D2L Corporation
2011-03-02T10:06:57-05:00
2011-03-02T10:06:57-05:00
D2L Corporation
Social Studies Curriculum Framework
The framework is designed to facilitate learning from grade to grade The design of this revision allows third grade teachers to readily see what second and fourth graders must master, a fifth grade teacher to readily see what fourth and sixth graders must master, etc. The SLEs that indicate progression in a particular grade cluster (K-4, 5-8, 9-12) are aligned from column to column. The numbering of SLEs is strictly for record keeping purposes. The expectations are not intended to be taught from 1 forward, but rather to be taught in harmony with other appropriate SLEs in any sequence. If a SLE is not aligned with a SLE in another column, students must fully master the expectation at that grade.
2011-03-02
2006
Geography
Strand
Geography
1:
Geography
Content Standard
Physical and Spatial - Students shall develop an understanding of the physical and spatial characteristics and applications of geography.
Geography
Location, Place, and Region
G.1.K.1
Geography
Identify home address
G.1.K.2
Geography
Identify the school attended and the city in which the school is located
G.1.K.3
Geography
Identify the state of Arkansas on a map of the United States
G.1.K.4
Geography
Recognize the United States on a world map or globe
G.1.K.5
Geography
Identify land on maps and globes
G.1.K.6
Geography
Identify water on maps and globes
G.1.K.7
Geography
Identify different types of weather
G.1.1.1
Geography
Identify and locate student's town/city on an appropriate map
G.1.1.2
Geography
Locate Arkansas on a United States map
G.1.1.3
Geography
Identify and locate the United States on a world map or globe
G.1.1.4
Geography
Identify the North and South Poles and the Equator on a map or globe
G.1.1.5
Geography
Recognize that there are seven major continents
G.1.1.6
Geography
Recognize that there are four major oceans in the world
G.1.1.7
Geography
Explain how climate, location, and physical surroundings affect the way people live (e.g., food, clothing, shelter, transportation, recreation)
G.1.2.1
Geography
Define relative location
G.1.2.2
Geography
Locate the county in which the student lives on an Arkansas map
G.1.2.3
Geography
Locate the capital of Arkansas
G.1.2.4
Geography
Identify and locate countries bordering the United States
G.1.2.5
Geography
Locate and define the North and South Poles and the Equator on a map of globe
G.1.2.6
Geography
Locate the seven continents using a map or globe
G.1.2.7
Geography
Name and locate the four major oceans
G.1.2.8
Geography
Describe how climate changes with the seasons
G.1.3.1
Geography
Define absolute location
G.1.3.2
Geography
Name and locate the states that border Arkansas
G.1.3.3
Geography
Discuss the characteristics that define a region:<ul><li>takes up area</li><li>has boundaries</li><li>has special features</li></ul>
G.1.3.4
Geography
Identify on which continent and in which hemispheres the United States is located
G.1.3.5
Geography
Identify the following using a globe or a map:<ul><li>Equator</li><li>Prime Meridian</li><li>North Pole</li><li>South Pole</li></ul>
G.1.3.6
Geography
Divide the earth into the four hemispheres using a map or globe:<ul><li>northern</li><li>southern</li><li>eastern</li><li>western</li></ul>
G.1.3.7
Geography
Identify the seven continents
G.1.3.8
Geography
Locate mountain ranges in Arkansas:<ul><li>Ozark</li><li>Ouachita</li></ul>
G.1.3.9
Geography
Locate major rivers in Arkansas:<ul><li>Arkansas</li><li>Mississippi</li><li>Red</li><li>White</li><li>Ouachita</li><li>St. Francis</li></ul>
G.1.3.10
Geography
Describe how seasonal weather changes affect the environment
G.1.4.1
Geography
Discuss the difference between relative and absolute location
G.1.4.2
Geography
Locate and describe physical characteristics of the six natural regions of Arkansas:<ul><li>Arkansas River Valley</li><li>Crowley's Ridge</li><li>Mississippi Alluvial Plain</li><li>Ozark Mountains (plateau)</li><li>West Gulf</li><li>Coastal Plain</li><li>Ouachita Mountains</li></ul>
G.1.4.3
Geography
Locate each of the five regions of the United States and describe each region's major physical features:<ul><li>Northeast</li><li>Southeast</li><li>Midwest</li><li>Southwest</li><li>West</li></ul>
G.1.4.4
Geography
Determine absolute locations (latitude and longitude) of places studied using a grid map
G.1.4.5
Geography
Locate several countries in each of the four hemispheres
G.1.4.6
Geography
Explain the difference between a continent and a country
G.1.4.7
Geography
Locate major mountain ranges in the United States:<ul><li>Appalachian</li><li>Rocky</li></ul>
G.1.4.8
Geography
Locate major mountain ranges in the world:<ul><li>Andes</li><li>Alps</li><li>Himalayas</li><li>Rocky</li></ul>
G.1.4.9
Geography
Locate major rivers in the United States:<ul><li>Mississippi</li><li>Ohio</li><li>Arkansas</li><li>Hudson</li><li>Missouri</li><li>Colorado</li></ul>
G.1.4.10
Geography
Locate major rivers in the world:<ul><li>Nile</li><li>Amazon</li><li>Mississippi</li><li>Yangtze</li><li>Ganges</li><li>Volga</li><li>Rhine</li></ul>
G.1.4.11
Geography
Explore weather changes in various regions
G.1.5.1
Geography
Classify locations as absolute or relative
G.1.5.2
Geography
Identify and describe the region of the United States in which Arkansas is located
G.1.5.3
Geography
Distinguish between the major regions of the United States and evaluate their interdependence
G.1.5.4
Geography
Locate the major bodies of water that are related to the United States:<ul><li>Atlantic Ocean</li><li>Caribbean Sea</li><li>Great Lakes</li><li>Gulf of Mexico</li><li>Pacific Ocean</li></ul>
G.1.5.5
Geography
Identify a variety of charts and graphs used to display data on a variety of topics such as climate or population
G.1.5.6
Geography
Distinguish between geography terms that describe or indicate region, place, or location (e.g., tundra, desert, rainforest, mountains)
G.1.6.1
Geography
Apply the proper usage of absolute and relative location
G.1.6.2
Geography
Examine the location, place, and region of Arkansas and determine the characteristics of each
G.1.6.3
Geography
Identify the countries on the continent of North America and analyze their geographical relationship
G.1.6.4
Geography
Explain the importance of the major river systems of the United States and Arkansas:<ul><li>Arkansas River</li><li>Colorado River</li><li>Mississippi River</li><li>Ohio River</li><li>St. Lawrence River</li></ul>
G.1.6.5
Geography
Illustrate information relating to population, climate, weather patterns, or other specific topics on selected types of charts or graphs
G.1.6.6
Geography
Analyze a map of the fifty states and identify regions (e.g., Northeast, Southeast, Midwest, Southwest, West)
G.1.7.1
Geography
Determine the absolute and relative location of a specific place
G.1.7.2
Geography
Compare the influence of geographic locations on early civilizations
G.1.7.3
Geography
Analyze the importance of the following river systems on the emergence of early civilizations:<ul><li>Ganges River</li><li>Huang He (Yellow River)</li><li>Indus River</li><li>Nile River</li><li>Tigris/Euphrates River</li></ul>
G.1.7.4
Geography
Interpret specific types of charts, maps, and graphs showing weather patterns, climate, population, or other specific topics
G.1.7.5
Geography
Compare a variety of regions to determine suitability for growth (e.g., climate, landform, vegetation regions)
G.1.8.1
Geography
Analyze the importance of the following navigation systems on the development of world civilizations:<ul><li>Amazon River</li><li>Mississippi River</li><li>Panama Canal</li><li>Rhine River</li><li>Suez Canal</li><li>Thames River</li><li>Volga River</li></ul>
Geography
Map and Globe Skills
G.1.K.8
Geography
Recognize the difference between maps and globes
G.1.K.9
Geography
Recognize that maps and globes represent models of the Earth
G.1.K.10
Geography
Use words related to location, direction, and distance:<ul><li>here/there</li><li>near/far</li><li>over/under</li><li>left/right</li><li>up/down</li><li>top/bottom</li><li>between</li></ul>
G.1.K.11
Geography
Illustrate a map of a familiar place (e.g. bedroom, playground, school)
G.1.1.8
Geography
Understand how and why maps and globes are used
G.1.1.9
Geography
Recognize that pictorial symbols on a map represent real objects
G.1.1.10
Geography
Show a relationship between places using directional words (e.g., school, home, community)
G.1.1.11
Geography
Name and label the cardinal directions on a map:<ul><li>north</li><li>south</li><li>east</li><li>west</li></ul>
G.1.1.12
Geography
Recognize physical features of maps and globes:<ul><li>rivers</li><li>lakes</li><li>oceans</li><li>mountains</li><li>islands</li><li>desert</li><li>coast</li></ul> (e.g., use pictures, visual aids, stories)
G.1.1.13
Geography
Illustrate and label a map of a familiar place
G.1.2.9
Geography
Distinguish between different types of maps:<ul><li>physical</li><li>political</li><li>historical</li></ul>
G.1.2.10
Geography
Understand the purpose of map components:<ul><li>title</li><li>compass rose</li><li>legend/key</li><li>map scale</li></ul>
G.1.2.11
Geography
Describe the relative locations of places using cardinal directions (e.g., Arkansas is south of Missouri)
G.1.2.12
Geography
Identify and locate physical features on maps and globes:<ul><li>rivers</li><li>lakes</li><li>oceans</li><li>mountains</li><li>islands</li><li>desert</li><li>coast</li></ul>
G.1.2.13
Geography
Construct maps of a familiar place (e.g. classroom, bedroom, fictional place) that includes the following:<ul><li>title</li><li>compass rose</li><li>legend/key</li></ul>
G.1.3.11
Geography
Explain the purpose of a physical map
G.1.3.12
Geography
Utilize the map legend/key to interpret physical maps
G.1.3.13
Geography
Locate places on contemporary maps using cardinal and intermediate directions, map scales, legends, and titles
G.1.3.14
Geography
Label physical features on maps and globes:<ul><li>rivers</li><li>lakes</li><li>oceans</li><li>mountains</li><li>islands</li><li>desert</li><li>coast</li><li>peninsula</li><li>plain</li><li>plateau</li></ul>
G.1.3.15
Geography
Create a physical map that includes the following:<ul><li>title</li><li>compass rose</li><li>legend/key</li></ul>
G.1.4.12
Geography
Explain the purpose of historical and political maps
G.1.4.13
Geography
Utilize the map legend/key to interpret historical and political maps
G.1.4.14
Geography
Interpret a map using cardinal and intermediate directions, map scales, legends, and titles to locate places on contemporary maps
G.1.4.15
Geography
Identify and label political map features:<ul><li>boundaries</li><li>capitols</li><li>cities</li></ul>
G.1.4.16
Geography
Create a political map that includes the following:<ul><li>title</li><li>compass rose</li><li>legend/key</li></ul>
G.1.5.7
Geography
Recognize the various types of maps used by geographers (e.g., physical, political, historical, special purpose, and other types of maps)
G.1.5.8
Geography
Demonstrate an understanding of the following:<ul><li>latitude</li><li>longitude</li><li>parallels</li><li>meridians</li><li>degrees</li><li>grid systems</li><li>coordinates</li><li>Tropic of Cancer</li><li>Tropic of Capricorn</li><li>Equator</li><li>Prime Meridian</li></ul>
G.1.5.10
Geography
Compare and contrast major landforms characterized as physical features of Earth (e.g., plateaus, rivers, deltas, seas, oceans, peninsulas)
G.1.6.7
Geography
Examine different maps and globe projections and recognize the differences of each map or projection
G.1.6.8
Geography
Construct a map of the United States using all basic map components:<ul><li>compass rose</li><li>map scale</li><li>legend/key</li><li>inset map</li><li>title</li></ul>
G.1.6.9
Geography
Compare the location of specific places on both maps and globes
G.1.6.10
Geography
Discuss reasons for the location of political boundaries and capital cities due to physical features of the nation or states
G.1.7.6
Geography
Compare and contrast the tools used by geographers, past and present, to develop maps and globes (e.g., astrolabe, compass, sextant, Global Positioning System [GPS], Geographic Information Systems [GIS], LANDSAT, Internet)
G.1.7.7
Geography
Design maps of places and regions that contain map elements:<ul><li>compass rose</li><li>inset map</li><li>grid system</li><li>legend/key</li><li>latitude</li><li>longitude</li><li>map scale</li><li>title</li></ul>
G.1.7.8
Geography
Determine latitude and longitude using maps or globes
G.1.7.9
Geography
Examine the influence of Earth's physical features on the development of regions of early civilizations
G.1.8.2
Geography
Analyze a physical map or global projection created by geographer's tools (e.g., astrolabe, compass, sextant, Global Positioning System [GPS], Geographic Information Systems [GIS], LANDSAT, Internet)
G.1.8.3
Geography
Construct specialized maps using data (e.g., climate, population, political units, resources)
G.1.8.4
Geography
Locate specific places on maps and globes using grid points (longitude and latitude)
G.1.8.5
Geography
Analyze the influence of Earth's physical features on the development of regions of the world
2:
Geography
Content Standard
Culture and Diversity - Students shall develop an understanding of how cultures around the world develop and change.
Geography
Culture and Diversity
G.2.K.1
Geography
Discuss similarities and differences in families
G.2.K.2
Geography
Discuss the location of a community and the ways that location affects the people of a community
G.2.1.1
Geography
Discuss elements of culture (e.g., food, clothing, housing, language, sports/ recreation, customs, traditions, art, music, religion)
G.2.1.2
Geography
Explain ways in which the location of a community affects people's lives, dress, and occupation
G.2.1.3
Geography
Explain the difference between rural and urban areas
G.2.2.1
Geography
Compare customs of another culture to one's own
G.2.2.2
Geography
Compare the lifestyle, dress, and occupations of Arkansans to those of people in other parts of the world
G.2.2.3
Geography
Compare and contrast how people in rural and urban areas live and work
G.2.3.1
Geography
Discuss several customs in the United States and tell how they originated (e.g., greetings, fireworks, parades)
G.2.3.2
Geography
Identify cultural traits of ethnic groups that live in Arkansas
G.2.3.3
Geography
Identify reasons people live in rural, urban, and suburban areas
G.2.3.4
Geography
Compare and contrast the human characteristics of early settlements and contemporary communities in Arkansas
G.2.4.1
Geography
Research elements of culture in a community, state, or nation (e.g., food, clothing, housing, language, sports/ recreation, customs, traditions, art, music, religion)
G.2.4.2
Geography
Describe the cultural characteristics of diverse populations in the United States
G.2.4.3
Geography
Discuss the advantages and disadvantages of life in a suburban area
G.2.4.4
Geography
Compare and contrast the human characteristics of early settlements and contemporary communities in the five regions of the United States
G.2.5.1
Geography
Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Arkansas and the United States
G.2.5.2
Geography
Understand the contributions of people of various racial, ethnic, and religious groups in Arkansas and the United States
G.2.5.3
Geography
Recognize examples of cultural diffusion, cultural exchange, and assimilation
G.2.6.1
Geography
Examine the effects of the contributions of people from selected racial, ethnic, and religious groups to the cultural identify of Arkansas and the United States
G.2.6.2
Geography
Describe how people from selected racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the culture of Arkansas and the United States
G.2.6.3
Geography
Identify the occurrences of cultural diffusion, cultural exchange, and assimilation in local and national history
G.2.7.1
Geography
Examine creative work as examples of cultural heritage (e.g., literature, mosaics, statuary, architecture, philosophy, dramas)
G.2.7.2
Geography
Compare and contrast the contributions of people of various racial, ethnic, and religious groups in the development of early civilizations (e.g., Akbar the Great, Chandragupta I, Hatshepsut, Marco Polo, Mansu Musa, Ramses)
G.2.7.3
Geography
Demonstrate examples of cultural exchange throughout various periods of world history
G.2.8.1
Geography
Analyze the work of writers and artists as examples of cultural heritage from communities around the world
G.2.8.2
Geography
Research the contributions of people of various racial, ethnic and religious backgrounds (e.g., de Medici, Emperor Meiji, Matthew Perry, Saladin the Great)
G.2.8.3
Geography
Examine cultures to determine the level of assimilation and cultural exchange brought about by technological advances:<ul><li>printing press</li><li>telegraph</li><li>railroad</li><li>radio</li><li>television</li><li>Internet</li></ul>
3:
Geography
Content Standard
Interaction of People and the Environment - Students shall develop an understanding of the interactions between people and their environment.
