• 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.

• GA.SS2H. Strand/topic: Georgia, My State

  Historical Understandings

  • SS2H1. Standard:

    The student will read about and describe the lives of historical figures in Georgia history.

    • SS2H1.a. Element: Identify the contributions made by these historic figures

      James Oglethorpe, Tomochichi, and Mary Musgrove (founding of Georgia); Sequoyah (development of a Cherokee alphabet); Jackie Robinson (sports); Martin Luther King, Jr. (civil rights); Jimmy Carter (leadership and human rights).

    • SS2H1.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, rights, and freedoms).

  • SS2H2. Standard:

    The student will describe the Georgia Creek and Cherokee cultures of the past in terms of tools, clothing, homes, ways of making a living, and accomplishments.

    • SS2H2.a. Element:

      Describe the regions in Georgia where the Creeks and Cherokees lived and how the people used their local resources.

    • SS2H2.b. Element:

      Compare and contrast the Georgia Creek and Cherokee cultures of the past to Georgians today.

• GA.SS2G. Strand/topic: Georgia, My State

  Geographic Understandings

  • SS2G1. Standard:

    The student will locate major topographical features of Georgia and will describe how these features define Georgia's surface.

    • SS2G1.a. Element: Locate all the geographic regions of Georgia

      Blue Ridge Mountains, Piedmont, Coastal Plain, Valley and Ridge, and Appalachian Plateau.

    • SS2G1.b. Element: Locate the major rivers

      Ocmulgee, Oconee, Altamaha, Savannah, St. Mary's, Chattahoochee, and Flint.

  • SS2G2. Standard:

    The student will describe the cultural and geographic systems associated with the historical figures in SS2H1 and Georgia's Creeks and Cherokees.

    • SS2G2.a. Element:

      Identify specific locations significant to the life and times of each historic figure on a political map.

    • SS2G2.b. Element:

      Describe how place (physical and human characteristics) had an impact on the lives of each historic figure.

    • SS2G2.c. Element:

      Describe how each historic figure adapted to and was influenced by his/her environment.

    • SS2G2.d. Element:

      Trace examples of travel and movement of these historic figures and their ideas across time.

    • SS2G2.e. Element:

      Describe how the region in which these historic figures lived affected their lives and compare these regions to the region in which the students live.

• GA.SS2CG. Strand/topic: Georgia, My State

  Government/Civic Understandings

  • SS2CG1. Standard:

    The student will define the concept of government and the need for rules and laws.

  • SS2CG2. Standard: The student will identify the roles of the following elected officials

    • SS2CG2.a. Element:

      President (leader of our nation)

    • SS2CG2.b. Element:

      Governor (leader of our state)

    • SS2CG2.c. Element:

      Mayor (leader of a city)

  • SS2CG3. Standard:

    The student will give examples of how the historical figures under study demonstrate the positive citizenship traits of honesty, dependability, liberty, trustworthiness, honor, civility, good sportsmanship, patience, and compassion.

  • SS2CG4. Standard:

    The student will demonstrate knowledge of the state and national capitol buildings by identifying them from pictures and capitals of the United States of America (Washington, D.C.) and the state of Georgia (Atlanta) by locating them on appropriate maps.

• GA.SS2E. Strand/topic: Georgia, My State

  Economic Understandings

  • SS2E1. Standard:

    The student will explain that because of scarcity, people must make choices and incur opportunity costs.

  • SS2E2. Standard:

    The student will identify ways in which goods and services are allocated (by price; majority rule; contests; force; sharing; lottery; command; first-come, first-served; personal characteristics; and others).

  • SS2E3. Standard:

    The student will explain that people usually use money to obtain the goods and services they want and explain how money makes trade easier than barter.

  • SS2E4. 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 similarities and differences among selected Native American cultures from different regions and times (for example, nomadic groups, agricultural groups, city building, relationship with the environment).

    • SS.A.1.1.1 Benchmark / Descriptor:

      The student knows ways technology changes how people in a community live (for example, advances in communication, transportation).

  • 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:

      No grade level expectation - Content addressed at kindergarten and first grade.

  • 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 applies calendar time to events in school or community (for example, placing school holidays on a calendar).

• 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 various systems of long-distance communication and their effects (for example, runners, the 'talking drums' of Africa, smoke signals of Native Americans, modern electronic communication systems).

  • 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 some advantages and disadvantages of different types of transportation (for example, cars are able to move us from place to place quickly, but their engines pollute the atmosphere).

