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

      Define absolute location.

    • G.1.3.2. Student Learning Expectation / Benchmark: Location, Place, and Region

      Name and locate the states that border Arkansas.

    • G.1.3.3. Student Learning Expectation / Benchmark: Location, Place, and Region

      Discuss the characteristics that define a region: takes up area, has boundaries, and has special features.

    • G.1.3.4. Student Learning Expectation / Benchmark: Location, Place, and Region

      Identify on which continent and in which hemispheres the United States is located.

    • G.1.3.5. Student Learning Expectation / Benchmark: Location, Place, and Region

      Identify the following using a globe or a map: Equator, Prime Meridian, North Pole, and South Pole.

    • G.1.3.6. Student Learning Expectation / Benchmark: Location, Place, and Region

      Divide the earth into the four hemispheres using a map or globe: northern, southern, eastern, and western.

    • G.1.3.7. Student Learning Expectation / Benchmark: Location, Place, and Region

      Identify the seven continents.

    • G.1.3.8. Student Learning Expectation / Benchmark: Location, Place, and Region

      Locate mountain ranges in Arkansas: Ozark and Ouachita.

    • G.1.3.9. Student Learning Expectation / Benchmark: Location, Place, and Region

      Locate major rivers in Arkansas: Arkansas, Mississippi, Red, White, Ouachita, and St. Francis.

    • G.1.3.10. Student Learning Expectation / Benchmark: Location, Place, and Region

      Describe how seasonal weather changes affect the environment.

    • G.1.3.11. Student Learning Expectation / Benchmark: Map and Globe Skills

      Explain the purpose of a physical map.

    • G.1.3.12. Student Learning Expectation / Benchmark: Map and Globe Skills

      Utilize the map key/legend to interpret physical maps.

    • G.1.3.13. Student Learning Expectation / Benchmark: Map and Globe Skills

      Locate places on contemporary maps using cardinal and intermediate directions, map scales, legends, and titles.

    • G.1.3.14. Student Learning Expectation / Benchmark: Map and Globe Skills

      Label physical features on maps and globes: rivers, lakes, oceans, mountains, islands, desert, coast, peninsula, plain, and plateau.

    • G.1.3.15. Student Learning Expectation / Benchmark: Map and Globe Skills

      Create a physical map 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.2.3.1. Student Learning Expectation / Benchmark: Culture and Diversity

      Discuss several customs in the United States and tell how they originated (e.g., greetings, fireworks, parades).

    • G.2.3.2. Student Learning Expectation / Benchmark: Culture and Diversity

      Identify cultural traits of ethnic groups that live in Arkansas.

    • G.2.3.3. Student Learning Expectation / Benchmark: Culture and Diversity

      Identify reasons people live in rural, urban, and suburban areas.

    • G.2.3.4. Student Learning Expectation / Benchmark: Culture and Diversity

      Compare and contrast the human characteristics of early settlements and contemporary communities in Arkansas.

  • 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.3.3.1. Student Learning Expectation / Benchmark: Movement

      Discuss different types of transportation and communication links between communities.

    • G.3.3.2. Student Learning Expectation / Benchmark: Movement

      Describe human settlements (e.g., cities, towns, communities, villages).

    • G.3.3.3. Student Learning Expectation / Benchmark: Human Environment Interaction

      Describe how people affect and alter their environment (e.g., farming, building dams, environmental lighting, irrigation, pit mining).

    • G.3.3.4. Student Learning Expectation / Benchmark: Human Environment Interaction

      Discuss ways in which the school and community can improve the physical environment by practicing conservation.

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

      Discuss why government is necessary at the local level.

    • C.4.3.2. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Describe responsibilities and services of local government (e.g., law enforcement, fire protection, public parks, public schools, roads).

    • C.4.3.3. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Identify the three levels of government: local, state, and federal.

    • C.4.3.4. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Identify the fundamental ideals of democracy (e.g., human rights, justice, common good, equal opportunity).

