• AR.AG. Strand / Content Standard: American Government

  • PP.1.AG. Standard / Student Learning Expectation: Political Philosophy

    Students shall examine the political philosophies and the documents that shaped United States Constitutional government.

    • PP.1.AG.1. Student Learning Expectation / Benchmark:

      Investigate the contributions of ancient Greece and Rome to United States' government

    • PP.1.AG.2. Student Learning Expectation / Benchmark: Analyze ideas of limited government and the rule of law

      Magna Carta; Petition of Rights; English Bill of Rights; Mayflower Compact

    • PP.1.AG.3. Student Learning Expectation / Benchmark: Discuss the contributions of the Enlightenment philosophers

      Baron de Montesquieu; Voltaire

    • PP.1.AG.4. Student Learning Expectation / Benchmark: Discuss the Social Contract Theory

      Thomas Hobbes; John Locke; Jean-Jacques Rousseau

  • PP.2.AG. Standard / Student Learning Expectation: Political Philosophy

    Students shall examine the Declaration of Independence.

    • PP.2.AG.1. Student Learning Expectation / Benchmark:

      Investigate the grievances listed in the Declaration of Independence

    • PP.2.AG.2. Student Learning Expectation / Benchmark:

      Compare and contrast the Declaration of Independence and Social Contract Theory

    • PP.2.AG.3. Student Learning Expectation / Benchmark:

      Evaluate the Declaration of Independence as a persuasive argument justifying revolution

  • USC.3.AG. Standard / Student Learning Expectation: United States Constitution

    Students shall analyze the United States Constitution.

    • USC.3.AG.1 Student Learning Expectation / Benchmark:

      Examine the purpose of constitutions

    • USC.3.AG.2 Student Learning Expectation / Benchmark:

      Analyze the purpose of government stated in the Preamble to the United States Constitution

    • USC.3.AG.3 Student Learning Expectation / Benchmark: Analyze the effect the following fundamental principles have upon the United States government

      popular sovereignty; separation of powers; checks and balances; Federalism

    • USC.3.AG.4 Student Learning Expectation / Benchmark:

      Contrast the arguments expressed in the debate over ratification of the United States Constitution

    • USC.3.AG.5 Student Learning Expectation / Benchmark:

      Investigate the amendment process (e.g., role of states legislatures, role of conventions, role of public opinion)

    • USC.3.AG.6 Student Learning Expectation / Benchmark:

      Examine the purpose of each of the constitutional amendments

  • USC.4.AG. Standard / Student Learning Expectation: United States Constitution

    Students shall explore the federal system of government defined by the United States Constitution.

    • USC.4.AG.1 Student Learning Expectation / Benchmark:

      Examine the relationship between federal and state government

    • USC.4.AG.2 Student Learning Expectation / Benchmark:

      Research the key powers granted to Congress by the United States Constitution

    • USC.4.AG.3 Student Learning Expectation / Benchmark:

      Compare and contrast enumerated and implied powers

    • USC.4.AG.4 Student Learning Expectation / Benchmark:

      Compare and contrast delegated, concurrent, and reserved powers

    • USC.4.AG.5 Student Learning Expectation / Benchmark:

      Analyze Article IV which established the United States Constitution as the Supreme Law of the Land

  • USC.5.AG. Standard / Student Learning Expectation: United States Constitution

    Students shall analyze civil liberties and civil rights.

    • USC.5.AG.1 Student Learning Expectation / Benchmark: Compare and contrast the Federalist and Anti-Federalist arguments over ratification of the United States Constitution

      Bill of Rights; state's rights

    • USC.5.AG.2 Student Learning Expectation / Benchmark: Analyze fundamental rights of individuals

      civil liberties; due process; equal protection

  • USC.6.AG. Standard / Student Learning Expectation: United States Constitution

    Students shall investigate the structure, organization, and process of the legislative branch.

    • USC.6.AG.1 Student Learning Expectation / Benchmark: Compare and contrast the House of Representatives and the Senate

      organization; terms of office; qualifications; powers

    • USC.6.AG.2 Student Learning Expectation / Benchmark:

      Describe the role of committees in the legislative process (e.g., standing, special, joint)

    • USC.6.AG.3 Student Learning Expectation / Benchmark:

      Examine the importance of the seniority system and political parties in the legislative process

    • USC.6.AG.4 Student Learning Expectation / Benchmark:

      Explain the influence of lobbyists and special interest groups on the legislative process

    • USC.6.AG.5 Student Learning Expectation / Benchmark:

      Research the development and passage of a bill using available technology

  • USC.7.AG. Standard / Student Learning Expectation: United States Constitution

    Students shall examine the role, organization, and function of the executive branch.

    • USC.7.AG.1 Student Learning Expectation / Benchmark:

      Explain the qualifications for becoming President of the United States

    • USC.7.AG.2 Student Learning Expectation / Benchmark:

      Analyze the roles of the presidency

    • USC.7.AG.3 Student Learning Expectation / Benchmark:

      Explain the justification and function of executive orders

    • USC.7.AG.4 Student Learning Expectation / Benchmark:

      Explain the function of departments and agencies within the bureaucracy of the federal government

    • USC.7.AG.5 Student Learning Expectation / Benchmark:

      Investigate regulatory agencies, government corporations, and independent agencies

  • USC.8.AG. Standard / Student Learning Expectation: United States Constitution

    Students shall investigate the organization, process, and role of the judicial branch.

    • USC.8.AG.1 Student Learning Expectation / Benchmark:

      Compare and contrast the jurisdiction of federal courts and state courts

    • USC.8.AG.2 Student Learning Expectation / Benchmark:

      Compare and contrast the process of selecting and confirming federal and state judges

    • USC.8.AG.3 Student Learning Expectation / Benchmark:

      Explain the process by which the Supreme Court selects and decides cases

    • USC.8.AG.4 Student Learning Expectation / Benchmark:

      Analyze the concept of judicial review as established by Marbury v. Madison

    • USC.8.AG.5 Student Learning Expectation / Benchmark: Examine Supreme Court cases which have altered the interpretation of the United States Constitution

      Roe v. Wade; Dred Scott v. Sanford; Brown v. Board of Education; Plessy v. Ferguson; Miranda v. Arizona; New York Times v. Sullivan; Wisconsin v. Yoder; Tinker v. Des Moines; Texas v. Johnson; Furman v. Georgia

  • E.9.AG. Standard / Student Learning Expectation: Elections

    Students shall evaluate the election process in federal, state, and local elections.

    • E.9.AG.1. Student Learning Expectation / Benchmark: Analyze the election process in the federal, state, and local governments

      campaign finance; campaign strategies; voter registration; factors affecting election turn-out

    • E.9.AG.2. Student Learning Expectation / Benchmark:

      Compare and contrast arguments for and against the electoral college

    • E.9.AG.3. Student Learning Expectation / Benchmark:

      Describe the role of political parties in federal, state, and local elections

    • E.9.AG.4. Student Learning Expectation / Benchmark: Describe components of campaigns for federal, state, and local elective offices

      nomination process; campaign funding and spending; influence of media; polling; reappointment; redistricting

    • E.9.AG.5. Student Learning Expectation / Benchmark:

      Examine the complexities of vote tabulation and certifying elections

  • SLG.10.AG. Standard / Student Learning Expectation: State and Local Government

    Students shall examine state and local government in Arkansas.

    • SLG.10.AG. Student Learning Expectation / Benchmark:

      Explain the powers of state and local governments in Arkansas

    • SLG.10.AG. Student Learning Expectation / Benchmark:

      Discuss the sources of revenue received by each level of government in Arkansas

    • SLG.10.AG. Student Learning Expectation / Benchmark:

      Examine the services provided by state and local government in Arkansas

• AR.AH. Strand / Content Standard: American History (United States History)

  • EUS.1.AH. Standard / Student Learning Expectation: Early United States

    Students shall examine the causes and effects of migration patterns in the early history of North America.

    • EUS.1.AH.1 Student Learning Expectation / Benchmark:

      Evaluate the motivations for the exploration of the New World

    • EUS.1.AH.2 Student Learning Expectation / Benchmark:

      Compare and contrast the political, social, economic, and geographic motives for migration to the three colonial regions (e.g., New England, Middle, Southern)

    • EUS.1.AH.3 Student Learning Expectation / Benchmark:

      Trace the routes of early exploration in what was to become the United States

    • EUS.1.AH.4 Student Learning Expectation / Benchmark:

      Research economic development in the three colonial regions using primary and secondary sources

    • EUS.1.AH.5 Student Learning Expectation / Benchmark:

      Map the geographic similarities and differences among the three colonial regions

    • EUS.1.AH.6 Student Learning Expectation / Benchmark:

      Compare and contrast economic development in the three colonial regions

    • EUS.1.AH.7 Student Learning Expectation / Benchmark:

      Analyze different points of view regarding society, customs, and traditions in the three colonial regions

    • EUS.1.AH.8 Student Learning Expectation / Benchmark:

      Compare changes which occurred over time in the three colonial regions

    • EUS.1.AH.9 Student Learning Expectation / Benchmark: Explain how the concept of Manifest Destiny led to westward expansion

      Louisiana Purchase; War of 1812; territorial expansion; annexation of Texas; impact on American Indians

  • EUS.2.AH. Standard / Student Learning Expectation: Early United States

    Students shall investigate the historical foundations of the United States government.

    • EUS.2.AH.1 Student Learning Expectation / Benchmark: Discuss the creation of the new national government

      Articles of Confederation; Constitutional Convention; Bill of Rights

    • EUS.2.AH.2 Student Learning Expectation / Benchmark: Investigate the major governmental ideas established in the colonial and early national periods using primary and secondary source documents

      Declaration of Independence; Northwest Ordinances; Federalist Papers; United States Constitution; Washington's Farewell Address

  • EUS.3.AH. Standard / Student Learning Expectation: Early United States

    Students shall investigate the causes and effects of war in the early history of the United States.

    • EUS.3.AH.1 Student Learning Expectation / Benchmark: Analyze the causes and effects of the American Revolution

      political; social; economic; geographic

    • EUS.3.AH.2 Student Learning Expectation / Benchmark: Discuss the causes and effects of the Mexican-American War

      political; social; economic; geographic

    • EUS.3.AH.3 Student Learning Expectation / Benchmark: Analyze the causes and effects of the Civil War

      political; social; economic; geographic

  • R.4.AH. Standard / Student Learning Expectation: Reconstruction

    Students shall analyze westward expansion in the United States since Reconstruction.

    • R.4.AH.1. Student Learning Expectation / Benchmark:

      Examine the effect of the Homestead Act and the Morrill Land Grant Act on westward expansion

    • R.4.AH.2. Student Learning Expectation / Benchmark:

      Discuss the impact of the transcontinental railroad on the development of the West

    • R.4.AH.3. Student Learning Expectation / Benchmark: Compare and contrast competition between the farmers of the Great Plains and cattle ranchers

      technology (e.g., John Deere, Cyrus McCormick, Joseph Glidden, dry farming); cow towns; railheads; cowboys; range wars

    • R.4.AH.4. Student Learning Expectation / Benchmark: Analyze the advantages and disadvantages of the mining boom

      impact on American Indians (e.g., work of Helen Hunt Jackson, Dawes Act, Indian Wars); environmental impact; economic impact

  • R.5.AH. Standard / Student Learning Expectation: Reconstruction

    Students shall evaluate the impact of social movements and reforms during Reconstruction.

    • R.5.AH.1. Student Learning Expectation / Benchmark:

      Chart the strengths and weaknesses of the various plans for Reconstruction (e.g., Ten-percent plan, Freedman's Bureau, Wade-Davis Bill)

    • R.5.AH.2. Student Learning Expectation / Benchmark: Identify the significance of the Civil War Amendments

      Thirteenth Amendment; Fourteenth Amendment; Fifteenth Amendment

    • R.5.AH.3. Student Learning Expectation / Benchmark:

      Research the effects of the Civil War Amendments during Reconstruction using primary source documents

    • R.5.AH.4. Student Learning Expectation / Benchmark:

      Examine the reasons for the impeachment of President Andrew Johnson

    • R.5.AH.5. Student Learning Expectation / Benchmark:

      Examine the reaction of United States citizens to civil rights in the late 1800s (e.g., sharecropping, the black codes, Jim Crow, de facto versus de jure segregation, Plessy v. Ferguson -1896, New South - Henry Grady)

    • R.5.AH.6. Student Learning Expectation / Benchmark:

      Explain how the election of 1876 and the Compromise of 1877 led to the end of Reconstruction

    • R.5.AH.7. Student Learning Expectation / Benchmark:

      Outline the successes and failures of Reconstruction

  • IN.6.AH. Standard / Student Learning Expectation: Industrialization

    Students shall investigate the impact of changing technology on economic development.

    • IN.6.AH.1. Student Learning Expectation / Benchmark:

      Investigate the impact of emerging communication technology on economic development using primary and secondary source documents (e.g., telegraph, typewriter, telephone, photographic film)

    • IN.6.AH.2. Student Learning Expectation / Benchmark:

      Investigate the impact of emerging transportation technology on economic development using primary and secondary source documents (e.g., airplane, Pullman cars, mass production of the automobile)

    • IN.6.AH.3. Student Learning Expectation / Benchmark:

      Investigate the impact of emerging technology on urban development using primary and secondary source documents (e.g., steel, elevator, skyscraper, suspension bridges, mass transit)

    • IN.6.AH.4. Student Learning Expectation / Benchmark:

      Investigate the impact of emerging technology on industrial growth using primary and secondary source documents (e.g., electrification, refrigeration, hydraulic brakes, steel and oil industries)

  • IN.7.AH. Standard / Student Learning Expectation: Industrialization

    Students shall evaluate the impact of immigration on society in the United States.

    • IN.7AH.1. Student Learning Expectation / Benchmark:

      Describe the purpose of Angel Island and Ellis Island

    • IN.7AH.2. Student Learning Expectation / Benchmark:

      Map the changing immigration patterns of the late 19th and early 20th centuries

    • IN.7.AH.3. Student Learning Expectation / Benchmark: Categorize the rise of nativism as a reaction to the changing immigration patterns of the late 19th and early 20th centuries

      assimilation; public education; Chinese Exclusion Act; Gentlemen's Agreement; Immigration Restriction League

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

      Illustrate the changing immigration patterns from rural areas to urban areas in the late 19th and early 20th centuries

    • IN.7.AH.5. Student Learning Expectation / Benchmark:

      Research solutions to the problems that resulted from urban migration (e.g., housing, transportation, water, sanitation, crime, fire, poor working conditions)

    • IN.7.AH.6. Student Learning Expectation / Benchmark:

      Examine the role that immigrants played in the emergence of political machines (e.g., Tammany Hall)

  • IN.8.AH. Standard / Student Learning Expectation: Industrialization

    Students shall analyze the rise of big business in the United States.

    • IN.8.AH.1. Student Learning Expectation / Benchmark:

      Compare and contrast the terms 'captains of industry' and 'robber barons'

    • IN.8.AH.2. Student Learning Expectation / Benchmark: Identify and analyze the contributions of important industrialists in the Post-Reconstruction era

      Andrew Carnegie; George Pullman; John D. Rockefeller; J.P. Morgan; Cornelius Vanderbilt

    • IN.8.AH.3. Student Learning Expectation / Benchmark:

      Compare and contrast vertical integration and horizontal integration

    • IN.8.AH.4. Student Learning Expectation / Benchmark: Analyze new forms of business organization

      trusts; monopolies; pools; holding companies

    • IN.8.AH.5. Student Learning Expectation / Benchmark:

      Describe the political and economic philosophy of Social Darwinism (e.g., Herbert Spencer, laissez-faire economics)

    • IN.8.AH.6. Student Learning Expectation / Benchmark: Compare and contrast the reaction of labor to the rise of big business

      Knights of Labor; American Federation of Labor; International Workers of the World; American Railway Union; United Mine Workers

  • PO.9.AH. Standard / Student Learning Expectation: Populism

    Students shall examine the impact of westward migration during the Gilded Age.

    • PO.9.AH.1. Student Learning Expectation / Benchmark:

      Identify the significance of the Exodusters

    • PO.9.AH.2. Student Learning Expectation / Benchmark:

      Analyze life on the Great Plains using primary and secondary sources (e.g., soddies/dugouts, weather, gender roles, medical care, education)

    • PO.9.AH.3. Student Learning Expectation / Benchmark:

      Discuss how frontier life altered the American image

    • PO.9.AH.4. Student Learning Expectation / Benchmark:

      Chart the transition of Oklahoma from Indian Territory to statehood

    • PO.9.AH.5. Student Learning Expectation / Benchmark:

      Discuss problems faced by farmers (e.g., bonanza farms, railroads, economic depression, overproduction)

  • PO.10.AH. Standard / Student Learning Expectation: Populism

    Students shall survey the impact of reform movements on social problems in the United States.

    • PO.10.AH.1 Student Learning Expectation / Benchmark: Summarize the cooperative efforts of farmers in solving agricultural issues

      grange; alliances

    • PO.10.AH.2 Student Learning Expectation / Benchmark: Discuss the rise and fall of the Populist Party

      graduated income tax; Panic of 1893; election of 1896; free silver; railroad regulation

  • PO.11.AH. Standard / Student Learning Expectation: Populism

    Students shall examine the political ideas of the Gilded Age.

