• 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)

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.

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

Course: Mississippi Studies

Content Strand: Domestic Affairs

1. Understand how geography, history, and politics have influenced the development of Mississippi.
   • a. Identify the major (Chickasaw, Choctaw, and Natchez) and minor (Biloxi, Tunica) Native American groups found living in Mississippi by the first European explorers in the region and discuss their governmental, economic and ecological systems. (DOK 1)
   • b. Describe the social, economic and political context of Mississippi when it was held by France, England and Spain and describe the process by which the Mississippi territory was admitted to the United States. (DOK 1)
   • c. Analyze the development of slavery in Mississippi including the various factors (economic, geographic, and social) that contributed to its development and explain the opposition to slavery in Mississippi. (DOK 2)
   • d. Trace the events that led to the secession of Mississippi from the Union in 1861 and explain why certain groups opposed the secession. (DOK 1)
   • e. Compare and contrast the four constitutions of Mississippi and explain the reasons for their development. (DOK 2)
   • f. Identify and locate major geographical features of Mississippi and how they contribute to the social and economic development of the state. (DOK 1)
2. Understand the major responsibilities of state and local government and how they are executed.
   • a. Identify and describe the duties of the three branches of state government in Mississippi. (DOK 1)
   • b. Examine the various forms of local governments (i.e., city managers, municipal supervisors, mayor/city council, etc.) and evaluate how they help meet the needs of local communities. (DOK 2)

Content Strand: Global Affairs

3. Understand the role that Mississippi has played in international, political, and economic affairs.
   • a. Cite specific evidence of Mississippi‘s involvement (through imports and exports) in the global economy including communication, technology, transportation, education and manufacturing. (DOK 2)
   • b. Cite evidence of the growing international diversity of the Mississippi population by identifying the various immigrant groups in Mississippi during the 20th and 21st centuries and analyze their motivations (or push-pull factors) for migrating to the state. (DOK 2)

Content Strand: Civil Rights/Human Rights

4. 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.
   • a. Compare and contrast de facto segregation and de jure segregation in Mississippi from 1890 to the present, including the rise of Jim Crow era events and actors (i.e., Ross Barnett, James Eastland, the integration of University of Mississippi, Sovereignty Commission, etc.), and their impact on Mississippi‘s history and contemporary society. (DOK 2)
   • b. Identify and explain the significance of the major actors, groups and events of the Civil Rights Movement in the mid 20th century in Mississippi (i.e., Fannie Lou Hamer, Medgar Evers, Dr. T.R.M. Howard, James Meredith, Freedom Rides, Freedom Summer, Mississippi Freedom Democratic Party, COFO, CORE, etc.). (DOK 2)
   • c. Compare and contrast the development and resulting impact of civil rights movements (e.g., women‘s suffrage, African American liberation, Native American citizenship and suffrage, immigration rights, etc.) in Mississippi. (DOK 2)
   • d. Investigate and describe the state government‘s responses to the Brown v. Board of Education of Topeka, Kansas Supreme Court decision in the 1950s, 1960s and 1970s. (DOK 2)

Content Strand: Economics

5. Understand the importance of how geography, history, and politics affect the economic life of Mississippi from the past to the present.
   • a. Identify and analyze the economic development over time of major industries in Mississippi (including but not limited to agricultural production, manufacturing, rise of machines, boll weevil, development of natural resources, international investments, the Great Migration, etc.). (DOK 3)
   • b. Analyze the economic impact of the Civil War on Mississippi. (DOK3)
   • c. Explain the reasons why Mississippi became more industrialized in the mid-20th century.
     (DOK 1)
   • d. Analyze the current trends and historic record of poverty and wealth distribution in Mississippi. (DOK 3)

Content Strand: Culture

6. Understand the trends, ideologies, and artistic expressions in Mississippi over time and place.
   • a. Examine the cultural impact of Mississippi artists, musicians and writers on the state, nation and world. (DOK 2)
   • b. Analyze the ways Mississippians have adapted to change and continue to address cultural issues unique to the state (e.g., the establishment of historical and commemorative markers for Civil Rights Movement and Confederate icons). (DOK 3)
   • c. Analyze the impact of religious traditions upon the daily lives of Mississippians from the era of European exploration to the present. (DOK 3)

