LA.C-M. Content Standard: Civics

Citizenship and Government: Students develop an understanding of the structure and purposes of government, the foundations of the American democratic system, and the role of the United States in the world, while learning about the rights and responsibilities of citizenship.

• C-1A-M1. Benchmark / Gle: Structure and Purposes of Government

  explaining major ideas about why governments are necessary and evaluating competing positions on the purposes government should serve. (1, 2, 4, 5)

• C-1A-M2. Benchmark / Gle: Structure and Purposes of Government

  describing the essential characteristics of various systems of government. (1, 3, 4, 5)

• C-1A-M3. Benchmark / Gle: Structure and Purposes of Government

  explaining how the powers of the government are distributed, shared, and limited by the United States and Louisiana constitutions. (1, 3, 5)

• C-1A-M4. Benchmark / Gle: Structure and Purposes of Government

  explaining the purposes of state constitutions and describing the relationship of state constitutions to the federal constitution. (1, 3, 5)

• C-1A-M5. Benchmark / Gle: Structure and Purposes of Government

  describing the organization and major responsibilities of local, state, and national governments. (1, 3, 5)

• C-1A-M6. Benchmark / Gle: Structure and Purposes of Government

  identifying government leaders and representatives at the local, state, and national levels and explaining their powers and the limits on their powers. (1, 3, 5)

• C-1A-M7. Benchmark / Gle: Structure and Purposes of Government

  explaining the importance of law in the American constitutional system and applying criteria to evaluate rules and laws. (1, 2, 3, 4, 5)

• C-1A-M8. Benchmark / Gle: Structure and Purposes of Government

  explaining how public policy is formed, debated, and carried out at local, state, and national levels. (1, 3, 4, 5)

• C-1A-M9. Benchmark / Gle: Structure and Purposes of Government

  explaining the necessity of taxes and describing the purposes for which tax revenues are used. (1, 3, 4, 5)

• C-1A-M10. Benchmark / Gle: Structure and Purposes of Government

  identifying and evaluating different types of taxes. (1, 3, 4, 5)

• C-1B-M1. Benchmark / Gle: Foundations of the American Political System

  explaining the essential ideas and historical origins of American constitutional government. (1, 4, 5)

• C-1B-M2. Benchmark / Gle: Foundations of the American Political System

  identifying and describing the historical experiences and the geographic, social, and economic factors that have helped to shape American political culture. (1, 3, 4, 5)

• C-1B-M3. Benchmark / Gle: Foundations of the American Political System

  explaining the meaning and importance of basic principles of American constitutional democracy as reflected in core documents. (1, 3, 4, 5)

• C-1B-M4. Benchmark / Gle: Foundations of the American Political System

  analyzing the ways in which political and social conflict can be peacefully resolved. (1, 2, 4, 5)

• C-1B-M5. Benchmark / Gle: Foundations of the American Political System

  analyzing democratic processes used to institute change. (1, 2, 5)

• C-1B-M6. Benchmark / Gle: Foundations of the American Political System

  analyzing the importance of political parties, campaigns, and elections in the American political system. (1, 2, 3, 4, 5)

• C-1C-M1. Benchmark / Gle: International Relationships

  describing how the world is organized politically and explaining the means by which nation-states interact. (1, 3, 4)

• C-1C-M2. Benchmark / Gle: International Relationships

  explaining the formation, implementation, and impact of United States foreign policy. (1, 3, 5)

• C-1C-M3. Benchmark / Gle: International Relationships

  identifying types of foreign policy issues, using current and historical examples. (1, 2, 3, 4, 5)

• C-1D-M1. Benchmark / Gle: Roles of the Citizen

  explaining the meaning of citizenship and the requirements for citizenship and naturalization in the United States. (1, 5)

• C-1D-M2. Benchmark / Gle: Roles of the Citizen

  identifying the rights and responsibilities of citizens and explaining their importance to the individual and to society. (1, 4, 5)

• C-1D-M3. Benchmark / Gle: Roles of the Citizen

  discussing issues involving the rights and responsibilities of individuals in American society. (1, 2, 4, 5)

• C-1D-M4. Benchmark / Gle: Roles of the Citizen

  describing the many ways by which citizens can organize, monitor, and help to shape politics and government at local, state, and national levels. (1, 2, 3, 4, 5)

• C-1D-M5. Benchmark / Gle: Roles of the Citizen

  communicating the importance of knowledge to competent and responsible political participation and leadership. (1, 4, 5)

• GLE-M-17. Benchmark / Gle: Grade Level Expectation

  Structure and Purposes of Government: Compare aspects of American colonial government (e.g., local, colonial governors, role of the British parliament and Crown) to present-day U.S. local, state, and national government (C-1A-M5)

LA.E-M. Content Standard: Economics

Interdependence and Decision Making: Students develop an understanding of fundamental economic concepts as they apply to the interdependence and decision making of individuals, households, businesses, and governments in the United States and the world.

• E-1A-M1. Benchmark / Gle: Fundamental Economic Concepts

  describing how the scarcity of resources necessitates decision making at both personal and societal levels. (1, 2, 4, 5)

• E-1A-M2. Benchmark / Gle: Fundamental Economic Concepts

  analyzing consequences of economic decisions in terms of additional benefits and additional costs. (1, 2, 4)

• E-1A-M3. Benchmark / Gle: Fundamental Economic Concepts

  analyzing the consequences and opportunity cost of economic decisions. (1, 2, 3, 4)

• E-1A-M4. Benchmark / Gle: Fundamental Economic Concepts

  analyzing the role of specialization in the economic process. (1, 2, 4)

• E-1A-M5. Benchmark / Gle: Fundamental Economic Concepts

  giving examples of how skills and knowledge increase productivity and career opportunities. (1, 3, 4, 5)

• E-1A-M6. Benchmark / Gle: Fundamental Economic Concepts

  describing the essential differences in the production and allocation of goods and services in traditional, command, and market systems. (1, 3, 4)

• E-1A-M7. Benchmark / Gle: Fundamental Economic Concepts

  describing the various institutions, such as business firms and government agencies, that make up economic systems. (1, 4)

• E-1A-M8. Benchmark / Gle: Fundamental Economic Concepts

  differentiating among various forms of exchange and money. (1, 3, 4)

• E-1A-M9. Benchmark / Gle: Fundamental Economic Concepts

  using economic concepts to help explain historic and contemporary events and developments. (1, 2, 3, 4)

• E-1B-M1. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  explaining the role of supply and demand in a competitive market system. (1, 3, 4)

• E-1B-M2. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  explaining the factors that affect the production and distribution of goods and services. (1, 4)

• E-1B-M3. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  explaining the difference between private and public goods and services. (1, 4, 5)

• E-1B-M4. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  identifying the costs and benefits of government policies on competitive markets. (1, 3, 4, 5)

• E-1B-M5. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  identifying different types of taxes and user fees and predicting their consequences. (1, 3, 4, 5)

• E-1B-M6. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  determining the reasons for trade between nations, identifying costs and benefits, and recognizing the worldwide interdependence that results. (1, 4)

• E-1B-M7. Benchmark / Gle: Individuals, Households, Businesses, and Governments

  describing historical and economic factors that have contributed to the development and growth of the national, state, and local economies. (1, 3, 4, 5)

• E-1C-M1. Benchmark / Gle: The Economy as a Whole

  explaining the meaning of economic indicators that help to describe economies. (1, 3)

• E-1C-M2. Benchmark / Gle: The Economy as a Whole

  describing the influences of inflation, unemployment, and underemployment on different groups of people. (1, 4, 5)

• GLE-M-18. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Describe economic activities within and among American Indian cultures prior to contact with Europeans (E-1A-M9)

• GLE-M-19. Benchmark / Gle: Grade Level Expectation

  Fundamental Economic Concepts: Use economic concepts (e.g., supply and demand, scarcity, interdependence) to identify the economic motivations for European exploration and settlement in the Americas (E-1A-M9)

LA.H-M. Content Standard: History

Time, Continuity, and Change: Students develop a sense of historical time and historical perspective as they study the history of their community, state, nation, and world.

• H-1A-M1. Benchmark / Gle: Historical Thinking Skills

  describing chronological relationships and patterns. (1, 3, 4)

• H-1A-M2. Benchmark / Gle: Historical Thinking Skills

  demonstrating historical perspective through the political, social, and economic context in which an event or idea occurred. (1, 2, 3, 4)

• H-1A-M3. Benchmark / Gle: Historical Thinking Skills

  analyzing the impact that specific individuals, ideas, events, and decisions had on the course of history. (1, 2, 3, 4)

• H-1A-M4. Benchmark / Gle: Historical Thinking Skills

  analyzing historical data using primary and secondary sources. (1, 2, 3, 4)

• H-1A-M5. Benchmark / Gle: Historical Thinking Skills

  identifying issues and problems from the past and evaluating alternative courses of action. (1, 2, 3, 4)

• H-1A-M6. Benchmark / Gle: Historical Thinking Skills

  conducting research in efforts to answer historical questions. (1, 2, 3, 4)

• H-1B-M1. Benchmark / Gle: United States History

  Era 1: Three Worlds Meet (Beginnings to 1620): identifying and describing characteristics of societies in the Americas, Western Europe, and Western Africa that increasingly interacted after 1450. (1, 3, 4)

• H-1B-M2. Benchmark / Gle: United States History

  Era 1: Three Worlds Meet (Beginnings to 1620): explaining the cultural, ecological, and economic results of early European exploration and colonization. (1, 3, 4)

• H-1B-M3. Benchmark / Gle: United States History

  Era 2: Colonization and Settlement (1565-1763): describing the interactions among Native Americans, early Europeans, and Africans in the Americas. (1, 3, 4)

• H-1B-M4. Benchmark / Gle: United States History

  Era 2: Colonization and Settlement (1565-1763): tracing the emergence of religious freedom and changing political institutions in the English colonies. (1, 3, 4)

• H-1B-M5. Benchmark / Gle: United States History

  Era 2: Colonization and Settlement (1565-1763): analyzing the impact of European cultural, political, and economic ideas and institutions on life in the Americas. (1, 2, 3, 4)

• H-1B-M6. Benchmark / Gle: United States History

  Era 3: Revolution and the New Nation (1754-1820s): explaining the causes and course of the American Revolution and the reasons for the American victory. (1, 3, 4)

• H-1B-M7. Benchmark / Gle: United States History

  Era 3: Revolution and the New Nation (1754-1820s): explaining the impact of the American Revolution on the politics, society, and economy of the new nation. (1, 3, 4)

• H-1B-M8. Benchmark / Gle: United States History

  Era 3: Revolution and the New Nation (1754-1820s): relating the institutions and practices of government established during and after the American Revolution to the foundation of the American political system. (1, 3, 4)

• H-1B-M9. Benchmark / Gle: United States History

  Era 4: Expansion and Reform (1801-1861): describing the territorial expansion of the United States and analyzing the effects on relations with Native Americans and external powers. (1, 3, 4, 5)

• H-1B-M10. Benchmark / Gle: United States History

  Era 4: Expansion and Reform (1801-1861): analyzing the changes and regional tensions created by Jacksonian democracy, the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement. (1, 2, 3, 4)

• H-1B-M11. Benchmark / Gle: United States History

  Era 4: Expansion and Reform (1801-1861): explaining and giving examples of the reform movements that occurred during the antebellum period and evaluating their impact on American society. (1, 2, 3, 4, 5)

• H-1B-M12. Benchmark / Gle: United States History

  Era 5: Civil War and Reconstruction (1850-1877): describing the causes and course of the Civil War and examining the impact of the war on the American people. (1, 3, 4)

• H-1B-M13. Benchmark / Gle: United States History

  Era 5: Civil War and Reconstruction (1850-1877): comparing and evaluating various reconstruction plans of the post-Civil War era. (1, 2, 3, 4)

• H-1B-M14. Benchmark / Gle: United States History

  Era 6: The Development of the Industrial United States (1870-1900): describing the impact of industrialization in the United States. (1, 3, 4)

• H-1B-M15. Benchmark / Gle: United States History

  Era 7: The Emergence of Modern America (1890-1930): describing the significant economic, political, social, and cultural changes that have occurred in the United States during the 20th century. (1, 3, 4)

• H-1B-M16. Benchmark / Gle: United States History

  Era 7: The Emergence of Modern America (1890-1930): identifying the causes and consequences of major world conflicts involving the United States. (1, 3, 4)

• H-1B-M17. Benchmark / Gle: United States History

  Era 8: The Great Depression and World War II (1929-1945): describing the impact of the Great Depression and World War II on American society. (1, 3, 4)

• H-1B-M18. Benchmark / Gle: United States History

  Era 9: Contemporary United States (1945 to the Present): discussing significant developments and issues in contemporary United States history. (1, 2, 3, 4, 5)

• H-1C-M1. Benchmark / Gle: World History

  Era 1: The Beginnings of Society: describing the earliest human communities. (1, 3, 4)

• H-1C-M2. Benchmark / Gle: World History

  Era 1: The Beginnings of Society: explaining the emergence of agricultural societies around the world. (1, 3, 4)

• H-1C-M3. Benchmark / Gle: World History

  Era 2: The Rise of Early Civilizations (4000-1000 B.C.): identifying the major characteristics of early civilizations in Mesopotamia, Egypt, and the Indus valley. (1, 3, 4)

• H-1C-M4. Benchmark / Gle: World History

  Era 2: The Rise of Early Civilizations (4000-1000 B.C.): tracing the development and expansion of agricultural societies and the emergence of new states. (1, 3, 4)

