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

  The student understands historical chronology and the historical perspective.

  • SS.A.1.3.1 Benchmark / Big Idea:

    The student understands how patterns, chronology, sequencing (including cause and effect), and the identification of historical periods are influenced by frames of reference.

    • SS.A.1.3.1 Benchmark / Descriptor:

      The student extends and refines understanding that historical events are subject to different interpretations (for example, patterns, chronology, sequencing including cause and effect and the identification of historical periods).

  • SS.A.1.3.2 Benchmark / Big Idea:

    The student knows the relative value of primary and secondary sources and uses this information to draw conclusions from historical sources such as data in charts, tables, graphs.

    • SS.A.1.3.2 Benchmark / Descriptor:

      The student draws appropriate conclusions based on data from charts, tables, and graphs.

    • SS.A.1.3.2 Benchmark / Descriptor:

      The student knows relative value of primary and secondary sources.

  • SS.A.1.3.3 Benchmark / Big Idea:

    The student knows how to impose temporal structure on historical narratives.

    • SS.A.1.3.3 Benchmark / Descriptor:

      No grade level expectation - Content addressed in SS.A.1.3.1.

• 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.2.3.1 Benchmark / Big Idea:

    The student understands how language, ideas, and institutions of one culture can influence other (e.g., through trade, exploration, and immigration).

    • SS.A.2.3.1 Benchmark / Descriptor:

      The student extends and refines understanding of ways language, ideas, and institutions of one culture can influence other cultures (for example, exploration, immigration, trade in the Western Hemisphere).

  • SS.A.2.3.2 Benchmark / Big Idea:

    The student knows how major historical developments have had an impact on the development of civilizations.

    • SS.A.2.3.2 Benchmark / Descriptor:

      The student extends and refines knowledge of ways major historical developments have influenced selected groups over time (for example, the components essential for the development of civilization, such as division of labor, technology, government, writing, calendar in the Western hemisphere).

  • SS.A.2.3.3 Benchmark / Big Idea:

    The student understands important technological developments and how they influenced human society.

    • SS.A.2.3.3 Benchmark / Descriptor:

      The student extends and refines understanding of ways technological factors have influenced selected groups over time (for example, transportation in the Western hemisphere.)

  • SS.A.2.3.4 Benchmark / Big Idea:

    The student understands the impact of geographical factors on the historical development of civilizations.

    • SS.A.2.3.4 Benchmark / Descriptor:

      The student extends and refines understanding of ways geographical factors have influenced selected groups (for example, Native Americans in the Great Plains).

  • SS.A.2.3.5 Benchmark / Big Idea:

    The student knows significant historical leaders who shaped the development of early cultures (e.g., military, political, and religious leaders in various civilizations).

    • SS.A.2.3.5 Benchmark / Descriptor:

      The student knows significant aspects of the lives and accomplishments of selected men and women in the historical period of ancient civilizations (for example, Alexander the Great, Hammurabi's development of legal codes, Moses).

  • SS.A.2.3.6 Benchmark / Big Idea:

    The student knows the major events that shaped the development of various cultures (e.g., the spread of agrarian societies, population movements, technological and cultural innovation, and the emergence of new population centers).

    • SS.A.2.3.6 Benchmark / Descriptor:

      The student refines and extends knowledge of major events that shaped the development of various cultures (for example, development of legal codes).

  • SS.A.2.3.7 Benchmark / Big Idea:

    The student knows significant achievements in art and architecture in various urban areas and communities to the time of the Renaissance (e.g., the Hanging Gardens of Babylon, pyramids in Egypt, temples in ancient Greece, bridges and aqueducts in ancient Rome, changes in European art and architecture between the Middle Ages and the High Renaissance).

    • SS.A.2.3.7 Benchmark / Descriptor:

      The student knows examples of significant achievements in art and architecture (for example, the Hanging Gardens of Babylon, pyramids in Egypt, bridges and aqueducts in ancient Rome, Gothic cathedrals in Medieval Europe).

  • SS.A.2.3.8 Benchmark / Big Idea:

    The student knows the political, social, and economic institutions that characterized the significant aspects of Eastern and Western civilizations.

    • SS.A.2.3.8 Benchmark / Descriptor:

      The student extends and refines knowledge of roles of political, economic, and social institutions in the development of selected civilizations (for example, the Catholic Church in Europe).

• 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.3.3.1 Benchmark / Big Idea:

    The student understands ways in which cultural characteristics have been transmitted from one society to another (e.g., through art, architecture, language, other artifacts, traditions, beliefs, values, and behaviors).

    • SS.A.3.3.1 Benchmark / Descriptor:

      The student extends and refines understanding of ways in which cultural characteristics have been transmitted from one society to another (for example, through traditions, beliefs, values, behaviors).

  • SS.A.3.3.2 Benchmark / Big Idea:

    The student understands the historical events that have shaped the development of cultures throughout the world.

    • SS.A.3.3.2 Benchmark / Descriptor:

      The student understands selected historical events that have shaped the development of selected cultures throughout the world (for example, the spread of humanism during the Renaissance).

  • SS.A.3.3.3 Benchmark / Big Idea:

    The student knows how physical and human geographic factors have influenced major historical events and movements.

    • SS.A.3.3.3 Benchmark / Descriptor:

      The student extends and refines understanding of ways geographical factors have influenced major historical events and movements in selected cultures (for example, mountain ranges in Europe and the Americas).

  • SS.A.3.3.4 Benchmark / Big Idea:

    The student knows significant historical leaders who have influenced the course of events in Eastern and Western civilizations since the Renaissance.

    • SS.A.3.3.4 Benchmark / Descriptor:

      The student extends and refines knowledge of aspects of the lives and accomplishments of significant men and women in selected regions since the Renaissance (for example, Christopher Columbus, Simon Bolivar).

  • SS.A.3.3.5 Benchmark / Big Idea:

    The student understands the differences between institutions of Eastern and Western civilizations (e.g., differences in governments, social traditions and customs, economic systems and religious institutions).

    • SS.A.3.3.5 Benchmark / Descriptor:

      The student understands selected aspects of political, economic, and social institutions in selected cultures in Western civilizations (for example, governments, social traditions and customs, economic systems, religious institutions).

    • SS.A.3.3.5 Benchmark / Descriptor:

      The student understands the differences between political, economic, and social institutions of Eastern and Western civilizations.

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

  The student understands United States history to 1880.

  • SS.A.4.3.1 Benchmark / Big Idea:

    The student knows the factors involved in the development of cities and industries (e.g., religious needs, the need for military protection, the need for a marketplace, changing spatial patterns, and geographical factors for location such as transportation and food supply).

    • SS.A.4.3.1 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.A.4.3.2 Benchmark / Big Idea:

    The student knows the role of physical and cultural geography in shaping events in the United States (e.g., environmental and climatic influences on settlement of the colonies, the American Revolution, and the Civil War).

    • SS.A.4.3.2 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.A.4.3.3 Benchmark / Big Idea:

    The student understands the impact of significant people and ideas on the development of values and traditions in the United States prior to 1880.

    • SS.A.4.3.3 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.A.4.3.4 Benchmark / Big Idea:

    The student understands ways state and federal policy influenced various Native American tribes (e.g., the Cherokee and Choctaw removals, the loss of Native American homelands, the Black Hawk War, and removal policies in the Old Northwest).

    • SS.A.4.3.4 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

• 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.5.3.1 Benchmark / Big Idea:

    The student understands the role of physical and cultural geography in shaping events in the United States since 1880 (e.g., Western settlement, immigration patterns, and urbanization).

    • SS.A.5.3.1 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.A.5.3.2 Benchmark / Big Idea:

    The student understands ways that significant individuals and events influenced economic, social, and political systems in the United States after 1880.

    • SS.A.5.3.2 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.A.5.3.3 Benchmark / Big Idea:

    The student knows the causes and consequences of urbanization that occurred in the United States after 1880 (e.g., causes such as industrialization; consequences such as poor living conditions in cities and employment conditions).

    • SS.A.5.3.3 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

• 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.6.3.1 Benchmark / Big Idea:

    The student understands how immigration and settlement patterns have shaped the history of Florida.

    • SS.A.6.3.1 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.A.6.3.2 Benchmark / Big Idea:

    The student knows the unique geographic and demographic characteristics that define Florida as a region.

    • SS.A.6.3.2 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.A.6.3.3 Benchmark / Big Idea:

    The student knows how the environment of Florida has been modified by the values, traditions, and actions of various groups who have inhabited the state.

    • SS.A.6.3.3 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.A.6.3.4 Benchmark / Big Idea:

    The student understands how the interactions of societies and cultures have influenced Florida's history.

    • SS.A.6.3.4 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.A.6.3.5 Benchmark / Big Idea:

    The student understands how Florida has allocated and used resources and the consequences of those economic decisions.

    • SS.A.6.3.5 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

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

  The student understands the world in spatial terms.

  • SS.B.1.3.1 Benchmark / Big Idea:

    The student uses various map forms (including thematic maps) and other geographic representations, tools, and technologies to acquire, process, and report geographic information including patterns of land use, connections between places, and patterns and processes of migration and diffusion.

    • SS.B.1.3.1 Benchmark / Descriptor:

      The student extends and refines knowledge of various map forms and other geographic representations (for map projections, Geographic Information Systems technologies).

