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Arkansas: 8th-Grade Standards

  • AR.G. Strand / Content Standard: Geography

    • G.1. Standard / Student Learning Expectation: Physical and Spatial

      Students shall develop an understanding of the physical and spatial characteristics and applications of geography.

      • G.1.8.1. Student Learning Expectation / Benchmark: Location, Place, and Region

        Analyze the importance of the following navigation systems on the development of world civilizations: Amazon River, Mississippi River, Panama Canal, Rhine River, Suez Canal, Thames River and Volga River.

      • G.1.8.2. Student Learning Expectation / Benchmark: Map and Globe Skills

        Analyze a physical map or global projection created by geographer's tools (e.g., astrolabe, compass, sextant, Global Positioning System [GPS], Geographic Information Systems [GIS], LANDSAT, Internet)

      • G.1.8.3. Student Learning Expectation / Benchmark: Map and Globe Skills

        Construct specialized maps using data (e.g., climate, population, political units, resources)

      • G.1.8.4. Student Learning Expectation / Benchmark: Map and Globe Skills

        Locate specific places on maps and globes using grid points (longitude and latitude)

      • G.1.8.5. Student Learning Expectation / Benchmark: Map and Globe Skills

        Analyze the influence of Earth's physical features on the development of regions of the world.

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

      Students shall develop an understanding of how cultures around the world develop and change.

      • G.2.8.1. Student Learning Expectation / Benchmark: Culture/Diversity

        Examine creative work as examples of cultural heritage (e.g., literature, mosaics, statuary, architecture, philosophy, dramas)

      • G.2.8.2. Student Learning Expectation / Benchmark: Culture/Diversity

        Compare and contrast the contributions of people of various racial, ethnic, and religious groups in the development of early civilizations (e.g., Akbar the Great, Chandragupta I, Hatshepsut, Marco Polo, Mansu Musa, Ramses)

      • G.2.8.3. Student Learning Expectation / Benchmark: Culture/Diversity

        Demonstrate examples of cultural exchange throughout various periods of world history.

    • G.3. Standard / Student Learning Expectation: Interaction of People and the Environment

      Students shall develop an understanding of the interactions between people and their environment.

      • G.3.8.1. Student Learning Expectation / Benchmark: Movement

        Examine effects of push-pull factors on various regions (e.g., disease, resources, industrialization, technology)

      • G.3.8.2. Student Learning Expectation / Benchmark: Movement

        Analyze how the impact of ideas, information and technology on global interdependence.

      • G.3.8.3. Student Learning Expectation / Benchmark: Movement

        Analyze changes in infrastructure brought about by globalization.

      • G.3.8.4. Student Learning Expectation / Benchmark: Human Environment Interaction

        Determine the impact of population growth on renewable and nonrenewable resources.

      • G.3.8.5. Student Learning Expectation / Benchmark: Human Environment Interaction

        Analyze methods and consequences of environmental modification on world regions and populations: (e.g., acid rain, erosion, clear cutting, desertification, global warming, ozone depletion, strip mining)

  • AR.C. Strand / Content Standard: Civics

    • C.4. Standard / Student Learning Expectation: Government

      Students shall develop an understanding of the forms and roles of government.

      • C.4.8.1. Student Learning Expectation / Benchmark: Forms and Roles of Government

        Analyze forms of government pertaining to the legislative, executive, and judicial branches: democracy, dictatorship, monarch, oligarchy, theocracy, and totalitarianism.

      • C.4.8.2. Student Learning Expectation / Benchmark: Forms and Roles of Government

        Research individuals and their roles in changing governments (e.g., Otto von Bismarck, Mikhail Gorbachev, Abdel Nasser, Juan Peron, Lech Walesa, George Washington, Sun Yatsen)

      • C.4.8.3. Student Learning Expectation / Benchmark: Forms and Roles of Government

        Discuss the origins of political parties/movements (e.g., Communist Party, Fascist Party, Green Party, Nazi Party, socialist parties, environmentalist movement, human rights movement, feminist movement)

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

      Students shall develop an understanding of how to participate, develop, and use the skills necessary for effective citizenship.

      • C.5.8.1. Student Learning Expectation / Benchmark: Roots of Democracy

        Examine the influence of constitutions used by various nations.

      • C.5.8.2. Student Learning Expectation / Benchmark: Roots of Democracy

        Research national symbols from other nations of the world (e.g., national flags, statues, monuments)

      • C.5.8.3. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

        Discuss struggles to gain rights for citizens in various countries (e.g., China, France, Mexico, South Africa, United States)

      • C.5.8.4. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

        Examine the value citizens of other countries place on voting.

