• FL.SS.K.A.1 Standard / Body Of Knowledge: Historical Inquiry and Analysis [American History]

  • SS.K.A.1.1 Benchmark / Big Idea:

    Develop an understanding of how to use and create a timeline.

    SS.K.A.1.1 Benchmark / Descriptor:

    Put in order three things that happened during the school day.

  • SS.K.A.1.2 Benchmark / Big Idea:

    Develop an awareness of a primary source.

    • SS.K.A.1.2 Benchmark / Descriptor:

      Examples may include photographs, a letter from a grandparent, or artifacts.

• FL.SS.K.A.2 Standard / Body Of Knowledge: Historical Knowledge [American History]

  • SS.K.A.2.1 Benchmark / Big Idea:

    Compare children and families of today with those in the past.

    • SS.K.A.2.1 Benchmark / Descriptor:

      An example is family life now versus family life when grandparents were young.

  • SS.K.A.2.2 Benchmark / Big Idea:

    Recognize the importance of celebrations and national holidays as a way of remembering and honoring people, events, and our nation's ethnic heritage.

    • SS.K.A.2.2 Benchmark / Descriptor:

      Examples are Veteran's Day, Thanksgiving, Martin Luther King Jr. Day, President's Day, Memorial Day, Independence Day [4th of July], Cinco de Mayo and birthdays.

  • SS.K.A.2.3 Benchmark / Big Idea:

    Compare our nation's holidays with holidays of other cultures.

    • SS.K.A.2.3 Benchmark / Descriptor:

      Independence days are different in other countries.

  • SS.K.A.2.4 Benchmark / Big Idea:

    Listen to and retell stories about people in the past who have shown character ideals and principles including honesty, courage, and responsibility.

    • SS.K.A.2.4 Benchmark / Descriptor:

      Examples are Pocahontas, George Washington, Abraham Lincoln, Martin Luther King, Jr., Harriet Tubman, and astronauts.

  • SS.K.A.2.5 Benchmark / Big Idea:

    Recognize the importance of U.S. symbols.

    • SS.K.A.2.5 Benchmark / Descriptor:

      Examples are the Statue of Liberty, the bald eagle, the Star Spangled Banner, and national and state flags.

• FL.SS.K.A.3 Standard / Body Of Knowledge: Chronological Thinking [American History]

  • SS.K.A.3.1 Benchmark / Big Idea:

    Use words and phrases related to chronology and time to explain how things change and to sequentially order events that have occurred in school.

    • SS.A.3.1.1 Benchmark / Descriptor:

      Examples are before, after; morning, afternoon, evening; today, tomorrow, yesterday; past, present, future; last week, this week, next week; day, week, month, year.

  • SS.A.3.1.2 Benchmark / Big Idea:

    Explain that calendars represent days of the week and months of the year.

• FL.SS.K.C.1 Standard / Body Of Knowledge: Civics and Government [Foundations of Government, Law, and the American Political System]

  • SS.K.C.1.1 Benchmark / Big Idea:

    Define and give examples of rules and laws, and why they are important.

    • SS.K.C.1.1 Benchmark / Descriptor:

      Examples are standing in line at school and wearing a bike helmet.

  • SS.K.C.1.2 Benchmark / Big Idea:

    Explain the purpose and necessity of rules and laws at home, school, and community.

    • SS.K.C.1.2 Benchmark / Descriptor:

      Examples are attending school and wearing a seat belt.

• FL.SS.K.C.2 Standard / Body Of Knowledge: Civic and Political Participation [Foundations of Government, Law, and the American Political System

  • SS.K.C.2.1 Benchmark / Big Idea:

    Demonstrate the characteristics of being a good citizen.

    • SS.K.C.2.1 Benchmark / Descriptor:

      Examples are taking turns, sharing, taking responsibility, following rules, understanding the consequences of breaking rules, practicing honesty, self-control, and participating in classroom decision making

  • SS.K.C.2.2 Benchmark / Big Idea:

    Demonstrate that conflicts among friends can be resolved in ways that are consistent with being a good citizen.

  • SS.K.C.2.3 Benchmark / Big Idea:

    Describe fair ways for groups to make decisions.

    • SS.K.C.2.3 Benchmark / Descriptor:

      Examples are voting, taking turns, and coming to an agreement.

• FL.SS.K.E.1. Standard / Body Of Knowledge: Beginning Economics [Economics]

  • SS.K.E.1.1 Benchmark / Big Idea:

    Describe different kinds of jobs that people do and the tools or equipment used.