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

      Examine the significance of national symbols and the role they play in fostering effective citizenship (e.g., National Anthem, Liberty Bell, Pledge of Allegiance, American Flag, Statue of Liberty, United States Constitution).

    • C.5.3.2. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Describe how citizens contribute to the improvement of a community (e.g., service projects, volunteerism).

    • C.5.3.3. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Describe the election process.

    • C.5.3.4. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Discuss the proper 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.6.3.1. Student Learning Expectation / Benchmark: Regionalism/ Nationalism

      Research the history of the Arkansas state flag.

    • H.6.3.2. Student Learning Expectation / Benchmark: Regionalism and Nationalism

      Examine historical people and events of Arkansas (e.g., Maya Angelou, Civil War, Civil Rights Movement).

    • H.6.3.3. Student Learning Expectation / Benchmark: Conflict and Consensus

      Discuss that conflicts between countries can lead to war.

    • H.6.3.4. Student Learning Expectation / Benchmark: Conflict and Consensus

      Discuss the meaning of revolution.

    • H.6.3.5. Student Learning Expectation / Benchmark: Conflict and Consensus

      Discuss the meaning of civil war.

    • H.6.3.6. Student Learning Expectation / Benchmark: Conflict and Consensus

      Recognize individuals who contributed to the common good of society (e.g., Rosa Parks, Susan B. Anthony, Cesar Chavez).

    • H.6.3.7. Student Learning Expectation / Benchmark: Continuity and Change

      Analyze a timeline that illustrates selected historical events.

    • H.6.3.8. Student Learning Expectation / Benchmark: Continuity and Change

      Compare artifacts from events in various periods of history.

    • H.6.3.9. Student Learning Expectation / Benchmark: Continuity and Change

      Identify ways in which technology has changed the world (e.g., computers, fax machines, cell phones).

    • H.6.3.10. Student Learning Expectation / Benchmark: Continuity and Change

      Examine land development and its impact on a community.

    • H.6.3.11. Student Learning Expectation / Benchmark: Continuity and Change

      Identify Jamestown as the first permanent American settlement.

    • H.6.3.12. Student Learning Expectation / Benchmark: Continuity and Change

      Discuss John Smith's role and influence in the establishment of a self-sufficient settlement in Jamestown.

    • H.6.3.13. Student Learning Expectation / Benchmark: Continuity and Change

      Identify the causes for the establishment of the thirteen colonies (e.g., gold, tobacco, religion).

    • H.6.3.14. Student Learning Expectation / Benchmark: Continuity and Change

      Describe the early American Indian cultures in Arkansas.

    • H.6.3.15. Student Learning Expectation / Benchmark: Continuity and Change

      Identify the modes of transportation in westward movement (e.g., wagons, horses, railroads).

    • H.6.3.16. Student Learning Expectation / Benchmark: Movement

      Identify the following explorers: Hernando Desoto, La Salle/De Tonti, and Marquette/Joliet.

    • H.6.3.17. Student Learning Expectation / Benchmark: Movement

      Identify the factors leading to the purchase of Louisiana.

    • H.6.3.18. Student Learning Expectation / Benchmark: Movement

      Recognize that Arkansas was part of the Louisiana Purchase.

    • H.6.3.19. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

      Identify similarities and differences among the American Indians and Pilgrims: housing, clothing, foods, traditions, and tools.

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

      Determine that people make trade offs to get the most benefit from scarce resources.

    • E.7.3.2. Student Learning Expectation / Benchmark: Costs and Benefits

      Evaluate examples from the local community that illustrate scarcity.

    • E.7.3.3. Student Learning Expectation / Benchmark: Costs and Benefits

      Recognize that stating the problem and listing the alternatives are part of the decision making model.

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

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

    • E.8.3.1. Student Learning Expectation / Benchmark: Factors of Production

      Discuss human capital.

    • E.8.3.2. Student Learning Expectation / Benchmark: Factors of Production

      Recognize ways people become more skillful in the workplace.

