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California: 10th-Grade Standards

Article Body

CA.10.1. Content Standard: World History, Culture, and Geography

The Modern World: Students relate the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity to the development of Western political thought.
- 10.1.1. Performance Standard:
  
  Analyze the similarities and differences in Judeo-Christian and Greco-Roman views of law, reason and faith, and duties of the individual.
- 10.1.2. Performance Standard:
  
  Trace the development of the Western political ideas of the rule of law and illegitimacy of tyranny, using selections from Plato's Republic and Aristotle's Politics.
- 10.1.3. Performance Standard:
  
  Consider the influence of the U.S. Constitution on political systems in the contemporary world.
CA.10.2. Content Standard: World History, Culture, and Geography

Students compare and contrast the Glorious Revolution of England, the American Revolution, and the French Revolution and their enduring effects worldwide on the political expectations for self-government and individual liberty.
- 10.2.1. Performance Standard:
  
  Compare the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simon Bolivar, Thomas Jefferson, James Madison).
- 10.2.2. Performance Standard:
  
  List the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791).
- 10.2.3. Performance Standard:
  
  Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations.
- 10.2.4. Performance Standard:
  
  Explain how the ideology of the French Revolution led France to develop from constitutional monarchy to democratic despotism to the Napoleonic empire.
- 10.2.5. Performance Standard:
  
  Discuss how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848.
CA.10.3. Content Standard: World History, Culture, and Geography

Students analyze the effects of the Industrial Revolution in England, France, Germany, Japan, and the United States.
- 10.3.1. Performance Standard:
  
  Analyze why England was the first country to industrialize.
- 10.3.2. Performance Standard:
  
  Examine how scientific and technological changes and new forms of energy brought about massive social, economic, and cultural change (e.g., the inventions and discoveries of James Watt, Eli Whitney, Henry Bessemer, Louis Pasteur, Thomas Edison).
- 10.3.3. Performance Standard:
  
  Describe the growth of population, rural to urban migration, and growth of cities associated with the Industrial Revolution.
- 10.3.4. Performance Standard:
  
  Trace the evolution of work and labor, including the demise of the slave trade and the effects of immigration, mining and manufacturing, division of labor, and the union movement.
- 10.3.5. Performance Standard:
  
  Understand the connections among natural resources, entrepreneurship, labor, and capital in an industrial economy.
- 10.3.6. Performance Standard:
  
  Analyze the emergence of capitalism as a dominant economic pattern and the responses to it, including Utopianism, Social Democracy, Socialism, and Communism.
- 10.3.7. Performance Standard:
  
  Describe the emergence of Romanticism in art and literature (e.g., the poetry of William Blake and William Wordsworth), social criticism (e.g., the novels of Charles Dickens), and the move away from Classicism in Europe.
CA.10.4. Content Standard: World History, Culture, and Geography

Students analyze patterns of global change in the era of New Imperialism in at least two of the following regions or countries: Africa, Southeast Asia, China, India, Latin America, and the Philippines.
- 10.4.1. Performance Standard:
  
  Describe the rise of industrial economies and their link to imperialism and colonial-ism (e.g., the role played by national security and strategic advantage; moral issues raised by the search for national hegemony, Social Darwinism, and the missionary impulse; material issues such as land, resources, and technology).
- 10.4.2. Performance Standard:
  
  Discuss the locations of the colonial rule of such nations as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States.
- 10.4.3. Performance Standard:
  
  Explain imperialism from the perspective of the colonizers and the colonized and the varied immediate and long-term responses by the people under colonial rule.
- 10.4.4. Performance Standard:
  
  Describe the independence struggles of the colonized regions of the world, including the roles of leaders, such as Sun Yat-sen in China, and the roles of ideology and religion.
CA.10.5. Content Standard: World History, Culture, and Geography

Students analyze the causes and course of the First World War.
- 10.5.1. Performance Standard:
  
  Analyze the arguments for entering into war presented by leaders from all sides of the Great War and the role of political and economic rivalries, ethnic and ideological conflicts, domestic discontent and disorder, and propaganda and nationalism in mobilizing the civilian population in support of 'total war.'
- 10.5.2. Performance Standard:
  
  Examine the principal theaters of battle, major turning points, and the importance of geographic factors in military decisions and outcomes (e.g., topography, waterways, distance, climate).
- 10.5.3. Performance Standard:
  
  Explain how the Russian Revolution and the entry of the United States affected the course and outcome of the war.
- 10.5.4. Performance Standard:
  
  Understand the nature of the war and its human costs (military and civilian) on all sides of the conflict, including how colonial peoples contributed to the war effort.
- 10.5.5. Performance Standard:
  
  Discuss human rights violations and genocide, including the Ottoman government's actions against Armenian citizens.
CA.10.6. Content Standard: World History, Culture, and Geography

Students analyze the effects of the First World War.
- 10.6.1. Performance Standard:
  
  Analyze the aims and negotiating roles of world leaders, the terms and influence of the Treaty of Versailles and Woodrow Wilson's Fourteen Points, and the causes and effects of the United States's rejection of the League of Nations on world politics.
- 10.6.2. Performance Standard:
  
  Describe the effects of the war and resulting peace treaties on population movement, the international economy, and shifts in the geographic and political borders of Europe and the Middle East.
- 10.6.3. Performance Standard:
  
  Understand the widespread disillusionment with prewar institutions, authorities, and values that resulted in a void that was later filled by totalitarians.
- 10.6.4. Performance Standard:
  
  Discuss the influence of World War I on literature, art, and intellectual life in the West (e.g., Pablo Picasso, the 'lost generation' of Gertrude Stein, Ernest Hemingway).
CA.10.7. Content Standard: World History, Culture, and Geography

Students analyze the rise of totalitarian governments after World War I.
- 10.7.1. Performance Standard:
  
  Understand the causes and consequences of the Russian Revolution, including Lenin's use of totalitarian means to seize and maintain control (e.g., the Gulag).
- 10.7.2. Performance Standard:
  
  Trace Stalin's rise to power in the Soviet Union and the connection between economic policies, political policies, the absence of a free press, and systematic violations of human rights (e.g., the Terror Famine in Ukraine).
- 10.7.3. Performance Standard:
  
  Analyze the rise, aggression, and human costs of totalitarian regimes (Fascist and Communist) in Germany, Italy, and the Soviet Union, noting especially their common and dissimilar traits.
CA.10.8. Content Standard: World History, Culture, and Geography

Students analyze the causes and consequences of World War II.
- 10.8.1. Performance Standard:
  
  Compare the German, Italian, and Japanese drives for empire in the 1930s, including the 1937 Rape of Nanking, other atrocities in China, and the Stalin-Hitler Pact of 1939.
- 10.8.2. Performance Standard:
  
  Understand the role of appeasement, nonintervention (isolationism), and the domestic distractions in Europe and the United States prior to the outbreak of World War II.
- 10.8.3. Performance Standard:
  
  Identify and locate the Allied and Axis powers on a map and discuss the major turning points of the war, the principal theaters of conflict, key strategic decisions, and the resulting war conferences and political resolutions, with emphasis on the importance of geographic factors.
- 10.8.4. Performance Standard:
  
  Describe the political, diplomatic, and military leaders during the war (e.g., Winston Churchill, Franklin Delano Roosevelt, Emperor Hirohito, Adolf Hitler, Benito Mussolini, Joseph Stalin, Douglas MacArthur, Dwight Eisenhower).
- 10.8.5. Performance Standard:
  
  Analyze the Nazi policy of pursuing racial purity, especially against the European Jews; its transformation into the Final Solution; and the Holocaust that resulted in the murder of six million Jewish civilians.
- 10.8.6. Performance Standard:
  
  Discuss the human costs of the war, with particular attention to the civilian and military losses in Russia, Germany, Britain, the United States, China, and Japan.
CA.10.9. Content Standard: World History, Culture, and Geography

Students analyze the international developments in the post-World World War II world.
- 10.9.1. Performance Standard:
  
  Compare the economic and military power shifts caused by the war, including the Yalta Pact, the development of nuclear weapons, Soviet control over Eastern European nations, and the economic recoveries of Germany and Japan.
- 10.9.2. Performance Standard:
  
  Analyze the causes of the Cold War, with the free world on one side and Soviet client states on the other, including competition for influence in such places as Egypt, the Congo, Vietnam, and Chile.
- 10.9.3. Performance Standard:
  
  Understand the importance of the Truman Doctrine and the Marshall Plan, which established the pattern for America's postwar policy of supplying economic and military aid to prevent the spread of Communism and the resulting economic and political competition in arenas such as Southeast Asia (i.e., the Korean War, Vietnam War), Cuba, and Africa.
- 10.9.4. Performance Standard:
  
  Analyze the Chinese Civil War, the rise of Mao Tse-tung, and the subsequent political and economic upheavals in China (e.g., the Great Leap Forward, the Cultural Revolution, and the Tiananmen Square uprising).
- 10.9.5. Performance Standard:
  
  Describe the uprisings in Poland (1952), Hungary (1956), and Czechoslovakia (1968) and those countries' resurgence in the 1970s and 1980s as people in Soviet satellites sought freedom from Soviet control.
- 10.9.6. Performance Standard:
  
  Understand how the forces of nationalism developed in the Middle East, how the Holocaust affected world opinion regarding the need for a Jewish state, and the significance and effects of the location and establishment of Israel on world affairs.
- 10.9.7. Performance Standard:
  
  Analyze the reasons for the collapse of the Soviet Union, including the weakness of the command economy, burdens of military commitments, and growing resistance to Soviet rule by dissidents in satellite states and the non-Russian Soviet republics.
- 10.9.8. Performance Standard:
  
  Discuss the establishment and work of the United Nations and the purposes and functions of the Warsaw Pact, SEATO, NATO, and the Organization of American States.
CA.10.10. Content Standard: World History, Culture, and Geography

Students analyze instances of nation-building in the contemporary world in at least two of the following regions or countries: the Middle East, Africa, Mexico and other parts of Latin America, and China.
- 10.10.1. Performance Standard:
  
  Understand the challenges in the regions, including their geopolitical, cultural, military, and economic significance and the international relationships in which they are involved.
- 10.10.2. Performance Standard:
  
  Describe the recent history of the regions, including political divisions and systems, key leaders, religious issues, natural features, resources, and population patterns.
- 10.10.3. Performance Standard:
  
  Discuss the important trends in the regions today and whether they appear to serve the cause of individual freedom and democracy.
CA.10.11. Content Standard: World History, Culture, and Geography

Students analyze the integration of countries into the world economy and the information, technological, and communications revolutions (e.g., television, satellites, computers).
CA.9-12.HS Content Standard: Historical and Social Sciences Analysis Skills

The intellectual skills noted below are to be learned through, and applied to, the content standards for grades nine through twelve.
- 9-12.CST. Performance Standard:
  
  Chronological and Spatial Thinking
  - 9-12.1. Grade Level Expectation:
    
    Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.
  - 9-12.2. Grade Level Expectation:
    
    Students analyze how change happens at different rates at different times; understand that some aspects can change while others remain the same; and understand that change is complicated and affects not only technology and politics but also values and beliefs.
  - 9-12.3. Grade Level Expectation:
    
    Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods.
  - 9-12.4. Grade Level Expectation:
    
    Students relate current events to the physical and human characteristics of places and regions.
- 9-12.HREP. Performance Standard:
  
  Historical Research, Evidence, and Point of View
  - 9-12.1. Grade Level Expectation:
    
    Students distinguish valid arguments from fallacious arguments in historical interpretations.
  - 9-12.2. Grade Level Expectation:
    
    Students identify bias and prejudice in historical interpretations.
  - 9-12.3. Grade Level Expectation:
    
    Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors' use of evidence and the distinctions between sound generalizations and misleading oversimplifications.
  - 9-12.4. Grade Level Expectation:
    
    Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.
- 9-12.HI. Performance Standard:
  
  Historical Interpretation
  - 9-12.1. Grade Level Expectation:
    
    Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
  - 9-12.2. Grade Level Expectation:
    
    Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.
  - 9-12.3. Grade Level Expectation:
    
    Students interpret past events and issues within the context in which an event unfolded rather than solely in terms of present-day norms and values.
  - 9-12.4. Grade Level Expectation:
    
    Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.
  - 9-12.5. Grade Level Expectation:
    
    Students analyze human modifications of landscapes and examine the resulting environmental policy issues.
  - 9-12.6. Grade Level Expectation:
    
    Students conduct cost-benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy.

Read more about California: 10th-Grade Standards

Arkansas: 10th-Grade Standards

Article Body

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' government
  - PP.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 Compact
  - PP.1.AG.3. Student Learning Expectation / Benchmark: Discuss the contributions of the Enlightenment philosophers
    
    Baron de Montesquieu; Voltaire
  - PP.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 Independence
  - PP.2.AG.2. Student Learning Expectation / Benchmark:
    
    Compare and contrast the Declaration of Independence and Social Contract Theory
  - PP.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 constitutions
  - USC.3.AG.2 Student Learning Expectation / Benchmark:
    
    Analyze the purpose of government stated in the Preamble to the United States Constitution
  - USC.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; Federalism
  - USC.3.AG.4 Student Learning Expectation / Benchmark:
    
    Contrast the arguments expressed in the debate over ratification of the United States Constitution
  - USC.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 government
  - USC.4.AG.2 Student Learning Expectation / Benchmark:
    
    Research the key powers granted to Congress by the United States Constitution
  - USC.4.AG.3 Student Learning Expectation / Benchmark:
    
    Compare and contrast enumerated and implied powers
  - USC.4.AG.4 Student Learning Expectation / Benchmark:
    
    Compare and contrast delegated, concurrent, and reserved powers
  - USC.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 rights
  - USC.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; powers
  - USC.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 process
  - USC.6.AG.4 Student Learning Expectation / Benchmark:
    
    Explain the influence of lobbyists and special interest groups on the legislative process
  - USC.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 States
  - USC.7.AG.2 Student Learning Expectation / Benchmark:
    
    Analyze the roles of the presidency
  - USC.7.AG.3 Student Learning Expectation / Benchmark:
    
    Explain the justification and function of executive orders
  - USC.7.AG.4 Student Learning Expectation / Benchmark:
    
    Explain the function of departments and agencies within the bureaucracy of the federal government
  - USC.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 courts
  - USC.8.AG.2 Student Learning Expectation / Benchmark:
    
    Compare and contrast the process of selecting and confirming federal and state judges
  - USC.8.AG.3 Student Learning Expectation / Benchmark:
    
    Explain the process by which the Supreme Court selects and decides cases
  - USC.8.AG.4 Student Learning Expectation / Benchmark:
    
    Analyze the concept of judicial review as established by Marbury v. Madison
  - USC.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-out
  - E.9.AG.2. Student Learning Expectation / Benchmark:
    
    Compare and contrast arguments for and against the electoral college
  - E.9.AG.3. Student Learning Expectation / Benchmark:
    
    Describe the role of political parties in federal, state, and local elections
  - E.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; redistricting
  - E.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 Arkansas
  - SLG.10.AG. Student Learning Expectation / Benchmark:
    
    Discuss the sources of revenue received by each level of government in Arkansas
  - SLG.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 World
  - EUS.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 States
  - EUS.1.AH.4 Student Learning Expectation / Benchmark:
    
    Research economic development in the three colonial regions using primary and secondary sources
  - EUS.1.AH.5 Student Learning Expectation / Benchmark:
    
    Map the geographic similarities and differences among the three colonial regions
  - EUS.1.AH.6 Student Learning Expectation / Benchmark:
    
    Compare and contrast economic development in the three colonial regions
  - EUS.1.AH.7 Student Learning Expectation / Benchmark:
    
    Analyze different points of view regarding society, customs, and traditions in the three colonial regions
  - EUS.1.AH.8 Student Learning Expectation / Benchmark:
    
    Compare changes which occurred over time in the three colonial regions
  - EUS.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 Rights
  - EUS.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; geographic
  - EUS.3.AH.2 Student Learning Expectation / Benchmark: Discuss the causes and effects of the Mexican-American War
    
    political; social; economic; geographic
  - EUS.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 expansion
  - R.4.AH.2. Student Learning Expectation / Benchmark:
    
    Discuss the impact of the transcontinental railroad on the development of the West
  - R.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 wars
  - R.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 Amendment
  - R.5.AH.3. Student Learning Expectation / Benchmark:
    
    Research the effects of the Civil War Amendments during Reconstruction using primary source documents
  - R.5.AH.4. Student Learning Expectation / Benchmark:
    
    Examine the reasons for the impeachment of President Andrew Johnson
  - R.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 Reconstruction
  - R.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 Island
  - IN.7AH.2. Student Learning Expectation / Benchmark:
    
    Map the changing immigration patterns of the late 19th and early 20th centuries
  - IN.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 League
  - IN.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 centuries
  - IN.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 Vanderbilt
  - IN.8.AH.3. Student Learning Expectation / Benchmark:
    
    Compare and contrast vertical integration and horizontal integration
  - IN.8.AH.4. Student Learning Expectation / Benchmark: Analyze new forms of business organization
    
    trusts; monopolies; pools; holding companies
  - IN.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 Exodusters
  - PO.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 image
  - PO.9.AH.4. Student Learning Expectation / Benchmark:
    
    Chart the transition of Oklahoma from Indian Territory to statehood
  - PO.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; alliances
  - PO.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 cases
  - PO.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 Hawaii
  - IM.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 McKinley
  - IM.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 Corollary
  - IM.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 Wilson
  - IM.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 influence
  - IM.13.AH.4 Student Learning Expectation / Benchmark:
    