    • SS.K.E.1.1 Benchmark / Descriptor:

      Examples are community helpers, firefighter and fire truck.

  • SS.K.E.1.2 Benchmark / Big Idea:

    Recognize that United States currency comes in different forms.

    • SS.K.E.1.2 Benchmark / Descriptor:

      Examples are coins and bills.

  • SS.K.E.1.3 Benchmark / Big Idea:

    Recognize that people work to earn money to buy things they need or want.

  • SS.K.E.1.4 Benchmark / Big Idea:

    Identify the difference between basic needs and wants.

    • SS.B.1.1.4 Benchmark / Descriptor:

      Examples of needs are clothing and shelter and examples of wants are video games and toys.

• FL.SS.K.E.1 Standard / Body Of Knowledge: The World in Spatial Terms [Geography]

  • SS.K.G.1.1 Benchmark / Big Idea:

    Describe the relative location of people, places, and things by using positional words.

    • SS.K.G.1.1 Benchmark / Descriptor:

      Examples are near/far; above/below, left/right and behind/front.

  • SS.K.G.1.2 Benchmark / Big Idea:

    Explain that maps and globes help to locate different places and that globes are a model of the Earth.

  • SS.K.G.1.3 Benchmark / Big Idea:

    Identify cardinal directions (north, south, east, west).

  • SS.K.G.1.4 Benchmark / Big Idea:

    Differentiate land and water features on simple maps and globes.

    • SS.K.G.1.4 Benchmark / Descriptor:

      Examples are blue is water and green/brown is land.

• FL.SS.K.G.2 Standard / Body Of Knowledge: Places and Regions [Geography]

  The student understands the structure, functions, and purpose of government and how the principles and values of American democracy are reflected in American constitutional government.

  • SS.K.G.2.1 Benchmark / Big Idea:

    Locate and describe places in the school and community.

    • SS.K.G.2.1 Benchmark / Descriptor:

      Examples are the cafeteria, library, office, restrooms, and classroom.

  • SS.K.G.2.2 Benchmark / Big Idea:

    Know one's own phone number, street address, city or town and that Florida is the state in which the student lives.

• FL.SS.K.G.3 Standard / Body Of Knowledge: Physical System [Geography]

  The student understands the role of the citizen in American democracy.

  • SS.K.G.3.1 Benchmark / Big Idea:

    Identify basic landforms.

    • SS.K.G.3.1 Benchmark / Descriptor:

      Examples are hills, forests, wetlands, and coasts.

  • SS.K.G.3.2 Benchmark / Big Idea:

    Identify basic bodies of water.

    • SS.K.G.3.2 Benchmark / Descriptor:

      Examples are rivers, lakes, oceans, and gulfs.

  • SS.K.G.3.3 Benchmark / Big Idea:

    Describe and give examples of seasonal weather changes, and illustrate how weather affects people and the environment.

• DE.K.C1. Content Standard: Civics

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

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

    Students explain why leaders are important to people.

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

    Students explain why elections are held to choose leaders.

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

    Students explain why authority is needed.

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

    Students explain how people in authority are responsible to those under the authority.

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

    Students explain how people in authority are respected by those under the authority.

• DE.K.C2. Content Standard: Civics

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

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

    Students explain why people should respect others.

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

    Students explain how people show respect for others.

• DE.K.C3. Content Standard: Civics

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

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

    Students explain the difference between responsibilities, rights, and privileges.

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

    Students explain why people have responsibilities as citizens.

• DE.K.C4. Content Standard: Civics

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

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

    Students explain why people would work together to do something.

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

    Students explain how people can best work together.

• DE.K.E1. Content Standard: Economics

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

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

    Students identify different types of resources used to produce goods and services.

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

    Students explain why resources are scarce.

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

    Students identify the next best option when a choice is made and explain reasoning for the choice.

  • K.E1.4. Performance Indicator / Gle:

    Students explain why scarce resources cause people to make choices.

• DE.K.E2. Content Standard: Economics

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

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

    Students explain different ways that people trade.

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

    Students explain why people trade.

• DE.K.E3. Content Standard: Economics

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

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

    Students identify changes in human wants from the past to now.

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

    Students explain why and how people use different resources.

• DE.K.E4. Content Standard: Economics

  Students will examine the patterns and results of international trade.

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

    Students identify examples of specialization.

• DE.K.G1. Content Standard: Geography

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

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

    Students identify the different ways maps and globes model the world.