    • E.8.3.3. Student Learning Expectation / Benchmark: Factors of Production

      Recognize the product associated with the natural resources from which it is created.

    • E.8.3.4. Student Learning Expectation / Benchmark: Factors of Production

      Explain how capital resources are related to specific jobs.

    • E.8.3.5. Student Learning Expectation / Benchmark: Factors of Production

      Define and discuss characteristics of an entrepreneur.

    • E.8.3.6. Student Learning Expectation / Benchmark: Factors of Production

      Define profit.

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

      Research items that represented money throughout time (e.g., shells, beads, pelts).

    • E.9.3.2. Student Learning Expectation / Benchmark: Financial Markets

      List and explain the functions of money: medium of exchange, measure of value, and store of value.

    • E.9.3.3. Student Learning Expectation / Benchmark: Financial Markets

      Discuss costs and benefits of saving in a financial institution.

    • E.9.3.4. Student Learning Expectation / Benchmark: Goods and Services

      Identify and explain the role of each productive resource in producing a good or service (e.g., school lunches).

    • E.9.3.5. Student Learning Expectation / Benchmark: Goods and Services

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

    • E.9.3.6. Student Learning Expectation / Benchmark: Goods and Services

      Describe the benefits of voluntary exchange (e.g., trade).

    • E.9.3.7. Student Learning Expectation / Benchmark: Goods and Services

      Recognize the connection between specialization and interdependence.

    • E.9.3.8. Student Learning Expectation / Benchmark: Goods and Services

      Define supply and demand.

    • E.9.3.9. Student Learning Expectation / Benchmark: Global Markets

      Define import and export.

• 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.SS03-S1 Strand: American History

• SS03-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.

  • SS03-S1C1- Performance Objective / Proficiency Level:

    Use timelines to identify the time sequence of historical data.

  • SS03-S1C1- Performance Objective / Proficiency Level:

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

  • SS03-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.

  • SS03-S1C1- Performance Objective / Proficiency Level:

    Retell stories to describe past events, people and places.

• SS03-S1C2. Concept / Standard:

  Early Civilizations

  • SS03-S1C2- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS03-S1C3. Concept / Standard: Exploration and Colonization 1500s - 1700s

  The varied causes and effects of exploration, settlement, and colonization shaped regional and national development of the U.S.

  • SS03-S1C3- Performance Objective / Proficiency Level:

    Discuss technological advances (e.g., compass, printing press) that facilitated exploration of the New World.

  • SS03-S1C3- Performance Objective / Proficiency Level:

    Recognize that European countries explored the New World for economic and political reasons.

  • SS03-S1C3- Performance Objective / Proficiency Level:

    Discuss European explorers (e.g., Samuel Champlain, Henry Hudson, John Cabot, Jacques Cartier, Ponce de Leon, Hernan de Soto) and their discoveries in the New World.

  • SS03-S1C3- Performance Objective / Proficiency Level:

    Recognize how European exploration affected Native Americans in the Eastern regions (e.g., way of life, loss of land).

• SS03-S1C4. Concept / Standard:

  Revolution and New Nation

  • SS03-S1C4- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS03-S1C5. Concept / Standard:

  Westward Expansion

  • SS03-S1C5- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS03-S1C6. Concept / Standard: Civil War and Reconstruction 1850 - 1877

  Regional conflicts led to the Civil War and resulted in significant changes to American social, economic, and political structures.

  • SS03-S1C6- Performance Objective / Proficiency Level:

    Recognize that there were issues (e.g., slavery, states' rights, South seceded from the Union) associated with the Civil War.

  • SS03-S1C6- Performance Objective / Proficiency Level:

    Discuss contributions of people (e.g., Abraham Lincoln, Jefferson Davis, Robert E. Lee, Ulysses S. Grant, Harriet Tubman, Sojourner Truth, Frederick Douglass) during the Civil War era.

• SS03-S1C7. Concept / Standard: Emergence of the Modern United States 1875 - 1929

  Economic, social, and cultural changes transformed the U.S. into a world power.

