• KY.PS. Category: Program of Studies 2006

  • SS-5-GC. Goal / Understandings / Subdomain: Big Idea

    Government and Civics - The study of government and civics allows students to understand the nature of government and the unique characteristics of American democracy, 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. (Academic Expectations 2.14, 2.15)

    • SS-5-GC-U- Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that the government of the United States was developed from a colonial base of representative democracy by people who envisioned an independent country and new purposes for the government.

    • SS-5-GC-U- Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that the United States Government was formed to establish order, provide security and accomplish common goals.

    • SS-5-GC-U- Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that the fundamental values and principles (e.g., liberty, justice, individual human dignity) of American democracy are expressed in historical documents (e.g., the Declaration of Independence, the Constitution of the United States, including the Preamble and the Bill of Rights).

    • SS-5-GC-U- Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that the Constitution of the United States establishes a government of limited powers that are shared among different levels and branches.

    • SS-5-GC-U- Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that as members of a democratic society, all citizens of the United States have certain rights and responsibilities, including civic participation.

    • SS-5-GC-S- Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will demonstrate an understanding of government, using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):

      • SS-5-GC-S- Standard:

        Investigate the basic functions of the United States Government, as defined in the Preamble to the U.S. Constitution, (e.g., establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, secure the blessings of liberty) and explain their significance today

      • SS-5-GC-S- Standard:

        Explain how democratic governments work to promote the 'common good' (e.g., making, enacting, enforcing laws that protect rights and property of all citizens)

    • SS-5-GC-S- Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will describe the basic duties of the three branches of government (executive, legislative, judicial); explain why the framers of the U.S. Constitution felt it was important to establish a government with limited powers that are shared among different branches and different levels (e.g., local, state, federal)

    • SS-5-GC-S- Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) to describe fundamental values and principles of American democracy (e.g., liberty, justice) found in the Declaration of Independence and the U.S. Constitution; explain their significance today

    • SS-5-GC-S- Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will investigate the rights and responsibilities of U.S. citizens:

      • SS-5-GC-S- Standard:

        Describe and give examples of specific rights guaranteed to all U.S. citizens in the Bill of Rights (e.g., freedom of religion, freedom of speech, freedom of press) and explain why they are important today

      • SS-5-GC-S- Standard:

        Describe some of the responsibilities U.S. citizens have in order for democratic governments to function effectively (e.g. voting, community service, paying taxes) and find examples of civic participation in current events/news (e.g., television, radio, articles, Internet)

  • SS-5-CS. Goal / Understandings / Subdomain: Big Idea

    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 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. (Academic Expectations 2.16, 2.17)

    • SS-5-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that culture is a system of beliefs, knowledge, institutions, customs/traditions, languages and skills shared by a group of people. Through a society's culture, individuals learn the relationships, structures, patterns and processes to be members of the society.

    • SS-5-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that cultures develop social institutions (e.g., government, economy, education, religion, family) to structure society, influence behavior and respond to human needs.

    • SS-5-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that interactions among individuals and groups assume various forms (e.g., compromise, cooperation, conflict, competition) and are influenced by culture.

    • SS-5-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that a variety of factors promote cultural diversity in a society, nation and world.

    • SS-5-CS-U- Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that an understanding and appreciation of the diverse complexity of cultures is essential to interact effectively and work cooperatively with the many diverse ethnic and cultural groups of today.

    • SS-5-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will demonstrate an understanding of culture and cultural elements (e.g., beliefs, traditions, languages, skills, literature, the arts) of diverse groups:

      • SS-5-CS-S- Standard:

        Investigate cultural similarities and differences of diverse groups (e.g., English, French, Spanish and Dutch Colonists, West Africans, Immigrants of the 1800's) during the early development of the United States

      • SS-5-CS-S- Standard:

        Research the contributions of diverse groups to the culture (e.g., beliefs, traditions, literature, the arts) of the United States today

      • SS-5-CS-S- Standard:

        Investigate factors that promoted cultural diversity in the history of the United States

    • SS-5-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will examine social institutions (e.g., family, religion, education, government, economy) in the United States and explain their functions

    • SS-5-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will describe conflicts that occurred among and between diverse groups (e.g., Native Americans and the early Explorers, Native Americans and the Colonists, the British Government and the English Colonists, Native Americans and the U.S. Government) during the settlement of the United States; explain the causes of these conflicts and the outcomes

    • SS-5-CS-S- Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will describe causes of conflicts between individuals and/or groups today and give examples of how to resolve them peacefully

  • SS-5-E. Goal / Understandings / Subdomain: Big Idea

    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 and the nation as a whole. 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. (Academic Expectations 2.18)

    • SS-5-E-U-1 Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that the basic economic problem confronting individuals, groups and businesses in the United States today is scarcity: as a result of scarcity, economic choices and decisions must be made.

    • SS-5-E-U-2 Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that a variety of fundamental economic concepts (e.g., supply and demand, opportunity cost) impact individuals, groups and businesses in the United States today.

    • SS-5-E-U-3 Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that economic institutions are created to help individuals, groups and businesses accomplish common goals.

    • SS-5-E-U-4 Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that markets enable buyers and sellers to exchange goods and services.

    • SS-5-E-U-5 Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that production, distribution and consumption of goods and services have changed over time in the United States.

    • SS-5-E-U-6 Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that individuals, groups and businesses in the United States demonstrate interdependence as they make economic decisions about the use of resources (e.g., natural, human, capital) in the production, distribution, and consumption of goods and services.

    • SS-5-E-S-1 Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will demonstrate an understanding using information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental) of the connection between resources, limited productive resources and scarcity:

      • SS-5-E-S-1 Standard:

        Investigate different kinds of resources (e.g., natural, human, capital)

      • SS-5-E-S-1 Standard:

        Explain how individuals and groups in the United States make economic decisions based upon limited productive resources (natural, human, capital) and give examples of how these decisions create interdependence between individuals, groups and businesses

    • SS-5-E-S-2 Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will demonstrate an understanding of how people deal with scarcity; explain the roles banks play in helping people deal with scarcity (e.g., loan money, save money, lines of credit, interest-bearing accounts)

    • SS-5-E-S-3 Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will demonstrate an understanding of markets:

      • SS-5-E-S-3 Standard:

        Explain how goods and services are/were exchanged

      • SS-5-E-S-3 Standard:

        Investigate and give examples of markets; explain how markets have changed over time during the history of the United States

    • SS-5-E-S-4 Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will use a variety of sources:

      • SS-5-E-S-4 Standard:

        Investigate and trace (e.g., write, draw, chart, timeline) change over time in the production, distribution and consumption of goods and services in the United States

      • SS-5-E-S-4 Standard:

        Research specialization in the United States; explain how specialization promotes trade between individuals, groups and businesses in the United States and world; describe the impact of specialization on the production of goods in the United States

  • SS-5-G. Goal / Understandings / Subdomain: Big Idea

    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. (Academic Expectations 2.19)

    • SS-5-G-U-1 Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that the use of geographic tools (e.g., maps, globes, charts, graphs) and mental maps help interpret information, understand and analyze patterns, spatial data and geographic issues.

    • SS-5-G-U-2 Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that patterns emerge as humans move, settle and interact on Earth's surface and can be identified by examining the location of physical and human characteristics, how they are arranged and why they are in particular locations. Economic, political, cultural and social processes interact to shape patterns of human populations, interdependence, cooperation and conflict.

    • SS-5-G-U-3 Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that regions help us to see Earth as an integrated system of places and features organized by such principles as landform types, political units, economic patterns and cultural groups.