    • SS.B.1.3.1 Benchmark / Descriptor:

      The student extends and refines use of various map forms and other geographic representations to acquire, process, and report geographic information (for example, patterns of population, economics, rainfall, vegetation, landforms).

  • SS.B.1.3.2 Benchmark / Big Idea:

    The student uses mental maps to organize information about people, places, and environments.

    • SS.B.1.3.2 Benchmark / Descriptor:

      The student extends and refines ability to use mental maps of selected regions (for example, mountains chains, bodies of water).

  • SS.B.1.3.3 Benchmark / Big Idea:

    The student knows the social, political, and economic divisions on Earth's surface.

    • SS.B.1.3.3 Benchmark / Descriptor:

      The student understands the social, political, and economic divisions in selected regions, (for example, national borders in the Western hemisphere).

  • SS.B.1.3.4 Benchmark / Big Idea:

    The student understands ways factors such as culture and technology influence the perception of places and regions.

    • SS.B.1.3.4 Benchmark / Descriptor:

      The student extends and refines understanding of ways judgments about cultural characteristics and degree of technological development influence perception of places and regions.

  • SS.B.1.3.5 Benchmark / Big Idea:

    The student knows ways in which the spatial organization of a society changes over time.

    • SS.B.1.3.5 Benchmark / Descriptor:

      The student extends and refines knowledge of ways in which the spatial organization of a society changes over time (for example, suburbanization in developed countries).

  • SS.B.1.3.6 Benchmark / Big Idea:

    The student understands ways in which regional systems are interconnected.

    • SS.B.1.3.6 Benchmark / Descriptor:

      The student knows ways selected regions are interconnected and interdependent (for example, less-developed regions supplying raw materials and developed regions supplying manufactured goods).

  • SS.B.1.3.7 Benchmark / Big Idea:

    The student understands the spatial aspects of communication and transportation systems.

    • SS.B.1.3.7 Benchmark / Descriptor:

      The student extends and refines understanding of spatial aspects of the communication and transportation systems in selected regions (time required to travel and communicate over distances reduced by technological developments).

• 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.2.3.1 Benchmark / Big Idea:

    The student understands the patterns and processes of migration and diffusion throughout the world.

    • SS.B.2.3.1 Benchmark / Descriptor:

      The student understands patterns and processes of migration and diffusion in selected regions.

  • SS.B.2.3.2 Benchmark / Big Idea:

    The student knows the human and physical characteristics of different places in the world and how these characteristics change over time.

    • SS.B.2.3.2 Benchmark / Descriptor:

      The student extends and refines knowledge of ways physical and human characteristics of selected regions have changed over time (for example, tree clearing in rain forests).

  • SS.B.2.3.3 Benchmark / Big Idea:

    The student understands ways cultures differ in their use of similar environments and resources.

    • SS.B.2.3.3 Benchmark / Descriptor:

      The student extends and refines understanding of ways various cultures use similar resources and environments (for example, terracing of mountain sides in the Andes and using mountainous areas for pasture in other areas).

  • SS.B.2.3.4 Benchmark / Big Idea:

    The student understands ways the landscape and society change as a consequence of shifting from a dispersed to a concentrated settlement form.

    • SS.B.2.3.4 Benchmark / Descriptor:

      No grade level expectation - Content addressed in SS.A.4.3.1.

  • SS.B.2.3.5 Benchmark / Big Idea:

    The student understands the geographical factors that affect the cohesiveness and integration of countries.

    • SS.B.2.3.5 Benchmark / Descriptor:

      The student extends and refines understanding of the various geographic factors that may divide or unite a country.

  • SS.B.2.3.6 Benchmark / Big Idea:

    The student understands the environmental consequences of people changing the physical environment in various world locations.

    • SS.B.2.3.6 Benchmark / Descriptor:

      The student extends and refines understanding of environmental consequences of people changing the physical environment in selected regions (for example, effects of ozone depletion, climate change).

  • SS.B.2.3.7 Benchmark / Big Idea:

    The student knows how various human systems throughout the world have developed in response to conditions in the physical environment.

    • SS.B.2.3.7 Benchmark / Descriptor:

      The student extends and refines knowledge of examples of ways the environment affects human systems in selected regions (for example, natural barriers that become boundaries).

  • SS.B.2.3.8 Benchmark / Big Idea:

    The student knows world patterns of resource distribution and utilization.

    • SS.B.2.3.8 Benchmark / Descriptor:

      The student knows patterns of resource distribution and use in selected regions (for example, mineral rights).

  • SS.B.2.3.9 Benchmark / Big Idea:

    The student understands ways the interaction between physical and human systems affects current conditions on Earth.

    • SS.B.2.3.9 Benchmark / Descriptor:

      No grade level expectation - Content addressed in SS.B.2.3.6 and SS.B.2.3.7.

• 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.1.3.1 Benchmark / Big Idea:

    The student knows the essential ideas of American constitutional government that are expressed in the Declaration of Independence, the Constitution, the Federalist Papers, and other writings.

    • SS.C.1.3.1 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.C.1.3.2 Benchmark / Big Idea:

    The student understands major ideas about why government is necessary and the purposes government should serve.

    • SS.C.1.3.2 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.C.1.3.3 Benchmark / Big Idea:

    The student understands ways the legislative, executive, and judicial branches share power and responsibilities (e.g., each branch has varying degrees of legislative, executive, and judicial powers and responsibilities).

    • SS.C.1.3.3 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.C.1.3.4 Benchmark / Big Idea:

    The student knows the major parts of the federal system including the national government, state governments, and other governmental units (e.g., District of Columbia, American tribal governments, and the Virgin Islands).

    • SS.C.1.3.4 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.C.1.3.5 Benchmark / Big Idea:

    The student knows the major responsibilities of his or her state and local governments and understands the organization of his or her state and local governments.

    • SS.C.1.3.5 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.C.1.3.6 Benchmark / Big Idea:

    The student understands the importance of the rule of law in establishing limits on both those who govern and the governed, protecting individual rights, and promoting the common good.

    • SS.C.1.3.6 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

• 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.2.3.1 Benchmark / Big Idea:

    The student understands the history of the rights, liberties, and obligations of citizenship in the United States.

    • SS.C.2.3.1 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.C.2.3.2 Benchmark / Big Idea:

    The student understands that citizenship is legally recognized full membership in a self-governing community that confers equal rights under the law; is not dependent on inherited, involuntary groupings; and confers certain rights and privileges (e.g., the right to vote, to hold public office, and to serve on juries).

    • SS.C.2.3.2 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.C.2.3.3 Benchmark / Big Idea:

    The student understands the argument that all rights have limits and knows the criteria commonly used in determining when and why limits should be placed on rights (e.g., whether a clear and present danger exists and whether national security is at risk).

    • SS.C.2.3.3 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.C.2.3.4 Benchmark / Big Idea:

    The student understands what constitutes personal, political, and economic rights and the major documentary sources of these rights.

    • SS.C.2.3.4 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.C.2.3.5 Benchmark / Big Idea:

    The student understands ways he or she can contact his or her representatives and why it is important to do so and knows which level of government he or she should contact to express his or her opinions or to get help on a specific problem.

    • SS.C.2.3.5 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.C.2.3.6 Benchmark / Big Idea:

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

    • SS.C.2.3.6 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.C.2.3.7 Benchmark / Big Idea:

    The student understands current issues involving rights that affect local, national, or international political, social, and economic systems.

    • SS.C.2.3.7 Benchmark / Descriptor:

      The student extends and refines knowledge of ways current issues affect political, social, and economic systems in selected regions.

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

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

  • SS.D.1.3.1 Benchmark / Big Idea:

    The student knows the options and resources that are available for consumer protection.

    • SS.D.1.3.1 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.D.1.3.2 Benchmark / Big Idea:

    The student understands the advantages and disadvantages of various kinds of credit (e.g., credit cards, bank loans, or financing with no payment for 6 months).

    • SS.D.1.3.2 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

  • SS.D.1.3.3 Benchmark / Big Idea:

    The student understands the variety of factors necessary to consider when making wise consumer decisions.

    • SS.D.1.3.3 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

• 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.2.3.1 Benchmark / Big Idea:

    The student understands ways production and distribution decisions are determined in the United States economy and how these decisions compare to those made in market, tradition-based, command, and mixed economic systems.

    • SS.D.2.3.1 Benchmark / Descriptor:

      The student extends and refines understanding of basic economic systems commonly found in selected regions (for example, market and mixed economies in the Western hemisphere).

  • SS.D.2.3.2 Benchmark / Big Idea: The student understands that relative prices and how they affect people's decisions are the means by which a market system provides answers to the three basic economic questions

    What goods and services will be produced? How will they be produced? Who will buy them?

    • SS.D.2.3.2 Benchmark / Descriptor:

      The student applies three basic economic questions to various economic systems in selected regions (What goods and services will be produced? How will they be produced? Who will buy them?).

  • SS.D.2.3.3 Benchmark / Big Idea:

    The student knows the various kinds of specialized institutions that exist in market economies (e.g., corporations, labor unions, banks, and the stock market).

    • SS.D.2.3.3 Benchmark / Descriptor:

      No grade level expectation - Content addressed in eighth grade.

• DE.7.C1. Content Standard: Civics

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

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

    Students explain why governments have different powers.

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

    Students explain how different powers of governments are used.