Geography
Movement
G.3.K.1
Geography
Identify different types of transportation
G.3.1.1
Geography
Recognize reasons people need various types of transportation
G.3.2.1
Geography
Identify the various types of transportation and communication links between communities
G.3.3.1
Geography
Discuss different types of transportation and communication links between communities
G.3.3.2
Geography
Describe human settlements (e.g., cities, towns, communities, villages)
G.3.4.1
Geography
Examine different types of transportation and communication links between communities in Arkansas
G.3.4.2
Geography
Discuss the reasons for human settlement patterns (e.g., jobs, climate, family)
G.3.4.3
Geography
Explain how communities share ideas and information with each other
G.3.5.1
Geography
Recognize factors that influence migration (e.g., employment, natural resources)
G.3.5.2
Geography
Define push-pull factors
G.3.5.3
Geography
Identify various forms of technology and methods of transferring ideas and information
G.3.5.4
Geography
Recognize the concepts of interstate, intrastate, infrastructure, and globalization
G.3.6.1
Geography
Describe the location of major cities in Arkansas and the United States and the availability of resources and transportation in those areas
G.3.6.2
Geography
Distinguish between push-pull factors
G.3.6.3
Geography
Compare methods of communication through present day technology
G.3.6.4
Geography
Distinguish between interstate and intrastate transportation and the effects globalization has on these methods of transportation
G.3.7.1
Geography
Discuss push-pull factors that influenced the growth of population centers (e.g., location, transportation corridors and barriers, distribution of resources)
G.3.7.2
Geography
Investigate the infrastructure of population centers
G.3.8.1
Geography
Examine effects of push-pull factors on various regions (e.g., disease, resources, industrialization, technology)
G.3.8.2
Geography
Analyze the impact of ideas, information, and technology on global interdependence
G.3.8.3
Geography
Analyze changes in infrastructure brought about by globalization
Geography
Human Environment Interaction
G.3.K.2
Geography
Recognize the importance of protecting the air, water, and land
G.3.K.3
Geography
Define physical environment
G.3.1.2
Geography
Identify ways to take personal action to protect the environment (e.g., cleaning up litter, recycling, Earth Day, Arbor Day)
G.3.1.3
Geography
Identify ways in which people depend on the physical environment
G.3.2.2
Geography
Explore the roles of responsible citizens in preserving the environment:<ul><li>recycling</li><li>planting trees</li><li>conserving energy</li></ul>
G.3.2.3
Geography
Examine ways in which people affect the physical environment
G.3.3.3
Geography
Describe how people affect and alter their environment (e.g., farming, building dams, environmental lighting, irrigation, pit mining)
G.3.3.4
Geography
Discuss ways in which the school and community can improve the physical environment by practicing conservation
G.3.4.4
Geography
Explain how people are influenced by, adapt to, and alter the environment (e.g., agriculture, housing, occupation, industry, transportation, communication, acid rain, global warming, ozone depletion)
G.3.4.5
Geography
Describe the social impact of extreme natural events on human and physical environments (e.g., fires, volcanoes, earthquakes, floods, hurricanes, tornados, tsunamis)
G.3.4.6
Geography
Research ways in which the school and community can improve the physical environment by practicing conservation
G.3.5.5
Geography
Identify renewable and nonrenewable resources (e.g., fossil fuels, fertile soils, timber)
G.3.5.6
Geography
Identify ways people have modified the physical environment
G.3.5.7
Geography
Discuss ways in which Arkansans adapted to and modified the environment
G.3.6.5
Geography
Describe the physical processes that produce renewable and nonrenewable resources
G.3.6.6
Geography
Describe ways in which technology influences capacity to modify the physical environment
G.3.6.7
Geography
Analyze the consequences of environmental modification on Arkansas and specific areas of the United States:<ul><li>acid rain</li><li>global warming</li><li>ozone depletion</li><li>erosion</li><li>desertification</li></ul>
G.3.7.3
Geography
Analyze ways people have:<ul><li>adapted to the physical environment</li><li>altered the physical environment</li></ul>
G.3.8.4
Geography
Determine the impact of population growth on renewable and nonrenewable resources
G.3.8.5
Geography
Analyze methods and consequences of environmental modification on world regions and populations (e.g., acid rain, erosion, clear cutting, desertification, global warming, ozone depletion, strip mining,)
Civics
Strand
Civics
4:
Civics
Content Standard
Government - Students shall develop an understanding of the forms and roles of government.
Civics
Forms and Roles of Government
C.4.K.1
Civics
Recognize the need for rules and the consequences of violating rules
C.4.K.2
Civics
Identify people in the family and school who hold positions of authority
C.4.K.3
Civics
Identify the name and picture of the current president of the United States and current governor of Arkansas
C.4.1.1
Civics
Understand that government is an organized form of rules and procedures
C.4.1.2
Civics
Explain the importance of government in the classroom and school
C.4.1.3
Civics
Discuss the roles of people in families and schools who hold positions of authority
C.4.1.4
Civics
Discuss the basic role of the current president of the United States and current governor of Arkansas
C.4.2.1
Civics
Explain the basic purposes of government at the local level
C.4.2.2
Civics
Identify various people and groups who make, apply, and enforce rules and laws for others
C.4.2.3
Civics
Identify local government officials (e.g., mayor, city manager, county judge, sheriff)
C.4.2.4
Civics
Define democracy
C.4.3.1
Civics
Discuss why government is necessary at the local level
C.4.3.2
Civics
Describe responsibilities and services of local government (e.g., law enforcement, fire protection, public parks, public schools, roads)
C.4.3.3
Civics
Identify the three levels of government:<ul><li>local</li><li>state</li><li>federal</li></ul>
C.4.3.4
Civics
Identify the fundamental ideals of democracy (e.g., human rights, justice, common good, equal opportunity)
C.4.4.1
Civics
Compare and contrast the purpose and function of government at the local, state, and federal levels
C.4.4.2
Civics
Compare responsibilities of local, state, and federal government officials
C.4.4.3
Civics
Identify the three branches of government:<ul><li>executive</li><li>legislative</li><li>judicial</li></ul>
C.4.4.4
Civics
Describe how United States citizens apply fundamental principles of democracy (e.g., people rule themselves, power of government limited by law, people exercise their authority directly through voting and indirectly through elected officials)
C.4.4.5
Civics
Recognize that there are different forms of government throughout the world
C.4.5.1
Civics
Recognize that the Arkansas and the United States governments are composed of three branches:<ul><li>executive</li><li>legislative</li><li>judicial</li></ul>
C.4.5.2
Civics
Identify the system of checks and balances in government
C.4.5.3
Civics
Identify the roles and responsibilities of the executive branch (e.g., state/governor, federal/president)
C.4.5.4
Civics
Identify and describe the roles of the legislative branch (e.g., general assembly/congress, state congress and federal congress, house, senate)
C.4.5.5
Civics
Identify and describe the roles of the judicial branch (e.g., local, state, and federal)
C.4.5.6
Civics
Identify the forms of government (e.g., democracy, monarchy, dictatorship, oligarchy, totalitarian)
C.4.5.7
Civics
Identify elected state and federal government officials (e.g., terms and qualifications)
C.4.5.8
Civics
Discuss the succession of leadership at the state level
C.4.5.9
Civics
Discuss the two-party system
C.4.6.1
Civics
Compare and contrast the three branches of government at the state and national levels of government:<ul><li>executive</li><li>legislative</li><li>judicial</li></ul>
C.4.6.2
Civics
Discuss the system of checks and balances in government
C.4.6.3
Civics
Discuss the roles and responsibilities of the executive branch (e.g., state/governor, federal/president)
C.4.6.4
Civics
Compare and contrast the roles of the legislative branch (e.g., general assembly/congress, state congress and federal congress, house, senate)
C.4.6.5
Civics
Compare and contrast the roles of the judicial branch (e.g., local, state, and federal)
C.4.6.6
Civics
Discuss the forms of government (e.g., democracy, monarchy, dictatorship, oligarchy, totalitarian)
C.4.6.7
Civics
Recognize elected state and federal government officials (e.g., terms and qualifications)
C.4.6.8
Civics
Discuss the succession of leadership at the federal level
C.4.6.9
Civics
Describe the development of the two-party system and the influence of third parties
C.4.7.1
Civics
Discuss the different ways executive, legislative, and judicial powers have been organized
C.4.7.2
Civics
Discuss different forms of executive leadership in civilizations (e.g., judge class, patrician class, priest class, warrior class, emperor, nobility)
C.4.7.3
Civics
Compare and contrast forms of government:<ul><li>democracy</li><li>dictatorship</li><li>monarchy</li><li>oligarchy</li><li>theocracy</li></ul>
C.4.7.4
Civics
Discuss individuals and their contributions to changing governments (e.g., Alexander the Great, Attila the Hun, Julius Caesar, Charlemagne, William the Conqueror, Qin Shi-Huangdi, Emperor Wudi)
C.4.8.1
Civics
Analyze forms of government pertaining to the legislative, executive, and judicial branches:<ul><li>democracy</li><li>dictatorship</li><li>monarchy</li><li>oligarchy</li><li>theocracy</li><li>totalitarianism</li></ul>
C.4.8.2
Civics
Research individuals and their roles in changing governments (e.g., Otto von Bismarck, Mikhail Gorbachev, Abdel Nasser, Juan Peron, Lech Walesa, George Washington, Sun Yatsen)
C.4.8.3
Civics
Discuss the origins of political parties/movements (e.g., Communist Party, Fascist Party, Green Party, Nazi Party, socialist parties, environmentalist movement, human rights movement, feminist movement)
5:
Civics
Content Standard
Citizenship - Students shall develop an understanding of the rights and responsibilities of citizens.
Civics
Roots of Democracy
C.5.K.1
Civics
Recognize national symbols that represent American democracy:<ul><li>American flag</li><li>Bald Eagle</li><li>Statue of Liberty</li><li>White House</li><li>United States Constitution</li></ul>
C.5.1.1
Civics
Identify and discuss national symbols that represent American democracy:<ul><li>American flag</li><li>Bald Eagle</li><li>Statue of Liberty</li><li>White House</li><li>United States Constitution</li></ul>
C.5.2.1
Civics
Understand the significance of national symbols (e.g., National Anthem, Liberty Bell, Pledge of Allegiance, American Flag, Statue of Liberty, United States Constitution)
C.5.3.1
Civics
Examine the significance of national symbols and the role they play in fostering effective citizenship (e.g., National Anthem, Liberty Bell, Pledge of Allegiance, American Flag, Statue of Liberty, United States Constitution)
C.5.4.1
Civics
Identify and explain the role of the Founding Fathers in writing the founding documents:<ul><li>Benjamin Franklin</li><li>John Hancock</li><li>Thomas Jefferson</li><li>James Madison</li><li>George Washington</li></ul>
C.5.4.2
Civics
Identify and explain the purpose of the founding documents:<ul><li>Declaration of Independence</li><li>Articles of Confederation</li><li>United States Constitution</li></ul>
C.5.4.3
Civics
Examine the meaning of the Pledge of Allegiance
C.5.5.1
Civics
Identify the founding documents that helped to establish laws for the United States (e.g., Mayflower Compact, Declaration of Independence, United States Constitution)
C.5.5.2
Civics
Identify the purpose of the Declaration of Independence
C.5.5.3
Civics
Identify the significance of the following individuals in establishing the government of the United States:<ul><li>John Adams</li><li>Benjamin Franklin</li><li>Alexander Hamilton</li><li>Thomas Jefferson</li><li>John Marshall</li><li>James Madison</li><li>George Washington</li></ul>
C.5.5.4
Civics
Identify the significance of the Articles of Confederation
C.5.5.5
Civics
Discuss how the ineffectiveness of the Articles of Confederation led to the creation of the United States Constitution
C.5.5.6
Civics
Research national symbols and explain their significance using primary and secondary sources (e.g., Pledge of Allegiance, Lady Liberty)
C.5.5.7
Civics
Identify significant examples of patriotic music from various periods of United States history
C.5.6.1
Civics
Determine the way rights and laws of the United States were created by examining founding documents (e.g., Declaration of Independence, United States Constitution, Mayflower Compact)
C.5.6.2
Civics
Examine the effects of the Declaration of Independence
C.5.6.3
Civics
Evaluate reasons for writing the United States Constitution
C.5.6.4
Civics
Evaluate the importance of the United States Constitution as a governing document for the United States
C.5.6.5
Civics
Research national symbols and movements using primary and secondary sources (e.g., Uncle Sam, political party symbols, Vietnam Memorial, Mt. Rushmore)
C.5.6.6
Civics
Analyze significant examples of music from various periods of United States history
C.5.7.1
Civics
Examine the concept of codified law:<ul><li>Hammurabi's Code</li><li>Justinian's Code</li></ul>
C.5.7.2
Civics
Investigate the significance of icons, artifacts, and symbols of civilizations using primary and secondary sources (e.g., flags, statues, monuments, coins, heraldry)
C.5.8.1
Civics
Examine the influence of constitutions used by various nations
C.5.8.2
Civics
Research national symbols from other nations of the world (e.g., national flags, statues, monuments)
Civics
Rights and Responsibilities of Citizens
C.5.K.2
Civics
Discuss the rights and responsibilities of being a good citizen (e.g., respect others, cooperate, share)
C.5.K.3
Civics
Identify voting procedures by participating in a classroom voting process (e.g., which book to read, what game to play)
C.5.K.4
Civics
Identify the appropriate procedures for the daily recitation of the Pledge of Allegiance:<ul><li>standing up straight</li><li>placing the right hand over heart</li><li>removing hats</li><li>observing location of the flag</li></ul>
C.5.1.2
Civics
Demonstrate the rights and responsibilities of being a good citizen (e.g., politeness, reliability, fairness, honesty, patriotism)
C.5.1.3
Civics
Discuss the voting process as it relates to an election
C.5.1.4
Civics
Demonstrate the appropriate procedures for reciting the Pledge of Allegiance:<ul><li>standing up straight</li><li>placing the right hand over heart</li><li>removing hats</li><li>observing location of the flag</li></ul>
C.5.2.2
Civics
Examine the rights and responsibilities that citizens have in a community (e.g., obey laws, voting in elections)
C.5.2.3
Civics
Explain the voter's role in the democratic process
C.5.2.4
Civics
Identify rules of etiquette for the American flag
C.5.3.2
Civics
Describe how citizens contribute to the improvement of a community (e.g., service projects, volunteerism)
C.5.3.3
Civics
Describe the election process
C.5.3.4
Civics
Discuss the proper etiquette for the American flag
C.5.4.4
Civics
Examine characteristics needed for active citizenship
C.5.4.5
Civics
Analyze components of the election process:<ul><li>candidacy</li><li>primary</li><li>general</li></ul>
C.5.4.6
Civics
Demonstrate the proper flag etiquette for the American flag
C.5.5.8
Civics
Identify the requirements for becoming a citizen of the United States
C.5.5.9
Civics
Identify the rights and responsibilities of United States citizenship (e.g., voting, obeying laws, volunteerism)
C.5.5.10
Civics
Discuss the importance of the rights of United States citizens set forth in the Bill of Rights
C.5.5.11
Civics
Identify the proper procedure for voting in the United States and in Arkansas (e.g., registration, voting sites, maintaining the right to vote)
C.5.5.12
Civics
Discuss ways citizens participate in government at the state and local level
C.5.5.13
Civics
Identify the Bill of Rights in the United States Constitution
C.5.5.14
Civics
Identify the provisions of the Thirteenth, Fourteenth, and Fifteenth Amendments
C.5.5.15
Civics
Identify various organizations from U.S. history through which citizen's rights were affected (e.g., Women's Suffrage, NAACP, Chinese Immigration Act, Emancipation Proclamation)
C.5.6.7
Civics
Examine the process of becoming a citizen of the United States
C.5.6.8
Civics
Evaluate ways being a good citizen is important for every individual (e.g., voting, obeying laws, volunteerism)
C.5.6.9
Civics
Examine ways citizens utilize the rights guaranteed in the Bill of Rights
C.5.6.10
Civics
Examine the importance of the procedure for voting in the United States and in Arkansas (e.g., registration, maintaining the right to vote, voicing opinion)
C.5.6.11
Civics
Analyze the importance of citizen participation in government at the state and local level
C.5.6.12
Civics
Examine the rights guaranteed to United States citizens in the Bill of Rights
C.5.6.13
Civics
Compare U.S. Constitutional Amendments granting citizen's rights
C.5.6.14
Civics
Examine how citizens rights are exercised through organizations that influenced societal and governmental change (e.g., ACLU, NAACP, CORE, ERA)
C.5.7.3
Civics
Examine rights, privileges, and responsibilities citizens and non-citizens had in civilizations based upon gender, socio-economic class, ethnicity, religion, or caste
C.5.7.4
Civics
Discuss ways citizens participated in government:<ul><li>Athens</li><li>Sparta</li><li>Rome</li></ul>
C.5.8.3
Civics
Discuss struggles to gain rights for citizens in various countries (e.g., China, France, Mexico, South Africa, United States)
C.5.8.4
Civics
Examine the value citizens of other countries place on voting
C.5.8.5
Civics
Analyze the influence citizen participation has on government
C.5.8.6
Civics
Analyze world organizations involved in citizens' rights (e.g., Amnesty International, Doctors Without Borders, United Nations)
History
Strand
History
6:
History
Content Standard
History - Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time.