    • SS-5-G-U-4 Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that people depend on, adapt to, and/or modify the environment to meet basic needs. Human actions modified the physical environment and in turn, the physical environment limited and/or promoted human activities in the settlement of the United States.

    • SS-5-G-S-1 Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will demonstrate an understanding of patterns on the Earth's surface, using a variety of geographic tools (e.g., maps, globes, charts, graphs):

      • SS-5-G-S-1 Standard:

        Locate, in absolute or relative terms, major landforms and bodies of water in the United States

      • SS-5-G-S-1 Standard:

        Locate and explain patterns on Earth's surface (e.g., how different factors such as rivers, mountains and plains impact where human activities are located)

    • SS-5-G-S-2 Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will investigate regions on the Earth's surface and analyze information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):

      • SS-5-G-S-2 Standard:

        Explain how places and regions in the U.S. are defined by their human characteristics (e.g., language, settlement patterns, religious beliefs) and physical characteristics (e.g., climate, landforms, bodies of water)

      • SS-5-G-S-2 Standard:

        Locate and describe patterns of human settlement and explain how these patterns were influenced by the physical characteristics (e.g., climate, landforms, bodies of water) of places and regions in the United States

      • SS-5-G-S-2 Standard:

        Investigate how advances in technology (e.g., dams, roads, air conditioning, irrigation) over time have allowed people to settle in places previously inaccessible in the United States

    • SS-5-G-S-3 Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will investigate how humans modify the physical environment:

      • SS-5-G-S-3 Standard:

        Describe how people modified the physical environment (e.g., dams, roads, bridges) to meet their needs during the early settlement of the United States

      • SS-5-G-S-3 Standard:

        Analyze how the physical environment (e.g., mountains as barriers or protection, rivers as barriers or transportation) promoted and restricted human activities during the early settlement of the United States

      • SS-5-G-S-3 Standard:

        Explain how different perspectives of individuals and groups impact decisions about the use of land (e.g., farming, industrial, residential, recreational) in the United States

  • SS-5-HP. Goal / Understandings / Subdomain: Big Idea

    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. (Academic Expectations 2.20)

    • SS-5-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that history is an account of human activities that is interpretive in nature. A variety of tools (e.g., primary and secondary sources) are needed to understand and analyze historical events.

    • SS-5-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that the history of the United States can be analyzed by examining significant eras (Colonization and Settlement, Revolution and a New Nation, Expansion and Conflict, Industrialization and Immigration and the Twentieth Century) to develop a chronological understanding and recognize cause and effect relationships and multiple causation, tying past to present.

    • SS-5-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that the history of the United States has been impacted by Significant individuals, groups and advances In technology.

    • SS-5-HP-U- Ae / Skills & Concepts / Organizer: Program of Studies

      Understandings - Students will understand that geography, culture, and economics have a significant impact on historical perspectives and events.

    • SS-5-HP-S- Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will demonstrate an understanding of the interpretative nature of history using a variety of tools (e.g., primary and secondary sources):

      • SS-5-HP-S- Standard:

        Investigate and chronologically describe major events in United States history (e.g., using timelines, charts, fictional and report writing, role playing)

      • SS-5-HP-S- Standard:

        Explain and draw inferences about the importance of major events in United States history

      • SS-5-HP-S- Standard:

        Examine cause and effect relationships in the history of the United States; identify examples of multiple causes of major historical events

      • SS-5-HP-S- Standard:

        Explain reasons that individuals and groups explored and settled in the United States

      • SS-5-HP-S- Standard:

        Research influences/contributions of diverse groups to the culture (e.g., beliefs, traditions, literature, the arts) of the United States today

    • SS-5-HP-S- Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will use information from print and non-print sources (e.g., documents, informational passages/texts, interviews, digital and environmental):

      • SS-5-HP-S- Standard:

        Examine factual and fictional accounts of significant historical events and people in United States history

      • SS-5-HP-S- Standard:

        Explore change over time (e.g., transportation, communication, education, technology, lifestyles and conditions) in the United States

      • SS-5-HP-S- Standard: Investigate the events surrounding patriotic symbols, songs, landmarks (e.g., American flag, Statue of Liberty, the Star-Spangled Banner), and selected readings (e.g., Dr. Martin Luther King's speech

        I Have a Dream), and explain their historical significance

      • SS-5-HP-S- Standard:

        Compare reasons (e.g., freedoms, opportunities, fleeing negative situations) immigrants came/come to America

    • SS-5-HP-S- Ae / Skills & Concepts / Organizer: Program of Studies

      Skills and Concepts - Students will investigate patterns across in U.S. history (e.g., major events/conflicts/culture; compare with major events/conflicts/culture to the present)

• 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.1. Standard: Civics-Government

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

  • 1.1. Benchmark:

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

    • 1.1.1. Indicator / Proficiency Level:

      (K) The student understands laws must be followed by those in authority as well as those who are governed (limited government).

    • 1.1.2. Indicator / Proficiency Level:

      (K) The student defines the rule of law as a legal principle that is easily understood, and can be applied to all, including those who are rule makers.

  • 1.2. Benchmark:

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

    • 1.2.1. Indicator / Proficiency Level:

      (K) The student describes the principles contained in the Declaration of Independence and the Constitution of the United States including the Bill of Rights (e.g., right to question the government, having a voice in government through representation).

    • 1.2.2. Indicator / Proficiency Level:

      (K) The student compares how the Magna Carta, Mayflower Compact, Articles of Confederation and other similar documents influenced the development of American constitutional government.

    • 1.2.3. Indicator / Proficiency Level:

      (A) The student explains the basic ideals of the American republican system (e.g., liberty, justice, equality of opportunity, human dignity).

    • 1.2.4. Indicator / Proficiency Level:

      (K) The student identifies important founding fathers and their contributions (e.g., George Mason, Thomas Jefferson, James Madison, George Washington, Benjamin Franklin, Thomas Paine, Samuel Adams, John Adams).

  • 1.3. Benchmark:

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

    • 1.3.1. Indicator / Proficiency Level:

      (K) The student defines federalism as a system of government in which power is divided between national (central) and state governments as a way to distribute power by preventing a concentration of power.

    • 1.3.2. Indicator / Proficiency Level:

      (K) The student defines the separation of power and gives examples of how power is limited (e.g., the President can nominate a Supreme Court Justice, but Congress has to approve).

    • 1.3.3. Indicator / Proficiency Level:

      (K) The student describes how the United States Constitution supports the principle of majority rule, but also protects the rights of the minority.

    • 1.3.4. Indicator / Proficiency Level:

      (A) The student explains the functions of the three branches of federal government (e.g., legislative-makes laws, executive-enforces laws, judicial-interprets laws).

    • 1.3.5. Indicator / Proficiency Level:

      (K) The student identifies the key ideas of the Preamble.

  • 1.4. Benchmark:

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

    • 1.4.1. Indicator / Proficiency Level: (K) The student understands that rights are personal, political and economic (e.g., personal

      privacy, speech, religion; political: holding public office, voting; economic: employment, owning property, copyrights and patents).

    • 1.4.2. Indicator / Proficiency Level: (K) The student understands that privileges require qualifications (e.g., driving

      pass exam, age requirement; running for office: age requirement, must be a United States citizen, residency).

    • 1.4.3. Indicator / Proficiency Level:

      (K) The student recognizes that rights require responsibilities of citizenship (e.g., paying taxes, jury duty, military service, voting, obeying the law, public service).

    • 1.4.4. Indicator / Proficiency Level:

      (K) The student examines the steps necessary to become an informed voter (e.g., voter registration, recognizes issues and candidates, personal choice, and voting).

  • 1.5. Benchmark:

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

    • 1.5.1. Indicator / Proficiency Level:

      This benchmark will be taught at another grade level.