• H-1C-M5. Benchmark / Gle: World History

  Era 2: The Rise of Early Civilizations (4000-1000 B.C.): analyzing the political, social, and cultural consequences of population movements and militarization in Europe and Asia. (1, 2, 3, 4)

• H-1C-M6. Benchmark / Gle: World History

  Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 B.C. - A.D. 300): discussing and giving examples of technological and cultural innovation and change. (1, 3, 4)

• H-1C-M7. Benchmark / Gle: World History

  Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 B.C. - A.D. 300): describing the classical civilizations and examining their interactions and influences. (1, 3, 4)

• H-1C-M8. Benchmark / Gle: World History

  Era 3: Classical Traditions, Major Religions, and Giant Empires (1000 B.C. - A.D. 300): describing and comparing the emergence of major religions and large-scale empires in the Mediterranean basin, China, and India. (1, 3, 4)

• H-1C-M9. Benchmark / Gle: World History

  Era 4: Expanding Zones of Exchange and Encounter (A.D. 300-1000): tracing the expansion of major religions and cultural traditions and examining the impact on civilizations in Europe, Asia, and Africa. (1, 3, 4)

• H-1C-M10. Benchmark / Gle: World History

  Era 4: Expanding Zones of Exchange and Encounter (A.D. 300-1000): analyzing the political, social, and cultural developments and changes that resulted from the rise and fall of empires and kingdoms in Europe, Asia, Africa, and the Americas. (1, 2, 3, 4)

• H-1C-M11. Benchmark / Gle: World History

  Era 5: Intensified Hemispheric Interactions (A.D. 1000-1500): analyzing the cultural and economic impact of the interregional system of communication and trade that developed among the peoples of Europe, Asia, and Africa. (1, 2, 3, 4)

• H-1C-M12. Benchmark / Gle: World History

  Era 5: Intensified Hemispheric Interactions (A.D. 1000-1500): explaining the developments and events that led to the political, social, cultural, and economic transformation of Europe. (1, 3, 4)

• H-1C-M13. Benchmark / Gle: World History

  Era 5: Intensified Hemispheric Interactions (A.D. 1000-1500): describing the development and expansion of complex societies and empires in the Americas. (1, 3, 4)

• H-1C-M14. Benchmark / Gle: World History

  Era 6: Emergence of the First Global Age (1450-1770): explaining the political, cultural, and economic developments and trends of major world regions that resulted in the transformation of societies in the 15th through the mid-18th centuries. (1, 3, 4)

• H-1C-M15. Benchmark / Gle: World History

  Era 7: An Age of Revolutions (1750-1914): determining and discussing the impact of the political, agricultural, and industrial revolutions on societies around the world. (1, 3, 4)

• H-1C-M16. Benchmark / Gle: World History

  Era 7: An Age of Revolutions (1750-1914): describing the transformation of world societies that occurred during an era of global trade and Western domination. (1, 3, 4)

• H-1C-M17. Benchmark / Gle: World History

  Era 8: A Half-Century of Crisis and Achievement (1900-1945): identifying the causes and worldwide consequences of major 20th century conflicts. (1, 3, 4)

• H-1C-M18. Benchmark / Gle: World History

  Era 9: The 20th Century Since 1945 (1945 to the Present): identifying and discussing significant political, economic, social, cultural, and technological trends that have had an impact on the modern world. (1, 3, 4, 5)

• H-1D-M1. Benchmark / Gle: Louisiana History

  describing the contributions of people, events, movements, and ideas that have been significant in the history of Louisiana. (1, 3, 4)

• H-1D-M2. Benchmark / Gle: Louisiana History

  tracing the development of the various governments that have been established in Louisiana throughout its history. (1, 3, 4, 5)

• H-1D-M3. Benchmark / Gle: Louisiana History

  identifying and discussing the major conflicts in Louisiana's past. (1, 2, 3, 4)

• H-1D-M4. Benchmark / Gle: Louisiana History

  locating and describing Louisiana's geographic features and examining their impact on people past and present. (1, 3, 4)

• H-1D-M5. Benchmark / Gle: Louisiana History

  tracing the development and growth of Louisiana's economy throughout history. (1, 3, 4)

• H-1D-M6. Benchmark / Gle: Louisiana History

  examining folklore and describing how cultural elements have shaped our state and local heritage. (1, 3, 4)

• GLE-M-20. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Construct a timeline of key events in American history (beginnings to 1763) (H-1A-M1)

• GLE-M-21. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Demonstrate an understanding of relative and absolute chronology by interpreting data presented in a timeline (H-1A-M1)

• GLE-M-22. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Identify different points of view about key events in early American history (H-1A-M2)

• GLE-M-23. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Identify the causes, effects, or impact of a given event in early American history (H-1A-M3)

• GLE-M-24. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Use both a primary and secondary source to describe key events or issues in early American history (H-1A-M4)

• GLE-M-25. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Identify historical issues or problems in early America and explain how they were addressed (H-1A-M5)

• GLE-M-26. Benchmark / Gle: Grade Level Expectation

  Historical Thinking Skills: Conduct historical research using a variety of resources to answer historical questions related to early American history (H-1A-M6)

• GLE-M-27. Benchmark / Gle: Grade Level Expectation

  United States History: Identify and describe indigenous cultures and groups that existed in the Americas at the beginning of European exploration (H-1B-M1)

• GLE-M-28. Benchmark / Gle: Grade Level Expectation

  United States History: Describe the trade that connected the Americas, Western Europe, and Western Africa prior to 1620, including the origins of the West Africa-European trade connection (H-1B-M1)

• GLE-M-29. Benchmark / Gle: Grade Level Expectation

  United States History: Compare and contrast Africans, Europeans, and Native Americans converging in the Western Hemisphere after 1492 (H-1B-M1)

• GLE-M-30. Benchmark / Gle: Grade Level Expectation

  United States History: Explain that cultures change through cultural diffusion, invention, and innovation (H-1B-M2)

• GLE-M-31. Benchmark / Gle: Grade Level Expectation

  United States History: Describe major early explorations and explorers and their reasons for exploration (H-1B-M2)

• GLE-M-32. Benchmark / Gle: Grade Level Expectation

  United States History: Describe the Spanish conquests in the Americas including the impact on the Aztecs, Incas, and other indigenous peoples (H-1B-M2)

• GLE-M-33. Benchmark / Gle: Grade Level Expectation

  United States History: Explain the course and consequences of the Columbian Exchange, including its cultural, ecological, and economic impact on Europe, the Americas, and West Africa (H-1B-M2)

• GLE-M-34. Benchmark / Gle: Grade Level Expectation

  United States History: Describe the arrival of Africans in the European colonies in the seventeenth century and the increase in the importation of slaves in the eighteenth century (H-1B-M3)

• GLE-M-35. Benchmark / Gle: Grade Level Expectation

  United States History: Explain the societal impact of the immersion of Africans in the Americas (H-1B-M3)

• GLE-M-36. Benchmark / Gle: Grade Level Expectation

  United States History: Identify instances of both cooperation and conflict between Indians and European settlers (H-1B-M3)

• GLE-M-37. Benchmark / Gle: Grade Level Expectation

  United States History: Describe and compare the various religious groups in colonial America and the role of religion in colonial communities (H-1B-M4)

• GLE-M-38. Benchmark / Gle: Grade Level Expectation

  United States History: Describe the political, social, and economic organization and structure of the thirteen British colonies that became the United States (H-1B-M5)

• GLE-M-39. Benchmark / Gle: Grade Level Expectation

  United States History: Describe reflections of European culture, politics, and institutions in American life (H-1B-M5)

• GLE-M-40. Benchmark / Gle: Grade Level Expectation

  United States History: Explain why some colonists felt loyal to England due to their cultural, political, and economic ties to their homeland (H-1B-M5)

• GLE-M-41. Benchmark / Gle: Grade Level Expectation

  World History: Describe the origins, characteristics, and expansion of ancient American empires (e.g., Inca, Maya) and complex societies in the Americas (e.g., Aztec) (H-1C-M13)

KY.AE. Category: Academic Expectation

• AE.1. Goal / Understandings / Subdomain:

  Students are able to use basic communication and mathematics skills for purposes and situations they will encounter throughout their lives.

  • 1.1. Ae / Skills & Concepts / Organizer:

    Students use reference tools such as dictionaries, almanacs, encyclopedias, and computer reference programs and research tools such as interviews and surveys to find the information they need to meet specific demands, explore interests, or solve specific problems.

  • 1.2. Ae / Skills & Concepts / Organizer:

    Students make sense of the variety of materials they read.

  • 1.3. Ae / Skills & Concepts / Organizer:

    Students make sense of the various things they observe.

  • 1.4. Ae / Skills & Concepts / Organizer:

    Students make sense of the various messages to which they listen.

  • 1.5-1.9. Ae / Skills & Concepts / Organizer:

    Students use mathematical ideas and procedures to communicate, reason, and solve problems.

  • 1.10. Ae / Skills & Concepts / Organizer:

    Students organize information through development and use of classification rules and systems.

  • 1.11. Ae / Skills & Concepts / Organizer:

    Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

  • 1.12. Ae / Skills & Concepts / Organizer:

    Students speak using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

  • 1.13. Ae / Skills & Concepts / Organizer:

    Students make sense of ideas and communicate ideas with the visual arts.

  • 1.14. Ae / Skills & Concepts / Organizer:

    Students make sense of ideas and communicate ideas with music.

  • 1.15. Ae / Skills & Concepts / Organizer:

    Students make sense of and communicate ideas with movement.

  • 1.16. Ae / Skills & Concepts / Organizer:

    Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

• AE.2. Goal / Understandings / Subdomain:

  Students shall develop their abilities to apply core concepts and principles from mathematics, the sciences, the arts, the humanities, social studies, practical living studies, and vocational studies to what they will encounter throughout their lives.

  • 2.14. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand the democratic principles of justice, equality, responsibility, and freedom and apply them to real-life situations.

  • 2.15. Ae / Skills & Concepts / Organizer: Social Studies

    Students can accurately describe various forms of government and analyze issues that relate to the rights and responsibilities of citizens in a democracy.

  • 2.16. Ae / Skills & Concepts / Organizer: Social Studies

    Students observe, analyze, and interpret human behaviors, social groupings, and institutions to better understand people and the relationships among individuals and among groups.

  • 2.17. Ae / Skills & Concepts / Organizer: Social Studies

    Students interact effectively and work cooperatively with the many ethnic and cultural groups of our nation and world.

  • 2.18. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand economic principles and are able to make economic decisions that have consequences in daily living.

  • 2.19. Ae / Skills & Concepts / Organizer: Social Studies

    Students recognize and understand the relationship between people and geography and apply their knowledge in real-life situations.

  • 2.2. Ae / Skills & Concepts / Organizer: Social Studies

    Students understand, analyze, and interpret historical events, conditions, trends, and issues to develop historical perspective.

KY.CC. Category: Core Content for Assessment v.4.1.

• SS-05-1. Goal / Understandings / Subdomain: Government and Civics

  The study of government and civics equips students to understand the nature of government and the unique characteristics of representative democracy in the United States, including its fundamental principles, structure and the role of citizens. Understanding the historical development of structures of power, authority and governance and their evolving functions in contemporary U.S. society and other parts of the world is essential for developing civic competence. An understanding of civic ideals and practices of citizenship is critical to full participation in society and is a central purpose of the social studies.

  • SS-05-1.1. Ae / Skills & Concepts / Organizer:

    Formation of Governments

    • SS-05-1.1. Standard:

      Students will describe the basic purposes of the U.S. Government as defined in the Preamble to the U.S. Constitution (to establish justice, to ensure domestic tranquility, to provide for the common defense, to promote the general welfare, to secure the blessings of liberty); give examples of services the U.S. Government provides (e.g., armed forces, interstate highways, national parks) and analyze the importance of these services to citizens today. DOK 3

    • SS-05-1.1. Standard:

      Students will explain and give examples of how democratic governments function (by making, enacting and enforcing laws) to promote the 'common good' (e.g., public smoking ban, speed limits, seat belt requirements). DOK 3

  • SS-05-1.2. Ae / Skills & Concepts / Organizer:

    Constitutional Principles

    • SS-05-1.2. Standard:

      Students will identify the three branches of the U.S. Government, explain the basic duties of each branch (executive-enforce the laws, legislative-make the laws, judicial-interpret the laws) and identify important national/federal offices/leaders, (President, Vice-President, Congress, House, Senate, U.S. Senators, U.S. Representatives, U.S. Supreme Court, judges) associated with each branch. DOK 2

    • SS-05-1.2. Standard:

      Students will explain why the framers of the Constitution felt it was important to establish a government where powers are shared across different levels (local, state, national/federal) and branches (executive, legislative, judicial). DOK 2

  • SS-05-1.3. Ae / Skills & Concepts / Organizer:

    Rights and Responsibilities

    • SS-05-1.3. Standard:

      Students will explain the basic principles of democracy (e.g., justice, equality, responsibility, freedom) found in significant U.S. historical documents (Declaration of Independence, U. S. Constitution, Bill of Rights) and analyze why they are important to citizens today. DOK 3

    • SS-05-1.3. Standard:

      Students will describe specific rights and responsibilities individuals have as citizens of the United States (e.g., voting in national elections) and explain why civic engagement is necessary to preserve a democratic society. DOK 3

• SS-05-2. Goal / Understandings / Subdomain: Cultures and Societies

  Culture is the way of life shared by a group of people, including their ideas and traditions. Cultures reflect the values and beliefs of groups in different ways (e.g., art, music, literature, religion); however, there are universals (e.g., food, clothing, shelter, communication) connecting all cultures. Culture influences viewpoints, rules and institutions in a global society. Students should understand that people form cultural groups throughout the United States and the World, and that issues and challenges unite and divide them.