History
Regionalism and Nationalism
H.6.K.1
History
Recognize celebrations and holidays as a way of remembering and honoring events and people of the past:<ul><li>Labor Day</li><li>Veteran's Day</li><li>Thanksgiving</li><li>Columbus Day</li><li>Martin Luther King, Jr. Day</li><li>President's Day</li><li>Independence Day</li><li>Memorial Day</li></ul>
H.6.K.2
History
Identify state symbols of Arkansas:<ul><li>flag</li><li>tree</li><li>insect</li><li>beverage</li></ul>
H.6.K.3
History
Identify famous Arkansans
H.6.1.1
History
Identify people and events observed in national celebrations and holidays:<ul><li>Labor Day</li><li>Veteran's Day</li><li>Thanksgiving</li><li>Columbus Day</li><li>Martin Luther King, Jr. Day</li><li>President's Day</li><li>Independence Day</li><li>Constitution Day</li></ul>
H.6.1.2
History
Identify state symbols of Arkansas:<ul><li>flower</li><li>bird</li><li>fruit/vegetable</li><li>folk dance</li><li>instrument</li></ul>
H.6.1.3
History
Identify historical sites of Arkansas (e.g., Old Washington, Arkansas Post)
H.6.2.1
History
Explain the purpose in celebrating national holidays:<ul><li>Labor Day</li><li>Veteran's Day</li><li>Thanksgiving</li><li>Columbus Day</li><li>Martin Luther King, Jr. Day</li><li>President's Day</li><li>Independence Day</li><li>Constitution Day</li></ul>
H.6.2.2
History
Identify state symbols of Arkansas:<ul><li>gem</li><li>mineral</li><li>rock</li><li>mammal</li><li>anthem</li></ul>
H.6.2.3
History
Discuss historical people of Arkansas (e.g., Bill Clinton, Daisy Bates, Sequoyah)
H.6.3.1
History
Research the history of the Arkansas state flag
H.6.3.2
History
Examine historical people and events of Arkansas (e.g., Maya Angelou, Civil War, civil rights movement)
H.6.4.1
History
Discuss the meaning of the state motto of Arkansas
H.6.4.2
History
Examine the history of the State Seal of Arkansas and its components
H.6.4.3
History
Examine historical settlements in Arkansas:<ul><li>Arkansas Post</li><li>Old Washington</li><li>Fort Smith</li></ul>
H.6.5.33
History
Identify Arkansas Post as the first European settlement in Arkansas and explain its geographic significance
H.6.5.34
History
Locate and describe the differences between the three regions into which the English settled:<ul><li>New England</li><li>Mid-Atlantic</li><li>South</li></ul>
H.6.7.32
History
Examine the development of the Frankish kingdom under Clovis and Charlemagne
H.6.7.33
History
Describe the development of Russia (e.g., Kiev, Eastern Orthodox Church, Czars)
H.6.8.38
History
Examine causes and consequences of genocide and ethnic cleansing (e.g., Armenia, Holocaust, Kosovo, Rwanda)
H.6.8.39
History
Describe the effects of imperialism and related nationalistic movements (e.g., Africa, Asia, Europe, Latin America)
H.6.8.40
History
Investigate Asian-American relations prior to World War II (e.g., Open Door Policy, Boxer Rebellion, Gentlemen's Agreement, Manchuria, rearmament)
History
Conflict and Consensus
H.6.2.4
History
Define conflict
H.6.3.3
History
Discuss that conflicts between countries can lead to war
H.6.3.4
History
Discuss the meaning of revolution
H.6.3.5
History
Discuss the meaning of civil war
H.6.3.6
History
Recognize individuals who contributed to the common good of society (e.g., Rosa Parks, Susan B. Anthony, César Chávez)
H.6.4.4
History
Name the major causes of the American Revolutionary War:<ul><li>taxation</li><li>distance</li><li>lack of communication</li></ul>
H.6.4.5
History
Identify George Washington as the lead general in the Revolutionary War
H.6.4.6
History
Identify events that led to Arkansas' involvement in the Civil War:<ul><li>excise taxes</li><li>state's rights</li><li>slavery</li></ul>
H.6.4.7
History
Identify major historical events that occurred during the 20th century (e.g., World War I, Great Depression, World War II, space exploration, civil rights)
H.6.4.8
History
Discuss how differences between people lead to conflict (e.g., social, political, economic)
H.6.5.9
History
Describe the impact that European explorers had on the American Indian tribes
H.6.5.10
History
Analyze the benefits and conflicts arising from the interaction between colonial settlers and American Indians (e.g., Roanoke, Jamestown, King Philip's War)
H.6.5.11
History
Evaluate the contributions of political and religious leaders in colonial America (e.g., John Smith, William Bradford, Roger Williams, Anne Hutchison, John Winthrop, Thomas Hooker, William Penn)
H.6.5.12
History
Describe the impact of slavery in the Americas (e.g., indentured servants, American Indians, African Americans)
H.6.5.13
History
Explain how conflict between the English government and the English colonies led to the outbreak of the American Revolution:<ul><li>Stamp Act</li><li>Sugar Act</li><li>Boston Tea Party</li><li>Intolerable Acts</li><li>Boston Massacre</li></ul>
H.6.5.14
History
Identify the contributions of significant people leading to the American Revolution:<ul><li>King George III</li><li>George Washington</li><li>Benjamin Franklin</li><li>Thomas Jefferson</li><li>Patrick Henry</li><li>Thomas Paine</li></ul>
H.6.5.15
History
Explain the political viewpoints of Patriots and Loyalists during the Revolutionary period
H.6.5.16
History
Identify the importance of key battles of the Revolutionary War:<ul><li>Lexington and Concord</li><li>Bunker Hill</li><li>Saratoga</li><li>Yorktown</li></ul>
H.6.5.17
History
Explain the role of the following events in the development of the United States:<ul><li>Shay's Rebellion</li><li>Constitutional Convention</li><li>creation of political parties</li></ul>
H.6.5.18
History
Describe the causes of the War of 1812 and analyze the effects it had on the United States
H.6.5.19
History
Identify and describe the events and ideas leading to the Civil War (e.g., Missouri Compromise, Dred Scott v. Sanford, Lincoln/Douglas debates)
H.6.5.20
History
Discuss the reasons for the secession of southern states from the Union
H.6.5.21
History
Identify and locate significant Civil War sites of the Union and Confederacy:<ul><li>Washington, Arkansas</li><li>Pea Ridge</li><li>Prairie Grove</li><li>Bull Run/Manassas</li><li>Antietam/Sharpsburg</li><li>Gettysburg</li></ul>
H.6.6.13
History
Explain the conflict between the American Indians and settlers moving westward (e.g., Battle of Little Big Horn, American Indian Movement)
H.6.6.14
History
Explain the causes and effects of the Spanish American War (e.g., U.S. interest in imperial expansion, USS Maine, yellow journalism)
H.6.6.15
History
Describe the expanding role of the US in world affairs (e.g., Panama Canal)
H.6.6.16
History
Explain the events that led to the United States involvement in World War I (e.g., Zimmerman telegram, German U-boat activity)
H.6.6.17
History
Examine the Treaty of Versailles that ended World War I and the creation of the League of Nations.
H.6.6.18
History
Examine the events and political decisions that led to U.S. involvement in World War II:<ul><li>Fascism</li><li>Nazism</li><li>Treaty of Versailles</li><li>Great Depression</li></ul>
H.6.6.19
History
Research the major events and political decisions made by the United States during the course of World War II:<ul><li>alliance with Great Britain and France</li><li>Pearl Harbor</li><li>atomic bomb</li><li>relocation and internment of Japanese Americans</li></ul>
H.6.6.20
History
Examine the events that led to the conclusion of World War II (e.g., Normandy, liberation of concentration camps, D-Day)
H.6.6.21
History
Explain the causes and effects of the Cold War in the United States:<ul><li>Chinese Cultural Revolution</li><li>McCarthyism</li><li>Cuban Missile Crisis</li><li>arms race</li></ul>
H.6.6.22
History
Examine the following components of the civil rights movement:<ul><li>Freedom Riders</li><li>sit-ins</li><li>organized marches</li><li>boycotts</li><li>school integration</li><li>Ku Klux Klan (KKK)</li></ul>
H.6.6.23
History
Explain segregation and desegregation as established by Supreme Court cases:<ul><li>Plessey v. Ferguson</li><li>Brown v. Board of Education</li></ul>
H.6.6.24
History
Discuss the involvement of the United States in the Korean War
H.6.6.25
History
Discuss the major causes and effects of the Vietnam War (e.g., spread of communism)
H.6.6.26
History
Discuss the ongoing conflicts between the United States and Southeast Asia and the Middle East
H.6.6.27
History
Examine acts of modern-day terrorism (e.g., Oklahoma City bombing, World Trade Center attacks)
H.6.7.15
History
Describe influences of the Persian, Peloponnesian, and Punic Wars on ancient civilization
H.6.7.16
History
Describe the rise of Alexander the Great and the development of Hellenistic culture
H.6.7.17
History
Discuss factors that led to the fall of the Roman Empire
H.6.7.18
History
Investigate the causes and effects of the Crusades
H.6.7.19
History
Discuss the causes, courses, and effects of invasion:<ul><li>Viking</li><li>Mongol</li><li>Persian</li></ul>
H.6.7.20
History
Examine the consequences of the Norman invasion on England:<ul><li>Battle of Hastings</li><li>Domesday Book</li><li>feudalism</li></ul>
H.6.8.22
History
Discuss the emergence of England as a world power during the Elizabethan period (e.g., Spanish Armada, sea dogs)
H.6.8.23
History
Describe causes and consequences of World War I (e.g., imperialism, militarism, nationalism, alliances, Treaty of Versailles, League of Nations)
H.6.8.24
History
Discuss the Russian Revolutions and the establishment of a communist state (e.g., Bolsheviks, Lenin, Stalin)
H.6.8.25
History
Describe causes and consequences of World War II (e.g., fascism, anti-Semitism, Pearl Harbor, atomic bomb, satellite countries)
H.6.8.26
History
Examine the following battles as turning points of World War II:<ul><li>Battle of Britain</li><li>Battle of the Bulge</li><li>D-Day</li><li>Midway</li><li>Pearl Harbor</li><li>Stalingrad</li></ul>
H.6.8.27
History
Identify the functions of post World War II international organizations (e.g., Southeast Asia Treaty Organization [SEATO], North Atlantic Treaty Organization [NATO], Warsaw Pact, United Nations)
H.6.8.28
History
Discuss causes and effects of post-World War II conflicts (e.g., Southeast Asia, Middle East, Balkans, Sub-Saharan Africa)
H.6.8.29
History
Examine changes brought about by the following world leaders including, but not limited to:<ul><li>Mahatma Gandhi</li><li>Martin Luther King, Jr.</li><li>Nelson Mandela</li><li>Anwar Sadat</li><li>Margaret Thatcher</li><li>Mao Zedong</li></ul>
H.6.8.30
History
Examine causes and effects of terrorism (e.g., economics, safety and security, tourism, patriotism, nationalism, 9/11)
History
Continuity and Change
H.6.K.4
History
Discuss how things change over time using chronological terms:<ul><li>before/after</li><li>first/next/last</li><li>now/long ago</li><li>yesterday/today/tomorrow</li></ul>
H.6.K.5
History
Identify events that take place in sequential order (e.g., family photos, pictures from magazines)
H.6.K.6
History
Discuss how historical events relate to the present day (e.g., stories of George Washington Carver, Wright Brothers)
H.6.K.7
History
Recognize that family activities have changed over time
H.6.K.8
History
Understand that Pilgrims came to America from another part of the world
H.6.K.9
History
Recognize examples of current and early transportation
H.6.1.4
History
Recognize time equivalency using chronological terms:<ul><li>yesterday/past</li><li>today/present</li><li>tomorrow/future</li></ul>
H.6.1.5
History
Determine the sequential order of events on a timeline (e.g., school events, holidays, birthday, historical events)
H.6.1.6
History
Explore people and events from the past using primary and secondary sources (e.g., photos, artifacts, maps)
H.6.1.7
History
Discuss daily life in the past and present
H.6.1.8
History
Recognize that the Pilgrims came to America on the Mayflower and arrived at Plymouth Rock
H.6.1.9
History
Understand that the name of Arkansas originated from the Quapaw Indians
H.6.1.10
History
Discuss methods of transportation of today and long ago
H.6.2.5
History
Determine the data to be included on a personal timeline
H.6.2.6
History
Determine how photos and documents are used to gather information about the past
H.6.2.7
History
Define technology and list examples
H.6.2.8
History
Describe the ways in which communities have changed over time
H.6.2.9
History
Identify reasons Pilgrims came to the New World:<ul><li>religious freedom</li><li>political freedom</li></ul>
H.6.2.10
History
Discuss the characteristics of a colony
H.6.2.11
History
Recognize American Indian tribes of Arkansas:<ul><li>Osage</li><li>Quapaw</li><li>Caddo</li></ul>
H.6.2.12
History
Compare past and present means of transportation and communication in Arkansas
H.6.3.7
History
Analyze a timeline that illustrates selected historical events
H.6.3.8
History
Compare artifacts from events in various periods of history
H.6.3.9
History
Identify ways in which technology has changed the world (e.g., computers, fax machines, cell phones)
H.6.3.10
History
Examine land development and its impact on a community
H.6.3.11
History
Identify Jamestown as the first permanent American settlement
H.6.3.12
History
Discuss John Smith's role and influence in the establishment of a selfsufficient settlement in Jamestown
H.6.3.13
History
Identify the causes for the establishment of the thirteen colonies (e.g., gold, tobacco, religion)
H.6.3.14
History
Describe the early American Indian cultures in Arkansas
H.6.3.15
History
Identify the modes of transportation in westward movement (e.g., wagons, horses, railroads)
H.6.4.9
History
Evaluate data presented on a timeline of Arkansas history
H.6.4.10
History
Examine artifacts relating to events in Arkansas history
H.6.4.11
History
Discuss advances in technology (e.g., communications, space travel, medical)
H.6.4.12
History
Analyze changes in Arkansas from past to present
H.6.4.13
History
Understand the transition of the thirteen colonies into thirteen separate states
H.6.4.14
History
Identify and describe the Arkansas Indian Tribes:<ul><li>Osage</li><li>Quapaw</li><li>Caddo</li></ul>
H.6.4.15
History
Identify the reasons for the decline of the native populations of Arkansas (e.g., influenza, small pox, competition for land)
H.6.4.16
History
Describe how new forms of transportation and communication impacted the Westward Expansion of the United States (e.g., pony express, railroads, telegraphs)
H.6.5.1
History
Discuss the purpose of political cartoons
H.6.5.2
History
Read and interpret timelines using the terms:<ul><li>ca (circa)</li><li>Before Common Era/Common Era (BCE/CE)</li><li>millennia</li><li>millennium</li><li>decade</li><li>century</li></ul>
H.6.5.3
History
Identify the contributions of significant individuals and explorers during the period of early European exploration of the Americas (e.g., Christopher Columbus, Ferdinand Magellan, Hernando de Soto)