• 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.14. State Goal / Strand: Political Systems

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

  • 14.A. State Goal / Learning Standard:

    Understand and explain basic principles of the United States government.

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

      Explain the importance of fundamental concepts expressed and implied in major documents including the Declaration of Independence, the United States Constitution and the Illinois Constitution.

  • 14.B. State Goal / Learning Standard:

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

    • 14.B.2. Learning Standard / Performance Descriptor:

      Explain what government does at local, state and national levels.

  • 14.C. State Goal / Learning Standard:

    Understand election processes and responsibilities of citizens.

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

      Describe and evaluate why rights and responsibilities are important to the individual, family, community, workplace, state and nation (e.g., voting, protection under the law).

  • 14.D. State Goal / Learning Standard:

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

    • 14.D.2. Learning Standard / Performance Descriptor:

      Explain ways that individuals and groups influence and shape public policy.

  • 14.E. State Goal / Learning Standard:

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

    • 14.E.2. Learning Standard / Performance Descriptor:

      Determine and explain the leadership role of the United States in international settings.

  • 14.F. State Goal / Learning Standard:

    Understand the development of United States political ideas and traditions.

    • 14.F.2. Learning Standard / Performance Descriptor:

      Identify consistencies and inconsistencies between expressed United States political traditions and ideas and actual practices (e.g., freedom of speech, right to bear arms, slavery, voting rights).

• 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.SS5H. Strand/topic: United States History Since 1860

  Historical Understandings

  • SS5H1. Standard:

    The student will explain the causes, major events, and consequences of the Civil War.

    • SS5H1.a. Element:

      Identify Uncle Tom's Cabin and John Brown's raid on Harper's Ferry and explain how each of these events was related to the Civil War.

    • SS5H1.b. Element:

      Discuss how the issues of states' rights and slavery increased tensions between the North and South.

    • SS5H1.c. Element: Identify major battles and campaigns

      Fort Sumter, Gettysburg, the Atlanta Campaign, Sherman's March to the Sea, and Appomattox Court House.

    • SS5H1.d. Element:

      Describe the roles of Abraham Lincoln, Robert E. Lee, Ulysses S. Grant, Jefferson Davis, and Thomas 'Stonewall' Jackson.

    • SS5H1.e. Element:

      Describe the effects of war on the North and South.

  • SS5H2. Standard:

    The student will analyze the effects of Reconstruction on American life.

    • SS5H2.a. Element:

      Describe the purpose of the 13th, 14th, and 15th Amendments.

    • SS5H2.b. Element:

      Explain the work of the Freedmen's Bureau.

    • SS5H2.c. Element:

      Explain how slavery was replaced by sharecropping and how African- Americans were prevented from exercising their newly won rights; include a discussion of Jim Crow laws and customs.

  • SS5H3. Standard:

    The student will describe how life changed in America at the turn of the century.

    • SS5H3.a. Element:

      Describe the role of the cattle trails in the late 19th century; include the Black Cowboys of Texas, the Great Western Cattle Trail, and the Chisholm Trail.

    • SS5H3.b. Element:

      Describe the impact on American life of the Wright brothers (flight), George Washington Carver (science), Alexander Graham Bell (communication), and Thomas Edison (electricity).

    • SS5H3.c. Element:

      Explain how William McKinley and Theodore Roosevelt expanded America's role in the world; include the Spanish-American War and the building of the Panama Canal.

    • SS5H3.d. Element:

      Describe the reasons people emigrated to the United States, from where they emigrated, and where they settled.

  • SS5H4. Standard:

    The student will describe U.S. involvement in World War I and post- World War I America.

    • SS5H4.a. Element:

      Explain how German attacks on U.S. shipping during the war in Europe (1914-1917) ultimately led the U.S. to join the fight against Germany; include the sinking of the Lusitania and concerns over safety of U.S. ships.

    • SS5H4.b. Element:

      Describe the cultural developments and individual contributions in the 1920s of the Jazz Age (Louis Armstrong), the Harlem Renaissance (Langston Hughes), baseball (Babe Ruth), the automobile (Henry Ford), and the airplane (Charles Lindbergh).

  • SS5H5. Standard:

    The student will explain how the Great Depression and New Deal affected the lives of millions of Americans.

    • SS5H5.a. Element:

      Discuss the Stock Market Crash of 1929, Herbert Hoover, Franklin Roosevelt, the Dust Bowl, and soup kitchens.

    • SS5H5.b. Element:

      Analyze the main features of the New Deal; include the significance of the Civilian Conservation Corps, Works Progress Administration, and the Tennessee Valley Authority.

    • SS5H5.c. Element:

      Discuss important cultural elements of the 1930s; include Duke Ellington, Margaret Mitchell, and Jesse Owens.

  • SS5H6. Standard:

    The student will explain the reasons for America's involvement in World War II.

    • SS5H6.a. Element:

      Describe Germany's aggression in Europe and Japanese aggression in Asia.

    • SS5H6.b. Element:

      Describe major events in the war in both Europe and the Pacific; include Pearl Harbor, Iwo Jima, D-Day, VE and VJ Days, and the Holocaust.

    • SS5H6.c. Element:

      Discuss President Truman's decision to drop the atomic bombs on Hiroshima and Nagaskai.

    • SS5H6.d. Element:

      Identify Roosevelt, Stalin, Churchill, Hirohito, Truman, Mussolini, and Hitler.

    • SS5H6.e. Element:

      Describe the effects of rationing and the changing role of women and African- Americans; include 'Rosie the Riveter' and the Tuskegee Airmen.

    • SS5H6.f. Element:

      Explain the U.S. role in the formation of the United Nations.

  • SS5H7. Standard:

    The student will discuss the origins and consequences of the Cold War.

    • SS5H7.a. Element:

      Explain the origin and meaning of the term 'Iron Curtain.'

    • SS5H7.b. Element:

      Explain how the United States sought to stop the spread of communism through the Berlin airlift, the Korean War, and the North Atlantic Treaty Organization.

    • SS5H7.c. Element:

      Identify Joseph McCarthy and Nikita Khrushchev.

  • SS5H8. Standard:

    The student will describe the importance of key people, events, and developments between 1950-1975.

    • SS5H8.a. Element:

      Discuss the importance of the Cuban Missile Crisis and the Vietnam War.

    • SS5H8.b. Element:

      Explain the key events and people of the Civil Rights movement; include Brown v. Board of Education (1954), Montgomery Bus Boycott, the March on Washington, Civil Rights Act, Voting Rights Act, and civil rights activities of Thurgood Marshall, Rosa Parks, and Martin Luther King, Jr.

    • SS5H8.c. Element:

      Describe the impact on American society of the assassinations of President John F. Kennedy, Robert F. Kennedy, and Martin Luther King, Jr.

    • SS5H8.d. Element:

      Discuss the significance of the technologies of television and space exploration.

  • SS5H9. Standard:

    The student will trace important developments in America since 1975.

    • SS5H9.a. Element:

      Describe U. S. involvement in world events; include efforts to bring peace to the Middle East, the collapse of the Soviet Union, Persian Gulf War, and the War on Terrorism in response to September 11, 2001.

    • SS5H9.b. Element:

      Explain the impact the development of the personal computer and Internet has had on American life.

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

  The student understands historical chronology and the historical perspective.

  • SS.A.1.2.1 Benchmark / Big Idea:

    The student understands how individuals, ideas, decisions, and events can influence history.

    • SS.A.1.2.1 Benchmark / Descriptor:

      The student extends and refines understanding of the effects of individuals, ideas, and decisions on historical events (for example, in the United States).