    • PO.11.AH.1 Student Learning Expectation / Benchmark: Describe the rulings in the Supreme Court cases regulating industry

      Munn v. Illinois; Wabash v. Illinois; E.C. Knight Co. v. United States; slaughterhouse cases

    • PO.11.AH.2 Student Learning Expectation / Benchmark:

      Discuss the merits of civil service reforms that resulted from the political corruption of the Gilded Age (e.g., spoils system, Pendleton Act, assassination of James Garfield)

  • IM.12.AH. Standard / Student Learning Expectation: Imperialism

    Students shall evaluate the territorial expansion of the United States during the late 19th and early 20th centuries.

    • IM.12.AH.1 Student Learning Expectation / Benchmark:

      Identify the steps leading to the acquisition of Alaska and Hawaii

    • IM.12.AH.2 Student Learning Expectation / Benchmark: Describe the participation of the United States in the Spanish-American War leading to the creation of the United States as an imperial power

      Jingoism; USS Maine; yellow journalism; Joseph Pulitzer; Teller Amendment; Cuba/Platt Amendment; Philippines; William McKinley

    • IM.12.AH.3 Student Learning Expectation / Benchmark:

      Describe the creation of the United States as an imperial power as viewed from multiple perspectives (e.g., Emilio Aquinaldo, Cuba, the Philippines, Queen Liliuokalani)

    • IM.12.AH.4 Student Learning Expectation / Benchmark:

      Analyze the steps which led to the construction of the Panama Canal (e.g., gunboat diplomacy, Panamanian Revolution)

  • IM.13.AH. Standard / Student Learning Expectation: Imperialism

    Students shall analyze the foreign policy of the United States during the early 20th century.

    • IM.13.AH.1 Student Learning Expectation / Benchmark: Describe President Theodore Roosevelt's foreign policy

      Big Stick Diplomacy; Great White Fleet; Roosevelt Corollary

    • IM.13.AH.2 Student Learning Expectation / Benchmark:

      Compare and contrast the Dollar Diplomacy of President William Howard Taft and the Moral Diplomacy of President Woodrow Wilson

    • IM.13.AH.3 Student Learning Expectation / Benchmark: Analyze the effects of the Open Door Policy on the relationship between the United States and China

      Boxer Rebellion; John Hay; spheres of influence

    • IM.13.AH.4 Student Learning Expectation / Benchmark:

      Evaluate the social, political, economic, and geographic impact of the Open Door Policy

    • IM.13.AH.5 Student Learning Expectation / Benchmark:

      Examine the relationship between the United States and its Latin-American neighbors (e.g., Pancho Villa, John Pershing, ABC Conference)

  • PR.14.AH. Standard / Student Learning Expectation: Progressivism

    Students shall evaluate the reforms of progressivism.

    • PR.14.AH.1 Student Learning Expectation / Benchmark: Analyze the effectiveness of the muckrakers on reforming American society

      social reform; educational reform; political reform; economic reform

    • PR.14.AH.2 Student Learning Expectation / Benchmark:

      Examine the Social Gospel Movement and its influence on society (e.g., settlement house, Jane Addams, William Glidden)

    • PR.14.AH.3 Student Learning Expectation / Benchmark:

      Evaluate the use of photo-journalism in affecting urban social reform (e.g., Lewis Hine, Jacob Riis, Keating Owen Act of 1916, Fair Labor Standards Act of 1938)

    • PR.14.AH.4 Student Learning Expectation / Benchmark: Research the women's rights struggle from the 1840s through the Progressive Era

      Seneca Falls Convention; National American Women Suffrage Association; National Association of Colored Women; Nineteenth Amendment

    • PR.14.AH.5 Student Learning Expectation / Benchmark: Investigate the contributions of Theodore Roosevelt's administration in establishing conservation of natural resources

      John Muir; Gifford Pinchot

    • PR.14.AH.6 Student Learning Expectation / Benchmark: Discuss Woodrow Wilson's New Freedom in regard to monetary and fiscal change

      Underwood Tariff of 1913; Federal Reserve Act of 1913

    • PR.14.AH.7 Student Learning Expectation / Benchmark: Evaluate Robert La Follette's Wisconsin Idea in regard to political reform

      initiative; referendum; recall; direct primary

    • PR.14.AH.8 Student Learning Expectation / Benchmark: Compare and contrast the political views of Booker T. Washington and W.E.B. Du Bois

      Atlanta Compromise; Niagara Movement; Tuskegee Institute; National Association for the Advancement of Colored People

    • PR.14.AH.9 Student Learning Expectation / Benchmark: Analyze the progression of government regulation of business

      Interstate Commerce Act; Sherman Anti-trust Act; Clayton Anti-trust Act; Federal Trade Commission Act

    • PR.14.AH.1 Student Learning Expectation / Benchmark:

      Investigate Theodore Roosevelt's Square Deal policies which increased presidential powers [e.g., trust busting, 1902 coal strike, railroad regulation (Elkins Act/Hepburn Act), Meat Inspection Act, Pure Food and Drug Act, conservation]

    • PR.14.AH.1 Student Learning Expectation / Benchmark:

      Analyze the effects of the Sixteenth, Seventeenth, and Eighteenth Amendments

    • PR.14.AH.1 Student Learning Expectation / Benchmark:

      Examine the effects of the 1912 presidential election

  • WC.15.AH. Standard / Student Learning Expectation: World in Conflict

    Students shall examine social, political, and economic changes during World War I.

    • WC.15.AH.1 Student Learning Expectation / Benchmark: Analyze the causes of World War I

      imperialism; nationalism; militarism; alliances

    • WC.15.AH.2 Student Learning Expectation / Benchmark:

      Identify the steps leading to the entrance of the United States into World War I (e.g., Lusitania, Sussex Pledge, Zimmerman Telegram)

    • WC.15.AH.3 Student Learning Expectation / Benchmark:

      Discuss the contributions of the United States to the Allies in World War I

    • WC.15.AH.4 Student Learning Expectation / Benchmark: Investigate mobilization on the home front during World War I

      Selective Service Act; Food Administration; Fuel Administration; War Industries Board; Committee on Public Information

    • WC.15.AH.5 Student Learning Expectation / Benchmark:

      Debate freedom of speech versus national security (e.g., Espionage and Sedition Act , Schenck v. United States, public opposition to the war)

    • WC.15.AH.6 Student Learning Expectation / Benchmark: Examine the Treaty of Versailles

      Wilson's Fourteen Points; ratification debate

  • WC.16.AH. Standard / Student Learning Expectation: World in Conflict

    Students shall examine social, political, and economic changes during the Jazz Age/Roaring Twenties.

    • WC.16.AH.1 Student Learning Expectation / Benchmark:

      Investigate the sources of national fear and violence in post World War I (e.g., Xenophobia/Nativism, Communism, Red Scare/Palmer Raids, Anarchists/Sacco and Vanzetti, Ku Klux Klan, Emergency Quota Act of 1921, labor strikes)

    • WC.16.AH.2 Student Learning Expectation / Benchmark:

      Evaluate the artistic, literary, and social movements of the 1920s, which changed society (e.g., Harlem Renaissance, Lost Generation, jazz culture, Ash Can School, United Negro Improvement Association)

    • WC.16.AH.3 Student Learning Expectation / Benchmark:

      Analyze the domestic policies of Presidents Warren G. Harding, Calvin Coolidge, and Herbert Hoover

  • WC.17.AH. Standard / Student Learning Expectation: World in Conflict

    Students shall examine social, political, and economic changes during the Great Depression.

    • WC.17.AH.1 Student Learning Expectation / Benchmark:

      Examine the causes and effects of the Dust Bowl on agriculture and migration patterns

    • WC.17AH.2. Student Learning Expectation / Benchmark:

      Analyze the national and global causes and effects of the Great Depression

    • WC.17.AH.3 Student Learning Expectation / Benchmark:

      Discuss President Herbert Hoover's policies in dealing with the Great Depression

    • WC.17.AH.4 Student Learning Expectation / Benchmark:

      Evaluate President Franklin D. Roosevelt's New Deal including the long term effects (e.g., growth of federal power/bureaucracy, Tennessee Valley Authority, social security, minimum wage)

  • WC.18.AH. Standard / Student Learning Expectation: World in Conflict

    Students shall examine social, political, and economic changes during World War II.

    • WC.18.AH.1 Student Learning Expectation / Benchmark:

      Discuss the isolationist policies of the United States prior to entry into World War II

    • WC.18.AH.2 Student Learning Expectation / Benchmark:

      Summarize Japanese motives for attacking Pearl Harbor

    • WC.18.AH.3 Student Learning Expectation / Benchmark: Describe the United States' mobilization for war on the home front

      War Production Board; roles of women; war bonds; Selective Service Act; Office of Price Administration; roles of African Americans

    • WC.18.AH.4 Student Learning Expectation / Benchmark: Evaluate the effects of the forced relocation of Japanese Americans including the Arkansas connection

      internment camps (Jerome and Rohwer); Korematsu v. United States

    • WC.18.AH.5 Student Learning Expectation / Benchmark: Evaluate the military contribution of minorities in World War II

      Tuskegee Airmen; Navajo Code Talkers; 442nd Regimental Combat Team

    • WC.18.AH.6 Student Learning Expectation / Benchmark:

      Investigate the contributions of technology and science during World War II (e.g., Office of Scientific Research and Development, Manhattan Project, blood plasma, penicillin, radar, semiconductors, synthetic materials, freeze-dried food)

    • WC.18.AH.7 Student Learning Expectation / Benchmark:

      Analyze President Harry S. Truman's decision to use atomic weapons against Japan

    • WC.18.AH.8 Student Learning Expectation / Benchmark:

      Investigate the effects of World War II on population shifts, economic gains, and social adjustments during the post-war period (e.g., defense industry towns, African American migration, farmer prosperity, employment of women, baby boom, juvenile delinquency, G.I. Bill of Rights)

    • WC.18.AH.9 Student Learning Expectation / Benchmark:

      Examine racial conflicts in the World War II period

  • CUS.19.AH. Standard / Student Learning Expectation: Contemporary United States

    Students shall examine the changes encountered between the Cold War and the present.

    • CUS.19.AH. Student Learning Expectation / Benchmark:

      Investigate the origins of the Cold War (e.g., Yalta Conference, division of Europe, United Nations, Truman Doctrine, Marshall Plan, Berlin Crisis)

    • CUS.19.AH. Student Learning Expectation / Benchmark:

      Discuss the influence of McCarthyism on American society and politics

    • CUS.19.AH. Student Learning Expectation / Benchmark: Examine the increase in bureaucracy as a result of the Cold War

      National Security Act of 1947; Interstate Highway Act of 1957

    • CUS.19.AH. Student Learning Expectation / Benchmark: Examine the development of international alliances as a result of the Cold War

      North Atlantic Treaty Organization; Warsaw Pact

    • CUS.19.AH. Student Learning Expectation / Benchmark:

      Discuss the impact of the space race on relations between the United States and the Soviet Union

    • CUS.19.AH. Student Learning Expectation / Benchmark: Investigate civil rights issues affecting the following groups

      African Americans; American Indians; Asian Americans; Hispanic Americans; women

    • CUS.19.AH. Student Learning Expectation / Benchmark: Investigate the role of the United States in global conflicts

      Korean Conflict; Vietnam Conflict; Operation Desert Shield/Storm

    • CUS.19.AH. Student Learning Expectation / Benchmark:

      Examine the cultural and technological changes in American society that began in the 1950s using primary and secondary sources

    • CUS.19.AH. Student Learning Expectation / Benchmark:

      Compare and contrast the policies of the New Frontier and the Great Society

    • CUS.19.AH. Student Learning Expectation / Benchmark:

      Discuss the political and social results of Watergate

    • CUS.19.AH. Student Learning Expectation / Benchmark:

      Compare and contrast the domestic and foreign policies of United States presidents from Richard Nixon to the present

    • CUS.19.AH. Student Learning Expectation / Benchmark:

      Recognize current issues in immigration and ethnic diversity

    • CUS.19.AH. Student Learning Expectation / Benchmark: Investigate the effects of the September 11, 2001, terrorist attack on the United States

      Department of Homeland Security; Patriot Act; Transportation Security Act; Operation Enduring Freedom

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

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

    Students shall analyze the geographical regions of Arkansas.

    • G.1.AH.9-1 Student Learning Expectation / Benchmark: Investigate 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.9-1 Student Learning Expectation / Benchmark:

      Examine the practical uses of the major rivers in Arkansas (e.g., trade, transportation, recreation)

    • G.1.AH.9-1 Student Learning Expectation / Benchmark:

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

    • G.1.AH.9-1 Student Learning Expectation / Benchmark:

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

    • G.1.AH.9-1 Student Learning Expectation / Benchmark: Examine the economic effect of Arkansas' natural resources

      diamonds; bauxite; forestry products; oil; lignite; novaculite

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

    Students shall analyze Arkansas' pre-territorial periods.

    • EA.2.AH.9- Student Learning Expectation / Benchmark: Research pre-historic cultures in Arkansas

      Archaic; Woodland; Mississippian traditions

    • EA.2.AH.9- Student Learning Expectation / Benchmark: Examine the significant elements in the success of pre-historic cultures in Arkansas

      location; food sources

    • EA.2.AH.9- Student Learning Expectation / Benchmark: Compare and contrast the cultural characteristics of early Indian tribes in Arkansas

      Osage; Caddo; Quapaw

    • EA.2.AH.9- Student Learning Expectation / Benchmark:

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

    • EA.2.AH.9- Student Learning Expectation / Benchmark:

      Investigate the Arkansas Post Settlement

    • EA.2.AH.9- Student Learning Expectation / Benchmark: Analyze the changing ownership of Arkansas using primary and secondary sources

      Spain; France; United States

    • EA.2.AH.9- Student Learning Expectation / Benchmark:

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

  • EA.3.AH. Standard / Student Learning Expectation: Early Arkansas

    Students shall analyze the significant contributions of early explorers.

    • EA.3.AH.9- Student Learning Expectation / Benchmark: Examine the impact of the first European explorers in Arkansas

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

    • EA.3.AH.9- Student Learning Expectation / Benchmark: Research 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. Featherstonhagh; Bernard La Harpe

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

    Students shall analyze the factors related to statehood.

    • TPS.4.AH.9 Student Learning Expectation / Benchmark:

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

    • TPS.4.AH.9 Student Learning Expectation / Benchmark:

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

    • TPS.4.AH.9 Student Learning Expectation / Benchmark:

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

    • TPS.4.AH.9 Student Learning Expectation / Benchmark: Discuss the historical importance of Arkansas' territorial officials

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

    • TPS.4.AH.9 Student Learning Expectation / Benchmark:

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

    • TPS.4.AH.9 Student Learning Expectation / Benchmark:

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

    • TPS.4.AH.9 Student Learning Expectation / Benchmark: Analyze the process to achieve statehood

      petition for statehood; congressional approval; Michigan/Arkansas

    • TPS.4.AH.9 Student Learning Expectation / Benchmark:

      Investigate the decline and removal of American Indian tribes in Arkansas

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

    Students shall analyze the cause and effects of the Civil War on Arkansas.

    • SR.5.AH.9- Student Learning Expectation / Benchmark:

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

    • SR.5.AH.9- Student Learning Expectation / Benchmark:

      Define confederation and describe the weaknesses of the Confederacy

    • SR.5.AH.9- Student Learning Expectation / Benchmark:

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

    • SR.5.AH.9- Student Learning Expectation / Benchmark:

      Compare and contrast the Confederacy to the government under the Articles of Confederation

    • SR.5.AH.9- Student Learning Expectation / Benchmark:

      Analyze the contributions of noteworthy Arkansans during the Civil War period

    • SR.5.AH.9- Student Learning Expectation / Benchmark: Explain the existence of dual governments in wartime Arkansas

      Washington, Arkansas; Little Rock, Arkansas

    • SR.5.AH.9- Student Learning Expectation / Benchmark:

      Examine the major Civil War battlefields in and near Arkansas

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

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

    • RP.6.AH.9- Student Learning Expectation / Benchmark: Examine the Reconstruction Era in Arkansas

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

    • RP.6.AH.9- Student Learning Expectation / Benchmark:

      Analyze the effects of sharecropping on society in Arkansas

    • RP.6.AH.9- Student Learning Expectation / Benchmark:

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

    • RP.6.AH.9- Student Learning Expectation / Benchmark:

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

    • RP.6.AH.9- Student Learning Expectation / Benchmark:

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

    • RP.6.AH.9- Student Learning Expectation / Benchmark:

      Examine 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.AH. Standard / Student Learning Expectation: World War I through the 1920s

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

    • W.7.AH.9-1 Student Learning Expectation / Benchmark:

      Examine the reactions of Arkansans to World War I (e.g., Cleburne County Draft War, draft)

    • W.7.AH.9-1 Student Learning Expectation / Benchmark:

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

    • W.7.AH.9-1 Student Learning Expectation / Benchmark:

      Examine the economic effects of the oil boom on southern Arkansas

    • W.7.AH.9-1 Student Learning Expectation / Benchmark: Explore the effects of tourism on the economy

      Hot Springs; Ozarks; Murfreesboro diamond mines

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

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

    • GD.8.AH.9- Student Learning Expectation / Benchmark:

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

    • GD.8.AH.9- Student Learning Expectation / Benchmark:

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

    • GD.8.AH.9- Student Learning Expectation / Benchmark:

      Analyze the results of bank closures on Arkansas

    • GD.8.AH.9- Student Learning Expectation / Benchmark:

      Analyze 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.9- Student Learning Expectation / Benchmark:

      Explore the economic and social consequences of the Great Depression

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

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

    • WWP.9.AH.9 Student Learning Expectation / Benchmark: Examine the contributions of Arkansas during World War II

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

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

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

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

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

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

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

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

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

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

      Analyze the political and economic effects of the Clinton presidency

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

      Analyze 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.9 Student Learning Expectation / Benchmark: Research significant contributions made by Arkansans in the following fields

      art; business; culture; medicine; science

• AR.CCC. Strand / Content Standard: Civics for Core Curriculum (1 semester only)

  • C.1.CCC. Standard / Student Learning Expectation: Citizenship

    Students shall examine citizenship.

