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

      Apply the proper usage of absolute and relative location.

    • G.1.6.2. Student Learning Expectation / Benchmark: Location, Place, and Region

      Examine the location, place, and region of Arkansas and determine the characteristics of each.

    • G.1.6.3. Student Learning Expectation / Benchmark: Location, Place, and Region

      Identify the countries on the continent of North America and analyze their geographical relationship.

    • G.1.6.4. Student Learning Expectation / Benchmark: Location, Place, and Region

      Explain the importance of the major river systems of the United States and Arkansas: Arkansas River, Colorado River, Mississippi River, Ohio River, and St. Lawrence River.

    • G.1.6.5. Student Learning Expectation / Benchmark: Location, Place, and Region

      Illustrate information relating to population, climate, weather patterns, or other specific topics on selected types of charts or graphs.

    • G.1.6.6. Student Learning Expectation / Benchmark: Location, Place, and Region

      Analyze a map of the fifty states and identify regions (e.g., Northeast, Southeast, Midwest, Southwest, West).

    • G.1.6.7. Student Learning Expectation / Benchmark: Map and Globe Skills

      Examine different maps and globe projections and recognize the differences of each map or projection.

    • G.1.6.8. Student Learning Expectation / Benchmark: Map and Globe Skills

      Construct a map of the United States using all basic map components: compass rose, map scale, legend/key, inset map, and title.

    • G.1.6.9. Student Learning Expectation / Benchmark: Map and Globe Skills

      Compare the location of specific places on both maps and globes.

    • G.1.6.10. Student Learning Expectation / Benchmark: Map and Globe Skills

      Discuss reasons for the location of political boundaries and capital cities due to physical features of the nation or states

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

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

    • G.2.6.1. Student Learning Expectation / Benchmark: Culture/Diversity

      Examine the effects of the contributions of people from selected racial, ethnic, and religious groups to the cultural identify of Arkansas and the United States.

    • G.2.6.2. Student Learning Expectation / Benchmark: Culture/Diversity

      Describe how people from selected racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the culture of Arkansas and the United States.

    • G.2.6.3. Student Learning Expectation / Benchmark: Culture/Diversity

      Identify the occurrences of cultural diffusion, cultural exchange, and assimilation in local and national history

  • 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.3.6.1. Student Learning Expectation / Benchmark: Movement

      Describe the location of major cities in Arkansas and the United States and the availability of resources and transportation in those areas.

    • G.3.6.2. Student Learning Expectation / Benchmark: Movement

      Distinguish between push-pull factors.

    • G.3.6.3. Student Learning Expectation / Benchmark: Movement

      Compare methods of communication through present day technology.

    • G.3.6.4. Student Learning Expectation / Benchmark: Movement

      Distinguish between interstate and intrastate transportation and the effects globalization has on these methods of transportation.

    • G.3.6.5. Student Learning Expectation / Benchmark: Human Environment Interaction

      Describe the physical processes that produce renewable and nonrenewable resources.

    • G.3.6.6. Student Learning Expectation / Benchmark: Human Environment Interaction

      Describe ways in which technology influences capacity to modify the physical environment.

    • G.3.6.7. Student Learning Expectation / Benchmark: Human Environment Interaction

      Analyze the consequences of environmental modification on Arkansas and specific areas of the United States: acid rain, global warming, ozone depletion, erosion, and desertification.

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

      Compare and contrast the three branches of government at the state and national levels of government: executive, legislative, and judicial.

    • C.4.6.2. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Discuss the system of checks and balances in government.

    • C.4.6.3. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Discuss the roles and responsibilities of the executive branch (e.g., state/governor, federal/president).

    • C.4.6.4. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Compare and contrast the roles of the legislative branch (e.g., general assembly/congress, state congress and federal congress, house, senate).

    • C.4.6.5. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Compare and contrast the roles of the judicial branch (e.g., local, state, and federal).

    • C.4.6.6. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Discuss the forms of government (e.g., democracy, monarchy, dictatorship, oligarchy, totalitarian).

    • C.4.6.7. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Recognize elected state and federal government officials (e.g., terms and qualifications) .

    • C.4.6.8. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Discuss the succession of leadership at the federal level.

    • C.4.6.9. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Describe the development of the two-party system and the influence of third parties.

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

      Determine the way rights and laws of the United States were created by examining founding documents (e.g., Declaration of Independence, United States Constitution, Mayflower Compact).

    • C.5.6.2. Student Learning Expectation / Benchmark: Roots of Democracy

      Examine the effects of the Declaration of Independence.