  • 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 extends and refines knowledge and understanding of significant aspects of the lives and accomplishments of selected men and women in the historical period before the Renaissance (for example, Marco Polo finding a trade route to the Far East).

• 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 extends and refines knowledge and understanding of 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 knows some works of art that reflect the cultural heritage of the community or country (for example, paintings, statues).

  • 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 role of literature in transmitting the beliefs of different cultures.

    • SS.A.3.1.3 Benchmark / Descriptor:

      The student knows ways selected holidays and ceremonies transmit cultural history and beliefs.

• 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 extends and refines knowledge of significant aspects of the lives and accomplishments of selected men and women in the period of United States history before 1880.

  • 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 extends and refines knowledge about people and events prior to 1880 honored in commemorative holidays.

  • 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 extends and refines knowledge and understanding of selected American symbols that have emerged from past events, legends, and historical accounts.

  • 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 understands the movements of people called migration or immigration.

• 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 extends and refines knowledge and understanding of significant aspects of the lives and accomplishments of selected men and women, including African Americans and Hispanics, in the historical 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 extends and refines knowledge and understanding about selected important buildings, statues, and monuments associated with state and national history (for example, Ellis Island, Angel Island, Mt. Rushmore, veteran's memorials).

  • 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 extends and refines knowledge about people and events after 1880 honored in commemorative holidays.

  • 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 extends and refines understanding of changes in community life over time (for example, goods and services, architecture, landscape).

• 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 the locations of the community, city, state, and country 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 knows map legends, coordinates, key symbols, and cardinal and intermediate directions to read simple maps.

    • SS.B.1.1.2 Benchmark / Descriptor:

      The student understands the elements of scale, distance, relative location and spatial relationships.

  • 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 knows the similarities and differences among geographic locations, regions, and environments in different parts of the world in terms of the four spatial elements

      point, line, area, volume (for example, location [point], transportation and communication routes [line], regions [area], lakes filled with water [volume]).

  • 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 knows that areas can be classified as regions according to physical criteria (for example, landform regions, soil regions, vegetation regions, climate regions, water basins) and human criteria (political regions, population regions, economic regions, language regions).

• 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 ways climate, location, and physical surroundings affect the way people live (for example, food, clothing, shelter, transportation, recreation).

  • 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 in which people have modified the physical environment (for example, building roads, clearing land for urban development, mining coal) and the consequences of these modifications.

  • 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 trade helps families in different places meet their basic needs of clothing, food, and shelter.

  • 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 knows ways people can conserve and replenish natural resources.

  • 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 extends and refines knowledge of the 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 understands there might be consequences for breaking rules.

    • SS.C.1.1.3 Benchmark / Descriptor:

      The student participates in making class rules.

  • SS.C.1.1.4 Benchmark / Big Idea:

    The student recognizes major elected officials.

    • SS.C.1.1.4 Benchmark / Descriptor:

      The student knows the roles of selected elected officials in their community (for example, mayor, city commissioners, county commissioners).

  • 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 that people in positions of authority have limits on their authority (for example, a crossing guard cannot act as police officer).

  • 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 understands that rights and responsibilities reinforce each other and promote the common good.

    • SS.C.1.1.6 Benchmark / Descriptor:

      The student knows that the United States Constitution is a written document that outlines the rights and responsibilities of all citizens of the country.

• 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 extends and refines understanding of characteristics of good citizenship (for example, belief in the importance of justice, truth, equality, responsibility for the common good).

  • 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 understands that there are consequences of fulfilling or not fulfilling responsibilities.

  • 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 knows some benefits of fulfilling responsibilities (for example, praise and approval, increased confidence, self-esteem).

  • 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 that the right to privacy is a personal right guaranteed by the United States Constitution.

    • SS.C.2.1.4 Benchmark / Descriptor:

      The student understands conflicts over the scopes and limits of privacy (for example, situations in which keeping a secret could be harmful).

• 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 ways scarcity affects the choices people make in everyday situations.

  • 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:

      The student knows the differences among human resources (for example, people at work), natural resources (for example, water, soil, ore, wood, oil), and capital (for example, machines, tools) and ways they are used to produce different goods and services.

  • 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 knows the difference between goods and services.

    • SS.D.1.1.3 Benchmark / Descriptor:

      The student knows the difference between consumers and producers.

  • 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 knows examples of economic choices and what is given up when making a choice.