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

    Students explain how maps and globes use symbols to represent distance and direction.

• DE.K.G2. Content Standard: Geography

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

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

    Students identify different land, water, and weather features displayed on maps, globes, and photographs.

• DE.K.G3. Content Standard: Geography

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

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

    Students identify how people live in different locations around the world.

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

    Students identify how cultures are similar or different.

• DE.K.G4. Content Standard: Geography

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

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

    Students identify types of regions.

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

    Students explain the differences between places and regions.

• DE.K.H1. Content Standard: History

  Students will employ chronological concepts in analyzing historical phenomena.

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

    Students tell time with a clock and calendar.

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

    Students explain how chronological order helps people in daily life.

• DE.K.H2. Content Standard: History

  Students will gather, examine, and analyze historical data.

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

    Students identify artifacts and documents that people used in the past.

  • K.H2.2 Performance Indicator / Gle:

    Students identify differences between artifacts and documents.

• DE.K.H3. Content Standard: History

  Students will interpret historical data.

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

    Students identify historical accounts as descriptions of the past.

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

    Students explain the use of an artifact or document.

• CA.K.1. Content Standard: Learning and Working Now and Long Ago

  Students understand that being a good citizen involves acting in certain ways.

  • K.1.1. Performance Standard:

    Follow rules, such as sharing and taking turns, and know the consequences of breaking them.

  • K.1.2. Performance Standard:

    Learn examples of honesty, courage, determination, individual responsibility, and patriotism in American and world history from stories and folklore.

  • K.1.3. Performance Standard:

    Know beliefs and related behaviors of characters in stories from times past and understand the consequences of the characters' actions.

• CA.K.2. Content Standard: Learning and Working Now and Long Ago

  Students recognize national and state symbols and icons such as the national and state flags, the bald eagle, and the Statue of Liberty.

• CA.K.3. Content Standard: Learning and Working Now and Long Ago

  Students match simple descriptions of work that people do and the names of related jobs at the school, in the local community, and from historical accounts.

• CA.K.4. Content Standard: Learning and Working Now and Long Ago

  Students compare and contrast the locations of people, places, and environments and describe their characteristics.

  • K.4.1. Performance Standard:

    Determine the relative locations of objects using the terms near/far, left/right, and behind/in front.

  • K.4.2. Performance Standard:

    Distinguish between land and water on maps and globes and locate general areas referenced in historical legends and stories.

  • K.4.3. Performance Standard:

    Identify traffic symbols and map symbols (e.g., those for land, water, roads, cities).

  • K.4.4. Performance Standard:

    Construct maps and models of neighborhoods, incorporating such structures as police and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines.

  • K.4.5. Performance Standard:

    Demonstrate familiarity with the school's layout, environs, and the jobs people do there.

• CA.K.5. Content Standard: Learning and Working Now and Long Ago

  Students put events in temporal order using a calendar, placing days, weeks, and months in proper order.

• CA.K.6. Content Standard: Learning and Working Now and Long Ago

  Students understand that history relates to events, people, and places of other times.

  • K.6.1. Performance Standard:

    Identify the purposes of, and the people and events honored in, commemorative holidays, including the human struggles that were the basis for the events (e.g., Thanksgiving, Independence Day, Washington's and Lincoln's Birthdays, Martin Luther King Jr. Day, Memorial Day, Labor Day, Columbus Day, Veterans Day).

  • K.6.2. Performance Standard:

    Know the triumphs in American legends and historical accounts through the stories of such people as Pocahontas, George Washington, Booker T. Washington, Daniel Boone, and Benjamin Franklin.

  • K.6.3. Performance Standard:

    Understand how people lived in earlier times and how their lives would be different today (e.g., getting water from a well, growing food, making clothing, having fun, forming organizations, living by rules and laws).

• CA.K-5.HSS Content Standard: Historical and Social Sciences Analysis Skills

  The intellectual skills noted below are to be learned through, and applied to, the content standards for kindergarten through grade five. They are to be assessed only in conjunction with the content standards in kindergarten through grade five. In addition to the standards for kindergarten through grade five, students demonstrate the following intellectual, reasoning, reflection, and research skills.

  • K-5.CST. Performance Standard:

    Chronological and Spatial Thinking

    • K-5.1. Grade Level Expectation:

      Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines.

    • K-5.2. Grade Level Expectation:

      Students correctly apply terms related to time, including past, present, future, decade, century, and generation.