    • C.5.6.3. Student Learning Expectation / Benchmark: Roots of Democracy

      Evaluate reasons for writing the United States Constitution.

    • C.5.6.4. Student Learning Expectation / Benchmark: Roots of Democracy

      Evaluate the importance of the United States Constitution as a governing document for the United States.

    • C.5.6.5. Student Learning Expectation / Benchmark: Roots of Democracy

      Research national symbols and movements using primary and secondary sources (e.g., Uncle Sam, political party symbols, Vietnam Memorial, Mt. Rushmore).

    • C.5.6.6. Student Learning Expectation / Benchmark: Roots of Democracy

      Analyze significant examples of music from various periods of United States history.

    • C.5.6.7. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Examine the process of becoming a citizen of the United States.

    • C.5.6.8. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Evaluate ways being a good citizen is important for every individual (e.g., voting, obeying laws, volunteerism).

    • C.5.6.9. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Examine ways citizens utilize the rights guaranteed in the Bill of Rights.

    • C.5.6.10. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Examine the importance of the procedure for voting in the United States and in Arkansas (e.g., registration, maintaining the right to vote, voicing opinion).

    • C.5.6.11. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Analyze the importance of citizen participation in government at the state and local level.

    • C.5.6.12. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Examine the rights guaranteed to United States citizens in the Bill of Rights.

    • C.5.6.13. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Compare U.S. Constitutional Amendments granting citizen's rights.

    • C.5.6.14. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Examine how citizens' rights are exercised through organizations that influenced societal and governmental change (e.g., ACLU, NAACP, CORE, ERA).

• 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.6.6.1. Student Learning Expectation / Benchmark: Continuity and Change

      Determine the meaning of various political cartoons.

    • H.6.6.2. Student Learning Expectation / Benchmark: Continuity and Change

      Create/construct timelines using the terms: ca (circa), Before Common Era/Common Era (BCE/CE), millennia, millennium, decade, and century.

    • H.6.6.3. Student Learning Expectation / Benchmark: Continuity and Change

      Define and discuss post-Civil War Reconstruction from a state and national perspective.

    • H.6.6.4. Student Learning Expectation / Benchmark: Continuity and Change

      Discuss the impact of Manifest Destiny on the United States.

    • H.6.6.5. Student Learning Expectation / Benchmark: Continuity and Change

      Research early 20th century inventions and their impact on Americans (e.g., telephone, electricity, automobile).

    • H.6.6.6. Student Learning Expectation / Benchmark: Continuity and Change

      Explain the impact of the American industrial revolution: communications and mass production.

    • H.6.6.7. Student Learning Expectation / Benchmark: Continuity and Change

      Analyze the impact of World War I on daily life in the United States (e.g., prohibition, food distribution, fuel distribution, propaganda).

    • H.6.6.8. Student Learning Expectation / Benchmark: Continuity and Change

      Analyze the causes and effects of the Great Depression: Federal Reserve actions, farm prices, crop failures, stock market crash, and Roosevelt's New Deal.

    • H.6.6.9. Student Learning Expectation / Benchmark: Continuity and Change

      Explain how the Women's Rights movement led to the Nineteenth Amendment.

    • H.6.6.10. Student Learning Expectation / Benchmark: Continuity and Change

      Locate the countries who were part of the World War II Axis and Allied Powers.

    • H.6.6.11. Student Learning Expectation / Benchmark: Continuity and Change

      Analyze the scientific and technological innovations that affected society in the mid to late 20th century: communication, technology, medicine, and transportation.

    • H.6.6.12. Student Learning Expectation / Benchmark: Continuity and Change

      Identify major contributions and achievements of the US space program (e.g., Apollo 11, International Space Station).

    • H.6.6.13. Student Learning Expectation / Benchmark: Conflict and Consensus

      Explain the conflict between the American Indians and settlers moving westward (e.g., Battle of Little Big Horn, American Indian Movement).

    • H.6.6.14. Student Learning Expectation / Benchmark: Conflict and Consensus

      Explain the causes and effects of the Spanish American War (e.g., U.S. interest in imperial expansion, USS Maine, Yellow Journalism).

    • H.6.6.15. Student Learning Expectation / Benchmark: Conflict and Consensus

      Describe the expanding role of the US in world affairs (e.g., Panama Canal).

    • H.6.6.16. Student Learning Expectation / Benchmark: Conflict and Consensus

      Explain the events that led to the United States involvement in World War I (e.g., Zimmerman telegram, German U-boat activity).