    • C.1.CCC.1. Student Learning Expectation / Benchmark:

      Discuss the relevance of the study of civics

    • C.1.CCC.2. Student Learning Expectation / Benchmark:

      Explain the role of citizenship

    • C.1.CCC.3. Student Learning Expectation / Benchmark:

      Explain what constitutes a citizen

    • C.1.CCC.4. Student Learning Expectation / Benchmark: Discuss the process of becoming a citizen

      native born (e.g., jus soli, jus sanguinus); naturalization

    • C.1.CCC.5. Student Learning Expectation / Benchmark: Explain and apply citizenship concepts to everyday life

      equality of all citizens under the law; majority rule/minority rights; individual freedoms; individual rights versus public interest; patriotism

  • C.2.CCC. Standard / Student Learning Expectation: Citizenship

    Students shall examine the rights, responsibilities, privileges, and duties of citizens.

    • C.2.CCC.1. Student Learning Expectation / Benchmark: Compare and contrast the responsibilities and duties of citizenship

      being an informed citizen; compulsory education; jury duty; obeying laws; selective service; taxes

    • C.2.CCC.2. Student Learning Expectation / Benchmark:

      Distinguish between rights and privileges of citizenship (e.g., voting, driving, education)

  • G.3.CCC. Standard / Student Learning Expectation: Government

    Students shall examine the purposes of government.

    • G.3.CCC.1. Student Learning Expectation / Benchmark:

      Explain the purposes of government

    • G.3.CCC.2. Student Learning Expectation / Benchmark:

      Describe how governments acquire power

    • G.3.CCC.3. Student Learning Expectation / Benchmark:

      Examine the role of government in protecting the rights of the people (e.g., courts)

  • G.4.CCC. Standard / Student Learning Expectation: Government

    Students shall compare the different types of government.

    • G.4.CCC.1. Student Learning Expectation / Benchmark: Compare and contrast the different types of governmental ideology

      dictatorship; direct democracy; indirect democracy

  • USC.5.CCC. Standard / Student Learning Expectation: United States Constitution

    Students shall explain the importance of historical documents, events, and people that led to the development of the United States Constitution

    • USC.5.CCC. Student Learning Expectation / Benchmark:

      Discuss the meaning of constitution and constitutional government

    • USC.5.CCC. Student Learning Expectation / Benchmark: Explain the importance of historical documents and events that influenced the structure and development of the United States Constitution

      Mayflower Compact - 1620; Declaration of Independence - 1776; Articles of Confederation - 1781; Constitutional Convention - 1787

    • USC.5.CCC. Student Learning Expectation / Benchmark: Describe the contributions of the following individuals to the United States Constitution using primary source documents

      John Locke; Jean Jacques Rousseau; Founding Fathers

  • USC.6.CCC. Standard / Student Learning Expectation: United States Constitution

    Students shall describe the organization, authority, and function of the United States government as defined by the United States Constitution.

    • USC.6.CCC. Student Learning Expectation / Benchmark:

      Describe the reason for the organization of government in the United States Constitution

    • USC.6.CCC. Student Learning Expectation / Benchmark:

      Describe the procedures required to amend the United States Constitution

    • USC.6.CCC. Student Learning Expectation / Benchmark:

      Compare delegated, concurrent, and reserved powers

  • USC.7.CCC. Standard / Student Learning Expectation: United States Constitution

    Students shall analyze the fundamental rights of individuals.

    • USC.7.CCC. Student Learning Expectation / Benchmark:

      Analyze fundamental rights of individuals as incorporated in the Bill of Rights

    • USC.7.CCC. Student Learning Expectation / Benchmark:

      Identify changes occurring over time in the interpretation of the Bill of Rights

    • USC.7.CCC. Student Learning Expectation / Benchmark:

      Examine changes in civil rights legislation (e.g., affirmative action, Americans with Disabilities Act (ADA), Civil Rights Acts of 1964-65, Voting Rights Act of 1964)

  • SG.8.CCC. Standard / Student Learning Expectation: Structure of Government

    Students shall describe the organization, authority, and function of federal and state government.

    • SG.8.CCC.1 Student Learning Expectation / Benchmark: Discuss the legislative branch of the government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.CCC.2 Student Learning Expectation / Benchmark: Discuss the executive branch of the government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.CCC.3 Student Learning Expectation / Benchmark: Discuss the judicial branch of the government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.CCC.4 Student Learning Expectation / Benchmark:

      Describe the separation of powers in the system of checks and balances

  • L.9.CCC. Standard / Student Learning Expectation: Laws

    Students shall examine federal, state, and local laws.

    • L.9.CCC.1. Student Learning Expectation / Benchmark:

      Examine the source, purpose, and function of laws

    • L.9.CCC.2. Student Learning Expectation / Benchmark:

      Explain the need for active and ongoing change in laws

    • L.9.CCC.3. Student Learning Expectation / Benchmark:

      Distinguish between criminal and civil laws

  • L.10.CCC. Standard / Student Learning Expectation: Laws

    Students shall examine Arkansas laws pertaining to students.

    • L.10.CCC.1 Student Learning Expectation / Benchmark: Discuss Arkansas laws applicable to juveniles

      bullying; Extended Juvenile Jurisdiction; health-related issues; juvenile court; school laws; victims' rights

  • PPE.11.CCC Standard / Student Learning Expectation: Political Parties and Elections

    Students shall analyze the development of political parties.

    • PPE.11.CCC Student Learning Expectation / Benchmark: Analyze the development and growth of political parties

      two party system; role of citizens

    • PPE.11.CCC Student Learning Expectation / Benchmark: Analyze various influences on political parties

      interest groups; lobbyists; Political Action Committees (PACs)

  • PPE.12.CCC Standard / Student Learning Expectation: Political Parties and Elections

    Students shall examine the influence of media on politics.

    • PPE.12.CCC Student Learning Expectation / Benchmark: Discuss the influence of media coverage on the political process

      news reports; political cartoons; public opinion polls; use of propaganda techniques; campaign advertising

    • PPE.12.CCC Student Learning Expectation / Benchmark:

      Discuss biases in the formation of public opinion

    • PPE.12.CCC Student Learning Expectation / Benchmark:

      Discuss the influence of the Internet on the political process

  • PPE.13.CCC Standard / Student Learning Expectation: Political Parties and Elections

    Students shall discuss the election process in the federal, state, and local governments.

    • PPE.13.CCC Student Learning Expectation / Benchmark: Describe the election process in the federal, state, and local governments

      voter registration; voter interest or apathy; nominating process (e.g., direct primary, nominating committee, caucus)

    • PPE.13.CCC Student Learning Expectation / Benchmark:

      Discuss the complexities of vote tabulation and certifying elections

• AR.C. Strand / Content Standard: Civics

  • C.1.C. Standard / Student Learning Expectation: Citizenship

    Students shall examine citizenship.

    • C.1.C.1. Student Learning Expectation / Benchmark:

      Discuss the relevance of the study of civics

    • C.1.C.2. Student Learning Expectation / Benchmark:

      Explain the role of citizenship

    • C.1.C.3. Student Learning Expectation / Benchmark:

      Explain what constitutes a citizen

    • C.1.C.4. Student Learning Expectation / Benchmark: Discuss the process of becoming a citizen

      native born (e.g., jus soli, jus sanguinus); naturalization

    • C.1.C.5. Student Learning Expectation / Benchmark: Explain and apply citizenship concepts to everyday life

      equality of all citizens under the law; worth and dignity of individuals in a democratic society; majority rule/minority rights; individual freedoms; individual rights versus public interest; patriotism; volunteerism; civil service

  • C.2.C. Standard / Student Learning Expectation: Citizenship

    Students shall examine the rights, responsibilities, privileges, and duties of citizens.

    • C.2.C.1. Student Learning Expectation / Benchmark: Compare and contrast the responsibilities and duties of citizenship

      jury duty; taxes; selective service; compulsory education; obeying laws; being an informed citizen

    • C.2.C.2. Student Learning Expectation / Benchmark:

      Distinguish between rights and privileges of citizenship (e.g., voting, driving, education)

  • G.3.C. Standard / Student Learning Expectation: Government

    Students shall analyze the purposes of government.

    • G.3.C.1. Student Learning Expectation / Benchmark:

      Explain the purposes of government

    • G.3.C.2. Student Learning Expectation / Benchmark:

      Analyze how governments acquire power

    • G.3.C.3. Student Learning Expectation / Benchmark:

      Examine the role of government in protecting the rights of the people (e.g., courts)

    • G.3.C.4. Student Learning Expectation / Benchmark:

      Evaluate the role of government in settling disputes (e.g., arbitration, mediation, Wagner Act)

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

    Students shall compare the different types of government.

    • G.4.C.1. Student Learning Expectation / Benchmark: Compare and contrast the different types of governmental ideology

      dictatorship (e.g., totalitarian, military junta, despot); absolute monarchy; direct democracy; indirect democracy; parliamentary democracy

  • USC.5.C. Standard / Student Learning Expectation: United States Constitution

    Students shall explain the importance of historical documents, events, and people that led to the development of the United States Constitution.

    • USC.5.C.1. Student Learning Expectation / Benchmark:

      Discuss the meaning of constitution and constitutional government

    • USC.5.C.2. Student Learning Expectation / Benchmark: Explain the importance of historical documents and events that influenced the structure and development of the United States Constitution

      Mayflower Compact - 1620; Glorious Revolution - 1688; English Bill of Rights - 1689; Declaration of Independence - 1776; Articles of Confederation - 1781; state (colonial) constitutions; Shays' Rebellion - 1786; Constitutional Convention -1787; The Federalist Papers - 1787-1788

    • USC.5.C.3. Student Learning Expectation / Benchmark: Research the contributions by the following individuals to the United States Constitution using primary source documents

      John Locke; Baron de Montesquieu; Jean Jacques Rousseau; Founding Fathers

    • USC.5.C.4. Student Learning Expectation / Benchmark:

      Describe the process of ratifying the United States Constitution

  • USC.6.C. Standard / Student Learning Expectation: United States Constitution

    Students shall analyze the organization and structure of the United States government as defined by the United States Constitution.

    • USC.6.C.1. Student Learning Expectation / Benchmark:

      Describe the reason for the organization of government in the United States Constitution (e.g., commerce, defense, judicial, executive, fiscal)

    • USC.6.C.2. Student Learning Expectation / Benchmark:

      Compare delegated, concurrent, and reserved powers

    • USC.6.C.3. Student Learning Expectation / Benchmark: Explain the limitations on the powers of government

      Writ of Habeas Corpus; Bill of Attainder; Ex Post Facto

    • USC.6.C.4. Student Learning Expectation / Benchmark:

      Describe the procedures required to amend the United States Constitution

    • USC.6.C.5. Student Learning Expectation / Benchmark:

      Analyze the consequences of constitutional amendments on citizenship (e.g., voting rights, due process of law, societal changes)

  • USC.7.C. Standard / Student Learning Expectation: United States Constitution

    Students shall analyze the fundamental rights of individuals.

    • USC.7.C.1. Student Learning Expectation / Benchmark:

      Analyze rights protected by the Bill of Rights that are not specifically stated in the United States Constitution (e.g., right of privacy)

    • USC.7.C.2. Student Learning Expectation / Benchmark:

      Analyze fundamental rights of individuals as incorporated in the Bill of Rights.

    • USC.7.C.3. Student Learning Expectation / Benchmark:

      Investigate limitations or restrictions on criminal punishment (e.g., Eighth Amendment, Fourteenth Amendment)

    • USC.7.C.4. Student Learning Expectation / Benchmark:

      Analyze court cases that demonstrate how the United States Constitution protects the rights of individuals (e.g., Brown v. Board of Education, Miranda v. Arizona, Tinker v. Des Moines, Gideon v. Wainwright, Roe v. Wade)

    • USC.7.C.5. Student Learning Expectation / Benchmark:

      Examine changes in civil rights legislation (e.g., affirmative action, Americans with Disabilities Act (ADA), Civil Rights Acts of 1964-1965, Voting Rights Act of 1964)

  • SG.8.C. Standard / Student Learning Expectation: Structure of Government

    Students shall analyze the organization, authority, and function of federal, state, and local government.

    • SG.8.C.1. Student Learning Expectation / Benchmark: Discuss the legislative branch of the government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.C.2. Student Learning Expectation / Benchmark: Discuss the executive branch of the government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.C.3. Student Learning Expectation / Benchmark: Discuss the judicial branch of the government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.C.4. Student Learning Expectation / Benchmark:

      Analyze the separation of powers and the system of checks and balances at the federal and state levels

    • SG.8.C.5. Student Learning Expectation / Benchmark:

      Discuss the organization of various forms of local government (e.g., county, mayor-council, city manager, commission)

    • SG.8.C.6. Student Learning Expectation / Benchmark:

      Compare and contrast federal, state, and local governments (e.g., bureaucracy, finances, civil service, public policy, community services)

  • L.9.C. Standard / Student Learning Expectation: Laws

    Students shall evaluate federal, state, and local laws.

    • L.9.C.1. Student Learning Expectation / Benchmark:

      Examine concurrent powers at the federal, state, and local levels

    • L.9.C.2. Student Learning Expectation / Benchmark:

      Describe the supremacy of federal laws

    • L.9.C.3. Student Learning Expectation / Benchmark:

      Discuss the concept of full faith and credit as it applies to the relationship between states

    • L.9.C.4. Student Learning Expectation / Benchmark:

      Discuss the process by which a bill becomes a law at the federal and state levels

    • L.9.C.5. Student Learning Expectation / Benchmark:

      Examine the difference between a statute and an ordinance

    • L.9.C.6. Student Learning Expectation / Benchmark:

      Explain the need for active and ongoing change in laws

    • L.9.C.7. Student Learning Expectation / Benchmark:

      Compare and contrast criminal and civil laws

    • L.9.C.8. Student Learning Expectation / Benchmark:

      Compare and contrast referendum, initiative, and recall

  • L.10.C. Standard / Student Learning Expectation: Laws

    Students shall examine Arkansas laws pertaining to students.

    • L.10.C.1. Student Learning Expectation / Benchmark: Discuss Arkansas laws applicable to juveniles

      bullying; extended Juvenile Jurisdiction; health-related issues; juvenile court; school laws; victims' rights

  • PPE.11.C. Standard / Student Learning Expectation: Political Parties and Elections

    Students shall analyze the development of political parties.

    • PPE.11.C.1 Student Learning Expectation / Benchmark: Analyze the development and growth of political parties

      two party system; factions; third parties; role of citizens

    • PPE.11.C.2 Student Learning Expectation / Benchmark: Analyze various influences on political parties

      interest groups; lobbyists; Political Action Committees (PACs)

  • PPE.12.C. Standard / Student Learning Expectation: Political Parties and Elections

    Students shall examine the influence of media on politics.

    • PPE.12.C.1 Student Learning Expectation / Benchmark: Discuss the influence of media coverage on the political process

      news reports; political cartoons; editorials; campaign advertising; public opinion polls; use of propaganda techniques

    • PPE.12.C.2 Student Learning Expectation / Benchmark:

      Examine the influence of the Internet on the political process

    • PPE.12.C.3 Student Learning Expectation / Benchmark:

      Discuss biases in forming public opinion

  • PPE.13.C. Standard / Student Learning Expectation: Political Parties and Elections

    Students shall evaluate the election process in the federal, state, and local governments.

    • PPE.13.C.1 Student Learning Expectation / Benchmark: Describe the election process in the federal, state, and local governments

      campaign finance; campaign strategies; voter registration; factors affecting election turn-out; voter interest; nominating process (e.g., nominating convention, direct primary, caucus)

    • PPE.13.C.2 Student Learning Expectation / Benchmark:

      Discuss the complexities of vote tabulation and certifying elections

    • PPE.13.C.3 Student Learning Expectation / Benchmark:

      Explain the role of the electoral college in the election process

• AR.CAG. Strand / Content Standard: Civics/American Government

  • C.1.CAG. Standard / Student Learning Expectation: Citizenship

    Students shall examine citizenship.

    • C.1.CAG.1. Student Learning Expectation / Benchmark:

      Discuss the relevance of the study of civics

    • C.1.CAG.2. Student Learning Expectation / Benchmark:

      Explain the role of citizenship

    • C.1.CAG.3. Student Learning Expectation / Benchmark:

      Explain what constitutes a citizen

    • C.1.CAG.4. Student Learning Expectation / Benchmark: Discuss the process of becoming a citizen

      native born (e.g., jus soli, jus sanguinus); naturalization

    • C.1.CAG.5. Student Learning Expectation / Benchmark: Explain and apply citizenship concepts to everyday life

      equality of all citizens under the law; worth and dignity of individuals in a democratic society; majority rule/minority rights; individual freedoms; individual rights versus public interest

  • C.2.CAG. Standard / Student Learning Expectation: Citizenship

    Students shall examine rights, responsibilities, privileges, and duties of citizens.