      • C.5.8.5. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

        Analyze the influence citizen participation has on government.

      • C.5.8.6. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

        Analyze world organizations involved in citizens' rights (e.g., Amnesty International, Doctors Without Borders, United Nations).

  • AR.H. Strand / Content Standard: History

    • H.6. Standard / Student Learning Expectation: History

      Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time.

      • H.6.8.1. Student Learning Expectation / Benchmark: Continuity and Change

        Examine ways viewpoints expressed in political cartoons and other primary and secondary source documents have changed policy and public perception.

      • H.6.8.2. Student Learning Expectation / Benchmark: Continuity and Change

        Compare historical events on a timeline to discover correlations.

      • H.6.8.3. Student Learning Expectation / Benchmark: Continuity and Change

        Examine Catholic Church policies that led to the Protestant Reformation (e.g., Great Schism, French papacy, indulgences, simony, lay investiture)

      • H.6.8.4. Student Learning Expectation / Benchmark: Continuity and Change

        Investigate Protestant reformers: Martin Luther, Henry VIII and John Calvin.

      • H.6.8.5. Student Learning Expectation / Benchmark: Continuity and Change

        Describe the Counter reformation (e.g., Jesuits, Council of Trent, Inquisition)

      • H.6.8.6. Student Learning Expectation / Benchmark: Continuity and Change

        Identify new technologies that made European exploration possible (e.g., astrolabe, cartography, caravel, compass.

      • H.6.8.7. Student Learning Expectation / Benchmark: Continuity and Change

        Describe the establishment of colonies as a result of the conquest of indigenous people (e.g., Africa, Asia, New World)

      • H.6.8.8. Student Learning Expectation / Benchmark: Continuity and Change

        Investigate the influence of the Ottoman Empire.

      • H.6.8.9. Student Learning Expectation / Benchmark: Continuity and Change

        Identify major contributors of the Scientific Revolution (e.g., Muhammed Al-Khwarizmi, Francis Bacon, Nicholas Copernicus, Galileo Galilei, Johannes Kepler, Isaac Newton, Zhang Heng)

      • H.6.8.10. Student Learning Expectation / Benchmark: Continuity and Change

        Discuss the rise of absolute rulers and the divine right of kings (e.g., African, Asian, European)

      • H.6.8.11. Student Learning Expectation / Benchmark: Continuity and Change

        Analyze consequences of the triangular trade and the Columbian Exchange between Africa, The Americas and Europe.

      • H.6.8.12. Student Learning Expectation / Benchmark: Continuity and Change

        Investigate influences on modern society of Enlightenment thinkers including but not limited to: John Locke, Baron de Montesquieu, and Jean Jacques Rousseau.

      • H.6.8.13. Student Learning Expectation / Benchmark: Continuity and Change

        Examine the influence of Enlightenment ideas on revolutionary movements (e.g., American Revolution, French Revolution, Latin American revolutions, Revolutions of 1848)

      • H.6.8.14. Student Learning Expectation / Benchmark: Continuity and Change

        Investigate causes and consequences of the Industrial Revolution (e.g., changing technology, mass production, societal changes)

      • H.6.8.15. Student Learning Expectation / Benchmark: Continuity and Change

        Discuss societal changes resulting from pandemics (e.g., bubonic plague/Black Death, small pox, tuberculosis, influenza, polio, HIV-AIDS)

      • H.6.8.16. Student Learning Expectation / Benchmark: Continuity and Change

        Investigate 19th century social and political reform movements (e.g., abolition, education, extension of suffrage, labor movements, rise of socialism, temperance)

      • H.6.8.17. Student Learning Expectation / Benchmark: Continuity and Change

        Explain the influences that changing technology had on World War I and World War II (e.g., weapons, medicine, transportation, communication)

      • H.6.8.18. Student Learning Expectation / Benchmark: Continuity and Change

        Examine the impact of the Cold War on global relations.