H.6.5.4
History
Identify areas of the New World colonized by Spain, Great Britain, and France
H.6.5.5
History
Describe the role and impact of legislative bodies in the colonial government (e.g., town meetings)
H.6.5.6
History
Identify important people and events during Arkansas' Territorial period (e.g., Robert Crittenden, James Miller, relocation of government)
H.6.5.7
History
Analyze the impact of the American Industrial Revolution:<ul><li>cotton gin</li><li>reaper</li><li>steam engine</li></ul>
H.6.5.8
History
Identify and explain the significance of the following people:<ul><li>Fredrick Douglas</li><li>Harriet Tubman</li><li>John Brown</li><li>Abraham Lincoln</li><li>Ulysses S. Grant</li><li>Robert E. Lee</li><li>Sojourner Truth</li><li>Dorothea Dix</li></ul>
H.6.6.1
History
Determine the meaning of various political cartoons
H.6.6.2
History
Create/construct timelines using the terms:<ul><li>ca (circa)</li><li>Before Common Era/Common Era (BCE/CE)</li><li>millennia</li><li>millennium</li><li>decade</li><li>century</li></ul>
H.6.6.3
History
Define and discuss post-Civil War Reconstruction from a state and national perspective
H.6.6.4
History
Discuss the impact of Manifest Destiny on the United States
H.6.6.5
History
Research early 20th century inventions and their impact on Americans (e.g., telephone, electricity, automobile)
H.6.6.6
History
Explain the impact of the American industrial revolution:<ul><li>communications</li><li>mass production</li></ul>
H.6.6.7
History
Analyze the impact of World War I on daily life in the United States (e.g., prohibition, food distribution, fuel distribution, propaganda)
H.6.6.8
History
Analyze the causes and effects of the Great Depression:<ul><li>Federal Reserve actions</li><li>farm prices</li><li>crop failures</li><li>stock market crash</li><li>Roosevelt's New Deal</li></ul>
H.6.6.9
History
Explain how the Women's Rights movement led to the Nineteenth Amendment
H.6.6.10
History
Locate the countries who were part of the World War II Axis and Allied Powers
H.6.6.11
History
Analyze the scientific and technological innovations that affected society in the mid to late 20th century:<ul><li>communication</li><li>technology</li><li>medicine</li><li>transportation</li></ul>
H.6.6.12
History
Identify major contributions and achievements of the US space program (e.g., Apollo 11, International Space Station)
H.6.7.1
History
Examine ways viewpoints expressed in primary and secondary source documents have changed over time
H.6.7.2
History
Sequence significant historical events on a timeline to make predictions
H.6.7.3
History
Investigate characteristics of civilizations (e.g., writing, development of communities, government, religion, specialized workers, advanced technology, economic systems, education)
H.6.7.4
History
Analyze achievements of the early river civilizations (e.g., agricultural improvements, establishment of libraries, architecture, transportation, commerce)
H.6.7.5
History
Examine the development of ancient non-European civilizations:<ul><li>Africa</li><li>the Americas</li><li>Asia</li></ul>
H.6.7.6
History
Explore the development of the Roman Empire and the people associated with it (e.g., Augustus, Julius Caesar, Hannibal)
H.6.7.7
History
Examine contributions that past civilizations made to the modern world (e.g., arts, architecture, aqueducts, legal system, math, language, science, transportation)
H.6.7.8
History
Describe the development of the dynastic system in China (e.g., Mandate of Heaven)
H.6.7.9
History
Investigate roles of the Christian church in Medieval Europe
H.6.7.10
History
Describe life in Medieval Europe:<ul><li>feudalism</li><li>guild system</li><li>manorial system</li></ul>
H.6.7.11
History
Describe the effects of the following events on the 14th century:<ul><li>Black Death</li><li>One Hundred Years War</li></ul>
H.6.7.12
History
Investigate the motives for the writing of the Magna Carta and the resulting influence on political power in England (e.g., establishment of Parliament)
H.6.7.13
History
Explore medieval Japan (e.g., Shogunates, Samurai, feudalism)
H.6.7.14
History
Describe the role of Constantinople:<ul><li>fall of Rome</li><li>Byzantine Empire</li><li>influence on art</li><li>division of the Christian Church</li></ul>
H.6.8.1
History
Examine ways viewpoints expressed in political cartoons and other primary and secondary source documents have changed policy and public perception
H.6.8.2
History
Compare historical events on a timeline to discover correlations
H.6.8.3
History
Examine Catholic Church policies that led to the Protestant Reformation (e.g., Great Schism, French papacy, indulgences, simony, lay investiture)
H.6.8.4
History
Investigate Protestant reformers:<ul><li>Martin Luther</li><li>Henry VIII</li><li>John Calvin</li></ul>
H.6.8.5
History
Describe the Counter reformation (e.g., Jesuits, Council of Trent, Inquisition)
H.6.8.6
History
Identify new technologies that made European exploration possible (e.g., astrolabe, cartography, caravel, compass)
H.6.8.7
History
Describe the establishment of colonies as a result of the conquest of indigenous people (e.g., Africa, Asia, New World)
H.6.8.8
History
Investigate the influence of the Ottoman Empire
H.6.8.9
History
Identify major contributors of the Scientific Revolution (e.g., Muhammed Al-Khwarizmi, Francis Bacon, Nicholas Copernicus, Galileo Galilei, Johannes Kepler, Isaac Newton, Zhang Heng)
H.6.8.10
History
Discuss the rise of absolute rulers and the divine right of kings (e.g., African, Asian, European)
H.6.8.11
History
Analyze consequences of the triangular trade and the Columbian Exchange between Africa, the Americas, and Europe
H.6.8.12
History
Investigate influences on modern society of Enlightenment thinkers including but not limited to:<ul><li>John Locke</li><li>Baron de Montesquieu</li><li>Jean Jacques Rousseau</li></ul>
H.6.8.13
History
Examine the influence of Enlightenment ideas on revolutionary movements (e.g., American Revolution, French Revolution, Latin American revolutions, Revolutions of 1848)
H.6.8.14
History
Investigate causes and consequences of the Industrial Revolution (e.g., changing technology, mass production, societal changes)
H.6.8.15
History
Discuss societal changes resulting from pandemics (e.g., bubonic plague/Black Death, small pox, tuberculosis, influenza, polio, HIV-AIDS)
H.6.8.16
History
Investigate 19th century social and political reform movements (e.g., abolition, education, extension of suffrage, labor movements, rise of socialism, temperance)
H.6.8.17
History
Explain the influences that changing technology had on World War I and World War II (e.g., weapons, medicine, transportation, communication)
H.6.8.18
History
Examine the impact of the Cold War on global relations
H.6.8.19
History
Discuss the downfall of communist governments (e.g., Soviet Union, Poland)
H.6.8.20
History
Examine reasons for the transformation of world economies in the late 20th century (e.g., technology, communication, transportation, Organization of Petroleum Exporting Countries [OPEC], resource allocation)
H.6.8.21
History
Discuss the growth of technology resulting from the space race (e.g., artificial satellites, computers, new food technologies)
History
Movement
H.6.K.10
History
Discuss Christopher Columbus and his discovery of America
H.6.1.11
History
Describe the voyage of Christopher Columbus
H.6.2.13
History
Identify areas settled as a result of Christopher Columbus' voyages to America
H.6.2.14
History
Identify Ferdinand and Isabella and their purpose in supporting Columbus:<ul><li>gold</li><li>silk</li><li>spices</li></ul>
H.6.3.16
History
Identify the following explorers:<ul><li>Hernando Desoto</li><li>La Salle/De Tonti</li><li>Marquette/Joliet</li></ul>
H.6.3.17
History
Identify the factors leading to the purchase of Louisiana
H.6.3.18
History
Recognize that Arkansas was part of the Louisiana Purchase
H.6.4.17
History
Identify areas in Arkansas that were explored by the following:<ul><li>Hernando Desoto</li><li>La Salle/De Tonti</li><li>Marquette</li><li>Joliet</li></ul>
H.6.4.18
History
Identify European nations that claimed authority over territorial Arkansas:<ul><li>France</li><li>Spain</li></ul>
H.6.4.19
History
Discuss the causes and effects of Westward Expansion (e.g., economic opportunity, resources, forced removal, unclaimed lands, religion)
H.6.4.20
History
Compare the area of the United States before and after the Louisiana Purchase
H.6.4.21
History
Identify the following individuals and their roles in the Louisiana Purchase:<ul><li>Thomas Jefferson</li><li>Napoleon</li><li>Lewis and Clark</li><li>Sacagawea</li></ul>
H.6.5.22
History
Explain the religious, political, and economic reasons for movement of people and goods from Europe to the Americas<ul><li>Columbian Exchange</li><li>triangular trade</li></ul>
H.6.5.23
History
Examine the impact of early exploration and settlement patterns of the Spanish, British, and French in North America (e.g., Roanoke, Jamestown, St. Augustine, Quebec, Santa Fe)
H.6.5.24
History
Explain how westward expansion contributed to the growth of the United States (e.g., Wilderness Road, Louisiana Purchase, Gadsden Purchase)
H.6.5.25
History
Trace the Lewis and Clark expedition and discuss its impact on the United States
H.6.5.26
History
Describe the causes and effects of the Indian Removal Act of 1830 (e.g., Trail of Tears)
H.6.6.28
History
Describe the developments linking the east and west (e.g., Homestead Act, railroads, Pony Express, telegraph, cattle trails, and wagon trains)
H.6.6.29
History
Analyze the following components of immigration to the United States:<ul><li>push-pull factors</li><li>settlement patterns</li></ul>
H.6.6.30
History
Explain the origins and accomplishments of labor unions
H.6.6.31
History
Explain the migration of African Americans northward before and during the civil rights movement
H.6.7.21
History
Illustrate the development of early civilizations using a historical map:<ul><li>Mesopotamia</li><li>Egypt</li><li>India</li><li>China</li><li>Kiev</li><li>Bantu</li></ul>
H.6.7.22
History
Illustrate the expansion of Greece on a map of the ancient Mediterranean world
H.6.7.23
History
Illustrate military expeditions of Alexander the Great
H.6.7.24
History
Illustrate the expansion of the Islamic Empire across Asia, Africa, and Europe on a historical map
H.6.7.25
History
Compare the locations of African kingdoms on a historical map including, but not limited to:<ul><li>Ghana</li><li>Kush</li><li>Mali</li><li>Songhai</li></ul>
H.6.7.26
History
Compare the locations of early American civilizations on a historical map including, but not limited to:<ul><li>Aztec</li><li>Inca</li><li>Maya</li><li>North American Indians</li><li>Olmec</li></ul>
H.6.7.27
History
Examine the spread of ideas and goods through the network of trade routes (e.g., Indian Ocean, trans-Sahara, Silk Road)
H.6.8.31
History
Illustrate the routes of European explorers during the Age of Exploration including, but not limited to:<ul><li>Christopher Columbus</li><li>Ferdinand Magellan</li><li>Vasco da Gama</li><li>Vasco Nuñez de Balboa</li><li>Bartolomeu Dias</li></ul>
H.6.8.32
History
Illustrate the expansion of European imperialism:<ul><li>Africa</li><li>Asia</li><li>Australia</li><li>Latin America</li></ul>
H.6.8.33
History
Illustrate the triangular trade routes that developed in the Atlantic Ocean
H.6.8.34
History
Illustrate the expansion of communism (e.g., Asia, Cuba, Europe, Latin America)
H.6.8.35
History
Compare and contrast historical and cultural maps of each continent (e.g., political boundaries, migration patterns, trade routes, colonization)
History
Cultural Diversity and Uniformity
H.6.K.11
History
Recognize the relationship between the American Indians and the Pilgrims (e.g., story, song)
H.6.1.12
History
Demonstrate the relationship between the American Indians and the Pilgrims (e.g., play, skit, song)
H.6.2.15
History
Understand the significance of the Thanksgiving feast to the relationship between the American Indians and the Pilgrims
H.6.3.19
History
Identify similarities and differences among the American Indians and Pilgrims:<ul><li>housing</li><li>clothing</li><li>foods</li><li>traditions</li><li>tools</li></ul>
H.6.4.22
History
Discuss similarities and differences among the American Indians and Pilgrims:<ul><li>housing</li><li>clothing</li><li>foods</li><li>traditions</li><li>tools</li></ul>
H.6.5.27
History
Identify and explain major pre- Colombian civilizations in Central and South America (e.g., Maya, Inca, Aztec)
H.6.5.28
History
Identify the major pre- Columbia settlements:<ul><li>cliff dwellers</li><li>mound builders</li><li>peoples of the Southwest</li><li>peoples of the Pacific Northwest</li><li>peoples of the Great Plains</li><li>peoples of the Eastern Woodlands</li></ul>
H.6.5.29
History
Locate and describe the three main American Indian cultures in Arkansas during the exploration period:<ul><li>Quapaw Indians</li><li>Caddo Indians</li><li>Osage Indians</li></ul>
H.6.5.30
History
Evaluate contributions of women during the Revolutionary period (e.g., Abigail Adams, Molly Pitcher, Martha Washington, Phyllis Wheatley)
H.6.5.31
History
Investigate the roles of African Americans, American Indians, and women during the Civil War
H.6.5.32
History
Identify the role of the following Arkansans in the Civil War:<ul><li>Isaac Murphy</li><li>David O. Dodd</li><li>Albert Pike</li><li>Earl Van Dorn</li><li>Thomas Hindman</li><li>James Blunt</li><li>Harris Flanagan</li></ul>
H.6.6.33
History
Identify the cultural changes of the 1920s (e.g., Roaring Twenties, Jazz Age, fashion, Harlem Renaissance, talkies, flapper, Prohibition)
H.6.6.34
History
Explain the social changes caused by World War II:<ul><li>women in the workforce</li><li>baby boom</li><li>G.I. Bill</li></ul>
H.6.6.35
History
Identify significant individuals whose lives impacted the civil rights movement (e.g., Martin Luther King, Jr., Rosa Parks, Stokely Carmichael, Medgar Evers, Little Rock Nine, Thurgood Marshall)
H.6.7.28
History
Contrast characteristics of the Paleolithic and Neolithic Ages
H.6.7.29
History
Examine the development of monotheism
H.6.7.30
History
Compare and contrast life in Athens and Sparta (e.g., the role of citizens, social classes, Olympic games)
H.6.7.31
History
Examine the historical development and the basic tenets of world belief systems:<ul><li>Buddhism</li><li>Christianity</li><li>Confucianism</li><li>Hinduism</li><li>Islam</li><li>Judaism</li></ul>
H.6.8.36
History
Describe the development of the Renaissance
H.6.8.37
History
Examine contributions of Renaissance writers and artists including, but not limited to:<ul><li>Machiavelli</li><li>Michelangelo</li><li>Shakespeare</li><li>da Vinci</li></ul>
Economics
Strand
Economics
7:
Economics
Content Standard
Choices - Students shall analyze the cost and benefits of making economic choices.