    • C.2.CAG.1. Student Learning Expectation / Benchmark: Compare and contrast responsibilities and duties of citizenship

      jury duty; taxes; selective service; compulsory education; obeying laws; being an informed citizen

    • C.2.CAG.2. Student Learning Expectation / Benchmark:

      Distinguish between rights and privileges of citizenship (e.g., voting, driving, education)

  • G.3.CAG. Standard / Student Learning Expectation: Government

    Students shall analyze and evaluate the purposes of government.

    • G.3.CAG.1. Student Learning Expectation / Benchmark:

      Explain the purposes of government

    • G.3.CAG.2. Student Learning Expectation / Benchmark:

      Analyze how government acquires power

    • G.3.CAG.3. Student Learning Expectation / Benchmark:

      Examine the role of government in protecting the rights of the people (e.g., courts)

    • G.3.CAG.4. Student Learning Expectation / Benchmark:

      Evaluate the role of government in settling disputes (e.g., arbitration, mediation, Wagner Act)

  • G.4.CAG. Standard / Student Learning Expectation: Government

    Students shall compare the different types of government.

    • G.4.CAG.1. Student Learning Expectation / Benchmark:

      Categorize the characteristics of limited and unlimited government

    • G.4.CAG.2. Student Learning Expectation / Benchmark: Compare and contrast the different types of governmental ideology

      dictatorship (e.g., totalitarian, military junta, despot); absolute monarchy; direct democracy; indirect democracy; parliamentary democracy

  • USC.5.CAG. Standard / Student Learning Expectation: United States Constitution

    Students shall examine the importance of historical documents, events, and people that led to the development of the United States Constitution

    • USC.5.CAG. Student Learning Expectation / Benchmark: Explain the importance of historical documents and events that influenced the structure and meaning of the United States Constitution

      Magna Carta - 1215; Mayflower Compact - 1620; Glorious Revolution - 1688; English Bill of Rights - 1689; Declaration of Independence - 1776; Articles of Confederation - 1781; state (colonial) Constitutions; Shays' Rebellion - 1786; Constitutional Convention -1787; The Federalist Papers - 1787-1788

    • USC.5.CAG. Student Learning Expectation / Benchmark: Examine the contributions to the United States Constitution by the following individuals using primary source documents

      John Locke; Baron de Montesquieu; Jean-Jacques Rousseau; Founding Fathers

    • USC.5.CAG. Student Learning Expectation / Benchmark:

      Explain the social contract theory of government

    • USC.5.CAG. Student Learning Expectation / Benchmark:

      Describe the process of ratifying the United States Constitution

  • USC.6.CAG. Standard / Student Learning Expectation: United States Constitution

    Students shall analyze the organization and structure of the United States government as defined by the United States Constitution.

    • USC.6.CAG. Student Learning Expectation / Benchmark:

      Describe the reason for the organization of government in the United States Constitution

    • USC.6.CAG. Student Learning Expectation / Benchmark:

      Compare delegated, concurrent, and reserved powers

    • USC.6.CAG. Student Learning Expectation / Benchmark: Explain limitations on the powers of government

      Writ of Habeas Corpus; Bill of Attainder; Ex Post Facto

    • USC.6.CAG. Student Learning Expectation / Benchmark:

      Describe the procedures required to amend the United States Constitution

    • USC.6.CAG. Student Learning Expectation / Benchmark:

      Analyze the consequences of constitutional amendments on citizenship, voting rights, due process of law, and societal changes

  • USC.7.CAG. Standard / Student Learning Expectation: United States Constitution

    Students shall examine the fundamental rights of individuals as incorporated in the United States Constitution.

    • USC.7.CAG. Student Learning Expectation / Benchmark:

      Examine the rights protected by the Bill of Rights that are not specifically stated in the United States Constitution (e.g., right of privacy)

    • USC.7.CAG. Student Learning Expectation / Benchmark:

      Examine the fundamental rights of individuals as incorporated in the Bill of Rights

    • USC.7.CAG. Student Learning Expectation / Benchmark:

      Investigate limitations or restrictions on criminal punishment (e.g., Eighth Amendment, Fourteenth Amendment)

    • USC.7.CAG. Student Learning Expectation / Benchmark:

      Analyze court cases that demonstrate how the United States Constitution protects the rights of individuals (e.g., Brown v. Board of Education, Miranda v. Arizona, Tinker v. Des Moines, Gideon v. Wainwright)

    • USC.7.CAG. Student Learning Expectation / Benchmark:

      Examine changes in civil rights legislation (e.g., affirmative action, Americans with Disabilities Act (ADA), Civil Rights Acts of 1964-1965, Voting Rights Act of 1964)

    • USC.7.CAG. Student Learning Expectation / Benchmark: Identify United States presidents and summarize their roles in the Civil Rights movements

      Harry S. Truman; John F. Kennedy; Lyndon B. Johnson

  • SG.8.CAG. Standard / Student Learning Expectation: Structure of Government

    Students shall examine the purpose, organization, authority, and function of the federal, state, and local government.

    • SG.8.CAG.1 Student Learning Expectation / Benchmark: Discuss the legislative branch of government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.CAG.2 Student Learning Expectation / Benchmark: Discuss the executive branch of government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.CAG.3 Student Learning Expectation / Benchmark: Discuss the judicial branch of government at the federal and state levels

      purpose; organization; authority; function

    • SG.8.CAG.4 Student Learning Expectation / Benchmark:

      Analyze the separation of powers and the system of checks and balances at the federal and state levels

    • SG.8.CAG.5 Student Learning Expectation / Benchmark:

      Discuss the organization of various forms of local government (e.g., county, mayor-council, city manager, commission)

    • SG.8.CAG.6 Student Learning Expectation / Benchmark:

      Compare and contrast federal, state, and local governments (e.g., bureaucracy, finances, civil service, public policy, community services)

  • L.9.CAG. Standard / Student Learning Expectation: Laws

    Students shall evaluate federal, state, and local laws.

    • L.9.CAG.1. Student Learning Expectation / Benchmark:

      Compare and contrast concurrent powers and supremacy of laws at the federal, state, and local levels

    • L.9.CAG.2. Student Learning Expectation / Benchmark:

      Describe the supremacy of federal laws

    • L.9.CAG.3. Student Learning Expectation / Benchmark:

      Discuss the process by which a bill becomes a law

    • L.9.CAG.4. Student Learning Expectation / Benchmark:

      Examine the difference between a statute and an ordinance

    • L.9.CAG.5. Student Learning Expectation / Benchmark:

      Define the concept of full faith and credit as it applies to the relationship between states

    • L.9.CAG.6. Student Learning Expectation / Benchmark:

      Identify the source, purpose, and function of laws

    • L.9.CAG.7. Student Learning Expectation / Benchmark:

      Explain the need for active and ongoing change in laws

    • L.9.CAG.8. Student Learning Expectation / Benchmark:

      Distinguish between criminal and civil laws (tort)

    • L.9.CAG.9. Student Learning Expectation / Benchmark: Explain the phases of a criminal case

      hearing; indictment; arraignment; trial; penalty

    • L.9.CAG.10 Student Learning Expectation / Benchmark:

      Compare and contrast referendum, initiative, and recall

  • L.10.CAG. Standard / Student Learning Expectation: Laws

    Students shall examine of Arkansas laws pertaining to students.

    • L.10.CAG.1 Student Learning Expectation / Benchmark: Identify Discuss Arkansas laws applicable to juveniles

      bullying; Extended Juvenile Jurisdiction; health-related issues; juvenile court; school laws; victims' rights

  • PPE.11.CAG Standard / Student Learning Expectation: Political Parties and Elections

    Students shall analyze the development of political parties.

    • PPE.11.CAG Student Learning Expectation / Benchmark: Analyze the development and growth of political parties

      two party system; factions; third parties; role of citizens

    • PPE.11.CAG Student Learning Expectation / Benchmark: Analyze various influences on political parties

      interest groups; lobbyists; Political Action Committees (PACs)

  • PPE.12.CAG Standard / Student Learning Expectation: Political Parties and Elections

    Students shall examine the influence of media on politics.

    • PPE.12.CAG Student Learning Expectation / Benchmark: Discuss the influence of media coverage on the political process

      news reports; political cartoons; editorials; campaign advertising; public opinion polls; use of propaganda techniques

    • PPE.12.CAG Student Learning Expectation / Benchmark:

      Examine the influence of the Internet on the political process

    • PPE.12.CAG Student Learning Expectation / Benchmark:

      Discuss biases in forming public opinion

  • PPE.13.CAG Standard / Student Learning Expectation: Political Parties and Elections

    Students shall evaluate the election process in the federal, state, and local governments.

    • PPE.13.CAG Student Learning Expectation / Benchmark: Describe the election process in the federal, state, and local governments

      campaign finance; campaign strategies; voter registration; factors affecting election turn-out; voter interest; nominating process (e.g., direct primary, caucus)

    • PPE.13.CAG Student Learning Expectation / Benchmark:

      Discuss the complexities of vote tabulation and certifying elections

    • PPE.13.CAG Student Learning Expectation / Benchmark:

      Explain the role of the electoral college in the election process

  • GR.14.CAG. Standard / Student Learning Expectation: Global Relations

    Students shall examine the foreign policy of the United States in a global context.

    • GR.14.CAG. Student Learning Expectation / Benchmark:

      Describe the function of the United Nations

    • GR.14.CAG. Student Learning Expectation / Benchmark:

      Describe the relationship between the United States and the United Nations

• AR.CH. Strand / Content Standard: Contemporary United States History

  • CC.1.CH. Standard / Student Learning Expectation: Changing Culture

    Student shall analyze the causes and consequences of cultural changes.

    • CC.1.CH.1. Student Learning Expectation / Benchmark:

      Investigate the origins of the Counter Culture Movement of the mid 20th century (e.g., beat generation, hippies)

    • CC.1.CH.2. Student Learning Expectation / Benchmark:

      Research the trends in popular culture through literature, cinema, music, art, and television (e.g. rock and roll, pop art, sitcoms, MTV, mass media, science fiction, professional sports)

    • CC.1.CH.3. Student Learning Expectation / Benchmark:

      Examine the forces of change on the nuclear family (e.g., divorce rate, planned parenthood, single parents, welfare system, working women, birth control)

    • CC.1.CH.4. Student Learning Expectation / Benchmark:

      Discuss the changing cultural landscape (e.g., fast food, theme parks, family vacation, hotels/motels, automobile)

    • CC.1.CH.5. Student Learning Expectation / Benchmark:

      Examine the changing roles of women in society (e.g., National Organization of Women, Equal Rights Amendment, Title IX, Equal Employment Opportunity Commission, women in corporate America, key female politicians in the United States and the world)

    • CC.1.CH.6. Student Learning Expectation / Benchmark:

      Research the influence of the Baby Boom generation on society

  • RE.2.CH. Standard / Student Learning Expectation: Race and Ethnicity

    Students shall analyze the role which race and ethnicity have played in world affairs.

    • RE.2.CH.1. Student Learning Expectation / Benchmark:

      Research the Civil Rights Movement in the United States (e.g., desegregation of the United States military, Brown v Board of Education, National Association for the Advancement of Colored People, Southern Christian Leadership Conference, Congress of Racial Equality, freedom rides, Black Panthers)

    • RE.2.CH.2. Student Learning Expectation / Benchmark:

      Compare and contrast the views of various civil rights leaders (e.g., Martin Luther King Jr., Malcolm X)

    • RE.2.CH.3. Student Learning Expectation / Benchmark:

      Examine the role of government in securing civil rights (e.g., federal court cases, federal legislation, Twenty-Fourth Amendment)

    • RE.2.CH.4. Student Learning Expectation / Benchmark:

      Examine the role the United States has played in religious conflict in the world (e.g., Northern Ireland, India, Eastern Europe, Pakistan)

  • T.3.CH. Standard / Student Learning Expectation: Technology

    Students shall investigate the role of technology in a changing society.

    • T.3.CH.1. Student Learning Expectation / Benchmark:

      Investigate the role technology has played in improved health care (e.g., Human Genome Project, vaccinations, food preparation and storage, medical technology, surgical procedures)

    • T.3.CH.2. Student Learning Expectation / Benchmark:

      Analyze technological improvements in communication and information processing (e.g., computers, microchips, Internet, cell phones, email)

    • T.3.CH.3. Student Learning Expectation / Benchmark:

      Analyze technological improvements in transportation (e.g., cars, airplanes, subways, bullet trains, public transit)

    • T.3.CH.4. Student Learning Expectation / Benchmark:

      Analyze technological improvements in energy production (e.g., nuclear power, solar power, wind power, alternate energy sources, biotechnology)

  • CW.4.CH. Standard / Student Learning Expectation: Cold War

    Students shall analyze the events of the Cold War.

    • CW.4.CH.1. Student Learning Expectation / Benchmark:

      Research sources of conflict and confrontation during the Cold War (e.g., atomic/hydrogen bomb, Korea, Vietnam, China, United Nations, Berlin, Afghanistan, Cuba, Truman Doctrine, U2 spy plane, division of Germany, espionage)

    • CW.4.CH.2. Student Learning Expectation / Benchmark:

      Analyze the role of alliances and treaties in shaping the world during the Cold War (e.g., North Atlantic Treaty Organization, Warsaw Pact, Marshall Plan, Molotov Plan, Strategic Arms Limitation Treaties, Intermediate Nuclear Forces Treaty)

    • CW.4.CH.3. Student Learning Expectation / Benchmark:

      Investigate the consequences of the space race on the Cold War (e.g., education, technology, National Aeronautics and Space Administration, satellites, Strategic Defense Initiative)

    • CW.4.CH.4. Student Learning Expectation / Benchmark:

      Analyze the effects of the Red Scare on United States society (e.g., McCarthyism, Hollywood black list, pumpkin papers, Rosenburgs, Federal Bureau of Investigation, Central Intelligence Agency, bomb shelters)

  • GC.5.CH. Standard / Student Learning Expectation: Global Conflicts

    Students shall investigate the role of the United States in global conflict.

    • GC.5.CH.1. Student Learning Expectation / Benchmark:

      Investigate the role of the United States in the United Nations

    • GC.5.CH.2. Student Learning Expectation / Benchmark:

      Investigate the circumstances surrounding the creation of Israel

    • GC.5.CH.3. Student Learning Expectation / Benchmark:

      Research the United States' diplomatic attempts to bring peace to various regions of the world; Middle East; Latin America; Asia; Africa; Eastern Europe

    • GC.5.CH.4. Student Learning Expectation / Benchmark:

      Research the rise of global terrorism

  • WE.6.CH. Standard / Student Learning Expectation: World Economy

    Students shall analyze the role of the United States in a global economy.

    • WE.6.CH.1. Student Learning Expectation / Benchmark:

      Investigate the role of regional trade blocks (e.g., European Union, North American Free Trade Agreement, Association of South East Asian Nations)

    • WE.6.CH.2. Student Learning Expectation / Benchmark:

      Analyze contributions of international organizations (e.g., World Trade Organization, General Agreement on Tariffs and Trade, The Group of 8, International Monetary Funds, World Bank, Organization of Petroleum Exporting Countries)

    • WE.6.CH.3. Student Learning Expectation / Benchmark:

      Discuss the rise of multinational corporations

  • E.7.CH. Standard / Student Learning Expectation: Environment

    Students shall examine the environmental movement from the 1960s to the present.

    • E.7.CH.1. Student Learning Expectation / Benchmark: Examine the influence of the following on the environmental movement

      The novel Silent Spring; Environmental Protection Agency; Green Peace; Earth Day

    • E.7.CH.2. Student Learning Expectation / Benchmark: Investigate the consequences of environmental disasters

      Love Canal; Three Mile Island; Chernobyl; oil spills; Bhopal

    • E.7.CH.3. Student Learning Expectation / Benchmark:

      Discuss contemporary environmental issues

• AR.E. Strand / Content Standard: Economics

  • EF.1.E. Standard / Student Learning Expectation: Economic Fundamentals

    Students shall examine scarcity and choice.

    • EF.1.E.1. Student Learning Expectation / Benchmark: Explain the role scarcity plays in making choices

      individuals; businesses; governments

    • EF.1.E.2. Student Learning Expectation / Benchmark: Describe the use of cost/benefit analysis in making choices

      individuals; businesses; governments

    • EF.1.E.3. Student Learning Expectation / Benchmark:

      Explain the concepts of opportunity costs and tradeoffs using the decision making model

    • EF.1.E.4. Student Learning Expectation / Benchmark:

      Illustrate the tradeoffs between two options using a production possibilities curve

    • EF.1.E.5. Student Learning Expectation / Benchmark:

      Discuss individual or societal economic choices, which are guided by incentives and based on rational self-interest

  • EF.2.E. Standard / Student Learning Expectation: Economic Fundamentals

    Students shall examine the role of economic systems in the use and distribution of resources.

    • EF.2.E.1. Student Learning Expectation / Benchmark: Analyze the four factors of production

      natural resources; human resources; capital resources; entrepreneurship

    • EF.2.E.2. Student Learning Expectation / Benchmark: Evaluate the three basic economic questions that must be answered by every economic system

      What goods and services are to be produced and in what quantities?; How will the goods and services be produced?; How will the goods and services be distributed?

    • EF.2.E.3. Student Learning Expectation / Benchmark: Compare and contrast the three major economic systems

      Command economy; Market economy; Mixed economy

  • EF.3.E. Standard / Student Learning Expectation: Economic Fundamentals

    Students shall analyze the reasons that individuals, businesses, and governments trade.