      • H.6.8.19. Student Learning Expectation / Benchmark: Continuity and Change

        Discuss the downfall of communist governments (e.g., Soviet Union, Poland)

      • H.6.8.20. Student Learning Expectation / Benchmark: Continuity and Change

        Examine reasons for the transformation of world economies in the late 20th century (e.g., technology, communication, transportation, Organization of Petroleum Exporting Countries [OPEC], resource allocation)

      • H.6.8.21. Student Learning Expectation / Benchmark: Continuity and Change

        Discuss the growth of technology resulting from the space race (e.g., artificial satellites, computers, new food technologies)

      • H.6.8.22. Student Learning Expectation / Benchmark: Conflict and Consensus

        Discuss the emergence of England as a world power during the Elizabethan period (e.g., Spanish Armada, seadogs)

      • H.6.8.23. Student Learning Expectation / Benchmark: Conflict and Consensus

        Describe causes and consequences of World War I (e.g., imperialism, militarism, nationalism, alliances, Treaty of Versailles, League of Nations)

      • H.6.8.24. Student Learning Expectation / Benchmark: Conflict and Consensus

        Discuss the Russian Revolutions and the establishment of a communist state (e.g., Bolsheviks, Lenin, Stalin)

      • H.6.8.25. Student Learning Expectation / Benchmark: Conflict and Consensus

        Describe causes and consequences of World War II (e.g., fascism, anti-Semitism, Pearl Harbor, atomic bomb, satellite countries)

      • H.6.8.26. Student Learning Expectation / Benchmark: Conflict and Consensus

        Examine the following battles as turning points of World War II: Battle of Britain, Battle of the Bulge, D-Day, Midway, Pearl Harbor and Stalingrad.

      • H.6.8.27. Student Learning Expectation / Benchmark: Conflict and Consensus

        Identify the functions of post World War II international organizations (e.g., Southeast Asia Treaty Organization [SEATO], North Atlantic Treaty Organization [NATO], Warsaw Pact, United Nations)

      • H.6.8.28. Student Learning Expectation / Benchmark: Conflict and Consensus

        Discuss causes and effects of post-World War II conflicts (e.g., Southeast Asia, Middle East, Balkans, Sub-Saharan Africa)

      • H.6.8.29. Student Learning Expectation / Benchmark: Conflict and Consensus

        Examine changes brought about by the following world leaders including, but not limited to: Mahatma Gandhi, Martin Luther King, Jr., Nelson Mandela, Anwar Sadat, Margaret Thatcher and Mao Zedong.

      • H.6.8.30. Student Learning Expectation / Benchmark: Conflict and Consensus

        Examine causes and effects of terrorism (e.g., economics, safety and security, tourism, patriotism, nationalism, 9/11)

      • H.6.8.31. Student Learning Expectation / Benchmark: Movement

        Illustrate the routes of European explorers during the Age of Exploration including but not limited to: Christopher Columbus, Ferdinand Magellan, Vasco de Gama, Vasco Nunez de Balboa and Bartolomeu Dias.

      • H.6.8.32. Student Learning Expectation / Benchmark: Movement

        Illustrate the expansion of European imperialism: Africa, Asia, Australia, and Latin America.

      • H.6.8.33. Student Learning Expectation / Benchmark: Movement

        Illustrate the triangular trade routes that developed in the Atlantic Ocean.

      • H.6.8.34. Student Learning Expectation / Benchmark: Movement

        Illustrate the expansion of communism (e.g., Asia, Cuba, Europe, Latin America)

      • H.6.8.35. Student Learning Expectation / Benchmark: Movement

        Compare and contrast historical and cultural maps of each continent (e.g., political boundaries, migration patterns, trade routes, colonization)

      • H.6.8.36. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

        Describe the development of the Renaissance.

      • H.6.8.37. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

        Examine contributions of Renaissance writers and artists including, but not limited to: Machiavelli, Michelangelo, Shakespeare and da Vinci.

      • H.6.8.38. Student Learning Expectation / Benchmark: Regionalism and Nationalism

        Examine causes and consequences of genocide and ethnic cleansing (e.g., Armenia, Holocaust, Kosovo, Rwanda)

      • H.6.8.39. Student Learning Expectation / Benchmark: Regionalism and Nationalism

        Describe the effects of imperialism and related nationalistic movements (e.g., Africa, Asia, Europe, Latin America)

      • H.6.8.40. Student Learning Expectation / Benchmark: Regionalism and Nationalism

        Investigate Asian-American relations prior to World War II (e.g., Open Door Policy, Boxer Rebellion, Gentlemen's Agreement, Manchuria, rearmament)

  • AR.E. Strand / Content Standard: Economics

    • E.7. Standard / Student Learning Expectation: Choices

      Students shall analyze the costs and benefits of making economic choices.

      • E.7.8.1. Student Learning Expectation / Benchmark: Costs and Benefits

        Analyze changing wants and needs of people over time.