Economics
Costs and Benefits
E.7.K.1
Economics
Recognize that all people have economic wants and needs
E.7.K.2
Economics
Discuss the concept of making choices related to wants and needs
E.7.K.3
Economics
Identify the concept of scarcity (e.g., not enough items available)
E.7.1.1
Economics
Identify the categories and priorities of wants and needs
E.7.1.2
Economics
Describe how people satisfy basic wants (e.g., grow food, earn money to buy things, trade with others)
E.7.1.3
Economics
Determine the relationships between unlimited wants and limited resources (e.g., scarcity)
E.7.2.1
Economics
Describe an event or situation in daily life in which a trade off is made
E.7.2.2
Economics
Discuss that because of scarcity people must make choices and incur opportunity costs
E.7.2.3
Economics
Discuss making choices based on incentives/rewards
E.7.3.1
Economics
Determine that people make trade offs to get the most benefit from scarce resources
E.7.3.2
Economics
Evaluate examples from the local community that illustrate scarcity
E.7.3.3
Economics
Recognize that stating the problem and listing the alternatives are part of the decision making model
E.7.4.1
Economics
Evaluate the priority of economic wants and consequences of the opportunity cost
E.7.4.2
Economics
Analyze how scarcity caused early exploration (e.g., gold, spices, silk)
E.7.4.3
Economics
Recognize and use the decision making model to make an economic decision:<ul><li>state the problem</li><li>list the alternatives</li><li>state the criteria</li><li>evaluate the criteria</li><li>make a decision</li></ul>
E.7.5.1
Economics
Identify the basic economic wants and needs of all people
E.7.5.2
Economics
Recognize that choices have both present and future consequences
E.7.5.3
Economics
Identify the causes of scarcity and why scarcity of resources makes it necessary to make choices
E.7.5.4
Economics
Discuss the meaning of opportunity costs
E.7.5.5
Economics
Identify why federal, state, and local governments have to make choices because of limited resources
E.7.5.6
Economics
Examine the economic decisions that every society must make:<ul><li>what is to be produced and in what quantities</li><li>how will it be produced</li><li>who will receive what is produced</li></ul>
E.7.5.7
Economics
Identify examples of traditional, market, and command economies
E.7.5.8
Economics
Discuss the meaning of trade-offs
E.7.5.9
Economics
Identify the characteristics of a free enterprise system
E.7.6.1
Economics
Examine how the economic wants and needs of all people may or may not be fulfilled
E.7.6.2
Economics
Demonstrate an understanding that choices have both present and future consequences
E.7.6.3
Economics
Examine the causes of scarcity and the choices made due to scarcity
E.7.6.4
Economics
Explain that all decision making involves opportunity costs
E.7.6.5
Economics
Explain why federal, state, and local governments have to make choices because of limited resources
E.7.6.6
Economics
Discuss the decision making model to evaluate historical events
E.7.6.7
Economics
Examine examples of traditional, market, and command economies
E.7.6.8
Economics
Determine why trade-offs allow people to get the most from scarce resources
E.7.6.9
Economics
Discuss the characteristics of a free enterprise system
E.7.7.1
Economics
Discuss economic wants and needs of people over time
E.7.7.2
Economics
Investigate choices made by early civilizations that had long-range economic consequences
E.7.7.3
Economics
Discuss ways scarcity has influenced economic wants and needs resulting in the need to make choices
E.7.7.4
Economics
Discuss opportunity costs associated with decision-making
E.7.7.5
Economics
Determine influences of limited resources on economies due to choices made by leaders
E.7.7.6
Economics
Explain how trade-offs have allowed civilizations to get the most out of scarce resources
E.7.8.1
Economics
Analyze changing wants and needs of people over time
E.7.8.2
Economics
Analyze the impact of present choices on future consequences
E.7.8.3
Economics
Analyze periods of time when scarcity affected economic wants and needs of people in regions or countries
E.7.8.4
Economics
Analyze scarcity of productive resources and the need for people to make choices and incur opportunity costs
E.7.8.5
Economics
Evaluate limited resources of nations and choices governments must make
E.7.8.6
Economics
Compare trade-offs among world economic systems
E.7.8.7
Economics
Analyze traditional, market, and command economies
8:
Economics
Content Standard
Resources - Students shall evaluate the use and allocation of human, natural, and capital resources.
Economics
Factors of Production
E.8.K.1
Economics
Identify human resources (e.g., community workers)
E.8.K.2
Economics
Discuss the roles of producers and consumers
E.8.K.3
Economics
Discuss how people earn a living in the community and the places they work
E.8.K.4
Economics
Discuss natural resources
E.8.K.5
Economics
Discuss capital resources
E.8.1.1
Economics
Recognize that people are producers of goods and services (e.g., make a bed, turn in homework, make a craft)
E.8.1.2
Economics
Recognize that people are consumers of goods and services (e.g., buy a toy, get a haircut, go to a movie)
E.8.1.3
Economics
Discuss skills and education necessary to perform a job
E.8.1.4
Economics
Identify uses for natural resources
E.8.1.5
Economics
Understand that capital resources are the tools of trade (e.g., carpenter uses hammer and nails, painter uses paint)
E.8.2.1
Economics
Distinguish between consumers and producers in a local community
E.8.2.2
Economics
Research the skills and education needed for specific jobs
E.8.2.3
Economics
Discuss the availability of natural resources
E.8.2.4
Economics
Give examples of capital resources
E.8.3.1
Economics
Discuss human capital
E.8.3.2
Economics
Recognize ways people become more skillful in the workplace
E.8.3.3
Economics
Recognize the product associated with the natural resources from which it is created
E.8.3.4
Economics
Explain how capital resources are related to specific jobs
E.8.3.5
Economics
Define and discuss characteristics of an entrepreneur
E.8.3.6
Economics
Define profit
E.8.4.1
Economics
Discuss productivity
E.8.4.2
Economics
Compare the increase in productivity when improved human capital is available
E.8.4.3
Economics
Examine the impact of scarcity of natural resources on production decisions
E.8.4.4
Economics
Analyze how capital resources are used to produce goods and services
E.8.4.5
Economics
Identify Arkansas entrepreneurs
E.8.4.6
Economics
Describe how profit is an incentive for entrepreneurship
E.8.5.1
Economics
Research the role that entrepreneurs have played in the development of the economy of Arkansas
E.8.5.2
Economics
Discuss the impact additional capital goods (e.g., tools and machines) have on productivity
E.8.5.3
Economics
Identify the four basic categories of earned income that are received from the four factors of production:<ul><li>wages and salaries</li><li>rent</li><li>interest</li><li>profit</li></ul>
E.8.5.4
Economics
Examine the need for natural resources in determining settlement patterns
E.8.6.1
Economics
Analyze the impact of entrepreneurship in the development of the economy of the United States
E.8.6.2
Economics
Explain the result of increased productivity on an improved standard of living (e.g., assembly line, interchangeable parts, computers)
E.8.6.3
Economics
Explain how owners of the factors of production receive payments for the use of these factors:<ul><li>wages and salaries</li><li>rent</li><li>interest</li><li>profit</li></ul>
E.8.6.4
Economics
Evaluate the influences the discovery of natural resources has on the movement of people (e.g., gold, silver, oil)
E.8.7.1
Economics
Describe ways advancement of technologies in division of labor and specialization helped the development of civilization and economies (e.g., metallurgy across the Copper, Bronze, and Iron Ages)
E.8.7.2
Economics
Discuss effects of improving the quality or quantity of human capital and the increase of productivity (e.g., library at Alexandria, Chinese civil service system, guild systems, importation of labor)
E.8.7.3
Economics
Discuss changing factors of production over time:<ul><li>human resources</li><li>capital resources</li><li>natural resources</li><li>entrepreneurship</li></ul>
E.8.7.4
Economics
Analyze ways distribution of natural resources determined settlement patterns
E.8.8.1
Economics
Discuss changes in productivity that have impacted global living standards and economic strategies (e.g., new technologies, new organizational methods)
E.8.8.2
Economics
Analyze methods for improving the quality and quantity of human capital and increased productivity (e.g., technology, industrialization, competition, wages)
E.8.8.3
Economics
Examine consequences of changing factors of production:<ul><li>human resources</li><li>capital resources</li><li>natural resources</li><li>entrepreneurship</li></ul>
9:
Economics
Content Standard
Markets - Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.
Economics
Financial Markets
E.9.K.1
Economics
Recognize that money is used to purchase items
E.9.1.1
Economics
Discuss barter as a method of exchange
E.9.1.2
Economics
Recognize that money is a medium of exchange
E.9.1.3
Economics
Discuss the role of a financial institution
E.9.2.1
Economics
Identify items that have been used as currency (e.g., shells, beads, pelts)
E.9.2.2
Economics
Understand that the use of money facilitates exchange
E.9.2.3
Economics
Discuss a variety of services that financial institutions provide
E.9.3.1
Economics
Research items that represented money throughout time (e.g., shells, beads, pelts)
E.9.3.2
Economics
List and explain the functions of money:<ul><li>medium of exchange</li><li>measure of value</li><li>store of value</li></ul>
E.9.3.3
Economics
Discuss costs and benefits of saving in a financial institution
E.9.4.1
Economics
Discuss the characteristics of money:<ul><li>portability</li><li>divisibility</li><li>durability</li><li>uniformity</li></ul>
E.9.4.2
Economics
Describe the reasons for saving money in a financial institution:<ul><li>interest</li><li>safety</li></ul>
E.9.5.1
Economics
Describe the characteristics of money:<ul><li>portability</li><li>divisibility</li><li>durability</li><li>uniformity</li></ul>
E.9.5.2
Economics
Examine the reasons for using a financial institution for saving money:<ul><li>interest (rate of return)</li><li>safety</li></ul>
E.9.5.3
Economics
Identify methods people use to save and spend money
E.9.5.4
Economics
Discuss the purpose of selling stocks to capitalized companies (e.g., joint-stock company)
E.9.5.5
Economics
Identify the meaning of economic inflation
E.9.5.6
Economics
Identify Gross Domestic Product (GDP)
E.9.5.7
Economics
Identify the role of the Federal Reserve in the economy
E.9.6.1
Economics
Examine the characteristics of money:<ul><li>portability</li><li>divisibility</li><li>durability</li><li>uniformity</li></ul>
E.9.6.2
Economics
Compare the various types of financial institutions that provide savings accounts:<ul><li>interest (rate of return)</li><li>safety</li></ul>
E.9.6.3
Economics
Determine the advantages and disadvantages of saving or spending money
E.9.6.4
Economics
Identify the purpose and function of the stock market
E.9.6.5
Economics
Discuss the effects of economic inflation on the economic system of the United States
E.9.6.6
Economics
Discuss how the Gross Domestic Product (GDP) measures the productivity of a nation
E.9.6.7
Economics
Explain the role of the Federal Reserve in the economy
E.9.7.1
Economics
Examine the characteristics of different types of currency in early civilizations (e.g., shells, bars of iron, gold, metal coins, pelts)
E.9.7.2
Economics
Discuss advantages of using early banking institutions
E.9.7.3
Economics
Discuss the necessity of accounting systems to document transactions
E.9.8.1
Economics
Investigate functions of early banking systems (e.g., depository, usury, just price)
E.9.8.2
Economics
Analyze the role of the stock market in the economies of the United States and other countries (e.g., Financial Times Stock Exchange[FTSE], Tokyo Stock Exchange [TSE], New York Stock Exchange [NYSE], National Association of Securities Dealers Automated Quotations [NASDAQ])
E.9.8.3
Economics
Investigate the impact of inflation on the growth and prosperity of a nation
E.9.8.4
Economics
Investigate the use of Gross Domestic Product (GDP) to measure a nation's economic success and standard of living
Economics
Goods and services
E.9.K.2
Economics
Identify goods that people use
E.9.K.3
Economics
Identify services people do for each other
E.9.K.4
Economics
Recognize that people choose among a variety of goods and services
E.9.K.5
Economics
Recognize that people work to earn money to purchase items
E.9.K.6
Economics
Understand that markets exist in a community
E.9.1.4
Economics
Understand that the production of any good or service requires:<ul><li>natural resources</li><li>human resources</li><li>capital resources</li></ul>
E.9.1.5
Economics
Recognize that markets exist in various places (e.g., physical locations home, Internet)
E.9.2.4
Economics
Classify productive resources into the following categories:<ul><li>natural resources</li><li>human resources</li><li>capital resources</li></ul>
E.9.2.5
Economics
Investigate goods and services provided by markets in the local community
E.9.2.6
Economics
Identify exchanges made:<ul><li>monetary</li><li>barter</li></ul>
E.9.2.7
Economics
Define specialization and interdependence
E.9.3.4
Economics
Identify and explain the role of each productive resource in producing a good or service (e.g., school lunches)
E.9.3.5
Economics
Research goods and services provided by markets in the local community
E.9.3.6
Economics
Describe the benefits of voluntary exchange (e.g., trade)
E.9.3.7
Economics
Recognize the connection between specialization and interdependence
E.9.3.8
Economics
Define supply and demand
E.9.4.3
Economics
Research the productive resources that go into the production of a product
E.9.4.4
Economics
Research public goods and services that are provided by taxes
E.9.4.5
Economics
Explain why countries trade
E.9.4.6
Economics
Explain the benefits of specialization and interdependence
E.9.4.7
Economics
Discuss the effect of supply and demand in a community
E.9.4.8
Economics
Define inflation
E.9.5.10
Economics
Identify how changes in supply and demand affect prices
E.9.5.11
Economics
Identify methods used to reduce or eliminate competition (e.g., trademarks, patents, copyrights, natural monopolies, government licenses)
E.9.5.12
Economics
Identify the various marketing techniques:<ul><li>advertising</li><li>mail order catalog</li><li>increasing demand for goods and services</li></ul>
E.9.6.10
Economics
Examine changes in supply and demand and the resulting effect on prices
E.9.6.11
Economics
Discuss methods used to reduce or eliminate competition (e.g., trademarks, patents, copyrights, natural monopolies, government licenses)
E.9.6.12
Economics
Discuss the various marketing techniques:<ul><li>advertising</li><li>mail order catalog</li><li>increasing demand for goods and services</li></ul>
E.9.7.7
Economics
Compare effects of supply and demand on prices in early markets
E.9.7.8
Economics
Examine the effects of early world marketing practices (e.g., bazaars, market places, medieval fairs)
E.9.8.8
Economics
Evaluate the interaction of supply and demand
E.9.8.9
Economics
Describe the four types of market structures:<ul><li>monopolies</li><li>monopolistic competition</li><li>oligopolies</li><li>pure competition</li></ul>
E.9.8.10
Economics
Compare and contrast global effects of marketing techniques:<ul><li>advertising</li><li>e-commerce</li></ul>
Economics
Global markets
E.9.3.9
Economics
Define import and export
E.9.4.9
Economics
Identify imported and exported goods
E.9.4.10
Economics
List exported goods associated with Arkansas (e.g., rice, chicken, auto parts)
E.9.4.11
Economics
Explain how foreign trade affects daily life
E.9.5.8
Economics
Identify the costs/benefits associated with the development of global trade
E.9.5.9
Economics
Identify various types of currency in the global economy
E.9.6.8
Economics
Examine the costs/benefits associated with the development of global trade
E.9.6.9
Economics
Discuss various types of currency and their effects on the global economy
E.9.7.4
Economics
Discuss advantages and disadvantages of trade among early to medieval civilizations
E.9.7.5
Economics
Examine effects of standardization of currency on trade (e.g., Egypt, Greece, Persia, Rome, China)
E.9.7.6
Economics
Describe roles ancient and medieval cities played in the crossroads of trade (e.g., Corinth, Byzantium, Mecca, Babylon, Ur, Baghdad, Alexandria)
E.9.8.5
Economics
Evaluate advantages and disadvantages of global trade
E.9.8.6
Economics
Analyze exchange rates in a global economy
E.9.8.7
Economics
Examine changes in currencies over time and the resulting effect on global trade
American Government
American Government
American Government
Strand
Political Philosophy
1:
American Government
Content Standard
Students shall examine the political philosophies and the documents that shaped United States Constitutional government.
PP.1.AG.1
American Government
Investigate the contributions of ancient Greece and Rome to United States' government
PP.1.AG.2
American Government
Analyze ideas of limited government and the rule of law:<ul><li>Magna Carta</li><li>Petition of Rights</li><li>English Bill of Rights</li><li>Mayflower Compact</li></ul>
PP.1.AG.3
American Government
Discuss the contributions of the Enlightenment philosophers:<ul><li>Baron de Montesquieu</li><li>Voltaire</li></ul>
PP.1.AG.4
American Government
Discuss the Social Contract Theory:<ul><li>Thomas Hobbes</li><li>John Locke</li><li>Jean-Jacques Rousseau</li></ul>
2:
American Government
Content Standard:
Students shall examine the Declaration of Independence.