    • EF.3.E.1. Student Learning Expectation / Benchmark:

      Explain the role of specialization and voluntary exchange in the marketplace

    • EF.3.E.2. Student Learning Expectation / Benchmark:

      Differentiate between absolute advantage and comparative advantage

    • EF.3.E.3. Student Learning Expectation / Benchmark:

      Discuss issues related to free trade

    • EF.3.E.4. Student Learning Expectation / Benchmark: Examine trade barriers

      tariffs; quotas; embargos; preservation of standards (protectionism); export subsidies

    • EF.3.E.5. Student Learning Expectation / Benchmark:

      Explain the effect of exchange rates on the purchasing power of people globally

    • EF.3.E.6. Student Learning Expectation / Benchmark: Summarize global patterns of economic activity

      world trading partners; trading blocs; regional trade agreements; regional trade organizations

  • MI.4.E. Standard / Student Learning Expectation: Microeconomics

    Students shall examine the role of supply and demand.

    • MI.4.E.1. Student Learning Expectation / Benchmark:

      Illustrate the effects of supply and demand in determining equilibrium price and quantity using a supply curve and a demand curve

    • MI.4.E.2. Student Learning Expectation / Benchmark:

      Demonstrate changes in supply and demand, which influence equilibrium price, market-clearing price, and quantity using a supply curve and demand curve

    • MI.4.E.3. Student Learning Expectation / Benchmark:

      Explain the relationship between surpluses, shortages, and equilibrium price

    • MI.4.E.4. Student Learning Expectation / Benchmark:

      Describe the signals sent to buyers and sellers by price

    • MI.4.E.5. Student Learning Expectation / Benchmark:

      Determine how consumers affect production in a market economy

  • MI.5.E. Standard / Student Learning Expectation: Microeconomics

    Students shall analyze the organization and role of business firms in a market economy.

    • MI.5.E.1. Student Learning Expectation / Benchmark: Compare and contrast major forms of business organizations

      sole proprietorship; partnership; corporation

    • MI.5.E.2. Student Learning Expectation / Benchmark: Describe different types of mergers

      vertical; horizontal; conglomerate

  • MI.6.E. Standard / Student Learning Expectation: Microeconomics

    Students shall analyze various types of market structures.

    • MI.6.E.1. Student Learning Expectation / Benchmark: Compare and contrast different models of market structure

      competition; monopolistic competition; oligopoly; monopoly; cartel

    • MI.6.E.2. Student Learning Expectation / Benchmark:

      Describe the role that the stock market plays in the economy of the United States

  • MI.7.E. Standard / Student Learning Expectation: Microeconomics

    Students shall examine the importance of increasing productivity in a market economy.

    • MI.7.E.1. Student Learning Expectation / Benchmark:

      Distinguish between fixed cost and variable cost

    • MI.7.E.2. Student Learning Expectation / Benchmark:

      Discuss the importance of productivity to business growth

    • MI.7.E.3. Student Learning Expectation / Benchmark:

      Analyze the influence improved factors of production have on the productivity of individual industries (e.g., technology, education, training)

  • MA.8.E. Standard / Student Learning Expectation: Macroeconomics

    Students shall examine the role aggregate supply and aggregate demand play in determining price levels and resource allocation.

    • MA.8.E.1. Student Learning Expectation / Benchmark:

      Explain aggregate supply and aggregate demand

    • MA.8.E.2. Student Learning Expectation / Benchmark:

      Demonstrate aggregate supply and aggregate demand in determining price levels and resource allocations, using a graph

  • MA.9.E. Standard / Student Learning Expectation: Macroeconomics

    Students shall analyze the roles that federal, state, and local governments play in the economy.

    • MA.9.E.1. Student Learning Expectation / Benchmark: Discuss the role of government in the economy

      establish and enforce private property rights and the law; deal with external costs and benefits; ensure market competition; protect consumers; stabilize the economy; promote economic security; provide public goods and services

    • MA.9.E.2. Student Learning Expectation / Benchmark: Examine the following by using a circular flow diagram

      the flow of money; the product market; the resource market; the real flow of goods and services

  • MA.10.E. Standard / Student Learning Expectation: Macroeconomics

    Students shall examine the measurements of economic performance.

    • MA.10.E.1. Student Learning Expectation / Benchmark: Explain the following economic indicators used to measure economic performance

      Gross National Product; Gross Domestic Product; Gross Domestic Product per capita; unemployment rates; Consumer Price Index; stock market

    • MA.10.E.2. Student Learning Expectation / Benchmark:

      Differentiate between Gross Domestic Product and Real Gross Domestic Product

    • MA.10.E.3. Student Learning Expectation / Benchmark:

      Explain the importance of adjusting Gross Domestic Product for inflation

    • MA.10.E.4. Student Learning Expectation / Benchmark: Identify different types of unemployment

      cyclical unemployment; structural unemployment; frictional unemployment; seasonal unemployment

    • MA.10.E.5. Student Learning Expectation / Benchmark: Explain stages of the business cycle

      peak; trough; expansion; recession

  • MA.11.E. Standard / Student Learning Expectation: Macroeconomics

    Students shall describe monetary policy and fiscal policy and their relationship to economic stability and growth.

    • MA.11.E.1. Student Learning Expectation / Benchmark:

      Explain the function and characteristics of money in a market economy

    • MA.11.E.2. Student Learning Expectation / Benchmark:

      Describe the role and functions of banks and other financial institutions in the United States

    • MA.11.E.3. Student Learning Expectation / Benchmark:

      Describe the organization and role of the Federal Reserve

    • MA.11.E.4. Student Learning Expectation / Benchmark:

      Discuss the role of fiscal policy in setting and maintaining economic stability and growth

    • MA.11.E.5. Student Learning Expectation / Benchmark:

      Illustrate the major sources of government revenue

    • MA.11.E.6. Student Learning Expectation / Benchmark: Illustrate the major expenditures of tax revenues at the national level

      national security; social programs; education

    • MA.11.E.7. Student Learning Expectation / Benchmark:

      Compare and contrast the ability-to-pay principle of taxation and the benefits-received principle of taxation

    • MA.11.E.8. Student Learning Expectation / Benchmark: Explain different types of taxes

      progressive tax; regressive tax; proportional tax

    • MA.11.E.9. Student Learning Expectation / Benchmark:

      Distinguish between budget deficit and national debt

    • MA.11.E.10 Student Learning Expectation / Benchmark:

      Describe the role of automatic stabilizers in regulating the economy

• AR.P. Strand / Content Standard: Psychology

  • HM.1.P. Standard / Student Learning Expectation: History and Methods

    Students shall examine the development of psychology as an empirical science.

    • HM.1.P.1. Student Learning Expectation / Benchmark:

      Discuss psychology as the scientific study of behavior and mental processes

    • HM.1.P.2. Student Learning Expectation / Benchmark:

      Summarize the development of psychology from a branch of philosophy and biology to an independent empirical discipline

    • HM.1.P.3. Student Learning Expectation / Benchmark: Compare and contrast the contemporary perspectives used by psychologists

      Psychodynamic perspective; Behaviorism; Humanism; Cognitive perspective; Sociocultural perspective; Biological perspective; Evolutionary perspective

    • HM.1.P.4. Student Learning Expectation / Benchmark:

      Identify the major events in the history of psychology from 1879 to present

  • HM.2.P. Standard / Student Learning Expectation: History and Methods

    Students shall investigate major subfields that comprise psychology.

    • HM.2.P.1. Student Learning Expectation / Benchmark:

      Research the research (basic) subfields and applications of contemporary psychology (e.g., university/academic careers)

    • HM.2.P.2. Student Learning Expectation / Benchmark:

      Research the applied subfields and applications of contemporary psychology (e.g., schools, industrial/organizational)

    • HM.2.P.3. Student Learning Expectation / Benchmark:

      Research the clinical/medical subfields and applications of contemporary psychology (e.g., counseling psychologist, clinical psychologist, psychiatrist)

  • HM.3.P. Standard / Student Learning Expectation: History and Methods

    Students shall investigate research strategies and basic statistical concepts employed by psychologists.

    • HM.3.P.1. Student Learning Expectation / Benchmark:

      Examine the scientific method as a tool for determining cause and effect

    • HM.3.P.2. Student Learning Expectation / Benchmark: Critique the research methods and tools psychologists use to gather and interpret data

      experiments versus correlation studies; field experiments versus naturalistic observations; case studies versus surveys; longitudinal studies versus cross-sectional studies

    • HM.3.P.3. Student Learning Expectation / Benchmark:

      Employ the basic concepts of statistical data (e.g., calculation of mean, median, and mode)

    • HM.3.P.4. Student Learning Expectation / Benchmark:

      Explain the manipulation of statistical data

  • BBB.4.P. Standard / Student Learning Expectation: Biological Bases of Behavior

    Students shall investigate the structure and function of the nervous system.

    • BBB.4.P.1. Student Learning Expectation / Benchmark:

      Describe the basic parts of a neuron and the electrochemical process of neural firing

    • BBB.4.P.2. Student Learning Expectation / Benchmark:

      Describe the hierarchy of the nervous system (e.g., central nervous system, peripheral nervous system, and respective components)

    • BBB.4.P.3. Student Learning Expectation / Benchmark:

      Compare and contrast the communication systems of the nervous and endocrine systems

  • BBB.5.P. Standard / Student Learning Expectation: Biological Bases of Behavior

    Students shall describe the basic concepts of sensation and perception.

    • BBB.5.P.1. Student Learning Expectation / Benchmark:

      Distinguish between sensation and perception

    • BBB.5.P.2. Student Learning Expectation / Benchmark:

      Identify the transduction processes of the five basic senses with emphasis on vision

    • BBB.5.P.3. Student Learning Expectation / Benchmark:

      Discuss thresholds, Weber's Law, and signal detection theory

    • BBB.5.P.4. Student Learning Expectation / Benchmark:

      Summarize principles associated with perception (e.g., illusions, constancies, and Gestalt principles)

  • BBB.6.P. Standard / Student Learning Expectation: Biological Bases of Behavior

    Students shall examine the states of consciousness evident in human behavior.

    • BBB.6.P.1. Student Learning Expectation / Benchmark: Compare and contrast the Freudian viewpoints of consciousness

      conscious; nonconscious; preconscious; unconscious

    • BBB.6.P.2. Student Learning Expectation / Benchmark:

      Compare and contrast levels of consciousness other than Freudian viewpoints

    • BBB.6.P.3. Student Learning Expectation / Benchmark:

      Distinguish between the different stages of sleep

    • BBB.6.P.4. Student Learning Expectation / Benchmark: Discuss sleep disorders

      insomnia; sleep apnea; narcolepsy; night terrors

    • BBB.6.P.5. Student Learning Expectation / Benchmark:

      Explain the current theories on the purpose and functions of dreams (e.g., Freudian view, activation-synthesis theory)

    • BBB.6.P.6. Student Learning Expectation / Benchmark:

      Describe the effects of drugs on the states of consciousness

    • BBB.6.P.7. Student Learning Expectation / Benchmark:

      Explain altered states of consciousness and the roles each have played in human culture (e.g., trances, hypnosis, meditation)

  • PA.7.P. Standard / Student Learning Expectation: Personality and Assessment

    Students shall explain the role of personality development and methods of assessment.

    • PA.7.P.1. Student Learning Expectation / Benchmark:

      Describe the various approaches and theories of personality

    • PA.7.P.2. Student Learning Expectation / Benchmark:

      Determine the relationship between personality and behavior in terms of both situation and life span

    • PA.7.P.3. Student Learning Expectation / Benchmark:

      Describe different methods used to assess personality (e.g., Myers-Briggs, Rorschach)

  • HD.8.P. Standard / Student Learning Expectation: Human Development

    Students shall explain the process of how humans grow, learn, and adapt to their environment.

    • HD.8.P.1. Student Learning Expectation / Benchmark: Describe physical human development over the life span

      prenatal; infancy; childhood; adolescence; adulthood; late adulthood

    • HD.8.P.2. Student Learning Expectation / Benchmark:

      Investigate Piaget's theory of cognitive human development

    • HD.8.P.3. Student Learning Expectation / Benchmark:

      Investigate Eriksson's theory of social human development

    • HD.8.P.4. Student Learning Expectation / Benchmark:

      Investigate Kohlberg's theory of moral human development

    • HD.8.P.5. Student Learning Expectation / Benchmark: Examine the origins and roles of language and the resulting effects on thought and behavior

      Chomsky; Skinner

  • LMC.9.P. Standard / Student Learning Expectation: Learning, Memory, and Cognition

    Students shall identify the major theories and approaches to the modern understanding of learning, memory, and cognition.

    • LMC.9.P.1. Student Learning Expectation / Benchmark: Examine the principles and scope associated with learning

      classical conditioning; operant conditioning; observational learning

    • LMC.9.P.2. Student Learning Expectation / Benchmark: Explain the three stage model of memory processing

      sensory memory; short-term (working) memory; long-term memory

    • LMC.9.P.3. Student Learning Expectation / Benchmark:

      Identify strategies for improving memory and study skills (e.g., mnemonic devices, spacing effect, active learning, and test-taking strategies)

  • LMC.10.P. Standard / Student Learning Expectation: Learning, Memory, and Cognition

    Student shall describe the role of motivation and emotion in human behavior.

    • LMC.10.P.1 Student Learning Expectation / Benchmark:

      Discuss the functions and interrelations of motivation and emotion

    • LMC.10.P.2 Student Learning Expectation / Benchmark: Discuss the areas of the brain associated with the activation of motivation and emotion

      limbic system; hypothalamus

    • LMC.10.P.3 Student Learning Expectation / Benchmark:

      Explain Maslow's Hierarchy of Needs

  • SP.11.P. Standard / Student Learning Expectation: Social Psychology

    Students shall describe the underlying social influences that shape human behavior.

    • SP.11.P.1. Student Learning Expectation / Benchmark:

      Describe the effects of social interaction on individual behavior

    • SP.11.P.2. Student Learning Expectation / Benchmark:

      Describe the effects of group interaction on thought and behavior (e.g., conformity, obedience, groupthink, group polarization)

    • SP.11.P.3. Student Learning Expectation / Benchmark:

      Discuss the psychological basis for prejudice and social identity

  • SMH.12.P. Standard / Student Learning Expectation: Stress and Mental Health

    Students shall examine the relationship between stress and health.

    • SMH.12.P.1 Student Learning Expectation / Benchmark:

      Examine the causes of stress

    • SMH.12.P.2 Student Learning Expectation / Benchmark:

      Explain the effects stress has on the body

    • SMH.12.P.3 Student Learning Expectation / Benchmark:

      Explain defensive and active strategies for dealing with stress

  • SMH.13.P. Standard / Student Learning Expectation: Stress and Mental Health

    Students shall describe major psychological disorders and treatments.

    • SMH.13.P.1 Student Learning Expectation / Benchmark: Define the major psychological disorders and diseases

      addiction; anxiety disorders; developmental disorders; dissociative disorders; mood disorders; personality disorders; schizophrenia; somatoform disorders

    • SMH.13.P.2 Student Learning Expectation / Benchmark:

      Investigate the history of the treatment of psychological diseases and disorders through the modern perspective

    • SMH.13.P.3 Student Learning Expectation / Benchmark:

      Discuss popular misconceptions related to those suffering mental disorders

• AR.S. Strand / Content Standard: Sociology

  • FS.1.S. Standard / Student Learning Expectation: Foundations of Sociology

    Students shall describe the development of sociology as a social science.

    • FS.1.S.1. Student Learning Expectation / Benchmark:

      Discuss sociology and the seven social sciences

    • FS.1.S.2. Student Learning Expectation / Benchmark: Investigate the impact, both positive and negative, of early leading theorists within social science

      Auguste Comte; Harriet Martineau; Herbert Spencer; Karl Marx; Emile Durkheim; Max Weber

    • FS.1.S.3. Student Learning Expectation / Benchmark: Analyze the contributions of individuals that contributed to the development of sociology in the United States

      Jane Addams; W.E.B. Du Bois; C. Wright Mills; Herbert Blumer; Charles Horton Cooley; George Herbert Mead

    • FS.1.S.4. Student Learning Expectation / Benchmark: Discuss the three major theoretical perspectives of sociology

      functional perspective; conflict perspective; interaction perspective

    • FS.1.S.5. Student Learning Expectation / Benchmark:

      Examine various types of sociological research methods

  • CS.2.S. Standard / Student Learning Expectation: Culture and Socialization

    Students shall examine the influence of culture on the individual.

    • CS.2.S.1. Student Learning Expectation / Benchmark:

      Discuss key components of culture

    • CS.2.S.2. Student Learning Expectation / Benchmark:

      Examine the effect of diversity and change on a culture

    • CS.2.S.3. Student Learning Expectation / Benchmark:

      Examine the importance of norms and values to a culture

  • CS.3.S. Standard / Student Learning Expectation: Culture and Socialization

    Students shall examine the influence of culture on socialization.

    • CS.3.S.1. Student Learning Expectation / Benchmark:

      Discuss the process of socialization in human development

    • CS.3.S.2. Student Learning Expectation / Benchmark: Analyze the role of socialization agents in human development

      family; school; peer groups; mass media

  • S.4.S. Standard / Student Learning Expectation: Status

    Students shall examine the effects of social status on human behavior.