  • SS.A.1.2.2 Benchmark / Big Idea:

    The student uses a variety of methods and sources to understand history (e.g., interpreting diaries, letters, newspapers; and reading maps and graphs) and knows the difference between primary and secondary sources.

    • SS.A.1.2.2 Benchmark / Descriptor:

      The student compares and contrasts primary and secondary accounts of selected historical events (for example, diary entries from a soldier in a Civil War battle and newspaper articles about the same battle).

  • SS.A.1.2.3 Benchmark / Big Idea:

    The student understands broad categories of time in years, decades, and centuries.

    • SS.A.1.2.3 Benchmark / Descriptor:

      The student constructs and labels a timeline based on a historical reading (for example, about United States history).

• 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.C1. Content Standard: Civics

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

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

    Students explain why people have created governments to rule societies.

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

    Students explain why the U.S. Constitution separates powers between the federal and state governments.

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

    Students understand that governments have a variety of structures and exist for many purposes and that in America these are explained in the United States and State constitutions.

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

    Students explain why the U.S. Constitution separates powers in the federal government.

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

    Students explain how each branch of the U.S. government serves as a check on the other branches.

  • 5.C1.6. Performance Indicator / Gle:

    Students understand that the United States government is divided into executive, legislative, and judicial branches, each with specific responsibilities and powers.

• 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.5.1. Content Standard: United States History and Geography

  Making a New Nation: Students describe the major pre-Columbian settlements, including the cliff dwellers and pueblo people of the desert Southwest, the American Indians of the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River.

  • 5.1.1. Performance Standard:

    Describe how geography and climate influenced the way various nations lived and adjusted to the natural environment, including locations of villages, the distinct structures that they built, and how they obtained food, clothing, tools, and utensils.

  • 5.1.2. Performance Standard:

    Describe their varied customs and folklore traditions.

  • 5.1.3. Performance Standard:

    Explain their varied economies and systems of government.

• 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.G. Strand / Content Standard: Geography

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

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

    • G.1.5.1. Student Learning Expectation / Benchmark: Location, Place, and Region

      Classify locations as absolute or relative.

    • G.1.5.2. Student Learning Expectation / Benchmark: Location, Place, and Region

      Identify and describe the region of the United States in which Arkansas is located.

    • G.1.5.3. Student Learning Expectation / Benchmark: Location, Place, and Region

      Distinguish between the major regions of the United States and evaluate their interdependence.

    • G.1.5.4. Student Learning Expectation / Benchmark: Location, Place, and Region

      Locate the major bodies of water that are related to the United States: Atlantic Ocean, Caribbean Sea, Great Lakes, Gulf of Mexico, and Pacific Ocean.

    • G.1.5.5. Student Learning Expectation / Benchmark: Location, Place, and Region

      Identify a variety of charts and graphs used to display data on a variety of topics such as climate or population.

    • G.1.5.6. Student Learning Expectation / Benchmark: Location, Place, and Region

      Distinguish between geography terms that describe or indicate region, place, or location (e.g., tundra, desert, rainforest, mountains).

    • G.1.5.7. Student Learning Expectation / Benchmark: Map and Globe Skills

      Recognize the various types of maps used by geographers (e.g., physical, political, historical, special purpose, and other types of maps).

    • G.1.5.8. Student Learning Expectation / Benchmark: Map and Globe Skills

      Demonstrate an understanding of the following: latitude, longitude, parallels, meridians, degrees, grid systems, coordinates, Tropic of Cancer, Tropic of Capricorn, Equator, and Prime Meridian.

    • G.1.5.9. Student Learning Expectation / Benchmark: Map and Globe Skills

      Compare and contrast major landforms characterized as physical features of Earth (e.g., plateaus, rivers, deltas, seas, oceans, peninsulas).

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

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

    • G.2.5.1. Student Learning Expectation / Benchmark: Culture/Diversity

      Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Arkansas and the United States.

    • G.2.5.2. Student Learning Expectation / Benchmark: Culture/Diversity

      Understand the contributions of people of various racial, ethnic, and religious groups in Arkansas and the United States.

    • G.2.5.3. Student Learning Expectation / Benchmark: Culture/Diversity

      Recognize examples of cultural diffusion, cultural exchange, and assimilation.

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

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

    • G.3.5.1. Student Learning Expectation / Benchmark: Movement

      Recognize factors that influence migration (e.g., employment, natural resources).

    • G.3.5.2. Student Learning Expectation / Benchmark: Movement

      Define push-pull factors.

    • G.3.5.3. Student Learning Expectation / Benchmark: Movement

      Identify various forms of technology and methods of transferring ideas and information.

    • G.3.5.4. Student Learning Expectation / Benchmark: Movement

      Recognize the concepts of interstate, intrastate, infrastructure, and globalization.

    • G.3.5.5. Student Learning Expectation / Benchmark: Human Environment Interaction

      Identify renewable and nonrenewable resources (e.g., fossil fuels, fertile soils, timber).

    • G.3.5.6. Student Learning Expectation / Benchmark: Human Environment Interaction

      Identify ways people have modified the physical environment.

    • G.3.5.7. Student Learning Expectation / Benchmark: Human Environment Interaction

      Discuss ways in which Arkansans adapted to and modified the environment.

• AR.C. Strand / Content Standard: Civics

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

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

    • C.4.5.1. 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.A. Performance / Content Standard: Geography

  A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information. A student who meets the content standard should:

  • A.1. Grade Level Expectation:

    Use maps and globes to locate places and regions.

  • A.2. Grade Level Expectation:

    Make maps, globes, and graphs.

  • A.3. Grade Level Expectation:

    Understand how and why maps are changing documents.

  • A.4. Grade Level Expectation:

    Use graphic tools and technologies to depict and interpret the world's human and physical systems.

  • A.5. Grade Level Expectation:

    Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

  • A.6. Grade Level Expectation:

    Use spatial (geographic) tools and technologies to analyze and develop explanations and solutions to geographic problems.

• AK.B. Performance / Content Standard: Geography

  A student should be able to utilize, analyze, and explain information about the human and physical features of places and regions. A student who meets the content standard should:

  • B.1. Grade Level Expectation:

    Know that places have distinctive geographic characteristics.

  • B.2. Grade Level Expectation:

    Analyze how places are formed, identified, named, and characterized.

  • B.3. Grade Level Expectation:

    Relate how people create similarities and differences among places.

  • B.4. Grade Level Expectation:

    Discuss how and why groups and individuals identify with places.

  • B.5. Grade Level Expectation:

    Describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty.

  • B.6. Grade Level Expectation:

    Make informed decisions about where to live, work, travel, and seek opportunities.

  • B.7. Grade Level Expectation:

    Understand that a region is a distinct area defined by one or more cultural or physical features.

  • B.8. Grade Level Expectation:

    Compare, contrast, and predict how places and regions change with time.

• AK.C. Performance / Content Standard: Geography

  A student should understand the dynamic and interactive natural forces that shape the earth's environments. A student who meets the content standard should:

  • C.1. Grade Level Expectation:

    Analyze the operation of the earth's physical systems, including ecosystems, climate systems, erosion systems, the water cycle, and tectonics.

  • C.2. Grade Level Expectation:

    Distinguish the functions, forces, and dynamics of the physical processes that cause variations in natural regions.

  • C.3. Grade Level Expectation:

    Recognize the concepts used in studying environments and recognize the diversity and productivity of different regional environments.