    • K-5.3. Grade Level Expectation:

      Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same.

    • K-5.4. Grade Level Expectation:

      Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations.

    • K-5.5. Grade Level Expectation:

      Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes) and analyze how relative advantages or disadvantages can change over time.

  • K-5.REPV. Performance Standard:

    Research, Evidence, and Point of View

    • K-5.1. Grade Level Expectation:

      Students differentiate between primary and secondary sources.

    • K-5.2. Grade Level Expectation:

      Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

    • K-5.3. Grade Level Expectation:

      Students distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events.

  • K-5.HI. Performance Standard:

    Historical Interpretation

    • K-5.1. Grade Level Expectation:

      Students summarize the key events of the era they are studying and explain the historical contexts of those events.

    • K-5.2. Grade Level Expectation:

      Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.

    • K-5.3. Grade Level Expectation:

      Students identify and interpret the multiple causes and effects of historical events.

    • K-5.4. Grade Level Expectation:

      Students conduct cost-benefit analyses of historical and current events.

• AR.G. Strand / Content Standard: Geography

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

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

    • G.1.K.1. Student Learning Expectation / Benchmark: Location, Place, and Region

      Identify home address.

    • G.1.K.2. Student Learning Expectation / Benchmark: Location, Place, and Region

      Identify the school attended and the city in which the school is located.

    • G.1.K.3. Student Learning Expectation / Benchmark: Location, Place, and Region

      Identify the state of Arkansas on a map of the United States.

    • G.1.K.4. Student Learning Expectation / Benchmark: Location, Place, and Region

      Recognize the United States on a world map or globe.

    • G.1.K.5. Student Learning Expectation / Benchmark: Location, Place, and Region

      Identify land on maps and globes.

    • G.1.K.6. Student Learning Expectation / Benchmark: Location, Place, and Region

      Identify water on maps and globes.

    • G.1.K.7. Student Learning Expectation / Benchmark: Location, Place, and Region

      Identify different types of weather.

    • G.1.K.8. Student Learning Expectation / Benchmark: Map and Globe Skills

      Recognize the difference between maps and globes.

    • G.1.K.9. Student Learning Expectation / Benchmark: Map and Globe Skills

      Recognize that maps and globes represent models of the Earth.

    • G.1.K.10. Student Learning Expectation / Benchmark: Map and Globe Skills

      Use words related to location, direction, and distance: here/there, near/far, over/under, left/right, up/down, top/bottom, and between.

    • G.1.K.11. Student Learning Expectation / Benchmark: Map and Globe Skills

      Illustrate a map of a familiar place (e.g. bedroom, playground, school).

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

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

    • G.2.K.1. Student Learning Expectation / Benchmark: Culture and Diversity

      Discuss similarities and differences in families.

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

      Discuss the location of a community and the ways that location affects the people of a community.

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

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

    • G.3.K.1. Student Learning Expectation / Benchmark: Movement

      Identify different types of transportation.

    • G.3.K.2. Student Learning Expectation / Benchmark: Human Environment Interaction

      Recognize the importance of protecting the air, water, and land.

    • G.3.K.3. Student Learning Expectation / Benchmark: Human Environment Interaction

      Define physical environment.

• AR.C. Strand / Content Standard: Civics

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

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

    • C.4.K.1. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Recognize the need for rules and the consequences of violating rules.

    • C.4.K.2. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Identify people in the family and school who hold positions of authority.

    • C.4.K.3. Student Learning Expectation / Benchmark: Forms and Roles of Government

      Identify the name and picture of the current president of the United States and current governor of Arkansas.

  • C.5. Standard / Student Learning Expectation: Citizenship

    Students shall develop an understanding of how to participate, develop, and use the skills necessary for effective citizenship.

    • C.5.K.1. Student Learning Expectation / Benchmark: Roots of Democracy

      Recognize national symbols that represent American democracy: American flag, Bald Eagle, Statue of Liberty, White House, and United States Constitution.

    • C.5.K.2. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Discuss the rights and responsibilities of being a good citizen (e.g., respect others, cooperate, share).

    • C.5.K.3. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Identify voting procedures by participating in a classroom voting process (e.g., which book to read, what game to play).

    • C.5.K.4. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

      Identify the appropriate procedures for the daily recitation of the Pledge of Allegiance: standing up straight, placing the right hand over heart, removing hats, and observing location of the flag.

• AR.H. Strand / Content Standard: History

  • H.6. Standard / Student Learning Expectation: History

    Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time.