• 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 some requirements of various jobs and characteristics of a job well-performed.

    • SS.D.2.1.1 Benchmark / Descriptor:

      The student understands that work provides income to purchase goods and services.

  • 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 understands the purpose of markets (for example, sellers compete to sell the same or similar products and buyers have choices).

  • 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 ways in which individuals contribute to the functioning of a bank (for example, by investing, saving, borrowing, using services).

  • 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:

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

• DE.2.C1. Content Standard: Civics

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

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

    Students interpret the actions of elected officials in order to explain how the interests of the people who elected them are represented.

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

    Students understand that leaders are sometimes chosen by election, and that elected officials are expected to represent the interests of the people who elected them.

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

    Students understand that positions of authority, whether elected, appointed, or familial, carry responsibilities and should be respected.

• DE.2.C2. Content Standard: Civics

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

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

    Students explain the requirements of a healthy democracy.

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

    Students understand that respect for others, their opinions, and their property is a foundation of civil society in the United States.

• DE.2.C3. Content Standard: Civics

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

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

    Students explain the relationship between rights and responsibilities.

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

    Students understand that American citizens have distinct responsibilities (such as voting), rights (such as free speech and freedom of religion), and privileges (such as driving).

• DE.2.C4. Content Standard: Civics

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

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

    Students interpret how people work together to explain what makes an effective participant in a group.

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

    Students acquire the skills necessary for participating in a group, including defining an objective, dividing responsibilities, and working cooperatively.

• DE.2.E1. Content Standard: Economics

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

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

    Students interpret choices of consumers and producers to explain how people satisfy wants.

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

    Students understand that individuals and families with limited resources undertake a wide variety of activities to satisfy their wants.

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

    Students analyze a choice between two resources in order to explain how to make the best decision.

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

    Students apply the concept that economic choices require the balancing of costs incurred with benefits received.

• DE.2.E2. Content Standard: Economics

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

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

    Students explain why different forms of money are valued and how using a medium of exchange makes trade easier.

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

    Students understand how barter, money, and other media are employed to facilitate the exchange of resources, goods, and services.

• DE.2.E3. Content Standard: Economics

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

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

    Students explain different ways that people allocate various resources.

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

    Students identify human wants and the various resources and strategies which have been used to satisfy them over time.

• DE.2.E4. Content Standard: Economics

  Students will examine the patterns and results of international trade.

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

    Students explain why specialization requires exchange between people.

  • 2.E4.2. Performance Indicator / Gle:

    Students interpret the exchange of goods and services to explain interdependence between countries.

  • 2.E4.3. Performance Indicator / Gle:

    Students understand that the exchange of goods and services around the world creates economic interdependence between people in different places.

• DE.2.G1. Content Standard: Geography

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

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

    Students construct and interpret maps to find and identify natural and human-made features.

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

    Students identify different types of maps that can be used to answer real-world questions.

  • 2.G1.3. Performance Indicator / Gle:

    Students understand the nature and uses of maps, globes, and other geographics.

• DE.2.G2. Content Standard: Geography

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

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

    Students explain why climate and landform differs around the world.

  • 2.G2.2. Performance Indicator / Gle:

    Students explain how different climates and landforms affect human activity.

  • 2.G2.3. Performance Indicator / Gle:

    Students distinguish different types of climate and landforms and explain why they occur.

• DE.2.G3. Content Standard: Geography

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

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

    Students explain why different places have similar or different cultures.

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

    Students explain how places may change.

  • 2.G3.3. Performance Indicator / Gle:

    Students identify types of human settlement, connections between settlements, and the types of activities found in each.

• DE.2.G4. Content Standard: Geography

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

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

    Students identify types of human settlement, connections between settlements, and the types of activities found in each.

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

    Students use the concepts of place and region to explain simple patterns of connections between and among places across the country and the world.

• DE.2.H1. Content Standard: History

  Students will employ chronological concepts in analyzing historical phenomena.

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

    Students explain why a given sequence of events is in chronological order.

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

    Students analyze the order of events to arrange them chronologically.

  • 2.H1.3. Performance Indicator / Gle:

    Students use clocks, calendars, schedules, and written records to record or locate events in time.

• DE.2.H2. Content Standard: History

  Students will gather, examine, and analyze historical data.

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

    Students explain how to learn about the past from physical evidence.

  • 2.H2.2. Performance Indicator / Gle:

    Students use artifacts and documents to gather information about the past.