• AK.D. Performance / Content Standard: Geography

  A student should understand and be able to interpret spatial (geographic) characteristics of human systems, including migration, movement, interactions of cultures, economic activities, settlement patterns, and political units in the state, nation, and world. A student who meets the content standard should:

  • D.1. Grade Level Expectation:

    Know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links.

  • D.2. Grade Level Expectation:

    Explain how and why human networks, including networks for communications and for transportation of people and goods, are linked globally.

  • D.3. Grade Level Expectation:

    Interpret population characteristics and distributions.

  • D.4. Grade Level Expectation:

    Analyze how changes in technology, transportation, and communication impact social, cultural, economic, and political activity.

  • D.5. Grade Level Expectation:

    Analyze how conflict and cooperation shape social, economic, and political use of space.

• AK.E. Performance / Content Standard: Geography

  A student should understand and be able to evaluate how humans and physical environments interact. A student who meets the content standard should:

  • E.1. Grade Level Expectation:

    Understand how resources have been developed and used.

  • E.2. Grade Level Expectation:

    Recognize and assess local, regional, and global patterns of resource use.

  • E.3. Grade Level Expectation:

    Understand the varying capacities of physical systems, such as watersheds, to support human activity.

  • E.4. Grade Level Expectation:

    Determine the influence of human perceptions on resource utilization and the environment.

  • E.5. Grade Level Expectation:

    Analyze the consequences of human modification of the environment and evaluate the changing landscape.

  • E.6. Grade Level Expectation:

    Evaluate the impact of physical hazards on human systems.

• AK.F. Performance / Content Standard: Geography

  A student should be able to use geography to understand the world by interpreting the past, knowing the present, and preparing for the future. A student who meets the content standard should:

  • F.1. Grade Level Expectation:

    Analyze and evaluate the impact of physical and human geographical factors on major historical events.

  • F.2. Grade Level Expectation:

    Compare, contrast, and predict how places and regions change with time.

  • F.3. Grade Level Expectation:

    Analyze resource management practices to assess their impact on future environmental quality.

  • F.4. Grade Level Expectation:

    Interpret demographic trends to project future changes and impacts on human environmental systems.

  • F.5. Grade Level Expectation:

    Examine the impacts of global changes on human activity.

  • F.6. Grade Level Expectation:

    Utilize geographic knowledge and skills to support interdisciplinary learning and build competencies required of citizens.

• AK.A. Performance / Content Standard: Government and Citizenship

  A student should know and understand how societies define authority, rights, and responsibilities through a governmental process. A student who meets the content standard should:

  • A.1. Grade Level Expectation:

    Understand the necessity and purpose of government.

  • A.2. Grade Level Expectation:

    Understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty.

  • A.3. Grade Level Expectation:

    Understand how nations organize their governments.

  • A.4. Grade Level Expectation:

    Compare and contrast how different societies have governed themselves over time and in different places.

• AK.B. Performance / Content Standard: Government and Citizenship

  A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation. A student who meets the content standard should:

  • B.1. Grade Level Expectation:

    Understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights.

  • B.2. Grade Level Expectation:

    Recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion.

  • B.3. Grade Level Expectation:

    Understand the United States Constitution, including separation of powers, the executive, legislative, and judicial branches of government, majority rule, and minority rights.

  • B.4. Grade Level Expectation:

    Know how power is shared in the United States' constitutional government at the federal, state, and local levels.

  • B.5. Grade Level Expectation:

    Understand the importance of individuals, public opinion, media, political parties, associations, and groups in forming and carrying out public policy.

  • B.6. Grade Level Expectation:

    Recognize the significance of diversity in the American political system.

  • B.7. Grade Level Expectation:

    Distinguish between constitution-based ideals and the reality of American political and social life.

  • B.8. Grade Level Expectation:

    Understand the place of law in the American political system.

  • B.9. Grade Level Expectation:

    Recognize the role of dissent in the American political system.

• AK.C. Performance / Content Standard: Government and Citizenship

  A student should understand the character of government of the state. A student who meets the content standard should:

  • C.1. Grade Level Expectation:

    Understand the various forms of the state's local governments and the agencies and commissions that influence students' lives and property.

  • C.2. Grade Level Expectation:

    Accept responsibility for protecting and enhancing the quality of life in the state through the political and governmental processes.

  • C.3. Grade Level Expectation:

    Understand the Constitution of Alaska and sec. 4 of the Alaska Statehood Act, which is known as the Statehood Compact.

  • C.4. Grade Level Expectation:

    Understand the importance of the historical and current roles of Alaska Native communities.

  • C.5. Grade Level Expectation:

    Understand the Alaska Native Claims Settlement Act and its impact on the state.

  • C.6. Grade Level Expectation:

    Understand the importance of the multicultural nature of the state.

  • C.7. Grade Level Expectation:

    Understand the obligations that land and resource ownership place on the residents and government of the state.

  • C.8. Grade Level Expectation:

    Identify the roles of and relationships among the federal, tribal, and state governments and understand the responsibilities and limits of the roles and relationships.

• AK.D. Performance / Content Standard: Government and Citizenship

  A student should understand the role of the United States in international affairs. A student who meets the content standard should:

  • D.1. Grade Level Expectation:

    Analyze how domestic politics, the principles of the United States Constitution, foreign policy, and economics affect relations with other countries.

  • D.2. Grade Level Expectation:

    Evaluate circumstances in which the United States has politically influenced other nations and how other nations have influenced the politics and society of the United States.

  • D.3. Grade Level Expectation:

    Understand how national politics and international affairs are interrelated with the politics and interests of the state.

  • D.4. Grade Level Expectation:

    Understand the purpose and function of international government and non-governmental organizations in the world today.

  • D.5. Grade Level Expectation:

    Analyze the causes, consequences, and possible solutions to current international issues.

• AK.E. Performance / Content Standard: Government and Citizenship

  A student should have the knowledge and skills necessary to participate effectively as an informed and responsible citizen. A student who meets the content standard should:

  • E.1. Grade Level Expectation:

    Know the important characteristics of citizenship.

  • E.2. Grade Level Expectation:

    Recognize that it is important for citizens to fulfill their public responsibilities.

  • E.3. Grade Level Expectation:

    Exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting.

  • E.4. Grade Level Expectation:

    Establish, explain, and apply criteria useful in evaluating rules and laws.

  • E.5. Grade Level Expectation:

    Establish, explain, and apply criteria useful in selecting political leaders.

  • E.6. Grade Level Expectation:

    Recognize the value of community service.

  • E.7. Grade Level Expectation:

    Implement ways of solving problems and resolving conflict.

• AK.F. Performance / Content Standard: Government and Citizenship

  A student should understand the economies of the United States and the state and their relationships to the global economy. A student who meets the content standard should:

  • F.1. Grade Level Expectation:

    Understand how the government and the economy interrelate through regulations, incentives, and taxation.

  • F.2. Grade Level Expectation:

    Be aware that economic systems determine how resources are used to produce and distribute goods and services.

  • F.3. Grade Level Expectation:

    Compare alternative economic systems.

  • F.4. Grade Level Expectation:

    Understand the role of price in resource allocation.

  • F.5. Grade Level Expectation:

    Understand the basic concepts of supply and demand, the market system, and profit.

  • F.6. Grade Level Expectation:

    Understand the role of economic institutions in the United States, including the Federal Reserve Board, trade unions, banks, investors, and the stock market.

  • F.7. Grade Level Expectation:

    Understand the role of self-interest, incentives, property rights, competition, and corporate responsibility in the market economy.

  • F.8. Grade Level Expectation:

    Understand the indicators of an economy's performance, including gross domestic product, inflation, and the unemployment rate.