    Evaluate the social, political, economic, and geographic impact of the Open Door Policy
  - IM.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 reform
  - PR.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 Amendment
  - PR.14.AH.5 Student Learning Expectation / Benchmark: Investigate the contributions of Theodore Roosevelt's administration in establishing conservation of natural resources
    
    John Muir; Gifford Pinchot
  - PR.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 1913
  - PR.14.AH.7 Student Learning Expectation / Benchmark: Evaluate Robert La Follette's Wisconsin Idea in regard to political reform
    
    initiative; referendum; recall; direct primary
  - PR.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 People
  - PR.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 Act
  - PR.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 Amendments
  - PR.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; alliances
  - WC.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 I
  - WC.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 Information
  - WC.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 patterns
  - WC.17AH.2. Student Learning Expectation / Benchmark:
    
    Analyze the national and global causes and effects of the Great Depression
  - WC.17.AH.3 Student Learning Expectation / Benchmark:
    
    Discuss President Herbert Hoover's policies in dealing with the Great Depression
  - WC.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 II
  - WC.18.AH.2 Student Learning Expectation / Benchmark:
    
    Summarize Japanese motives for attacking Pearl Harbor
  - WC.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 Americans
  - WC.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 States
  - WC.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 Team
  - WC.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 Japan
  - WC.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 politics
  - CUS.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 1957
  - CUS.19.AH. Student Learning Expectation / Benchmark: Examine the development of international alliances as a result of the Cold War
    
    North Atlantic Treaty Organization; Warsaw Pact
  - CUS.19.AH. Student Learning Expectation / Benchmark:
    
    Discuss the impact of the space race on relations between the United States and the Soviet Union
  - CUS.19.AH. Student Learning Expectation / Benchmark: Investigate civil rights issues affecting the following groups
    
    African Americans; American Indians; Asian Americans; Hispanic Americans; women
  - CUS.19.AH. Student Learning Expectation / Benchmark: Investigate the role of the United States in global conflicts
    
    Korean Conflict; Vietnam Conflict; Operation Desert Shield/Storm
  - CUS.19.AH. Student Learning Expectation / Benchmark:
    
    Examine the cultural and technological changes in American society that began in the 1950s using primary and secondary sources
  - CUS.19.AH. Student Learning Expectation / Benchmark:
    
    Compare and contrast the policies of the New Frontier and the Great Society
  - CUS.19.AH. Student Learning Expectation / Benchmark:
    
    Discuss the political and social results of Watergate
  - CUS.19.AH. Student Learning Expectation / Benchmark:
    
    Compare and contrast the domestic and foreign policies of United States presidents from Richard Nixon to the present
  - CUS.19.AH. Student Learning Expectation / Benchmark:
    
    Recognize current issues in immigration and ethnic diversity
  - CUS.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 Plain
  - G.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 traditions
  - EA.2.AH.9- Student Learning Expectation / Benchmark: Examine the significant elements in the success of pre-historic cultures in Arkansas
    
    location; food sources
  - EA.2.AH.9- Student Learning Expectation / Benchmark: Compare and contrast the cultural characteristics of early Indian tribes in Arkansas
    
    Osage; Caddo; Quapaw
  - EA.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 Settlement
  - EA.2.AH.9- Student Learning Expectation / Benchmark: Analyze the changing ownership of Arkansas using primary and secondary sources
    
    Spain; France; United States
  - EA.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 Joliet
  - EA.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 patterns
  - TPS.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 technology
  - TPS.4.AH.9 Student Learning Expectation / Benchmark:
    
    Investigate the contribution of William Woodruff's, The Arkansas Gazette to the growth and development of Arkansas
  - TPS.4.AH.9 Student Learning Expectation / Benchmark: Analyze the process to achieve statehood
    
    petition for statehood; congressional approval; Michigan/Arkansas
  - TPS.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 Confederacy
  - SR.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 Confederation
  - SR.5.AH.9- Student Learning Expectation / Benchmark:
    
    Analyze the contributions of noteworthy Arkansans during the Civil War period
  - SR.5.AH.9- Student Learning Expectation / Benchmark: Explain the existence of dual governments in wartime Arkansas
    
    Washington, Arkansas; Little Rock, Arkansas
  - SR.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 Constitution
  - RP.6.AH.9- Student Learning Expectation / Benchmark:
    
    Analyze the effects of sharecropping on society in Arkansas
  - RP.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 period
  - RP.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 Arkansas
  - W.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 sources
  - GD.8.AH.9- Student Learning Expectation / Benchmark:
    
    Research the consequences of the 1930 drought on Arkansas using available technology
  - GD.8.AH.9- Student Learning Expectation / Benchmark:
    
    Analyze the results of bank closures on Arkansas
  - GD.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 military
  - WWP.9.AH.9 Student Learning Expectation / Benchmark:
    
    Investigate the social and economic effects of World War II on Arkansans
  - WWP.9.AH.9 Student Learning Expectation / Benchmark:
    
    Research Japanese relocation camps and prisoner of war camps in Arkansas using available technology
  - WWP.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 presidency
  - WWP.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 civics
  - C.1.CCC.2. Student Learning Expectation / Benchmark:
    
    Explain the role of citizenship
  - C.1.CCC.3. Student Learning Expectation / Benchmark:
    
    Explain what constitutes a citizen
  - C.1.CCC.4. Student Learning Expectation / Benchmark: Discuss the process of becoming a citizen
    
    native born (e.g., jus soli, jus sanguinus); naturalization
  - C.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; taxes
  - C.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 government
  - G.3.CCC.2. Student Learning Expectation / Benchmark:
    
    Describe how governments acquire power
  - G.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 Constitution
  - USC.5.CCC. Student Learning Expectation / Benchmark:
    
    Discuss the meaning of constitution and constitutional government
  - USC.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 - 1787
  - USC.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 Constitution
  - USC.6.CCC. Student Learning Expectation / Benchmark:
    
    Describe the procedures required to amend the United States Constitution
  - USC.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 Rights
  - USC.7.CCC. Student Learning Expectation / Benchmark:
    
    Identify changes occurring over time in the interpretation of the Bill of Rights
  - USC.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; function
  - SG.8.CCC.2 Student Learning Expectation / Benchmark: Discuss the executive branch of the government at the federal and state levels
    
    purpose; organization; authority; function
  - SG.8.CCC.3 Student Learning Expectation / Benchmark: Discuss the judicial branch of the government at the federal and state levels
    
    purpose; organization; authority; function
  - SG.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 laws
  - L.9.CCC.2. Student Learning Expectation / Benchmark:
    
    Explain the need for active and ongoing change in laws
  - L.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 citizens
  - PPE.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 advertising
  - PPE.12.CCC Student Learning Expectation / Benchmark:
    
    Discuss biases in the formation of public opinion
  - PPE.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 civics
  - C.1.C.2. Student Learning Expectation / Benchmark:
    
    Explain the role of citizenship
  - C.1.C.3. Student Learning Expectation / Benchmark:
    
    Explain what constitutes a citizen
  - C.1.C.4. Student Learning Expectation / Benchmark: Discuss the process of becoming a citizen
    
    native born (e.g., jus soli, jus sanguinus); naturalization
  - C.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 citizen
  - C.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 government
  - G.3.C.2. Student Learning Expectation / Benchmark:
    
    Analyze how governments acquire power
  - G.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 government
  - USC.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 - 1787-1788
  - USC.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 Fathers
  - USC.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 powers
  - USC.6.C.3. Student Learning Expectation / Benchmark: Explain the limitations on the powers of government
    
    Writ of Habeas Corpus; Bill of Attainder; Ex Post Facto
  - USC.6.C.4. Student Learning Expectation / Benchmark:
    
    Describe the procedures required to amend the United States Constitution
  - USC.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; function
  - SG.8.C.2. Student Learning Expectation / Benchmark: Discuss the executive branch of the government at the federal and state levels
    
    purpose; organization; authority; function
  - SG.8.C.3. Student Learning Expectation / Benchmark: Discuss the judicial branch of the government at the federal and state levels
    
    purpose; organization; authority; function
  - SG.8.C.4. Student Learning Expectation / Benchmark:
    
    Analyze the separation of powers and the system of checks and balances at the federal and state levels
  - SG.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 levels
  - L.9.C.2. Student Learning Expectation / Benchmark:
    
    Describe the supremacy of federal laws
  - L.9.C.3. Student Learning Expectation / Benchmark:
    
    Discuss the concept of full faith and credit as it applies to the relationship between states
  - L.9.C.4. Student Learning Expectation / Benchmark:
    
    Discuss the process by which a bill becomes a law at the federal and state levels
  - L.9.C.5. Student Learning Expectation / Benchmark:
    
    Examine the difference between a statute and an ordinance
  - L.9.C.6. Student Learning Expectation / Benchmark:
    
    Explain the need for active and ongoing change in laws
  - L.9.C.7. Student Learning Expectation / Benchmark:
    
    Compare and contrast criminal and civil laws
  - L.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 citizens
  - PPE.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 techniques
  - PPE.12.C.2 Student Learning Expectation / Benchmark:
    
    Examine the influence of the Internet on the political process
  - PPE.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 elections
  - PPE.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 civics
  - C.1.CAG.2. Student Learning Expectation / Benchmark:
    
    Explain the role of citizenship
  - C.1.CAG.3. Student Learning Expectation / Benchmark:
    
    Explain what constitutes a citizen
  - C.1.CAG.4. Student Learning Expectation / Benchmark: Discuss the process of becoming a citizen
    
    native born (e.g., jus soli, jus sanguinus); naturalization
  - C.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 citizen
  - C.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 government
  - G.3.CAG.2. Student Learning Expectation / Benchmark:
    
    Analyze how government acquires power
  - G.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 government
  - G.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 Constitution
  - USC.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 - 1787-1788
  - USC.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 Fathers
  - USC.5.CAG. Student Learning Expectation / Benchmark:
    
    Explain the social contract theory of government
  - USC.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 Constitution
  - USC.6.CAG. Student Learning Expectation / Benchmark:
    
    Compare delegated, concurrent, and reserved powers
  - USC.6.CAG. Student Learning Expectation / Benchmark: Explain limitations on the powers of government
    
    Writ of Habeas Corpus; Bill of Attainder; Ex Post Facto
  - USC.6.CAG. Student Learning Expectation / Benchmark:
    
    Describe the procedures required to amend the United States Constitution
  - USC.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 Rights
  - USC.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; function
  - SG.8.CAG.2 Student Learning Expectation / Benchmark: Discuss the executive branch of government at the federal and state levels
    
    purpose; organization; authority; function
  - SG.8.CAG.3 Student Learning Expectation / Benchmark: Discuss the judicial branch of government at the federal and state levels
    
    purpose; organization; authority; function
  - SG.8.CAG.4 Student Learning Expectation / Benchmark:
    
    Analyze the separation of powers and the system of checks and balances at the federal and state levels
  - SG.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 levels
  - L.9.CAG.2. Student Learning Expectation / Benchmark:
    
    Describe the supremacy of federal laws
  - L.9.CAG.3. Student Learning Expectation / Benchmark:
    
    Discuss the process by which a bill becomes a law
  - L.9.CAG.4. Student Learning Expectation / Benchmark:
    
    Examine the difference between a statute and an ordinance
  - L.9.CAG.5. Student Learning Expectation / Benchmark:
    
    Define the concept of full faith and credit as it applies to the relationship between states
  - L.9.CAG.6. Student Learning Expectation / Benchmark:
    
    Identify the source, purpose, and function of laws
  - L.9.CAG.7. Student Learning Expectation / Benchmark:
    
    Explain the need for active and ongoing change in laws
  - L.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; penalty
  - L.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 citizens
  - PPE.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 techniques
  - PPE.12.CAG Student Learning Expectation / Benchmark:
    
    Examine the influence of the Internet on the political process
  - PPE.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 elections
  - PPE.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 Nations
  - GR.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 Nations
  - GC.5.CH.2. Student Learning Expectation / Benchmark:
    
    Investigate the circumstances surrounding the creation of Israel
  - GC.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 Europe
  - GC.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 Day
  - E.7.CH.2. Student Learning Expectation / Benchmark: Investigate the consequences of environmental disasters
    
    Love Canal; Three Mile Island; Chernobyl; oil spills; Bhopal
  - E.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; governments
  - EF.1.E.2. Student Learning Expectation / Benchmark: Describe the use of cost/benefit analysis in making choices
    
    individuals; businesses; governments
  - EF.1.E.3. Student Learning Expectation / Benchmark:
    
    Explain the concepts of opportunity costs and tradeoffs using the decision making model
  - EF.1.E.4. Student Learning Expectation / Benchmark:
    
    Illustrate the tradeoffs between two options using a production possibilities curve
  - EF.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; entrepreneurship
  - EF.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 marketplace
  - EF.3.E.2. Student Learning Expectation / Benchmark:
    
    Differentiate between absolute advantage and comparative advantage
  - EF.3.E.3. Student Learning Expectation / Benchmark:
    
    Discuss issues related to free trade
  - EF.3.E.4. Student Learning Expectation / Benchmark: Examine trade barriers
    
    tariffs; quotas; embargos; preservation of standards (protectionism); export subsidies
  - EF.3.E.5. Student Learning Expectation / Benchmark:
    
    Explain the effect of exchange rates on the purchasing power of people globally
  - EF.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 curve
  - MI.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 curve
  - MI.4.E.3. Student Learning Expectation / Benchmark:
    
    Explain the relationship between surpluses, shortages, and equilibrium price
  - MI.4.E.4. Student Learning Expectation / Benchmark:
    
    Describe the signals sent to buyers and sellers by price
  - MI.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; corporation
  - MI.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; cartel
  - MI.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 cost
  - MI.7.E.2. Student Learning Expectation / Benchmark:
    
    Discuss the importance of productivity to business growth
  - MI.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 demand
  - MA.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 services
  - MA.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 market
  - MA.10.E.2. Student Learning Expectation / Benchmark:
    
    Differentiate between Gross Domestic Product and Real Gross Domestic Product
  - MA.10.E.3. Student Learning Expectation / Benchmark:
    
    Explain the importance of adjusting Gross Domestic Product for inflation
  - MA.10.E.4. Student Learning Expectation / Benchmark: Identify different types of unemployment
    
    cyclical unemployment; structural unemployment; frictional unemployment; seasonal unemployment
  - MA.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 economy
  - MA.11.E.2. Student Learning Expectation / Benchmark:
    
    Describe the role and functions of banks and other financial institutions in the United States
  - MA.11.E.3. Student Learning Expectation / Benchmark:
    
    Describe the organization and role of the Federal Reserve
  - MA.11.E.4. Student Learning Expectation / Benchmark:
    
    Discuss the role of fiscal policy in setting and maintaining economic stability and growth
  - MA.11.E.5. Student Learning Expectation / Benchmark:
    
    Illustrate the major sources of government revenue
  - MA.11.E.6. Student Learning Expectation / Benchmark: Illustrate the major expenditures of tax revenues at the national level
    
    national security; social programs; education
  - MA.11.E.7. Student Learning Expectation / Benchmark:
    
    Compare and contrast the ability-to-pay principle of taxation and the benefits-received principle of taxation
  - MA.11.E.8. Student Learning Expectation / Benchmark: Explain different types of taxes
    
    progressive tax; regressive tax; proportional tax
  - MA.11.E.9. Student Learning Expectation / Benchmark:
    
    Distinguish between budget deficit and national debt
  - MA.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
  - HM.1.P.2. Student Learning Expectation / Benchmark:
    
    Summarize the development of psychology from a branch of philosophy and biology to an independent empirical discipline
  - HM.1.P.3. Student Learning Expectation / Benchmark: Compare and contrast the contemporary perspectives used by psychologists
    
    Psychodynamic perspective; Behaviorism; Humanism; Cognitive perspective; Sociocultural perspective; Biological perspective; Evolutionary perspective
  - HM.1.P.4. Student Learning Expectation / Benchmark:
    
    Identify the major events in the history of psychology from 1879 to present
- HM.2.P. Standard / Student Learning Expectation: History and Methods
  
  Students shall investigate major subfields that comprise psychology.
  - HM.2.P.1. Student Learning Expectation / Benchmark:
    
    Research the research (basic) subfields and applications of contemporary psychology (e.g., university/academic careers)
  - HM.2.P.2. Student Learning Expectation / Benchmark:
    
    Research the applied subfields and applications of contemporary psychology (e.g., schools, industrial/organizational)
  - HM.2.P.3. Student Learning Expectation / Benchmark:
    
    Research the clinical/medical subfields and applications of contemporary psychology (e.g., counseling psychologist, clinical psychologist, psychiatrist)
- HM.3.P. Standard / Student Learning Expectation: History and Methods
  
  Students shall investigate research strategies and basic statistical concepts employed by psychologists.
  - HM.3.P.1. Student Learning Expectation / Benchmark:
    
    Examine the scientific method as a tool for determining cause and effect
  - HM.3.P.2. Student Learning Expectation / Benchmark: Critique the research methods and tools psychologists use to gather and interpret data
    
    experiments versus correlation studies; field experiments versus naturalistic observations; case studies versus surveys; longitudinal studies versus cross-sectional studies
  - HM.3.P.3. Student Learning Expectation / Benchmark:
    
    Employ the basic concepts of statistical data (e.g., calculation of mean, median, and mode)
  - HM.3.P.4. Student Learning Expectation / Benchmark:
    
    Explain the manipulation of statistical data
- BBB.4.P. Standard / Student Learning Expectation: Biological Bases of Behavior
  