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

    Students understand that governments have the power to make and enforce laws and regulations, levy taxes, conduct foreign policy, and make war.

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

    Students explain how different levels of governments meet different needs.

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

    Students explain why the United States has a federalist government.

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

    Students analyze the different functions of federal, state, and local governments in the United States and examine the reasons for the different organizational structures each level of government employs.

• DE.7.C2. Content Standard: Civics

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

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

    Students explain why the Bill of Rights and other amendments that protect individual rights have become part of the U.S. Constitution.

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

    Students explain why it is necessary to protect the rights of minorities.

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

    Students explain how the Bill of Rights protects minority groups from discrimination.

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

    Students understand that the concept of majority rule does not mean that the rights of minorities may be disregarded and will examine and apply the protections accorded those minorities in the American political system.

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

    Students identify the principles upon which the U.S. government is founded.

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

    Students explain how the principles upon which the U.S. government is founded have been applied.

  • 7.C2.7. Performance Indicator / Gle:

    Students understand the principles and content of major American state papers such as the Declaration of Independence; United States Constitution (including the Bill of Rights); and the Federalist Papers.

• DE.7.C3. Content Standard: Civics

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

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

    Students explain how civil rights guaranteed to U.S. citizens protect individual liberty.

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

    Students explain how property rights guaranteed to U.S. citizens protect individual liberty.

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

    Students understand that civil rights secure political freedom while property rights secure economic freedom and that both are essential protections for United States citizens.

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

    Students identify the responsibilities of a citizen.

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

    Students explain why meeting the responsibilities of a citizen helps to preserve individual freedoms.

  • 7.C3.6. Performance Indicator / Gle:

    Students understand that American citizenship includes responsibilities such as voting, jury duty, obeying the law, service in the armed forces when required, and public service.

• DE.7.C4. Content Standard: Civics

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

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

    Students explain why citizens should communicate with public officials about public policy.

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

    Students identify ways to effectively communicate with public officials about public policy.

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

    Students follow the actions of elected officials, and understand and employ the mechanisms for communicating with them while in office.

• DE.7.E1. Content Standard: Economics

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

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

    Students identify and explain factors that shift supply or demand in markets.

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

    Students predict changes to the price of a good or service based on changes in supply or demand.

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

    Students analyze how changes in technology, costs, and demand interact in competitive markets to determine or change the price of goods and services.

• DE.7.E2. Content Standard: Economics

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

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

    Students explain how the supply of money in an economy can affect economic growth.

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

    Students explain how government policies can impact economic growth.

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

    Students analyze the role of money and banking in the economy, and the ways in which government taxes and spending affect the functioning of market economies.

• DE.7.E3. Content Standard: Economics

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

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

    Students explain how the amount and quality of resources and technology can influence the economic decision-making of producers and consumers.

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

    Students explain how cultural values can influence the factors of production, methods of distribution, and means of exchange.

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

    Students demonstrate the ways in which the means of production, distribution, and exchange in different economic systems have a relationship to cultural values, resources, and technologies.

• DE.7.E4. Content Standard: Economics

  Students will examine the patterns and results of international trade.

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

    Students explain how specialization creates interdependence.

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

    Students analyze how government policies can affect trade.

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

    Students explain the costs and benefits to free trade policies.

  • 7.E4.4. Performance Indicator / Gle:

    Students examine how nations with different economic systems specialize and become interdependent through trade and how government policies allow either free or restricted trade.

• DE.7.G1. Content Standard: Geography

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

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

    Students apply mental maps to ask and answer questions that require awareness of the relative location of places in the world's subregions.

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

    Students explain how mental maps held by people in various sub-regions reflect different perceptions of the world.

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

    Students demonstrate how different maps and geo-graphics can be used to display different characteristics of places in the world's subregions.

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

    Students demonstrate mental maps of the world and its sub-regions which include the relative location and characteristics of major physical features, political divisions, and human settlements.

• DE.7.G2. Content Standard: Geography

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

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

    Students identify the processes that shape the natural environment.

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

    Students explain ways in which people change or affect the natural environment.

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

    Students apply a knowledge of the major processes shaping natural environments to understand how different peoples have changed, and been affected by, physical environments in the world's subregions.

• DE.7.G3. Content Standard: Geography

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

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

    Students identify the world's major cultural hearths and the extent of their geographic influence, using concepts of core and periphery.

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

    Students apply the different processes of geographic diffusion to show how different places around the world are affected by the spread of ideas from cultural hearths.

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

    Students identify and explain the major cultural patterns of human activity in the world's sub-regions.

• DE.7.G4. Content Standard: Geography

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

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

    Students identify types of geographic regions.

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

    Students explain the factors that affect the location of economic activities.

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

    Students explain how specialized economic regions are created and how they might change.

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

    Students understand the processes affecting the location of economic activities in different world regions.

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

    Students explain why people identify with a territory and the ways they use borders to geographically define it.

  • 7.G4.6. Performance Indicator / Gle:

    Students explain how culture and resources often form the basis for territories.

  • 7.G4.7. Performance Indicator / Gle:

    Students explain how a people's territorial identity may cause conflict.

  • 7.G4.8. Performance Indicator / Gle:

    Students explain how conflict and cooperation among people contribute to the division of the Earth's surface into distinctive cultural and political territories.

• DE.7.H1. Content Standard: History

  Students will employ chronological concepts in analyzing historical phenomena.

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

    Students analyze long-term change using historical materials.

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

    Students draw conclusions from historical materials to explain the causes or effects of historical trends and themes.

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

    Students examine historical materials relating to a particular region, society, or theme; analyze change over time, and make logical inferences concerning cause and effect.

• DE.7.H2. Content Standard: History

  Students will gather, examine, and analyze historical data.

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

    Students explain how to investigate a historical question.

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

    Students conduct valid historical research and create valid historical conclusions from the examination of primary and secondary historical sources.

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

    Students explain why a given historical source is credible.

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

    Students analyze a historical document to explain its purpose, perspective, or point of view.

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

    Students master the basic research skills necessary to conduct an independent investigation of historical phenomena.

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

    Students examine historical documents, artifacts, and other materials, and analyze them in terms of credibility, as well as the purpose, perspective, or point of view for which they were constructed.

• DE.7.H3. Content Standard: History

  Students will interpret historical data.

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

    Students identify the historical source(s) used to reach a given historical conclusion.

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

    Students explain why historians using the same historical sources can reach different historical conclusions.

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

    Students compare different historians' descriptions of the same societies in order to examine how the choice of questions and use of sources may affect their conclusions.

• CA.7.1. Content Standard: World History and Geography

  Medieval and Early Modern Times: Students analyze the causes and effects of the vast expansion and ultimate disintegration of the Roman Empire.

  • 7.1.1. Performance Standard:

    Study the early strengths and lasting contributions of Rome (e.g., significance of Roman citizenship; rights under Roman law; Roman art, architecture, engineering, and philosophy; preservation and transmission of Christianity) and its ultimate internal weaknesses (e.g., rise of autonomous military powers within the empire, undermining of citizenship by the growth of corruption and slavery, lack of education, and distribution of news).

  • 7.1.2. Performance Standard:

    Discuss the geographic borders of the empire at its height and the factors that threatened its territorial cohesion.

  • 7.1.3. Performance Standard:

    Describe the establishment by Constantine of the new capital in Constantinople and the development of the Byzantine Empire, with an emphasis on the consequences of the development of two distinct European civilizations, Eastern Orthodox and Roman Catholic, and their two distinct views on church-state relations.

• CA.7.2. Content Standard: World History and Geography

  Medieval and Early Modern Times: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Islam in the Middle Ages.

  • 7.2.1. Performance Standard:

    Identify the physical features and describe the climate of the Arabian peninsula, its relationship to surrounding bodies of land and water, and nomadic and sedentary ways of life.

  • 7.2.2. Performance Standard:

    Trace the origins of Islam and the life and teachings of Muhammad, including Islamic teachings on the connection with Judaism and Christianity.

  • 7.2.3. Performance Standard:

    Explain the significance of the Qur'an and the Sunnah as the primary sources of Islamic beliefs, practice, and law, and their influence in Muslims' daily life.

  • 7.2.4. Performance Standard:

    Discuss the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Muslim civilization and the spread and acceptance of Islam and the Arabic language.

  • 7.2.5. Performance Standard:

    Describe the growth of cities and the establishment of trade routes among Asia, Africa, and Europe, the products and inventions that traveled along these routes (e.g., spices, textiles, paper, steel, new crops), and the role of merchants in Arab society.

  • 7.2.6. Performance Standard:

    Understand the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations in the areas of science, geography, mathematics, philosophy, medicine, art, and literature.

• CA.7.3. Content Standard: World History and Geography

  Medieval and Early Modern Times: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of China in the Middle Ages.

  • 7.3.1. Performance Standard:

    Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan.

  • 7.3.2. Performance Standard:

    Describe agricultural, technological, and commercial developments during the Tang and Sung periods.

  • 7.3.3. Performance Standard:

    Analyze the influences of Confucianism and changes in Confucian thought during the Sung and Mongol periods.

  • 7.3.4. Performance Standard:

    Understand the importance of both overland trade and maritime expeditions between China and other civilizations in the Mongol Ascendancy and Ming Dynasty.