  • F.9. Grade Level Expectation:

    Understand those features of the economy of the state that make it unique, including the importance of natural resources, government ownership and management of resources, Alaska Native regional corporations, the Alaska Permanent Fund Corporation, the Alaska Housing Finance Corporation, and the Alaska Industrial Development and Export Authority.

  • F.10. Grade Level Expectation:

    Understand how international trade works.

• AK.G. Performance / Content Standard: Government and Citizenship

  A student should understand the impact of economic choices and participate effectively in the local, state, national, and global economies. A student who meets the content standard should:

  • G.1. Grade Level Expectation:

    Apply economic principles to actual world situations.

  • G.2. Grade Level Expectation:

    Understand that choices are made because resources are scarce.

  • G.3. Grade Level Expectation:

    Identify and compare the costs and benefits when making choices.

  • G.4. Grade Level Expectation:

    Make informed choices on economic issues.

  • G.5. Grade Level Expectation:

    Understand how jobs are created and their role in the economy.

  • G.6. Grade Level Expectation:

    Understand that wages and productivity depend on investment in physical and human capital.

  • G.7. Grade Level Expectation:

    Understand that economic choices influence public and private institutional decisions.

• AK.A. Performance / Content Standard: History

  A student should understand that history is a record of human experiences that links the past to the present and the future. A student who meets the content standard should:

  • A.1. Grade Level Expectation:

    Understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences.

  • A.2. Grade Level Expectation:

    Know that the interpretation of history may change as new evidence is discovered.

  • A.3. Grade Level Expectation:

    Recognize different theories of history, detect the weakness of broad generalization, and evaluate the debates of historians.

  • A.4. Grade Level Expectation:

    Understand that history relies on the interpretation of evidence.

  • A.5. Grade Level Expectation:

    Understand that history is a narrative told in many voices and expresses various perspectives of historical experience.

  • A.6. Grade Level Expectation:

    Know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction.

  • A.7. Grade Level Expectation:

    Understand that history is dynamic and composed of key turning points.

  • A.8. Grade Level Expectation:

    Know that history is a bridge to understanding groups of people and an individual's relationship to society.

  • A.9. Grade Level Expectation:

    Understand that history is a fundamental connection that unifies all fields of human understanding and endeavor.

• AK.B. Performance / Content Standard: History

  A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events. A student who meets the content standard should:

  • B.1. Grade Level Expectation: Comprehend the forces of change and continuity that shape human history through the following persistent organizing themes

    • B.1.1. Grade Level Example:

      The development of culture, the emergence of civilizations, and the accomplishments and mistakes of social organizations.

    • B.1.2. Grade Level Example:

      Human communities and their relationships with climate, subsistence base, resources, geography, and technology.

    • B.1.3. Grade Level Example:

      The origin and impact of ideologies, religions, and institutions upon human societies.

    • B.1.4. Grade Level Example:

      The consequences of peace and violent conflict to societies and their cultures.

    • B.1.5. Grade Level Example:

      Major developments in societies as well as changing patterns related to class, ethnicity, race, and gender.

  • B.2. Grade Level Expectation:

    Understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world.

  • B.3. Grade Level Expectation:

    Recognize that historical understanding is relevant and valuable in the student's life and for participating in local, state, national, and global communities.

  • B.4. Grade Level Expectation:

    Recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns.

  • B.5. Grade Level Expectation:

    Evaluate the influence of context upon historical understanding.

• AK.C. Performance / Content Standard: History

  A student should develop the skills and processes of historical inquiry. A student who meets the content standard should:

  • C.1. Grade Level Expectation:

    Use appropriate technology to access, retrieve, organize, and present historical information.

  • C.2. Grade Level Expectation:

    Use historical data from a variety of primary resources, including letters, diaries, oral accounts, archeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers.

  • C.3. Grade Level Expectation:

    Apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record.

  • C.4. Grade Level Expectation:

    Use historical perspective to solve problems, make decisions, and understand other traditions.

• AK.D. Performance / Content Standard: History

  A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner. A student who meets the content standard should:

  • D.1. Grade Level Expectation:

    Understand that the student is important in history.

  • D.2. Grade Level Expectation:

    Solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and evaluate the effectiveness of actions.

  • D.3. Grade Level Expectation:

    Define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others.

  • D.4. Grade Level Expectation:

    Recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context.

  • D.5. Grade Level Expectation:

    Base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others.

  • D.6. Grade Level Expectation:

    Create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.

• AK.AH.HI.1 Performance / Content Standard: Historical Inquiry

  The student demonstrates an understanding of the methods of documenting history by planning and developing history projects, utilizing research tools such as: interviewing protocols, oral history, historical context, pre-interview research, primary sources, secondary sources, proper citation, corroboration, and cause and effect of historical events. [DOK 4] (H. C1-4)

  • AH.HI.1.1. Grade Level Expectation: Indigenous Alaskans before western contact (time immemorial - contact) - People, Places, Environment

    The student demonstrates an understanding of the interaction between people and their physical environment by:

    • AH.PPE.1. Grade Level Example:

      Comparing and contrasting geographic regions of Alaska. [DOK 2] (G. B4, B8)

    • AH.PPE.2. Grade Level Example:

      Using texts/sources to analyze the similarities and differences in the cultural attributes (e.g., language, hunting and gathering practices, art, music/dance, beliefs, worldview), movement, interactions, and settlement of Alaska Native peoples. [DOK 3] (G. D1, D4)

    • AH.PPE.3. Grade Level Example:

      Using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals, groups and local, regional, statewide, international organizations. [DOK 3] (H. B4)

  • AH.HI.1.2. Grade Level Expectation: Indigenous Alaskans before western contact (time immemorial - contact) - Individual, Citizenship, Governance, Power

    The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

    • AH.ICGP.1. Grade Level Example:

      Identifying and summarizing the structures, functions, and transformation of various attributes (e.g., leadership, decision making, social and political organization) of traditional Alaska Native governance. [DOK 2] (GC. A4)

  • AH.HI.1.3. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - People, Places, Environment

    The student demonstrates an understanding of the interaction between people and their physical environment by:

    • AH.PPE.2. Grade Level Example:

      Using texts/sources to analyze the similarities and differences in the cultural attributes (e.g., language, hunting and gathering practices, art, music/dance, beliefs, worldview), movement, interactions, and settlement of Alaska Native peoples. [DOK 3] (G. D1, D4)

    • AH.PPE.3. Grade Level Example:

      Using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals, groups and local, regional, statewide, and/or international organizations. [DOK 3] (H. B4)

  • AH.HI.1.4. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - Consumption, Production, Distribution

    The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

    • AH.CPD.1. Grade Level Example:

      Identifying patterns of growth, transformation, competition, and boom and bust, in response to use of natural resources (e.g., supply and demand of fur, minerals, and whaling). [DOK 2] (G. D1)

  • AH.HI.1.5. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - Individual, Citizenship, Governance, Power

    The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

    • AH.ICGP.2. Grade Level Example:

      Using texts/sources to analyze the impacts of the relationships between Alaska Natives and Russians (i.e., Russian Orthodox Church, early fur traders, Russian American Companies, enslavement, and Creoles). [DOK 3] (H. B1d)

  • AH.HI.1.6. Grade Level Expectation: Colonial Era-The Russian period (1741-1867) - Continuity and Change

    The student demonstrates an understanding of the chronology of Alaska history by:

    • AH.CC.1. Grade Level Example:

      Using texts/sources to recognize and explain the interrelationships among Alaska, national, and international events and developments (e.g., international interest, trade, commerce). [DOK 3] (H. B2)