  • SS-05-2.1. Ae / Skills & Concepts / Organizer:

    Elements of Culture

    • SS-05-2.1. Standard:

      Students will identify early cultures (e.g., English, Spanish, French, West African) in the United States and analyze their similarities and differences. DOK 2

  • SS-05-2.2. Ae / Skills & Concepts / Organizer:

    Social Institutions

    • SS-05-2.2. Standard:

      Students will describe social institutions (government, economy, education, religion, family) in the United States and explain their role in the growth and development of the nation.

  • SS-05-2.3. Ae / Skills & Concepts / Organizer:

    Interactions Among Individuals and Groups

    • SS-05-2.3. Standard:

      Students will describe various forms of interactions (compromise, cooperation, conflict) that occurred between diverse groups (e.g., Native Americans, European Explorers, English colonists, British Parliament) in the history of the United States. DOK 2

    • SS-05-2.3. Standard:

      Students will give examples of conflicts between individuals or groups and describe appropriate conflict resolution strategies (e.g., compromise, cooperation, communication). DOK 2

• SS-05-3. Goal / Understandings / Subdomain: Economics

  Economics includes the study of production, distribution and consumption of goods and services. Students need to understand how their economic decisions affect them, others, the nation and the world. The purpose of economic education is to enable individuals to function effectively both in their own personal lives and as citizens and participants in an increasingly connected world economy. Students need to understand the benefits and costs of economic interaction and interdependence among people, societies and governments.

  • SS-05-3.1. Ae / Skills & Concepts / Organizer:

    Scarcity

    • SS-05-3.1. Standard:

      Students will describe scarcity and explain how scarcity required people in different periods in the U.S. (Colonization, Expansion, Twentieth Century to Present) to make economic choices (e.g., use of productive resources- natural, human, capital) and incur opportunity costs. DOK 2

  • SS-05-3.2. Ae / Skills & Concepts / Organizer:

    Economic Systems and Institutions

    • SS-05-3.2. Standard:

      Students will explain how profits motivated individuals/businesses in the U.S. (Expansion, Industrialization) to take risks in producing goods and services.

  • SS-05-3.3. Ae / Skills & Concepts / Organizer:

    Markets

    • SS-05-3.3. Standard:

      Students will give examples of markets in different periods of U.S. History (Colonization, Expansion, Industrialization, Twentieth Century to Present) and explain similarities and differences. DOK 2

    • SS-05-3.3. Standard:

      Students will explain how competition among buyers and sellers influences the price of goods and services in our state, nation and world.

  • SS-05-3.4. Ae / Skills & Concepts / Organizer:

    Production, Distribution, and Consumption

    • SS-05-3.4. Standard:

      Students will describe production, distribution and consumption of goods and services in the history of the U.S. (Colonization, Industrialization, Twentieth Century to Present). DOK 3

    • SS-05-3.4. Standard:

      Students will describe how new knowledge, technology/tools and specialization increase/increased productivity in the U.S. (Colonization, Industrialization, Twentieth Century to Present). DOK 3

    • SS-05-3.4. Standard:

      Students will define interdependence and give examples of how people in our communities, states, nation and world depend on each other for goods and services.

• SS-05-4. Goal / Understandings / Subdomain: Geography

  Geography includes the study of the five fundamental themes of location, place, regions, movement and human/environmental interaction. Students need geographic knowledge to analyze issues and problems to better understand how humans have interacted with their environment over time, how geography has impacted settlement and population, and how geographic factors influence climate, culture, the economy and world events. A geographic perspective also enables students to better understand the past and present and to prepare for the future.

  • SS-05-4.1. Ae / Skills & Concepts / Organizer:

    The Use of Geographic Tools

    • SS-05-4.1. Standard:

      Students will use geographic tools (e.g., maps, charts, graphs) to identify natural resources and other physical characteristics (e.g., major landforms, major bodies of water, weather, climate, roads, bridges) and analyze patterns of movement and settlement in the United States. DOK 3

    • SS-05-4.1. Standard:

      Students will use geographic tools to locate and describe major landforms, bodies of water, places and objects in the United States by their absolute location. DOK 2

    • SS-05-4.1. Standard:

      Students will describe how different factors (e.g. rivers, mountains) influence where human activities were/are located in the United States.

    • SS-05-4.1. Standard:

      Students explain how factors in one location can impact other locations (e.g., natural disasters, building dams).

  • SS-05-4.3. Ae / Skills & Concepts / Organizer:

    Patterns

    • SS-05-4.3. Standard:

      Students will explain patterns of human settlement in the early development of the United States and explain how these patterns were influenced by physical characteristics (e.g., climate, landforms, bodies of water). DOK 2

    • SS-05-4.3. Standard:

      Students will describe how advances in technology (e.g., dams, reservoirs, roads, irrigation) allow people to settle in places previously inaccessible in the United States. DOK 2

  • SS-05-4.4. Ae / Skills & Concepts / Organizer:

    Human-Environment Interaction

    • SS-05-4.4. Standard:

      Students will explain and give examples of how people adapted to/modified the physical environment (e.g., natural resources, physical geography, natural disasters) to meet their needs during the history of the U.S. (Colonization, Expansion) and analyze the impact on their environment. DOK 3

    • SS-05-4.4. Standard:

      Students will describe how the physical environment (e.g., mountains as barriers for protection, rivers as barriers of transportation) both promoted and restricted human activities during the early settlement of the U.S. (Colonization, Expansion). DOK 2

    • SS-05-4.4. Standard:

      Students will describe how individuals/groups may have different perspectives about the use of land (e.g., farming, industrial, residential, recreational).

• SS-05-5. Goal / Understandings / Subdomain: Historical Perspective

  History is an account of events, people, ideas and their interaction over time that can be interpreted through multiple perspectives. In order for students to understand the present and plan for the future, they must understand the past. Studying history engages students in the lives, aspirations, struggles, accomplishments and failures of real people. Students need to think in an historical context in order to understand significant ideas, beliefs, themes, patterns and events, and how individuals and societies have changed over time in Kentucky, the United States and the World.

  • SS-05-5.1. Ae / Skills & Concepts / Organizer:

    The Factual and Interpretive Nature of History

    • SS-05-5.1. Standard:

      Students will use a variety of primary and secondary sources (e.g., artifacts, diaries, maps, timelines) to describe significant events in the history of the U.S. and interpret different perspectives. DOK 3

  • SS-05-5.2. Ae / Skills & Concepts / Organizer:

    The History of the United States

    • SS-05-5.2. Standard: Students will identify historical documents, selected readings and speeches (e.g., Mayflower Compact, Emancipation Proclamation, Dr. Martin Luther King's speech

      I Have a Dream) and explain their historical significance. DOK 3

    • SS-05-5.2. Standard:

      Students will explain reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came to America long ago (Colonization, Settlement, Industrialization and Immigration, Twentieth Century to Present) and compare with why immigrants come to America today. DOK 2

    • SS-05-5.2. Standard:

      Students will compare change over time (Colonization, Industrialization, Twentieth Century to Present) in communication, technology, transportation and education. DOK 3

    • SS-05-5.2. Standard:

      Students will describe significant historical events in each of the broad historical periods and eras in U.S. history (Colonization, Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration, Twentieth Century to Present) and explain cause and effect relationships. DOK 3

KS.2. Standard: Economics

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

• 2.1. Benchmark:

  The student understands how limited resources require choices.

  • 2.1.1. Indicator / Proficiency Level:

    (K) The student explains how scarcity of resources requires individuals, communities, states, and nations to make choices about goods and services (e.g., what food to eat, type of housing to live in, how to use land).

  • 2.1.2. Indicator / Proficiency Level:

    (A) The student determines how unlimited wants and limited resources lead to choices that involve opportunity costs.

  • 2.1.3. Indicator / Proficiency Level:

    (K) The student describes how specialization results in increased productivity (e.g., when each person in a city specializes in producing one product and then sells or trades with each other, there is more produced than if everyone tried to make everything they need for themselves).

  • 2.1.4. Indicator / Proficiency Level:

    (A) The student gives examples of economic interdependence at either the local, state, regional, or national level. (e.g., Western settlers depended on Easterners for textiles; Easterners depended on Westerners for furs and hides).

• 2.2. Benchmark:

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

  • 2.2.1. Indicator / Proficiency Level:

    (A) The student defines supply as the quantity of resources, goods, or services that sellers offer at various prices at a particular time and demand as the number of consumers willing and able to purchase a good or service at a given price.

  • 2.2.2. Indicator / Proficiency Level: (K) The student identifies factors that change supply or demand for a product (e.g., supply

    technology changes; demand: invention of new and substitute goods; supply or demand: climate and weather).

  • 2.2.3. Indicator / Proficiency Level:

    (K) The student describes how changes in supply and demand affect prices of specific products.

  • 2.3.1. Indicator / Proficiency Level:

    (K) The student understands that banks are institutions where people (individuals, families, and businesses) save money and earn interest and where people borrow money and pay interest.

  • 2.3.2. Indicator / Proficiency Level: (A) The student gives examples of how positive and negative incentives affect people's behavior (e.g., laws

    Stamp Act, Sugar Act; profit; product price; indentured servant).

  • 2.3.3. Indicator / Proficiency Level:

    (K) The student recognizes barriers to trade among people across nations (e.g., quotas, tariffs, boycotts, geography).

• 2.4. Benchmark:

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

  • 2.4.1. Indicator / Proficiency Level:

    (K) The student describes revenue sources for different levels of government (e.g., personal income taxes, property taxes, sales tax, interest, bonds).

• 2.5. Benchmark:

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

  • 2.5.1. Indicator / Proficiency Level:

    (A) The student determines the costs and benefits of a spending, saving, or borrowing decision.

  • 2.5.2. Indicator / Proficiency Level:

    (K) The student recognizes that supply of and demand for workers in various careers affect income.

KS.3. Standard: Geography

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

• 3.1. Benchmark: Geographic Tools and Location

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

  • 3.1.1. Indicator / Proficiency Level:

    (A) The student explains and uses map titles, symbols, cardinal directions and intermediate directions, legends, latitude and longitude.

  • 3.1.2. Indicator / Proficiency Level:

    (K) The student locates major physical and political features of Earth from memory (e.g., Boston, Philadelphia, England, France, Italy, Spain, North America, Atlantic Ocean, Pacific Ocean, Yucatan Peninsula, Germany, Aleutian Islands, Bering Strait, Chesapeake Bay, Hudson Bay, Mexico City, Montreal, Netherlands, Norway, Ohio River, Portugal, Quebec City, St. Lawrence River).

• 3.2. Benchmark: Places and Regions

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

  • 3.2.1. Indicator / Proficiency Level:

    (K) The student identifies and compares the major physical characteristics of New England Colonies, Middle Colonies, and Southern Colonies and French and Spanish territories (e.g., location, climate, and resources).

  • 3.2.2. Indicator / Proficiency Level:

    (K) The student identifies and compares the human characteristics of the New England Colonies, Middle Colonies, and Southern Colonies and French and Spanish territories (e.g., national origins, religion, customs, government, agriculture, industry, and architecture).

• 3.3. Benchmark: Physical Systems

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

  • 3.3.1. Indicator / Proficiency Level:

    (K) The student identifies renewable and nonrenewable resources and their uses (e.g., fossil fuels, minerals, fertile soil, water power, forests, solar and wind power.

• 3.4. Benchmark: Human Systems

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

  • 3.4.1. Indicator / Proficiency Level:

    (A) The student explains reasons for variation in population distribution (e.g., environment, migration, government policies).

  • 3.4.2. Indicator / Proficiency Level: (A) The student identifies the push-pull factors (causes) of human migration (e.g., push

    war, famine, lack of economic opportunity; pull: religious freedom, economic opportunity, joining family or friends).

  • 3.4.3. Indicator / Proficiency Level:

    (K) The student describes the effects of human migration on place and population (e.g., population shifts, conflict, acculturation; diffusion of ideas, diseases, crops and culture).

  • 3.4.4. Indicator / Proficiency Level:

    (K) The student describes factors that influence and change the location and distribution of economic activities (e.g., resources, technology, transportation and government).

  • 3.4.5. Indicator / Proficiency Level:

    (A) The student understands that forces of conflict and cooperation divide or unite people (e.g., land disputes, religious intolerance, taxation).

• 3.5. Benchmark: Human-Environment Interactions

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

  • 3.5.1. Indicator / Proficiency Level:

    (A) The student examines varying viewpoints regarding resource use (e.g., American Indian vs. European settler, past vs. present).

  • 3.5.2. Indicator / Proficiency Level:

    (K) The student identifies the relationship between the acquisition and use of natural resources and advances in technology using historical and contemporary examples (e.g., compass for navigation, water power, steel plow).

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

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

• 4.1. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the age of exploration.

  • 4.1.1. Indicator / Proficiency Level:

    (K) The student explains how various American Indians adapted to their environment in relationship to shelter and food (e.g., Plains, Woodland, Northwest Coast, Southeast and Pueblo cultures in the period from 1700-1820).