Course: U.S. Government

Content Strand: Domestic Affairs

1. Understand the fundamental principles and moral values of American democracy as expressed in the U.S. Constitution and other important documents of American democracy.
   • a. Explain how the U.S. Constitution calls for a system of shared powers, specifies the role of organized interests, details checks and balances, and explains the importance of an independent judiciary, enumerated powers, rule of law, federalism, and civilian control of the military. (DOK 2)
   • b. Explain how the Founding Fathers‘ realistic view of human nature led directly to the establishment of a constitutional system that limited the power of the governors and the governed. (DOK 2)
2. Understand the roles and responsibilities of the three branches of government as established by the U.S. Constitution.
   • a. Analyze Article I of the Constitution as it relates to the legislative branch, including eligibility for office and lengths of terms of representatives and senators; election to office; the roles of the House and Senate in impeachment proceedings; the role of the vice president; the enumerated legislative powers; and the process by which a bill becomes a law. (DOK 2)
   • b. Analyze Article II of the Constitution as it relates to the executive branch, including eligibility for office and length of term, election to and removal from office, the oath of office, and the enumerated executive powers. (DOK 2)
   • c. Analyze Article III of the Constitution as it relates to judicial branch, including the length of terms of judges and the jurisdiction of the Supreme Court. (DOK 2)
3. Understand the meaning, scope, and limits of rights and obligations of democratic citizenship and that the relationships among democratic citizens and government are mutable.
   • a. Explain the individual‘s legal obligations to obey the law, serve as a juror, and pay taxes. (DOK 1)
   • b. Explain the obligations of civic-mindedness, including voting, being informed on civic issues, volunteering and performing public service, and serving in the military or alternative service. (DOK 1)
   • c. Explain how one becomes a citizen of the United States, including the process of naturalization (e.g., literacy, language, and other requirements). (DOK 1)
   • d. Explain how the Constitution can be amended.(DOK1)

Content Strand: Global Affairs

4. 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.
   • a. Explain how the different ideas and structures of feudalism, mercantilism, socialism, fascism, communism, monarchies, parliamentary systems, and constitutional liberal democracies influence economic policies, social welfare policies, and human rights practices. (DOK 3)
   • b. Identify the forms of illegitimate power that some twentieth-century African, Asian, and Latin American dictators used to gain and hold office and the conditions and interests that supported them. (DOK 1)
   • c. Analyze the ideologies that give rise to Communism, methods of maintaining control, and the movements to overthrow Communist governments in Czechoslovakia, Hungary, and Poland, including the roles of movement leaders and individuals. (DOK 3)

Content Strand: Civil Rights/Human Rights

5. Understand the role that governments play in the protection, expansion, and hindrance of civil/human rights of citizens.
   • a. Explain Supreme Court rulings that have resulted in controversies over changing interpretations of civil rights, including those in Plessy v. Ferguson, Brown v. Board of Education, Miranda v. Arizona, Regents of the University of California v. Bakke, Adarand Constructors, Inc. v. Pena, and United States v. Virginia (VMI). (DOK 2)
   • b. Explain the importance of maintaining a balance between the following concepts: majority rule and individual rights; liberty and equality; state and national authority in a federal system; civil disobedience and the rule of law; freedom of the press and the right to a fair trial; and the relationship of religion and government. (DOK 2)
   • c. Analyze the meaning and importance of each of the rights guaranteed under the Bill of Rights and landmark Amendments (e.g., 13th, 14th, 15th, 19th, 26th) and how each is secured (e.g., freedom of religion, speech, press, assembly, petition, privacy). (DOK 3)