    • S.4.S.1. Student Learning Expectation / Benchmark: Describe the effect of social status on social order

      upper class; middle class; lower class; professional; nonprofessional; unemployed

    • S.4.S.2. Student Learning Expectation / Benchmark:

      Examine the roles and role expectations which can lead to role conflict

    • S.4.S.3. Student Learning Expectation / Benchmark:

      Analyze various points of view relating to historical and current events

  • G.5.S. Standard / Student Learning Expectation: Groups

    Students shall explore the influence of social groups on behavior.

    • G.5.S.1. Student Learning Expectation / Benchmark:

      Identify students as members of primary groups and secondary groups

    • G.5.S.2. Student Learning Expectation / Benchmark:

      Examine the influence of group membership on student behavior

    • G.5.S.3. Student Learning Expectation / Benchmark:

      Discuss the influence of formal organizations on the behavior of group members

    • G.5.S.4. Student Learning Expectation / Benchmark: Examine social interaction

      coercion; conflict; conformity; cooperation; groupthink; social exchange

  • SI.6.S. Standard / Student Learning Expectation: Social Institutions

    Students shall examine the effects of social institutions on group behavior.

    • SI.6.S.1. Student Learning Expectation / Benchmark: Examine social institutions

      economic; educational; family; political; religious

    • SI.6.S.2. Student Learning Expectation / Benchmark:

      Examine the effect social institutions have on societal values

    • SI.6.S.3. Student Learning Expectation / Benchmark:

      Discuss the influence of popular culture on group behavior (e.g., sports, entertainment, media)

  • SC.7.S. Standard / Student Learning Expectation: Social Change

    Students shall examine the changing nature of society.

    • SC.7.S.1. Student Learning Expectation / Benchmark:

      Describe societal changes over time

    • SC.7.S.2. Student Learning Expectation / Benchmark:

      Examine the factors that influence change in social norms over time

  • SP.8.S. Standard / Student Learning Expectation: Social Problems

    Students shall analyze current social problems.

    • SP.8.S.1. Student Learning Expectation / Benchmark:

      Discuss deviance

    • SP.8.S.2. Student Learning Expectation / Benchmark:

      Describe criminal behavior and the reaction of society to the behavior

    • SP.8.S.3. Student Learning Expectation / Benchmark:

      Examine the effect of race and ethnicity on group behavior

    • SP.8.S.4. Student Learning Expectation / Benchmark:

      Research the influence of world events on group behavior (e.g., terrorism, disease, global economy, natural disasters, changes in technology, migration)

• AR.WG. Strand / Content Standard: World Geography

  • SG.1.WG. Standard / Student Learning Expectation: Spatial Geography

    Students shall analyze information about people, places, and the environment using maps, globes, atlases, and available technology.

    • SG.1.WG.1. Student Learning Expectation / Benchmark:

      Explain the importance of the Earth's grid system

    • SG.1.WG.2. Student Learning Expectation / Benchmark:

      Develop an Earth grid system using major lines of latitude and longitude and the north and south poles

    • SG.1.WG.3. Student Learning Expectation / Benchmark:

      Compute the difference in time around the world using lines of longitude

    • SG.1.WG.4. Student Learning Expectation / Benchmark:

      Interpret a variety of maps and images (e.g., topographical map, physical, climate, political, highway, thematic map)

    • SG.1.WG.5. Student Learning Expectation / Benchmark:

      Evaluate reasons for choosing a specific technology (e.g., aerial photography, satellite-produced imagery, Landsat, Geographic Information System) to analyze selected geographic problems (e.g., pollution, deforestation, overpopulation)

    • SG.1.WG.6. Student Learning Expectation / Benchmark:

      Critique maps that illustrate biased points of view (e.g., political, military, historical)

    • SG.1.WG.7. Student Learning Expectation / Benchmark:

      Analyze factors that shape a person's mental map (e.g., mass media, geographic education, prejudices, travel experience, literature)

    • SG.1.WG.8. Student Learning Expectation / Benchmark:

      Identify ways in which mental maps influence human decisions about location, settlement, and public policy

    • SG.1.WG.9. Student Learning Expectation / Benchmark:

      Create maps, graphs, or charts to illustrate information about people, places, and the environment using data collected from primary and secondary sources

  • PR.2.WG. Standard / Student Learning Expectation: Places and Regions

    Students shall investigate the physical characteristics of places and regions.

    • PR.2.WG.1. Student Learning Expectation / Benchmark:

      Examine the physical characteristics that constitute a region (e.g., desert, rainforest, plateau, savanna, tundra)

    • PR.2.WG.2. Student Learning Expectation / Benchmark: Explain the concept of region as a way of categorizing, interpreting, and ordering complex information about the Earth

      climatic; political; agricultural; economic; perceptual

    • PR.2.WG.3. Student Learning Expectation / Benchmark:

      Analyze physical changes in regions and the factors that lead to those changes (e.g., Aral Sea, Three Gorges Dam, Dust Bowl)

    • PR.2.WG.4. Student Learning Expectation / Benchmark:

      Research the physical characteristics of places/regions which must be considered before developing an area (e.g., floodplain, coastal flood zone, earthquake zone, river crossing, volcanic regions)

    • PR.2.WG.5. Student Learning Expectation / Benchmark:

      Explain physical processes that create specific physical characteristics (e.g., climate, erosion, tectonics)

  • PS.3.WG. Standard / Student Learning Expectation: Physical Systems

    Students shall analyze the physical systems of the Earth.

    • PS.3.WG.1. Student Learning Expectation / Benchmark: Categorize the features of the following physical system

      lithosphere; biosphere; hydrosphere; atmosphere

    • PS.3.WG.2. Student Learning Expectation / Benchmark:

      Describe the effects of the tilt of the Earth's axis on the cycle of the seasons in the northern and southern hemispheres (e.g., equinox, solstice)

    • PS.3.WG.3. Student Learning Expectation / Benchmark:

      Analyze the influence of weather and climate on the geography of a place (e.g., El Nino, Ice Age, tornado, hurricane)

    • PS.3.WG.4. Student Learning Expectation / Benchmark:

      Explain the differences for the distribution pattern of the world's climates (e.g., ocean currents, wind currents, landforms)

    • PS.3.WG.5. Student Learning Expectation / Benchmark:

      Investigate the major physical processes that produce landforms using available technology (e.g., erosion, earthquakes, fold, fault, volcanic eruptions)

  • HS.4.WG. Standard / Student Learning Expectation: Human Systems

    Students shall analyze the influence of cooperation and conflict on the division of the Earth's surface.

    • HS.4.WG.1. Student Learning Expectation / Benchmark:

      Discuss reasons for worldwide population trends (e.g., food supply, health care, disease control, employment)

    • HS.4.WG.2. Student Learning Expectation / Benchmark:

      Analyze the push factors and pull factors that influenced human migration (e.g., political conditions, economic incentives, religion, and family ties)

    • HS.4.WG.3. Student Learning Expectation / Benchmark:

      Analyze the changing structure and functions of population centers over time (e.g., growth of suburbs, lack of housing, loss of farm land, city services)

    • HS.4.WG.4. Student Learning Expectation / Benchmark:

      Describe problems that arose in creating trade routes which were influenced by physical features (e.g., Silk Road, Suez Canal, Panama Canal)

    • HS.4.WG.5. Student Learning Expectation / Benchmark:

      Construct a distribution pattern of the world's races, religions, and languages to determine sources of geographic conflict

    • HS.4.WG.6. Student Learning Expectation / Benchmark:

      Investigate cultural cooperation or conflict which can cause changes in a region (e.g., Crusades, creation of Israel and Pakistan, Balkans, Tibet, European Union)

  • HS.5.WG. Standard / Student Learning Expectation: Human Systems

    Students shall examine the role of culture on human systems.

    • HS.5.WG.1. Student Learning Expectation / Benchmark:

      Examine the cultural changes introduced by various ethnic groups within regions

    • HS.5.WG.2. Student Learning Expectation / Benchmark:

      Compare and contrast cultural differences in religions, languages, gender roles, and political systems

    • HS.5.WG.3. Student Learning Expectation / Benchmark:

      Evaluate the spread of cultural traits, which have contributed to cultural convergence (e.g., fast-food franchises, English language, fashion and music trends)

    • HS.5.WG.4. Student Learning Expectation / Benchmark:

      Describe transportation and communication technologies, which have contributed to cultural convergence (e.g., computers, jet aircraft, electronic media, satellite links)

    • HS.5.WG.5. Student Learning Expectation / Benchmark:

      Examine the cultural characteristics that link regions (e.g., British Commonwealth, Latin America, Southeast Asia)

    • HS.5.WG.6. Student Learning Expectation / Benchmark:

      Examine the cultural factors that have promoted political change (e.g., break up of the Soviet Union, Sub-Saharan Africa, Balkan Crisis, Middle East, Northern Ireland, Asian revolutions)

  • HS.6.WG. Standard / Student Learning Expectation: Human Systems

    Students shall examine the role of geography on economic development.

    • HS.6.WG.1. Student Learning Expectation / Benchmark:

      Compare and contrast the influences of major economic structures on human systems (e.g., barter economy, command economy, market economy, developed countries, developing countries)

    • HS.6.WG.2. Student Learning Expectation / Benchmark:

      Explain economic development in terms of primary economic, secondary economic, and tertiary economic activities as determined by geographic region

    • HS.6.WG.3. Student Learning Expectation / Benchmark:

      Analyze the relationship between a country's infrastructure and its level of development

    • HS.6.WG.4. Student Learning Expectation / Benchmark:

      Examine global trade routes before and after the development of major canals

    • HS.6.WG.5. Student Learning Expectation / Benchmark:

      Develop hypotheses to explain changes that occurred in world trade patterns over time

    • HS.6.WG.6. Student Learning Expectation / Benchmark:

      Investigate the economic interdependence of countries and regions over time (e.g., North American Free Trade Agreement, Organization of Petroleum Exporting Countries, European Union, outsourcing)

  • ES.7.WG. Standard / Student Learning Expectation: Environment and Society

    Students shall analyze human interaction with the physical environment.

    • ES.7.WG.1. Student Learning Expectation / Benchmark:

      Survey ways that people have been influenced by the physical environment

    • ES.7.WG.2. Student Learning Expectation / Benchmark:

      Research naturally occurring, hazardous events and their impact on humans using available technologies (e.g., tornadoes, fire, flood, earthquakes, hurricanes, volcanic eruptions)

    • ES.7.WG.3. Student Learning Expectation / Benchmark:

      Evaluate human activities, which have a negative effect on the environment (e.g., pollution, deforestation, global warming, desertification, depletion of certain plant and animal species)

    • ES.7.WG.4. Student Learning Expectation / Benchmark:

      Investigate ways in which technology has expanded the capacity of humans to modify the physical environment

    • ES.7.WG.5. Student Learning Expectation / Benchmark:

      Analyze the changes in the physical environment that have modified the capacity to support and feed humans

    • ES.7.WG.6. Student Learning Expectation / Benchmark:

      Analyze different points of view on the use of renewable resources and non-renewable resources

    • ES.7.WG.7. Student Learning Expectation / Benchmark:

      Investigate various energy management plans which emphasize conservation

    • ES.7.WG.8. Student Learning Expectation / Benchmark:

      Examine human impact on the depletion of ocean and coastal resources

  • AG.8.WG. Standard / Student Learning Expectation: Application of Geography

    Students shall analyze local, regional, and international policies or phenomenon from a geographic perspective.

    • AG.8.WG.1. Student Learning Expectation / Benchmark:

      Examine the diffusion of a phenomenon and the impact on regions of contact (e.g., spread of bubonic plague, use of tobacco, AIDS)

    • AG.8.WG.2. Student Learning Expectation / Benchmark:

      Discuss different points of view on a particular geographic issue

    • AG.8.WG.3. Student Learning Expectation / Benchmark:

      Research various special interest groups and their environmental policies

    • AG.8.WG.4. Student Learning Expectation / Benchmark:

      Evaluate the impact of tourism on developing countries

    • AG.8.WG.5. Student Learning Expectation / Benchmark:

      Explore the role of international political organizations in protecting the environment (e.g., United Nations, European Union, Organization for Petroleum Exporting Countries)

    • AG.8.WG.6. Student Learning Expectation / Benchmark:

      Investigate the possible consequences of a world temperature fluctuation on humans, other living things, and physical systems

    • AG.8.WG.7. Student Learning Expectation / Benchmark:

      Explain various ways places are made distinctive and meaningful by altering physical features (e.g., terracing, interstate highway system, Trans-Siberian Railroad, dams, canals, irrigation systems)

• AR.WH. Strand / Content Standard: World History

  • SMR.1.WH. Standard / Student Learning Expectation: Social Movements and Reforms

    Students shall analyze the key elements of social movements and reforms.

    • SMR.1.WH.1 Student Learning Expectation / Benchmark: Examine the key concepts and historical significance of five major religions

      Buddhism; Christianity; Hinduism; Islam; Judaism

    • SMR.1.WH.2 Student Learning Expectation / Benchmark: Examine the key concepts and historical significance of three major Eastern philosophies

      Confucianism; Daoism; Legalism

    • SMR.1.WH.3 Student Learning Expectation / Benchmark: Explain the contributions of Greek philosophers to Western thought using primary and secondary sources

      Socrates - Socratic method; Plato - The Republic; Aristotle

    • SMR.1.WH.4 Student Learning Expectation / Benchmark: Analyze key elements of the Renaissance

      Humanism; revival of interest in ancient Greece and Rome; changing artistic styles (e.g., music, architecture, literature)

    • SMR.1.WH.5 Student Learning Expectation / Benchmark: Describe the role of the printing press in the spread of ideas

      availability of books; increased literacy; Reformation

    • SMR.1.WH.6 Student Learning Expectation / Benchmark:

      Explain notable contributions made by individuals during the Scientific Revolution (e.g., Copernicus, Newton, Galileo, Bacon)

    • SMR.1.WH.7 Student Learning Expectation / Benchmark:

      Explain notable contributions made by individuals during the Enlightenment (e.g., Locke, Voltaire, Rousseau, Montesquieu)

  • SMR.2.WH. Standard / Student Learning Expectation: Social Movements and Reforms

    Students shall analyze societal changes resulting from movements and reforms.

    • SMR.2.WH.1 Student Learning Expectation / Benchmark: Explain the characteristics of a civilization

      calendar; writing; specialization of workers; rise of cities; advanced technology; development of complex institutions

    • SMR.2.WH.2 Student Learning Expectation / Benchmark:

      Investigate the changing roles of women using primary and secondary sources

    • SMR.2.WH.3 Student Learning Expectation / Benchmark: Examine the spread of the major religions using historical maps

      Buddhism; Christianity; Hinduism; Islam; Judaism

    • SMR.2.WH.4 Student Learning Expectation / Benchmark:

      Research the effects of the Black Death on Medieval and early Renaissance society (e.g., population, economics, religion)

    • SMR.2.WH.5 Student Learning Expectation / Benchmark: Evaluate the effect of the Renaissance on subsequent events in Europe

      Reformation; exploration; Enlightenment; Scientific Revolution

  • CC.3.WH. Standard / Student Learning Expectation: Conflict and Compromise

    Students shall analyze the causes of conflict in the world.

    • CC.3.WH.1. Student Learning Expectation / Benchmark:

      Explain the causes of the fall of the Roman Empire (e.g., economic, political, military)

    • CC.3.WH.2. Student Learning Expectation / Benchmark:

      Investigate the causes of the Crusades (e.g., religious, economic, military, political)

    • CC.3.WH.3. Student Learning Expectation / Benchmark:

      Compare and contrast the Reformation and the Counter-Reformation (e.g., religious, economic, political)

    • CC.3.WH.4. Student Learning Expectation / Benchmark:

      Analyze the causes of the 18th and 19th century revolutions (e.g., liberalism, nationalism, imperialism)

    • CC.3.WH.5. Student Learning Expectation / Benchmark:

      Analyze the causes of World War I (e.g., alliances, imperialism, nationalism, militarism)

    • CC.3.WH.6. Student Learning Expectation / Benchmark:

      Analyze the causes of World War II (e.g., Treaty of Versailles, the Great Depression, rise of dictators)

    • CC.3.WH.7. Student Learning Expectation / Benchmark:

      Research the causes of the Cold War using available technology (e.g., ideological differences between the United States and the U.S.S.R.)

    • CC.3.WH.8. Student Learning Expectation / Benchmark:

      Analyze the role extremist groups have played in creating world instability

  • CC.4.WH. Standard / Student Learning Expectation: Conflict and Compromise

    Students shall analyze the effect of conflict and subsequent resolution in the world.