    • H.6.6.17. Student Learning Expectation / Benchmark: Conflict and Consensus

      Examine the Treaty of Versailles that ended World War I and the creation of the League of Nations.

    • H.6.6.18. Student Learning Expectation / Benchmark: Conflict and Consensus

      Examine the events and political decisions that led to the United States involvement in World War II: Fascism, Nazism, Treaty of Versailles, and Great Depression.

    • H.6.6.19. Student Learning Expectation / Benchmark: Conflict and Consensus

      Research the major events and political decisions made by the United States during the course of World War II: alliance with Great Britain and France, Pearl Harbor, atomic bomb, and relocation and internment of Japanese Americans.

    • H.6.6.20. Student Learning Expectation / Benchmark: Conflict and Consensus

      Examine the events that led to the conclusion of World War II (e.g., Normandy, liberation of concentration camps, D-Day).

    • H.6.6.21. Student Learning Expectation / Benchmark: Conflict and Consensus

      Explain the causes and effects of the Cold War in the United States: Chinese Cultural Revolution, McCarthyism, Cuban Missile Crisis, and arms race.

    • H.6.6.22. Student Learning Expectation / Benchmark: Conflict and Consensus

      Examine the following components of the Civil Rights Movement: Freedom Riders, sit-ins, organized marches, boycotts, school integration, and Ku Klux Klan (KKK).

    • H.6.6.23. Student Learning Expectation / Benchmark: Conflict and Consensus

      Explain segregation and desegregation as established by Supreme Court cases: Plessey v. Ferguson and Brown v. Board of Education.

    • H.6.6.24. Student Learning Expectation / Benchmark: Conflict and Consensus

      Discuss the involvement of the United States in the Korean War.

    • H.6.6.25. Student Learning Expectation / Benchmark: Conflict and Consensus

      Discuss the major causes and effects of the Vietnam War (e.g., spread of communism).

    • H.6.6.26. Student Learning Expectation / Benchmark: Conflict and Consensus

      Discuss the ongoing conflicts between the United States and Southeast Asia and the Middle East.

    • H.6.6.27. Student Learning Expectation / Benchmark: Conflict and Consensus

      Examine acts of modern-day terrorism (e.g., Oklahoma City bombing, World Trade Center attacks).

    • H.6.6.28. Student Learning Expectation / Benchmark: Movement

      Describe the developments linking the east and west (e.g., Homestead Act, railroads, Pony Express, telegraph, cattle trails, and wagon trains).

    • H.6.6.29. Student Learning Expectation / Benchmark: Movement

      Analyze the following components of immigration to the United States: push/pull factors and settlement patterns.

    • H.6.6.30. Student Learning Expectation / Benchmark: Movement

      Explain the origins and accomplishments of labor unions.

    • H.6.6.31. Student Learning Expectation / Benchmark: Movement

      Explain the migration of African Americans northward before and during the Civil Rights movement.

    • H.6.6.33. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

      Identify the cultural changes of the 1920s (e.g., Roaring Twenties, Jazz Age, fashion, Harlem Renaissance, talkies, flapper, Prohibition)).

    • H.6.6.34. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

      Explain the social changes caused by World War II: women in the workforce, baby boom, and G.I. Bill.

    • H.6.6.35. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

      Identify significant individuals whose lives impacted the Civil Rights movement (e.g., Martin Luther King, Jr., Rosa Parks, Stokely Carmichael, Medgar Evers, Little Rock Nine, Thurgood Marshall).

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

      Examine how the economic wants and needs of all people may or may not be fulfilled.

    • E.7.6.2. Student Learning Expectation / Benchmark: Costs and Benefits

      Demonstrate an understanding that choices have both present and future consequences.

    • E.7.6.3. Student Learning Expectation / Benchmark: Costs and Benefits

      Examine the causes of scarcity and the choices made due to scarcity.

    • E.7.6.4. Student Learning Expectation / Benchmark: Costs and Benefits

      Explain that all decision making involves opportunity costs.

    • E.7.6.5. Student Learning Expectation / Benchmark: Costs and Benefits

      Explain why federal, state, and local governments have to make choices because of limited resources.

    • E.7.6.6. Student Learning Expectation / Benchmark: Costs and Benefits

      Discuss the decision making model to evaluate historical events.

    • E.7.6.7. Student Learning Expectation / Benchmark: Costs and Benefits

      Examine examples of traditional, market, and command economies.

    • E.7.6.8. Student Learning Expectation / Benchmark: Costs and Benefits

      Determine why trade-offs allow people to get the most from scarce resources.

