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Alaska: 8th-Grade Standards

  • AK.A. Performance / Content Standard: Geography

    A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information. A student who meets the content standard should:

    • A.1. Grade Level Expectation:

      Use maps and globes to locate places and regions.

    • A.2. Grade Level Expectation:

      Make maps, globes, and graphs.

    • A.3. Grade Level Expectation:

      Understand how and why maps are changing documents.

    • A.4. Grade Level Expectation:

      Use graphic tools and technologies to depict and interpret the world's human and physical systems.

    • A.5. Grade Level Expectation:

      Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

    • A.6. Grade Level Expectation:

      Use spatial (geographic) tools and technologies to analyze and develop explanations and solutions to geographic problems.

  • AK.B. Performance / Content Standard: Geography

    A student should be able to utilize, analyze, and explain information about the human and physical features of places and regions. A student who meets the content standard should:

    • B.1. Grade Level Expectation:

      Know that places have distinctive geographic characteristics.

    • B.2. Grade Level Expectation:

      Analyze how places are formed, identified, named, and characterized.

    • B.3. Grade Level Expectation:

      Relate how people create similarities and differences among places.

    • B.4. Grade Level Expectation:

      Discuss how and why groups and individuals identify with places.

    • B.5. Grade Level Expectation:

      Describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty.

    • B.6. Grade Level Expectation:

      Make informed decisions about where to live, work, travel, and seek opportunities.

    • B.7. Grade Level Expectation:

      Understand that a region is a distinct area defined by one or more cultural or physical features.

    • B.8. Grade Level Expectation:

      Compare, contrast, and predict how places and regions change with time.

  • AK.C. Performance / Content Standard: Geography

    A student should understand the dynamic and interactive natural forces that shape the earth's environments. A student who meets the content standard should:

    • C.1. Grade Level Expectation:

      Analyze the operation of the earth's physical systems, including ecosystems, climate systems, erosion systems, the water cycle, and tectonics.

    • C.2. Grade Level Expectation:

      Distinguish the functions, forces, and dynamics of the physical processes that cause variations in natural regions.

    • C.3. Grade Level Expectation:

      Recognize the concepts used in studying environments and recognize the diversity and productivity of different regional environments.

  • AK.D. Performance / Content Standard: Geography

    A student should understand and be able to interpret spatial (geographic) characteristics of human systems, including migration, movement, interactions of cultures, economic activities, settlement patterns, and political units in the state, nation, and world. A student who meets the content standard should:

    • D.1. Grade Level Expectation:

      Know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links.

    • D.2. Grade Level Expectation:

      Explain how and why human networks, including networks for communications and for transportation of people and goods, are linked globally.

    • D.3. Grade Level Expectation:

      Interpret population characteristics and distributions.

    • D.4. Grade Level Expectation:

      Analyze how changes in technology, transportation, and communication impact social, cultural, economic, and political activity.

    • D.5. Grade Level Expectation:

      Analyze how conflict and cooperation shape social, economic, and political use of space.

  • AK.E. Performance / Content Standard: Geography

    A student should understand and be able to evaluate how humans and physical environments interact. A student who meets the content standard should:

    • E.1. Grade Level Expectation:

      Understand how resources have been developed and used.

    • E.2. Grade Level Expectation:

      Recognize and assess local, regional, and global patterns of resource use.

    • E.3. Grade Level Expectation:

      Understand the varying capacities of physical systems, such as watersheds, to support human activity.

    • E.4. Grade Level Expectation:

      Determine the influence of human perceptions on resource utilization and the environment.

    • E.5. Grade Level Expectation:

      Analyze the consequences of human modification of the environment and evaluate the changing landscape.

    • E.6. Grade Level Expectation:

      Evaluate the impact of physical hazards on human systems.

  • AK.F. Performance / Content Standard: Geography

    A student should be able to use geography to understand the world by interpreting the past, knowing the present, and preparing for the future. A student who meets the content standard should:

    • F.1. Grade Level Expectation:

      Analyze and evaluate the impact of physical and human geographical factors on major historical events.

    • F.2. Grade Level Expectation:

      Compare, contrast, and predict how places and regions change with time.

    • F.3. Grade Level Expectation:

      Analyze resource management practices to assess their impact on future environmental quality.

    • F.4. Grade Level Expectation:

      Interpret demographic trends to project future changes and impacts on human environmental systems.

    • F.5. Grade Level Expectation:

      Examine the impacts of global changes on human activity.

