student Learning Expectation/benchmark:
Compare and contrast referendum, initiative, and recall
L.10.C. Standard/student Learning Expectation: Laws
Students shall examine Arkansas laws pertaining to students.L.10.C.1. Student Learning Expectation/benchmark: Discuss Arkansas laws applicable to juveniles
bullying; extended Juvenile Jurisdiction; health-related issues; juvenile court; school laws; victims' rights
PPE.11.C. Standard/student Learning Expectation: Political Parties and Elections
Students shall analyze the development of political parties.PPE.11.C.1 Student Learning Expectation/benchmark: Analyze the development and growth of political parties
two party system; factions; third parties; role of citizensPPE.11.C.2 Student Learning Expectation/benchmark: Analyze various influences on political parties
interest groups; lobbyists; Political Action Committees (PACs)
PPE.12.C. Standard/student Learning Expectation: Political Parties and Elections
Students shall examine the influence of media on politics.PPE.12.C.1 Student Learning Expectation/benchmark: Discuss the influence of media coverage on the political process
news reports; political cartoons; editorials; campaign advertising; public opinion polls; use of propaganda techniquesPPE.12.C.2 Student Learning Expectation/benchmark:
Examine the influence of the Internet on the political processPPE.12.C.3 Student Learning Expectation/benchmark:
Discuss biases in forming public opinion
PPE.13.C. Standard/student Learning Expectation: Political Parties and Elections
Students shall evaluate the election process in the federal, state, and local governments.PPE.13.C.1 Student Learning Expectation/benchmark: Describe the election process in the federal, state, and local governments
campaign finance; campaign strategies; voter registration; factors affecting election turn-out; voter interest; nominating process (e.g., nominating convention, direct primary, caucus)PPE.13.C.2 Student Learning Expectation/benchmark:
Discuss the complexities of vote tabulation and certifying electionsPPE.13.C.3 Student Learning Expectation/benchmark:
Explain the role of the electoral college in the election process
AR.CAG. Strand/content Standard: Civics/American Government
C.1.CAG. Standard/student Learning Expectation: Citizenship
Students shall examine citizenship.C.1.CAG.1. Student Learning Expectation/benchmark:
Discuss the relevance of the study of civicsC.1.CAG.2. Student Learning Expectation/benchmark:
Explain the role of citizenshipC.1.CAG.3. Student Learning Expectation/benchmark:
Explain what constitutes a citizenC.1.CAG.4. Student Learning Expectation/benchmark: Discuss the process of becoming a citizen
native born (e.g., jus soli, jus sanguinus); naturalizationC.1.CAG.5. Student Learning Expectation/benchmark: Explain and apply citizenship concepts to everyday life
equality of all citizens under the law; worth and dignity of individuals in a democratic society; majority rule/minority rights; individual freedoms; individual rights versus public interest
C.2.CAG. Standard/student Learning Expectation: Citizenship
Students shall examine rights, responsibilities, privileges, and duties of citizens.C.2.CAG.1. Student Learning Expectation/benchmark: Compare and contrast responsibilities and duties of citizenship
jury duty; taxes; selective service; compulsory education; obeying laws; being an informed citizenC.2.CAG.2. Student Learning Expectation/benchmark:
Distinguish between rights and privileges of citizenship (e.g., voting, driving, education)
G.3.CAG. Standard/student Learning Expectation: Government
Students shall analyze and evaluate the purposes of government.G.3.CAG.1. Student Learning Expectation/benchmark:
Explain the purposes of governmentG.3.CAG.2. Student Learning Expectation/benchmark:
Analyze how government acquires powerG.3.CAG.3. Student Learning Expectation/benchmark:
Examine the role of government in protecting the rights of the people (e.g., courts)G.3.CAG.4. Student Learning Expectation/benchmark:
Evaluate the role of government in settling disputes (e.g., arbitration, mediation, Wagner Act)
G.4.CAG. Standard/student Learning Expectation: Government
Students shall compare the different types of government.G.4.CAG.1. Student Learning Expectation/benchmark:
Categorize the characteristics of limited and unlimited governmentG.4.CAG.2. Student Learning Expectation/benchmark: Compare and contrast the different types of governmental ideology
dictatorship (e.g., totalitarian, military junta, despot); absolute monarchy; direct democracy; indirect democracy; parliamentary democracy
USC.5.CAG. Standard/student Learning Expectation: United States Constitution