    • H.6.K.1. Student Learning Expectation / Benchmark: Regionalism/ Nationalism

      Recognize celebrations and holidays as a way of remembering and honoring events and people of the past: Labor Day, Veteran's Day, Thanksgiving, Columbus Day, Martin Luther King, Jr. Day, President's Day, Independence Day, and Memorial Day

    • H.6.K.2. Student Learning Expectation / Benchmark: Regionalism/ Nationalism

      Identify state symbols of Arkansas: flag, tree, insect, and beverage.

    • H.6.K.3. Student Learning Expectation / Benchmark: Regionalism and Nationalism

      Identify famous Arkansans.

    • H.6.K.4. Student Learning Expectation / Benchmark: Continuity and Change

      Discuss how things change over time using chronological terms: before/after, first/next/last, now/long ago, and yesterday/ today/tomorrow.

    • H.6.K.5. Student Learning Expectation / Benchmark: Continuity and Change

      Identify events that take place in sequential order (e.g., family photos, pictures from magazines).

    • H.6.K.6. Student Learning Expectation / Benchmark: Continuity and Change

      Discuss how historical events relate to the present day (e.g., stories of George Washington Carver, Wright Brothers).

    • H.6.K.7. Student Learning Expectation / Benchmark: Continuity and Change

      Recognize that family activities have changed over time.

    • H.6.K.8. Student Learning Expectation / Benchmark: Continuity and Change

      Understand that Pilgrims came to America from another part of the world.

    • H.6.K.9. Student Learning Expectation / Benchmark: Continuity and Change

      Recognize examples of current and early transportation.

    • H.6.K.10. Student Learning Expectation / Benchmark: Movement

      Discuss Christopher Columbus and his discovery of America.

    • H.6.K.11. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

      Recognize the relationship between the American Indians and the Pilgrims (e.g., story, song).

• AR.E. Strand / Content Standard: Economics

  • E.7. Standard / Student Learning Expectation: Choices

    Students shall analyze the costs and benefits of making economic choices.

    • E.7.K.1. Student Learning Expectation / Benchmark: Costs and Benefits

      Recognize that all people have economic wants and needs.

    • E.7.K.2. Student Learning Expectation / Benchmark: Costs and Benefits

      Discuss the concept of making choices related to wants and needs.

    • E.7.K.3. Student Learning Expectation / Benchmark: Costs and Benefits

      Identify the concept of scarcity (e.g., not enough items available).

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

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

    • E.8.K.1. Student Learning Expectation / Benchmark: Factors of Production

      Identify human resources (e.g., community workers).

    • E.8.K.2. Student Learning Expectation / Benchmark: Factors of Production

      Discuss the roles of producers and consumers.

    • E.8.K.3. Student Learning Expectation / Benchmark: Factors of Production

      Discuss how people earn a living in the community and the places they work.

    • E.8.K.4. Student Learning Expectation / Benchmark: Factors of Production

      Discuss natural resources.

    • E.8.K.5. Student Learning Expectation / Benchmark: Factors of Production

      Discuss capital resources.

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

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

    • E.9.K.1. Student Learning Expectation / Benchmark: Financial Markets

      Recognize that money is used to purchase items.

    • E.9.K.2. Student Learning Expectation / Benchmark: Goods and Services

      Identify goods that people use.

    • E.9.K.3. Student Learning Expectation / Benchmark: Goods and Services

      Identify services people do for each other.

    • E.9.K.4. Student Learning Expectation / Benchmark: Goods and Services

      Recognize that people choose among a variety of goods and services.

    • E.9.K.5. Student Learning Expectation / Benchmark: Goods and Services

      Recognize that people work to earn money to purchase items.

    • E.9.K.6. Student Learning Expectation / Benchmark: Goods and Services

      Understand that markets exist in a community.

• 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.SS00-S1 Strand: American History

• SS00-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.

  • SS00-S1C1- Performance Objective / Proficiency Level:

    Retell personal events to show an understanding of how history is the story of events, people, and places in the past.

  • SS00-S1C1- Performance Objective / Proficiency Level:

    Listen to recounts of historical events and people and discuss how they relate to present day.

  • SS00-S1C1- Performance Objective / Proficiency Level:

    Sequence recounts of historical events and people using the concepts of before and after.

  • SS00-S1C1- Performance Objective / Proficiency Level:

    Use primary source materials (e.g., photos, artifacts) to study people and events from the past.