    • F.6. Grade Level Expectation:

      Utilize geographic knowledge and skills to support interdisciplinary learning and build competencies required of citizens.

  • AK.A. Performance / Content Standard: Government and Citizenship

    A student should know and understand how societies define authority, rights, and responsibilities through a governmental process. A student who meets the content standard should:

    • A.1. Grade Level Expectation:

      Understand the necessity and purpose of government.

    • A.2. Grade Level Expectation:

      Understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty.

    • A.3. Grade Level Expectation:

      Understand how nations organize their governments.

    • A.4. Grade Level Expectation:

      Compare and contrast how different societies have governed themselves over time and in different places.

  • AK.B. Performance / Content Standard: Government and Citizenship

    A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation. A student who meets the content standard should:

    • B.1. Grade Level Expectation:

      Understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights.

    • B.2. Grade Level Expectation:

      Recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion.

    • B.3. Grade Level Expectation:

      Understand the United States Constitution, including separation of powers, the executive, legislative, and judicial branches of government, majority rule, and minority rights.

    • B.4. Grade Level Expectation:

      Know how power is shared in the United States' constitutional government at the federal, state, and local levels.

    • B.5. Grade Level Expectation:

      Understand the importance of individuals, public opinion, media, political parties, associations, and groups in forming and carrying out public policy.

    • B.6. Grade Level Expectation:

      Recognize the significance of diversity in the American political system.

    • B.7. Grade Level Expectation:

      Distinguish between constitution-based ideals and the reality of American political and social life.

    • B.8. Grade Level Expectation:

      Understand the place of law in the American political system.

    • B.9. Grade Level Expectation:

      Recognize the role of dissent in the American political system.

  • AK.C. Performance / Content Standard: Government and Citizenship

    A student should understand the character of government of the state. A student who meets the content standard should:

    • C.1. Grade Level Expectation:

      Understand the various forms of the state's local governments and the agencies and commissions that influence students' lives and property.

    • C.2. Grade Level Expectation:

      Accept responsibility for protecting and enhancing the quality of life in the state through the political and governmental processes.

    • C.3. Grade Level Expectation:

      Understand the Constitution of Alaska and sec. 4 of the Alaska Statehood Act, which is known as the Statehood Compact.

    • C.4. Grade Level Expectation:

      Understand the importance of the historical and current roles of Alaska Native communities.

    • C.5. Grade Level Expectation:

      Understand the Alaska Native Claims Settlement Act and its impact on the state.

    • C.6. Grade Level Expectation:

      Understand the importance of the multicultural nature of the state.

    • C.7. Grade Level Expectation:

      Understand the obligations that land and resource ownership place on the residents and government of the state.

    • C.8. Grade Level Expectation:

      Identify the roles of and relationships among the federal, tribal, and state governments and understand the responsibilities and limits of the roles and relationships.

  • AK.D. Performance / Content Standard: Government and Citizenship

    A student should understand the role of the United States in international affairs. A student who meets the content standard should:

    • D.1. Grade Level Expectation:

      Analyze how domestic politics, the principles of the United States Constitution, foreign policy, and economics affect relations with other countries.

    • D.2. Grade Level Expectation:

      Evaluate circumstances in which the United States has politically influenced other nations and how other nations have influenced the politics and society of the United States.

    • D.3. Grade Level Expectation:

      Understand how national politics and international affairs are interrelated with the politics and interests of the state.

    • D.4. Grade Level Expectation:

      Understand the purpose and function of international government and non-governmental organizations in the world today.

    • D.5. Grade Level Expectation:

      Analyze the causes, consequences, and possible solutions to current international issues.

  • AK.E. Performance / Content Standard: Government and Citizenship

    A student should have the knowledge and skills necessary to participate effectively as an informed and responsible citizen. A student who meets the content standard should:

    • E.1. Grade Level Expectation:

      Know the important characteristics of citizenship.

    • E.2. Grade Level Expectation:

      Recognize that it is important for citizens to fulfill their public responsibilities.

    • E.3. Grade Level Expectation:

      Exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting.

    • E.4. Grade Level Expectation:

      Establish, explain, and apply criteria useful in evaluating rules and laws.

    • E.5. Grade Level Expectation:

      Establish, explain, and apply criteria useful in selecting political leaders.

    • E.6. Grade Level Expectation:

      Recognize the value of community service.

    • E.7. Grade Level Expectation:

      Implement ways of solving problems and resolving conflict.

