• CA.4.1. Content Standard: California

  A Changing State: Students demonstrate an understanding of the physical and human geographic features that define places and regions in California.

  • 4.1.1. Performance Standard:

    Explain and use the coordinate grid system of latitude and longitude to determine the absolute locations of places in California and on Earth.

  • 4.1.2. Performance Standard:

    Distinguish between the North and South Poles; the equator and the prime meridian; the tropics; and the hemispheres, using coordinates to plot locations.

  • 4.1.3. Performance Standard:

    Identify the state capital and describe the various regions of California, including how their characteristics and physical environments (e.g., water, landforms, vegetation, climate) affect human activity.

  • 4.1.4. Performance Standard:

    Identify the locations of the Pacific Ocean, rivers, valleys, and mountain passes and explain their effects on the growth of towns.

  • 4.1.5. Performance Standard:

    Use maps, charts, and pictures to describe how communities in California vary in land use, vegetation, wildlife, climate, population density, architecture, services, and transportation.

• CA.4.2. Content Standard: California

  A Changing State: Students describe the social, political, cultural, and economic life and interactions among people of California from the pre-Columbian societies to the Spanish mission and Mexican rancho periods.

  • 4.2.1. Performance Standard:

    Discuss the major nations of California Indians, including their geographic distribution, economic activities, legends, and religious beliefs; and describe how they depended on, adapted to, and modified the physical environment by cultivation of land and use of sea resources.

  • 4.2.2. Performance Standard:

    Identify the early land and sea routes to, and European settlements in, California with a focus on the exploration of the North Pacific (e.g., by Captain James Cook, Vitus Bering, Juan Cabrillo), noting especially the importance of mountains, deserts, ocean currents, and wind patterns.

  • 4.2.3. Performance Standard:

    Describe the Spanish exploration and colonization of California, including the relationships among soldiers, missionaries, and Indians (e.g., Juan Crespi, Junipero Serra, Gaspar de Portola).

  • 4.2.4. Performance Standard:

    Describe the mapping of, geographic basis of, and economic factors in the placement and function of the Spanish missions; and understand how the mission system expanded the influence of Spain and Catholicism throughout New Spain and Latin America.

  • 4.2.5. Performance Standard:

    Describe the daily lives of the people, native and nonnative, who occupied the presidios, missions, ranchos, and pueblos.

  • 4.2.6. Performance Standard:

    Discuss the role of the Franciscans in changing the economy of California from a hunter-gatherer economy to an agricultural economy.

  • 4.2.7. Performance Standard:

    Describe the effects of the Mexican War for Independence on Alta California, including its effects on the territorial boundaries of North America.

  • 4.2.8. Performance Standard:

    Discuss the period of Mexican rule in California and its attributes, including land grants, secularization of the missions, and the rise of the rancho economy.

• CA.4.3. Content Standard: California

  A Changing State: Students explain the economic, social, and political life in California from the establishment of the Bear Flag Republic through the Mexican-American War, the Gold Rush, and the granting of statehood.

  • 4.3.1. Performance Standard:

    Identify the locations of Mexican settlements in California and those of other settlements, including Fort Ross and Sutter's Fort.

  • 4.3.2. Performance Standard:

    Compare how and why people traveled to California and the routes they traveled (e.g., James Beckwourth, John Bidwell, John C. Fremont, Pio Pico).

  • 4.3.3. Performance Standard:

    Analyze the effects of the Gold Rush on settlements, daily life, politics, and the physical environment (e.g., using biographies of John Sutter, Mariano Guadalupe Vallejo, Louise Clapp).

  • 4.3.4. Performance Standard:

    Study the lives of women who helped build early California (e.g., Biddy Mason).

  • 4.3.5. Performance Standard:

    Discuss how California became a state and how its new government differed from those during the Spanish and Mexican periods.

• CA.4.4. Content Standard: California

  A Changing State: Students explain how California became an agricultural and industrial power, tracing the transformation of the California economy and its political and cultural development since the 1850s.

  • 4.4.1. Performance Standard:

    Understand the story and lasting influence of the Pony Express, Overland Mail Service, Western Union, and the building of the transcontinental railroad, including the contributions of Chinese workers to its construction.