  • AH.HI.1.7. Grade Level Expectation: Colonial Era The United States Period (1867-1912) - People, Places, Environment

    The student demonstrates an understanding of the interaction between people and their physical environment by:

    • AH.PPE.3. Grade Level Example:

      Using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals or groups and local, regional, statewide, and/or international organizations. [DOK 3] (H. B4)

  • AH.HI.1.8. Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Consumption, Production, Distribution

    The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

    • AH.CPD.2. Grade Level Example:

      Using texts/source to draw conclusions about the role of the federal government in natural resource development and land management (e.g., jurisdiction, authority, agencies, programs, policies). [DOK 3] (GC. F1)

  • AH.HI.1.9. Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Individual, Citizenship, Governance, Power

    The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

    • AH.ICGP.3. Grade Level Example:

      Explaining and analyzing tribal and western concepts of land ownership and how acting upon those concepts contributes to changes in land use, control, and ownership. [DOK 4] (H. C7, C8)

    • AH.ICGP.4. Grade Level Example:

      Explaining Alaskans' quest for self-determination (i.e., full rights as U.S. citizens) through the statehood movement. [DOK 1] (GC. C3)

    • AH.ICGP.5. Grade Level Example:

      Explaining the impacts of military actions (e.g., Naval bombardment of Angoon, Aleut internment, military expeditions) relative to Native communities. [DOK 2] (H. B1)

    • AH.IGCP.6. Grade Level Example:

      Using texts/sources to analyze how the military population and its activities, including administrative, policing, defense, mapping, communication, and construction, have impacted communities. [DOK 3] (H. B2)

    • AH.ICGP.7 Grade Level Example:

      Describing the historical basis of federal recognition of tribes, their inherent and delegated powers, the ongoing nature and diversity of tribal governance, and the plenary power of Congress. [DOK 1] (GC. C8)

  • AH.HI.1.10 Grade Level Expectation: Colonial Era The United States Period (1867-1912) - Continuity and Change

    The student demonstrates an understanding of the chronology of Alaska history by:

    • AH.CC.2. Grade Level Example:

      Describing how policies and practices of non-natives (e.g., missionaries, miners, Alaska Commercial Company merchants) influenced Alaska Natives. [DOK 2] (H. B4, B5)

  • AH.HI.1.11 Grade Level Expectation: Alaska as a Territory (1912-1959) - People, Places, Environment

    The student demonstrates an understanding of the interaction between people and their physical environment by:

    • AH.PPE.4. Grade Level Example:

      Describing how Alaska's strategic location played an important role in military buildup and explaining the interrelated social and economic impacts. [DOK 2] (G. A5)

  • AH.HI.1.12 Grade Level Expectation: Alaska as a Territory (1912-1959) - Consumption, Production, Distribution

    The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

    • AH.CPD.3. Grade Level Example:

      Using texts/sources to draw conclusions about the significance of natural resources (e.g., fisheries, timber, Swanson River oil discovery, 'sustained yield' in the Alaska Constitution) in Alaska's development and in the statehood movement. [DOK 3] (G. F1, F4)

  • AH.HI.1.13 Grade Level Expectation: Alaska as a Territory (1912-1959) - Individual, Citizenship, Governance, Power

    The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

    • AH.ICGP.4. Grade Level Example:

      Explaining Alaskans' quest for self-determinations (i.e., full rights as U.S. citizens) through the statehood movement. [DOK 1] (GC. C3)

    • AH.ICGP.5. Grade Level Example:

      Explaining the impacts of military actions relative to Native communities (e.g., Naval bombardment of Angoon, Aleut internment, military expeditions). [DOK 2] (H. B1)

    • AH.ICGP.8 Grade Level Example:

      Describing how Alaskans, particularly the Native people, challenge the status quo to gain recognition of their civil rights (e.g., appeals to the Russian government, Ward Cove Packing Co. Case, Molly Hootch, anti-discrimination acts, women's suffrage). [DOK 2] (H. B2, GC. B5)

    • AH.ICGP.9 Grade Level Example:

      Exploring the federal government's influence on settlements in Alaska (e.g., Matanuska Colony, Anchorage, Adak, Tok, Hydaburg) by establishment of post offices, military facilities, schools, courts, and railroads. [DOK 1] (G. G2, H. B1)

    • AH.ICGP.10 Grade Level Example:

      Identifying the role of Alaska Native individuals and groups in actively proposing and promoting federal legislation and policies (e.g., William Paul, Tanana Chiefs, ANB, ANS) [DOK 1] (H. A1, B2)

    • AH.ICGP.11 Grade Level Example:

      Exploring federal policies and legislation (e.g., Alaska Citizenship Act, Tlingit- Haida Jurisdictional Act, Indian Citizenship Act of 1924, Alaska Reorganization Act, ANCSA) that recognized Native rights. [DOK 1] (H. B2)

  • AH.HI.1.14 Grade Level Expectation: Alaska as a Territory (1912-1959) - Continuity and Change

    The student demonstrates an understanding of the chronology of Alaska history by:

    • AH.CC.3. Grade Level Example:

      Describing how the roles and responsibilities in Alaska Native societies have been continuously influenced by changes in technology, economic practices, and social interactions. [DOK 2] (G. D4, H. B1b)

  • AH.HI.1.15 Grade Level Expectation: Alaska as a State (1959-present) - People, Places, Environment

    The student demonstrates an understanding of the interaction between people and their physical environment by:

    • AH.PPE.4. Grade Level Example:

      Describing how Alaska's strategic location played an important role in military buildup and explaining the interrelated social and economic impacts. [DOK 2] (G. A5)

    • AH.PPE.5. Grade Level Example:

      Comparing and contrasting the differing perspectives between rural and urban areas. [DOK 2] (H. B1b, C. E4)

    • AH.PPE.6. Grade Level Example:

      Analyzing patterns of movement and settlement. [DOK 2] (H. B4, G. D3)

    • AH.PPE.7 Grade Level Example:

      Using texts/sources to explain the political, social, cultural, economic, geographic, and historic characteristics of the student's community or region. [DOK 3] (H. B1b, C. E2, E8)

  • AH.HI.1.16 Grade Level Expectation: Alaska as a State (1959-present) - Consumption, Production, Distribution

    The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

    • AH.CPD.4. Grade Level Example:

      Describing the federal government's construction and maintenance of Alaska's infrastructure (e.g., transportation, communication, public health system, education). [DOK 1] (G. D4)

    • AH.CPD.5. Grade Level Example:

      Using texts/sources to analyze the multiple perspectives in the continuing debate between conservation and development of resources. [DOK 3] (G. E4, F3)

    • AH.CPD.6. Grade Level Example:

      Describing the formation of Alaska Native Corporations and their impact on Alaska's economy. [DOK 2] (GC. F9)

    • AH.CPD.7 Grade Level Example:

      Explaining the creation and implementation of the Permanent Fund and how it has impacted the state. [DOK 2] (GC. F9)

  • AH.HI.1.17 Grade Level Expectation: Alaska as a State (1959-present) - Individual, Citizenship, Governance, Power

    The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

    • AH.ICGP.3. Grade Level Example:

      Explaining and analyzing tribal and western concepts of land ownership and how acting upon those concepts contributes to changes in land use, control, and ownership (e.g., ANCSA, ANILCA). [DOK 4] (H. C7, C8)

    • AH.ICGP.8 Grade Level Example:

      Describing how Alaskans, particularly the Native people, challenge the status quo to gain recognition of their civil rights (e.g., appeals to the Russian government, Ward Cove Packing Co. Case, Molly Hootch, anti-discrimination acts, women's suffrage). [DOK 2] (H. B2, GC. B5)