  • 7.3.5. Performance Standard:

    Trace the historic influence of such discoveries as tea, the manufacture of paper, wood-block printing, the compass, and gunpowder.

  • 7.3.6. Performance Standard:

    Describe the development of the imperial state and the scholar-official class.

• CA.7.4. Content Standard: World History and Geography

  Medieval and Early Modern Times: Students analyze the geographic, political, economic, religious, and social structures of the sub-Saharan civilizations of Ghana and Mali in Medieval Africa.

  • 7.4.1. Performance Standard:

    Study the Niger River and the relationship of vegetation zones of forest, savannah, and desert to trade in gold, salt, food, and slaves; and the growth of the Ghana and Mali empires.

  • 7.4.2. Performance Standard:

    Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa.

  • 7.4.3. Performance Standard:

    Describe the role of the trans-Saharan caravan trade in the changing religious and cultural characteristics of West Africa and the influence of Islamic beliefs, ethics, and law.

  • 7.4.4. Performance Standard:

    Trace the growth of the Arabic language in government, trade, and Islamic scholarship in West Africa.

  • 7.4.5. Performance Standard:

    Describe the importance of written and oral traditions in the transmission of African history and culture.

• CA.7.5. Content Standard: World History and Geography

  Medieval and Early Modern Times: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Japan.

  • 7.5.1. Performance Standard:

    Describe the significance of Japan's proximity to China and Korea and the intellectual, linguistic, religious, and philosophical influence of those countries on Japan.

  • 7.5.2. Performance Standard:

    Discuss the reign of Prince Shotoku of Japan and the characteristics of Japanese society and family life during his reign.

  • 7.5.3. Performance Standard:

    Describe the values, social customs, and traditions prescribed by the lord-vassal system consisting of shogun, daimyo, and samurai and the lasting influence of the warrior code in the twentieth century.

  • 7.5.4. Performance Standard:

    Trace the development of distinctive forms of Japanese Buddhism.

  • 7.5.5. Performance Standard:

    Study the ninth and tenth centuries' golden age of literature, art, and drama and its lasting effects on culture today, including Murasaki Shikibu's Tale of Genji.

  • 7.5.6. Performance Standard:

    Analyze the rise of a military society in the late twelfth century and the role of the samurai in that society.

• CA.7.6. Content Standard: World History and Geography

  Medieval and Early Modern Times: Students analyze the geographic, political, economic, religious, and social structures of the civilizations of Medieval Europe.

  • 7.6.1. Performance Standard:

    Study the geography of the Europe and the Eurasian land mass, including its location, topography, waterways, vegetation, and climate and their relationship to ways of life in Medieval Europe.

  • 7.6.2. Performance Standard:

    Describe the spread of Christianity north of the Alps and the roles played by the early church and by monasteries in its diffusion after the fall of the western half of the Roman Empire.

  • 7.6.3. Performance Standard:

    Understand the development of feudalism, its role in the medieval European economy, the way in which it was influenced by physical geography (the role of the manor and the growth of towns), and how feudal relationships provided the foundation of political order.

  • 7.6.4. Performance Standard:

    Demonstrate an understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, Emperor Henry IV).

  • 7.6.5. Performance Standard:

    Know the significance of developments in medieval English legal and constitutional practices and their importance in the rise of modern democratic thought and representative institutions (e.g., Magna Carta, parliament, development of habeas corpus, an independent judiciary in England).

  • 7.6.6. Performance Standard:

    Discuss the causes and course of the religious Crusades and their effects on the Christian, Muslim, and Jewish populations in Europe, with emphasis on the increasing contact by Europeans with cultures of the Eastern Mediterranean world.

  • 7.6.7. Performance Standard:

    Map the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe and describe its impact on global population.

  • 7.6.8. Performance Standard:

    Understand the importance of the Catholic church as a political, intellectual, and aesthetic institution (e.g., founding of universities, political and spiritual roles of the clergy, creation of monastic and mendicant religious orders, preservation of the Latin language and religious texts, St. Thomas Aquinas's synthesis of classical philosophy with Christian theology, and the concept of 'natural law').

  • 7.6.9. Performance Standard:

    Know the history of the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista and the rise of Spanish and Portuguese kingdoms.

• CA.7.7. Content Standard: World History and Geography

  Medieval and Early Modern Times: Students compare and contrast the geographic, political, economic, religious, and social structures of the Meso-American and Andean civilizations.

  • 7.7.1. Performance Standard:

    Study the locations, landforms, and climates of Mexico, Central America, and South America and their effects on Mayan, Aztec, and Incan economies, trade, and development of urban societies.

  • 7.7.2. Performance Standard:

    Study the roles of people in each society, including class structures, family life, war-fare, religious beliefs and practices, and slavery.

  • 7.7.3. Performance Standard:

    Explain how and where each empire arose and how the Aztec and Incan empires were defeated by the Spanish.

  • 7.7.4. Performance Standard:

    Describe the artistic and oral traditions and architecture in the three civilizations.

  • 7.7.5. Performance Standard:

    Describe the Meso-American achievements in astronomy and mathematics, including the development of the calendar and the Meso-American knowledge of seasonal changes to the civilizations' agricultural systems.

• CA.7.8. Content Standard: World History and Geography

  Medieval and Early Modern Times: Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.

  • 7.8.1. Performance Standard:

    Describe the way in which the revival of classical learning and the arts fostered a new interest in humanism (i.e., a balance between intellect and religious faith).

  • 7.8.2. Performance Standard:

    Explain the importance of Florence in the early stages of the Renaissance and the growth of independent trading cities (e.g., Venice), with emphasis on the cities' importance in the spread of Renaissance ideas.

  • 7.8.3. Performance Standard:

    Understand the effects of the reopening of the ancient 'Silk Road' between Europe and China, including Marco Polo's travels and the location of his routes.

  • 7.8.4. Performance Standard:

    Describe the growth and effects of new ways of disseminating information (e.g., the ability to manufacture paper, translation of the Bible into the vernacular, printing).

  • 7.8.5. Performance Standard:

    Detail advances made in literature, the arts, science, mathematics, cartography, engineering, and the understanding of human anatomy and astronomy (e.g., by Dante Alighieri, Leonardo da Vinci, Michelangelo di Buonarroti Simoni, Johann Gutenberg, William Shakespeare).

• CA.7.9. Content Standard: World History and Geography

  Medieval and Early Modern Times: Students analyze the historical developments of the Reformation.

  • 7.9.1. Performance Standard:

    List the causes for the internal turmoil in and weakening of the Catholic church (e.g., tax policies, selling of indulgences).

  • 7.9.2. Performance Standard:

    Describe the theological, political, and economic ideas of the major figures during the Reformation (e.g., Desiderius Erasmus, Martin Luther, John Calvin, William Tyndale).

  • 7.9.3. Performance Standard:

    Explain Protestants' new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism.

  • 7.9.4. Performance Standard:

    Identify and locate the European regions that remained Catholic and those that became Protestant and explain how the division affected the distribution of religions in the New World.

  • 7.9.5. Performance Standard:

    Analyze how the Counter-Reformation revitalized the Catholic church and the forces that fostered the movement (e.g., St. Ignatius of Loyola and the Jesuits, the Council of Trent).

  • 7.9.6. Performance Standard:

    Understand the institution and impact of missionaries on Christianity and the diffusion of Christianity from Europe to other parts of the world in the medieval and early modern periods; locate missions on a world map.

  • 7.9.7. Performance Standard:

    Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain that promoted creativity in art, literature, and science, including how that cooperation was terminated by the religious persecution of individuals and groups (e.g., the Spanish Inquisition and the expulsion of Jews and Muslims from Spain in 1492).

• CA.7.10. Content Standard: World History and Geography

  Medieval and Early Modern Times: Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.

  • 7.10.1. Performance Standard:

    Discuss the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and Muslim science; Renaissance humanism; new knowledge from global exploration).

  • 7.10.2. Performance Standard:

    Understand the significance of the new scientific theories (e.g., those of Copernicus, Galileo, Kepler, Newton) and the significance of new inventions (e.g., the telescope, microscope, thermometer, barometer).

  • 7.10.3. Performance Standard:

    Understand the scientific method advanced by Bacon and Descartes, the influence of new scientific rationalism on the growth of democratic ideas, and the coexistence of science with traditional religious beliefs.

• CA.7.11. Content Standard: World History and Geography

  Medieval and Early Modern Times: Students analyze political and economic change in the sixteenth, seventeenth, and eighteenth centuries (the Age of Exploration, the Enlightenment, and the Age of Reason).

  • 7.11.1. Performance Standard:

    Know the great voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview.

  • 7.11.2. Performance Standard:

    Discuss the exchanges of plants, animals, technology, culture, and ideas among Europe, Africa, Asia, and the Americas in the fifteenth and sixteenth centuries and the major economic and social effects on each continent.

  • 7.11.3. Performance Standard:

    Examine the origins of modern capitalism; the influence of mercantilism and cottage industry; the elements and importance of a market economy in seventeenth-century Europe; the changing international trading and marketing patterns, including their locations on a world map; and the influence of explorers and map makers.

  • 7.11.4. Performance Standard:

    Explain how the main ideas of the Enlightenment can be traced back to such movements as the Renaissance, the Reformation, and the Scientific Revolution and to the Greeks, Romans, and Christianity.