  • 4.4.2. Performance Standard:

    Explain how the Gold Rush transformed the economy of California, including the types of products produced and consumed, changes in towns (e.g., Sacramento, San Francisco), and economic conflicts between diverse groups of people.

  • 4.4.3. Performance Standard:

    Discuss immigration and migration to California between 1850 and 1900, including the diverse composition of those who came; the countries of origin and their relative locations; and conflicts and accords among the diverse groups (e.g., the 1882 Chinese Exclusion Act).

  • 4.4.4. Performance Standard:

    Describe rapid American immigration, internal migration, settlement, and the growth of towns and cities (e.g., Los Angeles).

  • 4.4.5. Performance Standard:

    Discuss the effects of the Great Depression, the Dust Bowl, and World War II on California.

  • 4.4.6. Performance Standard:

    Describe the development and locations of new industries since the turn of the century, such as the aerospace industry, electronics industry, large-scale commercial agriculture and irrigation projects, the oil and automobile industries, communications and defense industries, and important trade links with the Pacific Basin.

  • 4.4.7. Performance Standard:

    Trace the evolution of California's water system into a network of dams, aqueducts, and reservoirs.

  • 4.4.8. Performance Standard:

    Describe the history and development of California's public education system, including universities and community colleges.

  • 4.4.9. Performance Standard:

    Analyze the impact of twentieth-century Californians on the nation's artistic and cultural development, including the rise of the entertainment industry (e.g., Louis B. Meyer, Walt Disney, John Steinbeck, Ansel Adams, Dorothea Lange, John Wayne).

• CA.4.5. Content Standard: California

  A Changing State: Students understand the structures, functions, and powers of the local, state, and federal governments as described in the U.S. Constitution.

  • 4.5.1. Performance Standard:

    Discuss what the U.S. Constitution is and why it is important (i.e., a written document that defines the structure and purpose of the U.S. government and describes the shared powers of federal, state, and local governments).

  • 4.5.2. Performance Standard:

    Understand the purpose of the California Constitution, its key principles, and its relationship to the U.S. Constitution.

  • 4.5.3. Performance Standard:

    Describe the similarities (e.g., written documents, rule of law, consent of the governed, three separate branches) and differences (e.g., scope of jurisdiction, limits on government powers, use of the military) among federal, state, and local governments.

  • 4.5.4. Performance Standard:

    Explain the structures and functions of state governments, including the roles and responsibilities of their elected officials.

  • 4.5.5. Performance Standard:

    Describe the components of California's governance structure (e.g., cities and towns, Indian rancherias and reservations, counties, school districts).

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

      Discuss the difference between relative and absolute location.

    • G.1.4.2. Student Learning Expectation / Benchmark: Location, Place, and Region

      Locate and describe physical characteristics of the six natural regions of Arkansas: Arkansas River Valley, Crowley's Ridge, Mississippi Alluvial Plain, Ozark Mountains (plateau), West Gulf Coastal Plain, and Ouachita Mountain

    • G.1.4.3. Student Learning Expectation / Benchmark: Location, Place, and Region

      Locate each of the five regions of the United States and describe each region's major physical features: Northeast, Southeast, Midwest, Southwest West, and West.

    • G.1.4.4. Student Learning Expectation / Benchmark: Location, Place, and Region

      Determine absolute locations (latitude and longitude) of places studied using a grid map.

    • G.1.4.5. Student Learning Expectation / Benchmark: Location, Place, and Region

      Locate several countries in each of the four hemispheres.

    • G.1.4.6. Student Learning Expectation / Benchmark: Location, Place, and Region

      Explain the difference between a continent and a country.

    • G.1.4.7. Student Learning Expectation / Benchmark: Location, Place, and Region

      Locate major mountain ranges in the United States: Appalachian and Rocky.

    • G.1.4.8. Student Learning Expectation / Benchmark: Location, Place, and Region

      Locate major mountain ranges in the world: Andes, Alps, Himalayas, and Rocky.

    • G.1.4.9. Student Learning Expectation / Benchmark: Location, Place, and Region

      Locate major rivers in the United States: Mississippi, Ohio, Arkansas, Hudson, Missouri, and Colorado.