    • CC.4.WH.1. Student Learning Expectation / Benchmark:

      Analyze the effect of the Punic Wars on transforming Rome from Republic to Empire

    • CC.4.WH.2. Student Learning Expectation / Benchmark:

      Investigate the effects of the collapse of the Roman Empire on civilization (e.g., barbarian invasions, changing structure of the church, the Byzantine Empire)

    • CC.4.WH.3. Student Learning Expectation / Benchmark:

      Explain the consequences of the Crusades (e.g., decline in feudalism, increase in trade, shifting political power)

    • CC.4.WH.4. Student Learning Expectation / Benchmark:

      Analyze the effect of revolution on the creation of independent nation-states (e.g., American Revolution, French Revolution, unification of Germany, unification of Italy, and Latin American independence movements)

    • CC.4.WH.5. Student Learning Expectation / Benchmark:

      Summarize the consequences of the Napoleonic Wars (e.g., the Louisiana Purchase, the Congress of Vienna)

    • CC.4.WH.6. Student Learning Expectation / Benchmark:

      Summarize the consequences of the Russian Revolution (e.g., Russian Civil War, withdrawal from World War I, end of Czarist rule)

    • CC.4.WH.7. Student Learning Expectation / Benchmark: Examine the consequences of World War I and the Treaty of Versailles

      changing national boundaries; advances in military technology; deterioration of Germany; the League of Nations

    • CC.4.WH.8. Student Learning Expectation / Benchmark: Examine the outcomes of World War II

      creation of United Nations; North Atlantic Treaty Organization (NATO); advances in technology; creation of satellite nations; Cold War

    • CC.4.WH.9. Student Learning Expectation / Benchmark:

      Investigate the world-wide effect of genocide in the 20th and 21st centuries using available technology (e.g., Armenia, Holocaust, Cambodia, Bosnia, Rwanda, Kosovo, Sudan)

    • CC.4.WH.10 Student Learning Expectation / Benchmark:

      Investigate the effects of the Cold War on the post-World War II era (e.g., emerging superpowers, containment policies, space race, arms race)

    • CC.4.WH.11 Student Learning Expectation / Benchmark:

      Discuss the post-Cold War era (e.g., Strategic Arms Limitation Treaty, glasnost, perestroika, fall of Berlin Wall)

    • CC.4.WH.12 Student Learning Expectation / Benchmark:

      Investigate the consequences of the Arab - Israeli conflicts from 1948 to the present

    • CC.4.WH.13 Student Learning Expectation / Benchmark:

      Analyze the responses to imperialism by people under colonial rule at the end of the 19th century (e.g., Boxer Rebellion, Sepoy Rebellion, Opium Wars, Zulu Wars)

  • MS.5.WH. Standard / Student Learning Expectation: Migration and Settlement

    Students shall analyze the reasons for and consequences of migration.

    • MS.5.WH.1. Student Learning Expectation / Benchmark:

      Examine the effects of the Neolithic revolution on society (e.g., domestication of plants and animals, increased population, changing technologies)

    • MS.5.WH.2. Student Learning Expectation / Benchmark:

      Describe the causes of mass migration (e.g., famine, disease, war, religious persecution, ethnic cleansing)

    • MS.5.WH.3. Student Learning Expectation / Benchmark:

      Describe the effects of mass migrations on civilization (e.g., Bantu, Great Trek, Irish, Vietnamese)

    • MS.5.WH.4. Student Learning Expectation / Benchmark:

      Discuss the spread of forced labor (e.g., slavery in ancient civilizations, American Indians, Africa)

  • MS.6.WH. Standard / Student Learning Expectation: Migration and Settlement

    Students shall analyze the interactions of peoples, cultures, and ideas.

    • MS.6.WH.1. Student Learning Expectation / Benchmark:

      Illustrate the movement of people over time to different locations using historical maps

    • MS.6.WH.2. Student Learning Expectation / Benchmark:

      Investigate the cultures that developed in the Americas prior to European exploration (e.g., Maya, Inca, Aztec, and North American Indian tribes)

    • MS.6.WH.3. Student Learning Expectation / Benchmark:

      Describe the contributions of early African civilizations (e.g., Ghana, Mali, Songhai)

    • MS.6.WH.4. Student Learning Expectation / Benchmark:

      Describe the contributions of early Asian civilizations (e.g., Zhou, Qin, Han, Indo-European)

    • MS.6.WH.5. Student Learning Expectation / Benchmark:

      Compare and contrast the consequences of the Mongol invasion on India, China, and Russia

  • ET.7.WH. Standard / Student Learning Expectation: Economics and Trade

    Students shall analyze global interactions created through trade.

    • ET.7.WH.1. Student Learning Expectation / Benchmark:

      Investigate the significance of the Silk Road using historical maps

    • ET.7.WH.2. Student Learning Expectation / Benchmark:

      Research the motivations which drove European exploration (e.g., mercantilism, colonialism, religion)

    • ET.7.WH.3. Student Learning Expectation / Benchmark:

      Analyze the contributions of explorers (e.g., Magellan, Columbus, De Gama, Drake, Zheng He)

    • ET.7.WH.4. Student Learning Expectation / Benchmark:

      Analyze the results of slave labor on economic systems

    • ET.7.WH.5. Student Learning Expectation / Benchmark: Describe the four factors of production necessary to foster an industrial revolution

      natural resources; human resources; capital resources; entrepreneurship

    • ET.7.WH.6. Student Learning Expectation / Benchmark:

      Investigate the role 19th century imperialism played in creating spheres of influence and colonization (e.g., partition of Africa, East Asia, India, Latin America)

    • ET.7.WH.7. Student Learning Expectation / Benchmark:

      Compare and contrast the economic elements of capitalism, socialism, and communism

  • ET.8.WH. Standard / Student Learning Expectation: Economics and Trade

    Students shall analyze specialization and interdependence in the world.

    • ET.8.WH.1. Student Learning Expectation / Benchmark: Analyze the development of mass production methods during the late 19th and early 20th centuries

      division of labor; assembly line; interchangeable parts

    • ET.8.WH.2. Student Learning Expectation / Benchmark:

      Summarize the Marxist theory of social and political reform (e.g., proletariat, bourgeoisie)

    • ET.8.WH.3. Student Learning Expectation / Benchmark:

      Describe economic interdependence of nations [e.g., North American Free Trade Agreement (NAFTA), World Trade Organization (WTO), General Agreement on Trade and Tariffs (GATT), European Economic Union (EEU), Organization of Petroleum Exporting Countries (OPEC)]

  • PG.9.WH. Standard / Student Learning Expectation: Politics and Government

    Students shall analyze the different theories of government throughout history.

    • PG.9.WH.1. Student Learning Expectation / Benchmark:

      Summarize the development of political structures in the cradles of civilization (e.g., Nile River Valley, Indus River Valley, Mesopotamia, China, and South America)

    • PG.9.WH.2. Student Learning Expectation / Benchmark:

      Compare and contrast the political theories found in the Greek city-states of Sparta and Athens

    • PG.9.WH.3. Student Learning Expectation / Benchmark: Summarize political power resulting from the following

      Mandate of Heaven; divine right; absolutism

    • PG.9.WH.4. Student Learning Expectation / Benchmark: Investigate the origin and development of the imperial state

      Africa; Asia; Europe; Middle East

    • PG.9.WH.5. Student Learning Expectation / Benchmark:

      Compare and contrast the political structure of European and Japanese feudalism

    • PG.9.WH.6. Student Learning Expectation / Benchmark:

      Describe the political ideologies of the 18th and 19th century revolutions using primary and secondary documents (e.g., American, French, and Latin American revolutions)

    • PG.9.WH.7. Student Learning Expectation / Benchmark:

      Discuss theocracy (e.g., John Calvin, Puritans, Islam)

    • PG.9.WH.8. Student Learning Expectation / Benchmark:

      Examine the political theories of socialism, communism, and fascism

  • PG.10.WH. Standard / Student Learning Expectation: Politics and Government

    Students shall analyze the structure and purpose of political organizations and alliances.

    • PG.10.WH.1 Student Learning Expectation / Benchmark:

      Investigate historical law codes using primary and secondary documents (e.g., Hammurabi, Justinian, Magna Carta, Napoleonic)

    • PG.10.WH.2 Student Learning Expectation / Benchmark:

      Research the formation of alliances in World War I and World War II using available technology (e.g., Triple Alliance, Triple Entente, Axis and Allies)

    • PG.10.WH.3 Student Learning Expectation / Benchmark:

      Analyze the structure and purpose of the United Nations

    • PG.10.WH.4 Student Learning Expectation / Benchmark:

      Analyze the purpose of post-World War II military alliances [e.g., North Atlantic Treaty Organization (NATO), Southeast Asia Treaty Organization (SEATO), Warsaw Pact]

• 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.SSHS-S1 Strand: American History

• SSHS-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.

  • SSHS-S1C1- Performance Objective / Proficiency Level:

    Interpret historical data displayed in maps, graphs, tables, charts, and geologic time scales.

  • SSHS-S1C1- Performance Objective / Proficiency Level:

    Distinguish among dating methods that yield calendar ages (e.g., dendrochronology), numerical ages (e.g., radiocarbon), correlated ages (e.g., volcanic ash), and relative ages (e.g., geologic time).

  • SSHS-S1C1- Performance Objective / Proficiency Level:

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

  • SSHS-S1C1- Performance Objective / Proficiency Level:

    Construct graphs, tables, timelines, charts, and narratives to interpret historical data.

  • SSHS-S1C1- Performance Objective / Proficiency Level: Evaluate primary and secondary sources for

    a) authors' main points; b) purpose and perspective; c) facts vs. opinions; d) different points of view on the same historical event (e.g., Geography Concept 6 - geographical perspective can be different from economic perspective); e) credibility and validity.

  • SSHS-S1C1- Performance Objective / Proficiency Level:

    Apply the skills of historical analysis to current social, political, geographic, and economic issues facing the world.

  • SSHS-S1C1- Performance Objective / Proficiency Level: Compare present events with past events

    a) cause and effect; b) change over time; c) different points of view.

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

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

  • SSHS-S1C2- Performance Objective / Proficiency Level: Describe Prehistoric Cultures of the North American continent

    a) Paleo-Indians, including Clovis, Folsom, and Plano; b) Moundbuilders, including Adena, Hopewell, and Mississippian; c) Southwestern, including Mogollon, Hohokam, and Ancestral Puebloans (Anasazi).

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

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

  • SSHS-S1C3- Performance Objective / Proficiency Level: Review the reciprocal impact resulting from early European contact with indigenous peoples

    a) religious (e.g., conversion attempts); b) economic (e.g., land disputes, trade); c) social (e.g., spread of disease, partnerships); d) food (e.g., corn); e) government (e.g., Iroquois Confederacy, matriarchal leadership, democratic influence).

  • SSHS-S1C3- Performance Objective / Proficiency Level:

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

  • SSHS-S1C3- Performance Objective / Proficiency Level: Compare the characteristics of the New England, Middle, and Southern colonies

    a) Colonial governments; geographic influences, resources, and economic systems; b) religious beliefs and social patterns.

  • SSHS-S1C3- Performance Objective / Proficiency Level:

    Describe the impact of key colonial figures (e.g., John Smith, William Penn, Roger Williams Anne Hutchinson, John Winthrop).

• SSHS-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.

  • SSHS-S1C4- Performance Objective / Proficiency Level: Assess the economic, political, and social reasons for the American Revolution

    a) British attempts to tax and regulate colonial trade as a result of the French and Indian War; b) colonists' reaction to British policy ideas expressed in the Declaration of Independence.

  • SSHS-S1C4- Performance Objective / Proficiency Level:

    Analyze the effects of European involvement in the American Revolution on the outcome of the war.

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

    a) Lexington and Concord; b) Bunker Hill; c) Saratoga; d) writing and ratification of the Declaration of Independence; e) Yorktown.

  • SSHS-S1C4- Performance Objective / Proficiency Level: Analyze how the new national government was created

    a) Albany Plan of Union influenced by the Iroquois Confederation; b) Articles of Confederation; c) Constitutional Convention; d) struggles over ratification of the Constitution; e) creation of the Bill of Rights.

  • SSHS-S1C4- Performance Objective / Proficiency Level: Examine the significance of the following in the formation of a new nation

    a) presidency of George Washington; b) economic policies of Alexander Hamilton; c) creation of political parties under Thomas Jefferson and Alexander Hamilton; d) the establishment of the Supreme Court as a co-equal third branch of government under John Marshall with cases such as Marbury v. Madison.

  • SSHS-S1C4- Performance Objective / Proficiency Level: Examine the experiences and perspectives of the following groups in the new nation

    a) property owners; b) African Americans; c) women; d) Native Americans; e) indentured servants.

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

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

  • SSHS-S1C5- Performance Objective / Proficiency Level: Trace the growth of the American nation during the period of western expansion

    a) Northwest Territory; b) Louisiana Territory; c) Florida; d) Texas; e) Oregon Country; f) Mexican Cession; g) Gadsden Purchase; h) Alaska.

  • SSHS-S1C5- Performance Objective / Proficiency Level: Analyze how the following events affected the political transformation of the developing nation

    a) Jefferson's Presidency; b) War of 1812; c) Jackson's Presidency.

  • SSHS-S1C5- Performance Objective / Proficiency Level: Identify how economic incentives and geography influenced early American explorations

    a) explorers (e.g., Lewis and Clark, Pike, Fremont); b) fur traders; c) miners; d) missionaries (e.g., Father Kino, Circuit Riders).

  • SSHS-S1C5- Performance Objective / Proficiency Level:

    Describe the impact of European-American expansion on native peoples.

  • SSHS-S1C5- Performance Objective / Proficiency Level: Describe the impact of the following aspects of the Industrial Revolution on the United States

    a) transportation improvements (e.g., railroads, canals, steamboats); b) factory system manufacturing; c) urbanization; d) inventions (e.g., telegraph, cotton gin, interchangeable parts).

• SSHS-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.

  • SSHS-S1C6- Performance Objective / Proficiency Level: Explain the economic, social, and political causes of the Civil War

    a) economic and social differences between the North, South, and West; b) balance of power in the Senate (e.g., Missouri and 1850 Compromises); c) extension of slavery into the territories (e.g., Dred Scott Decision, the Kansas-Nebraska Act); d) role of abolitionists (e.g., Frederick Douglass and John Brown); e) debate over popular sovereignty/states rights; f) Presidential election of 1860.

  • SSHS-S1C6- Performance Objective / Proficiency Level: Analyze aspects of the Civil War

    a) changes in technology; b) importance of resources; c) turning points; d) military and civilian leaders; e) effect of the Emancipation Proclamation; f) effect on the civilian populations.

  • SSHS-S1C6- Performance Objective / Proficiency Level: Analyze immediate and long term effects of Reconstruction in post Civil War America

    a) various plans for reconstruction of the South; b) Lincoln's assassination; c) Johnson's impeachment; d) Thirteenth, Fourteenth and Fifteenth Amendments; e) resistance to and end of Reconstruction (e.g., Jim Crow laws, KKK, Compromise of 1877).

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

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

  • SSHS-S1C7- Performance Objective / Proficiency Level: Analyze how the following aspects of industrialization transformed the American economy beginning in the late 19th century

    a) mass production; b) monopolies and trusts (e.g., Robber Barons, Taft- Hartley Act); c) economic philosophies (e.g., laissez faire, Social Darwinism, free silver); d) labor movement (e.g., Bisbee Deportation); trade.

  • SSHS-S1C7- Performance Objective / Proficiency Level: Assess how the following social developments influenced American society in the late nineteenth and early twentieth centuries

    a) Civil Rights issues (e.g., Women's Suffrage Movement, Dawes Act, Indian schools, lynching, Plessy v. Ferguson); b) changing patterns in Immigration (e.g., Ellis Island, Angel Island, Chinese Exclusion Act, Immigration Act of 1924); c) urbanization and social reform (e.g., health care, housing, food & nutrition, child labor laws); d) mass media (e.g., political cartoons, muckrakers, yellow journalism, radio); e) consumerism (e.g., advertising, standard of living, consumer credit); f) Roaring Twenties (e.g., Harlem Renaissance, leisure time, jazz, changed social mores)

  • SSHS-S1C7- Performance Objective / Proficiency Level: Analyze events which caused a transformation of the United States during the late nineteenth and early twentieth centuries

    a) Indian Wars (e.g., Little Bighorn, Wounded Knee); b) Imperialism (e.g., Spanish American War, annexation of Hawaii, Philippine-American War); c) Progressive Movement (e.g., Sixteenth through Nineteenth Amendments, child labor); d) Teddy Roosevelt (e.g., conservationism, Panama Canal, national parks, trust busting); e) corruption (e.g., Tammany Hall, spoils system); f) World War I (e.g., League of Nations, Isolationism); g) Red Scare/Socialism; h) Populism.

  • SSHS-S1C7- Performance Objective / Proficiency Level:

    Analyze the effect of direct democracy (initiative, referendum, recall) on Arizona statehood.

• SSHS-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.

  • SSHS-S1C8- Performance Objective / Proficiency Level: Describe causes and consequences of the Great Depression

    a) economic causes of the Depression (e.g., economic policies of 1920s, investment patterns and stock market crash); b) Dust Bowl (e.g., environmental damage, internal migration); c) effects on society (e.g., fragmentation of families, Hoovervilles, unemployment, business failure, breadlines); d) changes in expectations of government (e.g., New Deal programs).

  • SSHS-S1C8- Performance Objective / Proficiency Level: Describe the impact of American involvement in World War II

    a) movement away from isolationism; b) economic recovery from the Great Depression; c) homefront transformations in the roles of women and minorities; d) Japanese, German, and Italian internments and POW camps; e) war mobilization ( e.g., Native American Code-Talkers, minority participation in military units, media portrayal); f) turning points such as Pearl Harbor, D-Day, Hiroshima/Nagasaki.

• SSHS-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.

  • SSHS-S1C9- Performance Objective / Proficiency Level: Analyze aspects of America's post World War II foreign policy

    a) international activism (e.g., Marshall Plan, United Nations, NATO); b) Cold War (e.g., domino theory, containment, Korea, Vietnam); c) Arms Race (e.g., Cuban Missile Crisis, SALT); d) United States as a superpower (e.g., political intervention and humanitarian efforts).

  • SSHS-S1C9- Performance Objective / Proficiency Level: Describe aspects of American post-World War II domestic policy

    a) McCarthyism; b) Civil Rights (e.g., Birmingham, 1964 Civil Rights Act, Voting Rights Act, Constitutional Amendments); c) Supreme Court Decisions (e.g., the Warren and Burger Courts); d) Executive Power (e.g., War Powers Act, Watergate); e) social reforms Great Society and War on Poverty; f) Space Race and technological developments.