• DE.2.H3. Content Standard: History

  Students will interpret historical data.

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

    Students explain why an artifact or document can be used to learn something new.

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

    Students understand that historical accounts are constructed by drawing logical inferences from artifacts and documents.

• CA.2.1. Content Standard: People Who Make a Difference

  Students differentiate between things that happened long ago and things that happened yesterday.

  • 2.1.1. Performance Standard:

    Trace the history of a family through the use of primary and secondary sources, including artifacts, photographs, interviews, and documents.

  • 2.1.2. Performance Standard:

    Compare and contrast their daily lives with those of their parents, grandparents, and/ or guardians.

  • 2.1.3. Performance Standard:

    Place important events in their lives in the order in which they occurred (e.g., on a time line or storyboard).

• CA.2.2. Content Standard: People Who Make a Difference

  Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.

  • 2.2.1. Performance Standard:

    Locate on a simple letter-number grid system the specific locations and geographic features in their neighborhood or community (e.g., map of the classroom, the school).

  • 2.2.2. Performance Standard: Label from memory a simple map of the North American continent, including the countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential map elements

    title, legend, directional indicator, scale, and date.

  • 2.2.3. Performance Standard:

    Locate on a map where their ancestors live( d), telling when the family moved to the local community and how and why they made the trip.

  • 2.2.4. Performance Standard:

    Compare and contrast basic land use in urban, suburban, and rural environments in California.

• CA.2.3. Content Standard: People Who Make a Difference

  Students explain governmental institutions and practices in the United States and other countries.

  • 2.3.1. Performance Standard:

    Explain how the United States and other countries make laws, carry out laws, determine whether laws have been violated, and punish wrongdoers.

  • 2.3.2. Performance Standard:

    Describe the ways in which groups and nations interact with one another to try to resolve problems in such areas as trade, cultural contacts, treaties, diplomacy, and military force.

• CA.2.4. Content Standard: People Who Make a Difference

  Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills.

  • 2.4.1. Performance Standard:

    Describe food production and consumption long ago and today, including the roles of farmers, processors, distributors, weather, and land and water resources.

  • 2.4.2. Performance Standard:

    Understand the role and interdependence of buyers (consumers) and sellers (producers) of goods and services.

  • 2.4.3. Performance Standard:

    Understand how limits on resources affect production and consumption (what to produce and what to consume).

• CA.2.5. Content Standard: People Who Make a Difference

  Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others' lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).

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

      Define relative location.

    • G.1.2.2. Student Learning Expectation / Benchmark: Location, Place, and Region

      Locate the county in which the student lives on an Arkansas map.

    • G.1.2.3. Student Learning Expectation / Benchmark: Location, Place, and Region

      Locate the capital of Arkansas.

    • G.1.2.4. Student Learning Expectation / Benchmark: Location, Place, and Region

      Identify and locate countries bordering the United States.

    • G.1.2.5. Student Learning Expectation / Benchmark: Location, Place, and Region

      Locate and define the North and South Poles and the Equator on a map of globe.

    • G.1.2.6. Student Learning Expectation / Benchmark: Location, Place, and Region

      Locate the seven continents using a map or globe.

    • G.1.2.7. Student Learning Expectation / Benchmark: Location, Place, and Region

      Name and locate the four major oceans.

    • G.1.2.8. Student Learning Expectation / Benchmark: Location, Place, and Region

      Describe how climate changes with the seasons.

    • G.1.2.9. Student Learning Expectation / Benchmark: Map and Globe Skills

      Distinguish between different types of maps: physical, political, and historical.

    • G.1.2.10. Student Learning Expectation / Benchmark: Map and Globe Skills

      Understand the purpose of map components: title, compass rose, key/legend, and map scale.

    • G.1.2.11. Student Learning Expectation / Benchmark: Map and Globe Skills

      Describe the relative locations of places using cardinal directions (e.g., Arkansas is south of Missouri).

    • G.1.2.12. Student Learning Expectation / Benchmark: Map and Globe Skills

      Identify and locate physical features on maps and globes: rivers, lakes, oceans, mountains, islands, desert, and coast.

    • G.1.2.13. Student Learning Expectation / Benchmark: Map and Globe Skills

      Construct maps of a familiar place (e.g. classroom, bedroom, fictional place) that includes the following: title, compass rose, and legend/key.

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

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

    • G.2.2.1. Student Learning Expectation / Benchmark: Culture and Diversity

      Compare customs of another culture to one's own.