Content Strand: Economics

6. 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

• 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

1. Understand the role of the United States in the world geo-political system.
   • a. Recognize the effects of U.S. public opinion and U.S. policies on other peoples and countries around the world. (DOK 1)
   • b. Analyze the ways that public policy makers in the United States manage post Cold War tensions between the U.S. as a world superpower and other countries and organizations as emerging powers. (DOK 3)DOK 1)

Content Strand: Global Affairs

2. 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.
   • a. Identify and explain the concepts and processes that effect physical environments around the world and explain the subsequent patterns and distributions of natural resources and physical environmental changes that result from those processes. (DOK 3)
   • b. Recognize problems associated with the complex interactions between human activity and the physical environments around the world (e.g., natural hazards, drought and redistribution of water, agricultural production and food security, movement of air and water pollution). (DOK 2)
3. Understand how population, migration, culture, economics, urbanization, and political factors produce complex networks and systems of human activity around the world.
   • a. Recognize and explain the concepts and processes (e.g., location, space, economy, development of a "nation-state," etc.) that shape the patterns and distributions of human activity around the world. (DOK 2)
   • b. Identify the characteristics of human settlements around the world, sort them into categories (e.g., urban, suburban, rural, gentrified, slums, etc.), and analyze how each type of settlement develops and is sustained through time. (DOK 3)
   • c. Recognize and explain how the human forces of contact, cooperation, and conflict influence the division and control of earth‘s land and resources. (DOK 2)

Content Strand: Civil Rights/Human Rights

4. Understand civil rights and human rights in the contemporary world.
   • a. Identify and describe the social and economic circumstances of the world‘s indigenous peoples and assess the causes and effects of those circumstances. (DOK 2)
   • b. Describe how processes of structural racism (e.g., social justice, environmental racism, power relations, the gap between rich and poor, migration streams) operate in diverse places and with various groups of people around the world. (DOK 2)

Content Strand: Economics

5. Understand economic development, economic globalization and global resource use.
   • a. Use maps and other geographic representations, tools, and technologies to explain the geographic reasons of economic interactions among people, places, and environments of the world. (DOK 2)
   • b. Identify world patterns of resource distribution and utilization and evaluate the impacts of global economic interdependence (e.g., regional trade agreements, outsourcing, global division of labor). (DOK 3)
   • c. Categorize human livelihoods (agriculture, manufacturing, services, etc.) and distinguish between wage-earning and subsistence economies. (DOK 2)
   • d. Identify and analyze the ways in which innovations in transportation and communication networks impact the world. (DOK 3)

Content Strand: Culture

6. Understand the characteristics, distribution, and complexity of Earth’s cultural mosaics.
   • a. Identify processes of divergence and convergence of cultures. (DOK1)
   • b. Assess the ways in which places and regions contribute to the creation of individual and social identity. (DOK 2)
   • c. Identify major culture regions of the world and explain how the characteristics of each give it a distinctiveness that sets it apart from the others. (DOK 2)

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

Content Strand: Domestic Affairs

1. Understand different political systems in the Modern Western World and their impact on the respective societies that adopted them.
   • a. Compare and contrast governmental forms (Democracy, aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy and republic) as practiced by the societies that adopted them over time. (DOK 2)
   • b. Compare and contrast the ideologies and practices of communism, socialism, liberalism, fascism, nationalism, and imperialism. (DOK 2)
   • c. Analyze the different governmental systems of countries in Europe, Asia, and the Americas (e.g., Fascism in Italy and Germany, Communism in Russia and China, Democracy in the United States, Monarchy in England, etc.) since the Age of Enlightenment in terms of the main factors that contributed to their rise and fall. (DOK 4)
2. Understand the impact of political, technological, economic, cultural, religious, and demographic changes within the global community.
   • a. Analyze and explain the origins, spread, and impact of the First and Second Industrial Revolutions. (DOK 3)
   • b. Explain, by drawing on different political and cultural contexts, the evidence of the tensions between religions, within religions, and between secularism and religion. (DOK 2)
   • c. Describe the nature of the transitions from one governmental form to another (e.g., violent, non-violent, ideological, economic). (DOK 2)
   • d. Analyze international demographic trends (population growth, decline, movement) and their relationship with the development of various societies around the world. (DOK 2)