  • AK.F. Performance / Content Standard: Government and Citizenship

    A student should understand the economies of the United States and the state and their relationships to the global economy. A student who meets the content standard should:

    • F.1. Grade Level Expectation:

      Understand how the government and the economy interrelate through regulations, incentives, and taxation.

    • F.2. Grade Level Expectation:

      Be aware that economic systems determine how resources are used to produce and distribute goods and services.

    • F.3. Grade Level Expectation:

      Compare alternative economic systems.

    • F.4. Grade Level Expectation:

      Understand the role of price in resource allocation.

    • F.5. Grade Level Expectation:

      Understand the basic concepts of supply and demand, the market system, and profit.

    • F.6. Grade Level Expectation:

      Understand the role of economic institutions in the United States, including the Federal Reserve Board, trade unions, banks, investors, and the stock market.

    • F.7. Grade Level Expectation:

      Understand the role of self-interest, incentives, property rights, competition, and corporate responsibility in the market economy.

    • F.8. Grade Level Expectation:

      Understand the indicators of an economy's performance, including gross domestic product, inflation, and the unemployment rate.

    • F.9. Grade Level Expectation:

      Understand those features of the economy of the state that make it unique, including the importance of natural resources, government ownership and management of resources, Alaska Native regional corporations, the Alaska Permanent Fund Corporation, the Alaska Housing Finance Corporation, and the Alaska Industrial Development and Export Authority.

    • F.10. Grade Level Expectation:

      Understand how international trade works.

  • AK.G. Performance / Content Standard: Government and Citizenship

    A student should understand the impact of economic choices and participate effectively in the local, state, national, and global economies. A student who meets the content standard should:

    • G.1. Grade Level Expectation:

      Apply economic principles to actual world situations.

    • G.2. Grade Level Expectation:

      Understand that choices are made because resources are scarce.

    • G.3. Grade Level Expectation:

      Identify and compare the costs and benefits when making choices.

    • G.4. Grade Level Expectation:

      Make informed choices on economic issues.

    • G.5. Grade Level Expectation:

      Understand how jobs are created and their role in the economy.

    • G.6. Grade Level Expectation:

      Understand that wages and productivity depend on investment in physical and human capital.

    • G.7. Grade Level Expectation:

      Understand that economic choices influence public and private institutional decisions.

  • AK.A. Performance / Content Standard: History

    A student should understand that history is a record of human experiences that links the past to the present and the future. A student who meets the content standard should:

    • A.1. Grade Level Expectation:

      Understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences.

    • A.2. Grade Level Expectation:

      Know that the interpretation of history may change as new evidence is discovered.

    • A.3. Grade Level Expectation:

      Recognize different theories of history, detect the weakness of broad generalization, and evaluate the debates of historians.

    • A.4. Grade Level Expectation:

      Understand that history relies on the interpretation of evidence.

    • A.5. Grade Level Expectation:

      Understand that history is a narrative told in many voices and expresses various perspectives of historical experience.

    • A.6. Grade Level Expectation:

      Know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction.

    • A.7. Grade Level Expectation:

      Understand that history is dynamic and composed of key turning points.

    • A.8. Grade Level Expectation:

      Know that history is a bridge to understanding groups of people and an individual's relationship to society.

    • A.9. Grade Level Expectation:

      Understand that history is a fundamental connection that unifies all fields of human understanding and endeavor.

  • AK.B. Performance / Content Standard: History

    A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events. A student who meets the content standard should:

    • B.1. Grade Level Expectation: Comprehend the forces of change and continuity that shape human history through the following persistent organizing themes

      • B.1.1. Grade Level Example:

        The development of culture, the emergence of civilizations, and the accomplishments and mistakes of social organizations.

      • B.1.2. Grade Level Example:

        Human communities and their relationships with climate, subsistence base, resources, geography, and technology.

      • B.1.3. Grade Level Example:

        The origin and impact of ideologies, religions, and institutions upon human societies.

      • B.1.4. Grade Level Example:

        The consequences of peace and violent conflict to societies and their cultures.

      • B.1.5. Grade Level Example:

        Major developments in societies as well as changing patterns related to class, ethnicity, race, and gender.

    • B.2. Grade Level Expectation:

      Understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world.

    • B.3. Grade Level Expectation:

      Recognize that historical understanding is relevant and valuable in the student's life and for participating in local, state, national, and global communities.

    • B.4. Grade Level Expectation:

      Recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns.

    • B.5. Grade Level Expectation:

      Evaluate the influence of context upon historical understanding.

