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

      Analyze the importance of the following navigation systems on the development of world civilizations: Amazon River, Mississippi River, Panama Canal, Rhine River, Suez Canal, Thames River and Volga River.

    • G.1.8.2. Student Learning Expectation / Benchmark: Map and Globe Skills

      Analyze a physical map or global projection created by geographer's tools (e.g., astrolabe, compass, sextant, Global Positioning System [GPS], Geographic Information Systems [GIS], LANDSAT, Internet)

    • G.1.8.3. Student Learning Expectation / Benchmark: Map and Globe Skills

      Construct specialized maps using data (e.g., climate, population, political units, resources)

    • G.1.8.4. Student Learning Expectation / Benchmark: Map and Globe Skills

      Locate specific places on maps and globes using grid points (longitude and latitude)

    • G.1.8.5. Student Learning Expectation / Benchmark: Map and Globe Skills

      Analyze the influence of Earth's physical features on the development of regions of the world.

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

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

    • G.2.8.1. Student Learning Expectation / Benchmark: Culture/Diversity

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

    • G.2.8.2. 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.2.8.3. 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.3.8.1. Student Learning Expectation / Benchmark: Movement

      Examine effects of push-pull factors on various regions (e.g., disease, resources, industrialization, technology)

    • G.3.8.2. Student Learning Expectation / Benchmark: Movement

      Analyze how the impact of ideas, information and technology on global interdependence.

    • G.3.8.3. Student Learning Expectation / Benchmark: Movement

      Analyze changes in infrastructure brought about by globalization.

    • G.3.8.4. Student Learning Expectation / Benchmark: Human Environment Interaction

      Determine the impact of population growth on renewable and nonrenewable resources.

    • G.3.8.5. Student Learning Expectation / Benchmark: Human Environment Interaction

      Analyze methods and consequences of environmental modification on world regions and populations: (e.g., acid rain, erosion, clear cutting, desertification, global warming, ozone depletion, strip mining)

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

      Analyze forms of government pertaining to the legislative, executive, and judicial branches: democracy, dictatorship, monarch, oligarchy, theocracy, and totalitarianism.

    • C.4.8.2. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Research individuals and their roles in changing governments (e.g., Otto von Bismarck, Mikhail Gorbachev, Abdel Nasser, Juan Peron, Lech Walesa, George Washington, Sun Yatsen)

    • C.4.8.3. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Discuss the origins of political parties/movements (e.g., Communist Party, Fascist Party, Green Party, Nazi Party, socialist parties, environmentalist movement, human rights movement, feminist movement)

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

      Examine the influence of constitutions used by various nations.

    • C.5.8.2. Student Learning Expectation / Benchmark: Roots of Democracy

      Research national symbols from other nations of the world (e.g., national flags, statues, monuments)

    • C.5.8.3. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Discuss struggles to gain rights for citizens in various countries (e.g., China, France, Mexico, South Africa, United States)

    • C.5.8.4. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Examine the value citizens of other countries place on voting.

    • C.5.8.5. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Analyze the influence citizen participation has on government.

    • C.5.8.6. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Analyze world organizations involved in citizens' rights (e.g., Amnesty International, Doctors Without Borders, United Nations).

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

      Examine ways viewpoints expressed in political cartoons and other primary and secondary source documents have changed policy and public perception.

    • H.6.8.2. Student Learning Expectation / Benchmark: Continuity and Change

      Compare historical events on a timeline to discover correlations.

    • H.6.8.3. Student Learning Expectation / Benchmark: Continuity and Change

      Examine Catholic Church policies that led to the Protestant Reformation (e.g., Great Schism, French papacy, indulgences, simony, lay investiture)

    • H.6.8.4. Student Learning Expectation / Benchmark: Continuity and Change

      Investigate Protestant reformers: Martin Luther, Henry VIII and John Calvin.

    • H.6.8.5. Student Learning Expectation / Benchmark: Continuity and Change

      Describe the Counter reformation (e.g., Jesuits, Council of Trent, Inquisition)

    • H.6.8.6. Student Learning Expectation / Benchmark: Continuity and Change

      Identify new technologies that made European exploration possible (e.g., astrolabe, cartography, caravel, compass.

    • H.6.8.7. Student Learning Expectation / Benchmark: Continuity and Change

      Describe the establishment of colonies as a result of the conquest of indigenous people (e.g., Africa, Asia, New World)

    • H.6.8.8. Student Learning Expectation / Benchmark: Continuity and Change

      Investigate the influence of the Ottoman Empire.