    • E.7.6.9. Student Learning Expectation / Benchmark: Costs and Benefits

      Discuss 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.8.6.1. Student Learning Expectation / Benchmark: Factors of Production

      Analyze the impact of entrepreneurship in the development of the economy of the United States.

    • E.8.6.2. Student Learning Expectation / Benchmark: Factors of Production

      Explain the result of increased productivity on an improved standard of living (e.g., assembly line, interchangeable parts, computers).

    • E.8.6.3. Student Learning Expectation / Benchmark: Factors of Production

      Explain how owners of the factors of production receive payments for the use of these factors: wages and salaries, rent, interest, and profit.

    • E.8.6.4. Student Learning Expectation / Benchmark: Factors of Production

      Evaluate the influences the discovery of natural resources has on the movement of people (e.g., gold, silver, oil).

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

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

    • E.9.6.2. Student Learning Expectation / Benchmark: Financial Markets

      Compare the various types of financial institutions that provide savings accounts: interest (rate of return) and safety.

    • E.9.6.3. Student Learning Expectation / Benchmark: Financial Markets

      Determine the advantages and disadvantages of saving or spending money.

    • E.9.6.4. Student Learning Expectation / Benchmark: Financial Markets

      Identify the purpose and function of the stock market.

    • E.9.6.5. Student Learning Expectation / Benchmark: Financial Markets

      Discuss the effects of economic inflation on the economic system of the United States.

    • E.9.6.6. Student Learning Expectation / Benchmark: Financial Markets

      Discuss how the Gross Domestic Product (GDP) measures the productivity of a nation.

    • E.9.6.7. Student Learning Expectation / Benchmark: Financial Markets

      Explain the role of the Federal Reserve in the economy.

    • E.9.6.8. Student Learning Expectation / Benchmark: Global Markets

      Examine the costs/benefits associated with the development of global trade.

    • E.9.6.9. Student Learning Expectation / Benchmark: Global Markets

      Discuss various types of currency and their effects on the global economy.

    • E.9.6.10. Student Learning Expectation / Benchmark: Goods and Services

      Examine changes in supply and demand and the resulting effect on prices.

    • E.9.6.11. Student Learning Expectation / Benchmark: Goods and Services

      Discuss methods used to reduce or eliminate competition (e.g., trademarks, patents, copyrights, natural monopolies, government licenses).

    • E.9.6.12. Student Learning Expectation / Benchmark: Goods and Services

      Discuss 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.SS06-S1 Strand: American History

• SS06-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.

  • SS06-S1C1- Performance Objective / Proficiency Level:

    Construct charts, graphs, and narratives using historical data.

  • SS06-S1C1- Performance Objective / Proficiency Level:

    Interpret historical data displayed in graphs, tables, and charts.

  • SS06-S1C1- Performance Objective / Proficiency Level:

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

  • SS06-S1C1- Performance Objective / Proficiency Level:

    Formulate questions that can be answered by historical study and research.

  • SS06-S1C1- Performance Objective / Proficiency Level:

    Describe the difference between primary and secondary sources.

  • SS06-S1C1- Performance Objective / Proficiency Level:

    Determine the credibility and bias of primary and secondary sources.

  • SS06-S1C1- Performance Objective / Proficiency Level:

    Analyze cause and effect relationships between and among individuals and/or historical events.

  • SS06-S1C1- Performance Objective / Proficiency Level:

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

• SS06-S1C2. Concept / Standard: Early Civilizations Pre 1500

  The geographic, political, economic and cultural characteristics of early civilizations made significant contributions to the later development of the United States.

  • SS06-S1C2- Performance Objective / Proficiency Level:

    Describe the characteristics of hunting and gathering societies in the Americas.

  • SS06-S1C2- Performance Objective / Proficiency Level:

    Describe how farming methods and domestication of animals led to the development of cultures and civilizations from hunting and gathering societies.

  • SS06-S1C2- Performance Objective / Proficiency Level: Describe the cultures of the Mogollon, Ancestral Puebloans (Anasazi), and Hohokam

    a) location, agriculture, housing, arts, and trade networks; b) how these cultures adapted to and altered their environment.

  • SS06-S1C2- Performance Objective / Proficiency Level: Describe the Adena, Hopewell, and Mississippian mound-building cultures

    a) location, agriculture, housing, arts, and trade networks; b) how these cultures adapted to and altered their environment.