PP.2.AG.1
American Government
Investigate the grievances listed in the Declaration of Independence
PP.2.AG.2
American Government
Compare and contrast the Declaration of Independence and Social Contract Theory
PP.2.AG.3
American Government
Evaluate the Declaration of Independence as a persuasive argument justifying revolution
American Government
Strand
United States Constitution
3:
American Government
Content Standard
Students shall analyze the United States Constitution.
USC.3.AG.1
American Government
Examine the purpose of constitutions
USC.3.AG.2
American Government
Analyze the purpose of government stated in the Preamble to the United States Constitution
USC.3.AG.3
American Government
Analyze the effect the following fundamental principles have upon the United States government:<ul><li>popular sovereignty</li><li>separation of powers</li><li>checks and balances</li><li>Federalism</li></ul>
USC.3.AG.4
American Government
Contrast the arguments expressed in the debate over ratification of the United States Constitution
USC.3.AG.5
American Government
Investigate the amendment process (e.g., role of states legislatures, role of conventions, role of public opinion)
USC.3.AG.6
American Government
Examine the purpose of each of the constitutional amendments
4:
American Government
Content Standard
Students shall explore the federal system of government defined by the United States Constitution.
USC.4.AG.1
American Government
Examine the relationship between federal and state government
USC.4.AG.2
American Government
Research the key powers granted to Congress by the United States Constitution
USC.4.AG.3
American Government
Compare and contrast enumerated and implied powers
USC.4.AG.4
American Government
Compare and contrast delegated, concurrent, and reserved powers
USC.4.AG.5
American Government
Analyze Article IV which established the United States Constitution as the Supreme Law of the Land
5:
American Government
Content Standard
Students shall analyze civil liberties and civil rights.
USC.5.AG.1
American Government
Compare and contrast the Federalist and Anti-Federalist arguments over ratification of the United States Constitution:<ul><li>Bill of Rights</li><li>state's rights</li></ul>
USC.5.AG.2
American Government
Analyze fundamental rights of individuals:<ul><li>civil liberties</li><li>due process</li><li>equal protection</li></ul>
6:
American Government
Content Standard
Students shall investigate the structure, organization, and process of the legislative branch.
USC.6.AG.1
American Government
Compare and contrast the House of Representatives and the Senate:<ul><li>organization</li><li>terms of office</li><li>qualifications</li><li>powers</li></ul>
USC.6.AG.2
American Government
Describe the role of committees in the legislative process (e.g., standing, special, joint)
USC.6.AG.3
American Government
Examine the importance of the seniority system and political parties in the legislative process
USC.6.AG.4
American Government
Explain the influence of lobbyists and special interest groups on the legislative process
USC.6.AG.5
American Government
Research the development and passage of a bill using available technology
7:
American Government
Content Standard
Students shall examine the role, organization, and function of the executive branch.
USC.7.AG.1
American Government
Explain the qualifications for becoming President of the United States
USC.7.AG.2
American Government
Analyze the roles of the presidency
USC.7.AG.3
American Government
Explain the justification and function of executive orders
USC.7.AG.4
American Government
Explain the function of departments and agencies within the bureaucracy of the federal government
USC.7.AG.5
American Government
Investigate regulatory agencies, government corporations, and independent agencies
8:
American Government
Content Standard
Students shall investigate the organization, process, and role of the judicial branch.
USC.8.AG.1
American Government
Compare and contrast the jurisdiction of federal courts and state courts
USC.8.AG.2
American Government
Compare and contrast the process of selecting and confirming federal and state judges
USC.8.AG.3
American Government
Explain the process by which the Supreme Court selects and decides cases
USC.8.AG.4
American Government
Analyze the concept of judicial review as established by Marbury v. Madison
USC.8.AG.5
American Government
Examine Supreme Court cases which have altered the interpretation of the United States Constitution:<ul><li>Roe v. Wade</li><li>Dred Scott v. Sanford</li><li>Brown v. Board of Education</li><li>Plessy v. Ferguson</li><li>Miranda v. Arizona</li><li>New York Times v. Sullivan</li><li>Wisconsin v. Yoder</li><li>Tinker v. Des Moines</li><li>Texas v. Johnson</li><li>Furman v. Georgia</li></ul>
American Government
Strand
Elections
9:
American Government
Content Standard
Students shall evaluate the election process in federal, state, and local elections.
E.9.AG.1
American Government
Analyze the election process in the federal, state, and local governments:<ul><li>campaign finance</li><li>campaign strategies</li><li>voter registration</li><li>factors affecting election turn-out</li></ul>
E.9.AG.2
American Government
Compare and contrast arguments for and against the electoral college
E.9.AG.3
American Government
Describe the role of political parties in federal, state, and local elections
E.9.AG.4
American Government
Describe components of campaigns for federal, state, and local elective offices:<ul><li>nomination process</li><li>campaign funding and spending</li><li>influence of media</li><li>polling</li><li>reappointment</li><li>redistricting</li></ul>
E.9.AG.5
American Government
Examine the complexities of vote tabulation and certifying elections
American Government
Strand
State and Local Government
10:
American Government
Content Standard
Students shall examine state and local government in Arkansas.
SLG.10.AG.1
American Government
Explain the powers of state and local governments in Arkansas
SLG.10.AG.2
American Government
Discuss the sources of revenue received by each level of government in Arkansas
SLG.10.AG.3
American Government
Examine the services provided by state and local government in Arkansas
American History
American History (U.S. History)
American History
Strand
Early United States
1:
American History
Content Standard
Students shall examine the causes and effects of migration patterns in the early history of North America.
EUS.1.AH.1
American History
Evaluate the motivations for the exploration of the New World
EUS.1.AH.2
American History
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
American History
Trace the routes of early exploration in what was to become the United States
EUS.1.AH.4
American History
Research economic development in the three colonial regions using primary and secondary sources
EUS.1.AH.5
American History
Map the geographic similarities and differences among the three colonial regions
EUS.1.AH.6
American History
Compare and contrast economic development in the three colonial regions
EUS.1.AH.7
American History
Analyze different points of view regarding society, customs, and traditions in the three colonial regions
EUS.1.AH.8
American History
Compare changes which occurred over time in the three colonial regions
EUS.1.AH.9
American History
Explain how the concept of Manifest Destiny led to westward expansion:<ul><li>Louisiana Purchase</li><li>War of 1812</li><li>territorial expansion</li><li>annexation of Texas</li><li>impact on American Indians</li></ul>
2:
American History
Content Standard
Students shall investigate the historical foundations of the United States government.
EUS.2.AH.1
American History
Discuss the creation of the new national government:<ul><li>Articles of Confederation</li><li>Constitutional Convention</li><li>Bill of Rights</li></ul>
EUS.2.AH.2
American History
Investigate the major governmental ideas established in the colonial and early national periods using primary and secondary source documents:<ul><li>Declaration of Independence</li><li>Northwest Ordinances</li><li>Federalist Papers</li><li>United States Constitution</li><li>Washington's Farewell Address</li></ul>
3:
American History
Content Standard:
Students shall investigate the causes and effects of war in the early history of the United States.
EUS.3.AH.1
American History
Analyze the causes and effects of the American Revolution:<ul><li>political</li><li>social</li><li>economic</li><li>geographic</li></ul>
EUS.3.AH.2
American History
Discuss the causes and effects of the Mexican-American War:<ul><li>political</li><li>social</li><li>economic</li><li>geographic</li></ul>
EUS.3.AH.3
American History
Analyze the causes and effects of the Civil War:<ul><li>political</li><li>social</li><li>economic</li><li>geographic</li></ul>
American History
Strand
Reconstruction
4:
American History
Content Standard
Students shall analyze westward expansion in the United States since Reconstruction.
R.4.AH.1
American History
Examine the effect of the Homestead Act and the Morrill Land Grant Act on westward expansion
R.4.AH.2
American History
Discuss the impact of the transcontinental railroad on the development of the West
R.4.AH.3
American History
Compare and contrast competition between the farmers of the Great Plains and cattle ranchers:<ul><li>technology (e.g., John Deere, Cyrus McCormick, Joseph Glidden, dry farming)</li><li>cow towns</li><li>railheads</li><li>cowboys</li><li>range wars</li></ul>
R.4.AH.4
American History
Analyze the advantages and disadvantages of the mining boom:<ul><li>impact on American Indians (e.g., work of Helen Hunt Jackson, Dawes Act, Indian Wars)</li><li>environmental impact</li><li>economic impact</li></ul>
5:
American History
Content Standard
Students shall evaluate the impact of social movements and reforms during Reconstruction.
R.5AH.1
American History
Chart the strengths and weaknesses of the various plans for Reconstruction (e.g., Ten-percent plan, Freedman's Bureau, Wade-Davis Bill)
R.5AH.2
American History
Identify the significance of the Civil War Amendments:<ul><li>Thirteenth Amendment</li><li>Fourteenth Amendment</li><li>Fifteenth Amendment</li></ul>
R.5.AH.3
American History
Research the effects of the Civil War Amendments during Reconstruction using primary source documents
R.5.AH.4
American History
Examine the reasons for the impeachment of President Andrew Johnson
R.5.AH.5
American History
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
American History
Explain how the election of 1876 and the Compromise of 1877 led to the end of Reconstruction
R.5.AH.7
American History
Outline the successes and failures of Reconstruction
American History
Strand
Industrialization
6:
American History
Content Standard
Students shall investigate the impact of changing technology on economic development.
IN.6.AH.1
American History
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
American History
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
American History
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
American History
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)
7:
American History
Content Standard
Students shall evaluate the impact of immigration on society in the United States.
IN.7AH.1
American History
Describe the purpose of Angel Island and Ellis Island
IN.7AH.2
American History
Map the changing immigration patterns of the late 19th and early 20th centuries
IN.7.AH.3
American History
Categorize the rise of nativism as a reaction to the changing immigration patterns of the late 19th and early 20th centuries:<ul><li>assimilation</li><li>public education</li><li>Chinese Exclusion Act</li><li>Gentlemen's Agreement</li><li>Immigration Restriction League</li></ul>
IN.7.AH.4
American History
Illustrate the changing immigration patterns from rural areas to urban areas in the late 19th and early 20th centuries
IN.7.AH.5
American History
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
American History
Examine the role that immigrants played in the emergence of political machines (e.g., Tammany Hall)
8:
American History
Content Standard
Students shall analyze the rise of big business in the United States.
IN.8.AH.1
American History
Compare and contrast the terms "captains of industry" and "robber barons"
IN.8.AH.2
American History
Identify and analyze the contributions of important industrialists in the Post-Reconstruction era:<ul><li>Andrew Carnegie</li><li>George Pullman</li><li>John D. Rockefeller</li><li>J.P. Morgan</li><li>Cornelius Vanderbilt</li></ul>
IN.8.AH.3
American History
Compare and contrast vertical integration and horizontal integration
IN.8.AH.4
American History
Analyze new forms of business organization:<ul><li>trusts</li><li>monopolies</li><li>pools</li><li>holding companies</li></ul>
IN.8.AH.5
American History
Describe the political and economic philosophy of Social Darwinism (e.g., Herbert Spencer, laissez-faire economics)
IN.8.AH.6
American History
Compare and contrast the reaction of labor to the rise of big business:<ul><li>Knights of Labor</li><li>American Federation of Labor</li><li>International Workers of the World</li><li>American Railway Union</li><li>United Mine Workers</li></ul>
American History
Strand
Populism
9:
American History
Content Standard
Students shall examine the impact of westward migration during the Gilded Age.
PO.9.AH.1
American History
Identify the significance of the Exodusters
PO.9.AH.2
American History
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
American History
Discuss how frontier life altered the American image
PO.9.AH.4
American History
Chart the transition of Oklahoma from Indian Territory to statehood
PO.9.AH.5
American History
Discuss problems faced by farmers (e.g., bonanza farms, railroads, economic depression, overproduction)
10:
American History
Content Standard
Students shall survey the impact of reform movements on social problems in the United States.
PO.10.AH.1
American History
Summarize the cooperative efforts of farmers in solving agricultural issues:<ul><li>grange</li><li>alliances</li></ul>
PO.10.AH.2
American History
Discuss the rise and fall of the Populist Party:<ul><li>graduated income tax</li><li>Panic of 1893</li><li>election of 1896</li><li>free silver</li><li>railroad regulation</li></ul>
11:
American History
Content Standard
Students shall examine the political ideas of the Gilded Age.
PO.11.AH.1
American History
Describe the rulings in the Supreme Court cases regulating industry:<ul><li>Munn v. Illinois</li><li>Wabash v. Illinois</li><li>E.C. Knight Co. v. United States</li><li>slaughterhouse cases</li></ul>
PO.11.AH.2
American History
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)
American History
Strand
Imperialism
12:
American History
Content Standard
Students shall evaluate the territorial expansion of the United States during the late 19th and early 20th centuries.
IM.12.AH.1
American History
Identify the steps leading to the acquisition of Alaska and Hawaii
IM.12.AH.2
American History
Describe the participation of the United States in the Spanish-American War leading to the creation of the United States as an imperial power:<ul><li>Jingoism</li><li>USS Maine</li><li>yellow journalism</li><li>Joseph Pulitzer</li><li>Teller Amendment</li><li>Cuba/Platt Amendment</li><li>Philippines</li><li>William McKinley</li></ul>
IM.12.AH.3
American History
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
American History
Analyze the steps which led to the construction of the Panama Canal (e.g., gunboat diplomacy, Panamanian Revolution)
13:
American History
Content Standard
Students shall analyze the foreign policy of the United States during the early 20th century.
IM.13.AH.1
American History
Describe President Theodore Roosevelt's foreign policy:<ul><li>Big Stick Diplomacy</li><li>Great White Fleet</li><li>Roosevelt Corollary</li></ul>
IM.13.AH.2
American History
Compare and contrast the Dollar Diplomacy of President William Howard Taft and the Moral Diplomacy of President Woodrow Wilson
IM.13.AH.3
American History
Analyze the effects of the Open Door Policy on the relationship between the United States and China:<ul><li>Boxer Rebellion</li><li>John Hay</li><li>spheres of influence</li></ul>
IM.13.AH.4
American History
Evaluate the social, political, economic, and geographic impact of the Open Door Policy
IM.13.AH.5
American History
Examine the relationship between the United States and its Latin-American neighbors (e.g., Pancho Villa, John Pershing, ABC Conference)
American History
Strand
Progressivism
14:
American History
Content Standard
Students shall evaluate the reforms of progressivism.
PR.14.AH.1
American History
Analyze the effectiveness of the muckrakers on reforming American society:<ul><li>social reform</li><li>educational reform</li><li>political reform</li><li>economic reform</li></ul>
PR.14.AH.2
American History
Examine the Social Gospel Movement and its influence on society (e.g., settlement house, Jane Addams, William Glidden)
PR.14.AH.3
American History
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
American History
Research the women's rights struggle from the 1840s through the Progressive Era :<ul><li>Seneca Falls Convention</li><li>National American Women Suffrage Association</li><li>National Association of Colored Women</li><li>Nineteenth Amendment</li></ul>
PR.14.AH.5
American History
Investigate the contributions of Theodore Roosevelt's administration in establishing conservation of natural resources:<ul><li>John Muir</li><li>Gifford Pinchot</li></ul>
PR.14.AH.6
American History
Discuss Woodrow Wilson's New Freedom in regard to monetary and fiscal change:<ul><li>Underwood Tariff of 1913</li><li>Federal Reserve Act of 1913</li></ul>
PR.14.AH.7
American History
Evaluate Robert La Follette's Wisconsin Idea in regard to political reform:<ul><li>initiative</li><li>referendum</li><li>recall</li><li>direct primary</li></ul>
PR.14.AH.8
American History
Compare and contrast the political views of Booker T. Washington and W.E.B. Du Bois:<ul><li>Atlanta Compromise</li><li>Niagara Movement</li><li>Tuskegee Institute</li><li>National Association for the Advancement of Colored People</li></ul>
PR.14.AH.9
American History
Analyze the progression of government regulation of business:<ul><li>Interstate Commerce Act</li><li>Sherman Anti-trust Act</li><li>Clayton Anti-trust Act</li><li>Federal Trade Commission Act</li></ul>
PR.14.AH.10
American History
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.11
American History
Analyze the effects of the Sixteenth, Seventeenth, and Eighteenth Amendments
PR.14.AH.12
American History
Examine the effects of the 1912 presidential election
American History
Strand
World in Conflict
15:
American History
Content Standard
Students shall examine social, political, and economic changes during World War I.