Students shall examine the importance of historical documents, events, and people that led to the development of the United States ConstitutionUSC.5.CAG. Student Learning Expectation/benchmark: Explain the importance of historical documents and events that influenced the structure and meaning of the United States Constitution
Magna Carta - 1215; Mayflower Compact - 1620; Glorious Revolution - 1688; English Bill of Rights - 1689; Declaration of Independence - 1776; Articles of Confederation - 1781; state (colonial) Constitutions; Shays' Rebellion - 1786; Constitutional Convention -1787; The Federalist Papers - 1787-1788USC.5.CAG. Student Learning Expectation/benchmark: Examine the contributions to the United States Constitution by the following individuals using primary source documents
John Locke; Baron de Montesquieu; Jean-Jacques Rousseau; Founding FathersUSC.5.CAG. Student Learning Expectation/benchmark:
Explain the social contract theory of governmentUSC.5.CAG. Student Learning Expectation/benchmark:
Describe the process of ratifying the United States Constitution
USC.6.CAG. Standard/student Learning Expectation: United States Constitution
Students shall analyze the organization and structure of the United States government as defined by the United States Constitution.USC.6.CAG. Student Learning Expectation/benchmark:
Describe the reason for the organization of government in the United States ConstitutionUSC.6.CAG. Student Learning Expectation/benchmark:
Compare delegated, concurrent, and reserved powersUSC.6.CAG. Student Learning Expectation/benchmark: Explain limitations on the powers of government
Writ of Habeas Corpus; Bill of Attainder; Ex Post FactoUSC.6.CAG. Student Learning Expectation/benchmark:
Describe the procedures required to amend the United States ConstitutionUSC.6.CAG. Student Learning Expectation/benchmark:
Analyze the consequences of constitutional amendments on citizenship, voting rights, due process of law, and societal changes
USC.7.CAG. Standard/student Learning Expectation: United States Constitution
Students shall examine the fundamental rights of individuals as incorporated in the United States Constitution.USC.7.CAG. Student Learning Expectation/benchmark:
Examine the rights protected by the Bill of Rights that are not specifically stated in the United States Constitution (e.g., right of privacy)USC.7.CAG. Student Learning Expectation/benchmark:
Examine the fundamental rights of individuals as incorporated in the Bill of RightsUSC.7.CAG. Student Learning Expectation/benchmark:
Investigate limitations or restrictions on criminal punishment (e.g., Eighth Amendment, Fourteenth Amendment)USC.7.CAG. Student Learning Expectation/benchmark:
Analyze court cases that demonstrate how the United States Constitution protects the rights of individuals (e.g., Brown v. Board of Education, Miranda v. Arizona, Tinker v. Des Moines, Gideon v. Wainwright)USC.7.CAG. Student Learning Expectation/benchmark:
Examine changes in civil rights legislation (e.g., affirmative action, Americans with Disabilities Act (ADA), Civil Rights Acts of 1964-1965, Voting Rights Act of 1964)USC.7.CAG. Student Learning Expectation/benchmark: Identify United States presidents and summarize their roles in the Civil Rights movements
Harry S. Truman; John F. Kennedy; Lyndon B. Johnson
SG.8.CAG. Standard/student Learning Expectation: Structure of Government
Students shall examine the purpose, organization, authority, and function of the federal, state, and local government.SG.8.CAG.1 Student Learning Expectation/benchmark: Discuss the legislative branch of government at the federal and state levels
purpose; organization; authority; functionSG.8.CAG.2 Student Learning Expectation/benchmark: Discuss the executive branch of government at the federal and state levels
purpose; organization; authority; functionSG.8.CAG.3 Student Learning Expectation/benchmark: Discuss the judicial branch of government at the federal and state levels
purpose; organization; authority; functionSG.8.CAG.4 Student Learning Expectation/benchmark:
Analyze the separation of powers and the system of checks and balances at the federal and state levelsSG.8.CAG.5 Student Learning Expectation/benchmark:
Discuss the organization of various forms of local government (e.g., county, mayor-council, city manager, commission)SG.8.CAG.6 Student Learning Expectation/benchmark:
Compare and contrast federal, state, and local governments (e.g., bureaucracy, finances, civil service, public policy, community services)
L.9.CAG. Standard/student Learning Expectation: Laws
Students shall evaluate federal, state, and local laws.L.9.CAG.1. Student Learning Expectation/benchmark:
Compare and contrast concurrent powers and supremacy of laws at the federal, state, and local levelsL.9.CAG.2. Student Learning Expectation/benchmark:
Describe the supremacy of federal lawsL.9.CAG.3. Student Learning Expectation/benchmark:
Discuss the process by which a bill becomes a lawL.9.CAG.4. Student Learning Expectation/benchmark:
Examine the difference between a statute and an ordinanceL.9.CAG.5. Student Learning Expectation/benchmark:
Define the concept of full faith and credit as it applies to the relationship between statesL.9.CAG.6. Student Learning Expectation/benchmark:
Identify the source, purpose, and function of lawsL.9.CAG.7. Student Learning Expectation/benchmark:
Explain the need for active and ongoing change in lawsL.9.CAG.8. Student Learning Expectation/benchmark:
Distinguish between criminal and civil laws (tort)L.9.CAG.9. Student Learning Expectation/benchmark: Explain the phases of a criminal case
hearing; indictment; arraignment; trial; penaltyL.9.CAG.10 Student Learning Expectation/benchmark:
Compare and contrast referendum, initiative, and recall
L.10.CAG. Standard/student Learning Expectation: Laws
Students shall examine of Arkansas laws pertaining to students.L.10.CAG.1 Student Learning Expectation/benchmark: Identify Discuss Arkansas laws applicable to juveniles
bullying; Extended Juvenile Jurisdiction; health-related issues; juvenile court; school laws; victims' rights
PPE.11.CAG Standard/student Learning Expectation: Political Parties and Elections
Students shall analyze the development of political parties.PPE.11.CAG Student Learning Expectation/benchmark: Analyze the development and growth of political parties
two party system; factions; third parties; role of citizensPPE.11.CAG Student Learning Expectation/benchmark: Analyze various influences on political parties
interest groups; lobbyists; Political Action Committees (PACs)
PPE.12.CAG Standard/student Learning Expectation: Political Parties and Elections
Students shall examine the influence of media on politics.PPE.12.CAG Student Learning Expectation/benchmark: Discuss the influence of media coverage on the political process
news reports; political cartoons; editorials; campaign advertising; public opinion polls; use of propaganda techniquesPPE.12.CAG Student Learning Expectation/benchmark:
Examine the influence of the Internet on the political processPPE.12.CAG Student Learning Expectation/benchmark:
Discuss biases in forming public opinion
PPE.13.CAG Standard/student Learning Expectation: Political Parties and Elections
Students shall evaluate the election process in the federal, state, and local governments.PPE.13.CAG Student Learning Expectation/benchmark: Describe the election process in the federal, state, and local governments
campaign finance; campaign strategies; voter registration; factors affecting election turn-out; voter interest; nominating process (e.g., direct primary, caucus)PPE.13.CAG Student Learning Expectation/benchmark:
Discuss the complexities of vote tabulation and certifying electionsPPE.13.CAG Student Learning Expectation/benchmark:
Explain the role of the electoral college in the election process
GR.14.CAG. Standard/student Learning Expectation: Global Relations
Students shall examine the foreign policy of the United States in a global context.GR.14.CAG. Student Learning Expectation/benchmark:
Describe the function of the United NationsGR.14.CAG. Student Learning Expectation/benchmark:
Describe the relationship between the United States and the United Nations
AR.CH. Strand/content Standard: Contemporary United States History
CC.1.CH. Standard/student Learning Expectation: Changing Culture
Student shall analyze the causes and consequences of cultural changes.CC.1.CH.1. Student Learning Expectation/benchmark:
Investigate the origins of the Counter Culture Movement of the mid 20th century (e.g., beat generation, hippies)CC.1.CH.2. Student Learning Expectation/benchmark:
Research the trends in popular culture through literature, cinema, music, art, and television (e.g. rock and roll, pop art, sitcoms, MTV, mass media, science fiction, professional sports)CC.1.CH.3. Student Learning Expectation/benchmark:
Examine the forces of change on the nuclear family (e.g., divorce rate, planned parenthood, single parents, welfare system, working women, birth control)CC.1.CH.4. Student Learning Expectation/benchmark:
Discuss the changing cultural landscape (e.g., fast food, theme parks, family vacation, hotels/motels, automobile)CC.1.CH.5. Student Learning Expectation/benchmark:
Examine the changing roles of women in society (e.g., National Organization of Women, Equal Rights Amendment, Title IX, Equal Employment Opportunity Commission, women in corporate America, key female politicians in the United States and the world)CC.1.CH.6. Student Learning Expectation/benchmark:
Research the influence of the Baby Boom generation on society
RE.2.CH. Standard/student Learning Expectation: Race and Ethnicity
Students shall analyze the role which race and ethnicity have played in world affairs.RE.2.CH.1. Student Learning Expectation/benchmark:
Research the Civil Rights Movement in the United States (e.g., desegregation of the United States military, Brown v Board of Education, National Association for the Advancement of Colored People, Southern Christian Leadership Conference, Congress of Racial Equality, freedom rides, Black Panthers)RE.2.CH.2. Student Learning Expectation/benchmark:
Compare and contrast the views of various civil rights leaders (e.g., Martin Luther King Jr., Malcolm X)RE.2.CH.3. Student Learning Expectation/benchmark:
Examine the role of government in securing civil rights (e.g., federal court cases, federal legislation, Twenty-Fourth Amendment)RE.2.CH.4. Student Learning Expectation/benchmark:
Examine the role the United States has played in religious conflict in the world (e.g., Northern Ireland, India, Eastern Europe, Pakistan)
T.3.CH. Standard/student Learning Expectation: Technology
Students shall investigate the role of technology in a changing society.T.3.CH.1. Student Learning Expectation/benchmark:
Investigate the role technology has played in improved health care (e.g., Human Genome Project, vaccinations, food preparation and storage, medical technology, surgical procedures)T.3.CH.2. Student Learning Expectation/benchmark:
Analyze technological improvements in communication and information processing (e.g., computers, microchips, Internet, cell phones, email)T.3.CH.3. Student Learning Expectation/benchmark:
Analyze technological improvements in transportation (e.g., cars, airplanes, subways, bullet trains, public transit)T.3.CH.4. Student Learning Expectation/benchmark:
Analyze technological improvements in energy production (e.g., nuclear power, solar power, wind power, alternate energy sources, biotechnology)
CW.4.CH. Standard/student Learning Expectation: Cold War
Students shall analyze the events of the Cold War.CW.4.CH.1. Student Learning Expectation/benchmark:
Research sources of conflict and confrontation during the Cold War (e.g., atomic/hydrogen bomb, Korea, Vietnam, China, United Nations, Berlin, Afghanistan, Cuba, Truman Doctrine, U2 spy plane, division of Germany, espionage)CW.4.CH.2. Student Learning Expectation/benchmark:
Analyze the role of alliances and treaties in shaping the world during the Cold War (e.g., North Atlantic Treaty Organization, Warsaw Pact, Marshall Plan, Molotov Plan, Strategic Arms Limitation Treaties, Intermediate Nuclear Forces Treaty)CW.4.CH.3. Student Learning Expectation/benchmark:
Investigate the consequences of the space race on the Cold War (e.g., education, technology, National Aeronautics and Space Administration, satellites, Strategic Defense Initiative)CW.4.CH.4. Student Learning Expectation/benchmark:
Analyze the effects of the Red Scare on United States society (e.g., McCarthyism, Hollywood black list, pumpkin papers, Rosenburgs, Federal Bureau of Investigation, Central Intelligence Agency, bomb shelters)
GC.5.CH. Standard/student Learning Expectation: Global Conflicts
Students shall investigate the role of the United States in global conflict.GC.5.CH.1. Student Learning Expectation/benchmark:
Investigate the role of the United States in the United NationsGC.5.CH.2. Student Learning Expectation/benchmark:
Investigate the circumstances surrounding the creation of IsraelGC.5.CH.3. Student Learning Expectation/benchmark:
Research the United States' diplomatic attempts to bring peace to various regions of the world; Middle East; Latin America; Asia; Africa; Eastern EuropeGC.5.CH.4. Student Learning Expectation/benchmark:
Research the rise of global terrorism
WE.6.CH. Standard/student Learning Expectation: World Economy
Students shall analyze the role of the United States in a global economy.WE.6.CH.1. Student Learning Expectation/benchmark:
Investigate the role of regional trade blocks (e.g., European Union, North American Free Trade Agreement, Association of South East Asian Nations)WE.6.CH.2. Student Learning Expectation/benchmark:
Analyze contributions of international organizations (e.g., World Trade Organization, General Agreement on Tariffs and Trade, The Group of 8, International Monetary Funds, World Bank, Organization of Petroleum Exporting Countries)WE.6.CH.3. Student Learning Expectation/benchmark:
Discuss the rise of multinational corporations
E.7.CH. Standard/student Learning Expectation: Environment
Students shall examine the environmental movement from the 1960s to the present.E.7.CH.1. Student Learning Expectation/benchmark: Examine the influence of the following on the environmental movement
The novel Silent Spring; Environmental Protection Agency; Green Peace; Earth DayE.7.CH.2. Student Learning Expectation/benchmark: Investigate the consequences of environmental disasters
Love Canal; Three Mile Island; Chernobyl; oil spills; BhopalE.7.CH.3. Student Learning Expectation/benchmark:
Discuss contemporary environmental issues
AR.E. Strand/content Standard: Economics
EF.1.E. Standard/student Learning Expectation: Economic Fundamentals
Students shall examine scarcity and choice.EF.1.E.1. Student Learning Expectation/benchmark: Explain the role scarcity plays in making choices
individuals; businesses; governmentsEF.1.E.2. Student Learning Expectation/benchmark: Describe the use of cost/benefit analysis in making choices
individuals; businesses; governmentsEF.1.E.3. Student Learning Expectation/benchmark:
Explain the concepts of opportunity costs and tradeoffs using the decision making modelEF.1.E.4. Student Learning Expectation/benchmark:
Illustrate the tradeoffs between two options using a production possibilities curveEF.1.E.5. Student Learning Expectation/benchmark:
Discuss individual or societal economic choices, which are guided by incentives and based on rational self-interest
EF.2.E. Standard/student Learning Expectation: Economic Fundamentals
Students shall examine the role of economic systems in the use and distribution of resources.EF.2.E.1. Student Learning Expectation/benchmark: Analyze the four factors of production
natural resources; human resources; capital resources; entrepreneurshipEF.2.E.2. Student Learning Expectation/benchmark: Evaluate the three basic economic questions that must be answered by every economic system
What goods and services are to be produced and in what quantities?; How will the goods and services be produced?; How will the goods and services be distributed?EF.2.E.3. Student Learning Expectation/benchmark: Compare and contrast the three major economic systems
Command economy; Market economy; Mixed economy
EF.3.E. Standard/student Learning Expectation: Economic Fundamentals
Students shall analyze the reasons that individuals, businesses, and governments trade.EF.3.E.1. Student Learning Expectation/benchmark:
Explain the role of specialization and voluntary exchange in the marketplaceEF.3.E.2. Student Learning Expectation/benchmark:
Differentiate between absolute advantage and comparative advantageEF.3.E.3. Student Learning Expectation/benchmark:
Discuss issues related to free tradeEF.3.E.4. Student Learning Expectation/benchmark: Examine trade barriers
tariffs; quotas; embargos; preservation of standards (protectionism); export subsidiesEF.3.E.5. Student Learning Expectation/benchmark:
Explain the effect of exchange rates on the purchasing power of people globallyEF.3.E.6. Student Learning Expectation/benchmark: Summarize global patterns of economic activity
world trading partners; trading blocs; regional trade agreements; regional trade organizations
MI.4.E. Standard/student Learning Expectation: Microeconomics
Students shall examine the role of supply and demand.MI.4.E.1. Student Learning Expectation/benchmark:
Illustrate the effects of supply and demand in determining equilibrium price and quantity using a supply curve and a demand curveMI.4.E.2. Student Learning Expectation/benchmark:
Demonstrate changes in supply and demand, which influence equilibrium price, market-clearing price, and quantity using a supply curve and demand curveMI.4.E.3. Student Learning Expectation/benchmark:
Explain the relationship between surpluses, shortages, and equilibrium priceMI.4.E.4. Student Learning Expectation/benchmark:
Describe the signals sent to buyers and sellers by priceMI.4.E.5. Student Learning Expectation/benchmark:
Determine how consumers affect production in a market economy
MI.5.E. Standard/student Learning Expectation: Microeconomics
Students shall analyze the organization and role of business firms in a market economy.MI.5.E.1. Student Learning Expectation/benchmark: Compare and contrast major forms of business organizations
sole proprietorship; partnership; corporationMI.5.E.2. Student Learning Expectation/benchmark: Describe different types of mergers
vertical; horizontal; conglomerate
MI.6.E. Standard/student Learning Expectation: Microeconomics
Students shall analyze various types of market structures.MI.6.E.1. Student Learning Expectation/benchmark: Compare and contrast different models of market structure