  Students shall investigate the structure and function of the nervous system.
  - BBB.4.P.1. Student Learning Expectation / Benchmark:
    
    Describe the basic parts of a neuron and the electrochemical process of neural firing
  - BBB.4.P.2. Student Learning Expectation / Benchmark:
    
    Describe the hierarchy of the nervous system (e.g., central nervous system, peripheral nervous system, and respective components)
  - BBB.4.P.3. Student Learning Expectation / Benchmark:
    
    Compare and contrast the communication systems of the nervous and endocrine systems
- BBB.5.P. Standard / Student Learning Expectation: Biological Bases of Behavior
  
  Students shall describe the basic concepts of sensation and perception.
  - BBB.5.P.1. Student Learning Expectation / Benchmark:
    
    Distinguish between sensation and perception
  - BBB.5.P.2. Student Learning Expectation / Benchmark:
    
    Identify the transduction processes of the five basic senses with emphasis on vision
  - BBB.5.P.3. Student Learning Expectation / Benchmark:
    
    Discuss thresholds, Weber's Law, and signal detection theory
  - BBB.5.P.4. Student Learning Expectation / Benchmark:
    
    Summarize principles associated with perception (e.g., illusions, constancies, and Gestalt principles)
- BBB.6.P. Standard / Student Learning Expectation: Biological Bases of Behavior
  
  Students shall examine the states of consciousness evident in human behavior.
  - BBB.6.P.1. Student Learning Expectation / Benchmark: Compare and contrast the Freudian viewpoints of consciousness
    
    conscious; nonconscious; preconscious; unconscious
  - BBB.6.P.2. Student Learning Expectation / Benchmark:
    
    Compare and contrast levels of consciousness other than Freudian viewpoints
  - BBB.6.P.3. Student Learning Expectation / Benchmark:
    
    Distinguish between the different stages of sleep
  - BBB.6.P.4. Student Learning Expectation / Benchmark: Discuss sleep disorders
    
    insomnia; sleep apnea; narcolepsy; night terrors
  - BBB.6.P.5. Student Learning Expectation / Benchmark:
    
    Explain the current theories on the purpose and functions of dreams (e.g., Freudian view, activation-synthesis theory)
  - BBB.6.P.6. Student Learning Expectation / Benchmark:
    
    Describe the effects of drugs on the states of consciousness
  - BBB.6.P.7. Student Learning Expectation / Benchmark:
    
    Explain altered states of consciousness and the roles each have played in human culture (e.g., trances, hypnosis, meditation)
- PA.7.P. Standard / Student Learning Expectation: Personality and Assessment
  
  Students shall explain the role of personality development and methods of assessment.
  - PA.7.P.1. Student Learning Expectation / Benchmark:
    
    Describe the various approaches and theories of personality
  - PA.7.P.2. Student Learning Expectation / Benchmark:
    
    Determine the relationship between personality and behavior in terms of both situation and life span
  - PA.7.P.3. Student Learning Expectation / Benchmark:
    
    Describe different methods used to assess personality (e.g., Myers-Briggs, Rorschach)
- HD.8.P. Standard / Student Learning Expectation: Human Development
  
  Students shall explain the process of how humans grow, learn, and adapt to their environment.
  - HD.8.P.1. Student Learning Expectation / Benchmark: Describe physical human development over the life span
    
    prenatal; infancy; childhood; adolescence; adulthood; late adulthood
  - HD.8.P.2. Student Learning Expectation / Benchmark:
    
    Investigate Piaget's theory of cognitive human development
  - HD.8.P.3. Student Learning Expectation / Benchmark:
    
    Investigate Eriksson's theory of social human development
  - HD.8.P.4. Student Learning Expectation / Benchmark:
    
    Investigate Kohlberg's theory of moral human development
  - HD.8.P.5. Student Learning Expectation / Benchmark: Examine the origins and roles of language and the resulting effects on thought and behavior
    
    Chomsky; Skinner
- LMC.9.P. Standard / Student Learning Expectation: Learning, Memory, and Cognition
  
  Students shall identify the major theories and approaches to the modern understanding of learning, memory, and cognition.
  - LMC.9.P.1. Student Learning Expectation / Benchmark: Examine the principles and scope associated with learning
    
    classical conditioning; operant conditioning; observational learning
  - LMC.9.P.2. Student Learning Expectation / Benchmark: Explain the three stage model of memory processing
    
    sensory memory; short-term (working) memory; long-term memory
  - LMC.9.P.3. Student Learning Expectation / Benchmark:
    
    Identify strategies for improving memory and study skills (e.g., mnemonic devices, spacing effect, active learning, and test-taking strategies)
- LMC.10.P. Standard / Student Learning Expectation: Learning, Memory, and Cognition
  
  Student shall describe the role of motivation and emotion in human behavior.
  - LMC.10.P.1 Student Learning Expectation / Benchmark:
    
    Discuss the functions and interrelations of motivation and emotion
  - LMC.10.P.2 Student Learning Expectation / Benchmark: Discuss the areas of the brain associated with the activation of motivation and emotion
    
    limbic system; hypothalamus
  - LMC.10.P.3 Student Learning Expectation / Benchmark:
    
    Explain Maslow's Hierarchy of Needs
- SP.11.P. Standard / Student Learning Expectation: Social Psychology
  
  Students shall describe the underlying social influences that shape human behavior.
  - SP.11.P.1. Student Learning Expectation / Benchmark:
    
    Describe the effects of social interaction on individual behavior
  - SP.11.P.2. Student Learning Expectation / Benchmark:
    
    Describe the effects of group interaction on thought and behavior (e.g., conformity, obedience, groupthink, group polarization)
  - SP.11.P.3. Student Learning Expectation / Benchmark:
    
    Discuss the psychological basis for prejudice and social identity
- SMH.12.P. Standard / Student Learning Expectation: Stress and Mental Health
  
  Students shall examine the relationship between stress and health.
  - SMH.12.P.1 Student Learning Expectation / Benchmark:
    
    Examine the causes of stress
  - SMH.12.P.2 Student Learning Expectation / Benchmark:
    
    Explain the effects stress has on the body
  - SMH.12.P.3 Student Learning Expectation / Benchmark:
    
    Explain defensive and active strategies for dealing with stress
- SMH.13.P. Standard / Student Learning Expectation: Stress and Mental Health
  
  Students shall describe major psychological disorders and treatments.
  - SMH.13.P.1 Student Learning Expectation / Benchmark: Define the major psychological disorders and diseases
    
    addiction; anxiety disorders; developmental disorders; dissociative disorders; mood disorders; personality disorders; schizophrenia; somatoform disorders
  - SMH.13.P.2 Student Learning Expectation / Benchmark:
    
    Investigate the history of the treatment of psychological diseases and disorders through the modern perspective
  - SMH.13.P.3 Student Learning Expectation / Benchmark:
    
    Discuss popular misconceptions related to those suffering mental disorders
AR.S. Strand / Content Standard: Sociology
- FS.1.S. Standard / Student Learning Expectation: Foundations of Sociology
  
  Students shall describe the development of sociology as a social science.
  - FS.1.S.1. Student Learning Expectation / Benchmark:
    
    Discuss sociology and the seven social sciences
  - FS.1.S.2. Student Learning Expectation / Benchmark: Investigate the impact, both positive and negative, of early leading theorists within social science
    
    Auguste Comte; Harriet Martineau; Herbert Spencer; Karl Marx; Emile Durkheim; Max Weber
  - FS.1.S.3. Student Learning Expectation / Benchmark: Analyze the contributions of individuals that contributed to the development of sociology in the United States
    
    Jane Addams; W.E.B. Du Bois; C. Wright Mills; Herbert Blumer; Charles Horton Cooley; George Herbert Mead
  - FS.1.S.4. Student Learning Expectation / Benchmark: Discuss the three major theoretical perspectives of sociology
    
    functional perspective; conflict perspective; interaction perspective
  - FS.1.S.5. Student Learning Expectation / Benchmark:
    
    Examine various types of sociological research methods
- CS.2.S. Standard / Student Learning Expectation: Culture and Socialization
  
  Students shall examine the influence of culture on the individual.
  - CS.2.S.1. Student Learning Expectation / Benchmark:
    
    Discuss key components of culture
  - CS.2.S.2. Student Learning Expectation / Benchmark:
    
    Examine the effect of diversity and change on a culture
  - CS.2.S.3. Student Learning Expectation / Benchmark:
    
    Examine the importance of norms and values to a culture
- CS.3.S. Standard / Student Learning Expectation: Culture and Socialization
  
  Students shall examine the influence of culture on socialization.
  - CS.3.S.1. Student Learning Expectation / Benchmark:
    
    Discuss the process of socialization in human development
  - CS.3.S.2. Student Learning Expectation / Benchmark: Analyze the role of socialization agents in human development
    
    family; school; peer groups; mass media
- S.4.S. Standard / Student Learning Expectation: Status
  
  Students shall examine the effects of social status on human behavior.
  - S.4.S.1. Student Learning Expectation / Benchmark: Describe the effect of social status on social order
    
    upper class; middle class; lower class; professional; nonprofessional; unemployed
  - S.4.S.2. Student Learning Expectation / Benchmark:
    
    Examine the roles and role expectations which can lead to role conflict
  - S.4.S.3. Student Learning Expectation / Benchmark:
    
    Analyze various points of view relating to historical and current events
- G.5.S. Standard / Student Learning Expectation: Groups
  
  Students shall explore the influence of social groups on behavior.
  - G.5.S.1. Student Learning Expectation / Benchmark:
    
    Identify students as members of primary groups and secondary groups
  - G.5.S.2. Student Learning Expectation / Benchmark:
    
    Examine the influence of group membership on student behavior
  - G.5.S.3. Student Learning Expectation / Benchmark:
    
    Discuss the influence of formal organizations on the behavior of group members
  - G.5.S.4. Student Learning Expectation / Benchmark: Examine social interaction
    
    coercion; conflict; conformity; cooperation; groupthink; social exchange
- SI.6.S. Standard / Student Learning Expectation: Social Institutions
  
  Students shall examine the effects of social institutions on group behavior.
  - SI.6.S.1. Student Learning Expectation / Benchmark: Examine social institutions
    
    economic; educational; family; political; religious
  - SI.6.S.2. Student Learning Expectation / Benchmark:
    
    Examine the effect social institutions have on societal values
  - SI.6.S.3. Student Learning Expectation / Benchmark:
    
    Discuss the influence of popular culture on group behavior (e.g., sports, entertainment, media)
- SC.7.S. Standard / Student Learning Expectation: Social Change
  
  Students shall examine the changing nature of society.
  - SC.7.S.1. Student Learning Expectation / Benchmark:
    
    Describe societal changes over time
  - SC.7.S.2. Student Learning Expectation / Benchmark:
    
    Examine the factors that influence change in social norms over time
- SP.8.S. Standard / Student Learning Expectation: Social Problems
  
  Students shall analyze current social problems.
  - SP.8.S.1. Student Learning Expectation / Benchmark:
    
    Discuss deviance
  - SP.8.S.2. Student Learning Expectation / Benchmark:
    
    Describe criminal behavior and the reaction of society to the behavior
  - SP.8.S.3. Student Learning Expectation / Benchmark:
    
    Examine the effect of race and ethnicity on group behavior
  - SP.8.S.4. Student Learning Expectation / Benchmark:
    
    Research the influence of world events on group behavior (e.g., terrorism, disease, global economy, natural disasters, changes in technology, migration)
AR.WG. Strand / Content Standard: World Geography
- SG.1.WG. Standard / Student Learning Expectation: Spatial Geography
  
  Students shall analyze information about people, places, and the environment using maps, globes, atlases, and available technology.
  - SG.1.WG.1. Student Learning Expectation / Benchmark:
    
    Explain the importance of the Earth's grid system
  - SG.1.WG.2. Student Learning Expectation / Benchmark:
    
    Develop an Earth grid system using major lines of latitude and longitude and the north and south poles
  - SG.1.WG.3. Student Learning Expectation / Benchmark:
    
    Compute the difference in time around the world using lines of longitude
  - SG.1.WG.4. Student Learning Expectation / Benchmark:
    
    Interpret a variety of maps and images (e.g., topographical map, physical, climate, political, highway, thematic map)
  - SG.1.WG.5. Student Learning Expectation / Benchmark:
    
    Evaluate reasons for choosing a specific technology (e.g., aerial photography, satellite-produced imagery, Landsat, Geographic Information System) to analyze selected geographic problems (e.g., pollution, deforestation, overpopulation)
  - SG.1.WG.6. Student Learning Expectation / Benchmark:
    
    Critique maps that illustrate biased points of view (e.g., political, military, historical)
  - SG.1.WG.7. Student Learning Expectation / Benchmark:
    
    Analyze factors that shape a person's mental map (e.g., mass media, geographic education, prejudices, travel experience, literature)
  - SG.1.WG.8. Student Learning Expectation / Benchmark:
    
    Identify ways in which mental maps influence human decisions about location, settlement, and public policy
  - SG.1.WG.9. Student Learning Expectation / Benchmark:
    
    Create maps, graphs, or charts to illustrate information about people, places, and the environment using data collected from primary and secondary sources
- PR.2.WG. Standard / Student Learning Expectation: Places and Regions
  
  Students shall investigate the physical characteristics of places and regions.
  - PR.2.WG.1. Student Learning Expectation / Benchmark:
    
    Examine the physical characteristics that constitute a region (e.g., desert, rainforest, plateau, savanna, tundra)
  - PR.2.WG.2. Student Learning Expectation / Benchmark: Explain the concept of region as a way of categorizing, interpreting, and ordering complex information about the Earth
    
    climatic; political; agricultural; economic; perceptual
  - PR.2.WG.3. Student Learning Expectation / Benchmark:
    
    Analyze physical changes in regions and the factors that lead to those changes (e.g., Aral Sea, Three Gorges Dam, Dust Bowl)
  - PR.2.WG.4. Student Learning Expectation / Benchmark:
    
    Research the physical characteristics of places/regions which must be considered before developing an area (e.g., floodplain, coastal flood zone, earthquake zone, river crossing, volcanic regions)
  - PR.2.WG.5. Student Learning Expectation / Benchmark:
    
    Explain physical processes that create specific physical characteristics (e.g., climate, erosion, tectonics)
- PS.3.WG. Standard / Student Learning Expectation: Physical Systems
  
  Students shall analyze the physical systems of the Earth.
  - PS.3.WG.1. Student Learning Expectation / Benchmark: Categorize the features of the following physical system
    
    lithosphere; biosphere; hydrosphere; atmosphere
  - PS.3.WG.2. Student Learning Expectation / Benchmark:
    
    Describe the effects of the tilt of the Earth's axis on the cycle of the seasons in the northern and southern hemispheres (e.g., equinox, solstice)
  - PS.3.WG.3. Student Learning Expectation / Benchmark:
    
    Analyze the influence of weather and climate on the geography of a place (e.g., El Nino, Ice Age, tornado, hurricane)
  - PS.3.WG.4. Student Learning Expectation / Benchmark:
    
    Explain the differences for the distribution pattern of the world's climates (e.g., ocean currents, wind currents, landforms)
  - PS.3.WG.5. Student Learning Expectation / Benchmark:
    
    Investigate the major physical processes that produce landforms using available technology (e.g., erosion, earthquakes, fold, fault, volcanic eruptions)
- HS.4.WG. Standard / Student Learning Expectation: Human Systems
  
  Students shall analyze the influence of cooperation and conflict on the division of the Earth's surface.
  - HS.4.WG.1. Student Learning Expectation / Benchmark:
    
    Discuss reasons for worldwide population trends (e.g., food supply, health care, disease control, employment)
  - HS.4.WG.2. Student Learning Expectation / Benchmark:
    
    Analyze the push factors and pull factors that influenced human migration (e.g., political conditions, economic incentives, religion, and family ties)
  - HS.4.WG.3. Student Learning Expectation / Benchmark:
    
    Analyze the changing structure and functions of population centers over time (e.g., growth of suburbs, lack of housing, loss of farm land, city services)
  - HS.4.WG.4. Student Learning Expectation / Benchmark:
    
    Describe problems that arose in creating trade routes which were influenced by physical features (e.g., Silk Road, Suez Canal, Panama Canal)
  - HS.4.WG.5. Student Learning Expectation / Benchmark:
    
    Construct a distribution pattern of the world's races, religions, and languages to determine sources of geographic conflict
  - HS.4.WG.6. Student Learning Expectation / Benchmark:
    
    Investigate cultural cooperation or conflict which can cause changes in a region (e.g., Crusades, creation of Israel and Pakistan, Balkans, Tibet, European Union)
- HS.5.WG. Standard / Student Learning Expectation: Human Systems
  
  Students shall examine the role of culture on human systems.
  - HS.5.WG.1. Student Learning Expectation / Benchmark:
    
    Examine the cultural changes introduced by various ethnic groups within regions
  - HS.5.WG.2. Student Learning Expectation / Benchmark:
    
    Compare and contrast cultural differences in religions, languages, gender roles, and political systems
  - HS.5.WG.3. Student Learning Expectation / Benchmark:
    
    Evaluate the spread of cultural traits, which have contributed to cultural convergence (e.g., fast-food franchises, English language, fashion and music trends)
  - HS.5.WG.4. Student Learning Expectation / Benchmark:
    
    Describe transportation and communication technologies, which have contributed to cultural convergence (e.g., computers, jet aircraft, electronic media, satellite links)
  - HS.5.WG.5. Student Learning Expectation / Benchmark:
    