  • SS03-S1C7- Performance Objective / Proficiency Level:

    Discuss reasons (e.g., famine, political discord, religious persecution, economic opportunity) why people left their home country to start a new life in the United States.

  • SS03-S1C7- Performance Objective / Proficiency Level:

    Describe the experiences (e.g., new language, customs, opportunities, hardships) in immigrants' lives after settling in the United States during the late 19th and early 20th centuries.

• SS03-S1C8. Concept / Standard:

  Great Depression and World War II

  • SS03-S1C8- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS03-S1C9. Concept / Standard: Postwar United States 1945 - 1970s

  Postwar tensions led to social change in the U.S. and to a heightened focus on foreign policy.

  • SS03-S1C9- Performance Objective / Proficiency Level:

    Recognize that individuals (e.g., Susan B. Anthony, Jackie Robinson, Rosa Parks, Martin Luther King Jr., Cesar Chavez) worked for and supported the rights and freedoms of others.

• SS03-S1C10 Concept / Standard: Contemporary United States 1970s - Present

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

  • SS03-S1C10 Performance Objective / Proficiency Level:

    Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

  • SS03-S1C10 Performance Objective / Proficiency Level:

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

Course: Community/Local Government

Content Strand: Domestic Affairs

1. Understand the role of rules and laws in our daily lives and the basic structure of the government at the local level.
   • a. Describe the three branches of government at the local level. (DOK 1)
   • b. Explain how and why the local government makes laws, carries out laws, determines whether laws have been violated, and determines consequences for those who break the laws. (DOK 2)
   • c. Explain the purpose of rules and laws and why they are important to a community (e.g. littering, noise, etc.). (DOK 2)
   • d. Identify services provided by local government. (DOK 1) (DOK 1)
   • e. Discuss spatial and ecological perspectives in life situations (e.g., locating waste disposal in the community, organizing a recycling drive, measuring food disposal at the school, etc.). (DOK 2)

Content Strand: Global Affairs

2. Understand the interdependence of people, places, and environment that make up the local community.
   • a. Use social studies tools (e.g., time lines, maps, globes, compasses, graphs, grids, and technological resources, etc.) to describe the connections among the people, places, and environment of the community. (DOK 2)
   • b. Use maps and globes to find relative and absolute locations in regard to different communities (e.g., longitude, latitude, and spatial perspective). (DOK 1)

Content Strand: Civil/Human Rights

3. Understand the historical circumstances and conditions of civil human rights struggles in local communities.
   • a. Identify important beliefs commonly held by Americans about themselves and their government (e.g., following individual rights and freedoms, common good, respect for law, importance of work, education, volunteerism, conflict resolutions, etc.). (DOK 1)
   • b. Explain why certain civic responsibilities (e.g., following civic protocol, celebrating historic figures, etc.) are important to individuals and to the community. (DOK 1)
   • c. Describe different ways people in a community can influence their local government. (e.g., voting, running for office, or participating in meetings). (DOK 1)

Content Strand: Economics

4. Understand basic economic concepts and their effects on our community.
   • a. Identify the ways in which a community depends upon other communities to provide for its wants and needs and goods and services. (DOK 2)
   • b. Define what a "tax" is and the purpose of paying taxes. (DOK 1)
   • c. Identify resources and scarcity of resources within the community. (DOK 1)
   • d. Describe opportunity costs of choices made in the community. (DOK 2)
   • e. Describe the division of labor within the community (e.g., interdependence of various jobs and careers). (DOK 2)

Content Strand: Culture

5. Understand how the diversity of people and customs affects the local community.
   • a. Explain how cultural artifacts represent cultures in local communities. (e.g., pictures, animals, and masks.). (DOK 1)
   • b. Compare and contrast celebrations of various groups within the local community. (DOK 2)
   • c. Research and identify historical figures of various cultures (e.g., Martin Luther King, Jr., Betsy Ross, Franklin D. Roosevelt, Rosa Parks, etc.). (DOK 2)