      • E.7.8.2. Student Learning Expectation / Benchmark: Costs and Benefits

        Analyze the impact of present choices on future consequences.

      • E.7.8.3. Student Learning Expectation / Benchmark: Costs and Benefits

        Analyze periods of time when scarcity affected economic wants and needs of people in regions or countries.

      • E.7.8.4. Student Learning Expectation / Benchmark: Costs and Benefits

        Analyze scarcity of productive resources and the need for people to make choices and incur opportunity costs.

      • E.7.8.5. Student Learning Expectation / Benchmark: Costs and Benefits

        Evaluate the limited resources of nations and the choices governments must make.

      • E.7.8.6. Student Learning Expectation / Benchmark: Costs and Benefits

        Compare trade-offs in various world economic systems.

      • E.7.8.7. Student Learning Expectation / Benchmark: Costs and Benefits

        Analyze traditional, market, and command economies.

    • E.8. Standard / Student Learning Expectation: Resources

      Students shall evaluate the use and allocation of human, natural, and capital resources.

      • E.8.8.1. Student Learning Expectation / Benchmark: Factors of Production

        Discuss changes in productivity that have impacted global living standards and economic strategies (e.g., new technologies, new organizational methods).

      • E.8.8.2. Student Learning Expectation / Benchmark: Factors of Production

        Analyze methods for improving the quality and quantity of human capital and increased productivity (e.g., technology, industrialization, competition, wages).

      • E.8.8.3. Student Learning Expectation / Benchmark: Factors of Production

        Examine the consequences of changing factors of production human resources, capital resources, natural resources, and entrepreneurship.

    • E.9. Standard / Student Learning Expectation: Markets

      Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.

      • E.9.8.1. Student Learning Expectation / Benchmark: Financial Markets

        Investigate functions of early banking systems (e.g., depository, usury, just price)

      • E.9.8.2. Student Learning Expectation / Benchmark: Financial Markets

        Analyze the role of the stock market in the economies of the United States and other countries (e.g., Financial Times Stock Exchange [FTSE], Tokyo Stock Exchange [TSE], New York Stock Exchange [NYSE], National Association of Securities

      • E.9.8.3. Student Learning Expectation / Benchmark: Financial Markets

        Investigate the impact of inflation on the growth and prosperity of a nation.

      • E.9.8.4. Student Learning Expectation / Benchmark: Financial Markets

        Investigate how the use of Gross Domestic Product (GDP) to measure a nation's economic success and standard of living.

      • E.9.8.5. Student Learning Expectation / Benchmark: Global Markets

        Evaluate the advantages and disadvantages of global trade.

      • E.9.8.6. Student Learning Expectation / Benchmark: Global Markets

        Analyze the exchange of rates in a global economy.

      • E.9.8.7. Student Learning Expectation / Benchmark: Global Markets

        Examine changes in currencies over time and the resulting effect on global trade.

      • E.9.8.8. Student Learning Expectation / Benchmark: Goods and Services

        Evaluate the interaction of supply and demand.

      • E.9.8.9. Student Learning Expectation / Benchmark: Goods and Services

        Describe the four types of market structures: monopolies, monopolistic competition, oligopolies, and pure competition.

      • E.9.8.10. Student Learning Expectation / Benchmark: Goods and Services

        Compare and contrast global effects of marketing techniques: advertising and e-commerce.

  • AR.AH. Strand / Content Standard: Arkansas History

    • G.1. Standard / Student Learning Expectation: Geography

      Students shall research the geographical regions of Arkansas.

      • G.1.AH.7-8 Student Learning Expectation / Benchmark: Compare and contrast the six geographical land regions of Arkansas

        Ozark Mountains (plateau); Ouachita Mountains; Arkansas River Valley; Mississippi Alluvial Plain; Crowley's Ridge; West Gulf Coastal Plain

      • G.1.AH.7-8 Student Learning Expectation / Benchmark:

        Identify and map the major rivers of Arkansas

      • G.1.AH.7-8 Student Learning Expectation / Benchmark:

        Describe factors contributing to the settlement of Arkansas (e.g., climate, water, accessibility)

      • G.1.AH.7-8 Student Learning Expectation / Benchmark:

        Research the origins of key place names in Arkansas (e.g. towns, counties, and landforms)

      • G.1.AH.7-8 Student Learning Expectation / Benchmark: Examine the economic effect of Arkansas' natural resources

        diamonds; bauxite; forestry products; oil

    • EA.2. Standard / Student Learning Expectation: Early Arkansas

      Students shall examine the pre-territorial periods of Arkansas.

