• KS.1. Standard: Civics-Government

  The student uses a working knowledge and understanding of governmental systems of Kansas and the United States and other nations with an emphasis on the United States Constitution, the necessity for the rule of law, the civic values of the American people, and the rights, privileges, and responsibilities of becoming active participants in our representative democracy.

  • 1.1. Benchmark:

    The student understands the rule of law as it applies to individuals; family; school; local, state and national governments.

    • 1.1.1. Indicator / Proficiency Level:

      (K) The student discusses the need for rules in the family, school, and community with an understanding of both positive and negative consequences.

  • 1.2. Benchmark:

    The student understands the shared ideals and diversity of American society and political culture.

    • 1.2.1. Indicator / Proficiency Level:

      (K) The student identifies shared ideals within American society (e.g., truth, fairness, justice, loyalty, freedom).

  • 1.3. Benchmark:

    The student understands how the United States Constitution allocates power and responsibility in the government.

    • 1.3.1. Indicator / Proficiency Level:

      (A) The student demonstrates leadership qualities by taking on responsibilities in the classroom and home (e.g., line leader, passing out papers, keeping room clean).

  • 1.4. Benchmark:

    The student identifies and examines the rights, privileges, and responsibilities in becoming an active civic participant.

    • 1.4.1. Indicator / Proficiency Level:

      (K) The student identifies privileges as benefits which can be granted or taken away (e.g., being first in line, attending a field trip, extended recess time).

  • 1.5. Benchmark:

    The student understands various systems of governments and how nations and international organizations interact.

    • 1.5.1. Indicator / Proficiency Level:

      (K) The student recognizes that people can make rules and leaders can enforce rules.

• KS.2. Standard: Economics

  The student uses a working knowledge and understanding of major economic concepts, issues, and systems, applying decision-making skills as a consumer, producer, saver, investor, and citizen of Kansas and the United States living in an interdependent world.

  • 2.1. Benchmark:

    The student understands how limited resources require choices.

    • 2.1.1. Indicator / Proficiency Level:

      (K) The student understands individuals and families cannot have everything they want, so they have to make choices (e.g., having to decide whether to buy a new video game or a pair of shoes).

  • 2.2. Benchmark:

    The student understands how the market economy works in the United States.

    • 2.2.1. Indicator / Proficiency Level:

      (K) The student understands the concept of exchange and the use of money to purchase goods and services.

  • 2.3. Benchmark:

    The student analyzes how different incentives, economic systems and their institutions, and local, national, and international interdependence affect people.

    • 2.3.1. Indicator / Proficiency Level:

      (K) The student discusses why people save money in a bank.

  • 2.4. Benchmark:

    The student analyzes the role of the government in the economy.

    • 2.4.1. Indicator / Proficiency Level:

      This benchmark will be taught at another grade level.

  • 2.5. Benchmark:

    The student makes effective decisions as a consumer, producer, saver, investor, and citizen.

    • 2.5.1. Indicator / Proficiency Level:

      (K) The student understands that people have jobs to earn a wage.

• KS.3. Standard: Geography

  The student uses a working knowledge and understanding of the spatial organization of Earth's surface and relationships between peoples and places and physical and human environments in order to explain the interactions that occur in Kansas, the United States, and in our world.

  • 3.1. Benchmark: Geographic Tools and Location

    The student uses maps, graphic representations, tools, and technologies to locate, use, and present information about people, places, and environments.

    • 3.1.1. Indicator / Proficiency Level:

      (K) The student describes the purposes of maps and globes (e.g., model of earth, representation of earth's features).

    • 3.1.2. Indicator / Proficiency Level:

      (A) The student finds Kansas on a wall map.

    • 3.1.3. Indicator / Proficiency Level:

      (A) The student makes a map to represent some location important to them.

    • 3.1.4. Indicator / Proficiency Level:

      (K) The student locates major geography locations (e.g., United States, Canada, Mexico, Atlantic Ocean, Pacific Ocean).

  • 3.2. Benchmark: Places and Regions

    The student analyzes the human and physical features that give places and regions their distinctive character.

    • 3.2.1. Indicator / Proficiency Level: (A) The student maps physical and human features of the school (e.g., physical

      hills, creeks, trees; human: play equipment, fences, sidewalks).

  • 3.3. Benchmark: Physical Systems

    The student understands Earth's physical systems and how physical processes shape Earth's surface.

    • 3.3.1. Indicator / Proficiency Level:

      (K) The student observes and identifies local weather conditions and patterns.

  • 3.4. Benchmark: Human Systems

    The student understands how economic, political, cultural, and social processes interact to shape patterns of human populations, interdependence, cooperation, and conflict.

    • 3.4.1. Indicator / Proficiency Level:

      This benchmark will be taught at another grade level.

  • 3.5. Benchmark: Human-Environment Interactions

    The student understands the effects of interactions between human and physical systems.

    • 3.5.1. Indicator / Proficiency Level:

      (K) The student identifies ways in which people depend on the physical environment to meet needs and wants (e.g., water, food, fuel).

    • 3.5.2. Indicator / Proficiency Level:

      (K) The student describes how the physical environment impacts humans (e.g., choices of clothing, housing, crops, recreation).

    • 3.5.3. Indicator / Proficiency Level:

      (A) The student lists ways people can maintain or help the quality of their environment.

• KS.4. Standard: History (Kansas, United States, and World History)

  The student uses a working knowledge and understanding of significant individuals, groups, ideas, events, eras, and developments in the history of Kansas, the United States, and the world, utilizing essential analytical and research skills.

  • 4.1. Benchmark:

    The student understands the significance of important individuals and major developments in history.

    • 4.1.1. Indicator / Proficiency Level:

      (A) The student tells the story of an important person in his/her life.

    • 4.1.2. Indicator / Proficiency Level:

      (K) The student identifies the office of the president as the leader of the United States and identifies the first president and the current president.

  • 4.2. Benchmark:

    The student understands the importance of the experiences of groups of people who have contributed to the richness of our heritage.

    • 4.2.1. Indicator / Proficiency Level:

      (K) The student describes the needs of a family (e.g., food, shelter).

    • 4.2.2. Indicator / Proficiency Level:

      (K) The student describes the different foods produced in Kansas over time (e.g., wheat, corn, soybeans, sunflowers, livestock).

    • 4.2.3. Indicator / Proficiency Level:

      (A) The student compares at least two types of shelter used by families today (e.g., apartment, frame house, mobile home, duplex).

    • 4.2.4. Indicator / Proficiency Level:

      (A) The student compares types of shelter used by American Indians in Kansas over time (e.g., grass lodge, tipi, earth lodge, frame house).

    • 4.2.5. Indicator / Proficiency Level:

      (K) The student identifies types of shelter used by early Kansas families (e.g., dugouts, sod houses, log cabins, frame houses).

    • 4.2.6. Indicator / Proficiency Level:

      (A) The student uses a timeline to share the history of a family (e.g., his/her own family, a family from literature).

  • 4.3. Benchmark:

    The student understands the significance of events, holidays, documents, and symbols that are important to Kansas, United States and World history.

    • 4.3.1. Indicator / Proficiency Level:

      (K) The student recognizes the United States flag, Pledge of Allegiance, and bald eagle as important national symbols.

    • 4.3.2. Indicator / Proficiency Level:

      (K) The student recognizes the Kansas flag and identifies the symbols on it (e.g., motto, stars, American Indians and buffalo, farmer plowing, pioneers and cabin, steamboat, etc.).