    • G.2.2.2. Student Learning Expectation / Benchmark: Culture and Diversity

      Compare the lifestyle, dress, and occupations of Arkansans to those of people in other parts of the world.

    • G.2.2.3. Student Learning Expectation / Benchmark: Culture and Diversity

      Compare and contrast how people in rural and urban areas live and work.

  • 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.3.2.1. Student Learning Expectation / Benchmark: Movement

      Identify the various types of transportation and communication links between communities.

    • G.3.2.2. Student Learning Expectation / Benchmark: Human Environment Interaction

      Explore the roles of responsible citizens in preserving the environment: recycling, planting trees, and conserving energy.

    • G.3.2.3. Student Learning Expectation / Benchmark: Human Environment Interaction

      Examine ways in which people affect 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.4.2.1. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Explain the basic purposes of government at the local level.

    • C.4.2.2. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Identify various people and groups who make, apply, and enforce rules and laws for others.

    • C.4.2.3. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Identify local government officials (e.g., mayor, city manager, county judge, sheriff).

    • C.4.2.4. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Define democracy.

  • 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.5.2.1. Student Learning Expectation / Benchmark: Roots of Democracy

      Understand the significance of national symbols (e.g., National Anthem, Liberty Bell, Pledge of Allegiance, American Flag, Statue of Liberty, United States Constitution).

    • C.5.2.2. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Examine the rights and responsibilities that citizens have in a community (e.g., obey laws, voting in elections).

    • C.5.2.3. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Explain the voter's role in the democratic process.

    • C.5.2.4. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Identify rules of etiquette for the American 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.6.2.1. Student Learning Expectation / Benchmark: Regionalism/ Nationalism

      Explain the purpose in celebrating national holidays: Labor Day, Veteran's Day, Thanksgiving, Columbus Day, Martin Luther King, Jr. Day, President's Day, Independence Day, and Constitution Day .

    • H.6.2.2. Student Learning Expectation / Benchmark: Regionalism/ Nationalism

      Identify state symbols of Arkansas: gem, mineral, rock, mammal, and anthem.

    • H.6.2.3. Student Learning Expectation / Benchmark: Regionalism and Nationalism

      Discuss historical people of Arkansas (e.g., Bill Clinton, Daisy Bates, Sequoyah).

    • H.6.2.4. Student Learning Expectation / Benchmark: Conflict and Consensus

      Define conflict.

    • H.6.2.5. Student Learning Expectation / Benchmark: Continuity and Change

      Determine the data to be included on a personal timeline.

    • H.6.2.6. Student Learning Expectation / Benchmark: Continuity and Change

      Determine how photos and documents are used to gather information about the past.

    • H.6.2.7. Student Learning Expectation / Benchmark: Continuity and Change

      Define technology and list examples.

    • H.6.2.8. Student Learning Expectation / Benchmark: Continuity and Change

      Describe the ways in which communities have changed over time.

    • H.6.2.9. Student Learning Expectation / Benchmark: Continuity and Change

      Identify reasons Pilgrims came to the New World: religious freedom and political freedom.

    • H.6.2.10. Student Learning Expectation / Benchmark: Continuity and Change

      Discuss the characteristics of a colony.

    • H.6.2.11. Student Learning Expectation / Benchmark: Continuity and Change

      Recognize American Indian tribes of Arkansas: Osage, Quapaw, and Caddo.

    • H.6.2.12. Student Learning Expectation / Benchmark: Continuity and Change

      Compare past and present means of transportation and communication in Arkansas.

    • H.6.2.13. Student Learning Expectation / Benchmark: Movement

      Identify areas settled as a result of Christopher Columbus' voyages to America.

    • H.6.2.14. Student Learning Expectation / Benchmark: Movement

      Identify Ferdinand and Isabella and their purpose in supporting Columbus: gold, silk, and spices.

    • H.6.2.15. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

      Understand the significance of the Thanksgiving feast to the relationship between the American Indians and the Pilgrims.

• 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.7.2.1. Student Learning Expectation / Benchmark: Costs and Benefits

      Describe an event or situation in daily life in which a trade off is made.

    • E.7.2.2. Student Learning Expectation / Benchmark: Costs and Benefits

      Discuss that because of scarcity people must make choices and incur opportunity costs.