  • 4.1.2. Indicator / Proficiency Level:

    (A) The student shows how traditional arts and customs of various American Indians are impacted by the environment (e.g., Plains, Woodland, Northwest Coast, Southeast and Pueblo cultures in the period from 1700-1820).

  • 4.1.3. Indicator / Proficiency Level: (A) The student compares the motives and technology that encouraged European exploration of the Americas (e.g., motives

    trade, expansion, wealth, discovery; technology: improved ship building, sextant, cartography).

  • 4.1.4. Indicator / Proficiency Level:

    (A) The student examines the interaction between European explorers and American Indians (e.g., trade, cultural exchange, disease).

• 4.2. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in colonization era of the United States (1607-1763).

  • 4.2.1. Indicator / Proficiency Level:

    (K) The student explains why early settlements succeeded or failed (e.g., Pilgrims, Puritans, St. Augustine, Quebec).

  • 4.2.2. Indicator / Proficiency Level:

    (A) The student maps the patterns of colonial settlement (e.g., British, French, Spain, and Indigenous populations).

  • 4.2.3. Indicator / Proficiency Level: (K) The student describes political and economic structures in the New England, Middle, and Southern Colonies (e.g., political

    House of Burgesses, town meetings, colonial forms of representation; economics: agriculture, trade).

  • 4.2.4. Indicator / Proficiency Level:

    (A) The student compares and contrasts the impact of European settlement from an American Indian and European point of view.

  • 4.2.5. Indicator / Proficiency Level:

    (A) The student analyzes the causes and impact of forced servitude in North America (e.g., indentured servant, Middle Passage, and slave life).

  • 4.2.6. Indicator / Proficiency Level:

    (K) The student explains the causes and effects of the French and Indian War on the American Revolutionary period.

  • 4.2.7. Indicator / Proficiency Level:

    (K) The student explains the impact of religious freedom as colonies were settled by various Christian groups (e.g., Catholics in Maryland, Quakers in Pennsylvania, Puritans in Massachusetts).

• 4.3. Benchmark:

  The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the American Revolution and the United States becoming a nation (1763 to 1800).

  • 4.3.1. Indicator / Proficiency Level:

    (K) The student describes the causes of the American Revolution (e.g., Proclamation of 1763, Intolerable Acts, Stamp Act, taxation without representation).

  • 4.3.2. Indicator / Proficiency Level:

    (K) The student explains the significance of important groups in the American Revolution (e.g., Loyalists, Patriots, Sons of Liberty).

  • 4.3.3. Indicator / Proficiency Level:

    (A) The student examines the significance of important turning points in the American Revolution (e.g., Boston Massacre, Continental Congress, Boston Tea Party, Lexington and Concord, Saratoga, Valley Forge, Yorktown).

  • 4.3.4. Indicator / Proficiency Level:

    (K) The student discusses the international support for the American Revolution (e.g., French, Lafayette).

  • 4.3.5. Indicator / Proficiency Level:

    (K) The student discusses the strengths and weaknesses of the Articles of Confederation.

  • 4.3.6. Indicator / Proficiency Level:

    (K) The student describes how the Constitutional Convention led to the creation of the United States Constitution (e.g., Great Compromise, Three-Fifths Compromise).

  • 4.3.7. Indicator / Proficiency Level:

    (K) The student recognizes the importance of the presidency as it was defined by George Washington (e.g., leadership qualities, balance of power, setting precedent, cabinet selection, term limits).

  • 4.3.8. Indicator / Proficiency Level:

    (K) The student explains United States land policy and its impact on American Indians (e.g., sale of western lands, Land Ordinance of 1785, the Northwest Ordinance of 1787).

• 4.4. Benchmark:

  The student engages in historical thinking skills.

  • 4.4.1. Indicator / Proficiency Level:

    (A) The student uses historical timelines to trace the cause and effect relationships between events in different places during the same time period (e.g., Colonial America and England).

  • 4.4.2. Indicator / Proficiency Level:

    (A) The student examines multiple primary sources to understand point of view of an historical figure.

  • 4.4.3. Indicator / Proficiency Level:

    (A) The student locates information using a variety of sources to support a thesis statement.

  • 4.4.4. Indicator / Proficiency Level:

    (A) The student uses information including primary sources to debate a problem or an historical issue.

  • 4.4.5. Indicator / Proficiency Level:

    (A) The student observes and draws conclusions.

  • 4.4.6. Indicator / Proficiency Level:

    (A) The student uses research skills to interpret an historical person or event in history and notes the source(s) of information (e.g., discusses ideas; formulates broad and specific questions; determines a variety of sources; locates, evaluates, organizes, records and shares relevant information in both oral and written form).

IL.15. State Goal / Strand: Economics

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

• 15.A. State Goal / Learning Standard:

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

  • 15.A.2a. Learning Standard / Performance Descriptor:

    Explain how economic systems decide what goods and services are produced, how they are produced and who consumes them.

  • 15.A.2b. Learning Standard / Performance Descriptor:

    Describe how incomes reflect choices made about education and careers.

  • 15.A.2c. Learning Standard / Performance Descriptor:

    Describe unemployment.

• 15.B. State Goal / Learning Standard:

  Understand that scarcity necessitates choices by consumers.

  • 15.B.2a. Learning Standard / Performance Descriptor:

    Identify factors that affect how consumers make their choices.

  • 15.B.2b. Learning Standard / Performance Descriptor:

    Explain the relationship between the quantity of goods/services purchased and their price.

  • 15.B.2c. Learning Standard / Performance Descriptor:

    Explain that when a choice is made, something else is given up.

• 15.C. State Goal / Learning Standard:

  Understand that scarcity necessitates choices by producers.

  • 15.C.2a. Learning Standard / Performance Descriptor:

    Describe the relationship between price and quantity supplied of a good or service.

  • 15.C.2b. Learning Standard / Performance Descriptor:

    Identify and explain examples of competition in the economy.

  • 15.C.2c. Learning Standard / Performance Descriptor:

    Describe how entrepreneurs take risks in order to produce goods or services.

• 15.D. State Goal / Learning Standard:

  Understand trade as an exchange of goods or services.

  • 15.D.2a. Learning Standard / Performance Descriptor:

    Explain why people and countries voluntarily exchange goods and services.

  • 15.D.2b. Learning Standard / Performance Descriptor:

    Describe the relationships among specialization, division of labor, productivity of workers and interdependence among producers and consumers.

• 15.E. State Goal / Learning Standard:

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

  • 15.E.2a. Learning Standard / Performance Descriptor:

    Explain how and why public goods and services are provided.

  • 15.E.2b. Learning Standard / Performance Descriptor:

    Identify which public goods and services are provided by differing levels of government.

IL.16. State Goal / Strand: History

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

• 16.A. State Goal / Learning Standard:

  Apply the skills of historical analysis and interpretation.

  • 16.A.2a. Learning Standard / Performance Descriptor:

    Read historical stories and determine events which influenced their writing.

  • 16.A.2b. Learning Standard / Performance Descriptor:

    Compare different stories about a historical figure or event and analyze differences in the portrayals and perspectives they present.

  • 16.A.2c. Learning Standard / Performance Descriptor:

    Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.

• 16.B. State Goal / Learning Standard:

  Understand the development of significant political events.

  • 16.B.2a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how the European colonies in North America developed politically.

  • 16.B.2b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Identify major causes of the American Revolution and describe the consequences of the Revolution through the early national period, including the roles of George Washington, Thomas Jefferson and Benjamin Franklin.

  • 16.B.2c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Identify presidential elections that were pivotal in the formation of modern political parties.

  • 16.B.2d. Learning Standard / Performance Descriptor: Local, State, and United States History

    Identify major political events and leaders within the United States historical eras since the adoption of the Constitution, including the westward expansion, Louisiana Purchase, Civil War, and 20th century wars as well as the roles of Thomas Jefferson, Abraham Lincoln, Woodrow Wilson, and Franklin D. Roosevelt.

  • 16.B.2e. Learning Standard / Performance Descriptor: World History

    Describe the historical development of monarchies, oligarchies and city-states in ancient civilizations.

  • 16.B.2f. Learning Standard / Performance Descriptor: World History

    Describe the origins of Western political ideas and institutions (e.g. Greek democracy, Roman republic, Magna Carta and Common Law, the Enlightenment).

• 16.C. State Goal / Learning Standard:

  Understand the development of economic systems.

  • 16.C.2a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe how slavery and indentured servitude influenced the early economy of the United States.

  • 16.C.2b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Explain how individuals, including John Deere, Thomas Edison, Robert McCormack, George Washington Carver and Henry Ford, contributed to economic change through ideas, inventions and entrepreneurship.

  • 16.C.2c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe significant economic events including industrialization, immigration, the Great Depression, the shift to a service economy and the rise of technology that influenced history from the industrial development era to the present.

  • 16.C.2d. Learning Standard / Performance Descriptor: World History

    Describe the economic consequences of the first agricultural revolution, 4000 BCE-1000 BCE.

  • 16.C.2e. Learning Standard / Performance Descriptor: World History

    Describe the basic economic systems of the world's great civilizations including Mesopotamia, Egypt, Aegean/Mediterranean and Asian civilizations, 1000 BCE - 500 CE.

  • 16.C.2f. Learning Standard / Performance Descriptor: World History

    Describe basic economic changes that led to and resulted from the manorial agricultural system, the industrial revolution, the rise of the capitalism and the information/communication revolution.

• 16.D. State Goal / Learning Standard:

  Understand Illinois, United States and world social history.

  • 16.D.2a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe the various individual motives for settling in colonial America.

  • 16.D.2b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe the ways in which participation in the westward movement affected families and communities.

  • 16.D.2c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe the influence of key individuals and groups, including Susan B. Anthony/suffrage and Martin Luther King, Jr./civil rights, in the historical eras of Illinois and the United States.

  • 16.D.2d. Learning Standard / Performance Descriptor: World History

    Describe the various roles of men, women and children in the family, at work, and in the community in various time periods and places (e.g., ancient Rome, Medieval Europe, ancient China, Sub-Saharan Africa).

• 16.E. State Goal / Learning Standard:

  Understand Illinois, United States and world environmental history.

  • 16.E.2a. Learning Standard / Performance Descriptor: Local, State, and United States History

    Identify environmental factors that drew settlers to the state and region.

  • 16.E.2b. Learning Standard / Performance Descriptor: Local, State, and United States History

    Identify individuals and events in the development of the conservation movement including John Muir, Theodore Roosevelt and the creation of the National Park System.

  • 16.E.2c. Learning Standard / Performance Descriptor: Local, State, and United States History

    Describe environmental factors that influenced the development of transportation and trade in Illinois.

  • 16.E.2d. Learning Standard / Performance Descriptor: World History

    Describe how people in hunting and gathering and early pastoral societies adapted to their respective environments.

  • 16.E.2e. Learning Standard / Performance Descriptor: World History

    Identify individuals and their inventions (e.g., Watt/steam engine, Nobel/TNT, Edison/electric light) which influenced world environmental history.

IL.17. State Goal / Strand: Geography

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

• 17.A. State Goal / Learning Standard:

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

  • 17.A.2a. Learning Standard / Performance Descriptor:

    Compare the physical characteristics of places including soils, land forms, vegetation, wildlife, climate, natural hazards.

  • 17.A.2b. Learning Standard / Performance Descriptor:

    Use maps and other geographic representations and instruments to gather information about people, places and environments.

• 17.B. State Goal / Learning Standard:

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

  • 17.B.2a. Learning Standard / Performance Descriptor:

    Describe how physical and human processes shape spatial patterns including erosion, agriculture and settlement.

  • 17.B.2b. Learning Standard / Performance Descriptor:

    Explain how physical and living components interact in a variety of ecosystems including desert, prairie, flood plain, forest, tundra.

• 17.C. State Goal / Learning Standard:

  Understand relationships between geographic factors and society.

  • 17.C.2a. Learning Standard / Performance Descriptor:

    Describe how natural events in the physical environment affect human activities.

  • 17.C.2b. Learning Standard / Performance Descriptor:

    Describe the relationships among location of resources, population distribution and economic activities (e.g., transportation, trade, communications).

  • 17.C.2c. Learning Standard / Performance Descriptor:

    Explain how human activity affects the environment.

• 17.D. State Goal / Learning Standard:

  Understand the historical significance of geography.

  • 17.D.2a. Learning Standard / Performance Descriptor:

    Describe how physical characteristics of places influence people's perceptions and their roles in the world over time.

  • 17.D.2b. Learning Standard / Performance Descriptor:

    Identify different settlement patterns in Illinois and the United States and relate them to physical features and resources.

IL.18. State Goal / Strand: Social Systems

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

• 18.A. State Goal / Learning Standard:

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

  • 18.A.2. Learning Standard / Performance Descriptor:

    Explain ways in which language, stories, folk tales, music, media and artistic creations serve as expressions of culture.

• 18.B. State Goal / Learning Standard:

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

  • 18.B.2a. Learning Standard / Performance Descriptor:

    Describe interactions of individuals, groups and institutions in situations drawn from the local community (e.g., local response to state and national reforms).

  • 18.B.2b. Learning Standard / Performance Descriptor:

    Describe the ways in which institutions meet the needs of society.

• 18.C. State Goal / Learning Standard:

  Understand how social systems form and develop over time.

  • 18.C.2. Learning Standard / Performance Descriptor:

    Describe how changes in production (e.g., hunting and gathering, agricultural, industrial) and population caused changes in social systems.