    • 4.3.3. Indicator / Proficiency Level:

      (K) The student identifies some important United States national holidays (e.g., Independence Day, Columbus Day, Veterans Day, Thanksgiving, Martin Luther King, Jr. Day, Presidents' Day, Memorial Day).

  • 4.4. Benchmark:

    The student engages in historical thinking skills.

    • 4.4.1. Indicator / Proficiency Level:

      (K) The student puts events in chronological order.

    • 4.4.2. Indicator / Proficiency Level:

      (A) The student uses information to provide details to support a main idea in history.

    • 4.4.3. Indicator / Proficiency Level:

      (A) The student asks questions, shares information and discusses ideas about the past using resources such as maps, photographs, books, and people.

• IL.14. State Goal / Strand: Political Systems

  Understand political systems, with an emphasis on the United States.

  • 14.A. State Goal / Learning Standard:

    Understand and explain basic principles of the United States government.

    • 14.A.1. Learning Standard / Performance Descriptor:

      Describe the fundamental principles of government including representative government, government of law, individual rights and the common good.

  • 14.B. State Goal / Learning Standard:

    Understand the structures and functions of the political systems of Illinois, the United States and other nations.

    • 14.B.1. Learning Standard / Performance Descriptor:

      Identify the different levels of government as local, state and national.

  • 14.C. State Goal / Learning Standard:

    Understand election processes and responsibilities of citizens.

    • 14.C.1. Learning Standard / Performance Descriptor:

      Identify concepts of responsible citizenship including respect for the law, patriotism, civility and working with others.

  • 14.D. State Goal / Learning Standard:

    Understand the roles and influences of individuals and interest groups in the political systems of Illinois, the United States and other nations.

    • 14.D.1. Learning Standard / Performance Descriptor:

      Identify the roles of civic leaders (e.g., elected leaders, public service leaders).

  • 14.E. State Goal / Learning Standard:

    Understand United States foreign policy as it relates to other nations and international issues.

    • 14.E.1. Learning Standard / Performance Descriptor:

      Identify relationships that the federal government establishes with other nations.

  • 14.F. State Goal / Learning Standard:

    Understand the development of United States political ideas and traditions.

    • 14.F.1. Learning Standard / Performance Descriptor:

      Describe political ideas and traditions important to the development of the United States including democracy, individual rights and the concept of freedom.

• IL.15. State Goal / Strand: Economics

  Understand economic systems, with an emphasis on the United States.

  • 15.A. State Goal / Learning Standard:

    Understand how different economic systems operate in the exchange, production, distribution and consumption of goods and services.

    • 15.A.1a. Learning Standard / Performance Descriptor:

      Identify advantages and disadvantages of different ways to distribute goods and services.

    • 15.A.1b. Learning Standard / Performance Descriptor:

      Describe how wages/salaries can be earned in exchange for work.

  • 15.B. State Goal / Learning Standard:

    Understand that scarcity necessitates choices by consumers.

    • 15.B.1. Learning Standard / Performance Descriptor:

      Explain why consumers must make choices.

  • 15.C. State Goal / Learning Standard:

    Understand that scarcity necessitates choices by producers.

    • 15.C.1a. Learning Standard / Performance Descriptor:

      Describe how human, natural and capital resources are used to produce goods and services.

    • 15.C.1b. Learning Standard / Performance Descriptor:

      Identify limitations in resources that force producers to make choices about what to produce.

  • 15.D. State Goal / Learning Standard:

    Understand trade as an exchange of goods or services.

    • 15.D.1a. Learning Standard / Performance Descriptor:

      Demonstrate the benefits of simple voluntary exchanges.

    • 15.D.1b. Learning Standard / Performance Descriptor:

      Know that barter is a type of exchange and that money makes exchange easier.

  • 15.E. State Goal / Learning Standard:

    Understand the impact of government policies and decisions on production and consumption in the economy.

    • 15.E.1. Learning Standard / Performance Descriptor:

      Identify goods and services provided by government.

• IL.16. State Goal / Strand: History

  Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

  • 16.A. State Goal / Learning Standard:

    Apply the skills of historical analysis and interpretation.

    • 16.A.1a. Learning Standard / Performance Descriptor:

      Explain the difference between past, present and future time; place themselves in time.

    • 16.A.1b. Learning Standard / Performance Descriptor:

      Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).

    • 16.A.1c. Learning Standard / Performance Descriptor:

      Describe how people in different times and places viewed the world in different ways.

  • 16.B. State Goal / Learning Standard:

    Understand the development of significant political events.

    • 16.B.1a. Learning Standard / Performance Descriptor: Local, State, and United States History

      Identify key individuals and events in the development of the local community (e.g., Founders days, names of parks, streets, public buildings).

    • 16.B.1b. Learning Standard / Performance Descriptor: Local, State, and United States History

      Explain why individuals, groups, issues and events are celebrated with local, state or national holidays or days of recognition (e.g., Lincoln's Birthday, Martin Luther King's Birthday, Pulaski Day, Fourth of July, Memorial Day, Labor Day, Veterans' Day, Thanksgiving).

    • 16.B.1c. Learning Standard / Performance Descriptor: World History

      Explain the contributions of individuals and groups who are featured in biographies, legends, folklore and traditions.

  • 16.C. State Goal / Learning Standard:

    Understand the development of economic systems.

    • 16.C.1a. Learning Standard / Performance Descriptor: Local, State, and United States History

      Describe how Native American people in Illinois engaged in economic activities with other tribes and traders in the region prior to the Black Hawk War.

    • 16.C.1b. Learning Standard / Performance Descriptor: Local, State, and United States History

      Explain how the economy of the students' local community has changed over time.

    • 16.C.1c. Learning Standard / Performance Descriptor: World History

      Identify how people and groups in the past made economic choices (e.g., crops to plant, products to make, products to trade) to survive and improve their lives.

    • 16.C.1d. Learning Standard / Performance Descriptor: World History

      Explain how trade among people brought an exchange of ideas, technology and language.

  • 16.D. State Goal / Learning Standard:

    Understand Illinois, United States and world social history.

    • 16.D.1a. Learning Standard / Performance Descriptor: Local, State, and United States History

      Describe key figures and organizations (e.g., fraternal/civic organizations, public service groups, community leaders) in the social history of the local community.

    • 16.D.1b. Learning Standard / Performance Descriptor: World History

      Identify how customs and traditions from around the world influence the local community.

  • 16.E. State Goal / Learning Standard:

    Understand Illinois, United States and world environmental history.

    • 16.E.1a. Learning Standard / Performance Descriptor: Local, State, and United States History

      Describe how the local environment has changed over time.

    • 16.E.1b. Learning Standard / Performance Descriptor: World History

      Compare depictions of the natural environment that are found in myths, legends, folklore and traditions.

• IL.17. State Goal / Strand: Geography

  Understand world geography and the effects of geography on society, with an emphasis on the United States.

  • 17.A. State Goal / Learning Standard:

    Locate, describe and explain places, regions and features on the Earth.

    • 17.A.1a. Learning Standard / Performance Descriptor:

      Identify physical characteristics of places, both local and global (e.g., locations, roads, regions, bodies of water).

    • 17.A.1b. Learning Standard / Performance Descriptor:

      Identify the characteristics and purposes of geographic representations including maps, globes, graphs, photographs, software, digital images and be able to locate specific places using each.