  • AK.C. Performance / Content Standard: History

    A student should develop the skills and processes of historical inquiry. A student who meets the content standard should:

    • C.1. Grade Level Expectation:

      Use appropriate technology to access, retrieve, organize, and present historical information.

    • C.2. Grade Level Expectation:

      Use historical data from a variety of primary resources, including letters, diaries, oral accounts, archeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers.

    • C.3. Grade Level Expectation:

      Apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record.

    • C.4. Grade Level Expectation:

      Use historical perspective to solve problems, make decisions, and understand other traditions.

  • AK.D. Performance / Content Standard: History

    A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner. A student who meets the content standard should:

    • D.1. Grade Level Expectation:

      Understand that the student is important in history.

    • D.2. Grade Level Expectation:

      Solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and evaluate the effectiveness of actions.

    • D.3. Grade Level Expectation:

      Define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others.

    • D.4. Grade Level Expectation:

      Recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context.

    • D.5. Grade Level Expectation:

      Base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others.

    • D.6. Grade Level Expectation:

      Create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.

  • AK.AH.HI.1 Performance / Content Standard: Historical Inquiry

    The student demonstrates an understanding of the methods of documenting history by planning and developing history projects, utilizing research tools such as: interviewing protocols, oral history, historical context, pre-interview research, primary sources, secondary sources, proper citation, corroboration, and cause and effect of historical events. [DOK 4] (H. C1-4)

    • AH.HI.1.1. Grade Level Expectation: Indigenous Alaskans before western contact (time immemorial - contact) - People, Places, Environment

      The student demonstrates an understanding of the interaction between people and their physical environment by:

      • AH.PPE.1. Grade Level Example:

        Comparing and contrasting geographic regions of Alaska. [DOK 2] (G. B4, B8)

      • AH.PPE.2. Grade Level Example:

        Using texts/sources to analyze the similarities and differences in the cultural attributes (e.g., language, hunting and gathering practices, art, music/dance, beliefs, worldview), movement, interactions, and settlement of Alaska Native peoples. [DOK 3] (G. D1, D4)

      • AH.PPE.3. Grade Level Example:

        Using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals, groups and local, regional, statewide, international organizations. [DOK 3] (H. B4)

    • AH.HI.1.2. Grade Level Expectation: Indigenous Alaskans before western contact (time immemorial - contact) - Individual, Citizenship, Governance, Power

      The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

      • AH.ICGP.1. Grade Level Example:

        Identifying and summarizing the structures, functions, and transformation of various attributes (e.g., leadership, decision making, social and political organization) of traditional Alaska Native governance. [DOK 2] (GC. A4)

    • AH.HI.1.3. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - People, Places, Environment

      The student demonstrates an understanding of the interaction between people and their physical environment by:

      • AH.PPE.2. Grade Level Example:

        Using texts/sources to analyze the similarities and differences in the cultural attributes (e.g., language, hunting and gathering practices, art, music/dance, beliefs, worldview), movement, interactions, and settlement of Alaska Native peoples. [DOK 3] (G. D1, D4)

      • AH.PPE.3. Grade Level Example:

        Using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals, groups and local, regional, statewide, and/or international organizations. [DOK 3] (H. B4)

    • AH.HI.1.4. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - Consumption, Production, Distribution

      The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

      • AH.CPD.1. Grade Level Example:

        Identifying patterns of growth, transformation, competition, and boom and bust, in response to use of natural resources (e.g., supply and demand of fur, minerals, and whaling). [DOK 2] (G. D1)

    • AH.HI.1.5. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - Individual, Citizenship, Governance, Power

      The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

      • AH.ICGP.2. Grade Level Example:

        Using texts/sources to analyze the impacts of the relationships between Alaska Natives and Russians (i.e., Russian Orthodox Church, early fur traders, Russian American Companies, enslavement, and Creoles). [DOK 3] (H. B1d)

    • AH.HI.1.6. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - Continuity and Change

      The student demonstrates an understanding of the chronology of Alaska history by:

      • AH.CC.1. Grade Level Example:

        Using texts/sources to recognize and explain the interrelationships among Alaska, national, and international events and developments (e.g., international interest, trade, commerce). [DOK 3] (H. B2)

    • AH.HI.1.7. Grade Level Expectation: Colonial Era The United States Period (1867-1912) - People, Places, Environment

      The student demonstrates an understanding of the interaction between people and their physical environment by:

      • AH.PPE.3. Grade Level Example:

        Using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals or groups and local, regional, statewide, and/or international organizations. [DOK 3] (H. B4)

    • AH.HI.1.8. Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Consumption, Production, Distribution