GA.SS5G. Strand/topic: United States History Since 1860

Geographic Understandings

• SS5G1. Standard:

  The student will locate important places in the United States.

  • SS5G1.a. Element:

    Locate important physical features; include the Grand Canyon, Salton Sea, Great Salt Lake, and the Mojave Desert.

  • SS5G1.b. Element:

    Locate important man-made places; include the Chisholm Trail; Pittsburgh, PA; Gettysburg, PA; Kitty Hawk, NC; Pearl Harbor, HI; and Montgomery, AL.

• SS5G2. Standard:

  The student will explain the reasons for the spatial patterns of economic activities.

  • SS5G2.a. Element:

    Identify and explain the factors influencing industrial location in the United States after the Civil War.

  • SS5G2.b. Element:

    Define, map, and explain the dispersion of the primary economic activities within the United States since the turn of the century.

  • SS5G2.c. Element:

    Map and explain how the dispersion of global economic activities contributed to the United States emerging from World War I as a world power.

GA.SS5CG. Strand/topic: United States History Since 1860

Government/Civic Understandings

• SS5CG1. Standard:

  The student will explain how a citizen's rights are protected under the U.S. Constitution.

  • SS5CG1.a. Element:

    Explain the responsibilities of a citizen.

  • SS5CG1.b. Element:

    Explain the freedoms granted by the Bill of Rights.

  • SS5CG1.c. Element:

    Explain the concept of due process of law.

  • SS5CG1.d. Element:

    Describe how the Constitution protects a citizen's rights by due process.

• SS5CG2. Standard:

  The student will explain the process by which amendments to the U.S. Constitution are made.

  • SS5CG2.a. Element:

    Explain the amendment process outlined in the Constitution.

  • SS5CG2.b. Element:

    Describe the purpose for the amendment process.

• SS5CG3. Standard:

  The student will explain how amendments to the U. S. Constitution have maintained a representative democracy.

  • SS5CG3.a. Element:

    Explain the purpose of the 12th and 17th amendments.

  • SS5CG3.b. Element:

    Explain how voting rights were protected by the 15th, 19th, 23rd, 24th, and 26th amendments.

• SS5CG4. Standard:

  The student will explain the meaning of 'e pluribus unum' and the reason it is the motto of the United States.

GA.SS5E. Strand/topic: United States History Since 1860

Economic Understandings

• SS5E1. Standard:

  The student will use the basic economic concepts of trade, opportunity cost, specialization, voluntary exchange, productivity, and price incentives to illustrate historical events.

  • SS5E1.a. Element:

    Describe opportunity costs and their relationship to decision-making across time (such as decisions to remain unengaged at the beginning of World War II in Europe).

  • SS5E1.b. Element:

    Explain how price incentives affect people's behavior and choices (such as monetary policy during the Great Depression).

  • SS5E1.c. Element:

    Describe how specialization improves standards of living, (such as how specific economies in the north and south developed at the beginning of the 20th century).

  • SS5E1.d. Element:

    Explain how voluntary exchange helps both buyers and sellers (such as among the G8 countries).

  • SS5E1.e. Element:

    Describe how trade promotes economic activity (such as trade activities today under NAFTA).

  • SS5E1.f. Element:

    Give examples of technological advancements and their impact on business productivity during the development of the United States.

• SS5E2. Standard:

  The student will describe the functions of the three major institutions in the U. S. economy in each era of United States history.

  • SS5E2.a. Element:

    Describe the private business function in producing goods and services.

  • SS5E2.b. Element:

    Describe the bank function in providing checking accounts, savings accounts, and loans.

  • SS5E2.c. Element:

    Describe the government function in taxation and providing certain goods and services.

• SS5E3. Standard:

  The student will describe how consumers and businesses interact in the United States economy across time.

  • SS5E3.a. Element:

    Describe how competition, markets, and prices influence people's behavior.

  • SS5E3.b. Element:

    Describe how people earn income by selling their labor to businesses.

  • SS5E3.c. Element:

    Describe how entrepreneurs take risks to develop new goods and services to start a business.

• SS5E4. Standard:

  The student will identify the elements of a personal budget and explain why personal spending and saving decisions are important.

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

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

• SS.A.2.2.1 Benchmark / Big Idea:

  The student knows the significant scientific and technological achievements of various societies (e.g., the invention of paper in China, Mayan calendars, mummification and the use of cotton in Egypt, astronomical discoveries in the Moslem world, and the Arabic number system).

  • SS.A.2.2.1 Benchmark / Descriptor:

    No grade level expectation - Content addressed in third grade.

• SS.A.2.2.2 Benchmark / Big Idea:

  The student understands developments in transportation and communication in various societies (e.g., the development of extensive road systems in various cultures, the difficulties of travel and communication encountered by people of various culture, the origins and changes in writing and how these changes made communication between people more effective).

  • SS.A.2.2.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in third grade.

• SS.A.2.2.3 Benchmark / Big Idea:

  The student understands various aspects of family life, structures, and roles in different cultures and in many eras (e.g., pastoral and agrarian families of early civilizations, families of ancient times, and medieval families).

  • SS.A.2.2.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in third grade.

• SS.A.2.2.4 Benchmark / Big Idea:

  The student understands the emergence of different laws and systems of government (e.g., monarchy and republic).

  • SS.A.2.2.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in third grade.

• SS.A.2.2.5 Benchmark / Big Idea:

  The student understands significant achievements in the humanities to the time of the Renaissance (e.g., Roman architecture and Greek art).

  • SS.A.2.2.5 Benchmark / Descriptor:

    No grade level expectation - Content covered in third grade.

• SS.A.2.2.6 Benchmark / Big Idea:

  The student knows how trade led to exploration in other regions of the world (e.g., the explorations of Marco Polo and the Vikings).

  • SS.A.2.2.6 Benchmark / Descriptor:

    No grade level expectation - Content addressed in third grade.

• SS.A.2.2.7 Benchmark / Big Idea:

  The student understands how developments in the Middle Ages contributed to modern life (e.g., the development of social institutions and organizations, the rise of cities, the formation of guilds, the rise of commerce, the influence of the church, and the rise of universities).

  • SS.A.2.2.7 Benchmark / Descriptor:

    No grade level expectation - Content addressed in third grade.

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

The student understands Western and Eastern civilization since the Renaissance.

• SS.A.3.2.1 Benchmark / Big Idea:

  The student knows significant people and their contributions in the field of communication and technology (e.g., inventors of various non-electronic and electronic communication devices such as the steam engine and the television) and the impact of these devices on society.

  • SS.A.3.2.1 Benchmark / Descriptor:

    No grade level expectation - Content addressed in United States history (SS.A.4.2.1-8).

• SS.A.3.2.2 Benchmark / Big Idea:

  The student knows developments in the humanities since the Renaissance (e.g., Renaissance architecture, Japanese and Chinese influences on art, the impact of literary and theatrical development during the Renaissance, changes in music including opera and ballet, and major movements in the arts in 19th -century Europe).

  • SS.A.3.2.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in third grade and in SS.A.5.2.1-8).

• SS.A.3.2.3 Benchmark / Big Idea:

  The student understands the types of laws and government systems that have developed since the Renaissance (e.g., the development of democracy, the rise of totalitarian governments and dictatorships, communism and absolutism).

  • SS.A.3.2.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in third grade and SS.C.1.2.1 and SS.A.4.2.4).

• SS.A.3.2.4 Benchmark / Big Idea:

  The student understands the post-Renaissance consequences of exploration that occurred during the Age of Discovery (e.g., European colonization in North America and British imperial efforts in India and other countries).

  • SS.A.3.2.4 Benchmark / Descriptor:

    No grade level expectation - Content covered in third grade and in United States history (SS.A.4.2.1).

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

The student understands United States history to 1880.

• SS.A.4.2.1 Benchmark / Big Idea:

  The student understands the geographic, economic, political, and cultural factors that characterized early exploration of the Americas.

  • SS.A.4.2.1 Benchmark / Descriptor:

    The student knows selected European explorers and the territories they explored in North America.

  • SS.A.4.2.1 Benchmark / Descriptor:

    The student understands selected geographic, economic, political, and cultural factors that characterized early exploration of the Americas (for example, impact on Native Americans, war between colonial powers, the institution of slavery).

• SS.A.4.2.2 Benchmark / Big Idea:

  The student understands why Colonial America was settled in regions.

  • SS.A.4.2.2 Benchmark / Descriptor:

    The student knows significant events in the colonization of North America, including but not limited to the Jamestown and Plymouth settlements, and the formation of the thirteen original colonies.

  • SS.A.4.2.2 Benchmark / Descriptor:

    The student understands selected aspects of everyday life in Colonial America (for example, impact of religions, types of work, use of land, leisure activities, relations with Native Americans, slavery).

• SS.A.4.2.3 Benchmark / Big Idea:

  The student knows significant social and political events that led to and characterized the American Revolution.

  • SS.A.4.2.3 Benchmark / Descriptor:

    The student understands reasons Americans and those who led them went to war to win independence from England.

  • SS.A.4.2.3 Benchmark / Descriptor:

    The student knows significant events between 1756 and 1776 that led to the outbreak of the American Revolution (for example, the French and Indian War, the Stamp Act, the Boston Tea Party).

  • SS.A.4.2.3 Benchmark / Descriptor:

    The student knows selected aspects of the major military campaigns of the Revolutionary War.

  • SS.A.4.2.3 Benchmark / Descriptor:

    The student knows reasons why the colonies were able to defeat the British.

• SS.A.4.2.4 Benchmark / Big Idea:

  The student knows significant historical documents and the principal ideas expressed in them (e.g., Declaration of Independence, the United States Constitution, and the Bill of Rights).

  • SS.A.4.2.4 Benchmark / Descriptor:

    The student knows the history of events and the historic figures responsible for historical documents important to the founding of the United States (for example, the Declaration of Independence, the United States Constitution, the Bill of Rights).

  • SS.A.4.2.4 Benchmark / Descriptor:

    The student knows selected principal ideas expressed in significant historical documents important to the founding of the United States (including but not limited to the Declaration of Independence, the United States Constitution, the Bill of Rights, the Federalist Papers).

• SS.A.4.2.5 Benchmark / Big Idea:

  The student understands geographic, economic, and technological features of the growth and change that occurred in America from 1801 to 1861.

  • SS.A.4.2.5 Benchmark / Descriptor:

    The student understands selected geographic and economic features of the growth and change that occurred in America from 1801 to 1861 (for example, the Lewis and Clark expedition, the Louisiana Purchase).

  • SS.A.4.2.5 Benchmark / Descriptor:

    The student understands selected technological developments and their effects that occurred in America from 1801 to 1861 (for example, the cotton gin increasing the need for large numbers of slaves to pick cotton).

• SS.A.4.2.6 Benchmark / Big Idea:

  The student knows the causes, key events, and effects of the Civil War and Reconstruction.

  • SS.A.4.2.6 Benchmark / Descriptor:

    The student understands selected economic and philosophical differences between the North and the South prior to the Civil War, including but not limited to the institution of slavery.

  • SS.A.4.2.6 Benchmark / Descriptor:

    The student knows roles and accomplishments of selected leaders on both sides of the Civil War (for example Abraham Lincoln, Ulysses Grant, Jefferson Davis, Robert E. Lee, Frederick Douglas, William Lloyd Garrison).

  • SS.A.4.2.6 Benchmark / Descriptor:

    The student knows causes, selected key events, and effects of the Civil War (for example, major battles, the Emancipation Proclamation, General Lee's surrender at Appomattox Courthouse).

  • SS.A.4.2.6 Benchmark / Descriptor:

    The student understands selected aspects of Reconstruction policies and ways they influenced the South after the Civil War.

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

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

• SS.A.5.2.1 Benchmark / Big Idea:

  The student knows that after the Civil War, massive immigration, big business, and mechanized farming transformed American life.

  • SS.A.5.2.1 Benchmark / Descriptor:

    The student knows ways American life was transformed socially, economically, and politically after the Civil War (for example, Western settlement, federal policy toward Native Americans, massive immigration, the growth of American cities, big business, mechanized farming).

• SS.A.5.2.2 Benchmark / Big Idea:

  The student knows the social and political consequences of industrialization and urbanization in the United States after 1880.

  • SS.A.5.2.2 Benchmark / Descriptor:

    The student knows selected economic, social, and political consequences of industrialization and urbanization in the United States after 1880 (for example, expansion of transportation, development of large population centers, woman's suffrage, rise of organized labor, improvements in the standard of living).

• SS.A.5.2.3 Benchmark / Big Idea:

  The student knows the political causes and outcomes of World War I.

  • SS.A.5.2.3 Benchmark / Descriptor:

    The student knows the political causes and outcomes of World War I (for example, isolationism, League of Nations).

• SS.A.5.2.4 Benchmark / Big Idea:

  The student understands social and cultural transformations of the 1920s and 1930s.

  • SS.A.5.2.4 Benchmark / Descriptor:

    The student understands selected social and cultural transformations of the 1920's and 1930's (for example, impact of the automobile, racial tensions, role of women).

• SS.A.5.2.5 Benchmark / Big Idea:

  The student understands the social and economic impact of the Great Depression on American society.

  • SS.A.5.2.5 Benchmark / Descriptor:

    The student understands the social and economic impact of the Great Depression on American society (for example, business failures, unemployment, home foreclosures, breadlines).

• SS.A.5.2.6 Benchmark / Big Idea:

  The student understands the political circumstances leading to the involvement of the United States in World War II and the significant military events and personalities that shaped the course of the war.