  • 17.B. State Goal / Learning Standard:

    Analyze and explain characteristics and interactions on the Earth's physical systems.

    • 17.B.1a. Learning Standard / Performance Descriptor:

      Identify components of the Earth's physical systems.

    • 17.B.1b. Learning Standard / Performance Descriptor:

      Describe physical components of ecosystems.

  • 17.C. State Goal / Learning Standard:

    Understand relationships between geographic factors and society.

    • 17.C.1a. Learning Standard / Performance Descriptor:

      Identify ways people depend on and interact with the physical environment (e.g., farming, fishing, hydroelectric power).

    • 17.C.1b. Learning Standard / Performance Descriptor:

      Identify opportunities and constraints of the physical environment.

    • 17.C.1c. Learning Standard / Performance Descriptor:

      Explain the difference between renewable and nonrenewable resources.

  • 17.D. State Goal / Learning Standard:

    Understand the historical significance of geography.

    • 17.D.1. Learning Standard / Performance Descriptor:

      Identify changes in geographic characteristics of a local region (e.g., town, community).

• IL.18. State Goal / Strand: Social Systems

  Understand social systems, with an emphasis on the United States.

  • 18.A. State Goal / Learning Standard:

    Compare characteristics of culture as reflected in language, literature, the arts, traditions and institutions.

    • 18.A.1. Learning Standard / Performance Descriptor:

      Identify folklore from different cultures which became part of the heritage of the United States.

  • 18.B. State Goal / Learning Standard:

    Understand the roles and interactions of individuals and groups in society.

    • 18.B.1a. Learning Standard / Performance Descriptor:

      Compare the roles of individuals in group situations (e.g., student, committee member, employee/employer).

    • 18.B.1b. Learning Standard / Performance Descriptor:

      Identify major social institutions in the community.

  • 18.C. State Goal / Learning Standard:

    Understand how social systems form and develop over time.

    • 18.C.1. Learning Standard / Performance Descriptor:

      Describe how individuals interacted within groups to make choices regarding food, clothing and shelter.

• HI.SS.1.1. Content Standard / Course: Historical Understanding CHANGE, CONTINUITY, AND CAUSALITY-Understand change and/or continuity and cause and/or effect in history
  • SS.1.1.1. Content Standard / Performance Indicator: Chronological Thinking Distinguish temporal structures (i.e., beginning, middle, and end) in stories and historical narratives
• HI.SS.1.2. Content Standard / Course: Historical Understanding INQUIRY, EMPATHY AND PERSPECTIVE-Use the tools and methods of inquiry, perspective, and empathy to explain historical events with multiple interpretations and judge the past on its own terms
  • SS.1.2.1. Content Standard / Performance Indicator: Historical Inquiry Use a variety of primary sources (e.g., artifacts, letters, photographs) to gain an understanding of historical events
• HI.SS.1.3. Content Standard / Course: History HISTORICAL CONTENT-Understand children, people, and groups in time and place
  • SS.1.3.1. Content Standard / Performance Indicator: A Child's Place in History Compare own life with those of children in history
  • SS.1.3.2. Content Standard / Performance Indicator: Significant Events in American History Describe the lives of people who significantly impacted American history
• HI.SS.1.4. Content Standard / Course: Political Science/Civics GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives
  • SS.1.4.1. Content Standard / Performance Indicator: Governance, Power, and Authority Explain the purpose of rules
  • SS.1.4.2. Content Standard / Performance Indicator: Governance, Power, and Authority Explain the difference between authority and power
  • SS.1.4.3. Content Standard / Performance Indicator: Principles and Values of Democracy Explain historical symbols of American nationalism
  • SS.1.4.4. Content Standard / Performance Indicator: Principles and Values of Democracy Explain shared democratic values, including equality, common good, and individual rights
• HI.SS.1.5. Content Standard / Course: Political Science/Civics PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action
  • SS.1.5.1. Content Standard / Performance Indicator: Rights and Responsibilities Identify rights and responsibilities of community leaders
• HI.SS.1.6. Content Standard / Course: Cultural Anthropology SYSTEMS, DYNAMICS, AND INQUIRY-Understand culture as a system of beliefs, knowledge, and practices shared by a group and understand how cultural systems change over time
  • SS.1.6.1. Content Standard / Performance Indicator: Cultural Systems and Practices Describe ways in which own and other cultures express cultural beliefs and practices through stories and/or legends
• HI.SS.1.7. Content Standard / Course: Geography WORLD IN SPATIAL TERMS-Use geographic representations to organize, analyze, and present information on people, places, and environments and understand the nature and interaction of geographic regions and societies around the world
  • SS.1.7.1. Content Standard / Performance Indicator: Human and Physical Characteristics in Spatial Terms Construct and use simple maps to represent physical and human characteristics of a community
• HI.SS.1.8. Content Standard / Course: Economics RESOURCES, MARKETS, AND GOVERNMENT-Understand economic concepts and the characteristics of various economic systems
  • SS.1.8.1. Content Standard / Performance Indicator: Limited Resources and Choice Compare needs and wants
  • SS.1.8.2. Content Standard / Performance Indicator: Economic Interdependence Explain how people trade or use money to obtain goods and services
  • SS.1.8.3. Content Standard / Performance Indicator: Role and Function of Markets Define various goods (things that people need or want) and services (jobs people perform that satisfy people's needs or wants)

• GA.SS1H. Strand/topic: American Heroes

  Historical Understandings

  • SS1H1. Standard:

    The student will read about and describe the life of historical figures in American history.

    • SS1H1.a. Element: Identify the contributions made by these figures

      Benjamin Franklin (inventor/ author/ statesman),Thomas Jefferson (Declaration of Independence), Meriwether Lewis and William Clark with Sacagawea (exploration), Harriet Tubman (Underground Railroad), Theodore Roosevelt (National Parks and the environment), George Washington Carver (science).

    • SS1H1.b. Element:

      Describe how everyday life of these historical figures is similar to and different from everyday life in the present (food, clothing, homes, transportation, communication, recreation).

  • SS1H2. Standard:

    The student will read or listen to American folktales and explain how they characterize our national heritage. The study will include John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley.

• GA.SS1G. Strand/topic: American Heroes

  Geographic Understandings

  • SS1G1. Standard:

    The student will describe the cultural and geographic systems associated with the historical figures in SS1H1a.

  • SS1G2. Standard:

    The student will identify and locate his/her city, county, state, nation, and continent on a simple map or a globe.

  • SS1G3. Standard:

    The student will locate major topographical features of the earth's surface.

    • SS1G3.a. Element: Locate all of the continents

      North America, South America, Africa, Europe, Asia, Antarctica, and Australia.

    • SS1G3.b. Element: Locate the major oceans

      Arctic, Atlantic, Pacific, and Indian.

    • SS1G3.c. Element:

      Identify and describe landforms (mountains, deserts, valleys, plains, plateaus, and coasts).

• GA.SS1CG. Strand/topic: American Heroes

  Government/Civic Understandings

  • SS1CG1. Standard:

    The student will describe how the historical figures in SS1H1a display positive character traits of fairness, respect for others, respect for the environment, conservation, courage, equality, tolerance, perseverance, and commitment.

  • SS1CG2. Standard:

    The student will explain the meaning of the patriotic words to America (My Country 'Tis of Thee) and America the Beautiful.