      • EA.2.AH.7- Student Learning Expectation / Benchmark: Compare and contrast pre-historic cultures in Arkansas

        Archaic; Woodland; Mississippian traditions

      • EA.2.AH.7- Student Learning Expectation / Benchmark: Identify significant elements in the success of pre-historic cultures in Arkansas

        location; food sources

      • EA.2.AH.7- Student Learning Expectation / Benchmark: Compare and contrast the cultural characteristics of early Indian tribes in Arkansas

        Osage; Caddo; Quapaw

      • EA.2.AH.7- Student Learning Expectation / Benchmark:

        Identify Arkansas Post as the first permanent European settlement in Arkansas

      • EA.2.AH.7- Student Learning Expectation / Benchmark:

        Discuss reasons for migration to pre-territorial Arkansas (e.g., Mississippi Bubble)

      • EA.2.AH.7- Student Learning Expectation / Benchmark: Discuss the changing ownership of Arkansas

        Spain; France; United States

      • EA.2.AH.7- Student Learning Expectation / Benchmark:

        Describe the effects of the New Madrid Earthquakes on Arkansas using primary and secondary sources and available technology

    • EA.3. Standard / Student Learning Expectation:

      Students shall explain the significant contributions of early explorers.

      • EA.3.AH.7- Student Learning Expectation / Benchmark: Discuss the impact of the first European explorers in Arkansas

        Hernando De Soto; Robert de LaSalle; Jacques Marquette and Louis Joliet

      • EA.3.AH.7- Student Learning Expectation / Benchmark: Identify key individuals and groups related to the settlement of Arkansas

        Henri De Tonti; John Law; Thomas Nuttall; William Dunbar; George Hunter; Henry Schoolcraft; G.W. Featherstonhaugh; Bernard de La Harpe

    • TPS.4. Standard / Student Learning Expectation: Territorial Period to Statehood

      Students shall examine factors related to statehood.

      • TPS.4.AH.7 Student Learning Expectation / Benchmark:

        Explain the effects of the Missouri Compromise on Arkansas's settlement patterns

      • TPS.4.AH.7 Student Learning Expectation / Benchmark:

        Explain the advantages of territorial status (e.g., court system, government assistance, transportation, economy)

      • TPS.4.AH.7 Student Learning Expectation / Benchmark:

        Discuss the process leading to territorial status (e.g., Northwest Ordinance, township, sections)

      • TPS.4.AH.7 Student Learning Expectation / Benchmark: Identify the contributions of Arkansas' territorial officials

        James Miller; Robert Crittenden; Henry Conway; James Conway; Ambrose Sevier; 'The Family'

      • TPS.4.AH.7 Student Learning Expectation / Benchmark:

        Describe the movement of the territorial capital from Arkansas Post to Little Rock using available technology

      • TPS.4.AH.7 Student Learning Expectation / Benchmark:

        Discuss the contribution of William Woodruff's, The Arkansas Gazette to the growth and development of Arkansas

      • TPS.4.AH.7 Student Learning Expectation / Benchmark: Discuss the process to achieve statehood

        petition for statehood; congressional approval; Michigan/Arkansas; June 15, 1836

      • TPS.4.AH.7 Student Learning Expectation / Benchmark:

        Discuss the decline and removal of American Indian tribes in Arkansas

    • SR.5. Standard / Student Learning Expectation: Secession Through Reconstruction

      Students shall examine the causes and effects of the Civil War on Arkansas.

      • SR.5.AH.7- Student Learning Expectation / Benchmark:

        Discuss the controversy leading to the secession of Arkansas (e.g., state leaders, cooperationists, Secession Convention, May 6, 1861)

      • SR.5.AH.7- Student Learning Expectation / Benchmark:

        Define confederation and identify the weaknesses of the Confederacy

      • SR.5.AH.7- Student Learning Expectation / Benchmark:

        Discuss how the Union and Confederate governments exerted power to fight the war (e.g., draft, first income tax, wars recruitment)

      • SR.5.AH.7- Student Learning Expectation / Benchmark:

        Compare the Confederacy to the government under the Articles of Confederation

      • SR.5.AH.7- Student Learning Expectation / Benchmark:

        Identify the contributions of noteworthy Arkansans during the Civil War period

      • SR.5.AH.7- Student Learning Expectation / Benchmark: Explain the existence of dual governments in wartime Arkansas

        Washington, Arkansas; Little Rock, Arkansas

      • SR.5.AH.7- Student Learning Expectation / Benchmark:

        Identify the major Civil War battlefields in and near Arkansas

    • RP.6. Standard / Student Learning Expectation: Reconstruction Through Progressive Era

      Students shall identify political, social, and economic changes in Arkansas.