  • SS06-S1C2- Performance Objective / Proficiency Level: Describe the Mayan, Aztec, and Incan/Inkan civilizations

    a) location, agriculture, housing, and trade networks; b) achievements (e.g., mathematics, astronomy, architecture, government, social structure, arts and crafts); c) how these cultures adapted to and altered their environment.

• SS06-S1C3. Concept / Standard:

  Exploration and Colonization

  • SS06-S1C3- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS06-S1C4. Concept / Standard:

  Revolution and New Nation

  • SS06-S1C4- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS06-S1C5. Concept / Standard:

  Westward Expansion

  • SS06-S1C5- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS06-S1C6. Concept / Standard:

  Civil War and Reconstruction

  • SS06-S1C6- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS06-S1C7. Concept / Standard:

  Emergence of the Modern United States

  • SS06-S1C7- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS06-S1C8. Concept / Standard:

  Great Depression and World War II

  • SS06-S1C8- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS06-S1C9. Concept / Standard:

  Postwar United States

  • SS06-S1C9- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS06-S1C10 Concept / Standard: Contemporary United States 1970s - Present

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

  • SS06-S1C10 Performance Objective / Proficiency Level:

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

  • SS06-S1C10 Performance Objective / Proficiency Level:

    Identify the connection between current and historical events and issues studied at this grade level using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).

  • SS06-S1C10 Performance Objective / Proficiency Level:

    Describe how key political, social, and economic events of the late 20th century and early 21st century affected, and continue to affect, the United States.

§113.18. Social Studies, Grade 6, Beginning with School Year 2011-2012.

Introduction

1. In Grade 6, students study people, places, and societies of the contemporary world. Societies for study are from the following regions of the world: Europe, Russia and the Eurasian republics, North America, Central America and the Caribbean, South America, Southwest Asia-North Africa, Sub-Saharan Africa, South Asia, East Asia, Southeast Asia, Australia, and the Pacific realm. Students describe the influence of individuals and groups on historical and contemporary events in those societies and identify the locations and geographic characteristics of various societies. Students identify different ways of organizing economic and governmental systems. The concepts of limited and unlimited government are introduced, and students describe the nature of citizenship in various societies. Students compare institutions common to all societies such as government, education, and religious institutions. Students explain how the level of technology affects the development of the various societies and identify different points of view about events. The concept of frame of reference is introduced as an influence on an individual's point of view.
2. To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as biographies, autobiographies, novels, speeches, letters, poetry, songs, and artworks is encouraged. Motivating resources are available from museums, art galleries, and historical sites.
3. The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the social studies skills strand in subsection (b) of this section should be incorporated into the teaching of all essential knowledge and skills for social studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.
4. Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be referenced as capitalism or the free market system.
5. Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture; science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in the Texas Education Code (TEC), §28.002(h).
6. Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent of the governed, serve for an established tenure, and are sworn to uphold the constitution.
7. State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
• a. Each social studies class shall include, during Celebrate Freedom Week as provided under the TEC, §29.907, or during another full school week as determined by the board of trustees of a school district, appropriate instruction concerning the intent, meaning, and importance of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights, in their historical contexts. The study of the Declaration of Independence must include the study of the relationship of the ideas expressed in that document to subsequent American history, including the relationship of its ideas to the rich diversity of our people as a nation of immigrants, the American Revolution, the formulation of the U.S. Constitution, and the abolitionist movement, which led to the Emancipation Proclamation and the women's suffrage movement.
• b. Each school district shall require that, during Celebrate Freedom Week or other week of instruction prescribed under subparagraph (A) of this paragraph, students in Grades 3-12 study and recite the following text: "We hold these Truths to be self-evident, that all Men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the Pursuit of Happiness--That to secure these Rights, Governments are instituted among Men, deriving their just Powers from the Consent of the Governed."
8. Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals espoused in the founding documents.