• GA.SS1E. Strand/topic: American Heroes

  Economic Understandings

  • SS1E1. Standard:

    The student will identify goods that people make and services that people provide for each other.

  • SS1E2. Standard:

    The student will explain that people have to make choices about goods and services because of scarcity.

  • SS1E3. Standard:

    The student will describe how people are both producers and consumers.

  • SS1E4. Standard:

    The student will describe the costs and benefits of personal spending and saving choices.

• FL.SS.A.1. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

  The student understands historical chronology and the historical perspective.

  • SS.A.1.1.1 Benchmark / Big Idea:

    The student compares everyday life in different places and times and understands that people, places, and things change over time.

    • SS.A.1.1.1 Benchmark / Descriptor:

      The student knows ways people in different cultures live, work, play, move about, and communicate.

  • SS.A.1.1.2 Benchmark / Big Idea:

    The student understands that history tells the story of people and events of other times and places.

    • SS.A.1.1.2 Benchmark / Descriptor:

      The student extends and refines understanding that history tells the story of people and events of other times and places.

  • SS.A.1.1.3 Benchmark / Big Idea:

    The student knows a family history through two or three generations (e.g., customs, beliefs, and traditions of ancestors and their homelands).

    • SS.A.1.1.3 Benchmark / Descriptor:

      The student knows ways to investigate and document a family history.

  • SS.A.1.1.4 Benchmark / Big Idea: The student understands broad categories of time (e.g., past, present, and future

    yesterday, today, and tomorrow) and calendar time (days, weeks, months, and years).

    • SS.A.1.1.4 Benchmark / Descriptor:

      The student understands calendar time (days, weeks, months, years).

• FL.SS.A.2. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

  The student understands the world from its beginnings to the time of the Renaissance.

  • SS.A.2.1.1 Benchmark / Big Idea:

    The student knows methods of communication from long ago and the technological developments that facilitated communications (e.g., speaking by gestures; transmitting stories orally; the use of pictographs, hieroglyphics and different alphabets; writing by hand and printing with machines).

    • SS.A.2.1.1 Benchmark / Descriptor:

      The student knows ways in which communication methods have changed (for example, the transition from the block printing process to the invention of the printing press).

    • SS.A.2.1.1 Benchmark / Descriptor:

      The student knows ways changes in communication have affected the daily lives of people.

  • SS.A.2.1.2 Benchmark / Big Idea:

    The student understands the differences in the methods of travel from various times in human history and the advantages and disadvantages of each (e.g., the use of animals such as horses and camels; non-motorized vehicles such as chariots and travoises).

    • SS.A.2.1.2 Benchmark / Descriptor:

      The student knows ways in which transportation technology has changed the daily lives of people (for example, the advent of the automobile led to drive-through restaurants).

  • SS.A.2.1.3 Benchmark / Big Idea:

    The student understands the significance and historical contributions of historical figures during this period (e.g., the journeys of famous explorers).

    • SS.A.2.1.3 Benchmark / Descriptor:

      The student knows significant aspects of the lives and accomplishments of selected men and women in the historical period before the Renaissance (for example, Cleopatra, Mansa Musa, Augustus Caesar).

• FL.SS.A.3. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

  The student understands Western and Eastern civilization since the Renaissance.

  • SS.A.3.1.1 Benchmark / Big Idea:

    The student knows the accomplishments of major scientists and inventors (e.g., specific scientists and inventors, what they created, and how their creations have influenced society).

    • SS.A.3.1.1 Benchmark / Descriptor:

      The student knows significant aspects of the lives and accomplishments of selected scientists and inventors in the historical period since the Renaissance.

  • SS.A.3.1.2 Benchmark / Big Idea:

    The student understands the daily life, history, and beliefs of a country as reflected in dance, music, or other art forms (e.g., such as paintings, sculptures, and masks).

    • SS.A.3.1.2 Benchmark / Descriptor:

      The student understands ways in which selected art forms reflect daily life, history, and beliefs (for example, prehistoric cave paintings, hunting dances of primitive peoples).

  • SS.A.3.1.3 Benchmark / Big Idea:

    The student understands the cultural traditions and contributions of various societies since the Renaissance (e.g., the role of folktales and literature in transmitting cultural beliefs and the holidays and ceremonies of different cultures).

    • SS.A.3.1.3 Benchmark / Descriptor:

      The student understands the main ideas found in selected folktales, fables, legends, myths, and holidays from around the world that reflect the beliefs, ways of living, and traditions of various cultures of times past.

• FL.SS.A.4. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

  The student understands United States history to 1880.

  • SS.A.4.1.1 Benchmark / Big Idea:

    The student knows significant individuals in United States history to 1880 (e.g., revolutionary leaders, individuals important to American democracy, and individuals who fought for human rights, equality, and the common good).

    • SS.A.4.1.1 Benchmark / Descriptor:

      The student knows significant aspects of the lives and accomplishments of selected men and women in the period of United States history before 1880 (for example, Sacajawea, George Washington, Betsy Ross, Abraham Lincoln, Harriet Tubman).

  • SS.A.4.1.2 Benchmark / Big Idea:

    The student knows people and events honored in commemorative holidays that originated prior to 1880 (e.g., Columbus Day, Thanksgiving Day, Flag Day, Memorial Day, Independence Day, Veteran's Day, and President's Day).

    • SS.A.4.1.2 Benchmark / Descriptor:

      The student knows selected people and events prior to 1880 honored in commemorative holidays (for example, Columbus Day, Thanksgiving Day, Flag Day, Memorial Day, Independence Day, Veteran's Day, Presidents' Day).

  • SS.A.4.1.3 Benchmark / Big Idea:

    The student knows the history of American symbols (e.g., the eagle, the Liberty Bell, George Washington as the 'father of our country,' and the American flag).

    • SS.A.4.1.3 Benchmark / Descriptor:

      The student knows selected American symbols that have emerged from past events, legends, and historical accounts (for example, the eagle, the Liberty Bell, George Washington as the 'father of our country,' and the American flag).

  • SS.A.4.1.4 Benchmark / Big Idea:

    The student understands the changes that occurred in people's lives when they moved from faraway places to the United States.

    • SS.A.4.1.4 Benchmark / Descriptor:

      The student knows that people move from place to place for a variety of reasons.

• FL.SS.A.5. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

  The student understands United States history from 1880 to the present day.

  • SS.A.5.1.1 Benchmark / Big Idea:

    The student knows significant individuals in United States history since 1880 (e.g., presidents, scientists and inventors, significant women, and people who have worked to achieve equality and improve individual lives).

    • SS.A.5.1.1 Benchmark / Descriptor:

      The student knows significant aspects of the lives and accomplishments of selected men and women, including African Americans and Hispanics, in the period of United States history since 1880.

  • SS.A.5.1.2 Benchmark / Big Idea:

    The student knows why important buildings, statues, and monuments (e.g., the White House, Lincoln Memorial, Statue of Liberty, Ellis Island, Angel Island, Mt. Rushmore, and veteran's memorials) are associated with state and national history.

    • SS.A.5.1.2 Benchmark / Descriptor:

      The student knows selected important buildings, statues, and monuments associated with state and national history (for example, Capitol, White House, Lincoln Memorial, Statue of Liberty).

  • SS.A.5.1.3 Benchmark / Big Idea:

    The student knows people and events after 1880 that are honored in commemorative holidays (e.g., Martin Luther King, Jr. Day).