WC.15.AH.1
American History
Analyze the causes of World War I:<ul><li>imperialism</li><li>nationalism</li><li>militarism</li><li>alliances</li></ul>
WC.15.AH.2
American History
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
American History
Discuss the contributions of the United States to the Allies in World War I
WC.15.AH.4
American History
Investigate mobilization on the home front during World War I:<ul><li>Selective Service Act</li><li>Food Administration</li><li>Fuel Administration</li><li>War Industries Board</li><li>Committee on Public Information</li></ul>
WC.15.AH.5
American History
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
American History
Examine the Treaty of Versailles:<ul><li>Wilson's Fourteen Points</li><li>ratification debate</li></ul>
16:
American History
Content Standard
Students shall examine social, political, and economic changes during the Jazz Age/Roaring Twenties.
WC.16.AH.1
American History
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
American History
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
American History
Analyze the domestic policies of Presidents Warren G. Harding, Calvin Coolidge, and Herbert Hoover
17:
American History
Content Standard
Students shall examine social, political, and economic changes during the Great Depression.
WC.17.AH.1
American History
Examine the causes and effects of the Dust Bowl on agriculture and migration patterns
WC.17AH.2
American History
Analyze the national and global causes and effects of the Great Depression
WC.17.AH.3
American History
Discuss President Herbert Hoover's policies in dealing with the Great Depression
WC.17.AH.4
American History
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)
18:
American History
Content Standard Content Standard
Students shall examine social, political, and economic changes during World War II.
WC.18.AH.1
American History
Discuss the isolationist policies of the United States prior to entry into World War II
WC.18.AH.2
American History
Summarize Japanese motives for attacking Pearl Harbor
WC.18.AH.3
American History
Describe the United States' mobilization for war on the home front:<ul><li>War Production Board</li><li>roles of women</li><li>war bonds</li><li>Selective Service Act</li><li>Office of Price Administration</li><li>roles of African Americans</li></ul>
WC.18.AH.4
American History
Evaluate the effects of the forced relocation of Japanese Americans including the Arkansas connection:<ul><li>internment camps (Jerome and Rohwer)</li><li>Korematsu v. United States</li></ul>
WC.18.AH.5
American History
Evaluate the military contribution of minorities in World War II:<ul><li>Tuskegee Airmen</li><li>Navajo Code Talkers</li><li>442nd Regimental Combat Team</li></ul>
WC.18.AH.6
American History
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
American History
Analyze President Harry S. Truman's decision to use atomic weapons against Japan
WC.18.AH.8
American History
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
American History
Examine racial conflicts in the World War II period
American History
Strand
Contemporary United States
19:
American History
Content Standard
Students shall examine the changes encountered between the Cold War and the present.
CUS.19.AH.1
American History
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.2
American History
Discuss the influence of McCarthyism on American society and politics
CUS.19.AH.3
American History
Examine the increase in bureaucracy as a result of the Cold War:<ul><li>National Security Act of 1947</li><li>Interstate Highway Act of 1957</li></ul>
CUS.19.AH.4
American History
Examine the development of international alliances as a result of the Cold War:<ul><li>North Atlantic Treaty Organization</li><li>Warsaw Pact</li></ul>
CUS.19.AH.5
American History
Discuss the impact of the space race on relations between the United States and the Soviet Union
CUS.19.AH.6
American History
Investigate civil rights issues affecting the following groups:<ul><li>African Americans</li><li>American Indians</li><li>Asian Americans</li><li>Hispanic Americans</li><li>women</li></ul>
CUS.19.AH.7
American History
Investigate the role of the United States in global conflicts:<ul><li>Korean Conflict</li><li>Vietnam Conflict</li><li>Operation Desert Shield/Storm</li></ul>
CUS.19.AH.8
American History
Examine the cultural and technological changes in American society that began in the 1950s using primary and secondary sources
CUS.19.AH.9
American History
Compare and contrast the policies of the New Frontier and the Great Society
CUS.19.AH.10
American History
Discuss the political and social results of Watergate
CUS.19.AH.11
American History
Compare and contrast the domestic and foreign policies of United States presidents from Richard Nixon to the present
CUS.19.AH.12
American History
Recognize current issues in immigration and ethnic diversity
CUS.19.AH.13
American History
Investigate the effects of the September 11, 2001, terrorist attack on the United States:<ul><li>Department of Homeland Security</li><li>Patriot Act</li><li>Transportation Security Act</li><li>Operation Enduring Freedom</li></ul>
Arkansas History
Arkansas History
Arkansas History
Strand
Geography
1:
Arkansas History
Content Standard
Students shall research the geographical regions of Arkansas.
G.1.AH.7-8.1
Arkansas History
Compare and contrast the six geographical land regions of Arkansas:<ul><li>Ozark Mountains (plateau)</li><li>Ouachita Mountains</li><li>Arkansas River Valley</li><li>Mississippi Alluvial Plain</li><li>Crowley's Ridge</li><li>West Gulf Coastal Plain</li></ul>
G.1.AH.7-8.2
Arkansas History
Identify and map the major rivers of Arkansas
G.1.AH.7-8.3
Arkansas History
Describe factors contributing to the settlement of Arkansas (e.g., climate, water, accessibility)
G.1.AH.7-8.4
Arkansas History
Research the origins of key place names in Arkansas (e.g. towns, counties, and landforms)
G.1.AH.7-8.5
Arkansas History
Examine the economic effect of Arkansas' natural resources:<ul><li>diamonds</li><li>bauxite</li><li>forestry products</li><li>oil</li></ul>
1:
Arkansas History
Content Standard
Students shall analyze the geographical regions of Arkansas.
G.1.AH.9-12.1
Arkansas History
Investigate the six geographical land regions of Arkansas:<ul><li>Ozark Mountains (plateau)</li><li>Ouachita Mountains</li><li>Arkansas River Valley</li><li>Mississippi Alluvial Plain</li><li>Crowley's Ridge</li><li>West Gulf Coastal Plain</li></ul>
G.1.AH.9-12.2
Arkansas History
Examine the practical uses of the major rivers in Arkansas (e.g., trade, transportation, recreation)
G.1.AH.9-12.3
Arkansas History
Analyze factors contributing to the settlement of Arkansas (e.g., climate, water, accessibility)
G.1.AH.9-12.4
Arkansas History
Research the origins of key place names in Arkansas (e.g. towns, counties, and landforms)
G.1.AH.9-12.5
Arkansas History
Examine the economic effect of Arkansas' natural resources:<ul><li>diamonds</li><li>bauxite</li><li>forestry products</li><li>oil</li><li>lignite</li><li>novaculite</li></ul>
Arkansas History
Early Arkansas
2:
Arkansas History
Content Standard
Students shall examine the pre-territorial periods of Arkansas.
EA.2.AH.7-8.1
Arkansas History
Compare and contrast pre-historic cultures in Arkansas:<ul><li>Archaic</li><li>Woodland</li><li>Mississippian traditions</li></ul>
EA.2.AH.7-8.2
Arkansas History
Identify significant elements in the success of pre-historic cultures in Arkansas:<ul><li>location</li><li>food sources</li></ul>
EA.2.AH.7-8.3
Arkansas History
Compare and contrast the cultural characteristics of early Indian tribes in Arkansas:<ul><li>Osage</li><li>Caddo</li><li>Quapaw</li></ul>
EA.2.AH.7-8.4
Arkansas History
Identify Arkansas Post as the first permanent European settlement in Arkansas
EA.2.AH.7-8.5
Arkansas History
Discuss reasons for migration to pre-territorial Arkansas (e.g., Mississippi Bubble)
EA.2.AH.7-8.6
Arkansas History
Discuss the changing ownership of Arkansas:<ul><li>Spain</li><li>France</li><li>United States</li></ul>
EA.2.AH.7-8.7
Arkansas History
Describe the effects of the New Madrid Earthquakes on Arkansas using primary and secondary sources and available technology
3:
Arkansas History
Content Standard
Students shall explain the significant contributions of early explorers.
EA.3.AH.7-8.1
Arkansas History
Discuss the impact of the first European explorers in Arkansas:<ul><li>Hernando De Soto</li><li>Robert de LaSalle</li><li>Jacques Marquette and Louis Joliet</li></ul>
EA.3.AH.7-8.2
Arkansas History
Identify key individuals and groups related to the settlement of Arkansas:<ul><li>Henri De Tonti</li><li>John Law</li><li>Thomas Nuttall</li><li>William Dunbar</li><li>George Hunter</li><li>Henry Schoolcraft</li><li>G.W. Featherstonhaugh</li><li>Bernard de La Harpe</li></ul>
2:
Arkansas History
Content Standard
Students shall analyze Arkansas' pre-territorial periods.
EA.2.AH.9-12.1
Arkansas History
Research pre-historic cultures in Arkansas:<ul><li>Archaic</li><li>Woodland</li><li>Mississippian traditions</li></ul>
EA.2.AH.9-12.2
Arkansas History
Examine the significant elements in the success of pre-historic cultures in Arkansas:<ul><li>location</li><li>food sources</li></ul>
EA.3.AH.9-12.2
Arkansas History
Compare and contrast the cultural characteristics of early Indian tribes in Arkansas:<ul><li>Osage</li><li>Caddo</li><li>Quapaw</li></ul>
EA.3.AH.9-12.6
Arkansas History
Research the reasons for migration to pre-territorial Arkansas (e.g., Mississippi Bubble)
EA.3.AH.9-12.3
Arkansas History
Investigate the Arkansas Post Settlement
EA.3.AH.9-12.5
Arkansas History
Analyze the changing ownership of Arkansas using primary and secondary sources:<ul><li>Spain</li><li>France</li><li>United States</li></ul>
EA.3.AH.9-12.6
Arkansas History
Research the effects of the New Madrid Earthquakes on Arkansas using primary and secondary sources and available technology
3:
Arkansas History
Content Standard
Students shall analyze the significant contributions of early explorers.
EA.3.AH.9-12.1
Arkansas History
Examine the impact of the first European explorers in Arkansas:<ul><li>Hernando De Soto</li><li>Robert de LaSalle</li><li>Jacques Marquette and Louis Joliet</li></ul>
EA.3.AH.9-12.2
Arkansas History
Research key individuals and groups related to the settlement of Arkansas:<ul><li>Henri De Tonti</li><li>John Law</li><li>Thomas Nuttall</li><li>William Dunbar</li><li>George Hunter</li><li>Henry Schoolcraft</li><li>G. W. Featherstonhagh</li><li>Bernard La Harpe</li></ul>
Arkansas History
Strand
Territorial Period to Statehood
4:
Arkansas History
Content Standard
Students shall examine factors related to statehood.
TPS.4.AH.7-8.1
Arkansas History
Explain the effects of the Missouri Compromise on Arkansas's settlement patterns
TPS.4.AH.7-8.2
Arkansas History
Explain the advantages of territorial status (e.g., court system, government assistance, transportation, economy)
TPS.4.AH.7-8.3
Arkansas History
Discuss the process leading to territorial status (e.g., Northwest Ordinance, township, sections)
TPS.4.AH.7-8.4
Arkansas History
Identify the contributions of Arkansas' territorial officials:<ul><li>James Miller</li><li>Robert Crittenden</li><li>Henry Conway</li><li>James Conway</li><li>Ambrose Sevier</li><li>"The Family"</li></ul>
TPS.4.AH.7-8.5
Arkansas History
Describe the movement of the territorial capital from Arkansas Post to Little Rock using available technology
TPS.4.AH.7-8.6
Arkansas History
Discuss the contribution of William Woodruff's, The Arkansas Gazette to the growth and development of Arkansas
TPS.4.AH.7-8.7
Arkansas History
Discuss the process to achieve statehood:<ul><li>petition for statehood</li><li>congressional approval</li><li>Michigan/Arkansas</li><li>June 15, 1836</li></ul>
TPS.4.AH.7-8.8
Arkansas History
Discuss the decline and removal of American Indian tribes in Arkansas
4:
Arkansas History
Content Standard
Students shall analyze the factors related to statehood.
TPS.4.AH.9-12.1
Arkansas History
Analyze the effects of the Missouri Compromise on Arkansas's settlement patterns
TPS.4.AH.9-12.2
Arkansas History
Explain the advantages of territorial status (e.g., court system, government assistance, transportation, economy)
TPS.4.AH.9-12.3
Arkansas History
Discuss the process leading to territorial status (e.g., Northwest Ordinance, township, sections)
TPS.4.AH.9-12.4
Arkansas History
Discuss the historical importance of Arkansas' territorial officials:<ul><li>James Miller</li><li>Robert Crittenden</li><li>Henry Conway</li><li>James Conway</li><li>Ambrose Sevier</li><li>"The Family"</li></ul>
TPS.4.AH.9-12.5
Arkansas History
Research the movement of the territorial capital from Arkansas Post to Little Rock using available technology
TPS.4.AH.9-12.6
Arkansas History
Investigate the contribution of William Woodruff's, The Arkansas Gazette to the growth and development of Arkansas
TPS.4.AH.9-12.7
Arkansas History
Analyze the process to achieve statehood:<ul><li>petition for statehood</li><li>congressional approval</li><li>Michigan/Arkansas</li></ul>
TPS.4.AH.9-12.8
Arkansas History
Investigate the decline and removal of American Indian tribes in Arkansas
Arkansas History
Strand
Secession through Reconstruction
5:
Arkansas History
Content Standard
Students shall examine the causes and effects of the Civil War on Arkansas.
SR.5.AH.7-8.1
Arkansas History
Discuss the controversy leading to the secession of Arkansas (e.g., state leaders, cooperationists, Secession Convention, May 6, 1861)
SR.5.AH.7-8.2
Arkansas History
Define confederation and identify the weaknesses of the Confederacy
SR.5.AH.7-8.3
Arkansas History
Discuss how the Union and Confederate governments exerted power to fight the war (e.g., draft, first income tax, wars recruitment)
SR.5.AH.7-8.4
Arkansas History
Compare the Confederacy to the government under the Articles of Confederation
SR.5.AH.7-8.5
Arkansas History
Identify the contributions of noteworthy Arkansans during the Civil War period
SR.5.AH.7-8.6
Arkansas History
Explain the existence of dual governments in wartime Arkansas:<ul><li>Washington, Arkansas</li><li>Little Rock, Arkansas</li></ul>
SR.5.AH.7-8.7
Arkansas History
Identify the major Civil War battlefields in and near Arkansas
Arkansas History
Strand
Secession to Reconstruction
5:
Arkansas History
Content Standard
Students shall analyze the cause and effects of the Civil War on Arkansas.
SR.5.AH.9-12.1
Arkansas History
Investigate the controversy leading to the secession of Arkansas (e.g., state leaders, cooperationists, Secession Convention, May 6, 1861)
SR.5.AH.9-12.2
Arkansas History
Define confederation and describe the weaknesses of the Confederacy
SR.5.AH.9-12.3
Arkansas History
Analyze how the Union and Confederate governments exerted powers to fight the war (e.g., draft, first income tax, wars recruitment)
SR.5.AH.9-12.4
Arkansas History
Compare and contrast the Confederacy to the government under the Articles of Confederation
SR.5.AH.9-12.5
Arkansas History
Analyze the contributions of noteworthy Arkansans during the Civil War period
SR.5.AH.9-12.6
Arkansas History
Explain the existence of dual governments in wartime Arkansas:<ul><li>Washington, Arkansas</li><li>Little Rock, Arkansas</li></ul>
SR.5.AH.9-12.7
Arkansas History
Examine the major Civil War battlefields in and near Arkansas
Arkansas History
Strand
Reconstruction through Progressive Era
6:
Arkansas History
Content Standard
Students shall identify political, social, and economic changes in Arkansas.