Content Strand: Global Affairs

3. 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.
   • a. Analyze the role of imperialism and industrialism as factors in the rise of global conflict since the Age of Enlightenment. (DOK 3)
   • b. Critique the successes and failures of initiatives to create international security (e.g., Bourbon Family Compact, Concert of Europe, Holy Alliance, League of Nations, United Nations, SEATO, Non-Aligned States, etc.). (DOK 3)
   • c. Analyze the causes, effects, and unique features of World War I and World War II in terms of the changes in diplomatic relationships among the various countries involved. (DOK 3)
   • d. Describe the causes of the Cold War and its effects on contemporary world affairs. (DOK 2)
4. Understand that increased interactions among people have resulted from: technological and communication innovation, political and economic change, and demographic and climate change.
   • a. 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. (DOK 3)
   • b. Identify the various locations of colonial rule of nations such as England, France, Germany, Italy, Japan, the Netherlands, Russia, Spain, Portugal, and the United States and analyze the colonial relationships of each. (DOK 3)
   • c. Analyze the integration of countries into the global community and the roles of demographic change, climate change, medical advances, and cultural exchange in that integration. (DOK 3)
   • d. Analyze the international developments in the post–World War II world in terms of global economic, military, and political power shifts (e.g., developments of nationalism in Africa and the "Middle East," the effects of the Truman Doctrine and the Marshall Plan in Southeast Asia, the collapse of the Soviet Union, etc.). (DOK 4)

Content Strand: Civil Rights/Human Rights

5. Understand rights in society and changing conception of rights (civil or human).
   • a. Differentiate between civil rights and human rights in their historical contexts (e.g., the Enlightenment, American and French Revolutions, Colonial Independence Movement-- such as the Free India Movement, and movements in Latin America). (DOK 2)
   • b. Describe the role and impact of international civil rights movements and leaders (e.g., Gandhi, Tiananmen Square protests, Tibetan Freedom Fighters, Ras Tafari Movement, etc.) on the colonized countries in places such as Africa, Caribbean/South America, and Southeast Asia, etc., in appeals for independence. (DOK 2)
   • c. Identify and distinguish between the methods of proponents of civil or human rights and the methods of their opponents since the Age of Enlightenment (e.g., Rousseau, Wollstonecraft, Blanqui, anarchists, Gandhi, Ho Chi Minh, Cesar Chavez). (DOK 2)

Content Strand: Economics

6. 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.
   • a. Assess the role that scarce resources, the quest for "markets," and technological innovation have played in conflicts between states and/or empires since the Age of Enlightenment. (DOK 3)
   • b. Analyze the role of imperialism, geography, and market economies in the development of the economies of "third world" nations in Africa, Southeast Asia, Latin America and the Philippines. (DOK 3)
7. Understand the development of various economic systems through time and place and how those systems have shaped global relations.
   • a. Analyze the integration of countries into the world economy and roles of the informational, technological and communication revolutions (e.g., steamship, the telegraph, television, satellite, and computer) in that integration. (DOK 3)
   • b. Cite evidence of how the world has evolved from a multitude of economic systems to a global interdependent economy. (DOK 2)
   • c. Draw conclusions using examples of how governments, international institutions (e.g., Napoleon‘s Continental System, GATT), and private corporations (e.g., East India Company) have sought to regulate economics since the Age of Enlightenment. (DOK 3)

Content Strand: Culture

8. Understand the cultural trends, religious ideologies and artistic expressions of various world cultures through time and place.
   • a. Assess the impact of the Scientific Revolutions on society and culture. (DOK 3)
   • b. Cite evidence to illustrate cultural fusion and exchange on an international scale (e.g.,
     influence of non-Western cultures on the West, the influence of the West on non- Western cultures, and other cross-fertilization between cultures) from the 18th century to the present. (DOK 2)
   • c. Examine cultural artifacts to illustrate the relationship between major artistic trends (e.g., Romanticism, Modernism, and Expressionism) in their historical contexts (e.g., political, intellectual, social, economic). (DOK 2)
   • d. Analyze the moral and ethical principles in ancient Greek and Roman philosophy, in Judaism, and in Christianity in the development of Western political thought. (DOK 3)