• SS00-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.

  • SS00-S1C2- Performance Objective / Proficiency Level:

    Recognize that Native Americans are the original inhabitants of North America.

• SS00-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.

  • SS00-S1C3- Performance Objective / Proficiency Level:

    Recognize that explorers (e.g., Columbus, Leif Ericson) traveled to places in the world that were new to them.

  • SS00-S1C3- Performance Objective / Proficiency Level:

    Recognize that exploration resulted in the exchange of ideas, culture, and goods (e.g., foods, animals, plants, artifacts).

• SS00-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.

  • SS00-S1C4- Performance Objective / Proficiency Level:

    Recognize that George Washington was our first president.

  • SS00-S1C4- Performance Objective / Proficiency Level:

    Recognize that the Fourth of July is our nation's birthday.

• SS00-S1C5. Concept / Standard:

  Westward Expansion 1800

  • SS00-S1C5- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS00-S1C6. Concept / Standard:

  Civil War and Reconstruction 1850

  • SS00-S1C6- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS00-S1C7. Concept / Standard:

  Emergence of the Modern United States 1875

  • SS00-S1C7- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS00-S1C8. Concept / Standard:

  Great Depression and World War II 1929

  • SS00-S1C8- Performance Objective / Proficiency Level:

    No performance objectives at this grade.

• SS00-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.

  • SS00-S1C9- Performance Objective / Proficiency Level:

    Recognize that astronauts (e.g., John Glenn, Neil Armstrong, Sally Ride) are explorers of space.

• SS00-S1C10 Concept / Standard: Contemporary United States 1970s - Present

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

  • SS00-S1C10 Performance Objective / Proficiency Level:

    Use information from written documents, oral presentations, and the media to discuss current local events.

Course: Self/Homes

Content Strand: Domestic Affairs

1. Understand that ideas are represented by symbols.
   • a. Identify school, community, state and national symbols (e.g., school mascot, community logo, Mississippi state flag, United States flag, American eagle, etc.). (DOK 1)
   • b. Identify the pledge of allegiance and patriotic songs as expressions of patriotism. (DOK 1)

Content Strand: Global/International Affairs

2. Understand self in relation to the location of people, places, and things.
   • a. Use terms related to location, direction, size, and distance (e.g., up, down, left, right, here, there, far, near, large, small, etc.). (DOK 2)
   • b. Identify representations of earth using technology, maps, and globes. (DOK 1)
   • c. Identify cardinal directions (i.e., north, south, east, west). (DOK 1)

Content Strand: Civil/Human Rights

3. Understand the concept of rights and responsibilities of a good citizen.
   • a. Define the terms "rights" and "responsibility." (DOK 1)
   • b. Distinguish between rights and responsibilities of individuals in relation to different social groups including, family, peer group, and classmates (e.g., courteous public behavior, honesty, self-control, respect for the rights and property of others, fairness, etc.). (DOK 2)
   • c. Name figures of authority and their position in upholding human and civil rights (e.g., parents, teachers, principal). (DOK 1)
   • d. State the importance of classroom and school rules and the consequences of failing to obey them (e.g., raising hand before speaking to eliminate noise and allow every person to be heard; follow school/classroom rules to prevent accidents). (DOK 1)

Content Strand: Economics

4. Understand the importance of making appropriate economic choices.
   • a. Classify items as personal wants or needs. (DOK 2)
   • b. Identify differences between purchasing and bartering (e.g., purchasing a toy at the store, trading baseball cards for a toy). (DOK 1)
   • c. Discuss the importance of careful use of classroom and home resources to avoid waste. (DOK 1)
   • d. Identify a variety of jobs (e.g., scientists, teachers, plumbers, lawyers, electricians, store clerks etc.) and their purposes (e.g., earn money to meet individual needs and wants, take care of others, etc.). (DOK 1)

Content Strand: Culture

5. Understand and discuss the traditions of various groups of people.
   • a. Identify historical figures of various cultures (e.g., Pocahontas, George Washington, Booker T. Washington, Daniel Boone, etc.). (DOK 1)
   • b. Describe ways people celebrate their diverse cultural heritages (e.g., literature, language, games, songs, dances, holidays, etc.). (DOK 1)
   • c. Name historically significant events as they relate to self and family (e.g., Independence Day, Veterans Day, Memorial Day, Thanksgiving, Martin Luther King, Jr. Day, Black History month, Presidents‘ Day, etc.). (DOK 1)