    Examine the cultural characteristics that link regions (e.g., British Commonwealth, Latin America, Southeast Asia)
  - HS.5.WG.6. Student Learning Expectation / Benchmark:
    
    Examine the cultural factors that have promoted political change (e.g., break up of the Soviet Union, Sub-Saharan Africa, Balkan Crisis, Middle East, Northern Ireland, Asian revolutions)
- HS.6.WG. Standard / Student Learning Expectation: Human Systems
  
  Students shall examine the role of geography on economic development.
  - HS.6.WG.1. Student Learning Expectation / Benchmark:
    
    Compare and contrast the influences of major economic structures on human systems (e.g., barter economy, command economy, market economy, developed countries, developing countries)
  - HS.6.WG.2. Student Learning Expectation / Benchmark:
    
    Explain economic development in terms of primary economic, secondary economic, and tertiary economic activities as determined by geographic region
  - HS.6.WG.3. Student Learning Expectation / Benchmark:
    
    Analyze the relationship between a country's infrastructure and its level of development
  - HS.6.WG.4. Student Learning Expectation / Benchmark:
    
    Examine global trade routes before and after the development of major canals
  - HS.6.WG.5. Student Learning Expectation / Benchmark:
    
    Develop hypotheses to explain changes that occurred in world trade patterns over time
  - HS.6.WG.6. Student Learning Expectation / Benchmark:
    
    Investigate the economic interdependence of countries and regions over time (e.g., North American Free Trade Agreement, Organization of Petroleum Exporting Countries, European Union, outsourcing)
- ES.7.WG. Standard / Student Learning Expectation: Environment and Society
  
  Students shall analyze human interaction with the physical environment.
  - ES.7.WG.1. Student Learning Expectation / Benchmark:
    
    Survey ways that people have been influenced by the physical environment
  - ES.7.WG.2. Student Learning Expectation / Benchmark:
    
    Research naturally occurring, hazardous events and their impact on humans using available technologies (e.g., tornadoes, fire, flood, earthquakes, hurricanes, volcanic eruptions)
  - ES.7.WG.3. Student Learning Expectation / Benchmark:
    
    Evaluate human activities, which have a negative effect on the environment (e.g., pollution, deforestation, global warming, desertification, depletion of certain plant and animal species)
  - ES.7.WG.4. Student Learning Expectation / Benchmark:
    
    Investigate ways in which technology has expanded the capacity of humans to modify the physical environment
  - ES.7.WG.5. Student Learning Expectation / Benchmark:
    
    Analyze the changes in the physical environment that have modified the capacity to support and feed humans
  - ES.7.WG.6. Student Learning Expectation / Benchmark:
    
    Analyze different points of view on the use of renewable resources and non-renewable resources
  - ES.7.WG.7. Student Learning Expectation / Benchmark:
    
    Investigate various energy management plans which emphasize conservation
  - ES.7.WG.8. Student Learning Expectation / Benchmark:
    
    Examine human impact on the depletion of ocean and coastal resources
- AG.8.WG. Standard / Student Learning Expectation: Application of Geography
  
  Students shall analyze local, regional, and international policies or phenomenon from a geographic perspective.
  - AG.8.WG.1. Student Learning Expectation / Benchmark:
    
    Examine the diffusion of a phenomenon and the impact on regions of contact (e.g., spread of bubonic plague, use of tobacco, AIDS)
  - AG.8.WG.2. Student Learning Expectation / Benchmark:
    
    Discuss different points of view on a particular geographic issue
  - AG.8.WG.3. Student Learning Expectation / Benchmark:
    
    Research various special interest groups and their environmental policies
  - AG.8.WG.4. Student Learning Expectation / Benchmark:
    
    Evaluate the impact of tourism on developing countries
  - AG.8.WG.5. Student Learning Expectation / Benchmark:
    
    Explore the role of international political organizations in protecting the environment (e.g., United Nations, European Union, Organization for Petroleum Exporting Countries)
  - AG.8.WG.6. Student Learning Expectation / Benchmark:
    
    Investigate the possible consequences of a world temperature fluctuation on humans, other living things, and physical systems
  - AG.8.WG.7. Student Learning Expectation / Benchmark:
    
    Explain various ways places are made distinctive and meaningful by altering physical features (e.g., terracing, interstate highway system, Trans-Siberian Railroad, dams, canals, irrigation systems)
AR.WH. Strand / Content Standard: World History
- SMR.1.WH. Standard / Student Learning Expectation: Social Movements and Reforms
  
  Students shall analyze the key elements of social movements and reforms.
  - SMR.1.WH.1 Student Learning Expectation / Benchmark: Examine the key concepts and historical significance of five major religions
    
    Buddhism; Christianity; Hinduism; Islam; Judaism
  - SMR.1.WH.2 Student Learning Expectation / Benchmark: Examine the key concepts and historical significance of three major Eastern philosophies
    
    Confucianism; Daoism; Legalism
  - SMR.1.WH.3 Student Learning Expectation / Benchmark: Explain the contributions of Greek philosophers to Western thought using primary and secondary sources
    
    Socrates - Socratic method; Plato - The Republic; Aristotle
  - SMR.1.WH.4 Student Learning Expectation / Benchmark: Analyze key elements of the Renaissance
    
    Humanism; revival of interest in ancient Greece and Rome; changing artistic styles (e.g., music, architecture, literature)
  - SMR.1.WH.5 Student Learning Expectation / Benchmark: Describe the role of the printing press in the spread of ideas
    
    availability of books; increased literacy; Reformation
  - SMR.1.WH.6 Student Learning Expectation / Benchmark:
    
    Explain notable contributions made by individuals during the Scientific Revolution (e.g., Copernicus, Newton, Galileo, Bacon)
  - SMR.1.WH.7 Student Learning Expectation / Benchmark:
    
    Explain notable contributions made by individuals during the Enlightenment (e.g., Locke, Voltaire, Rousseau, Montesquieu)
- SMR.2.WH. Standard / Student Learning Expectation: Social Movements and Reforms
  
  Students shall analyze societal changes resulting from movements and reforms.
  - SMR.2.WH.1 Student Learning Expectation / Benchmark: Explain the characteristics of a civilization
    
    calendar; writing; specialization of workers; rise of cities; advanced technology; development of complex institutions
  - SMR.2.WH.2 Student Learning Expectation / Benchmark:
    
    Investigate the changing roles of women using primary and secondary sources
  - SMR.2.WH.3 Student Learning Expectation / Benchmark: Examine the spread of the major religions using historical maps
    
    Buddhism; Christianity; Hinduism; Islam; Judaism
  - SMR.2.WH.4 Student Learning Expectation / Benchmark:
    
    Research the effects of the Black Death on Medieval and early Renaissance society (e.g., population, economics, religion)
  - SMR.2.WH.5 Student Learning Expectation / Benchmark: Evaluate the effect of the Renaissance on subsequent events in Europe
    
    Reformation; exploration; Enlightenment; Scientific Revolution
- CC.3.WH. Standard / Student Learning Expectation: Conflict and Compromise
  
  Students shall analyze the causes of conflict in the world.
  - CC.3.WH.1. Student Learning Expectation / Benchmark:
    
    Explain the causes of the fall of the Roman Empire (e.g., economic, political, military)
  - CC.3.WH.2. Student Learning Expectation / Benchmark:
    
    Investigate the causes of the Crusades (e.g., religious, economic, military, political)
  - CC.3.WH.3. Student Learning Expectation / Benchmark:
    
    Compare and contrast the Reformation and the Counter-Reformation (e.g., religious, economic, political)
  - CC.3.WH.4. Student Learning Expectation / Benchmark:
    
    Analyze the causes of the 18th and 19th century revolutions (e.g., liberalism, nationalism, imperialism)
  - CC.3.WH.5. Student Learning Expectation / Benchmark:
    
    Analyze the causes of World War I (e.g., alliances, imperialism, nationalism, militarism)
  - CC.3.WH.6. Student Learning Expectation / Benchmark:
    
    Analyze the causes of World War II (e.g., Treaty of Versailles, the Great Depression, rise of dictators)
  - CC.3.WH.7. Student Learning Expectation / Benchmark:
    
    Research the causes of the Cold War using available technology (e.g., ideological differences between the United States and the U.S.S.R.)
  - CC.3.WH.8. Student Learning Expectation / Benchmark:
    
    Analyze the role extremist groups have played in creating world instability
- CC.4.WH. Standard / Student Learning Expectation: Conflict and Compromise
  
  Students shall analyze the effect of conflict and subsequent resolution in the world.
  - CC.4.WH.1. Student Learning Expectation / Benchmark:
    
    Analyze the effect of the Punic Wars on transforming Rome from Republic to Empire
  - CC.4.WH.2. Student Learning Expectation / Benchmark:
    
    Investigate the effects of the collapse of the Roman Empire on civilization (e.g., barbarian invasions, changing structure of the church, the Byzantine Empire)
  - CC.4.WH.3. Student Learning Expectation / Benchmark:
    
    Explain the consequences of the Crusades (e.g., decline in feudalism, increase in trade, shifting political power)
  - CC.4.WH.4. Student Learning Expectation / Benchmark:
    
    Analyze the effect of revolution on the creation of independent nation-states (e.g., American Revolution, French Revolution, unification of Germany, unification of Italy, and Latin American independence movements)
  - CC.4.WH.5. Student Learning Expectation / Benchmark:
    
    Summarize the consequences of the Napoleonic Wars (e.g., the Louisiana Purchase, the Congress of Vienna)
  - CC.4.WH.6. Student Learning Expectation / Benchmark:
    
    Summarize the consequences of the Russian Revolution (e.g., Russian Civil War, withdrawal from World War I, end of Czarist rule)
  - CC.4.WH.7. Student Learning Expectation / Benchmark: Examine the consequences of World War I and the Treaty of Versailles
    
    changing national boundaries; advances in military technology; deterioration of Germany; the League of Nations
  - CC.4.WH.8. Student Learning Expectation / Benchmark: Examine the outcomes of World War II
    
    creation of United Nations; North Atlantic Treaty Organization (NATO); advances in technology; creation of satellite nations; Cold War
  - CC.4.WH.9. Student Learning Expectation / Benchmark:
    
    Investigate the world-wide effect of genocide in the 20th and 21st centuries using available technology (e.g., Armenia, Holocaust, Cambodia, Bosnia, Rwanda, Kosovo, Sudan)
  - CC.4.WH.10 Student Learning Expectation / Benchmark:
    
    Investigate the effects of the Cold War on the post-World War II era (e.g., emerging superpowers, containment policies, space race, arms race)
  - CC.4.WH.11 Student Learning Expectation / Benchmark:
    
    Discuss the post-Cold War era (e.g., Strategic Arms Limitation Treaty, glasnost, perestroika, fall of Berlin Wall)
  - CC.4.WH.12 Student Learning Expectation / Benchmark:
    
    Investigate the consequences of the Arab - Israeli conflicts from 1948 to the present
  - CC.4.WH.13 Student Learning Expectation / Benchmark:
    
    Analyze the responses to imperialism by people under colonial rule at the end of the 19th century (e.g., Boxer Rebellion, Sepoy Rebellion, Opium Wars, Zulu Wars)
- MS.5.WH. Standard / Student Learning Expectation: Migration and Settlement
  
  Students shall analyze the reasons for and consequences of migration.
  - MS.5.WH.1. Student Learning Expectation / Benchmark:
    
    Examine the effects of the Neolithic revolution on society (e.g., domestication of plants and animals, increased population, changing technologies)
  - MS.5.WH.2. Student Learning Expectation / Benchmark:
    
    Describe the causes of mass migration (e.g., famine, disease, war, religious persecution, ethnic cleansing)
  - MS.5.WH.3. Student Learning Expectation / Benchmark:
    
    Describe the effects of mass migrations on civilization (e.g., Bantu, Great Trek, Irish, Vietnamese)
  - MS.5.WH.4. Student Learning Expectation / Benchmark:
    
    Discuss the spread of forced labor (e.g., slavery in ancient civilizations, American Indians, Africa)
- MS.6.WH. Standard / Student Learning Expectation: Migration and Settlement
  
  Students shall analyze the interactions of peoples, cultures, and ideas.
  - MS.6.WH.1. Student Learning Expectation / Benchmark:
    
    Illustrate the movement of people over time to different locations using historical maps
  - MS.6.WH.2. Student Learning Expectation / Benchmark:
    
    Investigate the cultures that developed in the Americas prior to European exploration (e.g., Maya, Inca, Aztec, and North American Indian tribes)
  - MS.6.WH.3. Student Learning Expectation / Benchmark:
    
    Describe the contributions of early African civilizations (e.g., Ghana, Mali, Songhai)
  - MS.6.WH.4. Student Learning Expectation / Benchmark:
    
    Describe the contributions of early Asian civilizations (e.g., Zhou, Qin, Han, Indo-European)
  - MS.6.WH.5. Student Learning Expectation / Benchmark:
    
    Compare and contrast the consequences of the Mongol invasion on India, China, and Russia
- ET.7.WH. Standard / Student Learning Expectation: Economics and Trade
  
  Students shall analyze global interactions created through trade.
  - ET.7.WH.1. Student Learning Expectation / Benchmark:
    
    Investigate the significance of the Silk Road using historical maps
  - ET.7.WH.2. Student Learning Expectation / Benchmark:
    
    Research the motivations which drove European exploration (e.g., mercantilism, colonialism, religion)
  - ET.7.WH.3. Student Learning Expectation / Benchmark:
    
    Analyze the contributions of explorers (e.g., Magellan, Columbus, De Gama, Drake, Zheng He)
  - ET.7.WH.4. Student Learning Expectation / Benchmark:
    
    Analyze the results of slave labor on economic systems
  - ET.7.WH.5. Student Learning Expectation / Benchmark: Describe the four factors of production necessary to foster an industrial revolution
    
    natural resources; human resources; capital resources; entrepreneurship
  - ET.7.WH.6. Student Learning Expectation / Benchmark:
    
    Investigate the role 19th century imperialism played in creating spheres of influence and colonization (e.g., partition of Africa, East Asia, India, Latin America)
  - ET.7.WH.7. Student Learning Expectation / Benchmark:
    
    Compare and contrast the economic elements of capitalism, socialism, and communism
- ET.8.WH. Standard / Student Learning Expectation: Economics and Trade
  
  Students shall analyze specialization and interdependence in the world.
  - ET.8.WH.1. Student Learning Expectation / Benchmark: Analyze the development of mass production methods during the late 19th and early 20th centuries
    
    division of labor; assembly line; interchangeable parts
  - ET.8.WH.2. Student Learning Expectation / Benchmark:
    
    Summarize the Marxist theory of social and political reform (e.g., proletariat, bourgeoisie)
  - ET.8.WH.3. Student Learning Expectation / Benchmark:
    
    Describe economic interdependence of nations [e.g., North American Free Trade Agreement (NAFTA), World Trade Organization (WTO), General Agreement on Trade and Tariffs (GATT), European Economic Union (EEU), Organization of Petroleum Exporting Countries (OPEC)]
- PG.9.WH. Standard / Student Learning Expectation: Politics and Government
  
  Students shall analyze the different theories of government throughout history.
  - PG.9.WH.1. Student Learning Expectation / Benchmark:
    
    Summarize the development of political structures in the cradles of civilization (e.g., Nile River Valley, Indus River Valley, Mesopotamia, China, and South America)
  - PG.9.WH.2. Student Learning Expectation / Benchmark:
    
    Compare and contrast the political theories found in the Greek city-states of Sparta and Athens
  - PG.9.WH.3. Student Learning Expectation / Benchmark: Summarize political power resulting from the following
    
    Mandate of Heaven; divine right; absolutism
  - PG.9.WH.4. Student Learning Expectation / Benchmark: Investigate the origin and development of the imperial state
    
    Africa; Asia; Europe; Middle East
  - PG.9.WH.5. Student Learning Expectation / Benchmark:
    
    Compare and contrast the political structure of European and Japanese feudalism
  - PG.9.WH.6. Student Learning Expectation / Benchmark:
    
    Describe the political ideologies of the 18th and 19th century revolutions using primary and secondary documents (e.g., American, French, and Latin American revolutions)
  - PG.9.WH.7. Student Learning Expectation / Benchmark:
    
    Discuss theocracy (e.g., John Calvin, Puritans, Islam)
  - PG.9.WH.8. Student Learning Expectation / Benchmark:
    
    Examine the political theories of socialism, communism, and fascism
- PG.10.WH. Standard / Student Learning Expectation: Politics and Government
  
  Students shall analyze the structure and purpose of political organizations and alliances.
  - PG.10.WH.1 Student Learning Expectation / Benchmark:
    
    Investigate historical law codes using primary and secondary documents (e.g., Hammurabi, Justinian, Magna Carta, Napoleonic)
  - PG.10.WH.2 Student Learning Expectation / Benchmark:
    
    Research the formation of alliances in World War I and World War II using available technology (e.g., Triple Alliance, Triple Entente, Axis and Allies)
  - PG.10.WH.3 Student Learning Expectation / Benchmark:
    
    Analyze the structure and purpose of the United Nations
  - PG.10.WH.4 Student Learning Expectation / Benchmark:
    
    Analyze the purpose of post-World War II military alliances [e.g., North Atlantic Treaty Organization (NATO), Southeast Asia Treaty Organization (SEATO), Warsaw Pact]

Read more about Arkansas: 10th-Grade Standards

Alaska: 10th-Grade Standards

Article Body

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)