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

Content Strand: Domestic Affairs

1. Understand the evolution of the American political system, its ideals, and institutions post-reconstruction.
   • a. Cite and analyze evidence that the United States Constitution is a "living" document as reflected in Supreme Court cases, Amendments, and presidential actions. (DOK 3)
   • b. Analyze and evaluate the impact of presidential policies and congressional actions on domestic reform. (DOK 3)
   • c. Explain and analyze the expansion of federal powers. (DOK 3)
   • d. Analyze and evaluate the ongoing tension between individual liberty and national security. (DOK 3)
2. Understand major social problems and domestic policy issues in post- reconstruction American society.
   • a. Explain how American society has been impacted by the entry of more women, minorities, and immigrant workers into the labor force. (DOK 2)
   • b. Trace the response of American institutions such as government and non-profit organizations to environmental challenges such as natural disasters, conservation and pollution, and property rights (including but not limited to the expansion of the national park system, the development of environmental protection laws, and imminent domain). (DOK 2)
   • c. Compare and contrast various social policies such as welfare reform and public health insurance and explain how such social policies are influenced by the persistence of poverty. (DOK 2)

Content Strand: Global Affairs

3. 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.
   • a. Analyze the effects of imperialism on the foreign policy of the United States from Reconstruction to World War I. (DOK 3)
   • b. Compare and contrast the arguments between the imperialists and anti-imperialists in the late 19th century and justify why the imperialists prevailed. (DOK 3)
   • c. Draw conclusions about the causes and effects of American involvement in the world wars. (DOK 3)
   • d. Analyze the origins and development of the Cold War between the United States and the Soviet Union and their respective allies, including ideology, technology, economics, and geography. (DOK 3)
   • e. Explain and analyze America‘s role in international organizations, humanitarian relief, and post-war reconstruction efforts throughout the 20th century. (DOK 3)
   • f. Analyze and evaluate the causes and effects of the United States‘ growing involvement in the Middle East and the Persian Gulf. (DOK 3)

Content Strand: Civil Rights/Human Rights

4. 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).
   • a. Analyze the issues that gave rise to the Civil Rights Movement from post-reconstruction to the modern movement. (DOK 3)
   • b. Trace the major events of the modern movement and compare and contrast the strategies and tactics for social change used by leading individuals/groups. (DOK 2)
   • c. Analyze the response of federal and state governments to the goals (including but not limited to ending de jure and de facto segregation and economic inequality) of the Civil Rights Movement. (DOK 3)
   • d. Evaluate the impact of the Civil Rights Movement in expanding democracy in the United States. (DOK 3)
   • e. Compare and contrast the goals and objectives of other minority and immigrant groups to those of the Civil Rights Movement led predominantly by African-Americans. (DOK 2)
   • f. Cite and analyze evidence of the political, economic, and social changes in the United States that expanded democracy for other minority and immigrant groups. (DOK 3)

Content Strand: Economics

5. 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.
   • a. Evaluate the factors leading to and the effects of industrialization on the political, physical, and economic landscape of the United States during the late 19th and early 20th century. (DOK 3)
   • b. Explain the conditions of industrialization that led to the rise of organized labor and evaluate labor‘s effectiveness in achieving its goals. (DOK 3)
   • c. Identify and explain migration and immigration patterns that developed from the push- pull effects of economic circumstances. (DOK 2)
6. 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.
   • a. Cite and explain evidence that led to the transition of the U.S. economy from laissez- faire capitalism to an increasingly regulated economy. (DOK 2)
   • b. Analyze and evaluate historical arguments regarding monetary policy. (DOK 3)
   • c. Critique the government‘s use of tariffs and trade agreements. (DOK 3)
   • d. Evaluate deficit spending as a means of financing government programs. (DOK 3)