    • SS.A.5.1.3 Benchmark / Descriptor:

      The student knows about people and events after 1880 honored in commemorative holidays (for example, Veterans Day, Labor Day, Martin Luther King Day).

  • SS.A.5.1.4 Benchmark / Big Idea:

    The student understands changes in community life over time (e.g., changes in goods and services; changes in architecture and landscape; and changes in jobs, schooling, transportation, communication, religion, and recreation).

    • SS.A.5.1.4 Benchmark / Descriptor:

      The student knows changes in community life over time (for example, jobs, schooling, transportation, communication, religion, recreation).

• FL.SS.B.1. Standard / Body Of Knowledge: People, Places, and Environments [Geography]

  The student understands the world in spatial terms.

  • SS.B.1.1.1 Benchmark / Big Idea:

    The student determines the absolute and relative location of people, places, and things.

    • SS.B.1.1.1 Benchmark / Descriptor:

      The student knows terms used to describe distance (for example, feet, yards, meters, miles, kilometers).

    • SS.B.1.1.1 Benchmark / Descriptor:

      The student knows the locations of the four hemispheres and selected countries on a map and globe.

  • SS.B.1.1.2 Benchmark / Big Idea:

    The student uses simple maps, globes, and other three-dimensional models to identify and locate places.

    • SS.B.1.1.2 Benchmark / Descriptor:

      The student understands that a map represents a real place.

    • SS.B.1.1.2 Benchmark / Descriptor:

      The student knows the four cardinal directions (for example, north, south, east, west).

  • SS.B.1.1.3 Benchmark / Big Idea:

    The student identifies physical and human features of places in terms of the four spatial elements (point, line, area, and volume).

    • SS.B.1.1.3 Benchmark / Descriptor:

      The student understands ways physical environments in other parts of the world are similar to and different from one's own (for example, mountains, deserts, plains, shore).

  • SS.B.1.1.4 Benchmark / Big Idea:

    The student knows areas that can be classified as regions.

    • SS.B.1.1.4 Benchmark / Descriptor:

      The student understands that certain areas have common characteristics and can be called regions (for example, mountain ranges, neighborhoods, counties, states, countries).

• FL.SS.B.2. Standard / Body Of Knowledge: People, Places, and Environments [Geography]

  The student understands the interactions of people and the physical environment.

  • SS.B.2.1.1 Benchmark / Big Idea:

    The student identifies some physical and human characteristics of places.

    • SS.B.2.1.1 Benchmark / Descriptor:

      The student understands similarities and differences between life in cities, towns, suburbs, and farms.

  • SS.B.2.1.2 Benchmark / Big Idea:

    The student knows how different communities have changed physically and demographically.

    • SS.B.2.1.2 Benchmark / Descriptor:

      The student knows ways different communities have changed physically and demographically.

  • SS.B.2.1.3 Benchmark / Big Idea:

    The student knows basic needs and how families in the United States and other countries meet them.

    • SS.B.2.1.3 Benchmark / Descriptor:

      The student knows ways families meet their basic needs.

  • SS.B.2.1.4 Benchmark / Big Idea:

    The student knows the role that resources play in our daily lives.

    • SS.B.2.1.4 Benchmark / Descriptor:

      The student understands ways natural resources affect our daily life.

  • SS.B.2.1.5 Benchmark / Big Idea:

    The student knows the modes of transportation used to move people, products, and ideas from place to place, their importance, and their advantages and disadvantages.

    • SS.B.2.1.5 Benchmark / Descriptor:

      The student knows modes of transportation used to move people, products, and ideas from place to place, their importance, and their advantages and disadvantages.

• FL.SS.C.1. Standard / Body Of Knowledge: Government and the Citizen [Civics and Government]

  The student understands the structure, functions, and purpose of government and how the principles and values of American democracy are reflected in American constitutional government.

  • SS.C.1.1.1 Benchmark / Big Idea:

    The student knows how various symbols are used to depict Americans' shared values, principles, and beliefs.

    • SS.C.1.1.1 Benchmark / Descriptor:

      No grade level expectation - Content addressed in SS.A.4.1.2.3.

  • SS.C.1.1.2 Benchmark / Big Idea:

    The student knows traditionally patriotic activities and various holidays that reflect the shared values, principles, and beliefs of Americans.

    • SS.C.1.1.2 Benchmark / Descriptor:

      No grade level expectation - Content addressed in SS.A.4.1.2.3.

  • SS.C.1.1.3 Benchmark / Big Idea:

    The student understands how and why rules are made and knows that a good rule or law solves a specific problem, is fair, and 'does not go too far.'

    • SS.C.1.1.3 Benchmark / Descriptor:

      The student knows similarities and differences between rules and responsibilities at home and at school.

  • SS.C.1.1.4 Benchmark / Big Idea:

    The student recognizes major elected officials.

    • SS.C.1.1.4 Benchmark / Descriptor:

      The student knows selected major elected officials (for example, president, governor).

  • SS.C.1.1.5 Benchmark / Big Idea:

    The student knows examples of authority and power without authority and knows that people in positions of authority have limits on their authority.

    • SS.C.1.1.5 Benchmark / Descriptor:

      The student knows responsibilities of authority figures at home, school, and in the community (for example, parents, teachers, police officers).

  • SS.C.1.1.6 Benchmark / Big Idea:

    The student understands that the Constitution is a written document that states that the fundamental purposes of American government are to protect individual rights and promote the common good.

    • SS.C.1.1.6 Benchmark / Descriptor:

      The student knows some individual rights and responsibilities.

    • SS.C.1.1.6 Benchmark / Descriptor:

      The student understands that there are sources of authority for those who make laws and rules in the school, community, state, and country (for example, school board policy, city code, state and national constitutions).

• FL.SS.C.2. Standard / Body Of Knowledge: Government and the Citizen [Civics and Government]

  The student understands the role of the citizen in American democracy.

  • SS.C.2.1.1 Benchmark / Big Idea:

    The student knows the qualities of a good citizen (e.g., honesty, courage, and patriotism).

    • SS.C.2.1.1 Benchmark / Descriptor:

      The student understands some basic civic values (for example, fair play, good sportsmanship, individual responsibility)

  • SS.C.2.1.2 Benchmark / Big Idea:

    The student knows that a responsibility is a duty to do something or not to do something.

    • SS.C.2.1.2 Benchmark / Descriptor:

      The student extends and refines understanding that a responsibility is a duty to do something or not to do something.

  • SS.C.2.1.3 Benchmark / Big Idea:

    The student knows the sources of responsibility, examples of situations involving responsibility, and some of the benefits of fulfilling responsibilities.

    • SS.C.2.1.3 Benchmark / Descriptor:

      The student refines and extends knowledge examples of situations that involve responsibilities (for example, in the neighborhood or community).

  • SS.C.2.1.4 Benchmark / Big Idea:

    The student knows that the right to privacy is a personal right guaranteed by the United States Constitution and knows when privacy is expected.

    • SS.C.2.1.4 Benchmark / Descriptor:

      The student knows when privacy is expected.

    • SS.C.2.1.4 Benchmark / Descriptor:

      The student knows that the consequences of privacy can be beneficial and costly.

• FL.SS.D.1. Standard / Body Of Knowledge: Production, Distribution, and Consumption [Economics]

  The student understands how scarcity requires individuals and institutions to make choices about how to use resources.

  • SS.D.1.1.1 Benchmark / Big Idea:

    The student understands how scarcity affects the choices people make in everyday situations.