      The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

      • AH.CPD.2. Grade Level Example:

        Using texts/source to draw conclusions about the role of the federal government in natural resource development and land management (e.g., jurisdiction, authority, agencies, programs, policies). [DOK 3] (GC. F1)

    • AH.HI.1.9. Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Individual, Citizenship, Governance, Power

      The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

      • AH.ICGP.3. Grade Level Example:

        Explaining and analyzing tribal and western concepts of land ownership and how acting upon those concepts contributes to changes in land use, control, and ownership. [DOK 4] (H. C7, C8)

      • AH.ICGP.4. Grade Level Example:

        Explaining Alaskans' quest for self-determination (i.e., full rights as U.S. citizens) through the statehood movement. [DOK 1] (GC. C3)

      • AH.ICGP.5. Grade Level Example:

        Explaining the impacts of military actions (e.g., Naval bombardment of Angoon, Aleut internment, military expeditions) relative to Native communities. [DOK 2] (H. B1)

      • AH.IGCP.6. Grade Level Example:

        Using texts/sources to analyze how the military population and its activities, including administrative, policing, defense, mapping, communication, and construction, have impacted communities. [DOK 3] (H. B2)

      • AH.ICGP.7 Grade Level Example:

        Describing the historical basis of federal recognition of tribes, their inherent and delegated powers, the ongoing nature and diversity of tribal governance, and the plenary power of Congress. [DOK 1] (GC. C8)

    • AH.HI.1.10 Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Continuity and Change

      The student demonstrates an understanding of the chronology of Alaska history by:

      • AH.CC.2. Grade Level Example:

        Describing how policies and practices of non-natives (e.g., missionaries, miners, Alaska Commercial Company merchants) influenced Alaska Natives. [DOK 2] (H. B4, B5)

    • AH.HI.1.11 Grade Level Expectation: Alaska as a Territory (1912-1959) - People, Places, Environment

      The student demonstrates an understanding of the interaction between people and their physical environment by:

      • AH.PPE.4. Grade Level Example:

        Describing how Alaska's strategic location played an important role in military buildup and explaining the interrelated social and economic impacts. [DOK 2] (G. A5)

    • AH.HI.1.12 Grade Level Expectation: Alaska as a Territory (1912-1959) - Consumption, Production, Distribution

      The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

      • AH.CPD.3. Grade Level Example:

        Using texts/sources to draw conclusions about the significance of natural resources (e.g., fisheries, timber, Swanson River oil discovery, 'sustained yield' in the Alaska Constitution) in Alaska's development and in the statehood movement. [DOK 3] (G. F1, F4)

    • AH.HI.1.13 Grade Level Expectation: Alaska as a Territory (1912-1959) - Individual, Citizenship, Governance, Power

      The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

      • AH.ICGP.4. Grade Level Example:

        Explaining Alaskans' quest for self-determinations (i.e., full rights as U.S. citizens) through the statehood movement. [DOK 1] (GC. C3)

      • AH.ICGP.5. Grade Level Example:

        Explaining the impacts of military actions relative to Native communities (e.g., Naval bombardment of Angoon, Aleut internment, military expeditions). [DOK 2] (H. B1)

      • AH.ICGP.8 Grade Level Example:

        Describing how Alaskans, particularly the Native people, challenge the status quo to gain recognition of their civil rights (e.g., appeals to the Russian government, Ward Cove Packing Co. Case, Molly Hootch, anti-discrimination acts, women's suffrage). [DOK 2] (H. B2, GC. B5)

      • AH.ICGP.9 Grade Level Example:

        Exploring the federal government's influence on settlements in Alaska (e.g., Matanuska Colony, Anchorage, Adak, Tok, Hydaburg) by establishment of post offices, military facilities, schools, courts, and railroads. [DOK 1] (G. G2, H. B1)

      • AH.ICGP.10 Grade Level Example:

        Identifying the role of Alaska Native individuals and groups in actively proposing and promoting federal legislation and policies (e.g., William Paul, Tanana Chiefs, ANB, ANS) [DOK 1] (H. A1, B2)

      • AH.ICGP.11 Grade Level Example:

        Exploring federal policies and legislation (e.g., Alaska Citizenship Act, Tlingit- Haida Jurisdictional Act, Indian Citizenship Act of 1924, Alaska Reorganization Act, ANCSA) that recognized Native rights. [DOK 1] (H. B2)

    • AH.HI.1.14 Grade Level Expectation: Alaska as a Territory (1912-1959) - Continuity and Change