  • SS.A.5.2.6 Benchmark / Descriptor:

    The student understands selected events that led to the involvement of the United States in World War II (for example, German aggression in Eastern Europe, the bombing of Pearl Harbor).

  • SS.A.5.2.6 Benchmark / Descriptor:

    The student understands selected causes, key events, people, and effects of World War II (for example, major battles such as the D-Day invasion, the dropping of the atomic bombs on Japan, reasons for the Allied victory, the Holocaust).

• SS.A.5.2.7 Benchmark / Big Idea:

  The student knows the economic, political, and social transformations that have taken place in the United States since World War II.

  • SS.A.5.2.7 Benchmark / Descriptor:

    The student knows selected economic, political, and social transformations which have taken place in the United States since World War II (for example, Civil Rights movement, role of women, Hispanic immigration, impact of new technologies, exploration of space).

• SS.A.5.2.8 Benchmark / Big Idea:

  The student knows the political and military aspects of United States foreign relations since World War II.

  • SS.A.5.2.8 Benchmark / Descriptor:

    The student knows selected political and military aspects of United States foreign relations since World War II (for example, Cold War attempts to contain communism such as in Berlin, Korea, Latin America, and Vietnam; nuclear weapons and the arms race; attempts to secure peace in the Middle East).

FL.SS.A.6. Standard / Body Of Knowledge: Time, Continuity, and Change [History]

The student understands the history of Florida and its people.

• SS.A.6.2.1 Benchmark / Big Idea:

  The student understands reasons that immigrants came to Florida and the contributions of immigrants to the state's history.

  • SS.A.6.2.1 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth grade.

• SS.A.6.2.2 Benchmark / Big Idea:

  The student understands the influence of geography on the history of Florida.

  • SS.A.6.2.2 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth grade.

• SS.A.6.2.3 Benchmark / Big Idea:

  The student knows the significant individuals, events, and social, political, and economic characteristics of different periods in Florida's history.

  • SS.A.6.2.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth grade.

• SS.A.6.2.4 Benchmark / Big Idea:

  The student understands the perspectives of diverse cultural, ethnic, and economic groups with regard to past and current events in Florida's history.

  • SS.A.6.2.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth grade.

• SS.A.6.2.5 Benchmark / Big Idea:

  The student knows how various cultures contributed to the unique social, cultural, economic, and political features of Florida.

  • SS.A.6.2.5 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth grade.

• SS.A.6.2.6 Benchmark / Big Idea:

  The student understands the cultural, social, and political features of Native American tribes in Florida's history.

  • SS.A.6.2.6 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth grade.

• SS.A.6.2.7 Benchmark / Big Idea:

  The student understands the unique historical conditions that influenced the formation of the state and how statehood was granted.

  • SS.A.6.2.7 Benchmark / Descriptor:

    No grade level expectation - Content addressed in fourth grade.

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

The student understands the world in spatial terms.

• SS.B.1.2.1 Benchmark / Big Idea:

  The student uses maps, globes, charts, graphs, and other geographic tools including map keys and symbols to gather and interpret data and to draw conclusions about physical patterns.

  • SS.B.1.2.1 Benchmark / Descriptor:

    The student extends and refines use of maps, globes, charts, graphs, and other geographic tools including map keys and symbols to gather and interpret data and to draw conclusions about physical patterns (for example, in the United States).

• SS.B.1.2.2 Benchmark / Big Idea:

  The student knows how regions are constructed according to physical criteria and human criteria.

  • SS.B.1.2.2 Benchmark / Descriptor:

    The student knows how regions in the United States are constructed according to physical criteria and human criteria.

• SS.B.1.2.3 Benchmark / Big Idea:

  The student locates and describes the physical and cultural features of major world political regions.

  • SS.B.1.2.3 Benchmark / Descriptor:

    No grade level expectation - Content addressed in third grade.

• SS.B.1.2.4 Benchmark / Big Idea:

  The student knows how changing transportation and communication technology have affected relationships between locations.

  • SS.B.1.2.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in SS.A.5.2.7.

• SS.B.1.2.5 Benchmark / Big Idea:

  The student knows ways in which people view and relate to places and regions differently.

  • SS.B.1.2.5 Benchmark / Descriptor:

    The student understands varying perceptions of regions throughout the United States.

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

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

• SS.B.2.2.1 Benchmark / Big Idea:

  The student understands why certain areas of the world are more densely populated than others.

  • SS.B.2.2.1 Benchmark / Descriptor:

    The student understands reasons certain areas of the United States are more densely populated than others.

• SS.B.2.2.2 Benchmark / Big Idea:

  The student understands how the physical environment supports and constrains human activities.

  • SS.B.2.2.2 Benchmark / Descriptor:

    The student understands ways the physical environment supports and constrains human activities in the United States.

• SS.B.2.2.3 Benchmark / Big Idea:

  The student understands how human activity affects the physical environment.

  • SS.B.2.2.3 Benchmark / Descriptor:

    The student understands ways human activity has affected the physical environment in various places and times in the United States.

• SS.B.2.2.4 Benchmark / Big Idea:

  The student understands how factors such as population growth, human migration, improved methods of transportation and communication, and economic development affect the use and conservation of natural resources.

  • SS.B.2.2.4 Benchmark / Descriptor:

    No grade level expectation - Content addressed in SS.B.2.2.3.

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

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

• SS.C.1.2.1 Benchmark / Big Idea:

  The student identifies the structure and function of local, state, and federal governments under the framework of the Constitutions of Florida and the United States.

  • SS.C.1.2.1 Benchmark / Descriptor:

    The student understands the functions of government under the framework of the United States Constitution.

  • SS.C.1.2.1 Benchmark / Descriptor:

    The student understands the branches of federal government and their main roles.

• SS.C.1.2.2 Benchmark / Big Idea:

  The student understands the structure, functions, and primary responsibilities of executive, legislative, and judicial branches of governments and understands how all three branches of government promote the common good and protect individual rights.

  • SS.C.1.2.2 Benchmark / Descriptor:

    The student understands the structure, functions, and primary responsibilities of executive, legislative, and judicial branches of the United States government.

  • SS.C.1.2.2 Benchmark / Descriptor:

    The student understands ways all three branches of government promote the common good and protect individual rights.

• SS.C.1.2.3 Benchmark / Big Idea:

  The student knows the names of his or her representatives at the local, state, and national levels (e.g., city council members, state representatives, and members of Congress) and the name of his or her representatives in the executive branches of government at the local, state, and national levels (e.g., mayor, governor, and president).

  • SS.C.1.2.3 Benchmark / Descriptor:

    The student knows the names of his or her representatives at the national level (for example, president, members of Congress).

• SS.C.1.2.4 Benchmark / Big Idea:

  The student knows possible consequences of the absence of government, rules, and laws.

  • SS.C.1.2.4 Benchmark / Descriptor:

    The student knows possible consequences of the absence of government, rules, and laws.

• SS.C.1.2.5 Benchmark / Big Idea:

  The student knows the basic purposes of government in the United States and knows the basic things governments do in one's school, community, state, and nation.

  • SS.C.1.2.5 Benchmark / Descriptor:

    The student knows basic things the United States government does in one's school, community, state, and nation.

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

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

• SS.C.2.2.1 Benchmark / Big Idea:

  The student understands the importance of participation through community service, civic improvement, and political activities.

  • SS.C.2.2.1 Benchmark / Descriptor:

    The student understands the importance of participation through community service, civic improvement, and political activities.

• SS.C.2.2.2 Benchmark / Big Idea:

  The student understands why personal responsibility (e.g., taking advantage of the opportunity to be educated) and civic responsibility (e.g., obeying the law and respecting the rights of others) are important.

  • SS.C.2.2.2 Benchmark / Descriptor:

    The student extends and refines understanding of ways personal and civic responsibility are important.

• SS.C.2.2.3 Benchmark / Big Idea:

  The student knows that a citizen is a legally recognized member of the United States who has certain rights and privileges and certain responsibilities (e.g., privileges such as the right to vote and hold public office and responsibilities such as respecting the law, voting, paying taxes, and serving on juries).

  • SS.C.2.2.3 Benchmark / Descriptor:

    The student knows that a citizen is a legally recognized member of the United States who has certain rights and privileges and certain responsibilities (for example, privileges such as the right to vote and hold public office and responsibilities such as respecting the law, voting, paying taxes, serving on juries).

• SS.C.2.2.4 Benchmark / Big Idea:

  The student knows examples of the extension of the privileges and responsibilities of citizenship.

  • SS.C.2.2.4 Benchmark / Descriptor:

    The student knows examples of the extension of the privileges and responsibilities of citizenship.

• SS.C.2.2.5 Benchmark / Big Idea:

  The student knows what constitutes personal, political, and economic rights and why they are important and knows examples of contemporary issues regarding rights.

  • SS.C.2.2.5 Benchmark / Descriptor:

    The student knows what constitutes personal, political, and economic rights and why they are important (for example, right to vote, assemble, lobby, own property and business).

  • SS.C.2.2.5 Benchmark / Descriptor:

    The student knows examples of contemporary issues regarding rights (for example, freedom from discrimination in housing, employment).

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

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

• SS.D.1.2.1 Benchmark / Big Idea:

  The student understands that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits associated with alternative choices.

  • SS.D.1.2.1 Benchmark / Descriptor:

    The student knows examples from United States history that demonstrate an understanding that all decisions involve opportunity costs and that making effective decisions involves considering the costs and the benefits associated with alternative choices.

• SS.D.1.2.2 Benchmark / Big Idea:

  The student understands that scarcity of resources requires choices on many levels, from the individual to societal.

  • SS.D.1.2.2 Benchmark / Descriptor:

    The student understands that scarcity of resources requires choices on many levels, from the individual to societal.

• SS.D.1.2.3 Benchmark / Big Idea:

  The student understands the basic concept of credit.

  • SS.D.1.2.3 Benchmark / Descriptor:

    The student understands the basic concept of credit.

• SS.D.1.2.4 Benchmark / Big Idea:

  The student understands that any consumer (e.g., an individual, a household, or a government) has certain rights.

  • SS.D.1.2.4 Benchmark / Descriptor:

    The student understands that any consumer has certain rights (for example, an individual, a household, a government).

• SS.D.1.2.5 Benchmark / Big Idea:

  The student understands the concept of earning income and the basic concept of a budget.

  • SS.D.1.2.5 Benchmark / Descriptor:

    The student creates a simple budget including income and expenses.

  • SS.D.1.2.5 Benchmark / Descriptor:

    The student knows different ways that money can increase in value through savings and investment (for example, banks savings accounts, stocks, bonds, real estate, other valuable goods).

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

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

• SS.D.2.2.1 Benchmark / Big Idea:

  The student understands economic specialization and how specialization generally affects costs, amount of goods and services produced, and interdependence.

  • SS.D.2.2.1 Benchmark / Descriptor:

    The student understands economic specialization and how specialization generally affects costs, amount of goods and services produced, and interdependence.

• SS.D.2.2.2 Benchmark / Big Idea:

  The student understands the roles that money plays in a market economy.

  • SS.D.2.2.2 Benchmark / Descriptor:

    The student understands the roles that money plays in a market economy.

• SS.D.2.2.3 Benchmark / Big Idea:

  The student understands the services that banks and other financial institutions in the economy provide to consumers, savers, borrowers, and businesses.

  • SS.D.2.2.3 Benchmark / Descriptor:

    The student understands basic services that banks and other financial institutions in the economy provide to consumers, savers, borrowers, and businesses.

• SS.D.2.2.4 Benchmark / Big Idea:

  The student knows that the government provides some of the goods and services that we use and that the government pays for the goods and services it provides through taxing and borrowing.

  • SS.D.2.2.4 Benchmark / Descriptor:

    The student knows ways the Federal government provides goods and services through taxation and borrowing (for example, highways, military defense).

DE.5.C2. Content Standard: Civics

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

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

  Students explain the principle of 'due process.'

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

  Students explain why the 'rule of law' is important to citizens.

• 5.C2.3. Performance Indicator / Gle:

  Students understand that the principle of 'due process' means that the government must follow its own rules when taking actions against a citizen.

• 5.C2.4. Performance Indicator / Gle:

  Students explain why citizens have responsibilities.

• 5.C2.5. Performance Indicator / Gle:

  Students explain why personal civility is important to a society.

• 5.C2.6. Performance Indicator / Gle:

  Students understand that a society based on the ideal of individual liberty requires a commitment on the part of its citizens to the principles of civic responsibility and personal civility.

DE.5.C3. Content Standard: Civics

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

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

  Students explain why the Bill of Rights is important to American citizens.

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

  Students identify the fundamental rights of all American citizens as enumerated in the Bill of Rights.

• 5.C3.3. Performance Indicator / Gle:

  Students identify controversial applications of the Bill of Rights in contemporary issues.

• 5.C3.4. Performance Indicator / Gle:

  Students apply the protections guaranteed in the Bill of Rights to an analysis of everyday situations.

DE.5.C4. Content Standard: Civics

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

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

  Students explain why it is important to become informed about candidates for public office and contemporary issues.

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

  Students explain how a citizen can become informed about candidates for public office and contemporary issues.

• 5.C4.3. Performance Indicator / Gle:

  Students understand that in order to select effective leaders, citizens have to become informed about candidates' qualifications and the issues of the day.

• 5.C4.4. Performance Indicator / Gle:

  Students explain why different groups would choose to make decisions democratically.