    • SS.D.1.1.1 Benchmark / Descriptor:

      The student understands the basic concept of scarcity.

  • SS.D.1.1.2 Benchmark / Big Idea:

    The student knows the differences among human resources, natural resources, and capital resources and how these resources are used to produce goods and services.

    • SS.D.1.1.2 Benchmark / Descriptor:

      No grade level expectation - Content addressed in second grade.

  • SS.D.1.1.3 Benchmark / Big Idea:

    The student knows the difference between goods and services and between consumers and producers.

    • SS.D.1.1.3 Benchmark / Descriptor:

      The student understands the difference between goods and services.

  • SS.D.1.1.4 Benchmark / Big Idea:

    The student understands that when consumers (e.g., individuals, households, businesses, governments, or societies) make economic choices, they must consider the costs incurred and the benefits received.

    • SS.D.1.1.4 Benchmark / Descriptor:

      The student understands cost (for example, something one gives up when one decides to do something) and benefit (for example, something that satisfies wants).

• FL.SS.D.2. Standard / Body Of Knowledge: Production, Distribution, and Consumption [Economics]

  The student understands the characteristics of different economic systems and institutions.

  • SS.D.2.1.1 Benchmark / Big Idea:

    The student understands that most people work in jobs in which they produce a few special goods or services.

    • SS.D.2.1.1 Benchmark / Descriptor:

      The student knows how different types of work benefit the family and community.

  • SS.D.2.1.2 Benchmark / Big Idea:

    The student understands the basic concepts of markets and exchanges.

    • SS.D.2.1.2 Benchmark / Descriptor:

      The student knows ways in which people exchange goods and services (for example, barter, payment).

  • SS.D.2.1.3 Benchmark / Big Idea:

    The student understands the basic functions of a bank.

    • SS.D.2.1.3 Benchmark / Descriptor:

      The student knows different ways to save money.

  • SS.D.2.1.4 Benchmark / Big Idea:

    The student understands that people in different places around the world depend on each other for the exchange of goods and services.

    • SS.D.2.1.4 Benchmark / Descriptor:

      No grade level expectation - Content addressed at second and third grades.

• DE.1.C1. Content Standard: Civics

  Students will examine the structure and purposes of governments with specific emphasis on constitutional democracy.

  • 1.C1.1. Performance Indicator / Gle:

    Students explain why leaders are important to people.

  • 1.C1.2. Performance Indicator / Gle:

    Students explain why elections are held to choose leaders.

  • 1.C1.3. Performance Indicator / Gle:

    Students explain why authority is needed.

  • 1.C1.4. Performance Indicator / Gle:

    Students explain how people in authority are responsible to those under the authority.

  • 1.C1.5. Performance Indicator / Gle:

    Students explain how people in authority are respected by those under the authority.

• DE.1.C2. Content Standard: Civics

  Students will understand the principles and ideals underlying the American political system.

  • 1.C2.1. Performance Indicator / Gle:

    Students explain why people should respect others.

  • 1.C2.2. Performance Indicator / Gle:

    Students explain how people show respect for others.

• DE.1.C3. Content Standard: Civics

  Students will understand the responsibilities, rights, and privileges of United States citizens.

  • 1.C3.1. Performance Indicator / Gle:

    Students explain the difference between responsibilities, rights, and privileges.

  • 1.C3.2. Performance Indicator / Gle:

    Students explain why people have responsibilities as citizens.

• DE.1.C4. Content Standard: Civics

  Students will develop and employ the civic skills necessary for effective, participatory citizenship.

  • 1.C4.1. Performance Indicator / Gle:

    Students explain why people would work together to do something.

  • 1.C4.2. Performance Indicator / Gle:

    Students explain how people can best work together.

• DE.1.E1. Content Standard: Economics

  Students will analyze the potential costs and benefits of personal economic choices in a market economy.

  • 1.E1.1. Performance Indicator / Gle:

    Students identify different types of resources used to produce goods and services.

  • 1.E1.2. Performance Indicator / Gle:

    Students explain why resources are scarce.

  • 1.E1.3. Performance Indicator / Gle:

    Students identify the next best option when a choice is made and explain reasoning for the choice.

  • 1.E1.4. Performance Indicator / Gle:

    Students explain why scarce resources cause people to make choices.

• DE.1.E2. Content Standard: Economics

  Students will examine the interaction of individuals, families, communities, businesses, and governments in a market economy.

  • 1.E2.1. Performance Indicator / Gle:

    Students explain different ways that people trade.

  • 1.E2.2. Performance Indicator / Gle:

    Students explain why people trade.

• DE.1.E3. Content Standard: Economics

  Students will understand different types of economic systems and how they change.

  • 1.E3.1. Performance Indicator / Gle:

    Students identify changes in human wants from the past to now.

  • 1.E3.2. Performance Indicator / Gle:

    Students explain why and how people use different resources.

• DE.1.E4. Content Standard: Economics

  Students will examine the patterns and results of international trade.

  • 1.E4.1. Performance Indicator / Gle:

    Students identify examples of specialization.

• DE.1.G1. Content Standard: Geography

  Students will develop a personal geographic framework, or 'mental map', and understand the uses of maps and other geographics.

  • 1.G1.1. Performance Indicator / Gle:

    Students identify the different ways maps and globes model the world.

  • 1.G1.2. Performance Indicator / Gle:

    Students explain how maps and globes use symbols to represent distance and direction.

• DE.1.G2. Content Standard: Geography

  Students will develop a knowledge of the ways humans modify and respond to the natural environment.

  • 1.G2.1. Performance Indicator / Gle:

    Students identify different land, water, and weather features displayed on maps, globes, and photographs.

• DE.1.G3. Content Standard: Geography

  Students will develop an understanding of the diversity of human culture and the unique nature of places.

  • 1.G3.1. Performance Indicator / Gle:

    Students identify how people live in different locations around the world.

  • 1.G3.2. Performance Indicator / Gle:

    Students identify how cultures are similar or different.

• DE.1.G4. Content Standard: Geography

  Students will develop an understanding of the character and use of regions and the connections between and among them.

  • 1.G4.1. Performance Indicator / Gle:

    Students identify types of regions.

  • 1.G4.2. Performance Indicator / Gle:

    Students explain the differences between places and regions.

• DE.1.H1. Content Standard: History

  Students will employ chronological concepts in analyzing historical phenomena.

  • 1.H1.1. Performance Indicator / Gle:

    Students tell time with a clock and calendar.

  • 1.H1.2. Performance Indicator / Gle:

    Students explain how chronological order helps people in daily life.

• DE.1.H2. Content Standard: History

  Students will gather, examine, and analyze historical data.

  • 1.H2.1. Performance Indicator / Gle:

    Students identify artifacts and documents that people used in the past.

  • 1.H2.2 Performance Indicator / Gle:

    Students identify differences between artifacts and documents.

• DE.1.H3. Content Standard: History

  Students will interpret historical data.

  • 1.H3.1. Performance Indicator / Gle:

    Students identify historical accounts as descriptions of the past.

  • 1.H3.2. Performance Indicator / Gle:

    Students explain the use of an artifact or document.

• CA.1.1. Content Standard: A Child's Place in Time and Space

  Students describe the rights and individual responsibilities of citizenship.

  • 1.1.1. Performance Standard:

    Understand the rule-making process in a direct democracy (everyone votes on the rules) and in a representative democracy (an elected group of people make the rules), giving examples of both systems in their classroom, school, and community.