    • G.1.4.10. Student Learning Expectation / Benchmark: Location, Place, and Region

      Locate major rivers in the world: Nile, Amazon, Mississippi, Yangtze, Ganges, Volga, and Rhine.

    • G.1.4.11. Student Learning Expectation / Benchmark: Location, Place, and Region

      Explore weather changes in various regions.

    • G.1.4.12. Student Learning Expectation / Benchmark: Map and Globe Skills

      Explain the purpose of historical and political maps.

    • G.1.4.13. Student Learning Expectation / Benchmark: Map and Globe Skills

      Utilize the map legend/key to interpret historical and political maps.

    • G.1.4.14. Student Learning Expectation / Benchmark: Map and Globe Skills

      Interpret a map using cardinal and intermediate directions, map scales, legends, and titles to locate places on contemporary maps.

    • G.1.4.15. Student Learning Expectation / Benchmark: Map and Globe Skills

      Identify and label political map features: boundaries, capitols, and cities.

    • G.1.4.16. Student Learning Expectation / Benchmark: Map and Globe Skills

      Create a political 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.2.4.1. Student Learning Expectation / Benchmark: Culture and Diversity

      Research elements of culture in a community, state, or nation (e.g., food, clothing, housing, language, sports/ recreation, customs, traditions, art, music, religion).

    • G.2.4.2. Student Learning Expectation / Benchmark: Culture and Diversity

      Describe the cultural characteristics of diverse populations in the United States.

    • G.2.4.3. Student Learning Expectation / Benchmark: Culture and Diversity

      Discuss the advantages and disadvantages of life in a suburban area.

    • G.2.4.4. Student Learning Expectation / Benchmark: Culture and Diversity

      Compare and contrast the human characteristics of early settlements and contemporary communities in the five regions of the United States.

  • 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.3.4.1. Student Learning Expectation / Benchmark: Movement

      Examine different types of transportation and communication links between communities in Arkansas.

    • G.3.4.2. Student Learning Expectation / Benchmark: Movement

      Discuss the reasons for human settlement patterns (e.g. jobs, climate, family).

    • G.3.4.3. Student Learning Expectation / Benchmark: Movement

      Explain how communities share ideas and information with each other.

    • G.3.4.4. Student Learning Expectation / Benchmark: Human Environment Interaction

      Explain how people are influenced by, adapt to, and alter the environment (e.g., agriculture, housing, occupation, industry, transportation, communication, acid rain, global warming, ozone depletion).

    • G.3.4.5. Student Learning Expectation / Benchmark: Human Environment Interaction

      Describe the social impact of extreme natural events on human and physical environments (e.g., fires, volcanoes, earthquakes, floods, hurricanes, tornados, tsunamis).

    • G.3.4.6. Student Learning Expectation / Benchmark: Human Environment Interaction

      Research 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.4.4.1. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Compare and contrast the purpose and function of government at the local, state, and federal levels.

    • C.4.4.2. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Compare responsibilities of local, state, and federal government officials.

    • C.4.4.3. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Identify the three branches of government: executive, legislative, and judicial.

    • C.4.4.4. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Describe how United States citizens apply fundamental principles of democracy (e.g., people rule themselves, power of government limited by law, people exercise their authority directly through voting and indirectly through

    • C.4.4.5. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Recognize that there are different forms of government throughout the world.

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

      Identify and explain the role of the Founding Fathers in writing the founding documents: Benjamin Franklin, John Hancock, Thomas Jefferson, James Madison, and George Washington.

    • C.5.4.2. Student Learning Expectation / Benchmark: Roots of Democracy

      Identify and explain the purpose of the founding documents: Declaration of Independence, Articles of Confederation, and United States Constitution.

    • C.5.4.3. Student Learning Expectation / Benchmark: Roots of Democracy

      Examine the meaning of the Pledge of Allegiance.

    • C.5.4.4. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Examine characteristics needed for active citizenship.

    • C.5.4.5. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Analyze components of the election process: candidacy, primary, and general.

    • C.5.4.6. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Demonstrate the proper flag 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.6.4.1. Student Learning Expectation / Benchmark: Regionalism/ Nationalism

      Discuss the meaning of the state motto of Arkansas.