    • H.6.8.9. Student Learning Expectation / Benchmark: Continuity and Change

      Identify major contributors of the Scientific Revolution (e.g., Muhammed Al-Khwarizmi, Francis Bacon, Nicholas Copernicus, Galileo Galilei, Johannes Kepler, Isaac Newton, Zhang Heng)

    • H.6.8.10. Student Learning Expectation / Benchmark: Continuity and Change

      Discuss the rise of absolute rulers and the divine right of kings (e.g., African, Asian, European)

    • H.6.8.11. Student Learning Expectation / Benchmark: Continuity and Change

      Analyze consequences of the triangular trade and the Columbian Exchange between Africa, The Americas and Europe.

    • H.6.8.12. Student Learning Expectation / Benchmark: Continuity and Change

      Investigate influences on modern society of Enlightenment thinkers including but not limited to: John Locke, Baron de Montesquieu, and Jean Jacques Rousseau.

    • H.6.8.13. Student Learning Expectation / Benchmark: Continuity and Change

      Examine the influence of Enlightenment ideas on revolutionary movements (e.g., American Revolution, French Revolution, Latin American revolutions, Revolutions of 1848)

    • H.6.8.14. Student Learning Expectation / Benchmark: Continuity and Change

      Investigate causes and consequences of the Industrial Revolution (e.g., changing technology, mass production, societal changes)

    • H.6.8.15. Student Learning Expectation / Benchmark: Continuity and Change

      Discuss societal changes resulting from pandemics (e.g., bubonic plague/Black Death, small pox, tuberculosis, influenza, polio, HIV-AIDS)

    • H.6.8.16. Student Learning Expectation / Benchmark: Continuity and Change

      Investigate 19th century social and political reform movements (e.g., abolition, education, extension of suffrage, labor movements, rise of socialism, temperance)

    • H.6.8.17. Student Learning Expectation / Benchmark: Continuity and Change

      Explain the influences that changing technology had on World War I and World War II (e.g., weapons, medicine, transportation, communication)

    • H.6.8.18. Student Learning Expectation / Benchmark: Continuity and Change

      Examine the impact of the Cold War on global relations.

    • H.6.8.19. Student Learning Expectation / Benchmark: Continuity and Change

      Discuss the downfall of communist governments (e.g., Soviet Union, Poland)

    • H.6.8.20. Student Learning Expectation / Benchmark: Continuity and Change

      Examine reasons for the transformation of world economies in the late 20th century (e.g., technology, communication, transportation, Organization of Petroleum Exporting Countries [OPEC], resource allocation)

    • H.6.8.21. Student Learning Expectation / Benchmark: Continuity and Change

      Discuss the growth of technology resulting from the space race (e.g., artificial satellites, computers, new food technologies)

    • H.6.8.22. Student Learning Expectation / Benchmark: Conflict and Consensus

      Discuss the emergence of England as a world power during the Elizabethan period (e.g., Spanish Armada, seadogs)

    • H.6.8.23. Student Learning Expectation / Benchmark: Conflict and Consensus

      Describe causes and consequences of World War I (e.g., imperialism, militarism, nationalism, alliances, Treaty of Versailles, League of Nations)

    • H.6.8.24. Student Learning Expectation / Benchmark: Conflict and Consensus

      Discuss the Russian Revolutions and the establishment of a communist state (e.g., Bolsheviks, Lenin, Stalin)

    • H.6.8.25. Student Learning Expectation / Benchmark: Conflict and Consensus

      Describe causes and consequences of World War II (e.g., fascism, anti-Semitism, Pearl Harbor, atomic bomb, satellite countries)

    • H.6.8.26. Student Learning Expectation / Benchmark: Conflict and Consensus

      Examine the following battles as turning points of World War II: Battle of Britain, Battle of the Bulge, D-Day, Midway, Pearl Harbor and Stalingrad.

    • H.6.8.27. Student Learning Expectation / Benchmark: Conflict and Consensus

      Identify the functions of post World War II international organizations (e.g., Southeast Asia Treaty Organization [SEATO], North Atlantic Treaty Organization [NATO], Warsaw Pact, United Nations)

    • H.6.8.28. Student Learning Expectation / Benchmark: Conflict and Consensus

      Discuss causes and effects of post-World War II conflicts (e.g., Southeast Asia, Middle East, Balkans, Sub-Saharan Africa)

    • H.6.8.29. Student Learning Expectation / Benchmark: Conflict and Consensus

      Examine changes brought about by the following world leaders including, but not limited to: Mahatma Gandhi, Martin Luther King, Jr., Nelson Mandela, Anwar Sadat, Margaret Thatcher and Mao Zedong.