Read more about Alaska: 10th-Grade Standards

Arizona: 10th-Grade Standards

Article Body

AZ.SSHS-S1 Strand: American History

SSHS-S1C1. Concept / Standard: Research Skills for History

Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively students obtain accurate and relevant information.
- SSHS-S1C1- Performance Objective / Proficiency Level:
  
  Interpret historical data displayed in maps, graphs, tables, charts, and geologic time scales.
- SSHS-S1C1- Performance Objective / Proficiency Level:
  
  Distinguish among dating methods that yield calendar ages (e.g., dendrochronology), numerical ages (e.g., radiocarbon), correlated ages (e.g., volcanic ash), and relative ages (e.g., geologic time).
- SSHS-S1C1- Performance Objective / Proficiency Level:
  
  Formulate questions that can be answered by historical study and research.
- SSHS-S1C1- Performance Objective / Proficiency Level:
  
  Construct graphs, tables, timelines, charts, and narratives to interpret historical data.
- SSHS-S1C1- Performance Objective / Proficiency Level: Evaluate primary and secondary sources for
  
  a) authors' main points; b) purpose and perspective; c) facts vs. opinions; d) different points of view on the same historical event (e.g., Geography Concept 6 - geographical perspective can be different from economic perspective); e) credibility and validity.
- SSHS-S1C1- Performance Objective / Proficiency Level:
  
  Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world.
- SSHS-S1C1- Performance Objective / Proficiency Level: Compare present events with past events
  
  a) cause and effect; b) change over time; c) different points of view.
SSHS-S1C2. Concept / Standard: Early Civilizations Pre 1500

The geographic, political, economic and cultural characteristics of early civilizations made significant contributions to the later development of the United States.
- SSHS-S1C2- Performance Objective / Proficiency Level: Describe Prehistoric Cultures of the North American continent
  
  a) Paleo-Indians, including Clovis, Folsom, and Plano; b) Moundbuilders, including Adena, Hopewell, and Mississippian; c) Southwestern, including Mogollon, Hohokam, and Ancestral Puebloans (Anasazi).
SSHS-S1C3. Concept / Standard: Exploration and Colonization 1500s - 1700s

The varied causes and effects of exploration, settlement, and colonization shaped regional and national development of the U.S.
- SSHS-S1C3- Performance Objective / Proficiency Level: Review the reciprocal impact resulting from early European contact with indigenous peoples
  
  a) religious (e.g., conversion attempts); b) economic (e.g., land disputes, trade); c) social (e.g., spread of disease, partnerships); d) food (e.g., corn); e) government (e.g., Iroquois Confederacy, matriarchal leadership, democratic influence).
- SSHS-S1C3- Performance Objective / Proficiency Level:
  
  Describe the reasons for colonization of America (e.g., religious freedom, desire for land, economic opportunity, and a new life).
- SSHS-S1C3- Performance Objective / Proficiency Level: Compare the characteristics of the New England, Middle, and Southern colonies
  
  a) Colonial governments; geographic influences, resources, and economic systems; b) religious beliefs and social patterns.
- SSHS-S1C3- Performance Objective / Proficiency Level:
  
  Describe the impact of key colonial figures (e.g., John Smith, William Penn, Roger Williams Anne Hutchinson, John Winthrop).
SSHS-S1C4. Concept / Standard: Revolution and New Nation 1700s - 1820

The development of American constitutional democracy grew from political, cultural and economic issues, ideas and event.
- SSHS-S1C4- Performance Objective / Proficiency Level: Assess the economic, political, and social reasons for the American Revolution
  
  a) British attempts to tax and regulate colonial trade as a result of the French and Indian War; b) colonists' reaction to British policy ideas expressed in the Declaration of Independence.
- SSHS-S1C4- Performance Objective / Proficiency Level:
  
  Analyze the effects of European involvement in the American Revolution on the outcome of the war.
- SSHS-S1C4- Performance Objective / Proficiency Level: Describe the significance of major events in the Revolutionary War
  
  a) Lexington and Concord; b) Bunker Hill; c) Saratoga; d) writing and ratification of the Declaration of Independence; e) Yorktown.
- SSHS-S1C4- Performance Objective / Proficiency Level: Analyze how the new national government was created
  
  a) Albany Plan of Union influenced by the Iroquois Confederation; b) Articles of Confederation; c) Constitutional Convention; d) struggles over ratification of the Constitution; e) creation of the Bill of Rights.
- SSHS-S1C4- Performance Objective / Proficiency Level: Examine the significance of the following in the formation of a new nation
  
  a) presidency of George Washington; b) economic policies of Alexander Hamilton; c) creation of political parties under Thomas Jefferson and Alexander Hamilton; d) the establishment of the Supreme Court as a co-equal third branch of government under John Marshall with cases such as Marbury v. Madison.
- SSHS-S1C4- Performance Objective / Proficiency Level: Examine the experiences and perspectives of the following groups in the new nation
  
  a) property owners; b) African Americans; c) women; d) Native Americans; e) indentured servants.
SSHS-S1C5. Concept / Standard: Westward Expansion 1800 - 1860

Westward expansion, influenced by political, cultural, and economic factors, led to the growth and development of the U.S.
- SSHS-S1C5- Performance Objective / Proficiency Level: Trace the growth of the American nation during the period of western expansion
  
  a) Northwest Territory; b) Louisiana Territory; c) Florida; d) Texas; e) Oregon Country; f) Mexican Cession; g) Gadsden Purchase; h) Alaska.
- SSHS-S1C5- Performance Objective / Proficiency Level: Analyze how the following events affected the political transformation of the developing nation
  
  a) Jefferson's Presidency; b) War of 1812; c) Jackson's Presidency.
- SSHS-S1C5- Performance Objective / Proficiency Level: Identify how economic incentives and geography influenced early American explorations
  
  a) explorers (e.g., Lewis and Clark, Pike, Fremont); b) fur traders; c) miners; d) missionaries (e.g., Father Kino, Circuit Riders).
- SSHS-S1C5- Performance Objective / Proficiency Level:
  
  Describe the impact of European-American expansion on native peoples.
- SSHS-S1C5- Performance Objective / Proficiency Level: Describe the impact of the following aspects of the Industrial Revolution on the United States
  
  a) transportation improvements (e.g., railroads, canals, steamboats); b) factory system manufacturing; c) urbanization; d) inventions (e.g., telegraph, cotton gin, interchangeable parts).
SSHS-S1C6. Concept / Standard: Civil War and Reconstruction 1850 - 1877

Regional conflicts led to the Civil War and resulted in significant changes to American social, economic, and political structures.
- SSHS-S1C6- Performance Objective / Proficiency Level: Explain the economic, social, and political causes of the Civil War
  
  a) economic and social differences between the North, South, and West; b) balance of power in the Senate (e.g., Missouri and 1850 Compromises); c) extension of slavery into the territories (e.g., Dred Scott Decision, the Kansas-Nebraska Act); d) role of abolitionists (e.g., Frederick Douglass and John Brown); e) debate over popular sovereignty/states rights; f) Presidential election of 1860.
- SSHS-S1C6- Performance Objective / Proficiency Level: Analyze aspects of the Civil War
  
  a) changes in technology; b) importance of resources; c) turning points; d) military and civilian leaders; e) effect of the Emancipation Proclamation; f) effect on the civilian populations.
- SSHS-S1C6- Performance Objective / Proficiency Level: Analyze immediate and long term effects of Reconstruction in post Civil War America
  
  a) various plans for reconstruction of the South; b) Lincoln's assassination; c) Johnson's impeachment; d) Thirteenth, Fourteenth and Fifteenth Amendments; e) resistance to and end of Reconstruction (e.g., Jim Crow laws, KKK, Compromise of 1877).
SSHS-S1C7. Concept / Standard: Emergence of the Modern United States 1875 - 1929

Economic, social, and cultural changes transformed the U.S. into a world power.
- SSHS-S1C7- Performance Objective / Proficiency Level: Analyze how the following aspects of industrialization transformed the American economy beginning in the late 19th century
  
  a) mass production; b) monopolies and trusts (e.g., Robber Barons, Taft- Hartley Act); c) economic philosophies (e.g., laissez faire, Social Darwinism, free silver); d) labor movement (e.g., Bisbee Deportation); trade.
- SSHS-S1C7- Performance Objective / Proficiency Level: Assess how the following social developments influenced American society in the late nineteenth and early twentieth centuries
  
  a) Civil Rights issues (e.g., Women's Suffrage Movement, Dawes Act, Indian schools, lynching, Plessy v. Ferguson); b) changing patterns in Immigration (e.g., Ellis Island, Angel Island, Chinese Exclusion Act, Immigration Act of 1924); c) urbanization and social reform (e.g., health care, housing, food & nutrition, child labor laws); d) mass media (e.g., political cartoons, muckrakers, yellow journalism, radio); e) consumerism (e.g., advertising, standard of living, consumer credit); f) Roaring Twenties (e.g., Harlem Renaissance, leisure time, jazz, changed social mores)
- SSHS-S1C7- Performance Objective / Proficiency Level: Analyze events which caused a transformation of the United States during the late nineteenth and early twentieth centuries
  
  a) Indian Wars (e.g., Little Bighorn, Wounded Knee); b) Imperialism (e.g., Spanish American War, annexation of Hawaii, Philippine-American War); c) Progressive Movement (e.g., Sixteenth through Nineteenth Amendments, child labor); d) Teddy Roosevelt (e.g., conservationism, Panama Canal, national parks, trust busting); e) corruption (e.g., Tammany Hall, spoils system); f) World War I (e.g., League of Nations, Isolationism); g) Red Scare/Socialism; h) Populism.
- SSHS-S1C7- Performance Objective / Proficiency Level:
  
  Analyze the effect of direct democracy (initiative, referendum, recall) on Arizona statehood.
SSHS-S1C8. Concept / Standard: Great Depression and World War II 1929 - 1945

Domestic and world events, economic issues, and political conflicts redefined the role of government in the lives of U.S. citizens.
- SSHS-S1C8- Performance Objective / Proficiency Level: Describe causes and consequences of the Great Depression
  
  a) economic causes of the Depression (e.g., economic policies of 1920s, investment patterns and stock market crash); b) Dust Bowl (e.g., environmental damage, internal migration); c) effects on society (e.g., fragmentation of families, Hoovervilles, unemployment, business failure, breadlines); d) changes in expectations of government (e.g., New Deal programs).
- SSHS-S1C8- Performance Objective / Proficiency Level: Describe the impact of American involvement in World War II
  
  a) movement away from isolationism; b) economic recovery from the Great Depression; c) homefront transformations in the roles of women and minorities; d) Japanese, German, and Italian internments and POW camps; e) war mobilization ( e.g., Native American Code-Talkers, minority participation in military units, media portrayal); f) turning points such as Pearl Harbor, D-Day, Hiroshima/Nagasaki.
SSHS-S1C9. Concept / Standard: Postwar United States 1945 - 1970s

Postwar tensions led to social change in the U.S. and to a heightened focus on foreign policy.
- SSHS-S1C9- Performance Objective / Proficiency Level: Analyze aspects of America's post World War II foreign policy
  
  a) international activism (e.g., Marshall Plan, United Nations, NATO); b) Cold War (e.g., domino theory, containment, Korea, Vietnam); c) Arms Race (e.g., Cuban Missile Crisis, SALT); d) United States as a superpower (e.g., political intervention and humanitarian efforts).
- SSHS-S1C9- Performance Objective / Proficiency Level: Describe aspects of American post-World War II domestic policy
  
  a) McCarthyism; b) Civil Rights (e.g., Birmingham, 1964 Civil Rights Act, Voting Rights Act, Constitutional Amendments); c) Supreme Court Decisions (e.g., the Warren and Burger Courts); d) Executive Power (e.g., War Powers Act, Watergate); e) social reforms Great Society and War on Poverty; f) Space Race and technological developments.
- SSHS-S1C9- Performance Objective / Proficiency Level: Describe aspects of post World War II American society
  
  a) postwar prosperity (e.g., growth of suburbs, baby boom, GI Bill); b) popular culture (e.g., conformity v. counter-culture, mass-media); c) protest movements (e.g., anti-war, women's rights, civil rights, farm workers, Cesar Chavez); d) assassinations (e.g., John F. Kennedy, Martin Luther King, Jr., Robert F. Kennedy, Malcolm X); e) shift to increased immigration from Latin America and Asia.
SSHS-S1C10 Concept / Standard: Contemporary United States 1970s - Present

Current events and issues continue to shape our nation and our involvement in the global community.
- SSHS-S1C10 Performance Objective / Proficiency Level:
  
  Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).
- SSHS-S1C10 Performance Objective / Proficiency Level:
  
  Identify the connection between current and historical events and issues using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).
- SSHS-S1C10 Performance Objective / Proficiency Level:
  
  Describe how key political, social, environmental, and economic events of the late 20th century and early 21st century (e.g., Watergate, OPEC/oil crisis, Central American wars/Iran-Contra, End of Cold War, first Gulf War, September 11) affected, and continue to affect, the United States.

AZ.SSHS-S2 Strand: World History

SSHS-S2C1. Concept / Standard: Research Skills for History

Historical research is a process in which students examine topics or questions related to historical studies and/or current issues.
- SSHS-S2C1- Performance Objective / Proficiency Level:
  
  Interpret historical data displayed in maps, graphs, tables, charts, and geologic time scales.
- SSHS-S2C1- Performance Objective / Proficiency Level:
  
  Distinguish among dating methods that yield calendar ages (e.g., dendrochronology), numerical ages (e.g., radiocarbon), correlated ages (e.g., volcanic ash), and relative ages (e.g., geologic time).
- SSHS-S2C1- Performance Objective / Proficiency Level:
  
  Formulate questions that can be answered by historical study and research.
- SSHS-S2C1- Performance Objective / Proficiency Level:
  
  Construct graphs, tables, timelines, charts, and narratives to interpret historical data.
- SSHS-S2C1- Performance Objective / Proficiency Level: Evaluate primary and secondary sources for
  
  a) authors' main points; b) purpose and perspective; c) facts vs. opinions; d) different points of view on the same historical event (e.g., Geography Concept 6 - geographical perspective can be different from economic perspective); e) credibility and validity.
- SSHS-S2C1- Performance Objective / Proficiency Level:
  
  Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world.
- SSHS-S2C1- Performance Objective / Proficiency Level: Compare present events with past events
  
  a) cause and effect; b) change over time; c) different points of view.
SSHS-S2C2. Concept / Standard: Early Civilizations

The geographic, political, economic and cultural characteristics of early civilizations significantly influenced the development of later civilizations.
- SSHS-S2C2- Performance Objective / Proficiency Level:
  
  Describe the development of early prehistoric people, their agriculture, and settlements.
- SSHS-S2C2- Performance Objective / Proficiency Level:
  
  Analyze the development and historical significance of Hinduism, Judaism, Buddhism, Christianity, and Islam.
- SSHS-S2C2- Performance Objective / Proficiency Level: Analyze the enduring Greek and Roman contributions and their impact on later civilization
  
  a) development of concepts of government and citizenship (e.g., democracy, republics, codification of law, and development of empire); b) scientific and cultural advancements (e.g., network of roads, aqueducts, art and architecture, literature and theater, mathematics, and philosophy)
- SSHS-S2C2- Performance Objective / Proficiency Level: Analyze the enduring Chinese contributions and their impact on other civilizations
  
  a) development of concepts of government and citizenship (e.g., Confucianism, empire); b) scientific, mathematical, and technical advances (e.g., roads, aqueducts); c) cultural advancements in art, architecture, literature, theater, and philosophy,
SSHS-S2C3. Concept / Standard: World in Transition

People of different regions developed unique civilizations and cultural identities characterized by increased interaction, societal complexity and competition.
- SSHS-S2C3- Performance Objective / Proficiency Level:
  
  Contrast the fall of Rome with the development of the Byzantine and Arab Empires (e.g., religion, culture, language, governmental structure).
- SSHS-S2C3- Performance Objective / Proficiency Level:
  
  Compare feudalism in Europe and Japan and its connection with religious and cultural institutions.
- SSHS-S2C3- Performance Objective / Proficiency Level:
  
  Compare the development of empires (e.g., Roman, Han, Mali, Incan/Inkan, Ottoman) throughout the world.
- SSHS-S2C3- Performance Objective / Proficiency Level: Describe the interaction of European and Asian civilizations from the 12th to the 16th centuries
  
  a) Crusades; b) commerce and the Silk Road; c) impact on culture; d) plague
SSHS-S2C4. Concept / Standard: Renaissance and Reformation

The rise of individualism challenged traditional western authority and belief systems resulting in a variety of new institutions, philosophical and religious ideas, and cultural and social achievements.
- SSHS-S2C4- Performance Objective / Proficiency Level: Analyze the results of Renaissance thoughts and theories
  
  a) rediscovery of Greek and Roman ideas; b) humanism and its emphasis on individual potential and achievements; c) scientific approach to the natural world; d) Middle Eastern contributions (e.g., mathematics, science); e) innovations in the arts and sciences.
- SSHS-S2C4- Performance Objective / Proficiency Level:
  
  Explain how the ideas of the Protestant Reformation and the Catholic Reformation (e.g., secular authority, individualism, migration, literacy and vernacular, the arts) affected society.
SSHS-S2C5. Concept / Standard: Encounters and Exchange