    • H.6.4.2. Student Learning Expectation / Benchmark: Regionalism/ Nationalism

      Examine the history of the State Seal of Arkansas and its components.

    • H.6.4.3. Student Learning Expectation / Benchmark: Regionalism and Nationalism

      Examine historical settlements in Arkansas: Arkansas Post, Old Washington, and Fort Smith.

    • H.6.4.4. Student Learning Expectation / Benchmark: Conflict and Consensus

      Name the major causes of the American Revolutionary War: taxation, distance, and lack of communication.

    • H.6.4.5. Student Learning Expectation / Benchmark: Conflict and Consensus

      Identify George Washington as the lead general in the Revolutionary War.

    • H.6.4.6. Student Learning Expectation / Benchmark: Conflict and Consensus

      Identify events that led to Arkansas' involvement in the Civil War: excise taxes, state's rights, and slavery.

    • H.6.4.7. Student Learning Expectation / Benchmark: Conflict and Consensus

      Identify major historical events that occurred during the 20th century (e.g., World War I, Great Depression, World War II, Space Exploration, Civil Rights).

    • H.6.4.8. Student Learning Expectation / Benchmark: Conflict and Consensus

      Discuss how differences between people lead to conflict (e.g., social, political, economic).

    • H.6.4.9. Student Learning Expectation / Benchmark: Continuity and Change

      Evaluate data presented on a timeline of Arkansas history.

    • H.6.4.10. Student Learning Expectation / Benchmark: Continuity and Change

      Examine artifacts relating to events in Arkansas history.

    • H.6.4.11. Student Learning Expectation / Benchmark: Continuity and Change

      Discuss advances in technology (e.g., communications, space travel, medical).

    • H.6.4.12. Student Learning Expectation / Benchmark: Continuity and Change

      Analyze changes in Arkansas from past to present.

    • H.6.4.13. Student Learning Expectation / Benchmark: Continuity and Change

      Understand the transition of the thirteen colonies into thirteen separate states.

    • H.6.4.14. Student Learning Expectation / Benchmark: Continuity and Change

      Identify and describe the Arkansas Indian Tribes: Osage, Quapaw, and Caddo.

    • H.6.4.15. Student Learning Expectation / Benchmark: Continuity and Change

      Identify the reasons for the decline of the native populations of Arkansas (e.g., influenza, small pox, competition for land).

    • H.6.4.16. Student Learning Expectation / Benchmark: Continuity and Change

      Describe how new forms of transportation and communication impacted the Westward Expansion of the United States (e.g., pony express, railroads, telegraphs).

    • H.6.4.17. Student Learning Expectation / Benchmark: Movement

      Identify areas in Arkansas that were explored by the following: Hernando Desoto, La Salle/De Tonti, Marquette, and Joliet.

    • H.6.4.18. Student Learning Expectation / Benchmark: Movement

      Identify European nations that claimed authority over territorial Arkansas: France and Spain.

    • H.6.4.19. Student Learning Expectation / Benchmark: Movement

      Discuss the causes and effects of Westward Expansion (e.g., economic opportunity, resources, forced removal, unclaimed lands, religion).

    • H.6.4.20. Student Learning Expectation / Benchmark: Movement

      Compare the area of the United States before and after the Louisiana Purchase.

    • H.6.4.21. Student Learning Expectation / Benchmark: Movement

      Identify the following individuals and their roles in the Louisiana Purchase: Thomas Jefferson, Napoleon, Lewis and Clark, and Sacagawea.

    • H.6.4.22. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

      Discuss 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.7.4.1. Student Learning Expectation / Benchmark: Costs and Benefits

      Evaluate the priority of economic wants and consequences of the opportunity cost.

    • E.7.4.2. Student Learning Expectation / Benchmark: Costs and Benefits

      Analyze how scarcity caused early exploration (e.g., gold, spices, silk).

    • E.7.4.3. Student Learning Expectation / Benchmark: Costs and Benefits

      Recognize and use the decision making model to make an economic decision: state the problem, list the alternatives, state the criteria, evaluate the criteria, and make a decision.

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

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

    • E.8.4.1. Student Learning Expectation / Benchmark: Factors of Production

      Discuss productivity.