      The student demonstrates an understanding of the chronology of Alaska history by:

      • AH.CC.3. Grade Level Example:

        Describing how the roles and responsibilities in Alaska Native societies have been continuously influenced by changes in technology, economic practices, and social interactions. [DOK 2] (G. D4, H. B1b)

    • AH.HI.1.15 Grade Level Expectation: Alaska as a State (1959-present) - People, Places, Environment

      The student demonstrates an understanding of the interaction between people and their physical environment by:

      • AH.PPE.4. Grade Level Example:

        Describing how Alaska's strategic location played an important role in military buildup and explaining the interrelated social and economic impacts. [DOK 2] (G. A5)

      • AH.PPE.5. Grade Level Example:

        Comparing and contrasting the differing perspectives between rural and urban areas. [DOK 2] (H. B1b, C. E4)

      • AH.PPE.6. Grade Level Example:

        Analyzing patterns of movement and settlement. [DOK 2] (H. B4, G. D3)

      • AH.PPE.7 Grade Level Example:

        Using texts/sources to explain the political, social, cultural, economic, geographic, and historic characteristics of the student's community or region. [DOK 3] (H. B1b, C. E2, E8)

    • AH.HI.1.16 Grade Level Expectation: Alaska as a State (1959-present) - Consumption, Production, Distribution

      The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

      • AH.CPD.4. Grade Level Example:

        Describing the federal government's construction and maintenance of Alaska's infrastructure (e.g., transportation, communication, public health system, education). [DOK 1] (G. D4)

      • AH.CPD.5. Grade Level Example:

        Using texts/sources to analyze the multiple perspectives in the continuing debate between conservation and development of resources. [DOK 3] (G. E4, F3)

      • AH.CPD.6. Grade Level Example:

        Describing the formation of Alaska Native Corporations and their impact on Alaska's economy. [DOK 2] (GC. F9)

      • AH.CPD.7 Grade Level Example:

        Explaining the creation and implementation of the Permanent Fund and how it has impacted the state. [DOK 2] (GC. F9)

    • AH.HI.1.17 Grade Level Expectation: Alaska as a State (1959-present) - Individual, Citizenship, Governance, Power

      The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

      • AH.ICGP.3. Grade Level Example:

        Explaining and analyzing tribal and western concepts of land ownership and how acting upon those concepts contributes to changes in land use, control, and ownership (e.g., ANCSA, ANILCA). [DOK 4] (H. C7, C8)

      • AH.ICGP.8 Grade Level Example:

        Describing how Alaskans, particularly the Native people, challenge the status quo to gain recognition of their civil rights (e.g., appeals to the Russian government, Ward Cove Packing Co. Case, Molly Hootch, anti-discrimination acts, women's suffrage). [DOK 2] (H. B2, GC. B5)

      • AH.ICGP.10 Grade Level Example:

        Identifying the role of Alaska Native individuals and groups in actively proposing and promoting federal legislation and policies (e.g., William Paul, Tanana Chiefs, ANB, ANS) [DOK 1] (H. A1, B2)

      • AH.ICGP.12 Grade Level Example:

        Using texts/sources to analyze the evolution of self-government through an examination of organic documents (i.e., Treaty of Cession, Organic Act, Territorial Act, Alaska State Constitution, Statehood Act). [DOK 3] (H. B2, B4)

    • AH.HI.1.18 Grade Level Expectation: Alaska as a State (1959-present) - Continuity and Change

      The student demonstrates an understanding of the chronology of Alaska history by:

      • AH.CC.4. Grade Level Example:

        Giving correct and incorrect examples to explain subsistence as a way of life. [DOK 2] (H. B1b)

      • AH.CC.5. Grade Level Example:

        Defining, describing, and illustrating the economic, political, and social characteristics of the major periods, their key turning points (e.g., implementation of Prudhoe Bay pipeline, Molly Hootch case, ANCSA, ANILCA, ANWR, natural and manmade disasters, establishment of Alaska Native Corporations) and how they interrelate. [DOK 4] (H. B2)

      • AH.CC.6. Grade Level Example:

        Explaining the historical context and the legal foundations (e.g., Alaska Constitution, ANCSA, MMPA, ANILCA, Katie John case) pertinent to subsistence. [DOK 1] (GC. A2, C. A4)

      • AH.CC.7 Grade Level Example:

        Comparing and contrasting the perspectives of sport, commercial, and subsistence users on policies regarding fish and game management. [DOK 2] (G. E4, F5)DOK 1] (H. B2)

 
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