Knowledge and skills

1. History:
   The student understands that historical events influence contemporary events. The student is expected to:
   • a. trace characteristics of various contemporary societies in regions that resulted from historical events or factors such as invasion, conquests, colonization, immigration, and trade; and
   • b. analyze the historical background of various contemporary societies to evaluate relationships between past conflicts and current conditions.
2. History:
   The student understands the influences of individuals and groups from various cultures on various historical and contemporary societies. The student is expected to:
   • a. identify and describe the influence of individual or group achievements on various historical or contemporary societies such as the classical Greeks on government and the American Revolution on the French Revolution; and
   • b. evaluate the social, political, economic, and cultural contributions of individuals and groups from various societies, past and present.
3. Geography.
   The student uses geographic tools to answer geographic questions. The student is expected to:
   • a. pose and answer geographic questions, including: Where is it located? Why is it there? What is significant about its location? How is its location related to the location of other people, places, and environments?;
   • b. pose and answer questions about geographic distributions and patterns for various world regions and countries shown on maps, graphs, charts, models, and databases;
   • c. compare various world regions and countries using data from geographic tools, including maps, graphs, charts, databases, and models; and
   • d. create thematic maps, graphs, charts, models, and databases depicting aspects such as population, disease, and economic activities of various world regions and countries.
4. Geography:
   The student understands the factors that influence the locations and characteristics of locations of various contemporary societies on maps and globes and uses latitude and longitude to determine absolute locations. The student is expected to:
   • a. locate various contemporary societies on maps and globes using latitude and longitude to determine absolute location;
   • b. identify and explain the geographic factors responsible for patterns of population in places and regions;
   • c. explain ways in which human migration influences the character of places and regions;
   • d. identify and locate major physical and human geographic features such as landforms, water bodies, and urban centers of various places and regions;
   • e. draw sketch maps that illustrate various places and regions; and
   • f. identify the location of major world countries such as Canada, Mexico, France, Germany, the United Kingdom, Italy, Spain, Norway, Sweden, Russia, South Africa, Nigeria, Iraq, Afghanistan, Israel, Iran, India, Pakistan, the People's Republic of China, the Republic of China (Taiwan), Japan, North and South Korea, Indonesia, and Australia.
5. Geography:
   The student understands how geographic factors influence the economic development, political relationships, and policies of societies. The student is expected to:
   • a. identify and explain the geographic factors responsible for the location of economic activities in places and regions;
   • b. identify geographic factors such as location, physical features, transportation corridors and barriers, and distribution of natural resources that influence a society's ability to control territory; and
   • c. explain the impact of geographic factors on economic development and the domestic and foreign policies of societies.
6. Geography:
   The student understands that geographical patterns result from physical environmental processes. The student is expected to:
   • a. describe and explain the effects of physical environmental processes such as erosion, ocean currents, and earthquakes on Earth's surface;
   • b. identify the location of renewable and nonrenewable natural resources such as fresh water, fossil fuels, fertile soils, and timber; and
   • c. analyze the effects of the interaction of physical processes and the environment on humans.
7. Geography:
   The student understands the impact of interactions between people and the physical environment on the development and conditions of places and regions. The student is expected to:
   • a. identify and analyze ways people have adapted to the physical environment in various places and regions;
   • b. identify and analyze ways people have modified the physical environment such as mining, irrigation, and transportation infrastructure; and
   • c. describe ways in which technology influences human interactions with the environment such as humans building dams for flood control.
8. Economics:
   The student understands the factors of production in a society's economy. The student is expected to:
   • a. describe ways in which the factors of production (natural resources, labor, capital, and entrepreneurs) influence the economies of various contemporary societies;
   • b. identify problems and issues that may arise when one or more of the factors of production is in relatively short supply; and
   • c. explain the impact of relative scarcity of resources on international trade and economic interdependence among and within societies.
9. Economics:
   The student understands the various ways in which people organize economic systems. The student is expected to:
   • a. compare ways in which various societies organize the production and distribution of goods and services;
   • b. compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system;
   • b. understand the importance of morality and ethics in maintaining a functional free enterprise system; and
   • b. examine the record of collective, non-free market economic systems in contemporary world societies.
10. Economics:
    The student understands the various ways in which people organize economic systems. The student is expected to:
    • a. compare ways in which various societies organize the production and distribution of goods and services;
    • b. compare and contrast free enterprise, socialist, and communist economies in various contemporary societies, including the benefits of the U.S. free enterprise system;
    • c. understand the importance of morality and ethics in maintaining a functional free enterprise system; and
    • d. examine the record of collective, non-free market economic systems in contemporary world societies.
11. Economics:
    The student understands categories of economic activities and the data used to measure a society's economic level. The student is expected to:
    • a. define and give examples of agricultural, wholesale, retail, manufacturing (goods), and service industries;
    • b. describe levels of economic development of various societies using indicators such as life expectancy, gross domestic product (GDP), GDP per capita, and literacy; and
    • c. identify and describe the effects of government regulation and taxation on economic development and business planning.
12. Government:
    The student understands the concepts of limited and unlimited governments. The student is expected to:
    • a. identify and describe examples of limited and unlimited governments such as constitutional (limited) and totalitarian (unlimited);
    • b. compare the characteristics of limited and unlimited governments;