    • H.6.8.30. Student Learning Expectation / Benchmark: Conflict and Consensus

      Examine causes and effects of terrorism (e.g., economics, safety and security, tourism, patriotism, nationalism, 9/11)

    • H.6.8.31. Student Learning Expectation / Benchmark: Movement

      Illustrate the routes of European explorers during the Age of Exploration including but not limited to: Christopher Columbus, Ferdinand Magellan, Vasco de Gama, Vasco Nunez de Balboa and Bartolomeu Dias.

    • H.6.8.32. Student Learning Expectation / Benchmark: Movement

      Illustrate the expansion of European imperialism: Africa, Asia, Australia, and Latin America.

    • H.6.8.33. Student Learning Expectation / Benchmark: Movement

      Illustrate the triangular trade routes that developed in the Atlantic Ocean.

    • H.6.8.34. Student Learning Expectation / Benchmark: Movement

      Illustrate the expansion of communism (e.g., Asia, Cuba, Europe, Latin America)

    • H.6.8.35. Student Learning Expectation / Benchmark: Movement

      Compare and contrast historical and cultural maps of each continent (e.g., political boundaries, migration patterns, trade routes, colonization)

    • H.6.8.36. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

      Describe the development of the Renaissance.

    • H.6.8.37. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

      Examine contributions of Renaissance writers and artists including, but not limited to: Machiavelli, Michelangelo, Shakespeare and da Vinci.

    • H.6.8.38. Student Learning Expectation / Benchmark: Regionalism and Nationalism

      Examine causes and consequences of genocide and ethnic cleansing (e.g., Armenia, Holocaust, Kosovo, Rwanda)

    • H.6.8.39. Student Learning Expectation / Benchmark: Regionalism and Nationalism

      Describe the effects of imperialism and related nationalistic movements (e.g., Africa, Asia, Europe, Latin America)

    • H.6.8.40. Student Learning Expectation / Benchmark: Regionalism and Nationalism

      Investigate Asian-American relations prior to World War II (e.g., Open Door Policy, Boxer Rebellion, Gentlemen's Agreement, Manchuria, rearmament)

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

      Analyze changing wants and needs of people over time.

    • E.7.8.2. Student Learning Expectation / Benchmark: Costs and Benefits

      Analyze the impact of present choices on future consequences.

    • E.7.8.3. Student Learning Expectation / Benchmark: Costs and Benefits

      Analyze periods of time when scarcity affected economic wants and needs of people in regions or countries.

    • E.7.8.4. Student Learning Expectation / Benchmark: Costs and Benefits

      Analyze scarcity of productive resources and the need for people to make choices and incur opportunity costs.

    • E.7.8.5. Student Learning Expectation / Benchmark: Costs and Benefits

      Evaluate the limited resources of nations and the choices governments must make.

    • E.7.8.6. Student Learning Expectation / Benchmark: Costs and Benefits

      Compare trade-offs in various world economic systems.

    • E.7.8.7. Student Learning Expectation / Benchmark: Costs and Benefits

      Analyze traditional, market, and command economies.

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

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

    • E.8.8.1. Student Learning Expectation / Benchmark: Factors of Production

      Discuss changes in productivity that have impacted global living standards and economic strategies (e.g., new technologies, new organizational methods).

    • E.8.8.2. Student Learning Expectation / Benchmark: Factors of Production

      Analyze methods for improving the quality and quantity of human capital and increased productivity (e.g., technology, industrialization, competition, wages).

    • E.8.8.3. Student Learning Expectation / Benchmark: Factors of Production

      Examine the consequences of changing factors of production human resources, capital resources, natural resources, and entrepreneurship.

  • E.9. Standard / Student Learning Expectation: Markets

    Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.

    • E.9.8.1. Student Learning Expectation / Benchmark: Financial Markets

      Investigate functions of early banking systems (e.g., depository, usury, just price)

    • E.9.8.2. Student Learning Expectation / Benchmark: Financial Markets

      Analyze the role of the stock market in the economies of the United States and other countries (e.g., Financial Times Stock Exchange [FTSE], Tokyo Stock Exchange [TSE], New York Stock Exchange [NYSE], National Association of Securities

    • E.9.8.3. Student Learning Expectation / Benchmark: Financial Markets

      Investigate the impact of inflation on the growth and prosperity of a nation.