  • 1.1.2. Performance Standard:

    Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the 'Golden Rule.'

• CA.1.2. Content Standard: A Child's Place in Time and Space

  Students compare and contrast the absolute and relative locations of places and people and describe the physical and/ or human characteristics of places.

  • 1.2.1. Performance Standard:

    Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.

  • 1.2.2. Performance Standard:

    Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location.

  • 1.2.3. Performance Standard:

    Construct a simple map, using cardinal directions and map symbols.

  • 1.2.4. Performance Standard:

    Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.

• CA.1.3. Content Standard: A Child's Place in Time and Space

  Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.

  • 1.3.1. Performance Standard:

    Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., 'My Country 'Tis of Thee').

  • 1.3.2. Performance Standard:

    Understand the significance of our national holidays and the heroism and achievements of the people associated with them.

  • 1.3.3. Performance Standard:

    Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, and know the people and events associated with them.

• CA.1.4. Content Standard: A Child's Place in Time and Space

  Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.

  • 1.4.1. Performance Standard:

    Examine the structure of schools and communities in the past.

  • 1.4.2. Performance Standard:

    Study transportation methods of earlier days.

  • 1.4.3. Performance Standard:

    Recognize similarities and differences of earlier generations in such areas as work (inside and outside the home), dress, manners, stories, games, and festivals, drawing from biographies, oral histories, and folklore.

• CA.1.5. Content Standard: A Child's Place in Time and Space

  Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.

  • 1.5.1. Performance Standard:

    Recognize the ways in which they are all part of the same community, sharing principles, goals, and traditions despite their varied ancestry; the forms of diversity in their school and community; and the benefits and challenges of a diverse population.

  • 1.5.2. Performance Standard:

    Understand the ways in which American Indians and immigrants have helped define Californian and American culture.

  • 1.5.3. Performance Standard:

    Compare the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures, drawing from folklore.

• CA.1.6. Content Standard: A Child's Place in Time and Space

  Students understand basic economic concepts and the role of individual choice in a free-market economy.

  • 1.6.1. Performance Standard:

    Understand the concept of exchange and the use of money to purchase goods and services.

  • 1.6.2. Performance Standard:

    Identify the specialized work that people do to manufacture, transport, and market goods and services and the contributions of those who work in the home.

• CA.K-5.HSS 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 kindergarten through grade five. They are to be assessed only in conjunction with the content standards in kindergarten through grade five. In addition to the standards for kindergarten through grade five, students demonstrate the following intellectual, reasoning, reflection, and research skills.

  • K-5.CST. Performance Standard:

    Chronological and Spatial Thinking

    • K-5.1. Grade Level Expectation:

      Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines.

    • K-5.2. Grade Level Expectation:

      Students correctly apply terms related to time, including past, present, future, decade, century, and generation.

    • K-5.3. Grade Level Expectation:

      Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same.

    • K-5.4. Grade Level Expectation:

      Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations.

    • K-5.5. Grade Level Expectation:

      Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes) and analyze how relative advantages or disadvantages can change over time.

  • K-5.REPV. Performance Standard:

    Research, Evidence, and Point of View

    • K-5.1. Grade Level Expectation:

      Students differentiate between primary and secondary sources.

    • K-5.2. Grade Level Expectation:

      Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

    • K-5.3. Grade Level Expectation:

      Students distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events.

  • K-5.HI. Performance Standard:

    Historical Interpretation

    • K-5.1. Grade Level Expectation:

      Students summarize the key events of the era they are studying and explain the historical contexts of those events.

    • K-5.2. Grade Level Expectation:

      Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.

    • K-5.3. Grade Level Expectation:

      Students identify and interpret the multiple causes and effects of historical events.

    • K-5.4. Grade Level Expectation:

      Students conduct cost-benefit analyses of historical and current events.

• AR.G. Strand / Content Standard: Geography

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

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

    • G.1.1.1. Student Learning Expectation / Benchmark: Location, Place, and Region

      Identify and locate student's town/city on an appropriate map.

    • G.1.1.2. Student Learning Expectation / Benchmark: Location, Place, and Region

      Locate Arkansas on a United States map.

    • G.1.1.3. Student Learning Expectation / Benchmark: Location, Place, and Region

      Identify and locate the United States on a world map or globe.

    • G.1.1.4. Student Learning Expectation / Benchmark: Location, Place, and Region

      Identify the North and South Poles and the Equator on a map or globe.

    • G.1.1.5. Student Learning Expectation / Benchmark: Location, Place, and Region

      Recognize that there are seven major continents.

    • G.1.1.6. Student Learning Expectation / Benchmark: Location, Place, and Region

      Recognize that there are four major oceans in the world.

    • G.1.1.7. Student Learning Expectation / Benchmark: Location, Place, and Region

      Explain how climate, location, and physical surroundings affect the way people live (e.g., food, clothing, shelter, transportation, recreation).

    • G.1.1.8. Student Learning Expectation / Benchmark: Map and Globe Skills

      Understand how and why maps and globes are used.

    • G.1.1.9. Student Learning Expectation / Benchmark: Map and Globe Skills

      Recognize that pictorial symbols on a map represent real objects.

    • G.1.1.10. Student Learning Expectation / Benchmark: Map and Globe Skills

      Show a relationship between places using directional words (e.g., school, home, community).

    • G.1.1.11. Student Learning Expectation / Benchmark: Map and Globe Skills

      Name and label the cardinal directions on a map: north, south, east, and west.

    • G.1.1.12. Student Learning Expectation / Benchmark: Map and Globe Skills

      Recognize physical features of maps and globes: rivers, lakes, oceans, mountains, islands, desert, and coast (e.g., use pictures, visual aids, stories).

    • G.1.1.13. Student Learning Expectation / Benchmark: Map and Globe Skills

      Illustrate and label a map of a familiar place.

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

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

    • G.2.1.1. Student Learning Expectation / Benchmark: Culture and Diversity

      Discuss elements of culture (e.g., food, clothing, housing, language, sports/ recreation, customs, traditions, art, music, religion).

    • G.2.1.2. Student Learning Expectation / Benchmark: Culture and Diversity

      Explain ways in which the location of a community affects people's lives, dress, and occupation.

    • G.2.1.3. Student Learning Expectation / Benchmark: Culture and Diversity

      Explain the difference between rural and urban areas.

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

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

    • G.3.1.1. Student Learning Expectation / Benchmark: Movement

      Recognize reasons people need various types of transportation.

    • G.3.1.2. Student Learning Expectation / Benchmark: Human Environment Interaction

      Identify ways to take personal action to protect the environment (e.g., cleaning up litter, recycling, Earth Day, Arbor Day).

    • G.3.1.3. Student Learning Expectation / Benchmark: Human Environment Interaction

      Identify ways in which people depend on the physical environment.

• AR.C. Strand / Content Standard: Civics

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

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

    • C.4.1.1. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Understand that government is an organized form of rules and procedures.

    • C.4.1.2. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Explain the importance of government in the classroom and school.

    • C.4.1.3. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Discuss the roles of people in families and schools who hold positions of authority.

    • C.4.1.4. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Discuss the basic role of the current president of the United States and current governor of Arkansas

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

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

    • C.5.1.1. Student Learning Expectation / Benchmark: Roots of Democracy

      Identify and discuss national symbols that represent American democracy: American flag, Bald Eagle, Statue of Liberty, White House, and United States Constitution.