    • c. identify reasons for limiting the power of government; and
    • d. review the record of human rights abuses of limited or unlimited governments such as the oppression of Christians in Sudan.
13. Government:
    The student understands various ways in which people organize governments. The student is expected to:
    • a. identify and give examples of governments with rule by one, few, or many;
    • b. compare ways in which various societies such as China, Germany, India, and Russia organize government and how they function; and
    • c. identify historical origins of democratic forms of government such as Ancient Greece.
14. Citizenship:
    The student understands that the nature of citizenship varies among societies. The student is expected to:
    • a. describe roles and responsibilities of citizens in various contemporary societies, including the United States;
    • b. explain how opportunities for citizens to participate in and influence the political process vary among various contemporary societies; and
    • c. compare the role of citizens in the United States with the role of citizens from various contemporary societies with representative and nonrepresentative governments.
15. Citizenship:
    The student understands the relationship among individual rights, responsibilities, duties, and freedoms in societies with representative governments. The student is expected to:
    • a. identify and explain the duty of civic participation in societies with representative governments; and
    • b. explain relationships among rights, responsibilities, and duties in societies with representative governments.
16. Culture:
    The student understands the similarities and differences within and among cultures in various world societies. The student is expected to:
    • a. define culture and the common traits that unify a culture region;
    • b. identify and describe common traits that define cultures;
    • c. define a multicultural society and consider both the positive and negative qualities of multiculturalism;
    • d. analyze the experiences and evaluate the contributions of diverse groups to multicultural societies;
    • e. analyze the similarities and differences among various world societies; and
    • f. identify and explain examples of conflict and cooperation between and among cultures.
17. Culture:
    The student understands that all societies have basic institutions in common even though the characteristics of these institutions may differ. The student is expected to:
    • a. identify institutions basic to all societies, including government, economic, educational, and religious institutions;
    • b. compare characteristics of institutions in various contemporary societies; and
    • c. analyze the efforts and activities institutions use to sustain themselves over time such as the development of an informed citizenry through education and the use of monumental architecture by religious institutions.
18. Culture:
    The student understands relationships that exist among world cultures. The student is expected to:
    • a. identify and describe how culture traits such as trade, travel, and war spread;
    • b. identify and describe factors that influence cultural change such as improved communication, transportation, and economic development;
    • c. evaluate the impact of improved communication technology among cultures;
    • d. identify and define the impact of cultural diffusion on individuals and world societies; and
    • e. identify examples of positive and negative effects of cultural diffusion.
19. Culture:
    The student understands the relationship that exists between the arts and the societies in which they are produced. The student is expected to:
    • a. explain the relationships that exist between societies and their architecture, art, music, and literature;
    • b. relate ways in which contemporary expressions of culture have been influenced by the past;
    • c. describe ways in which contemporary issues influence creative expressions; and
    • d. identify examples of art, music, and literature that have transcended the boundaries of societies and convey universal themes such as religion, justice, and the passage of time.
20. Culture:
    The student understands the relationships among religion, philosophy, and culture. The student is expected to:
    • a. explain the relationship among religious ideas, philosophical ideas, and cultures; and
    • b. explain the significance of religious holidays and observances such as Christmas, Easter, Ramadan, the annual hajj, Yom Kippur, Rosh Hashanah, Diwali, and Vaisakhi in various contemporary societies.
21. Science, technology, and society:
    The student understands the influences of science and technology on contemporary societies. The student is expected to:
    • a. give examples of scientific discoveries and technological innovations, including the roles of scientists and inventors, that have transcended the boundaries of societies and have shaped the world;
    • b. explain how resources, belief systems, economic factors, and political decisions have affected the use of technology; and
    • c. make predictions about future social, political, economic, cultural, and environmental impacts that may result from future scientific discoveries and technological innovations.
22. Social studies skills:
    The student applies critical-thinking skills to organize and use information acquired through established research methodologies from a variety of valid sources, including electronic technology. The student is expected to:
    • a. differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; and artifacts to acquire information about various world cultures;
    • b. analyze information by sequencing, categorizing, identifying cause-and-effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions;
    • c. organize and interpret information from outlines, reports, databases, and visuals, including graphs, charts, timelines, and maps;
    • d. identify different points of view about an issue or current topic;
    • e. identify the elements of frame of reference that influenced participants in an event; and
    • f. use appropriate mathematical skills to interpret social studies information such as maps and graphs.
23. Social studies skills:
    The student communicates in written, oral, and visual forms. The student is expected to:
    • a. use social studies terminology correctly;
    • b. incorporate main and supporting ideas in verbal and written communication based on research;
    • c. express ideas orally based on research and experiences;
    • d. create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies based on research;
    • e. use standard grammar, spelling, sentence structure, and punctuation; and
    • f. use proper citations to avoid plagiarism.
24. Social studies skills:
    The student uses problem-solving and decision-making skills, working independently and with others, in a variety of settings. The student is expected to:
    • a. use a problem-solving process to identify a problem, gather information, list and consider options, consider advantages and disadvantages, choose and implement a solution, and evaluate the effectiveness of the solution; and
    • b. use a decision-making process to identify a situation that requires a decision, gather information, identify options, predict consequences, and take action to implement a decision.