      • RP.6.AH.7- Student Learning Expectation / Benchmark: Describe the Reconstruction Era in Arkansas

        Freedmen's Bureau; Brooks-Baxter War; resurgence of the Democratic Party; approval of the 1874 Constitution

      • RP.6.AH.7- Student Learning Expectation / Benchmark:

        Describe the effects of sharecropping on society in Arkansas

      • RP.6.AH.7- Student Learning Expectation / Benchmark:

        Describe the development of manufacturing and industry in Arkansas using available technology (e.g., railroad, timber, electricity)

      • RP.6.AH.7- Student Learning Expectation / Benchmark:

        Describe the economic challenges Arkansas farmers faced during the post-Reconstruction period

      • RP.6.AH.7- Student Learning Expectation / Benchmark:

        Describe the development of the public school system in Arkansas (e.g., Charlotte Stephens, Mifflin Gibbs)

      • RP.6.AH.7- Student Learning Expectation / Benchmark:

        Discuss the contributions of political leaders in Arkansas during the Progressive Era (e.g., Jeff Davis, Joe T. Robinson, Charles Brough, George Donaghey, Hattie Caraway)

    • W.7. Standard / Student Learning Expectation: World War I through the 1920s

      Students shall examine the political, social, and economic growth in Arkansas.

      • W.7.AH.7-8 Student Learning Expectation / Benchmark:

        Describe the contributions of Arkansans in the early 1900s (e.g., troops to World War I, Field Kindley, Louise Thaden, Scott Joplin)

      • W.7.AH.7-8 Student Learning Expectation / Benchmark:

        Examine the economic effects of the oil boom on southern Arkansas

      • W.7.AH.7-8 Student Learning Expectation / Benchmark: Explore the effects of tourism on the economy

        Hot Springs; Ozarks; Murfreesboro diamond mines

    • GD.8. Standard / Student Learning Expectation: Great Depression

      Students shall discuss the effects of the Great Depression on Arkansas.

      • GD.8.AH.7- Student Learning Expectation / Benchmark:

        Describe the economic and social effects of the 1927 flood on Arkansas using primary and secondary sources

      • GD.8.AH.7- Student Learning Expectation / Benchmark:

        Describe the consequences of the 1930 drought on Arkansas using available technology

      • GD.8.AH.7- Student Learning Expectation / Benchmark:

        Examine the results of bank closures on Arkansas

      • GD.8.AH.7- Student Learning Expectation / Benchmark:

        Discuss the effects New Deal programs had on society in Arkansas during the Great Depression (e.g., Works Progress Administration, Civilian Conservation Corps, Civil Works Administration)

      • GD.8.AH.7- Student Learning Expectation / Benchmark:

        Explore the economic and social consequences of the Great Depression

    • WWP.9. Standard / Student Learning Expectation: World War II to Present

      Students shall examine the effects of World War II and other events upon the modernization of Arkansas.

      • WWP.9.AH.7 Student Learning Expectation / Benchmark: Identify contributions of Arkansans during World War II

        military; wartime industry; domestic food production to feed the military

      • WWP.9.AH.7 Student Learning Expectation / Benchmark:

        Describe the social and economic effects of World War II on Arkansans

      • WWP.9.AH.7 Student Learning Expectation / Benchmark:

        Research Japanese relocation camps and prisoner of war camps in Arkansas using available technology

      • WWP.9.AH.7 Student Learning Expectation / Benchmark:

        Examine the civil rights movement in Arkansas using primary and secondary sources (e.g., Little Rock Central, Hoxie)

      • WWP.9.AH.7 Student Learning Expectation / Benchmark:

        Identify political leaders and their major contributions after World War II (e.g., Sid McMath, Orval Faubus, J. William Fulbright, John McClellan, Winthrop Rockefeller, Wilbur Mills, Dale Bumpers, David Pryor, Bill Clinton, Mike Huckabee)

      • WWP.9.AH.7 Student Learning Expectation / Benchmark:

        Examine the economic development of Arkansas after World War II (e.g., timber industry, catfish farms, poultry industry, agriculture, retail, tourism, labor unions)

      • WWP.9.AH.7 Student Learning Expectation / Benchmark: Identify significant contributions made by Arkansans in the following fields

        art; business; culture; medicine; science

 
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