    • E.8.4.2. Student Learning Expectation / Benchmark: Factors of Production

      Compare the increase in productivity when improved human capital is available.

    • E.8.4.3. Student Learning Expectation / Benchmark: Factors of Production

      Examine the impact of scarcity of natural resources on production decisions.

    • E.8.4.4. Student Learning Expectation / Benchmark: Factors of Production

      Analyze how capital resources are used to produce goods and services.

    • E.8.4.5. Student Learning Expectation / Benchmark: Factors of Production

      Identify Arkansas entrepreneurs.

    • E.8.4.6. Student Learning Expectation / Benchmark: Factors of Production

      Describe how profit is an incentive for entrepreneurship.

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

      Discuss the characteristics of money: portability, divisibility, durability, and uniformity.

    • E.9.4.2. Student Learning Expectation / Benchmark: Financial Markets

      Describe the reasons for saving money in a financial institution: interest and safety.

    • E.9.4.3. Student Learning Expectation / Benchmark: Goods and Services

      Research the productive resources that go into the production of a product.

    • E.9.4.4. Student Learning Expectation / Benchmark: Goods and Services

      Research public goods and services that are provided by taxes.

    • E.9.4.5. Student Learning Expectation / Benchmark: Goods and Services

      Explain why countries trade.

    • E.9.4.6. Student Learning Expectation / Benchmark: Goods and Services

      Explain the benefits of specialization and interdependence.

    • E.9.4.7. Student Learning Expectation / Benchmark: Goods and Services

      Discuss the effect of supply and demand in a community.

    • E.9.4.8. Student Learning Expectation / Benchmark: Goods and Services

      Define inflation.

    • E.9.4.9. Student Learning Expectation / Benchmark: Global Markets

      Identify imported and exported goods.

    • E.9.4.10. Student Learning Expectation / Benchmark: Global Markets

      List exported goods associated with Arkansas (e.g., rice, chicken, auto parts).

    • E.9.4.11. Student Learning Expectation / Benchmark: Global Markets

      Explain how foreign trade affects daily life

• 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.SS04-S1 Strand: American History

• SS04-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.

  • SS04-S1C1- Performance Objective / Proficiency Level: Use the following to interpret historical data

    a) timelines - B.C.E. and B.C.; C.E. and A.D.; b) graphs, tables, charts, and maps.

  • SS04-S1C1- Performance Objective / Proficiency Level:

    Describe the difference between primary and secondary sources.

  • SS04-S1C1- Performance Objective / Proficiency Level:

    Locate information using both primary and secondary sources.

  • SS04-S1C1- Performance Objective / Proficiency Level:

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

• SS04-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.

  • SS04-S1C2- Performance Objective / Proficiency Level: Describe the legacy and cultures of prehistoric people in the Americas

    a) characteristics of hunter-gatherer societies; b) development of agriculture.

  • SS04-S1C2- Performance Objective / Proficiency Level:

    Describe the cultures and contributions of the Mogollon, Ancestral Puebloans (Anasazi), and Hohokam (e.g., location, agriculture, housing, arts, trade networks; adaptation and alteration of the environment).

  • SS04-S1C2- Performance Objective / Proficiency Level:

    Identify other groups (e.g., Patayan, Sinagua, Salado) residing in the Southwest during this period.

  • SS04-S1C2- Performance Objective / Proficiency Level:

    Identify the early civilizations (e.g., Maya, Aztec, Inca/Inka) that developed into empires in Central and South America.

  • SS04-S1C2- Performance Objective / Proficiency Level:

    Recognize the achievements and features (e.g., mathematics, astronomy, architecture) of the Mayan, Aztec, and Incan/Inkan civilizations.

• SS04-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.

  • SS04-S1C3- Performance Objective / Proficiency Level: Describe the reasons for early Spanish exploration of Mexico and the Southwestern region of the United States by

    a) Cabeza de Vaca; b) Estevan; c) Fray Marcos de Niza; d) Francisco Vasques de Coronado.

  • SS04-S1C3- Performance Objective / Proficiency Level: Describe the impact of Spanish colonization on the Southwest

    a) establishment of missions and presidios; b) lifestyle changes of native people; c) contributions of Father Kino.