  • 7.11.5. Performance Standard:

    Describe how democratic thought and institutions were influenced by Enlightenment thinkers (e.g., John Locke, Charles-Louis Montesquieu, American founders).

  • 7.11.6. Performance Standard:

    Discuss how the principles in the Magna Carta were embodied in such documents as the English Bill of Rights and the American Declaration of Independence.

• CA.6-8.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 grades six through eight. They are to be assessed only in conjunction with the content standards in grades six through eight. In addition to the standards for grades six through eight, students demonstrate the following intellectual reasoning, reflection, and research skills.

  • 6-8.CST. Performance Standard:

    Chronological and Spatial Thinking

    • 6-8.1. Grade Level Expectation:

      Students explain how major events are related to one another in time.

    • 6-8.2. Grade Level Expectation:

      Students construct various time lines of key events, people, and periods of the historical era they are studying.

    • 6-8.3. Grade Level Expectation:

      Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems.

  • 6-8.REP. Performance Standard:

    Research, Evidence, and Point

    • 6-8.1. Grade Level Expectation:

      Students frame questions that can be answered by historical study and research.

    • 6-8.2. Grade Level Expectation:

      Students distinguish fact from opinion in historical narratives and stories.

    • 6-8.3. Grade Level Expectation:

      Students distinguish relevant from irrelevant information, essential from incidental information, and verifiable from unverifiable information in historical narratives and stories.

    • 6-8.4. Grade Level Expectation:

      Students assess the credibility of primary and secondary sources and draw sound conclusions from them.

    • 6-8.5. Grade Level Expectation:

      Students detect the different historical points of view on historical events and determine the context in which the historical statements were made (the questions asked, sources used, author's perspectives).

  • 6-8.HI. Performance Standard:

    Historical Interpretation

    • 6-8.1. Grade Level Expectation:

      Students explain the central issues and problems from the past, placing people and events in a matrix of time and place.

    • 6-8.2. Grade Level Expectation:

      Students understand and distinguish cause, effect, sequence, and correlation in historical events, including the long-and short-term causal relations.

    • 6-8.3. Grade Level Expectation:

      Students explain the sources of historical continuity and how the combination of ideas and events explains the emergence of new patterns.

    • 6-8.4. Grade Level Expectation:

      Students recognize the role of chance, oversight, and error in history.

    • 6-8.5. Grade Level Expectation:

      Students recognize that interpretations of history are subject to change as new information is uncovered.

    • 6-8.6. Grade Level Expectation:

      Students interpret basic indicators of economic performance and conduct cost-benefit analyses of economic and political issues.

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

      Determine the absolute and relative location of a specific place.

    • G.1.7.2. Student Learning Expectation / Benchmark: Location, Place, and Region

      Compare the influence of geographic locations on early civilizations.

    • G.1.7.3. Student Learning Expectation / Benchmark: Location, Place, and Region

      Analyze the importance of the following river systems on the emergence of early civilizations: Ganges River, Huang He (Yellow River), Indus River, Nile River, and Tirgris/Euphrates River.

    • G.1.7.4. Student Learning Expectation / Benchmark: Location, Place, and Region

      Interpret specific types of charts, maps and graphs showing weather patterns, climate, population, or other specific topics.

    • G.1.7.5. Student Learning Expectation / Benchmark: Location, Place, and Region

      Compare a variety of regions to determine suitability for growth (e.g., climate, landform, vegetation regions)

    • G.1.7.6. Student Learning Expectation / Benchmark: Map and Globe Skills

      Compare and contrast the tools used by geographers, past and present, to develop maps and globes (e.g., astrolabe, compass, sextant, Global Positioning System GPS], Geographic Information Systems GIS], LANDSAT, Internet)

    • G.1.7.7. Student Learning Expectation / Benchmark: Map and Globe Skills

      Design maps of places and regions that contain map elements: compass rose, inset map, grid system, legend/key, latitude, longitude, map scale, and title.

    • G.1.7.8. Student Learning Expectation / Benchmark: Map and Globe Skills

      Determine latitude and longitude using maps or globes.

    • G.1.7.9. Student Learning Expectation / Benchmark: Map and Globe Skills

      Examine the influence of Earth's physical features on the development of regions of early civilizations.

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

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

    • G.2.7.1. Student Learning Expectation / Benchmark: Culture/Diversity

      Examine creative work as examples of cultural heritage (e.g., literature, mosaics, statuary, architecture, philosophy, dramas)

    • G.2.7.2. Student Learning Expectation / Benchmark: Culture/Diversity

      Compare and contrast the contributions of people of various racial, ethnic, and religious groups in the development of early civilizations (e.g., Akbar the Great, Chandragupta I, Hatshepsut, Marco Polo, Mansu Musa, Ramses)

    • G.2.7.3. Student Learning Expectation / Benchmark: Culture/Diversity

      Demonstrate examples of cultural exchange throughout various periods of world 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.3.7.1. Student Learning Expectation / Benchmark: Movement

      Discuss push-pull factors that influenced the growth of population centers (e.g., location, transportation corridors and barriers, distribution of resources)

    • G.3.7.2. Student Learning Expectation / Benchmark: Movement

      Investigate the infrastructure of population centers.

    • G.3.7.3. Student Learning Expectation / Benchmark: Human Environment Interaction

      Analyze ways people have: adapted to the physical environment and altered the physical 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.4.7.1. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Discuss the different ways executive, legislative, and judicial powers have been organized.

    • C.4.7.2. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Discuss different forms of executive leadership in civilizations (e.g., judge class, patrician class, priest class, warrior class, emperor, nobility).

    • C.4.7.3. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Compare and contrast forms of government: democracy, dictatorship, monarchy, oligarchy and theocracy.

    • C.4.7.4. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Discuss individuals and their contributions to changing governments (e.g., Alexander the Great, Attila the Hun, Julius Caesar, Charlemagne, William the Conqueror, Qin Shi-Huangdi, Emperor Wudi)

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

      Examine the concept of codified law: Hammurabi's Code and Justinian's Code.

    • C.5.7.2. Student Learning Expectation / Benchmark: Roots of Democracy

      Investigate the significance of icons, artifacts, and symbols of civilizations using primary and secondary sources (e.g., flags, statues, monuments, coins, heraldry)

    • C.5.7.3. Student Learning Expectation / Benchmark: Roots of Democracy

      Examine rights, privileges, and responsibilities citizens and non-citizens had in civilizations based upon gender, socio-economic class, ethnicity, religion, or caste.

    • C.5.7.4. Student Learning Expectation / Benchmark: Roots of Democracy

      Discuss ways citizens participated in government: Athens, Sparta and Rome.

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

      Examine ways viewpoints expressed in primary and secondary source documents have changed over time.

    • H.6.7.2. Student Learning Expectation / Benchmark: Continuity and Change

      Sequence significant historical events on a timeline to make predictions.

    • H.6.7.3. Student Learning Expectation / Benchmark: Continuity and Change

      Investigate characteristics of civilizations (e.g., writing, development of communities, government, religion, specialized workers, advanced technology, economic systems, education).

    • H.6.7.4. Student Learning Expectation / Benchmark: Continuity and Change

      Analyze achievements of the early river civilizations (e.g., agricultural improvements, establishment of libraries, architecture, transportation, commerce)

    • H.6.7.5. Student Learning Expectation / Benchmark: Continuity and Change

      Examine the development of ancient non-European civilizations: Africa, the Americas and Asia.

    • H.6.7.6. Student Learning Expectation / Benchmark: Continuity and Change

      Explore the development of the Roman Empire and the people associated with it (e.g., Augustus, Julius Caesar, Hannibal)

    • H.6.7.7. Student Learning Expectation / Benchmark: Continuity and Change

      Examine contributions that past civilizations made to the modern world (e.g., arts, architecture, aqueducts, legal system, math, language, science, transportation)

    • H.6.7.8. Student Learning Expectation / Benchmark: Continuity and Change

      Describe the development of the dynastic system in China (e.g., Mandate of Heaven)

    • H.6.7.9. Student Learning Expectation / Benchmark: Continuity and Change

      Investigate roles of the Christian church in Medieval Europe.

    • H.6.7.10. Student Learning Expectation / Benchmark: Continuity and Change

      Describe life in Medieval Europe: feudalism, guild system, and manorial system.

    • H.6.7.11. Student Learning Expectation / Benchmark: Continuity and Change

      Describe the effects of the following events on the 14th Century: Black Death, One Hundred Years and War.

    • H.6.7.12. Student Learning Expectation / Benchmark: Continuity and Change

      Investigate the motives for the writing of the Magna Carta and the resulting influence on political power in England (e.g., establishment of Parliament)

    • H.6.7.13. Student Learning Expectation / Benchmark: Continuity and Change

      Explore medieval Japan (e.g., Shogunates, Samurai, feudalism)

    • H.6.7.14. Student Learning Expectation / Benchmark: Continuity and Change

      Describe the role of Constantinople: fall of Rome, Byzantine Empire, influence on art, and division of the Christian Church.

    • H.6.7.15. Student Learning Expectation / Benchmark: Continuity and Change

      Describe influences of the Persian, Peloponnesian, and Punic Wars on ancient civilization.

    • H.6.7.16. Student Learning Expectation / Benchmark: Continuity and Change

      Describe the rise of Alexander the Great and the development of Hellenistic culture.