competition; monopolistic competition; oligopoly; monopoly; cartelMI.6.E.2. Student Learning Expectation/benchmark:
Describe the role that the stock market plays in the economy of the United States
MI.7.E. Standard/student Learning Expectation: Microeconomics
Students shall examine the importance of increasing productivity in a market economy.MI.7.E.1. Student Learning Expectation/benchmark:
Distinguish between fixed cost and variable costMI.7.E.2. Student Learning Expectation/benchmark:
Discuss the importance of productivity to business growthMI.7.E.3. Student Learning Expectation/benchmark:
Analyze the influence improved factors of production have on the productivity of individual industries (e.g., technology, education, training)
MA.8.E. Standard/student Learning Expectation: Macroeconomics
Students shall examine the role aggregate supply and aggregate demand play in determining price levels and resource allocation.MA.8.E.1. Student Learning Expectation/benchmark:
Explain aggregate supply and aggregate demandMA.8.E.2. Student Learning Expectation/benchmark:
Demonstrate aggregate supply and aggregate demand in determining price levels and resource allocations, using a graph
MA.9.E. Standard/student Learning Expectation: Macroeconomics
Students shall analyze the roles that federal, state, and local governments play in the economy.MA.9.E.1. Student Learning Expectation/benchmark: Discuss the role of government in the economy
establish and enforce private property rights and the law; deal with external costs and benefits; ensure market competition; protect consumers; stabilize the economy; promote economic security; provide public goods and servicesMA.9.E.2. Student Learning Expectation/benchmark: Examine the following by using a circular flow diagram
the flow of money; the product market; the resource market; the real flow of goods and services
MA.10.E. Standard/student Learning Expectation: Macroeconomics
Students shall examine the measurements of economic performance.MA.10.E.1. Student Learning Expectation/benchmark: Explain the following economic indicators used to measure economic performance
Gross National Product; Gross Domestic Product; Gross Domestic Product per capita; unemployment rates; Consumer Price Index; stock marketMA.10.E.2. Student Learning Expectation/benchmark:
Differentiate between Gross Domestic Product and Real Gross Domestic ProductMA.10.E.3. Student Learning Expectation/benchmark:
Explain the importance of adjusting Gross Domestic Product for inflationMA.10.E.4. Student Learning Expectation/benchmark: Identify different types of unemployment
cyclical unemployment; structural unemployment; frictional unemployment; seasonal unemploymentMA.10.E.5. Student Learning Expectation/benchmark: Explain stages of the business cycle
peak; trough; expansion; recession
MA.11.E. Standard/student Learning Expectation: Macroeconomics
Students shall describe monetary policy and fiscal policy and their relationship to economic stability and growth.MA.11.E.1. Student Learning Expectation/benchmark:
Explain the function and characteristics of money in a market economyMA.11.E.2. Student Learning Expectation/benchmark:
Describe the role and functions of banks and other financial institutions in the United StatesMA.11.E.3. Student Learning Expectation/benchmark:
Describe the organization and role of the Federal ReserveMA.11.E.4. Student Learning Expectation/benchmark:
Discuss the role of fiscal policy in setting and maintaining economic stability and growthMA.11.E.5. Student Learning Expectation/benchmark:
Illustrate the major sources of government revenueMA.11.E.6. Student Learning Expectation/benchmark: Illustrate the major expenditures of tax revenues at the national level
national security; social programs; educationMA.11.E.7. Student Learning Expectation/benchmark:
Compare and contrast the ability-to-pay principle of taxation and the benefits-received principle of taxationMA.11.E.8. Student Learning Expectation/benchmark: Explain different types of taxes
progressive tax; regressive tax; proportional taxMA.11.E.9. Student Learning Expectation/benchmark:
Distinguish between budget deficit and national debtMA.11.E.10 Student Learning Expectation/benchmark:
Describe the role of automatic stabilizers in regulating the economy
AR.P. Strand/content Standard: Psychology
HM.1.P. Standard/student Learning Expectation: History and Methods
Students shall examine the development of psychology as an empirical science.HM.1.P.1. Student Learning Expectation/benchmark:
Discuss psychology as the scientific study of behavior and mental processes