  • SS04-S1C3- Performance Objective / Proficiency Level:

    Describe the location and cultural characteristics of Native American tribes (e.g., O'odham, Apache, Hopi) during the Spanish period.

• SS04-S1C4. Concept / Standard:

  Revolution and New Nation

  • SS04-S1C4- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS04-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.

  • SS04-S1C5- Performance Objective / Proficiency Level:

    Recognize the change of governance of the Southwest from Spain to Mexico as a result of the Mexican Revolution.

  • SS04-S1C5- Performance Objective / Proficiency Level:

    Describe the influence of American explorers and trappers (e.g., James O. Pattie, Kit Carson, Bill Williams) on the development of the Southwest.

  • SS04-S1C5- Performance Objective / Proficiency Level: Describe events that led to Arizona becoming a possession of the United States

    a) Mexican - American War; b) Mexican Cession (Treaty of Guadalupe-Hidalgo); c) Gadsden Purchase.

  • SS04-S1C5- Performance Objective / Proficiency Level:

    Describe the impact of Native Americans, Hispanics, and newcomers from the United States and the world on the culture of Arizona (e.g., art, language, architecture, mining, ranching).

  • SS04-S1C5- Performance Objective / Proficiency Level: Describe the conflict of cultures that occurred between newcomers and Arizona Native Americans

    a) Indian Wars; b) Navajo Long Walk; c) formation of reservations.

• SS04-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.

  • SS04-S1C6- Performance Objective / Proficiency Level: Describe events in Arizona during the Civil War

    a) Battle of Picacho Peak; b) Battle of Apache Pass; c) Arizona becomes a territory.

• SS04-S1C7. Concept / Standard: Emergence of the Modern United States 1875 - 1929

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

  • SS04-S1C7- Performance Objective / Proficiency Level: Describe the economic development of Arizona

    a) mining; b) ranching; c) farming and dams.

  • SS04-S1C7- Performance Objective / Proficiency Level:

    Describe the advent of innovations in transportation (e.g., steamboats, freighting, stagecoaches, railroads) that helped Arizona's growth and economy.

  • SS04-S1C7- Performance Objective / Proficiency Level:

    Identify key individuals and groups (e.g., Charles Poston, Sharlot Hall, Buffalo Soldiers, Geronimo, George W.P. Hunt, Manuelito, Cochise) related to Arizona territorial days and early statehood.

  • SS04-S1C7- Performance Objective / Proficiency Level:

    Recognize that Arizona changed from a territory to a state on February 14, 1912.

  • SS04-S1C7- Performance Objective / Proficiency Level:

    Recognize the formation of Native American communities and reservations in Arizona (e.g., Gila River Reservation, Yaquis, Colorado River Indian Tribes).

• SS04-S1C8. Concept / Standard: Great Depression and World War II 1929 - 1945

  Domestic and world events, economic issues, and political conflicts redefined the role of government in the lives of U.S. citizens.

  • SS04-S1C8- Performance Objective / Proficiency Level: Describe changes in the lives of U.S. and Arizona residents during the Great Depression

    a) poverty; b) unemployment; c) loss of homes or businesses; d) migration.

  • SS04-S1C8- Performance Objective / Proficiency Level:

    Describe the reasons (e.g., German and Japanese aggression) for the U.S. becoming involved in World War II.

  • SS04-S1C8- Performance Objective / Proficiency Level:

    Describe the impact of World War II on Arizona (e.g., economic boost, military bases, Native American and Hispanic contributions, POW camps, relocation of Japanese Americans).

  • SS04-S1C8- Performance Objective / Proficiency Level:

    Describe how lives were affected during World War II (e.g., limited goods, women worked in factories, increased patriotism).

• SS04-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.

  • SS04-S1C9- Performance Objective / Proficiency Level:

    Describe changes (e.g., population growth, economic growth, cultural diversity, civil rights) that took place in Arizona during the postwar era.

• SS04-S1C10 Concept / Standard: Contemporary United States 1970s - Present

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

  • SS04-S1C10 Performance Objective / Proficiency Level:

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

  • SS04-S1C10 Performance Objective / Proficiency Level:

    Discuss the connections between current 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).