    • E.9.8.4. Student Learning Expectation / Benchmark: Financial Markets

      Investigate how the use of Gross Domestic Product (GDP) to measure a nation's economic success and standard of living.

    • E.9.8.5. Student Learning Expectation / Benchmark: Global Markets

      Evaluate the advantages and disadvantages of global trade.

    • E.9.8.6. Student Learning Expectation / Benchmark: Global Markets

      Analyze the exchange of rates in a global economy.

    • E.9.8.7. Student Learning Expectation / Benchmark: Global Markets

      Examine changes in currencies over time and the resulting effect on global trade.

    • E.9.8.8. Student Learning Expectation / Benchmark: Goods and Services

      Evaluate the interaction of supply and demand.

    • E.9.8.9. Student Learning Expectation / Benchmark: Goods and Services

      Describe the four types of market structures: monopolies, monopolistic competition, oligopolies, and pure competition.

    • E.9.8.10. Student Learning Expectation / Benchmark: Goods and Services

      Compare and contrast global effects of marketing techniques: advertising and e-commerce.

• 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.SS08-S1 Strand: American History

• SS08-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.

  • SS08-S1C1- Performance Objective / Proficiency Level:

    Construct charts, graphs, and narratives using historical data.

  • SS08-S1C1- Performance Objective / Proficiency Level:

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

  • SS08-S1C1- Performance Objective / Proficiency Level:

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

  • SS08-S1C1- Performance Objective / Proficiency Level:

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

  • SS08-S1C1- Performance Objective / Proficiency Level:

    Describe the difference between a primary source document and a secondary source document and the relationships between them.

  • SS08-S1C1- Performance Objective / Proficiency Level:

    Determine the credibility and bias of primary and secondary sources

  • SS08-S1C1- Performance Objective / Proficiency Level:

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

  • SS08-S1C1- Performance Objective / Proficiency Level:

    Analyze two points of view on the same historical event.

• SS08-S1C2. Concept / Standard:

  Early Civilizations

  • SS08-S1C2- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS08-S1C3. Concept / Standard:

  Exploration and Colonization

  • SS08-S1C3- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS08-S1C4. Concept / Standard: Revolution and New Nation 1700s - 1820

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

  • SS08-S1C4- Performance Objective / Proficiency Level: Analyze the following events which led to the American Revolution

    a) Tea Act; b) Stamp Act; c) Boston Massacre; d) Intolerable Acts; e) Declaration of Independence.

  • SS08-S1C4- Performance Objective / Proficiency Level: Describe the significance of key events of the Revolutionary War

    a) major battles (e.g., Lexington, Saratoga, Trenton); b) aid from France; c) surrender at Yorktown.

  • SS08-S1C4- Performance Objective / Proficiency Level: Describe the impact of the following key individuals on the Revolutionary War

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

  • SS08-S1C4- Performance Objective / Proficiency Level: Describe the significance of the following documents

    a) Declaration of Independence; b) Articles of Confederation; c) Constitution; d) Bill of Rights.

  • SS08-S1C4- Performance Objective / Proficiency Level: Explain the influence of the following individuals in the establishment of a new government

    a) Thomas Jefferson; b) James Madison; c) John Adams; d) Benjamin Franklin.

  • SS08-S1C4- Performance Objective / Proficiency Level: Describe how one nation evolved from thirteen colonies

    a) Constitutional Convention; b) George Washington's presidency; c) creation of political parties (e.g., Federalists, Whigs, Democratic-Republicans).

• SS08-S1C5. Concept / Standard:

  Westward Expansion

  • SS08-S1C5- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS08-S1C6. Concept / Standard:

  Civil War and Reconstruction

  • SS08-S1C6- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS08-S1C7. Concept / Standard:

  Emergence of the Modern United States

  • SS08-S1C7- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS08-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.

  • SS08-S1C8- Performance Objective / Proficiency Level:

    Review the impact of the Great Depression on the United States.

  • SS08-S1C8- Performance Objective / Proficiency Level:

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

  • SS08-S1C8- Performance Objective / Proficiency Level:

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

  • SS08-S1C8- Performance Objective / Proficiency Level: Explain how the following factors affected the U.S. home front during World War II

    a) war bond drives; b) war industry; c) women and minorities in the work force; d) rationing; e) internment of Japanese-, German-, and Italian -Americans.