  • SSHS-S1C9- Performance Objective / Proficiency Level: Describe aspects of post World War II American society

    a) postwar prosperity (e.g., growth of suburbs, baby boom, GI Bill); b) popular culture (e.g., conformity v. counter-culture, mass-media); c) protest movements (e.g., anti-war, women's rights, civil rights, farm workers, Cesar Chavez); d) assassinations (e.g., John F. Kennedy, Martin Luther King, Jr., Robert F. Kennedy, Malcolm X); e) shift to increased immigration from Latin America and Asia.

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

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

  • SSHS-S1C10 Performance Objective / Proficiency Level:

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

  • SSHS-S1C10 Performance Objective / Proficiency Level:

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

  • SSHS-S1C10 Performance Objective / Proficiency Level:

    Describe how key political, social, environmental, and economic events of the late 20th century and early 21st century (e.g., Watergate, OPEC/oil crisis, Central American wars/Iran-Contra, End of Cold War, first Gulf War, September 11) affected, and continue to affect, the United States.

(Note: In 2011, DC public schools began transitioning to the Common Core State Standards.)

World History and Geography I: Middle Ages to the Age of Revolutions

• Era IV: Middle Ages

  • 9.1. Broad Concept: Students analyze the geographic, political, economic, social, and religious structures of the civilizations of Islam in the Middle Ages.
    1. Identify the physical location and features and the climate of the Arabian Peninsula, its relationship to surrounding bodies of land and water, and nomadic and sedentary ways of life. (G)
    2. Describe the expansion of Muslim rule through military conquests and treaties, emphasizing the cultural blending within Muslim civilization (Phoenician and Persian) and the spread and acceptance of Islam and the Arabic language. (P, R, M, S)
    3. Trace the origins of Islam and the life and teachings of the Prophet Muhammad, including Islamic teachings on its connection with Judaism and Christianity. (G, R)
    4. 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. (R, S)
    5. Trace the origins and impact of different sects within Islam, including the sources of disagreement between Suunis and Shi’ites. (R, P)
    6. Explain the intellectual exchanges among Muslim scholars of Eurasia and Africa and the contributions Muslim scholars made to later civilizations during the Islamic Golden Age in the areas of science, alchemy, geography, mathematics (algebra), philosophy, art, and literature. (I)
    7. Describe the growth of thriving cities as centers of Islamic art and learning, such as Cordoba and Baghdad.
    8. Describe the establishment of trade routes among Asia, Africa, and Europe; the role of the Mongols in increasing Euro-Asian trade; the prod- ucts and inventions that traveled along these routes (e.g., spices, textiles, paper, steel, and new crops); and the role of merchants in Arab society. (G, I, E)
• 9.2. Broad Concept: Students understand the major events preceding the founding of the nation and relate their significance to the development of American constitutional democracy.
  1. Locate and identify the physical location and major geographical features of China. (G)
  2. Describe the reunification of China under the Tang Dynasty and reasons for the spread of Buddhism in Tang China, Korea, and Japan. (P, R)
  3. Analyze the development of a Confucian-based examination system and imperial bureaucracy and its stabilizing political influence. (P, R, S)
  4. Describe rapid agricultural, commercial, and technological development during the Song dynasties. (G, E)
  5. Trace the spread of Chinese technology—such as papermaking, wood-block printing, the compass, and gunpowder—to other parts of Asia, the Islamic world, and Europe. (S, I, E)
  6. Describe the Mongol conquest of China. (M, P)
• 9.3. Broad Concept: Students analyze the geographic, political, religious, social, and economic structures of the civilizations of medieval Japan.
  1. Explain the major features of Shinto, Japan’s indigenous religion. (R)
  2. Explain the influence of China and the Korean peninsula upon Japan as Buddhism, Confucianism, and the Chinese writing system were adopted. (G, P, R)
  3. Trace the emergence of the Japanese nation during the Nara (710–794) and Heian periods (794–1180). (P)
  4. Describe how the Heian (contemporary Kyoto) aristocracy created enduring Japanese cultural perspectives that are epitomized in works of prose such as The Tale of Genji, one of the world’s first novels. (S, I)
  5. Describe the Kamakura and Ashikaga Shogunates, the rise of warrior governments, and Japanese political disunity. (P)
• 9.4. Broad Concept: Students analyze the geographic, political, religious, social, and economic structures of the sub-Saharan civilizations of Ghana, Mali, and Songhai of West Africa in the Middle Ages.
  1. Locate and identify the site of these civilizations, the importance of the Niger River, and the relationship between vegetation zones of forest, savannah, and desert to the trade in gold, salt, food, and slaves. Illustrate the growth of the Ghana, Mali, and Songhai kingdoms/empires (e.g., trading centers such as Timbuktu and Jenne, which would later develop into important centers of culture and learning). (G, E, I)
  2. 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. (G, R, S)
  3. Trace the growth of the Arabic language in government, trade, and Islamic scholarship in West Africa. (P, S, I)
  4. Describe the importance of written and oral traditions in the transmission of African history and culture. (S, I)
  5. Trace the rise to prominence of Sundiata Keita, the legendary founder of the empire of Mali. (P)
  6. 6. Analyze the importance of family, labor specialization, and regional commerce in the development of states and cities in West Africa. (S, E)
  7. Explain the importance of Mansa Musa and his pilgrimage to Mecca in 1324. (P, R, E)
• 9.5. Broad Concept: Students analyze the geographic, political, religious, social, and economic structures of the civilizations of medieval Europe.
  1. Explain the geography of Europe and the Eurasian landmass, including their location, topography, waterways, vegetation, and climate, and their relationship to ways of life in medieval Europe. (G, S)
  2. Describe the development of feudalism and manorialism, 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 and private property ownership. (G, P, E)
  3. Demonstrate understanding of the conflict and cooperation between the Papacy and European monarchs (e.g., Charlemagne, Gregory VII, and Emperor Henry IV), the disputes over papal authority, and the Great Schism. (P, R, I)
  4. Explain 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., trial by jury, the common law, Magna Carta, parliament, habeas corpus, and an inde- pendent judiciary in England). (P, I)
  5. 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. (R)
  6. Describe the causes, course, and consequences of the European Crusades against Islam 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. (P, R, M)
  7. Explain 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”). (P, R, I)
  8. Describe the economic and social effects of the spread of the bubonic plague from Central Asia to China, the Middle East, and Europe, and its impact on global population. (G, S, E)
  9. Explain the initial emergence of a modern economy, including the growth of banking, technological and agricultural improvements, com- merce, towns, and a merchant class. (E)
  10. Outline the decline of Muslim rule in the Iberian Peninsula that culminated in the Reconquista and the rise of Spanish and Portuguese kingdoms. (P, M)
• 9.6. Broad Concept: Students compare and contrast the geographic, political, religious, social, and economic structures of the Mesoamerican and Andean civilizations.
  1. Locate and explain 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. (G, E)
  2. Describe the highly structured social and political system of the Maya civilization, ruled by nobles and kings and consisting of many independ- ent politically sovereign states. (P)
  3. Explain how and where each empire arose (how the Aztec and Incan empires were eventually defeated by the Spanish in the 16th century). (P, M)
  4. Explain the roles of people in each society, including class structures, family life, warfare, religious beliefs and practices, and slavery. (S, R, E)
  5. Describe the artistic and oral traditions and architecture in the three civilizations. (S, I)
  6. Describe the Mesoamerican developments in astronomy and mathematics, including the calendar, and the Mesoamerican knowledge of seasonal changes to the civilizations’ agricultural systems. (I)
  7. Compare the development of these societies to that of other indigenous societies in North America, the Caribbean, or others in Mesoamerica or the Andes.

• Era V: Early Modern Times to 1650

  • 9.7. Broad Concept: Students describe the rise of the Ottoman Empire in the 14th, 15th, and 16th centuries.
    1. Explain the importance of Mehmed II the Conqueror and Suleiman the Magnificent. (P, M)
    2. Recognize the importance of the capture of Constantinople, the capital of the Byzantine Empire, in 1453. (P, M)
    3. Describe the expansion of the Ottoman Empire into North Africa, Eastern Europe, and throughout the Middle East, and describe the importance of the Battle of Lepanto in the 16th century limiting Ottoman ambitions in the Mediterranean. (G, M)
    4. Summarize the rise of the Safavid Empire.
    5. Describe Shah Abbas and how his policies of cultural blending led to the Golden Age of the Safavid Empire.
• 9.8. Broad Concept: Students analyze the origins, accomplishments, and geographic diffusion of the Renaissance.
  1. Trace the emergence of the Renaissance, including influence from Moorish (or Muslim) scholars in Spain. (G, P, S)
  2. Explain the importance of Florence in the early stages of the Renaissance and the growth of independent trading cities (e.g., Venice) and their importance in the spread of Renaissance ideas. (G, S, E)
  3. Explain 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. (G, E)
  4. Compare and contrast the similarities and differences between the Northern and Southern Renaissance. (P, I)
  5. 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). (R, I)
  6. Describe the growth and effects of new ways of disseminating information (e.g., the ability to manufacture paper, translation of the Bible into vernacular, and printing). (I, S)
  7. Outline the 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 Lodovico Buonarroti Simoni, Johann Gutenberg, and William Shakespeare). (I)
• 9.9. Broad Concept: Students analyze the historical developments of the Reformation.
  1. Explain 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. (G, R)
  2. Locate and identify the European regions that remained Catholic and those that became Protestant and how the division affected the distribution of religions in the New World. (G, R)
  3. Explain the supremacy of the Catholic Church, the growth of literacy, the spread of printed books, the explosion of knowledge and the Church’s reaction to these developments.
  4. List and explain the causes for the internal turmoil within and eventual weakening of the Catholic Church (e.g., tax policies, selling of indul- gences, England’s break with the Catholic Church). (P, R)
  5. Outline the reasons for the growing discontent with the Catholic Church, including the main ideas of Martin Luther (salvation by faith) and John Calvin (predestination) and their attempts to reconcile God’s word with Church action. (P, R)
  6. Explain Protestants’ new practices of church self-government and the influence of those practices on the development of democratic practices and ideas of federalism. (P, R)
  7. Describe the Golden Age of cooperation between Jews and Muslims in medieval Spain that promoted creativity in art, literature, and science. (S, E)
  8. Explain 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). (R, S)
• 9.10. Broad Concept: Students describe the rise of English Colonial Empires.
  1. Identify the voyages of discovery, the locations of the routes, and the influence of cartography in the development of a new European worldview. (G, I)
  2. Describe the goals and extent of Dutch, English, French, and Spanish settlements in the Americas. (G, P)
  3. Explain the development and effects of the Atlantic slave trade. (S, E)
  4. Describe the exchanges of plants, animals, technology, culture, ideas, and diseases among Europe, Africa, Asia, and the Americas in the 15th and 16th centuries and the major economic and social effects on each continent. (G, S, E)
• 9.11. Broad Concept: Students explain political and social developments in China and Japan in an era of expanding European influence.
  1. Describe Chinese power and technology through Zheng He’s voyages (the Ming Dynasty). (G, P)
  2. Explain the effects of European contacts on China and Japan. (G, P)
  3. Describe Japan’s unification, after years of civil war, and the establishment of centralized feudalism under the Tokugawa shoguns. (P)
  4. Explain the influence of a rigid class system, the Samurai elites, and Tokugawa isolationist’s policies on Japanese government and society. (P, S)
  5. Trace the rise of the early Ching Dynasty in China and growing European demand for Chinese goods, such as tea and silk. (P, E)
• 9.12. Broad Concept: Students summarize political and social developments on the Indian Subcontinent during the Mughal eras and the beginnings of British political dominance.
  1. Trace the influence of the following great Mughal rulers on the subcontinent: Babur, Akbar, and Arangzeb. (P)
  2. Characterize the development of the Sikh religion. (R)
  3. Describe the art and architecture (e.g., the Taj Mahal) during the Mughal period. (I)
  4. Trace the growing economic and political power of the British East India Company in key cities on the subcontinent. (P, E)

• Era VI: The Age of Revolutions

  • 9.13. Broad Concept: Students analyze the historical developments of the Scientific Revolution and its lasting effect on religious, political, and cultural institutions.
    1. Describe the roots of the Scientific Revolution (e.g., Greek rationalism; Jewish, Christian, and Muslim science; Renaissance humanism; new knowledge from global exploration). (R, I)
    2. Explain the significance of new scientific theories, the accomplishments of leading figures (e.g., Bacon, Copernicus, Descartes, Galileo, Kepler, Linnaeus, and Newton), and new inventions (e.g., the telescope, microscope, thermometer, and barometer). (I)
• 9.14. Broad Concept: Students analyze political, social, and economic change as a result of the Age of Enlightenment in Europe.
  1. Explain how the main ideas of the Enlightenment can be traced back to such movements and epochs as the Renaissance, the Reformation, the Scientific Revolution, the Greeks, the Romans, and Christianity. (P, I)
  2. Describe the accomplishments of major Enlightenment thinkers (e.g., John Locke and Charles-Louis Montesquieu). (P, I)
  3. Explain the origins of modern capitalism; the influence of mercantilism and the cottage industry; the elements and importance of a market economy in 17th-century Europe; the changing international trading and marketing patterns, including their locations on a world map; and the influence of explorers and mapmakers. (E)
• 9.15. Broad Concept: Students compare and contrast the Glorious Revolution of England, the American Revolution, the Spanish American Wars of Independence, and the French Revolution, and their enduring effects on the political expectations for self-government and individual liberty.
  1. Identify and explain the major ideas of philosophers and their effects on the democratic revolutions in England, the United States, France, and Latin America (e.g., John Locke, Charles-Louis Montesquieu, Jean-Jacques Rousseau, Simón Bolívar, Toussainte L’Ouverture, Thomas Jefferson, and James Madison). (P, I)
  2. List and explain the principles of the Magna Carta, the English Bill of Rights (1689), the American Declaration of Independence (1776), the French Declaration of the Rights of Man and the Citizen (1789), and the U.S. Bill of Rights (1791). (P)
  3. Explain the significance of the Haitian Revolution (1791–1804). (P, S, I)
  4. Understand the unique character of the American Revolution, its spread to other parts of the world, and its continuing significance to other nations. (P, I)
  5. Explain how the ideology of the French Revolution led France to evolve from constitutional monarchy to democratic despotism to the Napoleonic Empire. (P, I)
  6. Describe the initial uprisings against the mother country in Spanish America, describe their takeover by the largely indigenous masses, and explain the outcomes of these movements. (P, I)
  7. Describe how nationalism spread across Europe with Napoleon but was repressed for a generation under the Congress of Vienna and Concert of Europe until the Revolutions of 1848. (P)

In addition to the standards for grades 9 through 12, students demonstrate the following intellectual, reasoning, reflection, and research skills.:

Historical Chronology and Interpretation

1. Students compare the present with the past, evaluating the consequences of past events and decisions and determining the lessons that were learned.
2. Students analyze how change happens at different rates at different times, understand that some aspects can change while others remain the same, and understand that change is complicated and affects not only technology and politics but also values and beliefs.
3. Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.
4. Students recognize the complexity of historical causes and effects, including the limitations on determining cause and effect.
5. Students distinguish intended from unintended consequences.
6. Students interpret past events and issues within the context in which an event unfolded rather than present-day norms and values.
7. Students understand the meaning, implication, and impact of historical events and recognize that events could have taken other directions.
8. Students conduct cost-benefit analyses and apply basic economic indicators to analyze the aggregate economic behavior of the U.S. economy.

Geographic Skills

1. Students understand the influence of physical and human geographic factors on the evolution of significant historic events and movements. They apply the geographic viewpoint to local, regional, and world policies and problems.
2. Students use a variety of maps and documents to interpret human movement, including major patterns of domestic and international migration, changing environmental preferences and settlement patterns, the frictions that develop between population groups, and the diffusion of ideas, technological innovations, and goods. Identify major patterns of human migration, both in the past and present.
3. Students relate current events to the physical and human characteristics of places and regions. They identify the characteristics, distribution, and complexity of Earth’s cultural mosaics.
4. Students evaluate ways in which technology has expanded the capability of humans to modify the physical environment and the ability of humans to mitigate the effect of natural disasters.
5. Students hypothesize about the impact of push-pull factors on human migration in selected regions and about the changes in these factors over time. Students develop maps of human migration and settlement patterns at different times in history and compare them to the present.
6. Students note significant changes in the territorial sovereignty that took place in the history units being studied.
7. Students study current events to explain how human actions modify the physical environment and how the physical environment affects human systems (e.g., natural disasters, climate, and resources). They explain the resulting environmental policy issues.
8. Students explain how different points of view influence policies relating to the use and management of Earth’s resources.
9. Students identify patterns and networks of economic interdependence in the contemporary world.

Historical Research, Evidence, and Point of View

1. Students distinguish valid arguments from fallacious arguments in historical interpretations (e.g., appeal to false authority, unconfirmed citations, ad hominem argument, appeal to popular opinion).
2. Students identify bias and prejudice in historical interpretations.
3. Students evaluate major debates among historians concerning alternative interpretations of the past, including an analysis of authors’ use of evidence and the distinctions between sound generalizations and misleading oversimplifications.
4. Students construct and test hypotheses; collect, evaluate, and employ information from multiple primary and secondary sources; and apply it in oral and written presentations.