  • SS04-S1C10 Performance Objective / Proficiency Level:

    Describe the influence of key individuals (e.g., Sandra Day O'Connor, Carl Hayden, Ernest W. McFarland, Barry Goldwater, Cesar Chavez, John McCain) in Arizona.

  • SS04-S1C10 Performance Objective / Proficiency Level:

    Discuss the contributions of diverse populations to Arizona.

Course: Mississippi Studies/Regions

Content Strand: Domestic Affairs

1. Understand the purpose, roles, and responsibilities of state and federal government.
   • a. Distinguish among the three branches of government and their roles at local, county, state, and national levels. (DOK 2)
   • b. Explain how and why the state government makes, carries out, and enforces laws. (DOK 1)
   • c. Explain the responsibilities of state government to protect, educate, and maintain the public welfare of its citizens (e.g., responding to natural disasters). (DOK 2)
   • d. Demonstrate and analyze spatial and ecological perspectives in life situations (e.g., locating waste disposal in the community, organizing a recycling drive, etc.). (DOK 2)
2. Understand how geography, history, and politics have influenced the development of Mississippi.
   • a. Identify the major Native American groups (Chickasaw, Choctaw, and Natchez) found living in Mississippi by the first European explorers in the region and discuss their governmental and economic systems. (DOK 2)
   • b. Describe the process by which the Mississippi territory was admitted to the United States. (DOK 1)
   • c. Describe the development of slavery and opposition to slavery in Mississippi. (DOK 1)
   • d. Trace the events that led to the secession of Mississippi from the Union in 1861 and subsequently entering the Civil War. (DOK 1)

Content Strand: Global Affairs

3. Describe and illustrate geographic aspects of a region using fundamental geographic vocabulary.
   • 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 Mississippi and the southeastern region. (DOK 2)
   • b. Compare and contrast the ten geographical regions of Mississippi in terms of soil, landforms, etc. (DOK 2)
   • c. Discuss Mississippi‘s global trade activities (e.g., imports, exports, interdependence, etc.). (DOK 1)

Content Strand: Civil/Human Rights

4. Understand the roles, rights, and responsibilities of Mississippi citizens.
   • a. Distinguish between acceptable and unacceptable behaviors of a responsible citizen (e.g., courteous public behavior, respect for the rights and property of others, tolerance, self-control, participation in the democratic process, and respect for the environment, etc.). (DOK 2)
   • b. Identify historical figures (e.g., Fannie Lou Hamer, Medgar Evers, and Martin Luther King Jr., etc.), circumstances (e.g., slavery, abolition, segregation and integration, etc.), and conditions (e.g., The Great Migration, Trail of Tears, Women‘s Suffrage, etc.) related to the struggle for civil/human rights in Mississippi and their impact on Mississippi‘s society. (DOK 2)
   • c. Compare and contrast the benefits and challenges of unity and diversity among citizens of Mississippi. (DOK 2)

Content Strand: Economics

5. Understand how geographic and environmental factors influence life and work.
   • a. Compare the resources and scarcity of resources in a local region to other regions of Mississippi (e.g., Delta‘s rich soil vs. coastal waters). (DOK 2)
   • b. Describe the division of labor within Mississippi (e.g., government, industry, and agriculture). (DOK 1)
   • c. Describe the opportunity cost of choices made within Mississippi (e.g., cotton farming vs. soy bean farming, pasture land vs. industrial development, beaches vs. casinos, landfills vs. parks, etc.). (DOK 2)
   • d. Explain the benefits and challenges of global trade for Mississippi. (DOK 2)
   • e. Explain the connections between Mississippi and other states (e.g., economic and political borders such as the Natchez Trace, the Mississippi River, Gulf of Mexico, etc.). (DOK 2)
   • f. Describe the economic impact of natural disasters (e.g., hurricanes, tornadoes, earthquakes, etc.). (DOK 2)

Content Strand: Culture

6. Understand diversity in Mississippi.
   • a. Describe the history of people who first lived in Mississippi. (DOK 1)
   • b. Identify the Mississippi artists, musicians and writers who have an impact on the state, nation and world. (DOK 1)
   • c. Analyze the impact and interactions among all groups throughout the history of Mississippi (e.g., European American, African American, Asian American, Native American, Hispanic, etc.). (DOK 3)