  • SS08-S1C8- Performance Objective / Proficiency Level: Describe Arizona's contributions to the war effort

    a) Native American Code Talkers; b) Ira Hayes; c) mining; d) training bases; e) POW and internment camps.

  • SS08-S1C8- Performance Objective / Proficiency Level: Summarize the United States' role in the following events

    a) D-day invasion; b) battles of the Pacific; c) development and use of the atomic bomb; d) V-E Day /V-J Day.

  • SS08-S1C8- Performance Objective / Proficiency Level: Analyze the following individuals' significance to World War II

    a) Franklin D. Roosevelt; b) Dwight Eisenhower; c) George Patton; d) Douglas MacArthur; e) Harry Truman; f) Eleanor Roosevelt.

• SS08-S1C9. Concept / Standard: Postwar United States 1945 - 1970s

  Postwar tensions led to social change in the U.S. and to a heightened focus on foreign policy.

  • SS08-S1C9- Performance Objective / Proficiency Level: Describe the following origins of the Cold War

    a) Western fear of communist expansion; b) Soviet fear of capitalist influences; c) development of nuclear weapons; e) Truman Doctrine.

  • SS08-S1C9- Performance Objective / Proficiency Level: Describe the impact of the Cold War on the United States

    a) McCarthyism; b) arms race; c) space race; d) Cuban Missile Crisis; e) creation of the CIA.

  • SS08-S1C9- Performance Objective / Proficiency Level: Identify the role of the United States in the Korean War

    a) Communist containment; b) military involvement; c) resolution of conflict.

  • SS08-S1C9- Performance Objective / Proficiency Level: Identify the role of the United States in the Vietnam Conflict

    a) containment of Communism - Domino Theory; b) Gulf of Tonkin Resolution; c) Tet Offensive; d) anti-war protests; e) Vietnam Peace Accords.

  • SS08-S1C9- Performance Objective / Proficiency Level:

    Describe life (e.g., transportation, communication, technology, medical, entertainment, growth of suburbs) in the U.S. during the Post War period.

  • SS08-S1C9- Performance Objective / Proficiency Level: Describe the importance of the following civil rights issues and events

    a) Jim Crow Laws; b) nonviolent protests; c) desegregation; d) Civil Rights Act of 1964; e) Voting Rights Act of 1965.

• SS08-S1C10 Concept / Standard: Contemporary United States 1970s - Present

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

  • SS08-S1C10 Performance Objective / Proficiency Level:

    Describe events (e.g., opening of foreign relations with China, Watergate, resignation) of the presidency of Richard Nixon.

  • SS08-S1C10 Performance Objective / Proficiency Level:

    Describe events (e.g., succession to presidency, pardoning of Nixon) of the presidency of Gerald Ford.

  • SS08-S1C10 Performance Objective / Proficiency Level:

    Describe events (e.g., Camp David Peace Accords, Iran Hostage Crisis) of the presidency of Jimmy Carter.

  • SS08-S1C10 Performance Objective / Proficiency Level:

    Describe events (e.g., Star Wars, Iran-Contra Affair) of the presidency of Ronald Reagan.

  • SS08-S1C10 Performance Objective / Proficiency Level:

    Describe events (e.g., Persian Gulf War, Berlin Wall falls) of the presidency of George H.W. Bush.

  • SS08-S1C10 Performance Objective / Proficiency Level:

    Describe events (e.g., economic growth, impeachment) of the presidency of William Clinton.

  • SS08-S1C10 Performance Objective / Proficiency Level:

    Describe events (e.g., September 11 Terrorist Attacks, Afghanistan, Iraq War) of the presidency of George W. Bush.

  • SS08-S1C10 Performance Objective / Proficiency Level:

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

  • SS08-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).