    • H.6.7.17. Student Learning Expectation / Benchmark: Continuity and Change

      Discuss factors that led to the fall of the Roman Empire.

    • H.6.7.18. Student Learning Expectation / Benchmark: Continuity and Change

      Investigate the causes and effects of the Crusades.

    • H.6.7.19. Student Learning Expectation / Benchmark: Continuity and Change

      Discuss the causes, courses, and effects of invasion: Viking, Mongol and Persian.

    • H.6.7.20. Student Learning Expectation / Benchmark: Conflict and Consensus

      Examine the consequences of the Norman invasion on England: Battle of Hastings, Domesday Book and feudalism.

    • H.6.7.21. Student Learning Expectation / Benchmark: Movement

      Illustrate the development of early civilizations using a historical map: Mesopotamia, Egypt, India, China, Kiev and Bantu.

    • H.6.7.22. Student Learning Expectation / Benchmark: Movement

      Illustrate the expansion of Greece on a map of the ancient Mediterranean World.

    • H.6.7.23. Student Learning Expectation / Benchmark: Movement

      Illustrate military expeditions of Alexander the Great.

    • H.6.7.24. Student Learning Expectation / Benchmark: Movement

      Illustrate the expansion of the Islamic Empire across Asia, Africa, and Europe on a historical map.

    • H.6.7.25. Student Learning Expectation / Benchmark: Movement

      Compare the locations of African kingdoms on a historical map including, but not limited to: Ghana, Kush, Mali and Songhai.

    • H.6.7.26. Student Learning Expectation / Benchmark: Movement

      Compare the locations of early American civilizations on a historical map including, but not limited to: Aztec, Inca, Maya, North American Indians and Olmec.

    • H.6.7.27. Student Learning Expectation / Benchmark: Movement

      Examine the spread of ideas and goods through the network of trade routes (e.g., Indian Ocean, Trans-Sahara, Silk Road)

    • H.6.7.28. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

      Contrast characteristics of the Paleolithic and Neolithic Ages.

    • H.6.7.29. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

      Examine the development of monotheism.

    • H.6.7.30. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

      Compare and contrast life in Athens and Sparta (e.g., the role of citizens, social classes, Olympic games).

    • H.6.7.31. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

      Examine the historical development and the basic tenets of world belief systems: Buddhism, Christianity, Confucianism, Hinduism, Islam and Judaism.

    • H.6.7.32. Student Learning Expectation / Benchmark: Regionalism and Nationalism

      Examine the development of the Frankish Kingdom under Clovis and Charlemagne.

    • H.6.7.33. Student Learning Expectation / Benchmark: Regionalism and Nationalism

      Describe the development of Russia (e.g., Kiev, Eastern Orthodox Church, Czars).

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

      Discuss the economic wants and needs of people over time.

    • E.7.7.2. Student Learning Expectation / Benchmark: Costs and Benefits

      Investigate choices made by early civilizations that had long-range economic consequences.

    • E.7.7.3. Student Learning Expectation / Benchmark: Costs and Benefits

      Discuss ways scarcity has influenced economic wants and needs resulting in the need to make choices.

    • E.7.7.4. Student Learning Expectation / Benchmark: Costs and Benefits

      Discuss opportunity costs associated with decision-making.

    • E.7.7.5. Student Learning Expectation / Benchmark: Costs and Benefits

      Determine influences of limited resources on economies due to choices made by leaders.

    • E.7.7.6. Student Learning Expectation / Benchmark: Costs and Benefits

      Explain how trade-offs have allowed civilizations to get the most out of scarce resources.

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

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

    • E.8.7.1. Student Learning Expectation / Benchmark: Factors of Production

      Describe ways advancement of technologies in division of labor and specialization helped the development of civilization and economies. (e.g., metallurgy across the Copper, Bronze and Iron Ages)

    • E.8.7.2. Student Learning Expectation / Benchmark: Factors of Production

      Discuss the effects of improving the quality or quantity of human capital and the increase of productivity (e.g., library at Alexandria, Chinese civil service system, guild systems, importation of labor).

    • E.8.7.3. Student Learning Expectation / Benchmark: Factors of Production

      Discuss the changing factors of production over time: human resources, capital resources, natural resources, and entrepreneurship.

    • E.8.7.4. Student Learning Expectation / Benchmark: Factors of Production

      Analyze ways distribution of natural resources determined settlement pattern.

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

      Examine the characteristics of different types of currency in early civilizations (e.g., shells, bars of iron, gold, metal coins, pelts)

    • E.9.7.2. Student Learning Expectation / Benchmark: Financial Markets

      Discuss the advantages of using early banking institutions.

    • E.9.7.3. Student Learning Expectation / Benchmark: Financial Markets

      Discuss the necessity of accounting systems to document transactions.

    • E.9.7.4. Student Learning Expectation / Benchmark: Global Markets

      Discuss the advantages and disadvantages of trade among early to medieval civilizations.

    • E.9.7.5. Student Learning Expectation / Benchmark: Global Markets

      Examine effects of standardization of currency on trade (e.g., Egypt, Greece, Persia, Rome, China)

    • E.9.7.6. Student Learning Expectation / Benchmark: Global Markets

      Describe roles ancient and medieval cities played in the crossroads of trade (e.g., Corinth, Byzantium, Mecca, Babylon, Ur, Baghdad, Alexandria)

    • E.9.7.7. Student Learning Expectation / Benchmark: Goods and Services

      Compare effects of supply and demand on prices in early markets.

    • E.9.7.8. Student Learning Expectation / Benchmark: Goods and Services

      Examine the effects of early world marketing practices (e.g., bazaars, market places, medieval fairs)

• AR.AH. Strand / Content Standard: Arkansas History

  • G.1. Standard / Student Learning Expectation: Geography

    Students shall research the geographical regions of Arkansas.

    • G.1.AH.7-8 Student Learning Expectation / Benchmark: Compare and contrast the six geographical land regions of Arkansas

      Ozark Mountains (plateau); Ouachita Mountains; Arkansas River Valley; Mississippi Alluvial Plain; Crowley's Ridge; West Gulf Coastal Plain

    • G.1.AH.7-8 Student Learning Expectation / Benchmark:

      Identify and map the major rivers of Arkansas

    • G.1.AH.7-8 Student Learning Expectation / Benchmark:

      Describe factors contributing to the settlement of Arkansas (e.g., climate, water, accessibility)

    • G.1.AH.7-8 Student Learning Expectation / Benchmark:

      Research the origins of key place names in Arkansas (e.g. towns, counties, and landforms)

    • G.1.AH.7-8 Student Learning Expectation / Benchmark: Examine the economic effect of Arkansas' natural resources

      diamonds; bauxite; forestry products; oil

  • EA.2. Standard / Student Learning Expectation: Early Arkansas

    Students shall examine the pre-territorial periods of Arkansas.

    • EA.2.AH.7- Student Learning Expectation / Benchmark: Compare and contrast pre-historic cultures in Arkansas

      Archaic; Woodland; Mississippian traditions

    • EA.2.AH.7- Student Learning Expectation / Benchmark: Identify significant elements in the success of pre-historic cultures in Arkansas

      location; food sources

    • EA.2.AH.7- Student Learning Expectation / Benchmark: Compare and contrast the cultural characteristics of early Indian tribes in Arkansas

      Osage; Caddo; Quapaw

    • EA.2.AH.7- Student Learning Expectation / Benchmark:

      Identify Arkansas Post as the first permanent European settlement in Arkansas

    • EA.2.AH.7- Student Learning Expectation / Benchmark:

      Discuss reasons for migration to pre-territorial Arkansas (e.g., Mississippi Bubble)

    • EA.2.AH.7- Student Learning Expectation / Benchmark: Discuss the changing ownership of Arkansas

      Spain; France; United States

    • EA.2.AH.7- Student Learning Expectation / Benchmark:

      Describe the effects of the New Madrid Earthquakes on Arkansas using primary and secondary sources and available technology

  • EA.3. Standard / Student Learning Expectation:

    Students shall explain the significant contributions of early explorers.

    • EA.3.AH.7- Student Learning Expectation / Benchmark: Discuss the impact of the first European explorers in Arkansas

      Hernando De Soto; Robert de LaSalle; Jacques Marquette and Louis Joliet

    • EA.3.AH.7- Student Learning Expectation / Benchmark: Identify key individuals and groups related to the settlement of Arkansas

      Henri De Tonti; John Law; Thomas Nuttall; William Dunbar; George Hunter; Henry Schoolcraft; G.W. Featherstonhaugh; Bernard de La Harpe

  • TPS.4. Standard / Student Learning Expectation: Territorial Period to Statehood

    Students shall examine factors related to statehood.