Innovations, discoveries, exploration, and colonization accelerated contact, conflict, and interconnection among societies world wide, transforming and creating nations.
- SSHS-S2C5- Performance Objective / Proficiency Level: Describe the religious, economic, social, and political interactions among civilizations that resulted from early exploration
  
  a) reasons for European exploration; b) impact of expansion and colonization on Europe; c) impact of expansion and colonization on Africa, the Americas, and Asia; d) role of disease in conquest; e) role of trade; f) navigational technology; g) impact and ramifications of slavery and international slave trade; h) contrasting motivations and methods for colonization
SSHS-S2C6. Concept / Standard: Age of Revolution

Intensified internal conflicts led to the radical overthrow of traditional governments and created new political and economic systems.
- SSHS-S2C6- Performance Objective / Proficiency Level: Contrast the development of representative, limited government in England with the development and continuation of absolute monarchies in other European nations
  
  a) absolute monarchies (e.g., Louis XIV, Peter the Great, Philip II); b) the Magna Carta, the English Bill of Rights, and parliamentary government; c) the ideas of John Locke
- SSHS-S2C6- Performance Objective / Proficiency Level:
  
  Explain how new ideas (i.e., Heliocentrism, Scientific Method, Newton's Laws) changed the way people understood the world.
- SSHS-S2C6- Performance Objective / Proficiency Level: Explain how Enlightenment ideas influenced political thought and social change
  
  a) Deism; b) role of women; c) political thought; d) social change
- SSHS-S2C6- Performance Objective / Proficiency Level: Analyze the developments of the French Revolution and rule of Napoleon
  
  a) Reign of Terror; b) rise of Napoleon; c) spread of nationalism in Europe; d) defeat of Napoleon and Congress of Vienna
- SSHS-S2C6- Performance Objective / Proficiency Level:
  
  Explain the revolutionary and independence movements in Latin America (e.g., Mexico, Haiti, South America).
- SSHS-S2C6- Performance Objective / Proficiency Level: Analyze the social, political, and economic development and impact of the Industrial Revolution
  
  a) origins in England's textile and mining industries; b) urban growth and the social impact of industrialization; c) unequal spread of industrialization to other countries; d) political and economic theories (nationalism, anarchism, capitalism, socialism)
SSHS-S2C7. Concept / Standard: Age of Imperialism

Industrialized nations exerted political, economic, and social control over less developed areas of the world.
- SSHS-S2C7- Performance Objective / Proficiency Level:
  
  Explain the rationale (e.g., need for raw materials, domination of markets, advent of national competition, spread of European culture/religion) for imperialism.
- SSHS-S2C7- Performance Objective / Proficiency Level:
  
  Trace the development of the British Empire around the world (e.g., America, Southeast Asia, South Pacific, India, Africa, the Suez).
- SSHS-S2C7- Performance Objective / Proficiency Level:
  
  Describe the division of the world into empires and spheres of influence during the 18th and 19th centuries (e.g., British, French, Dutch, Spanish, American, Belgian).
- SSHS-S2C7- Performance Objective / Proficiency Level:
  
  Analyze the effects of European and American colonialism on their colonies (e.g., artificially drawn boundaries, one-crop economies, creation of economic dependence, population relocation, cultural suppression).
- SSHS-S2C7- Performance Objective / Proficiency Level:
  
  Analyze the responses to imperialism (e.g., Boxer Rebellion, Sepoy Rebellion, Opium Wars, Zulu Wars) by people under colonial rule at the end of the 19th century.
- SSHS-S2C7- Performance Objective / Proficiency Level:
  
  Explain Japanese responses to European/American imperialism from a closed door policy to adoption of Euro-American ideas.
SSHS-S2C8. Concept / Standard: World at War

Global events, economic issues and political ideologies ignited tensions leading to worldwide military conflagrations and diplomatic confrontations in a context of development and change.
- SSHS-S2C8- Performance Objective / Proficiency Level: Examine the causes of World War I
  
  a) rise of nationalism in Europe; b) unification of Germany and Otto Von Bismarck's leadership; c) rise of ethnic and ideological conflicts - the Balkans, Austria-Hungary, the decline of the Ottoman Empire
- SSHS-S2C8- Performance Objective / Proficiency Level: Analyze the impact of the changing nature of warfare in World War I
  
  a) trench warfare; b) mechanization of war - machine gun, gasoline, submarine, tanks, chemical; c) American involvement
- SSHS-S2C8- Performance Objective / Proficiency Level: Explain the end of World War I and its aftermath
  
  a) Russian Revolution; b) Treaty of Versailles; c) end of empires (e.g., Austro-Hungarian, Ottoman, Russian); d) continuation of colonial systems (e.g., French Indochina, India, Philippines)
- SSHS-S2C8- Performance Objective / Proficiency Level: Examine the period between World War I and World War II
  
  a) rise of fascism and dictatorships; b) postwar economic problems; c) new alliances; d) growth of the Japanese empire; e) challenges to the world order
- SSHS-S2C8- Performance Objective / Proficiency Level: Analyze aspects of World War II
  
  a) political ideologies (e.g., Totalitarianism, Democracy); b) military strategies (e.g., air warfare, atomic bomb, Russian front, concentration camps); c) treatment of civilian populations; d) Holocaust
- SSHS-S2C8- Performance Objective / Proficiency Level:
  
  Examine genocide as a manifestation of extreme nationalism in the 20th century (e.g., Armenia, Holocaust, Cambodia, Bosnia, Rwanda, Kosovo and Sudan).
- SSHS-S2C8- Performance Objective / Proficiency Level: Analyze the political, economic and cultural impact of the Cold War
  
  a) superpowers - Soviet Union, United States, China; b) division of Europe; c) developing world; d) Korean and Vietnam Wars
- SSHS-S2C8- Performance Objective / Proficiency Level:
  
  Compare independence movements of emerging nations (e.g., Africa, Asia, Middle East, Latin America).
SSHS-S2C9. Concept / Standard: Contemporary World

The nations of the contemporary world are shaped by their cultural and political past. Current events, developments and issues continue to shape the global community.
- SSHS-S2C9- Performance Objective / Proficiency Level:
  
  Explain the fall of the Soviet Union and its impact on the world.
- SSHS-S2C9- Performance Objective / Proficiency Level: Explain the roots of terrorism
  
  a) background and motives; b) religious conflict (e.g., Northern Ireland, Chechnya, Southwestern Philippines, southern Thailand, Kashmir); c) background of modern Middle East conflicts (e.g., Israeli - Palestinian conflict, Persian Gulf conflicts, Afghanistan); d) economic and political inequities and cultural insensitivities
- SSHS-S2C9- Performance Objective / Proficiency Level: Describe the development of political and economic interdependence during the second half of the twentieth century
  
  a) economics, global wage inequalities; b) technology; c) multinational corporations; d) growth of international governmental organizations (e.g., World Trade Organization); e) growth of non-governmental organizations (e.g., Red Cross, Red Crescent)
- SSHS-S2C9- Performance Objective / Proficiency Level:
  
  Examine environmental issues from a global perspective (e.g., pollution, population pressures, global warming, scarcity of resources).
- SSHS-S2C9- Performance Objective / Proficiency Level:
  
  Connect current events with historical events and issues using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

AZ.SSHS-S3 Strand: Civics/Government

SSHS-S3C1. Concept / Standard: Foundations of Government

The United States democracy is based on principles and ideals that are embodied by symbols, people and documents.
- SSHS-S3C1- Performance Objective / Proficiency Level: Examine the foundations of democratic representative government
  
  a) Greek direct democracy; b) Roman republic
- SSHS-S3C1- Performance Objective / Proficiency Level: Trace the English roots of American democracy
  
  a) Magna Carta; b) English Bill of Rights; c) Representative government - Parliament, colonial assemblies, town meetings
- SSHS-S3C1- Performance Objective / Proficiency Level: Describe the philosophical roots of American Democracy
  
  a) moral and ethical ideals from Judeo-Christian tradition; b) John Locke and social contract; c) Charles de Montesquieu and separation of powers
- SSHS-S3C1- Performance Objective / Proficiency Level:
  
  Examine the fundamental principles (e.g., equality, natural rights of man, rule of law) in the Declaration of Independence.
SSHS-S3C2. Concept / Standard: Structure of Government

The United States structure of government is characterized by the separation and balance of powers.
- SSHS-S3C2- Performance Objective / Proficiency Level:
  
  Analyze why the weak central government and limited powers of the Articles of Confederation demonstrated the need for the Constitution.
- SSHS-S3C2- Performance Objective / Proficiency Level: Analyze the creation of United States Constitution
  
  a) representative government as developed by the Great Compromise and the Three-Fifths Compromise; b) Federalism; c) Separation of Powers/Checks and Balances; d) Judicial Review; e) Amendment Process
- SSHS-S3C2- Performance Objective / Proficiency Level: Examine the United States federal system of government
  
  a) powers of the national government; b) powers of the state governments; c) powers of the people
- SSHS-S3C2- Performance Objective / Proficiency Level: Describe the steps leading to the adoption of the Constitution
  
  a) Federalist and Anti-Federalist positions (e.g., The Federalist Papers); b) Bill of Rights; c) ratification
- SSHS-S3C2- Performance Objective / Proficiency Level: Analyze the structure, powers, and roles of the legislative branch of the United States government
  
  a) specific powers delegated in Article I of the Constitution; b) role of competing factions and development of political parties; c) lawmaking process; d) different roles of Senate and House; e) election process and types of representation; f) influence of staff, lobbyists, special interest groups and political action committees (PACs)
- SSHS-S3C2- Performance Objective / Proficiency Level: Analyze the structure, powers, and roles of the executive branch of the United States government
  
  a) specific powers delegated in Article II of the Constitution; b) roles and duties of the president; c) development and function of the executive branch, including the cabinet and federal bureaucracy; d) election of the president through the nomination process, national conventions, and electoral college
- SSHS-S3C2- Performance Objective / Proficiency Level: Analyze the structure, powers, and roles of the judicial branch of the United States government, including landmark United States Supreme Court decisions
  
  a) specific powers delegated by the Constitution in Article III; b) judicial review developed in Marbury v. Madison, McCulloch v. Maryland, and Gibbons v. Ogden; c) dual court system of state and federal courts
- SSHS-S3C2- Performance Objective / Proficiency Level: Analyze the structure, power, and organization of Arizona's government as expressed in the Arizona Constitution
  
  a) direct democracy by initiative, referendum, and recall processes; b) election process such as redistricting, (e.g., gerrymandering, clean elections), voter registration, and primaries; c) the structure and processes of Arizona's legislature; d) the roles of the Governor, Secretary of State, Treasurer, Attorney General, and Superintendent of Public Instruction; e) appointment and continuing election of judges.
- SSHS-S3C2- Performance Objective / Proficiency Level: Analyze the forms, structure, powers and roles of local government
  
  a) county government, boards of supervisors, sheriffs, county attorneys, and others; b) mayor, council, city manager, and other city officials; c) issues of large urban area governments (e.g., transportation, zoning growth management and funding, urban planning, water and sanitation, pollution, annexation); d) special districts, governance funding and purpose (e.g., school, sanitation, water, fire, library, community college)
- SSHS-S3C2- Performance Objective / Proficiency Level:
  
  Examine the sovereignty of tribal governments and their relationship to state and federal governments (e.g., jurisdiction, land use, water and mineral rights, gaming pacts).
- SSHS-S3C2- Performance Objective / Proficiency Level:
  
  Identify other forms of government under U.S. federal auspices (e.g., protectorates, territories, federal districts).
SSHS-S3C3. Concept / Standard: Functions of Government

Laws and policies are developed to govern, protect, and promote the well-being of the people.
- SSHS-S3C3- Performance Objective / Proficiency Level:
  
  Analyze the functions of government as defined in the Preamble to the Constitution.
- SSHS-S3C3- Performance Objective / Proficiency Level: Examine how the Constitution guarantees due process of law through Constitutional mandates and Amendments
  
  a) Constitutional mandates (e.g., the right of habeas corpus, no bill of attainder, and the prohibition of ex post facto laws); b) Fourth, Fifth, Sixth, Seventh, and Eighth Amendments; c) protection provided by the Fourteenth Amendment
- SSHS-S3C3- Performance Objective / Proficiency Level: Examine various sources of government funding
  
  a) federal - income tax, duties , excise taxes, corporate tax; b) state - income tax, sales tax; c) local - property tax, sales tax
- SSHS-S3C3- Performance Objective / Proficiency Level:
  
  Describe the regulatory functions of government pertaining to consumer protection, environment, health, labor, transportation, and communication.
- SSHS-S3C3- Performance Objective / Proficiency Level:
  
  Describe the factors and processes that determine major domestic policies (e.g., Social Security, education, health care, parks, environmental protection).
SSHS-S3C4. Concept / Standard: Rights, Responsibilities, and Roles of Citizenship

The rights, responsibilities and practices of United States citizenship are founded in the Constitution and the nation's history.
- SSHS-S3C4- Performance Objective / Proficiency Level: Analyze basic individual rights and freedoms guaranteed by Amendments and laws
  
  a) freedom of religion, speech, press, assembly, and petition in the First Amendment; b) right to bear arms in the Second Amendment; c) Ninth Amendment and guarantee of people's unspecified rights; d) civil rights in the Thirteenth and Fourteenth Amendments; e) voting rights in the Fifteenth, Nineteenth, Twenty-third, Twenty fourth, and Twenty-sixth Amendments; Native American citizenship and voting rights (Arizona, 1948); Voting Rights Act of 1965; f) conflicts which occur between rights (e.g., the tensions between the right to a fair trial and freedom of the press, and between majority rule and individual rights); g) right to work laws
- SSHS-S3C4- Performance Objective / Proficiency Level:
  
  Define citizenship according to the Fourteenth Amendment.
- SSHS-S3C4- Performance Objective / Proficiency Level: Examine the basic political, social responsibilities of citizenship
  
  a) connections between self-interest, the common good, and the essential element of civic virtue (e.g., George Washington's Farewell Speech), volunteerism; b) obligations of upholding the Constitution; c) obeying the law, serving on juries, paying taxes, voting, and military service; d) analyzing public issues, policy making, and evaluating candidates
- SSHS-S3C4- Performance Objective / Proficiency Level:
  
  Demonstrate the skills and knowledge (e.g., group problem solving, public speaking, petitioning and protesting) needed to accomplish public purposes.
- SSHS-S3C4- Performance Objective / Proficiency Level: Describe the role and influence of political parties, interest groups, and mass media
  
  a) political perspectives (e.g., liberalism, conservatism, progressivism, libertarianism); b) influence of interest groups, lobbyists, and PAC's on elections, the political process and policy making; c) influence of the mass media on elections, the political process and policy making
SSHS-S3C5. Concept / Standard: Government Systems of the World

Different governmental systems exist throughout the world. The United States influences and is influenced by global interactions.
- SSHS-S3C5- Performance Objective / Proficiency Level:
  
  Compare the United States system of politics and government to other systems of the world (e.g., monarchies, dictatorship, theocracy, oligarchy, parliamentary, unitary, proportional elections).
- SSHS-S3C5- Performance Objective / Proficiency Level:
  
  Describe factors (e.g., trade, political tensions, sanctions, terrorism) that influence United States foreign policy.
- SSHS-S3C5- Performance Objective / Proficiency Level:
  
  Describe world governmental and non-governmental organizations (e.g., the United Nations and its agencies, NATO, the European Union, the International Red Cross).