(NOTE: Districts may choose to divide this course into two semesters—with one on world geography and the other on citizenship.)

Course: World Geography and Citizenship

Content Strand: Domestic Affairs

1. Understand the responsibilities, duties, and functions of all three branches of government on a federal, state, and local level.
   • a. Differentiate among the three branches of government at the federal, state, and local level. (DOK 1)
   • b. Explain and analyze the concepts of separation of powers and checks and balances among the three branches of state and national governments. (DOK 2)
   • c. Research and summarize how the electoral process works in the United States government. (DOK 1)
2. Understand individual and civic duties and responsibilities of citizens of the United States.
   • a. Explain and give examples of the differences between natural-born citizens, naturalized citizens, and non-citizens. (DOK 1)
   • b. Differentiate between individual and civic duties/responsibilities of American citizens (e.g., Individual- respect for the rights of others, self-discipline, negotiation, compromise; Civic- respect for the law, patriotism, participation in the political process). (DOK 1)
3. Understand how the United States can benefit by individual and collective participation and by public service.
   • a. nvestigate and discuss examples of how citizens participate in the political process. (DOK 2)
   • b. Explore and formulate a plan for civic and community action (e.g., recycling, supporting the military and veterans, helping the elderly, etc.). (DOK 3)

Content Strand: Global Affairs

4. Understand the world in spatial terms using maps, major physical and human features, and urban and rural land-use patterns.
   • a. Analyze information using social studies tools (e.g., timelines, time zones, maps, globes, graphs, political cartoons, tables, technology, etc.). (DOK 3)
   • b. Analyze relationships among people, places, and the environment by mapping information including trade patterns, governmental alliances, and immigration patterns. (DOK 3)
5. Understand the processes that shape the physical environment, including long-range effects of extreme weather phenomena and human activity (e.g., ocean and atmospheric circulation, movements of the sun, moon, and Earth, hurricanes, erosion, pollution, deforestation, etc.).
   • a. Compare and contrast the effects that human activity has on ecosystems throughout time. (DOK 2)
   • b. Analyze positive and negative effects that natural and human phenomena have on societies throughout the world. (DOK 3)
   • Assess and describe how governments and people prepare for natural disasters. (DOK 2)

Content Strand: Civil/Human Rights

6. Understand the influences of historical documents (e.g., Magna Carta, Mayflower Compact, Declaration of Independence, Constitution, the Bill of Rights, the Emancipation Proclamation, etc.), events, and social movements on the rights of American citizens.
   • a. Compare and contrast the essential ideas of various historical documents that are important in shaping the values of American Democracy. (DOK 2)
   • b. Analyze how various philosophers influenced the writing of America‘s historical documents. (DOK 3)
   • c. Analyze political and social impacts of civil rights movements throughout the history of the United States (e.g., demonstrations, individual and group resistance, organizing efforts, and collective action/unity). (DOK 3)
   • d. Explain and analyze the current state of civil and human rights for all people in our nation (e.g., people with disabilities, minorities, gender, etc.). (DOK 3)
   • e. Explain how conflict, cooperation, and interdependence (e.g., social justice, diversity, mutual respect, and civic engagement) among groups, societies, and nations influenced the writing of early historical documents. (DOK 3)

Content Strand: Economics

7. Understand how geographic location affects the economic and political aspects of both the Eastern and Western Hemispheres.
   • a. Identify and describe economic activities of both hemispheres. (DOK 3)
   • b. Analyze how physical features of a region affect the economic and political development of a population. (DOK 3)

Content Strand: Culture

8. Understand how location affects the cultural aspects of both the Eastern and Western Hemispheres.
   • a. Identify and describe the hemispheres using the five themes of geography (e.g., location, place, human/environmental interaction, movement, and region). (DOK 1)
   • b. Analyze how physical features of a region affect the cultural development of a population. (DOK 2)