    • C.5.1.2. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Demonstrate the rights and responsibilities of being a good citizen (e.g., politeness, reliability, fairness, honesty, patriotism).

    • C.5.1.3. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Discuss the voting process as it relates to an election.

    • C.5.1.4. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Demonstrate the appropriate procedures for reciting the Pledge of Allegiance: standing up straight, placing the right hand over heart, removing hats, and observing location of the flag.

• AR.H. Strand / Content Standard: History

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

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

    • H.6.1.1. Student Learning Expectation / Benchmark: Regionalism/ Nationalism

      Identify people and events observed in national celebrations and holidays: Labor Day, Veteran's Day, Thanksgiving, Columbus Day, Martin Luther King, Jr. Day, President's Day, Independence Day, and Constitution Day .

    • H.6.1.2. Student Learning Expectation / Benchmark: Regionalism/ Nationalism

      Identify state symbols of Arkansas: flower, bird, fruit/vegetable, folk dance, and instrument.

    • H.6.1.3. Student Learning Expectation / Benchmark: Regionalism and Nationalism

      Identify historical sites of Arkansas (e.g., Old Washington, Arkansas Post).

    • H.6.1.4. Student Learning Expectation / Benchmark: Continuity and Change

      Recognize time equivalency using chronological terms: yesterday/past, today/present, and tomorrow/ future.

    • H.6.1.5. Student Learning Expectation / Benchmark: Continuity and Change

      Determine the sequential order of events on a timeline (e.g., school events, holidays, birthday, historical events).

    • H.6.1.6. Student Learning Expectation / Benchmark: Continuity and Change

      Explore people and events from the past using primary and secondary sources (e.g., photos, artifacts, maps).

    • H.6.1.7. Student Learning Expectation / Benchmark: Continuity and Change

      Discuss daily life in the past and present.

    • H.6.1.8. Student Learning Expectation / Benchmark: Continuity and Change

      Recognize that the Pilgrims came to America on the Mayflower and arrived at Plymouth Rock.

    • H.6.1.9. Student Learning Expectation / Benchmark: Continuity and Change

      Understand that the name of Arkansas originated from the Quapaw Indians.

    • H.6.1.10. Student Learning Expectation / Benchmark: Continuity and Change

      Discuss methods of transportation of today and long ago.

    • H.6.1.11. Student Learning Expectation / Benchmark: Movement

      Describe the voyage of Christopher Columbus.

    • H.6.1.12. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

      Demonstrate the relationship between the American Indians and the Pilgrims (e.g., play, skit, song).

• AR.E. Strand / Content Standard: Economics

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

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

    • E.7.1.1. Student Learning Expectation / Benchmark: Costs and Benefits

      Identify the categories and priorities of wants and needs.

    • E.7.1.2. Student Learning Expectation / Benchmark: Costs and Benefits

      Describe how people satisfy basic wants (e.g., grow food; earn money to buy things, trade with others).

    • E.7.1.3. Student Learning Expectation / Benchmark: Costs and Benefits

      Determine the relationships between unlimited wants and limited resources (e.g., scarcity).

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

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

    • E.8.1.1. Student Learning Expectation / Benchmark: Factors of Production

      Recognize that people are producers of goods and services (e.g., make a bed, turn in homework, make a craft).

    • E.8.1.2. Student Learning Expectation / Benchmark: Factors of Production

      Recognize that people are consumers of goods and services (e.g., buy a toy, get a haircut, go to a movie).

    • E.8.1.3. Student Learning Expectation / Benchmark: Factors of Production

      Discuss skills and education necessary to perform a job.

    • E.8.1.4. Student Learning Expectation / Benchmark: Factors of Production

      Identify uses for natural resources.

    • E.8.1.5. Student Learning Expectation / Benchmark: Factors of Production

      Understand that capital resources are the tools of trade (e.g., carpenter uses hammer and nails, painter uses paint).

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

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

    • E.9.1.1. Student Learning Expectation / Benchmark: Financial Markets

      Discuss barter as a method of exchange.

    • E.9.1.2. Student Learning Expectation / Benchmark: Financial Markets

      Recognize that money is a medium of exchange.

    • E.9.1.3. Student Learning Expectation / Benchmark: Financial Markets

      Discuss the role of a financial institution.

    • E.9.1.4. Student Learning Expectation / Benchmark: Goods and Services

      Understand that the production of any good or service requires: natural resources, human resources, and capital resources.

    • E.9.1.5. Student Learning Expectation / Benchmark: Goods and Services

      Recognize that markets exist in various places (e.g., physical locations home, Internet)

• 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.SS01-S1 Strand: American History

• SS01-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.

  • SS01-S1C1- Performance Objective / Proficiency Level:

    Place important life events in chronological order on a timeline.

  • SS01-S1C1- Performance Objective / Proficiency Level:

    Retell stories to describe past events, people, and places.

  • SS01-S1C1- Performance Objective / Proficiency Level:

    Use primary source materials (e.g., photos, artifacts, maps) to study people and events from the past.

• SS01-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.

  • SS01-S1C2- Performance Objective / Proficiency Level:

    Recognize that the development of farming allowed groups of people to settle in one place and develop into cultures/civilizations (e.g., Ancestral Puebloans (Anasazi), Hohokam, Moundbuilders, Aztec, Mayan).

  • SS01-S1C2- Performance Objective / Proficiency Level:

    Recognize that settlement led to developments in farming techniques (e.g., irrigation), government, art, architecture, and communication in North America.

• SS01-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.

  • SS01-S1C3- Performance Objective / Proficiency Level:

    Describe the interaction of Native Americans with the Spanish (e.g., arrival of Columbus, settlement of St. Augustine, exploration of the Southwest, exchange of ideas, culture and goods).

  • SS01-S1C3- Performance Objective / Proficiency Level:

    Describe the interaction of Native Americans with the Pilgrims (e.g., arrival of the Mayflower, Squanto, the Wampanoag, the First Thanksgiving).

  • SS01-S1C3- Performance Objective / Proficiency Level:

    Describe the exchange of ideas, culture and goods between the Native Americans and the Pilgrims.

  • SS01-S1C3- Performance Objective / Proficiency Level:

    Recognize that the United States began as the Thirteen Colonies ruled by England.

  • SS01-S1C3- Performance Objective / Proficiency Level:

    Compare the way people lived in Colonial times with how people live today (e.g., housing, food transportation, school).

• SS01-S1C4. Concept / Standard:

  Revolution and New Nation

  • SS01-S1C4- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS01-S1C5. Concept / Standard:

  Westward Expansion

  • SS01-S1C5- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS01-S1C6. Concept / Standard:

  Civil War and Reconstruction

  • SS01-S1C6- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS01-S1C7. Concept / Standard:

  Emergence of the Modern United States

  • SS01-S1C7- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS01-S1C8. Concept / Standard:

  Great Depression and World War II

  • SS01-S1C8- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS01-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.

  • SS01-S1C9- Performance Objective / Proficiency Level:

    Recognize that Rosa Parks, Martin Luther King Jr., and Cesar Chavez worked for and supported the rights and freedoms of others.

• SS01-S1C10 Concept / Standard: Contemporary United States 1970s - Present

  Current events and issues continue to shape our nation and our involvement in the global community.

  • SS01-S1C10 Performance Objective / Proficiency Level:

    Use information from written documents, oral presentations, and the media to discuss current local and state events.