    • TPS.4.AH.7 Student Learning Expectation / Benchmark:

      Explain the effects of the Missouri Compromise on Arkansas's settlement patterns

    • TPS.4.AH.7 Student Learning Expectation / Benchmark:

      Explain the advantages of territorial status (e.g., court system, government assistance, transportation, economy)

    • TPS.4.AH.7 Student Learning Expectation / Benchmark:

      Discuss the process leading to territorial status (e.g., Northwest Ordinance, township, sections)

    • TPS.4.AH.7 Student Learning Expectation / Benchmark: Identify the contributions of Arkansas' territorial officials

      James Miller; Robert Crittenden; Henry Conway; James Conway; Ambrose Sevier; 'The Family'

    • TPS.4.AH.7 Student Learning Expectation / Benchmark:

      Describe the movement of the territorial capital from Arkansas Post to Little Rock using available technology

    • TPS.4.AH.7 Student Learning Expectation / Benchmark:

      Discuss the contribution of William Woodruff's, The Arkansas Gazette to the growth and development of Arkansas

    • TPS.4.AH.7 Student Learning Expectation / Benchmark: Discuss the process to achieve statehood

      petition for statehood; congressional approval; Michigan/Arkansas; June 15, 1836

    • TPS.4.AH.7 Student Learning Expectation / Benchmark:

      Discuss the decline and removal of American Indian tribes in Arkansas

  • SR.5. Standard / Student Learning Expectation: Secession Through Reconstruction

    Students shall examine the causes and effects of the Civil War on Arkansas.

    • SR.5.AH.7- Student Learning Expectation / Benchmark:

      Discuss the controversy leading to the secession of Arkansas (e.g., state leaders, cooperationists, Secession Convention, May 6, 1861)

    • SR.5.AH.7- Student Learning Expectation / Benchmark:

      Define confederation and identify the weaknesses of the Confederacy

    • SR.5.AH.7- Student Learning Expectation / Benchmark:

      Discuss how the Union and Confederate governments exerted power to fight the war (e.g., draft, first income tax, wars recruitment)

    • SR.5.AH.7- Student Learning Expectation / Benchmark:

      Compare the Confederacy to the government under the Articles of Confederation

    • SR.5.AH.7- Student Learning Expectation / Benchmark:

      Identify the contributions of noteworthy Arkansans during the Civil War period

    • SR.5.AH.7- Student Learning Expectation / Benchmark: Explain the existence of dual governments in wartime Arkansas

      Washington, Arkansas; Little Rock, Arkansas

    • SR.5.AH.7- Student Learning Expectation / Benchmark:

      Identify the major Civil War battlefields in and near Arkansas

  • RP.6. Standard / Student Learning Expectation: Reconstruction Through Progressive Era

    Students shall identify political, social, and economic changes in Arkansas.

    • RP.6.AH.7- Student Learning Expectation / Benchmark: Describe the Reconstruction Era in Arkansas

      Freedmen's Bureau; Brooks-Baxter War; resurgence of the Democratic Party; approval of the 1874 Constitution

    • RP.6.AH.7- Student Learning Expectation / Benchmark:

      Describe the effects of sharecropping on society in Arkansas

    • RP.6.AH.7- Student Learning Expectation / Benchmark:

      Describe the development of manufacturing and industry in Arkansas using available technology (e.g., railroad, timber, electricity)

    • RP.6.AH.7- Student Learning Expectation / Benchmark:

      Describe the economic challenges Arkansas farmers faced during the post-Reconstruction period

    • RP.6.AH.7- Student Learning Expectation / Benchmark:

      Describe the development of the public school system in Arkansas (e.g., Charlotte Stephens, Mifflin Gibbs)

    • RP.6.AH.7- Student Learning Expectation / Benchmark:

      Discuss the contributions of political leaders in Arkansas during the Progressive Era (e.g., Jeff Davis, Joe T. Robinson, Charles Brough, George Donaghey, Hattie Caraway)

  • W.7. Standard / Student Learning Expectation: World War I through the 1920s

    Students shall examine the political, social, and economic growth in Arkansas.

    • W.7.AH.7-8 Student Learning Expectation / Benchmark:

      Describe the contributions of Arkansans in the early 1900s (e.g., troops to World War I, Field Kindley, Louise Thaden, Scott Joplin)

    • W.7.AH.7-8 Student Learning Expectation / Benchmark:

      Examine the economic effects of the oil boom on southern Arkansas

    • W.7.AH.7-8 Student Learning Expectation / Benchmark: Explore the effects of tourism on the economy

      Hot Springs; Ozarks; Murfreesboro diamond mines

  • GD.8. Standard / Student Learning Expectation: Great Depression

    Students shall discuss the effects of the Great Depression on Arkansas.

    • GD.8.AH.7- Student Learning Expectation / Benchmark:

      Describe the economic and social effects of the 1927 flood on Arkansas using primary and secondary sources

    • GD.8.AH.7- Student Learning Expectation / Benchmark:

      Describe the consequences of the 1930 drought on Arkansas using available technology

    • GD.8.AH.7- Student Learning Expectation / Benchmark:

      Examine the results of bank closures on Arkansas

    • GD.8.AH.7- Student Learning Expectation / Benchmark:

      Discuss the effects New Deal programs had on society in Arkansas during the Great Depression (e.g., Works Progress Administration, Civilian Conservation Corps, Civil Works Administration)

    • GD.8.AH.7- Student Learning Expectation / Benchmark:

      Explore the economic and social consequences of the Great Depression

  • WWP.9. Standard / Student Learning Expectation: World War II to Present

    Students shall examine the effects of World War II and other events upon the modernization of Arkansas.

    • WWP.9.AH.7 Student Learning Expectation / Benchmark: Identify contributions of Arkansans during World War II

      military; wartime industry; domestic food production to feed the military

    • WWP.9.AH.7 Student Learning Expectation / Benchmark:

      Describe the social and economic effects of World War II on Arkansans

    • WWP.9.AH.7 Student Learning Expectation / Benchmark:

      Research Japanese relocation camps and prisoner of war camps in Arkansas using available technology

    • WWP.9.AH.7 Student Learning Expectation / Benchmark:

      Examine the civil rights movement in Arkansas using primary and secondary sources (e.g., Little Rock Central, Hoxie)

    • WWP.9.AH.7 Student Learning Expectation / Benchmark:

      Identify political leaders and their major contributions after World War II (e.g., Sid McMath, Orval Faubus, J. William Fulbright, John McClellan, Winthrop Rockefeller, Wilbur Mills, Dale Bumpers, David Pryor, Bill Clinton, Mike Huckabee)

    • WWP.9.AH.7 Student Learning Expectation / Benchmark:

      Examine the economic development of Arkansas after World War II (e.g., timber industry, catfish farms, poultry industry, agriculture, retail, tourism, labor unions)

    • WWP.9.AH.7 Student Learning Expectation / Benchmark: Identify significant contributions made by Arkansans in the following fields

      art; business; culture; medicine; science

• 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.SS07-S1 Strand: American History

• SS07-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.

  • SS07-S1C1- Performance Objective / Proficiency Level:

    Construct charts, graphs, and narratives using historical data.

  • SS07-S1C1- Performance Objective / Proficiency Level:

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

  • SS07-S1C1- Performance Objective / Proficiency Level:

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

  • SS07-S1C1- Performance Objective / Proficiency Level:

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

  • SS07-S1C1- Performance Objective / Proficiency Level:

    Describe the relationship between a primary source document and a secondary source document.

  • SS07-S1C1- Performance Objective / Proficiency Level:

    Determine the credibility and bias of primary and secondary sources.

  • SS07-S1C1- Performance Objective / Proficiency Level:

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

  • SS07-S1C1- Performance Objective / Proficiency Level:

    Describe two points of view on the same historical event.

• SS07-S1C2. Concept / Standard:

  Early Civilizations

  • SS07-S1C2- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS07-S1C3. Concept / Standard:

  Exploration and Colonization

  • SS07-S1C3- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS07-S1C4. Concept / Standard:

  Revolution and New Nation

  • SS07-S1C4- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS07-S1C5. Concept / Standard:

  Westward Expansion

  • SS07-S1C5- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS07-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.

  • SS07-S1C6- Performance Objective / Proficiency Level: Analyze the factors leading to the Civil War

    a) role of abolitionists and Underground Railroad; b) Sectionalism and States' Rights; c) Westward expansion; d) Missouri and 1850 Compromises; e) Dred Scott Decision; f) Kansas-Nebraska Act.

  • SS07-S1C6- Performance Objective / Proficiency Level: Determine the significance of the following events of the Civil War

    a) firing on Fort Sumter; b) major battles - Bull Run, Antietam, Vicksburg, Gettysburg; c) Enactment of the Emancipation Proclamation; d) Sherman's march; e) surrender at Appomattox.

  • SS07-S1C6- Performance Objective / Proficiency Level: Describe significance of the following individuals or groups in the Civil War

    a) political leaders (i.e., Abraham Lincoln, Jefferson Davis); b) military leaders (e.g., Robert E. Lee, Ulysses S. Grant, William Tecumseh Sherman, Thomas 'Stonewall' Jackson); c) role of African-Americans; d) role of Women.

  • SS07-S1C6- Performance Objective / Proficiency Level: Analyze the impact of the Civil War on the following personal, social, and economic aspects of American life

    a) Americans fighting Americans; b) high casualties caused by disease and the type of warfare; c) widespread destruction of American property; d) change in status of freed slaves; e) value of railroads and industry.

  • SS07-S1C6- Performance Objective / Proficiency Level: Describe the impact of various events and movements that influenced Reconstruction

    a) Lincoln's assassination; b) Ku Klux Klan and the development of Jim Crow laws; c) Freedmen's Bureau; d) Civil War Constitutional Amendments; e) industrialization.

  • SS07-S1C6- Performance Objective / Proficiency Level:

    Describe the basic provisions of the Thirteenth, Fourteenth, and Fifteenth Amendments.