AZ.SSHS-S4 Strand: Geography

SSHS-S4C1. Concept / Standard: The World in Spatial Terms

The spatial perspective and associated geographic tools are used to organize and interpret information about people, places and environments.
- SSHS-S4C1- Performance Objective / Proficiency Level:
  
  Construct maps using appropriate elements (i.e., date, orientation, grid, scale, title, author, index, legend, situation).
- SSHS-S4C1- Performance Objective / Proficiency Level:
  
  Interpret maps and images (e.g., political, physical, relief, thematic, Geographic Information Systems [GIS], Landsat).
- SSHS-S4C1- Performance Objective / Proficiency Level:
  
  Use appropriate maps and other graphic representations to analyze geographic problems and changes over time.
- SSHS-S4C1- Performance Objective / Proficiency Level:
  
  Use an atlas to access information.
SSHS-S4C2. Concept / Standard: Places and Regions

Places and regions have distinct physical and cultural characteristics.
- SSHS-S4C2- Performance Objective / Proficiency Level: Identify the characteristics that define a region
  
  a) physical processes such as climate, terrain, and resources; b) human processes such as religion, political organization, economy, and demographics
- SSHS-S4C2- Performance Objective / Proficiency Level:
  
  Describe the factors (e.g., demographics, political systems, economic systems, resources, culture) that contribute to the variations between developing and developed regions.
- SSHS-S4C2- Performance Objective / Proficiency Level:
  
  Examine geographic issues (e.g., drought in Sahel, migration patterns, desertification of Aral Sea, spread of religions such as Islam, conflicts in Northern Ireland/Ireland, Jerusalem, Tibet) in places and world regions.
- SSHS-S4C2- Performance Objective / Proficiency Level:
  
  Analyze the differing political, religious, economic, demographic, and historical ways of viewing places and regions.
- SSHS-S4C2- Performance Objective / Proficiency Level:
  
  Examine how the geographic characteristics of a place affect the economics and culture (e.g., changing regional economy of the sunbelt, location with respect of natural hazards, location of Panama Canal, Air Force Bases in Arizona).
- SSHS-S4C2- Performance Objective / Proficiency Level:
  
  Analyze how a region changes over time (e.g., U.S./Mexico border, Europe from World War I to the development of European Union, change from pre- to post-colonialism in Africa, Hong Kong).
- SSHS-S4C2- Performance Objective / Proficiency Level:
  
  Analyze sides of scientific debates over how human actions (e.g., global warming, ozone decline) modify a region.
SSHS-S4C3. Concept / Standard: Physical Systems

Physical processes shape the Earth and interact with plant and animal life to create, sustain, and modify ecosystems. These processes affect the distribution of resources and economic development.
- SSHS-S4C3- Performance Objective / Proficiency Level:
  
  Analyze how weather and climate (e.g., the effect of heat transfer, Earth's rotation, and severe weather systems) influence the natural character of a place.
- SSHS-S4C3- Performance Objective / Proficiency Level:
  
  Analyze different points of view on the use of renewable and non-renewable resources in Arizona.
- SSHS-S4C3- Performance Objective / Proficiency Level:
  
  Analyze how earth's internal changes (e.g., earthquakes, volcanic activity, folding, faulting) and external changes (e.g., geochemical, water and carbon cycles, erosion, deposition) influence the character of places.
- SSHS-S4C3- Performance Objective / Proficiency Level:
  
  Analyze how hydrology (e.g., quality, reclamation, conservation) influences the natural character of a place.
SSHS-S4C4. Concept / Standard: Human Systems

Human cultures, their nature, and distribution affect societies and the Earth.
- SSHS-S4C4- Performance Objective / Proficiency Level:
  
  Interpret population growth and demographics (e.g., birth and death rates, population growth rates, doubling time and life expectancy, carrying capacity).
- SSHS-S4C4- Performance Objective / Proficiency Level:
  
  Analyze push/pull factors that contribute to human migration.
- SSHS-S4C4- Performance Objective / Proficiency Level:
  
  Analyze the effects of migration on places of origin and destination, including border areas.
- SSHS-S4C4- Performance Objective / Proficiency Level:
  
  Analyze issues of globalization (e.g., widespread use of English, the role of the global media, resistance to 'cultural imperialism', trade, outsourcing).
- SSHS-S4C4- Performance Objective / Proficiency Level:
  
  Analyze the development, growth, and changing nature of cities (e.g., urban sprawl, suburbs, city revitalization).
- SSHS-S4C4- Performance Objective / Proficiency Level:
  
  Analyze factors (e.g., social, biotic, abiotic) that affect human populations.
- SSHS-S4C4- Performance Objective / Proficiency Level:
  
  Predict the effect of a change in a specific factor (e.g., social, biotic, abiotic) on a human population.
- SSHS-S4C4- Performance Objective / Proficiency Level:
  
  Explain how ideas, customs, and innovations (e.g., religion, language, political philosophy, technological advances, higher education, economic principles) are spread through cultural diffusion.
SSHS-S4C5. Concept / Standard: Environment and Society

Human and environmental interactions are interdependent upon one another. Humans interact with the environment- they depend upon it, they modify it; and they adapt to it. The health and well-being of all humans depends upon an understanding of the interconnections and interdependence of human and physical systems.
- SSHS-S4C5- Performance Objective / Proficiency Level:
  
  Analyze how the Earth's natural systems (e.g., Gulf Stream permitting habitation of northern Europe, earthquakes, tsunamis, periodic droughts, river civilizations) affect humans.
- SSHS-S4C5- Performance Objective / Proficiency Level:
  
  Analyze how natural hazards impact humans (e.g., differences in disaster preparation between developed and developing nations, why people continue to build in disaster-prone places).
- SSHS-S4C5- Performance Objective / Proficiency Level:
  
  Analyze how changes in the natural environment can increase or diminish its capacity to support human activity (e.g., major droughts, warm and cold periods, volcanic eruptions, El Nino events, pollution).
- SSHS-S4C5- Performance Objective / Proficiency Level:
  
  Analyze the environmental effects of human use of technology (e.g., irrigation, deforestation, overgrazing, global warming, atmospheric and climate changes, energy production costs and benefits, water management) on the environment.
- SSHS-S4C5- Performance Objective / Proficiency Level:
  
  Analyze how humans impact the diversity and productivity of ecosystems (e.g., invading non-native plants and animals).
- SSHS-S4C5- Performance Objective / Proficiency Level:
  
  Analyze policies and programs for resource use and management (e.g., the trade-off between environmental quality and economic growth in the twentieth century).
- SSHS-S4C5- Performance Objective / Proficiency Level:
  
  Predict how a change in an environmental factor (e.g., extinction of species, volcanic eruptions) can affect an ecosystem.
SSHS-S4C6. Concept / Standard: Geographic Applications

Geographic thinking (asking and answering geographic questions) is used to understand spatial patterns of the past, the present, and to plan for the future.
- SSHS-S4C6- Performance Objective / Proficiency Level:
  
  Analyze how geographic knowledge, skills, and perspectives (e.g., use of Geographic Information Systems in urban planning, reapportionment of political units, locating businesses) are used to solve contemporary problems.
- SSHS-S4C6- Performance Objective / Proficiency Level:
  
  Analyze how changing perceptions of places and environments (e.g., where individuals choose to live and work, Israeli settlements, role of military bases, Viking colonization and naming of Iceland) affect the choices of people and institutions.
- SSHS-S4C6- Performance Objective / Proficiency Level:
  
  Analyze how geography influences historical events and movements (e.g., Trail of Tears, Cuban Missile Crisis, location of terrorist camps, pursuit of Pancho Villa, Mao's long march, Hannibal crossing the Alps, Silk Road).

AZ.SSHS-S5 Strand: Economics

SSHS-S5C1. Concept / Standard: Foundations of Economics

The foundations of economics are the application of basic economic concepts and decision-making skills. This includes scarcity and the different methods of allocation of goods and services.
- SSHS-S5C1- Performance Objective / Proficiency Level: Analyze the implications of scarcity
  
  a) limited resources and unlimited human wants influence choice at individual, national, and international levels; b) factors of production (e.g., natural, human, and capital resources, entrepreneurship, technology); c) marginal analysis by producers, consumers, savers, and investors
- SSHS-S5C1- Performance Objective / Proficiency Level:
  
  Analyze production possibilities curves to describe opportunity costs and trade-offs.
- SSHS-S5C1- Performance Objective / Proficiency Level: Describe the characteristics of the mixed-market economy of the United States
  
  a) property rights; b) profit motive; c) consumer sovereignty; d) competition; e) role of the government; f) rational self-interest; g) invisible hand
- SSHS-S5C1- Performance Objective / Proficiency Level:
  
  Evaluate the economic implications of current events from a variety of sources (e.g., magazine articles, newspaper articles, radio, television reports, editorials, Internet sites).
- SSHS-S5C1- Performance Objective / Proficiency Level:
  
  Interpret economic information using charts, tables, graphs, equations, and diagrams.
SSHS-S5C2. Concept / Standard: Microeconomics

Microeconomics examines the costs and benefits of economic choices relating to individuals, markets and industries, and governmental policies.
- SSHS-S5C2- Performance Objective / Proficiency Level: Describe how the interdependence of both households and firms is affected by trade, exchange, money, and banking
  
  a) why voluntary exchange occurs only when all participating parties expect to gain from the exchange; b) role and interdependence of households, firms, and government in the circular flow model of economic activity; c) role of entrepreneurs in a market economy and how profit is an incentive that leads entrepreneurs to accept risks of business failure; d) financial institutions and securities markets; e) importance of rule of law in a market economy for enforcement of contracts
- SSHS-S5C2- Performance Objective / Proficiency Level: Describe how markets function
  
  a) laws of supply and demand; b) how a market price is determined; c) graphs that demonstrate changes in supply and demand; d) how price ceilings and floors cause shortages or surpluses; e) comparison of monopolistic and competitive behaviors; f) theory of production and the role of cost
- SSHS-S5C2- Performance Objective / Proficiency Level: Describe how government policies influence the economy
  
  a) need to compare costs and benefits of government policies before taking action; b) use of federal, state, and local government spending to provide national defense; address environmental concerns; define and enforce property, consumer and worker rights; regulate markets; and provide goods and services; c) effects of progressive, proportional, and regressive taxes on different income groups; d) role of self-interest in decisions of voters, elected officials, and public employees
SSHS-S5C3. Concept / Standard: Macroeconomics

Macroeconomics examines the costs and benefits of economic choices made at a societal level and how those choices affect overall economic well being.
- SSHS-S5C3- Performance Objective / Proficiency Level:
  
  Determine how inflation, unemployment, and gross domestic product statistics are used in policy decisions.
- SSHS-S5C3- Performance Objective / Proficiency Level:
  
  Explain the effects of inflation and deflation on different groups (e.g., borrowers v. lenders, fixed income/cost of living adjustments).
- SSHS-S5C3- Performance Objective / Proficiency Level:
  
  Describe the economic and non-economic consequences of unemployment.
- SSHS-S5C3- Performance Objective / Proficiency Level:
  
  Analyze fiscal policy and its effects on inflation, unemployment, and economic growth.
- SSHS-S5C3- Performance Objective / Proficiency Level:
  
  Describe the functions of the Federal Reserve System (e.g., banking regulation and supervision, financial services, monetary policy) and their influences on the economy.
- SSHS-S5C3- Performance Objective / Proficiency Level:
  
  Explain the effects of monetary policy on unemployment, inflation, and economic growth.
- SSHS-S5C3- Performance Objective / Proficiency Level:
  
  Determine how investment in factories, machinery, new technology, and the health, education, and training of people can raise future standards of living.
SSHS-S5C4. Concept / Standard: Global Economics

Patterns of global interaction and economic development vary due to different economic systems and institutions that exist throughout the world.
- SSHS-S5C4- Performance Objective / Proficiency Level: Analyze the similarities and differences among economic systems
  
  a) characteristics of market, command, and mixed economic systems, including roles of production, distribution, and consumption of goods and services; b) benefits and costs of market and command economies; c) characteristics of the mixed-market economy of the United States, including such concepts as private ownership, profit motive, consumer sovereignty, competition, and government regulation; d) role of private property in conserving scarce resources and providing incentives in a market economy
- SSHS-S5C4- Performance Objective / Proficiency Level: Describe the effects of international trade on the United States and other nations
  
  a) how people and nations gain through trade; b) how the law of comparative advantage leads to specialization and trade; c) effects of protectionism, including tariffs and quotas on international trade and on a nation's standard of living; d) how exchange rates work and how they affect international trade; e) how the concepts of balance of trade and balance of payments are used to measure international trade; f) factors that influence the major world patterns of economic activity including the differing costs of production between developed and developing countries; g) economic connections among different regions, including changing alignments in world trade partners; h) identify the effects of trade agreements (e.g., North American Free Trade Agreement)
SSHS-S5C5. Concept / Standard: Personal Finance

Decision-making skills foster a person's individual standard of living. Using information wisely leads to better informed decisions as consumers, workers, investors and effective participants in society.
- SSHS-S5C5- Performance Objective / Proficiency Level:
  
  Explain how education, career choices, and family obligations affect future income.
- SSHS-S5C5- Performance Objective / Proficiency Level:
  
  Analyze how advertising influences consumer choices.
- SSHS-S5C5- Performance Objective / Proficiency Level:
  
  Determine short- and long-term financial goals and plans, including income, spending, saving, and investing.
- SSHS-S5C5- Performance Objective / Proficiency Level:
  
  Compare the advantages and disadvantages of using various forms of credit and the determinants of credit history.
- SSHS-S5C5- Performance Objective / Proficiency Level:
  
  Explain the risk, return, and liquidity of short- and long-term saving and investment vehicles.
- SSHS-S5C5- Performance Objective / Proficiency Level:
  
  Identify investment options, (e.g., stocks, bonds, mutual funds) available to individuals and households.

Read more about Arizona: 10th-Grade Standards

Mississippi's Tenth Grade Standards

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(Note: By the completion of twelfth grade, Mississippi students are expected to master the following standards.)

Course: Mississippi Studies

Content Strand: Domestic Affairs

Understand how geography, history, and politics have influenced the development of Mississippi.
Understand the major responsibilities of state and local government and how they are executed.

Content Strand: Global Affairs

Understand the role that Mississippi has played in international, political, and economic affairs.

Content Strand: Civil Rights/Human Rights

Understand and describe the historical circumstances and conditions that necessitated the development of civil rights and human rights protections and/or activism for various minority groups in Mississippi.

Content Strand: Economics

Understand the importance of how geography, history, and politics affect the economic life of Mississippi from the past to the present.

Content Strand: Culture

Understand the trends, ideologies, and artistic expressions in Mississippi over time and place.

Course: U.S. Government

Content Strand: Domestic Affairs

Understand the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other important documents of American democracy.
Understand the roles and responsibilities of the three branches of government as established by the U.S. Constitution.
Understand the meaning, scope, and limits of rights and obligations of democratic citizenship and that the relationships among democratic citizens and government are mutable.

Content Strand: Global Affairs

Understand the origins and characteristics of different political systems across time and place, with emphasis on the quest for political democracy, its advances, and its obstacles.

Content Strand: Civil Rights/Human Rights

Understand the role that governments play in the protection, expansion, and hindrance of civil/human rights of citizens.

Content Strand: Economics

Understand how some American Governmental actions protect and expand the economic interest of American individual citizens, corporations and society in general.

a. Critique whether certain governmental acts, such as the Sherman Anti-trust Act and the North American Free Trade Agreement, promote the "common welfare" of the United States as stated in the preamble to the Constitution. (DOK 3)
b. Cite evidence and explain how the American Governmental policies of containment and democratic expansion serve as means of expanding and protecting the economic interests of the United States. (DOK 2)
c. Explain how economic rights are secured and their importance to the individual and to society (e.g., the right to acquire, use, transfer, and dispose of property; right to choose one‘s work; right to join or not join labor unions; copyrights and patents). (DOK 2)

Content Strand: Culture

Understand the fundamental values and principles of a civil society and how they are influenced by and reflective of the culture of the people in the society and understand the meaning and importance of those values and principles for a free society.

a. Analyze how a civil society makes it possible for people, individually or collectively, to influence government in ways other than voting and elections (e.g., Lobbying, Political Action Committees, "Political Art"/political cartoons, protest songs, plays, movies, novels, etc.). (DOK 3)
b. Explain how religion and religious diversity has characterized the development of American democracy. (DOK 2)
c. Analyze the influence of the media on American political life. (DOK 3)

Course: Introduction to World Geography

Content Strand: Domestic Affairs

Understand the role of the United States in the world geo-political system.

Content Strand: Global Affairs

Understand the physical environments in the United States and the world along with the processes that shape them and the problems they present to human occupation and use.
Understand how population, migration, culture, economics, urbanization, and political factors produce complex networks and systems of human activity around the world.

Content Strand: Civil Rights/Human Rights

Understand civil rights and human rights in the contemporary world.

Content Strand: Economics

Understand economic development, economic globalization and global resource use.

Content Strand: Culture

Understand the characteristics, distribution, and complexity of Earth’s cultural mosaics.

Course: Introduction to World History from the Age of Enlightenment to the Present

Content Strand: Domestic Affairs

Understand different political systems in the Modern Western World and their impact on the respective societies that adopted them.
Understand the impact of political, technological, economic, cultural, religious, and demographic changes within the global community.

Content Strand: Global Affairs

Understand causes and consequences of contact, cooperation, and conflict (e.g., diplomatic, economic, political, cultural/ethnic, military, biological) between various societies, nations, and groups of people.
Understand that increased interactions among people have resulted from: technological and communication innovation, political and economic change, and demographic and climate change.

Content Strand: Civil Rights/Human Rights

Understand rights in society and changing conception of rights (civil or human).

Content Strand: Economics

Understand the economic causes and patterns of global change in the era of New Imperialism in Africa, Southeast Asia, China, India, Latin America, and the Philippines.
Understand the development of various economic systems through time and place and how those systems have shaped global relations.

Content Strand: Culture

Understand the cultural trends, religious ideologies and artistic expressions of various world cultures through time and place.

Course: U.S. History from Post-Reconstruction to the Present

Content Strand: Domestic Affairs

Understand the evolution of the American political system, its ideals, and institutions post-reconstruction.
Understand major social problems and domestic policy issues in post- reconstruction American society.

Content Strand: Global Affairs

Understand how the global position of the United States has evolved as a result of imperialism, economics, technological changes, and involvement in international wars and conflicts.

Content Strand: Civil Rights/Human Rights

Understand how the Civil Rights Movement achieved social and political change in the United States and the impact of the Civil Rights struggle of African Americans on other groups (including but not limited to feminists, Native Americans, Hispanics, immigrant groups, and individuals with disabilities).

Content Strand: Economics

Understand the continuing economic transformation of the United States involving the maturing of the industrial economy, the expansion of big business, the changing demographics of the labor force, and the rise of national labor unions and industrial conflict.
Understand the scope of government involvement in the economy including the following: the regulation of industry and labor, the attempts to manipulate the money supply, and the use of tariffs or trade agreements to protect or expand U.S. business interests.

Content Strand: Culture

Understand cultural trends, religious ideologies, and artistic expressions that contributed to the historical development of the United States.

Course: Economics

Content Strand: Domestic Affairs

Understand that the nation’s overall economy is characterized by the interaction of spending and production decisions.

Content Strand: Global Affairs

Understand that there is an increasing economic interdependence among nations in the global economy.

Content Strand: Civil Rights/Human Rights

Understand how different economic systems affect civil and human rights.

Content Strand: Economics

Understand that resources are limited and therefore choices must be made.
Understand that markets exist when buyers and sellers interact and engage in exchange.

Content Strand: Culture

Understand the personal economic consequences of spending and investment decisions made by individuals, businesses, and governments.