  • SS08-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: United States History from Exploration through Reconstruction/h2>

Content Strand: Domestic Affairs

1. Understand the major events, actors and ideas that precipitated the founding of the nation and relate their significance to the development of American constitutional democracy.
   • a. Describe the relationship between the moral and political ideas of the Great Awakening, the Enlightenment, and Western Political philosophies and the development of revolutionary sentiment among the colonists. (DOK 2)
   • b. Analyze the philosophy of government expressed in the Declaration of Independence, with an emphasis on government as a means of protecting individual rights (e.g., phrases such as "all men are created equal, that they are endowed by their Creator with certain unalienable Rights"). (DOK 3)
   • c. Explain major events (The Stamp Act, The Intolerable Acts, Boston Tea Party, First Continental Congress, etc.) that led to the beginning of the American Revolutionary War. (DOK 2)
   • d. Compare and contrast the major documents and works (e.g., Magna Carta, Declaration of Independence, Articles of Confederation, the United States Constitution, Bill of Rights, the Federalist Papers, etc.) that laid the foundation for American democracy. (DOK 2)
   • e. Describe and explain the role of the Founding Fathers (e.g., Washington, Adams, Hamilton, Jefferson) and their impact on the development of America‘s political landscape. (DOK 2)
2. Understand how technology, geography, and social conflict has impacted the development of the United States.
   • a. Discuss the influence of industrialization and technological developments in the various regions of the U.S., including human changes to the landscape and how the physical geography affected human actions (e.g., growth of cities, deforestation, farming, mineral extraction). (DOK 2)
   • b. Cite evidence and evaluate the importance of improvements in transportation and communication (e.g., steamboats, railroads, canals, telegraph, etc.) in the development of American society. (DOK 3)
   • c. Describe the purpose, challenges, and economic incentives associated with westward expansion, including the concept of Manifest Destiny (e.g., the Lewis and Clark expedition, accounts of the removal of Indians, the Cherokees' "Trail of Tears," settlement of the Great Plains) and the territorial acquisitions that spanned numerous decades. (DOK 2)
   • d. Trace the origins and development of slavery; its effects on African Americans and on the nation‘s political, social, religious, economic, and cultural development; and identify the strategies that were tried to both overturn and preserve it. (DOK 2)
   • e. Analyze the causes, key events, and consequences of the Civil War. (DOK 3)
   • f. Evaluate and examine the Reconstruction Era (using primary and secondary sources such as political cartoons, documents, letters, etc.). (DOK 3)

Content Strand: Global Affairs

3. Understand how geography and politics have influenced the historical development of the United States in the global community.
   • a. Examine the exploration and colonization periods of the United States using social studies tools (e.g., timelines, time zones, maps, globes, graphs, political cartoons, tables, technology, etc.). (DOK 2)
   • b. Analyze how the American Revolution impacted other nations, (e.g. France, Canada, Spain, Mexico, etc.). (DOK 3)
   • c. Analyze U.S. foreign policy in the early period prior to reconstruction. (DOK 3)

Content Strand: Civil/Human Rights

4. Understand the impact of American ideals and institutions on the development of American democracy.
   • a. Analyze how conflict, cooperation, and interdependence (e.g., social justice, diversity, mutual respect, and civic engagement) among groups, societies, and nations influenced the writing of early historical documents. (DOK 3)
   • b. Study the lives of formerly enslaved African Americans who gained freedom in the North and founded schools and churches to advance their rights and communities. (DOK 2)
   • c. Examine the women‘s suffrage movement (e.g., biographies, writings, and speeches of Elizabeth Cady Stanton, Margaret Fuller, Lucretia Mott, Susan B. Anthony). (DOK 2)
   • d. Research and analyze political and social impacts of civil rights movements throughout the history of the United States pre-Reconstruction era (e.g., slave revolts, abolitionist movement, protests over British taxation in the colonies, individual and group resistance, organizing efforts, and collective action/unity). (DOK 3)

Content Strand: Economics

5. Understand the interaction of individuals, families, communities (microeconomics), businesses, and governments (macroeconomics) and the potential costs and benefits to the United States economy.
   • a. Compare and contrast the economic factors that led to the development of America (e.g., exploration, colonization, immigration, sectionalism, industry in the North vs. agriculture in the South, tariffs, etc.). (DOK 2)
   • b. Analyze and evaluate the causes and effects of the Industrial Revolution, Westward Expansion, and immigration on the United States (e.g., inventions, railroads, canals, roads, gold rush, etc.). (DOK 3)

Content Strand: Culture

6. Understand the purposes and principles embodied in the ideals and values of American society.
   • a. Evaluate the value and the challenge of diversity in American life. (DOK 3)
   • b. Assess the importance of certain character traits in a democracy, such as civility, nationalism, freedom, authority, justice, equality, responsibility, etc. (DOK 3)
   • c. Examine how American society has been influenced culturally by exploration, immigration, colonization, sectionalism, religious and social movements, etc.
     (DOK 3)