• 5.C4.5. Performance Indicator / Gle:

  Students explain how different democratic groups make decisions.

• 5.C4.6. Performance Indicator / Gle:

  Students identify and employ the formal and informal methods by which democratic groups function.

DE.5.E1. Content Standard: Economics

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

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

  Students predict how choices by consumers and producers in a market economy will determine price of goods and services.

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

  Students explain why price acts as an incentive for both consumers and producers in a market economy.

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

  Students identify how shifts in supply or demand can change the price of goods and services.

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

  Students explain how a government will use economic incentives to promote market efficiency and correct market failures.

• 5.E1.5. Performance Indicator / Gle:

  Students understand that prices in a market economy are determined by the interaction of supply and demand, with governments intervening to deal with market failures.

• 5.E1.6. Performance Indicator / Gle:

  Students understand that consumers and producers make economic choices based on supply, demand, access to markets, and the actions of government.

DE.5.E2. Content Standard: Economics

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

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

  Students explain why individuals might save, invest, or borrow money.

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

  Students explain how saving or borrowing money benefits the economy.

• 5.E2.3. Performance Indicator / Gle:

  Students understand the role of banks and other financial institutions in the economy.

DE.5.E3. Content Standard: Economics

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

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

  Students explain the differences between types of economic systems.

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

  Students identify different ways goods and services have been exchanged, characteristics of money, and functions of money.

• 5.E3.3. Performance Indicator / Gle:

  Students identify different means of production, distribution, and exchange used within economic systems in different times and places.

DE.5.E4. Content Standard: Economics

Students will examine the patterns and results of international trade.

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

  Students explain why people specialize and trade.

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

  Students explain how trade creates interdependence.

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

  Students demonstrate how international trade links countries around the world and can improve the economic welfare of nations.

DE.5.G1. Content Standard: Geography

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

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

  Students apply mental maps to ask and answer questions that require awareness of the relative location of places.

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

  Students demonstrate the ability to locate places on maps and globes using a grid system such as latitude and longitude.

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

  Students identify the contrasts between maps of different scales and projections.

• 5.G1.4. Performance Indicator / Gle:

  Students demonstrate development of mental maps of Delaware and of the United States which include the relative location and characteristics of major physical features, political divisions, and human settlements.

DE.5.G2. Content Standard: Geography

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

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

  Students identify ways in which physical features can be altered by human activity.

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

  Students explain how humans have adapted to different environments.

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

  Students predict how an environmental change will affect humans and how human activity can cause environmental change.

• 5.G2.4. Performance Indicator / Gle:

  Students apply a knowledge of topography, climate, soils and vegetation of Delaware and the United States to understand how human society alters, and is affected by, the physical environment.

DE.5.G3. Content Standard: Geography

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

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

  Students explain the concepts of site and situation.

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

  Students apply site and situation to explain why places are of different size and different levels of economic activity.

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

  Students understand the reasons for the locations of human activities and settlements and the routes connecting them in Delaware and the United States.

DE.5.G4. Content Standard: Geography

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

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

  Students explain why a place is unique.

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

  Students explain how a place changes over time.

• 5.G4.3. Performance Indicator / Gle:

  Students explain how a place's distinctiveness is affected by its location relative to larger physical, cultural, political, and economic regions.

• 5.G4.4. Performance Indicator / Gle:

  Students apply geographic skills to develop a profile of the local community by placing it in the context of physical, cultural and other types of regions.

DE.5.H1. Content Standard: History

Students will employ chronological concepts in analyzing historical phenomena.

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

  Students create a chronology from selected historical materials.

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

  Students predict cause or effect from a chronology and selected historical materials.

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

  Students study historical events and persons within a given time-frame in order to create a chronology and identify related cause-and-effect factors.

DE.5.H2. Content Standard: History

Students will gather, examine, and analyze historical data.

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

  Students explain why a historical source would be considered either a primary or secondary historical source.

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

  Students explain how a specific historical source would be used to draw a historical conclusion.

• 5.H2.3. Performance Indicator / Gle:

  Students identify artifacts and documents as either primary or secondary sources of historical data from which historical accounts are constructed.

• 5.H2.4. Performance Indicator / Gle:

  Students arrange selected historical sources chronologically.

• 5.H2.5. Performance Indicator / Gle:

  Students identify cause and effect from chronologically arranged historical sources.

• 5.H2.6. Performance Indicator / Gle:

  Students examine historical materials relating to a particular region, society, or theme; chronologically arrange them, and analyze change over time.

DE.5.H3. Content Standard: History

Students will interpret historical data.

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

  Students explain why point of view can alter historical accounts.

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

  Students explain why using different historical evidence can alter historical accounts.

• 5.H3.3. Performance Indicator / Gle:

  Students explain why historical accounts of the same event sometimes differ and will relate this explanation to the evidence presented or the point-of-view of the author.

CA.5.2. Content Standard: United States History and Geography

Students trace the routes of early explorers and describe the early explorations of the Americas.

• 5.2.1. Performance Standard:

  Describe the entrepreneurial characteristics of early explorers (e.g., Christopher Columbus, Francisco Vasquez de Coronado) and the technological developments that made sea exploration by latitude and longitude possible (e.g., compass, sextant, astrolabe, seaworthy ships, chronometers, gunpowder).

• 5.2.2. Performance Standard:

  Explain the aims, obstacles, and accomplishments of the explorers, sponsors, and leaders of key European expeditions and the reasons Europeans chose to explore and colonize the world (e.g., the Spanish Reconquista, the Protestant Reformation, the Counter Reformation).

• 5.2.3. Performance Standard:

  Trace the routes of the major land explorers of the United States, the distances traveled by explorers, and the Atlantic trade routes that linked Africa, the West Indies, the British colonies, and Europe.

• 5.2.4. Performance Standard:

  Locate on maps of North and South America land claimed by Spain, France, England, Portugal, the Netherlands, Sweden, and Russia.

CA.5.3. Content Standard: United States History and Geography

Students describe the cooperation and conflict that existed among the American Indians and between the Indian nations and the new settlers.

• 5.3.1. Performance Standard:

  Describe the competition among the English, French, Spanish, Dutch, and Indian nations for control of North America.

• 5.3.2. Performance Standard:

  Describe the cooperation that existed between the colonists and Indians during the 1600s and 1700s (e.g., in agriculture, the fur trade, military alliances, treaties, cultural interchanges).

• 5.3.3. Performance Standard:

  Examine the conflicts before the Revolutionary War (e.g., the Pequot and King Philip's Wars in New England, the Powhatan Wars in Virginia, the French and Indian War).

• 5.3.4. Performance Standard:

  Discuss the role of broken treaties and massacres and the factors that led to the Indians defeat, including the resistance of Indian nations to encroachments and assimilation (e.g., the story of the Trail of Tears).

• 5.3.5. Performance Standard:

  Describe the internecine Indian conflicts, including the competing claims for control of lands (e.g., actions of the Iroquois, Huron, Lakota (Sioux)).

• 5.3.6. Performance Standard:

  Explain the influence and achievements of significant leaders of the time (e.g., John Marshall, Andrew Jackson, Chief Tecumseh, Chief Logan, Chief John Ross, Sequoyah).

CA.5.4. Content Standard: United States History and Geography

Students understand the political, religious, social, and economic institutions that evolved in the colonial era.

• 5.4.1. Performance Standard:

  Understand the influence of location and physical setting on the founding of the original 13 colonies, and identify on a map the locations of the colonies and of the American Indian nations already inhabiting these areas.

• 5.4.2. Performance Standard:

  Identify the major individuals and groups responsible for the founding of the various colonies and the reasons for their founding (e.g., John Smith, Virginia; Roger Williams, Rhode Island; William Penn, Pennsylvania; Lord Baltimore, Maryland; William Bradford, Plymouth; John Winthrop, Massachusetts).

• 5.4.3. Performance Standard:

  Describe the religious aspects of the earliest colonies (e.g., Puritanism in Massachusetts, Anglicanism in Virginia, Catholicism in Maryland, Quakerism in Pennsylvania).

• 5.4.4. Performance Standard:

  Identify the significance and leaders of the First Great Awakening, which marked a shift in religious ideas, practices, and allegiances in the colonial period, the growth of religious toleration, and free exercise of religion.

• 5.4.5. Performance Standard:

  Understand how the British colonial period created the basis for the development of political self-government and a free-market economic system and the differences between the British, Spanish, and French colonial systems.

• 5.4.6. Performance Standard:

  Describe the introduction of slavery into America, the responses of slave families to their condition, the ongoing struggle between proponents and opponents of slavery, and the gradual institutionalization of slavery in the South.

• 5.4.7. Performance Standard:

  Explain the early democratic ideas and practices that emerged during the colonial period, including the significance of representative assemblies and town meetings.

CA.5.5. Content Standard: United States History and Geography

Students explain the causes of the American Revolution.

• 5.5.1. Performance Standard:

  Understand how political, religious, and economic ideas and interests brought about the Revolution (e.g., resistance to imperial policy, the Stamp Act, the Townshend Acts, taxes on tea, Coercive Acts).

• 5.5.2. Performance Standard:

  Know the significance of the first and second Continental Congresses and of the Committees of Correspondence.

• 5.5.3. Performance Standard:

  Understand the people and events associated with the drafting and signing of the Declaration of Independence and the document's significance, including the key political concepts it embodies, the origins of those concepts, and its role in severing ties with Great Britain.

• 5.5.4. Performance Standard:

  Describe the views, lives, and impact of key individuals during this period (e.g., King George III, Patrick Henry, Thomas Jefferson, George Washington, Benjamin Franklin, John Adams).

CA.5.6. Content Standard: United States History and Geography

Students understand the course and consequences of the American Revolution.

• 5.6.1. Performance Standard:

  Identify and map the major military battles, campaigns, and turning points of the Revolutionary War, the roles of the American and British leaders, and the Indian leaders' alliances on both sides.

• 5.6.2. Performance Standard:

  Describe the contributions of France and other nations and of individuals to the out-come of the Revolution (e.g., Benjamin Franklin's negotiations with the French, the French navy, the Treaty of Paris, The Netherlands, Russia, the Marquis Marie Joseph de Lafayette, Tadeusz Ko'sciuszko, Baron Friedrich Wilhelm von Steuben).

• 5.6.3. Performance Standard:

  Identify the different roles women played during the Revolution (e.g., Abigail Adams, Martha Washington, Molly Pitcher, Phillis Wheatley, Mercy Otis Warren).

• 5.6.4. Performance Standard:

  Understand the personal impact and economic hardship of the war on families, problems of financing the war, wartime inflation, and laws against hoarding goods and materials and profiteering.

• 5.6.5. Performance Standard:

  Explain how state constitutions that were established after 1776 embodied the ideals of the American Revolution and helped serve as models for the U.S. Constitution.

• 5.6.6. Performance Standard:

  Demonstrate knowledge of the significance of land policies developed under the Continental Congress (e.g., sale of western lands, the Northwest Ordinance of 1787) and those policies' impact on American Indians' land.

• 5.6.7. Performance Standard:

  Understand how the ideals set forth in the Declaration of Independence changed the way people viewed slavery.

CA.5.7. Content Standard: United States History and Geography

Students describe the people and events associated with the development of the U.S. Constitution and analyze the Constitution's significance as the foundation of the American republic.

• 5.7.1. Performance Standard:

  List the shortcomings of the Articles of Confederation as set forth by their critics.

• 5.7.2. Performance Standard:

  Explain the significance of the new Constitution of 1787, including the struggles over its ratification and the reasons for the addition of the Bill of Rights.

• 5.7.3. Performance Standard:

  Understand the fundamental principles of American constitutional democracy, including how the government derives its power from the people and the primacy of individual liberty.

• 5.7.4. Performance Standard:

  Understand how the Constitution is designed to secure our liberty by both empowering and limiting central government and compare the powers granted to citizens, Congress, the president, and the Supreme Court with those reserved to the states.

• 5.7.5. Performance Standard:

  Discuss the meaning of the American creed that calls on citizens to safeguard the liberty of individual Americans within a unified nation, to respect the rule of law, and to preserve the Constitution.

• 5.7.6. Performance Standard:

  Know the songs that express American ideals (e.g., 'America the Beautiful,' 'The Star Spangled Banner').

CA.5.8. Content Standard: United States History and Geography

Students trace the colonization, immigration, and settlement patterns of the American people from 1789 to the mid-1800s, with emphasis on the role of economic incentives, effects of the physical and political geography, and transportation systems.

• 5.8.1. Performance Standard:

  Discuss the waves of immigrants from Europe between 1789 and 1850 and their modes of transportation into the Ohio and Mississippi Valleys and through the Cumberland Gap (e.g., overland wagons, canals, flatboats, steamboats).

• 5.8.2. Performance Standard:

  Name the states and territories that existed in 1850 and identify their locations and major geographical features (e.g., mountain ranges, principal rivers, dominant plant regions).

• 5.8.3. Performance Standard:

  Demonstrate knowledge of the explorations of the trans-Mississippi West following the Louisiana Purchase (e.g., Meriwether Lewis and William Clark, Zebulon Pike, John Fremont).

• 5.8.4. Performance Standard:

  Discuss the experiences of settlers on the overland trails to the West (e.g., location of the routes; purpose of the journeys; the influence of the terrain, rivers, vegetation, and climate; life in the territories at the end of these trails).

• 5.8.5. Performance Standard:

  Describe the continued migration of Mexican settlers into Mexican territories of the West and Southwest.