Read more about Mississippi's Tenth Grade Standards

Teaching the Declaration without Overwhelming Students

Image

photomechanical print, Writing the Declaration of Independence--1776, 28 July 19

Question

How might I teach the Declaration of Independence to high school students who are visual and verbal learners? What films or reading assignments will engage them, and yet not overwhelm them with the sometimes difficult wording of the Declaration itself?

Answer

Ah, the Declaration of Independence, a document so essential to understanding our American past and present that every student should read and learn about it. Luckily, its ideas and historical significance are truly engaging and can help make its difficult eighteenth century prose more accessible for our students.

Below are some ideas:

How about starting with an idea or line from the document? One of our favorites is the line regarding the right and duty for those threatened with absolute tyranny to “throw off such government.” This is one of several powerful ideas in the Declaration that can engage students before they confront the entire document. (It could also be just considering the document’s title! Declaring independence is something most adolescents can get their heads around and this can lead into exploring when and why this might happen and how one might frame such a declaration to win supporters. Consider what “The unanimous Declaration of the thirteen united States of America,” signaled to readers on both sides of the Atlantic and how they had gotten to this radical place.)

Considering the historical and contemporary significance of the document can also engage. Do students have a grasp of the road to Revolution, do they understand the chain of events and rising discontent in the Colonies? The risk to the signers? The historical moment? This background knowledge can help students in understanding the import of the document and its prose. Or look at instances where the document serves as a model (the Seneca Falls Declaration)
or reference point (MLK’s reference to it as “promissory note” in his I Have a Dream Speech)

As far as reading the document, we suggest two intertwined approaches (both to be used with a transcribed version).

1. Help students see the structure of the document so they know what to expect. Show them how it moves from initial paragraphs that get what the states are doing and why, to a list of specific grievances, to assurances that these are not capricious complaints or actions and then the ultimate declaration.

2. Plan activities where they read excerpts from the document closely and carefully. Phrases and sentences work here—select them carefully and scaffold student work with strategies like pair work, paraphrasing, and vocabulary help.

Some other ideas include:
Looking at the original document.

Sign the document. Have students find the anomaly (your signature) on a handout or decide whether to sign on themselves after considering the stories behind the signers and the historical moment.

Look at the rough draft of the Declaration or use this lesson plan which involves a careful comparison between the drafts.

For a primer on the document, see this historian’s helpful discussion that includes a consideration of the historical events surrounding the Declaration, analyses of particular excerpts and its consequences and legacy.

See the Library of Congress’ Web Guide

Connect with images. For example, this one or this one.

Admittedly, we focus on the reading of the document. There are several resources like the recent film National Treasure, the older film 1776, or the Independence episode of the recent TV miniseries John Adams that some teachers use to talk about the Declaration of Independence.

A new way to bring visual learners to the text of the Declaration is through YouTube. Your students may be interested in this video clip of well-known actors reading the Declaration in its entirety .

While these resources could be used to accompany the kinds of reading activities we mention here, it would be too bad if they trumped the actual Declaration, a document that talked about equality before our Constitution did and deserves every student’s eye.

Read more about Teaching the Declaration without Overwhelming Students

Elizabeth Schaefer on the Interactive Declaration of Independence

Date Published

Sun, 11/07/2010 - 19:00

Image

Lithograph, The Declaration Committee, 1876, Currier and Ives, LoC

Article Body

The Library of Congress's Interactive Declaration of Independence

The Library of Congress has created a brilliant interactive tool for studying the Declaration of Independence in your classroom. It allows in-depth primary source research while lending itself naturally to reading skills and reinforcing good writing behavior. I explain some of the activities that I used, but there is a wide range of possibilities with this tool.

What is It?

The template for the computer interactive is a real rough draft of the Declaration of Independence, complete with edits made by Thomas Jefferson, John Adams, and Benjamin Franklin. On the "Overview" page, students can scroll their mouse over Thomas Jefferson's original script, transforming sections from the original handwriting to student-friendly printed font with word-processor-style edits.

The remaining tabs highlight specific concepts included in the Declaration (All Men Are Created Equal, Pursuit of Happiness, Consent of the Governed, Train of Abuses, and Slavery). For each section, four antecedent sources can be chosen which relate to the same concept and in some cases, use the same words.

Why Do I Love It?

Watching the Declaration warp time zones is equally thrilling for my students and me. It has a magical quality to it. Suddenly the students are excited about reading the Declaration of Independence! The interactive creates the best of both worlds—allowing students to see the original primary source but also helping them to understand it. Not only is the text teaching them history, but the visuals also prompt many critical questions:

They actually had to go back and rewrite this whole thing? What if Jefferson messed up writing at the very end—did he have to start all over? Did they have white-out? Did they use rulers? Where did they learn to write like that? Could everyone write like that?

Students see the handwriting of Jefferson, Adams, and Franklin and suddenly these old guys become real people.

Plus students see the handwriting of Jefferson, Adams, and Franklin and suddenly these old guys become real people. The students develop historic connections outside of the overt goals of the lesson, which I believe is the key to growing lifelong learners.

The interactive allows a range of lesson aims, a variety of historic analyses and skill levels, and a relevant and effective background for reading and writing support. The literacy skills and the focus are up to you but Jefferson is setting the example!

The interactive supports a range of lesson aims and a variety of historic analyses and skill levels, and makes a relevant and effective background for reading and writing extension activities. The literacy skills and the focus are up to you, but Jefferson is setting the example!

How Can I Use It in the Classroom?

My actual lesson included a three-page packet with very specific steps for the students. Below is a sampling of some activities that I used.

Primary Source Observations
The "Overview" page explains what the source is. Once students read this, you can ask a variety of questions about the document. You can use your typical observation format, but due to the large amount of information, I recommend that you select a more narrow focus.

For our initial observations, I asked the students to specifically pay attention to the edits made on page one. The students described what they thought the document was and then were asked about the type of edits.

Ex.: Which of the following did Thomas Jefferson do? (Check all that apply)

◯ Changed words
◯ Added words
◯ Deleted words
◯ Borrowed from other documents
◯ Got peer edits. If so, from whom?

Identifying the Philosophy of Government
The next step was to discover the big ideas Thomas Jefferson communicates in the Declaration. This focused on the tabs labeled "Pursuit of Happiness," "Consent of the Governed," and "All Men are Created Equal," which highlight specific sentences from the document. The students filled in the sections with missing words or translated challenge vocabulary (CH). Note that the gray words are not included.

Ex.: "Consent of the Governed" section

Instituted = Made
Deriving = Getting
Consent = Permission

"that to secure these rights, ___________ [governments] are (CH) ___________ [instituted] among men, (CH) ___________ [deriving] their just powers from the (CH) ___________ [consent] of the governed."

Reading Support
These "Philosophy of Government" sections are ideal for supporting the reading area that your students are working on without confusing them by breaking the flow of your lesson. In my class, the students had to identify either the main idea of each section or Jefferson's purpose in including the sentence. They were therefore practicing testing skills in a way that was relevant and useful to our class. These sections can be applied to just about any reading skill "flavor-of-the-week."

Ex.: "Consent of the Governed" section

Who do you think "the governed" are?

What is Thomas Jefferson's purpose in using this sentence?

a. To inform the readers of how the king rules
b. To describe the Roman government
c. To explain how government should be
d. To support a monarchy government

Reviewing Content
In the next section, I instructed the students to view King George's offenses against the colonies by skimming pages two and three in the "Overview" section. The students' goal was to recognize the significant acts and events that we had discussed. They then recorded the section's specific passages mentioning taxation without representation, the Quartering Act, and the Boston Massacre Trials.

Advanced Source Comparisons
The Library of Congress selected specific reading and research material on Thomas Jefferson and paired it with the sections in the interactive Declaration of Independence. The reading was dense for the majority of my students, but I did ask, in the "All Men Are Created Equal" section, which of the documents they thought fit most closely with Jefferson's words.

The Other Side

On the top of page three, they were shocked to discover "merciless" and "savage."

Once the students are all settled on and happy that Jefferson believes "All Men Are Created Equal," we went backwards and looked a little closer. First, they were instructed to find the words Jefferson used about the American Indians in the text. On the top of page three, they were shocked to discover "merciless" and "savage."

Then we looked closer at the "Slavery" tab which describes the original words about slavery included in the draft of the Declaration of Independence, as well as the fact that they were all deleted. The students answered questions about which states were especially against including slavery and then they made connections. I closed with the questions, "Do you agree with the philosophy of government written in the Declaration of Independence?" and "Do you think the Continental Congress truly agreed with this philosophy of government?"

More Ideas?

If you develop new ways to use this interactive or have success with the Constitution version, please share your experience! I would love to hear some new ideas for this resource.

[Note: If you would like to respond to Liz Schaefer, comment to this entry, or email info@teachinghistory.org. We'll make sure she receives your feedback!]

For more information

HBO's miniseries John Adams includes a scene where Benjamin Franklin and John Adams edit Thomas Jefferson's rough draft of the Declaration, making some of the changes evident in the original draft. Remember to remind students that this scene was created based on the draft. We have no way of knowing exactly when or how the Founding Fathers discussed these changes.

Explore the Declaration on other websites with the National Archives and Records Administration's Our Documents or Charters of Freedom exhibits.

Read more about Elizabeth Schaefer on the Interactive Declaration of Independence

Scholars in Action: Analyzing an 1804 Inventory

Article Body

Note: Unpublished because content moved to Examples of Historical Thinking.

Scholars in Action presents case studies that demonstrate how scholars interpret different kinds of historical evidence. This 1804 inventory lists the possessions of Thomas Springer of New Castle County, DE. Legal documents, such as tax records or probate inventories, often provide our only information about the lifestyles of ordinary people during the colonial and early national periods.

Such listings of household possessions, from a time when household goods were not widely mass produced, can illuminate a fair amount about a family's routines, rituals, and social relations, as well as about a region's economy and its connections to larger markets. This inventory also contains items that suggest attitudes and policies toward slavery in the Mid-Atlantic states.

Website

http://historymatters.gmu.edu/mse/sia/inventory.htm

Read more about Scholars in Action: Analyzing an 1804 Inventory

Scholars in Action: Analyzing a Colonial Newspaper

Article Body

Note: Unpublished because content moved to Examples of Historical Thinking section.

Scholars in Action presents case studies that demonstrate how scholars interpret different kinds of historical evidence. This newspaper article was published in the Patriot press in 1775 and describes a political demonstration in Providence, RI, where protesters burned tea and loyalist newspapers.

As opposition to British rule grew in the years leading up to the American Revolution, many people in the colonies were forced to take sides. Popular movements such as the "Sons of Liberty" attracted artisans and laborers who sought broad social and political change. Street actions against the British and their economic interests brought ordinary citizens, including women and youth, into the political arena and often spurred greater militancy and radicalism. By 1775, a number of major political protests and clashes with the British had occurred, including the Stamp Act riots, the Boston Massacre, and the Boston Tea Party.

Website

http://historymatters.gmu.edu/mse/sia/newspaper.htm

Read more about Scholars in Action: Analyzing a Colonial Newspaper

An Ear for the Past: The National Jukebox

Date Published

Fri, 07/01/2011 - 20:00

Image

Poster, New Victor records of popular patriotic selections, 1917, LoC

Article Body

You don't have to look far to see how important music is to modern American life. Young people (as well as adults) talk about music, listen to music, download music, remix music, share music, and define themselves by music. In classrooms across the country, MP3 players and pop-tune ringtones give students' musical tastes away (and get them in trouble). But has music always been this personal, portable, and repeatable?

Ask your students to think back. Do they remember a time when music wasn't something you could own? When they, someone in their family, or someone they knew didn't have an MP3 player—or a CD, tape, or record player?

Before the birth of the recording industry, you could buy sheet music and learn how to perform musical pieces for yourself—but that was it. An individual performance was ephemeral, literally once in a lifetime.

When the recording industry took off, music became an object. Now you could buy and trade moments in musical time, preserved forever. You could listen to artists who lived far away from you, whom you might never see live. You could listen to your favorite performances again and again. You could even sell music, without having to worry about arranging performances. One song sung once by one artist could earn money for months or years to come. Sound become solid, something that could be passed from hand to hand—and preserved.

Exploring the Jukebox

Sound become solid, something that could be passed from hand to hand—and preserved.

On May 10, 2011, the Library of Congress launched its National Jukebox, an online archive of more than 10,000 recordings from 1901–1925. According to the website, Library of Congress staff worked throughout 2010 to digitize this massive collection of Victor Talking Machine Company recordings (Victor, now RCA, is one of the oldest record companies in existence, according to the Library of Congress's blog entry announcing the launch of the Jukebox).

You can browse the recordings by vocal artist, composer, lyricist, language, place or date of recording, target audience, label, category, or genre. And if you find some music you'd like to remember? Add it to your playlist in the site's pop-up player. Now you can listen to it while you browse other sites, email it to yourself to listen to later, or share it with others on social media sites or by embedding it in a blog or website.

Students and the Jukebox

While exploring the Jukebox is entertaining in its own right—I just spent two minutes listening to humorous singer Burt Shepard trying to lure a lost cat home—it also makes invaluable primary sources easily accessible.

Teaching about the rise of ragtime and jazz? Make a playlist of famous (and less famous) songs and artists and share it with your students.

How about the invention of the airplane? The Haydn Quartet's "Up in My Aeroplane" can give students an idea of the romance and novelty of flight six years after the Wright Brothers' first successful test run.

World War I? "Hooray, the war is over!" sings Harry Lauder in 1918; months earlier, baritone Reinald Werrenrath remembered the U.S.'s debt to Lafayette and to embattled France.

Pick a time period, a genre, an artist, a word—and go looking! There's something in this storehouse to accompany almost any topic from 1901–1925, if you look hard enough. Use the recordings to grab your students' attention—or ask them to analyze or compare music and lyrics. What do the words (if you choose a vocal piece) say? What emotions does the piece seem to seek to evoke? When was it recorded? Where? Who audience did the composer, artist, or publisher have in mind?

Finding music by topic can be difficult, as none of the pieces have transcriptions, but a little creative searching should leave you with at least a handful of catchy new sources to play with. Watch for more to come—the Library of Congress adds new content monthly, and it hopes to provide content from other Sony labels, such as Columbia and Okeh, in the future.

For more information

Looking for guidelines for music analysis? Professors Ronald J. Walters and John Spitzer introduce you to using popular song as a source in Using Primary Sources, and scholar Lawrence Levine demonstrates historical analysis of two blues songs.

Professor of social studies/history education Anthony Pellegrino's blog entries have ideas for exploring music in the classroom, too.

Read more about An Ear for the Past: The National Jukebox

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California: 10th-Grade Standards

CA.10.1. Content Standard: World History, Culture, and Geography

10.1.1. Performance Standard:

10.1.2. Performance Standard:

10.1.3. Performance Standard:

CA.10.2. Content Standard: World History, Culture, and Geography

10.2.1. Performance Standard:

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10.2.5. Performance Standard:

CA.10.3. Content Standard: World History, Culture, and Geography

10.3.1. Performance Standard:

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10.3.3. Performance Standard:

10.3.4. Performance Standard:

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10.3.7. Performance Standard:

CA.10.4. Content Standard: World History, Culture, and Geography

10.4.1. Performance Standard:

10.4.2. Performance Standard:

10.4.3. Performance Standard:

10.4.4. Performance Standard:

CA.10.5. Content Standard: World History, Culture, and Geography

10.5.1. Performance Standard:

10.5.2. Performance Standard:

10.5.3. Performance Standard:

10.5.4. Performance Standard:

10.5.5. Performance Standard:

CA.10.6. Content Standard: World History, Culture, and Geography

10.6.1. Performance Standard:

10.6.2. Performance Standard:

10.6.3. Performance Standard:

10.6.4. Performance Standard:

CA.10.7. Content Standard: World History, Culture, and Geography

10.7.1. Performance Standard:

10.7.2. Performance Standard:

10.7.3. Performance Standard:

CA.10.8. Content Standard: World History, Culture, and Geography

10.8.1. Performance Standard:

10.8.2. Performance Standard:

10.8.3. Performance Standard:

10.8.4. Performance Standard:

10.8.5. Performance Standard:

10.8.6. Performance Standard:

CA.10.9. Content Standard: World History, Culture, and Geography

10.9.1. Performance Standard:

10.9.2. Performance Standard:

10.9.3. Performance Standard:

10.9.4. Performance Standard:

10.9.5. Performance Standard:

10.9.6. Performance Standard:

10.9.7. Performance Standard:

10.9.8. Performance Standard:

CA.10.10. Content Standard: World History, Culture, and Geography

10.10.1. Performance Standard:

10.10.2. Performance Standard:

10.10.3. Performance Standard:

CA.10.11. Content Standard: World History, Culture, and Geography

CA.9-12.HS Content Standard: Historical and Social Sciences Analysis Skills

9-12.CST. Performance Standard:

9-12.1. Grade Level Expectation:

9-12.2. Grade Level Expectation:

9-12.3. Grade Level Expectation:

9-12.4. Grade Level Expectation:

9-12.HREP. Performance Standard:

9-12.1. Grade Level Expectation:

9-12.2. Grade Level Expectation:

9-12.3. Grade Level Expectation:

9-12.4. Grade Level Expectation:

9-12.HI. Performance Standard:

9-12.1. Grade Level Expectation:

9-12.2. Grade Level Expectation:

9-12.3. Grade Level Expectation:

9-12.4. Grade Level Expectation:

9-12.5. Grade Level Expectation:

9-12.6. Grade Level Expectation:

Arkansas: 10th-Grade Standards

AR.AG. Strand / Content Standard: American Government