    • AH.ICGP.10 Grade Level Example:

      Identifying the role of Alaska Native individuals and groups in actively proposing and promoting federal legislation and policies (e.g., William Paul, Tanana Chiefs, ANB, ANS) [DOK 1] (H. A1, B2)

    • AH.ICGP.12 Grade Level Example:

      Using texts/sources to analyze the evolution of self-government through an examination of organic documents (i.e., Treaty of Cession, Organic Act, Territorial Act, Alaska State Constitution, Statehood Act). [DOK 3] (H. B2, B4)

  • AH.HI.1.18 Grade Level Expectation: Alaska as a State (1959-present) - Continuity and Change

    The student demonstrates an understanding of the chronology of Alaska history by:

    • AH.CC.4. Grade Level Example:

      Giving correct and incorrect examples to explain subsistence as a way of life. [DOK 2] (H. B1b)

    • AH.CC.5. Grade Level Example:

      Defining, describing, and illustrating the economic, political, and social characteristics of the major periods, their key turning points (e.g., implementation of Prudhoe Bay pipeline, Molly Hootch case, ANCSA, ANILCA, ANWR, natural and manmade disasters, establishment of Alaska Native Corporations) and how they interrelate. [DOK 4] (H. B2)

    • AH.CC.6. Grade Level Example:

      Explaining the historical context and the legal foundations (e.g., Alaska Constitution, ANCSA, MMPA, ANILCA, Katie John case) pertinent to subsistence. [DOK 1] (GC. A2, C. A4)

    • AH.CC.7 Grade Level Example:

      Comparing and contrasting the perspectives of sport, commercial, and subsistence users on policies regarding fish and game management. [DOK 2] (G. E4, F5)DOK 1] (H. B2)

AZ.SS05-S1 Strand: American History

• SS05-S1C1. Concept / Standard: Research Skills for History

  Historical research is a process in which students examine topics or questions related to historical studies and/or current issues. By using primary and secondary sources effectively students obtain accurate and relevant information.

  • SS05-S1C1- Performance Objective / Proficiency Level: Use the following to interpret historical data

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

  • SS05-S1C1- Performance Objective / Proficiency Level:

    Construct timelines of the historical era being studied (e.g., presidents/world leaders, key events, people).

  • SS05-S1C1- Performance Objective / Proficiency Level:

    Describe the difference between primary and secondary sources.

  • SS05-S1C1- Performance Objective / Proficiency Level:

    Locate information using both primary and secondary sources.

  • SS05-S1C1- Performance Objective / Proficiency Level:

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

• SS05-S1C2. Concept / Standard:

  Early Civilizations

  • SS05-S1C2- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS05-S1C3. Concept / Standard: Exploration and Colonization 1500s - 1700s

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

  • SS05-S1C3- Performance Objective / Proficiency Level:

    Recognize that Native American tribes resided throughout North America before the period of European exploration and colonization.

  • SS05-S1C3- Performance Objective / Proficiency Level:

    Explain the reasons for the explorations of Samuel Champlain, Henry Hudson, John Cabot, Jacques Cartier, Ponce de Leon, and Hernan de Soto in the New World.

  • SS05-S1C3- Performance Objective / Proficiency Level:

    Explain the reasons (e.g., religious freedom, desire for land, economic opportunity, a new life) for colonization of America.

  • SS05-S1C3- Performance Objective / Proficiency Level:

    Describe the contributions of geographic and economic conditions, religion, and colonial systems of government to the development of American democratic practices.

  • SS05-S1C3- Performance Objective / Proficiency Level:

    Describe the geography, cultures, and economics of the Southern, Middle Atlantic, and New England Colonies.

  • SS05-S1C3- Performance Objective / Proficiency Level:

    Identify contributions of individuals (e.g., John Smith, William Penn, Lord Baltimore, Roger Williams, Anne Hutchinson, James Ogelthorpe) who were important to the colonization of America.

  • SS05-S1C3- Performance Objective / Proficiency Level:

    Describe interactions (e.g., agricultural and cultural exchanges, alliances, conflicts) between Native Americans and European settlers.

  • SS05-S1C3- Performance Objective / Proficiency Level:

    Describe the causes and effects of triangular trade.

• SS05-S1C4. Concept / Standard: Revolution and New Nation 1700s - 1820

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

  • SS05-S1C4- Performance Objective / Proficiency Level: Describe the significance of the following events leading to the American Revolution

    a) French and Indian War; b) Proclamation of 1763; c) Tea Act; d) Stamp Act; e) Boston Massacre; f) Intolerable Acts

  • SS05-S1C4- Performance Objective / Proficiency Level: Describe the significance of the following events in the Revolutionary War

    a) Declaration of Independence; b) the battles of Lexington and Concord, Saratoga; c) aid from France; d) surrender at Yorktown

  • SS05-S1C4- Performance Objective / Proficiency Level: Identify the impact of the following individuals on the Revolutionary War

    a) Benjamin Franklin; b) Thomas Jefferson; c) George Washington; d) Patrick Henry; e) Thomas Paine; f) King George III

  • SS05-S1C4- Performance Objective / Proficiency Level: Describe how one nation evolved from thirteen colonies through the following events

    a) Constitutional Convention; b) George Washington's presidency; c) creation of political parties

• SS05-S1C5. Concept / Standard: Westward Expansion 1800 - 1860

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

  • SS05-S1C5- Performance Objective / Proficiency Level: Describe the following events of 19th century presidencies of

    a) Thomas Jefferson - Louisiana Purchase; explorations of Lewis and Clark; b) James Madison - War of 1812; c) James Monroe - The Monroe Doctrine; d) Andrew Jackson - Nationalism and Sectionalism; Trail of Tears; e) James Polk - Mexican-American War; discovery of gold in California

  • SS05-S1C5- Performance Objective / Proficiency Level:

    Describe the different perspectives (e.g., Native Americans, settlers, Spanish, the U.S. government, prospectors) of Manifest Destiny.

  • SS05-S1C5- Performance Objective / Proficiency Level:

    Identify major westward migration routes of the 19th Century.

  • SS05-S1C5- Performance Objective / Proficiency Level:

    Describe how manufacturing, textiles, transportation improvements, and other innovations of the Industrial Revolution contributed to U.S. growth and expansion.

  • SS05-S1C5- Performance Objective / Proficiency Level: Describe the following individuals' role in the reform movement before the Civil War

    a) Frederick Douglass; b) Harriet Tubman; c) William Lloyd Garrison; d) Sojourner Truth

• SS05-S1C6. Concept / Standard: Civil War and Reconstruction 1850 - 1877

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

  • SS05-S1C6- Performance Objective / Proficiency Level: Describe factors leading to the Civil War

    a) role of abolitionists and Underground Railroad; b) sectionalism between North and South; c) westward expansion

  • SS05-S1C6- Performance Objective / Proficiency Level: Identify the reasons why the following were important events of the Civil War

    a) firing on Ft. Sumter; b) major battles; c) delivery of the Emancipation Proclamation; d) surrender at Appomattox

• SS05-S1C7. Concept / Standard:

  Emergence of the Modern United States

  • SS05-S1C7- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS05-S1C8. Concept / Standard:

  Great Depression and World War II

  • SS05-S1C8- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS05-S1C9. Concept / Standard:

  Postwar United States

  • SS05-S1C9- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS05-S1C10 Concept / Standard: Contemporary United States 1970s - Present

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

  • SS05-S1C10 Performance Objective / Proficiency Level:

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

  • SS05-S1C10 Performance Objective / Proficiency Level:

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