Content Strand: Culture

7. Understand cultural trends, religious ideologies, and artistic expressions that contributed to the historical development of the United States.
   • a. Examine cultural artifacts (including but not limited to visual art, literature, music, theatre, sports) to contextualize historical developments. (DOK 2)
   • b. Analyze and evaluate the impact of religion on various social movements, domestic/foreign policies, and political debates. (DOK 3)
   • c. Evaluate the role mass media has played in shaping perceptions toward certain policies, social groups, other nations, and political ideas. (DOK 3)
   • d. Contrast modernism and traditionalism relating to social change. (DOK 2)
   • e. Cite and explain evidence of the diversity of the United States.(DOK2)

Course: Economics

Content Strand: Domestic Affairs

1. Understand that the nation’s overall economy is characterized by the interaction of spending and production decisions.
   • a. Analyze the causes and effects of choices made by various sectors in the economy (e.g., households, businesses, and governments, etc.) in the production and distribution of resources. (DOK 3)
   • b. Predict how changes in a nation‘s overall level of income, employment, and prices determine changes in the economy‘s level of output or real Gross Domestic Product or GDP. (DOK 3)
   • c. Demonstrate how money makes it easier to trade, borrow, save, invest, and compare the value of goods and services. (DOK 3)
   • d. Interpret how the Federal government spending policy and the Federal Reserve System‘s monetary policy influence the overall level of employment, output, and prices in the U.S. economy. (DOK 3)

Content Strand: Global Affairs

2. Understand that there is an increasing economic interdependence among nations in the global economy.
   • a. Cite evidence and explain how both production and consumption increase when regions and nations specialize in what they can produce at the lowest cost, and then trade with others. (DOK 3)
   • b. Explain how foreign exchange rates represent the market price of one nation‘s currency in terms of another nation‘s currency. (DOK 2)
   • c. Use measures of economic development to draw conclusions about the lives and futures of people and societies in the various world regions and countries. (DOK 3)

Content Strand: Civil Rights/Human Rights

3. Understand how different economic systems affect civil and human rights.
   • a. Analyze the current trends and historical record of poverty in the American economy, noting the disproportionate effects of poverty in minority communities and with women. (DOK 3)
   • b. Compare and contrast poverty as it exists in other industrialized nations and in the developing economies around the world. (DOK 2)
   • c. Analyze the role of a market economy in establishing and preserving political and personal liberty (e.g., through the works of Adam Smith). (DOK 3)

Content Strand: Economics

4. Understand that resources are limited and therefore choices must be made.
   • a. Explain why individuals and societies can not have all the goods and services that they want and as a result, they make choices that involve costs and benefits. (DOK 2)
   • b. Describe how effective decision-making requires comparing the additional costs of alternatives with the additional benefits of alternatives. (DOK 2)
   • c. Describe how people respond to positive and negative incentives in predictable ways. (DOK 2)
   • d. Explain how voluntary exchange occurs only when all participating parties expect to gain. (DOK 2)
5. Understand that markets exist when buyers and sellers interact and engage in exchange.
   • a. Analyze, using supply and demand curves, the relationship of the concept of incentives to the law of supply, and the relationship of the concept of incentives and substitutes to the law of demand. (DOK 3)
   • b. Investigate and explain how markets determine prices and thereby allocate goods and services and describe how market prices send signals and provide incentives to buyers and sellers. (DOK 2)
   • c. Analyze the role of government (defining property rights, providing public goods and services, regulating in cases of market failure and promoting market competition) in helping to provide for a just distribution of economic resources and opportunities among citizens in a market economy. (DOK 3)

Content Strand: Culture

6. Understand the personal economic consequences of spending and investment decisions made by individuals, businesses, and governments.
   • a. Demonstrate how American culture promotes entrepreneurship. (DOK3)
   • b. Demonstrate why it is important to take responsibility for personal financial decisions. (DOK 3)
   • c. Analyze the effects of advertising, marketing, and American popular culture on people‘s economic choices (consumerism, charitable giving, entertainment spending, etc.). (DOK 3)