    • E.7.2.3. Student Learning Expectation / Benchmark: Costs and Benefits

      Discuss making choices based on incentives/rewards

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

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

    • E.8.2.1. Student Learning Expectation / Benchmark: Factors of Production

      Distinguish between consumers and producers in a local community.

    • E.8.2.2. Student Learning Expectation / Benchmark: Factors of Production

      Research the skills and education needed for specific jobs.

    • E.8.2.3. Student Learning Expectation / Benchmark: Factors of Production

      Discuss the availability of natural resources.

    • E.8.2.4. Student Learning Expectation / Benchmark: Factors of Production

      Give examples of capital resources.

  • 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.9.2.1. Student Learning Expectation / Benchmark: Financial Markets

      Identify items that have been used as currency (e.g., shells, beads, pelts).

    • E.9.2.2. Student Learning Expectation / Benchmark: Financial Markets

      Understand that the use of money facilitates exchange.

    • E.9.2.3. Student Learning Expectation / Benchmark: Financial Markets

      Discuss a variety of services that financial institutions provide.

    • E.9.2.4. Student Learning Expectation / Benchmark: Goods and Services

      Classify productive resources into the following categories: natural resources, human resources, and capital resources.

    • E.9.2.5. Student Learning Expectation / Benchmark: Goods and Services

      Investigate goods and services provided by markets in the local community.

    • E.9.2.6. Student Learning Expectation / Benchmark: Goods and Services

      Identify exchanges made: monetary and barter.

    • E.9.2.7. Student Learning Expectation / Benchmark: Goods and Services

      Define specialization and interdependence

• 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.SS02-S1 Strand: American History

• SS02-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.

  • SS02-S1C1- Performance Objective / Proficiency Level:

    Place important life events in chronological order on a timeline.

  • SS02-S1C1- Performance Objective / Proficiency Level:

    Place historical events from content studied in chronological order on a timeline.

  • SS02-S1C1- Performance Objective / Proficiency Level:

    Recognize how archaeological research adds to our understanding of the past.

  • SS02-S1C1- Performance Objective / Proficiency Level:

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

  • SS02-S1C1- Performance Objective / Proficiency Level:

    Retell stories to describe past events, people and places.

• SS02-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.

  • SS02-S1C2- Performance Objective / Proficiency Level:

    Recognize that prehistoric Native American mound-building cultures lived in Central and Eastern North America.

• SS02-S1C3. Concept / Standard:

  Exploration and Colonization

  • SS02-S1C3- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS02-S1C4. Concept / Standard: Revolution and New Nation 1700s - 1820

  The development of American constitutional democracy grew from political, cultural and economic issues, ideas and event.

  • SS02-S1C4- Performance Objective / Proficiency Level:

    Recognize that American colonists and Native American groups lived in the area of the Thirteen Colonies that was ruled by England.

  • SS02-S1C4- Performance Objective / Proficiency Level:

    Recognize dissatisfaction with England's rule was a key issue that led to the Revolutionary War.

  • SS02-S1C4- Performance Objective / Proficiency Level:

    Describe how the colonists demonstrated their discontent with British Rule (e.g., Boston Tea Party, Declaration of Independence, Paul Revere's Ride, battles of Lexington and Concord).

  • SS02-S1C4- Performance Objective / Proficiency Level:

    Discuss contributions of key people (e.g., George Washington, Thomas Jefferson, Benjamin Franklin) in gaining independence during the Revolutionary War.

  • SS02-S1C4- Performance Objective / Proficiency Level:

    Know that the United States became an independent country as a result of the Revolutionary War.

  • SS02-S1C4- Performance Objective / Proficiency Level:

    Discuss how the need for a strong central government led to the writing of the Constitution and Bill of Rights.

• SS02-S1C5. Concept / Standard: Westward Expansion 1800 - 1860

  Westward expansion, influenced by political, cultural, and economic factors, led to the growth and development of the U.S.

  • SS02-S1C5- Performance Objective / Proficiency Level:

    Identify reasons (e.g., economic opportunity, political or religious freedom) for immigration to the United States.

  • SS02-S1C5- Performance Objective / Proficiency Level:

    Identify reasons (e.g., economic opportunities, forced removal) why people in the United States moved westward to territories or unclaimed lands.

  • SS02-S1C5- Performance Objective / Proficiency Level:

    Discuss the experiences (e.g., leaving homeland, facing unknown challenges) of the pioneers as they journeyed west to settle new lands.