• SS07-S1C7. Concept / Standard: Emergence of the Modern United States 1875 - 1929

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

  • SS07-S1C7- Performance Objective / Proficiency Level:

    Examine the reasons why people emigrated from their homelands to settle in the United States during the late 19th century.

  • SS07-S1C7- Performance Objective / Proficiency Level:

    Describe how the United States was positively and negatively affected by factors and events resulting from the arrival of a large numbers of immigrants.

  • SS07-S1C7- Performance Objective / Proficiency Level:

    Discuss how the Industrial Revolution in the United States was supported by multiple factors (e.g. geographic security, abundant natural resources, innovations in technology, available labor, global markets).

  • SS07-S1C7- Performance Objective / Proficiency Level:

    Discuss the relationship between immigration and industrialization.

  • SS07-S1C7- Performance Objective / Proficiency Level: Analyze the impact of industrialization on the United States

    a) rural to urban migration; b) factory conditions; c) unions; d) influence of big businesses.

  • SS07-S1C7- Performance Objective / Proficiency Level: Describe the following Progressive Reforms that resulted from the Industrial Revolution

    a) labor unions; b) Women's Suffrage; c) trust busting; d) conservation of natural resources; e) Temperance Movement.

  • SS07-S1C7- Performance Objective / Proficiency Level:

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

  • SS07-S1C7- Performance Objective / Proficiency Level: Identify the following groups' contributions to the changing social and political structure of the United States

    a) labor leaders (e.g., Samuel Gompers, Mother Jones); b) social reformers (e.g., Susan B. Anthony, Elizabeth Cady Stanton); c) industrialists (e.g., Andrew Carnegie, John D. Rockefeller); d) inventors (e.g., Thomas Edison, Henry Ford); e) Populists (e.g., William Jennings Bryan); f) financiers (e.g., J.P. Morgan, Jay Gould).

  • SS07-S1C7- Performance Objective / Proficiency Level: Describe the following factors that fostered the growth of American imperialism during the late 19th and early 20th centuries

    a) desire for military strength; b) interest in new markets; c) need for inexpensive source of raw materials.

  • SS07-S1C7- Performance Objective / Proficiency Level: Analyze the United States' expanding role in the world during the late 19th and early 20th centuries

    a) Spanish American War; b) Panama Canal; c) Alaska and Hawaii; d) Open Door Policy; e) China - Boxer Rebellion.

  • SS07-S1C7- Performance Objective / Proficiency Level:

    Describe major factors in Arizona history (e.g., territorial status, mining, constitutional convention) leading to statehood.

  • SS07-S1C7- Performance Objective / Proficiency Level: Describe the following events that led to United States involvement in World War I

    a) shift away from isolationism; b) sinking of the Lusitania; c) Zimmermann Telegram.

  • SS07-S1C7- Performance Objective / Proficiency Level: Describe important events associated with World War l

    a) anti-German feelings in the United States; b) passing of the Selective Service Act; c) migration of African-Americans to the north; d) Wilson's Fourteen Points; e) controversy over the Treaty of Versailles.

• SS07-S1C8. Concept / Standard: Great Depression and World War II 1929 - 1945

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

  • SS07-S1C8- Performance Objective / Proficiency Level:

    Identify economic policies and factors (e.g., unequal distribution of income, weaknesses in the farm sector, buying on margin, stock market crash) that led to the Great Depression.

  • SS07-S1C8- Performance Objective / Proficiency Level:

    Determine the impact of natural and manmade crises (e.g., unemployment, food lines, the Dust Bowl and the western migration of Midwest farmers) of the Great Depression.

  • #NAME? Performance Objective / Proficiency Level: Describe how the following New Deal programs affected the American people

    a) works programs (e.g., WPA, CCC, TVA); b) farm subsidies; c) Social Security.

  • SS07-S1C8- Performance Objective / Proficiency Level:

    Describe how Pearl Harbor led to United States involvement in World War II.

  • SS07-S1C8- Performance Objective / Proficiency Level:

    Describe the impact of World War II on economic recovery from the Great Depression.

• SS07-S1C9. Concept / Standard:

  Postwar United States

  • SS07-S1C9- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS07-S1C10 Concept / Standard: Contemporary United States 1970s - Present

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

  • SS07-S1C10 Performance Objective / Proficiency Level:

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

  • SS07-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).

  • SS07-S1C10 Performance Objective / Proficiency Level:

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

Course: World History from Pre-Historic Era to the Age of Enlightenment

Content Strand: Domestic Affairs

1. Understand the biological and cultural processes that shaped the earliest human communities.
   • a. Examine a variety of scientific methods used by archaeologists, geologists, and anthropologists to determine the dates of early human communities. (DOK 2)
   • b. Investigate the approximate chronology and sequence of early hominid evolution in Africa from the Australopithecines to Homo erectus. (DOK 2)
   • c. Identify current and past theories regarding the processes by which human groups populated the major world regions. (DOK 1)
   • d. Discuss possible social, cultural, and/or religious meanings inferred from late Paleolithic cave paintings. (DOK 2)
2. Understand unique features of Asian, European and African civilizations and how they have impacted the development of those civilizations.
   • a. Identify and describe the following governmental forms: democracy, aristocracy/oligarchy, absolutism, constitutionalism, totalitarianism, monarchy and republic. (DOK 1)
   • b. Analyze the concept of "civilization" (e.g., the various criteria used to define "civilization"; fundamental differences between civilizations and other forms of social organization, such as hunter-gatherer bands, Neolithic agricultural societies, and pastoral nomadic societies; how Mohenjo-Daro meets criteria for defining civilization). (DOK 3)
   • c. Apply the five themes of geography (e.g., location, place, human/environmental interaction, movement, and region) to describe various civilizations in Asia, Europe and Africa. (DOK 3)

Content Strand: Global Affairs

3. Understand the political, social, and cultural consequences of population movements and militarization in Eurasia in the second millennium BCE.
   • a. Examine the significant events, actors, and trends among early Egyptian, Mycenaean, and Aryan cultures. (DOK 1)
   • b. Explain the emergence of civilizations in Southwest Asia, the Nile valley, India, China, and the Eastern Mediterranean and how they represented a decisive transformation in human history. (DOK 2)
   • c. Investigate and summarize how the introduction of technology affected the relationship between civilizations (e.g., Egyptians and the Hittites, etc.). (DOK 2)
4. Understand how large-scale empires arose in the Mediterranean Basin, China, and India from 500 BCE to 300 CE.
   • a. Identify the significant individuals and achievements of ancient Roman, Chinese, and India society. (DOK 1)
   • b. Analyze the influence of the economic and political framework of Roman society on global expansion of civilization (e.g., how Roman unity contributed to the growth of trade among lands of the Mediterranean basin; the importance of Roman commercial connections with Sub-Saharan Africa, India, and East Asia; the history of the Punic Wars and the consequences of the wars for Rome; the major phases of Roman expansion, including the Roman occupation of Britain). (DOK 3)
   • c. Explain the fundamental social, political, and cultural characteristics of Chinese society under early imperial dynasties. (DOK 2)
   • d. Explain the major religious beliefs and social framework in India during the Gangetic states and the Mauryan Empire. (DOK 2)

Content Strand: Civil/Human Rights

5. Understand the civil and human development of various civilizations of Asia, Europe, and Africa from rise to fall.
   • a. Cite evidence of human social relations as to the cause of the fall of civilizations of Asia, Europe and Africa. (DOK 2)
   • b. Describe the relationship among various groups of people (e.g., peasants and aristocracy, dictators and common people, monarchs and subjects, men and women, Christians and Muslims, etc.) and how it may have characterized the societies in various regions in of Europe, Asia, and Africa from the fall of the Roman Empire through the Middle Ages. (DOK 2)
   • c. Analyze the evolution of human rights throughout the history of various civilizations (e.g., Hammurabi‘s Code, Plebeians of Rome, Magna Carta, etc.). (DOK 3)

Content Strand: Economics

6. Understand the economic processes that contributed to the emergence of early civilizations of Asia, Europe and Africa.
   • a. Analyze how local conditions affect agricultural, settlement, exchange and migration patterns in various regions of the world. (DOK 3)
   • b. Cite archaeological evidence of the social and cultural conditions of early civilizations in regions around the world and how they were influenced by the economic development of those regions. (DOK 2)
7. Understand how technological advances affected the economic development of civilizations of Asia, Europe and Africa.
   • a. Explain and analyze the technological advances of early man, such as irrigation, farming, and domestication of animals that led man from prehistory to civilization. (DOK 3)
   • b. Analyze the effects of technology on trade at different times throughout history. (DOK 3)

Content Strand: Culture

8. Understand how information concerning prehistoric and historic groups contributes to the study of a civilization’s cultural development.
   • a. Analyze the significance of various archaeological and anthropological findings and historical sites (e.g., Champollion‘s discovery of Rosetta stone, Pompeii, Akrotiri, etc.). (DOK 3)
   • b. Compare and contrast the religions of Judaism, Christianity, Islam, etc. (DOK 2)
   • c. Explain how political and economic changes during the Middle Ages led to the Renaissance. (DOK 2)
   • d. Evaluate the effects of contact among cultures of Europe, Asia, and Africa (e.g., Crusades, explorations, trade, communication, technology, etc.). (DOK 3)