• 5.8.6. Performance Standard:

  Relate how and when California, Texas, Oregon, and other western lands became part of the United States, including the significance of the Texas War for Independence and the Mexican-American War.

CA.5.9. Content Standard: United States History and Geography

Students know the location of the current 50 states and the names of their capitals.

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

    Recognize that the Arkansas and the United States governments are composed of three branches: executive, legislative, and judicial.

  • C.4.5.2. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Identify the system of checks and balances in government.

  • C.4.5.3. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Identify the roles and responsibilities of the executive branch (e.g., state/governor, federal/president).

  • C.4.5.4. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Identify and describe the roles of the legislative branch (e.g., general assembly/congress, state congress and federal congress, house, senate).

  • C.4.5.5. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Identify and describe the roles of the judicial branch (e.g., local, state, and federal).

  • C.4.5.6. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Identify the forms of government (e.g., democracy, monarchy, dictatorship, oligarchy, totalitarian).

  • C.4.5.7. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Identify elected state and federal government officials (e.g., terms and qualifications).

  • C.4.5.8. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Discuss the succession of leadership at the state level.

  • C.4.5.9. Student Learning Expectation / Benchmark: Forms and Roles of Government

    Discuss the two-party system.

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

    Identify the founding documents that helped to establish laws for the United States (e.g., Mayflower Compact, Declaration of Independence, United States Constitution).

  • C.5.5.2. Student Learning Expectation / Benchmark: Roots of Democracy

    Identify the purpose of the Declaration of Independence.

  • C.5.5.3. Student Learning Expectation / Benchmark: Roots of Democracy

    Identify the significance of the following individuals in establishing the government of the United States: John Adams, Benjamin Franklin, Alexander Hamilton, Thomas Jefferson, John Marshall, James Madison, and George Washington.

  • C.5.5.4. Student Learning Expectation / Benchmark: Roots of Democracy

    Identify the significance of the Articles of Confederation.

  • C.5.5.5. Student Learning Expectation / Benchmark: Roots of Democracy

    Discuss how the ineffectiveness of the Articles of Confederation led to the creation of the United States Constitution.

  • C.5.5.6. Student Learning Expectation / Benchmark: Roots of Democracy

    Research national symbols and explain their significance using primary and secondary sources (e.g., Pledge of Allegiance, Lady Liberty).

  • C.5.5.7. Student Learning Expectation / Benchmark: Roots of Democracy

    Identify significant examples of patriotic music from various periods of United States history.

  • C.5.5.8. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Identify the requirements for becoming a citizen of the United States.

  • C.5.5.9. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Identify the rights and responsibilities of United States citizenship (e.g., voting, obeying laws, volunteerism).

  • C.5.5.10. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Discuss the importance of the rights of United States citizens set forth in the Bill of Rights.

  • C.5.5.11. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Identify the proper procedure for voting in the United States and in Arkansas (e.g., registration, voting sites, maintaining the right to vote).

  • C.5.5.12. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Discuss ways citizens participate in government at the state and local level.

  • C.5.5.13. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Identify the Bill of Rights in the United States Constitution.

  • C.5.5.14. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Identify the provisions of the Thirteenth, Fourteenth, and Fifteenth Amendments.

  • C.5.5.15. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

    Identify various organizations from U.S. History through which citizen's rights were affected (e.g., Women's Suffrage, NAACP, Chinese Immigration Act, Emancipation Proclamation).

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.6.5.1. Student Learning Expectation / Benchmark: Continuity and Change

    Discuss the purpose of political cartoons.

  • H.6.5.2. Student Learning Expectation / Benchmark: Continuity and Change

    Read and interpret timelines using the terms: ca (circa), Before Common Era/Common Era (BCE/CE), millennia, millennium, decade, and century.

  • H.6.5.3. Student Learning Expectation / Benchmark: Continuity and Change

    Identify the contributions of significant individuals and explorers during the period of early European exploration of the Americas (e.g., Christopher Columbus, Ferdinand Magellan, Hernando de Soto).

  • H.6.5.4. Student Learning Expectation / Benchmark: Continuity and Change

    Identify areas of the New World colonized by Spain, Great Britain, and France.

  • H.6.5.5. Student Learning Expectation / Benchmark: Continuity and Change

    Describe the role and impact of legislative bodies in the colonial government (e.g., town meetings).

  • H.6.5.6. Student Learning Expectation / Benchmark: Continuity and Change

    Continuity and Change: Identify important people and events during Arkansas' Territorial period (e.g., Robert Crittenden, James Miller, relocation of government).

  • H.6.5.7. Student Learning Expectation / Benchmark: Continuity and Change

    Analyze the impact of the American Industrial Revolution: cotton gin, reaper, and steam engine.

  • H.6.5.8. Student Learning Expectation / Benchmark: Continuity and Change

    Identify and explain the significance of the following people: Fredrick Douglas, Harriet Tubman, John Brown, Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, Sojourner Truth, and Dorothea Dix.

  • H.6.5.9. Student Learning Expectation / Benchmark: Conflict and Consensus

    Describe the impact that European explorers had on the American Indian tribes.

  • H.6.5.10. Student Learning Expectation / Benchmark: Conflict and Consensus

    Analyze the benefits and conflicts arising from the interaction between colonial settlers and American Indians (e.g., Roanoke, Jamestown, King Philip's War).

  • H.6.5.11. Student Learning Expectation / Benchmark: Conflict and Consensus

    Evaluate the contributions of political and religious leaders in colonial America (e.g., John Smith, William Bradford, Roger Williams, Anne Hutchison, John Winthrop, Thomas Hooker, William Penn).

  • H.6.5.12. Student Learning Expectation / Benchmark: Conflict and Consensus

    Describe the impact of slavery in the Americas (e.g., indentured servants, American Indians, African Americans).

  • H.6.5.13. Student Learning Expectation / Benchmark: Conflict and Consensus

    Explain how conflict between the English government and the English colonies led to the outbreak of the American Revolution: Stamp Act, Sugar Act, Boston Tea Party, Intolerable Acts, and Boston Massacre.

  • H.6.5.14. Student Learning Expectation / Benchmark: Conflict and Consensus

    Identify the contributions of significant people leading to the American Revolution: King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and Thomas Paine.

  • H.6.5.15. Student Learning Expectation / Benchmark: Conflict and Consensus

    Explain the political viewpoints of Patriots and Loyalists during the Revolutionary period.

  • H.6.5.16. Student Learning Expectation / Benchmark: Conflict and Consensus

    Identify the importance of key battles of the Revolutionary War: Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.

  • H.6.5.17. Student Learning Expectation / Benchmark: Conflict and Consensus

    Explain the role of the following events in the development of the United States: Shay's Rebellion, Constitutional Convention, and creation of political parties.

  • H.6.5.18. Student Learning Expectation / Benchmark: Conflict and Consensus

    Describe the causes of the War of 1812 and analyze the effects it had on the United States.

  • H.6.5.19. Student Learning Expectation / Benchmark: Conflict and Consensus

    Identify and describe the events and ideas leading to the Civil War (e.g., Missouri Compromise, Dred Scott v. Sanford, Lincoln/Douglas debates).

  • H.6.5.20. Student Learning Expectation / Benchmark: Conflict and Consensus

    Discuss the reasons for the secession of southern states from the Union.

  • H.6.5.21. Student Learning Expectation / Benchmark: Conflict and Consensus

    Identify and locate significant Civil War sites of the Union and Confederacy: Washington, Arkansas, Pea Ridge, Prairie Grove, Bull Run/Manassas, Antietam/Sharpsburg, and Gettysburg.

  • H.6.5.22. Student Learning Expectation / Benchmark: Movement

    Explain the religious, political, and economic reasons for movement of people and goods from Europe to the Americas: Columbian Exchange and Triangular Trade.

  • H.6.5.23. Student Learning Expectation / Benchmark: Movement

    Examine the impact of early exploration and settlement patterns of the Spanish, British, and French in North America (e.g., Roanoke, Jamestown, St. Augustine, Quebec, Santa Fe).

  • H.6.5.24. Student Learning Expectation / Benchmark: Movement

    Explain how westward expansion contributed to the growth of the United States (e.g., Wilderness Road, Louisiana Purchase, Gadsden Purchase).

  • H.6.5.25. Student Learning Expectation / Benchmark: Movement

    Trace the Lewis and Clark expedition and discuss its impact on the United States.

  • H.6.5.26. Student Learning Expectation / Benchmark: Movement

    Describe the causes and effects of the Indian Removal Act of 1830 (e.g., Trail of Tears).

  • H.6.5.27. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

    Identify and explain major pre-Colombian civilizations in Central and South America (i.e., Maya, Inca, Aztec).

  • H.6.5.28. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

    Identify the major pre-Columbia settlements: cliff dwellers, mound builders, peoples of the Southwest, peoples of the Pacific Northwest, peoples of the Great Plains, and peoples of the Eastern Woodlands.

  • H.6.5.29. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

    Locate and describe the three main American Indian cultures in Arkansas during the exploration period: Quapaw Indians, Caddo Indians, and Osage Indians.

  • H.6.5.30. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

    Evaluate contributions of women during the Revolutionary period (e.g., Abigail Adams, Molly Pitcher, Martha Washington, and Phyllis Wheatley).

  • H.6.5.31. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

    Investigate the roles of African Americans, American Indians, and women during the Civil War.

  • H.6.5.32. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

    Identify the role of the following Arkansans in the Civil War: Isaac Murphy, David O. Dodd, Albert Pike, Earl Van Dorn, Thomas Hindman, James Blunt, and Harris Flanagan.

  • H.6.5.33. Student Learning Expectation / Benchmark: Regionalism and Nationalism

    Identify Arkansas Post as the first European settlement in Arkansas and explain its geographic significance.

  • H.6.5.34. Student Learning Expectation / Benchmark: Regionalism and Nationalism

    Locate and describe the differences between the three regions into which the English settled: New England, Mid-Atlantic, and South.

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.7.5.1. Student Learning Expectation / Benchmark: Costs and Benefits

    Identify the basic economic wants and needs of all people.

  • E.7.5.2. Student Learning Expectation / Benchmark: Costs and Benefits

    Recognize that choices have both present and future consequences.

  • E.7.5.3. Student Learning Expectation / Benchmark: Costs and Benefits

    Identify the causes of scarcity and why scarcity of resources makes it necessary to make choices.

  • E.7.5.4. Student Learning Expectation / Benchmark: Costs and Benefits

    Discuss the meaning of opportunity costs.

  • E.7.5.5. Student Learning Expectation / Benchmark: Costs and Benefits

    Identify why federal, state, and local governments have to make choices because of limited resources.

  • E.7.5.6. Student Learning Expectation / Benchmark: Costs and Benefits

    Examine the economic decisions that every society must make: what is to be produced and in what quantities, how will it be produced, and who will receive what is produced.

  • E.7.5.7. Student Learning Expectation / Benchmark: Costs and Benefits

    Identify examples of traditional, market, and command economies.

  • E.7.5.8. Student Learning Expectation / Benchmark: Costs and Benefits

    Discuss the meaning of trade-offs.

  • E.7.5.9. Student Learning Expectation / Benchmark: Costs and Benefits

    Identify the characteristics of a free enterprise system.

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

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

  • E.8.5.1. Student Learning Expectation / Benchmark: Factors of Production

    Research the role that entrepreneurs have played in the development of the economy of Arkansas.

  • E.8.5.2. Student Learning Expectation / Benchmark: Factors of Production

    Discuss the impact additional capital goods (e.g., tools and machines) have on productivity.

  • E.8.5.3. Student Learning Expectation / Benchmark: Factors of Production

    Identify the four basic categories of earned income that are received from the four factors of production: wages and salaries, rent, interest, and profit.

  • E.8.5.4. Student Learning Expectation / Benchmark: Factors of Production

    Examine the need for natural resources in determining settlement patterns

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

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

  • E.9.5.2. Student Learning Expectation / Benchmark: Financial Markets

    Examine the reasons for using a financial institution for saving money: interest (rate of return) and safety.

  • E.9.5.3. Student Learning Expectation / Benchmark: Financial Markets

    Identify methods people use to save and spend money.

  • E.9.5.4. Student Learning Expectation / Benchmark: Financial Markets

    Discuss the purpose of selling stocks to capitalized companies (e.g., joint-stock company).

  • E.9.5.5. Student Learning Expectation / Benchmark: Financial Markets

    Identify the meaning of economic inflation.

  • E.9.5.6. Student Learning Expectation / Benchmark: Financial Markets

    Identify Gross Domestic Product (GDP).

  • E.9.5.7. Student Learning Expectation / Benchmark: Financial Markets

    Identify the role of the Federal Reserve in the economy.

  • E.9.5.8. Student Learning Expectation / Benchmark: Global Markets

    Identify the costs/benefits associated with the development of global trade.

  • E.9.5.9. Student Learning Expectation / Benchmark: Global Markets

    Identify various types of currency in the global economy.

  • E.9.5.10. Student Learning Expectation / Benchmark: Goods and Services

    Identify how changes in supply and demand affect prices.

  • E.9.5.11. Student Learning Expectation / Benchmark: Goods and Services

    Identify methods used to reduce or eliminate competition (e.g., trademarks, patents, copyrights, natural monopolies, government licenses).

  • E.9.5.12. Student Learning Expectation / Benchmark: Goods and Services

    Identify the various marketing techniques: advertising, mail order catalog, and increasing demand for goods and services.

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)