  • SS02-S1C5- Performance Objective / Proficiency Level: Describe how new forms of transportation and communication impacted the westward expansion of the United States

    a) transportation (e.g., trails, turnpikes, canals, wagon trains, steamboats, railroads); b) communication (e.g., Pony Express, telegraph).

  • SS02-S1C5- Performance Objective / Proficiency Level:

    Discuss the effects (e.g., loss of land, depletion of the buffalo, establishment of reservations, government boarding schools) of Westward Expansion on Native Americans.

• SS02-S1C6. Concept / Standard:

  Civil War and Reconstruction

  • SS02-S1C6- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS02-S1C7. Concept / Standard:

  Emergence of the Modern United States

  • SS02-S1C7- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS02-S1C8. Concept / Standard:

  Great Depression and World War II

  • SS02-S1C8- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS02-S1C9. Concept / Standard:

  Postwar United States

  • SS02-S1C9- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS02-S1C10 Concept / Standard: Contemporary United States 1970s - Present

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

  • SS02-S1C10 Performance Objective / Proficiency Level:

    Use information from written documents, oral presentations, and the media to describe current events.

  • SS02-S1C10 Performance Objective / Proficiency Level:

    Connect current events with historical events from content studied in Strand 1 using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

  • SS02-S1C10 Performance Objective / Proficiency Level:

    Recognize current Native American tribes in the United States (e.g., Navajo, Cherokee, Lakota, Iroquois, Nez Perce).

Course: School/Neighborhood

Content Strand: Domestic Affairs

1. Understand the concept and development of government.
   • a. Define the terms "government" and "voting." (DOK 1)
   • b. Identify the positions and persons who hold local, state, and national offices (e.g., Mayor, Governor, and President). (DOK 1)
   • c. Explain the voting process and how results are used. (DOK 1)
   • d. Identify the services provided by the government (public schools, fire departments, police departments). (DOK 1)

Content Strand: Global/International Affairs

2. Understand the locations of people, places, and environments and describe their characteristics.
   • a. Use a map of the North American continent to locate countries, oceans, Great Lakes, and mountain ranges. (DOK 1)
   • b. Identify the essential map elements including title, legend, intermediate directional indicators (NE, SE, NW, and SW), scale, and date. (DOK 1)
   • c. Use a grid map to locate specific places and geographic features in the neighborhood or community. (DOK 1) (DOK 1)
   • d. Compare and contrast the effects of location, weather, and physical environment on the way people live (e.g., food, clothing, shelter, transportation, recreation). (DOK 2)

Content Strand: Civil/Human Rights

3. Understand the importance of individual actions and character traits that contribute to advancing civil/human rights.
   • a. Compare and contrast the terms "rights" and "responsibilities." (DOK 2)
   • b. Define and give examples of some of the rights students have in the school (e.g., students have the right to come to school, to ask questions, to vote in class elections). (DOK 1)
   • c. Discuss the responsibilities of individuals in schools (e.g., respect for the rights and property of others, tolerance, honesty, self-control, compassion, participation in the democratic process, work for the common good, fairness, etc.). (DOK 2)
   • d. Explain the role of people in authority (e.g., police officers, city officials, community leaders) in upholding human and civil rights. (DOK 1)
   • e. Participate in the development of classroom rules and defining the consequences of failing to obey them. (DOK 2)

Content Strand: Economics

4. Understand how the production, distribution, and consumption of human-made resources and natural resources contribute to the community.
   • a. Describe production and consumption of human-made goods and services (e.g., food production involves farmers, processors, distributors, weather, land, and water resources; automobile industry involves designers, engineers, welders, robots, etc.). (DOK 2)
   • b. Explain how limits on resources affect choices about production and consumption (e.g., farming vs. industrial production; relocating vs. commuting). (DOK 2)
   • c. Explain the roles of producers and consumers. (DOK 2)

Content Strand: Culture

5. Understand the unique characteristics of a variety of communities and cultures.
   • a. Identify and discuss expressions of culture evident in neighborhoods (e.g., art, music, literature, religion, food, dance, etc.). (DOK 2)
   • b. Compare and contrast neighborhoods to earlier generations in such areas as school, dress, manners, stories, games, and festivals drawing from biographies, oral histories, and folklore. (DOK 2)
   • c. Name historical figures of various cultures (e.g., Thomas Jefferson, Thomas Edison, Frederick Douglas, Harriet Tubman, Susan B. Anthony, etc.). (DOK 1)