RP.6.AH.7-8.1
Arkansas History
Describe the Reconstruction Era in Arkansas:<ul><li>Freedmen's Bureau</li><li>Brooks-Baxter War</li><li>resurgence of the Democratic Party</li><li>approval of the 1874 Constitution</li></ul>
RP.6.AH.7-8.2
Arkansas History
Describe the effects of sharecropping on society in Arkansas
RP.6.AH.7-8.3
Arkansas History
Describe the development of manufacturing and industry in Arkansas using available technology (e.g., railroad, timber, electricity)
RP.6.AH.7-8.4
Arkansas History
Describe the economic challenges Arkansas farmers faced during the post-Reconstruction period
RP.6.AH.7-8.5
Arkansas History
Describe the development of the public school system in Arkansas (e.g., Charlotte Stephens, Mifflin Gibbs)
RP.6.AH.7-8.6
Arkansas History
Discuss the contributions of political leaders in Arkansas during the Progressive Era (e.g., Jeff Davis, Joe T. Robinson, Charles Brough, George Donaghey, Hattie Caraway)
6:
Arkansas History
Content Standard
Students shall analyze political, social and economic changes in Arkansas.
RP.6.AH.9-12.1
Arkansas History
Examine the Reconstruction Era in Arkansas:<ul><li>Freedmen's Bureau</li><li>Brooks-Baxter War</li><li>Resurgence of the Democratic Party</li><li>approval of the 1874 Constitution</li></ul>
RP.6.AH.9-12.2
Arkansas History
Analyze the effects of sharecropping on society in Arkansas
RP.6.AH.9-12.3
Arkansas History
Examine the development of manufacturing and industry in Arkansas using available technology (e.g., railroad, timber, electricity)
RP.6.AH.9-12.4
Arkansas History
Describe the economic challenges Arkansas farmers faced during the post-Reconstruction period
RP.6.AH.9-12.5
Arkansas History
Investigate the development of the public school system in Arkansas (e.g., Charlotte Stephens, Mifflin Gibbs)
RP.6.AH.9-12.6
Arkansas History
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)
Arkansas History
Strand
World War I through the 1920s
7:
Arkansas History
Content Standard
Students shall examine the political, social, and economic growth in Arkansas.
W.7.AH.7-8.1
Arkansas History
Describe the contributions of Arkansans in the early 1900s (e.g., troops to World War I, Field Kindley, Louise Thaden, Scott Joplin)
W.7.AH.7-8.2
Arkansas History
Examine the economic effects of the oil boom on southern Arkansas
W.7.AH.7-8.3
Arkansas History
Explore the effects of tourism on the economy:<ul><li>Hot Springs</li><li>Ozarks</li><li>Murfreesboro diamond mines</li></ul>
7:
Arkansas History
Content Standard
Students shall analyze the political, social, and economic growth in Arkansas.
W.7.AH.9-12.1
Arkansas History
Examine the reactions of Arkansans to World War I (e.g., Cleburne County Draft War, draft)
W.7.AH.9-12.2
Arkansas History
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.9-12.3
Arkansas History
Examine the economic effects of the oil boom on southern Arkansas
W.7.AH.9-12.4
Arkansas History
Explore the effects of tourism on the economy:<ul><li>Hot Springs</li><li>Ozarks</li><li>Murfreesboro diamond mines</li></ul>
Arkansas History
Strand
Great Depression
8:
Arkansas History
Content Standard
Students shall discuss the effects of the Great Depression on Arkansas.
GD.8.AH.7-8.1
Arkansas History
Describe the economic and social effects of the 1927 flood on Arkansas using primary and secondary sources
GD.8.AH.7-8.2
Arkansas History
Describe the consequences of the 1930 drought on Arkansas using available technology
GD.8.AH.7-8.3
Arkansas History
Examine the results of bank closures on Arkansas
GD.8.AH.7-8.4
Arkansas History
Discuss the effects New Deal programs had on society in Arkansas during the Great Depression (e.g., Works Progress Administration, Civilian Conservation Corps, Civil Works Administration)
GD.8.AH.7-8.5
Arkansas History
Explore the economic and social consequences of the Great Depression
8:
Arkansas History
Content Standard
Students shall analyze the effects of the Great Depression on Arkansas.
GD.8.AH.9-12.1
Arkansas History
Investigate the economic and social effects of the 1927 flood on Arkansas using primary and secondary sources
GD.8.AH.9-12.2
Arkansas History
Research the consequences of the 1930 drought on Arkansas using available technology
GD.8.AH.9-12.3
Arkansas History
Analyze the results of bank closures on Arkansas
GD.8.AH.9-12.4
Arkansas History
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.9-12.5
Arkansas History
Explore the economic and social consequences of the Great Depression
Arkansas History
Strand
World War II to Present
9:
Arkansas History
Content Standard
Students shall examine the effects of World War II and other events upon the modernization of Arkansas.
WWP.9.AH.7-8.1
Arkansas History
Identify contributions of Arkansans during World War II:<ul><li>military</li><li>wartime industry</li><li>domestic food production to feed the military</li></ul>
WWP.9.AH.7-8.2
Arkansas History
Describe the social and economic effects of World War II on Arkansans
WWP.9.AH.7-8.3
Arkansas History
Research Japanese relocation camps and prisoner of war camps in Arkansas using available technology
WWP.9.AH.7-8.4
Arkansas History
Examine the civil rights movement in Arkansas using primary and secondary sources (e.g., Little Rock Central, Hoxie)
WWP.9.AH.7-8.5
Arkansas History
Identify political leaders and their major contributions after World War II (e.g., Sid McMath, Orval Faubus, J. William Fulbright, John McClellan, Winthrop Rockefeller, Wilbur Mills, Dale Bumpers, David Pryor, Bill Clinton, Mike Huckabee)
WWP.9.AH.7-8.6
Arkansas History
Examine the economic development of Arkansas after World War II (e.g., timber industry, catfish farms, poultry industry, agriculture, retail, tourism, labor unions)
WWP.9.AH.7-8.12
Arkansas History
Identify significant contributions made by Arkansans in the following fields:<ul><li>art</li><li>business</li><li>culture</li><li>medicine</li><li>science</li></ul>
9:
Arkansas History
Content Standard
Students shall analyze the effects of World War II and other events upon the modernization of Arkansas.
WWP.9.AH.9-12.1
Arkansas History
Examine the contributions of Arkansas during World War II:<ul><li>military</li><li>wartime industry</li><li>domestic food production to feed the military</li></ul>
WWP.9.AH.9-12.2
Arkansas History
Investigate the social and economic effects of World War II on Arkansans
WWP.9.AH.9-12.3
Arkansas History
Research Japanese relocation camps and prisoner of war camps in Arkansas using available technology
WWP.9.AH.9-12.4
Arkansas History
Analyze the civil rights movement in Arkansas using primary and secondary sources (e.g., Little Rock Central, Hoxie)
WWP.9.AH.9-12.5
Arkansas History
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.9-12.6
Arkansas History
Analyze the political and economic effects of the Clinton presidency
WWP.9.AH.9-12.7
Arkansas History
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.9-12.8
Arkansas History
Research significant contributions made by Arkansans in the following fields:<ul><li>art</li><li>business</li><li>culture</li><li>medicine</li><li>science</li></ul>
Civics Core Curriculum
Civics for Core Curriculum
Civics Core Curriculum
Strand
Citizenship
1:
Civics Core Curriculum
Content Standard
Students shall examine citizenship.
C.1.CCC.1
Civics Core Curriculum
Discuss the relevance of the study of civics
C.1.CCC.2
Civics Core Curriculum
Explain the role of citizenship
C.1.CCC.3
Civics Core Curriculum
Explain what constitutes a citizen
C.1.CCC.4
Civics Core Curriculum
Discuss the process of becoming a citizen:<ul><li>native born (e.g., jus soli, jus sanguinus)</li><li>naturalization</li></ul>
C.1.CCC.5
Civics Core Curriculum
Explain and apply citizenship concepts to everyday life:<ul><li>equality of all citizens under the law</li><li>majority rule/minority rights</li><li>individual freedoms</li><li>individual rights versus public interest</li><li>patriotism</li></ul>
2:
Civics Core Curriculum
Content Standard
Students shall examine the rights, responsibilities, privileges, and duties of citizens.
C.2.CCC.1
Civics Core Curriculum
Compare and contrast the responsibilities and duties of citizenship:<ul><li>being an informed citizen</li><li>compulsory education</li><li>jury duty</li><li>obeying laws</li><li>selective service</li><li>taxes</li></ul>
C.2.CCC.2
Civics Core Curriculum
Distinguish between rights and privileges of citizenship (e.g., voting, driving, education)
Civics Core Curriculum
Strand
Government
3:
Civics Core Curriculum
Content Standard
Students shall examine the purposes of government.
G.3.CCC.1
Civics Core Curriculum
Explain the purposes of government
G.3.CCC.2
Civics Core Curriculum
Describe how governments acquire power
G.3.CCC.3
Civics Core Curriculum
Examine the role of government in protecting the rights of the people (e.g., courts)
4:
Civics Core Curriculum
Content Standard
Students shall compare the different types of government.
G.4.CCC.1
Civics Core Curriculum
Compare and contrast the different types of governmental ideology:<ul><li>dictatorship</li><li>direct democracy</li><li>indirect democracy</li></ul>
Civics Core Curriculum
Strand
United States Constitution
5:
Civics Core Curriculum
Content Standard
Students shall explain the importance of historical documents, events, and people that led to the development of the United States Constitution
USC.5.CCC.1
Civics Core Curriculum
Discuss the meaning of constitution and constitutional government
USC.5.CCC.2
Civics Core Curriculum
Explain the importance of historical documents and events that influenced the structure and development of the United States Constitution:<ul><li>Mayflower Compact - 1620</li><li>Declaration of Independence - 1776</li><li>Articles of Confederation - 1781</li><li>Constitutional Convention –1787</li></ul>
USC.5.CCC.3
Civics Core Curriculum
Describe the contributions of the following individuals to the United States Constitution using primary source documents:<ul><li>John Locke</li><li>Jean Jacques Rousseau</li><li>Founding Fathers</li></ul>
6:
Civics Core Curriculum
Content Standard
Students shall describe the organization, authority, and function of the United States government as defined by the United States Constitution.
USC.6.CCC.1
Civics Core Curriculum
Describe the reason for the organization of government in the United States Constitution
USC.6.CCC.2
Civics Core Curriculum
Describe the procedures required to amend the United States Constitution
USC.6.CCC.3
Civics Core Curriculum
Compare delegated, concurrent, and reserved powers
7:
Civics Core Curriculum
Content Standard
Students shall analyze the fundamental rights of individuals.
USC.7.CCC.1
Civics Core Curriculum
Analyze fundamental rights of individuals as incorporated in the Bill of Rights
USC.7.CCC.2
Civics Core Curriculum
Identify changes occurring over time in the interpretation of the Bill of Rights
USC.7.CCC.3
Civics Core Curriculum
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)
Civics Core Curriculum
Strand
Structure of Government
8:
Civics Core Curriculum
Content Standard
Students shall describe the organization, authority, and function of federal and state government.
SG.8.CCC.1
Civics Core Curriculum
Discuss the legislative branch of the government at the federal and state levels:<ul><li>purpose</li><li>organization</li><li>authority</li><li>function</li></ul>
SG.8.CCC.2
Civics Core Curriculum
Discuss the executive branch of the government at the federal and state levels:<ul><li>purpose</li><li>organization</li><li>authority</li><li>function</li></ul>
SG.8.CCC.3
Civics Core Curriculum
Discuss the judicial branch of the government at the federal and state levels:<ul><li>purpose</li><li>organization</li><li>authority</li><li>function</li></ul>
SG.8.CCC.4
Civics Core Curriculum
Describe the separation of powers in the system of checks and balances
Civics Core Curriculum
Strand
Laws
9:
Civics Core Curriculum
Content Standard
Students shall examine federal, state, and local laws.
L.9.CCC.1
Civics Core Curriculum
Examine the source, purpose, and function of laws
L.9.CCC.2
Civics Core Curriculum
Explain the need for active and ongoing change in laws
L.9.CCC.2
Civics Core Curriculum
Distinguish between criminal and civil laws
10:
Civics Core Curriculum
Content Standard
Students shall examine Arkansas laws pertaining to students.
L.10.CCC.1
Civics Core Curriculum
Discuss Arkansas laws applicable to juveniles:<ul><li>bullying</li><li>Extended Juvenile Jurisdiction</li><li>health-related issues</li><li>juvenile court</li><li>school laws</li><li>victims' rights</li></ul>
Civics Core Curriculum
Strand
Political Parties and Elections
11:
Civics Core Curriculum
Content Standard
Students shall analyze the development of political parties.
PPE.11.CCC.1
Civics Core Curriculum
Analyze the development and growth of political parties:<ul><li>two party system</li><li>role of citizens</li></ul>
PPE.11.CCC.2
Civics Core Curriculum
Analyze various influences on political parties:<ul><li>interest groups</li><li>lobbyists</li><li>Political Action Committees (PACs)</li></ul>
12:
Civics Core Curriculum
Content Standard
Students shall examine the influence of media on politics.
PPE.12.CCC.1
Civics Core Curriculum
Discuss the influence of media coverage on the political process:<ul><li>news reports</li><li>political cartoons</li><li>public opinion polls</li><li>use of propaganda techniques</li><li>campaign advertising</li></ul>
PPE.12.CCC.2
Civics Core Curriculum
Discuss biases in the formation of public opinion
PPE.12.CCC.3
Civics Core Curriculum
Discuss the influence of the Internet on the political process
13:
Civics Core Curriculum
Content Standard
Students shall discuss the election process in the federal, state, and local governments.
PPE.13.CCC.1
Civics Core Curriculum
Describe the election process in the federal, state, and local governments:<ul><li>voter registration</li><li>voter interest or apathy</li><li>nominating process (e.g., direct primary, nominating committee, caucus)</li></ul>
PPE.13.CCC.2
Civics Core Curriculum
Discuss the complexities of vote tabulation and certifying elections
Civics
Civics
Civics
Strand
Citizenship
1:
Civics
Content Standard
Students shall examine citizenship.
C.1.C.1
Civics
Discuss the relevance of the study of civics
C.1.C.2
Civics
Explain the role of citizenship
C.1.C.3
Civics
Explain what constitutes a citizen
C.1.C.4
Civics
Discuss the process of becoming a citizen:<ul><li>native born (e.g., jus soli, jus sanguinus)</li><li>naturalization</li></ul>
C.1.C.5
Civics
Explain and apply citizenship concepts to everyday life:<ul><li>equality of all citizens under the law</li><li>worth and dignity of individuals in a democratic society</li><li>majority rule/minority rights</li><li>individual freedoms</li><li>individual rights versus public interest</li><li>patriotism</li><li>volunteerism</li><li>civil service</li></ul>
2:
Civics
Content Standard
Students shall examine the rights, responsibilities, privileges, and duties of citizens.
C.2.C.1
Civics
Compare and contrast the responsibilities and duties of citizenship:<ul><li>jury duty</li><li>taxes</li><li>selective service</li><li>compulsory education</li><li>obeying laws</li><li>being an informed citizen</li></ul>
C.2.C.2
Civics
Distinguish between rights and privileges of citizenship (e.g., voting, driving, education)
Civics
Strand
Government
3:
Civics
Content Standard
Students shall analyze the purposes of government.
G.3.C.1
Civics
Explain the purposes of government
G.3.C.2
Civics
Analyze how governments acquire power
G.3.C.3
Civics
Examine the role of government in protecting the rights of the people (e.g., courts)
G.3.C.4
Civics
Evaluate the role of government in settling disputes (e.g., arbitration, mediation, Wagner Act)
4:
Civics
Content Standard
Students shall compare the different types of government.
G.4.C.1
Civics
Compare and contrast the different types of governmental ideology:<ul><li>dictatorship (e.g., totalitarian, military junta, despot)</li><li>absolute monarchy</li><li>direct democracy</li><li>indirect democracy</li><li>parliamentary democracy</li></ul>
Civics
Strand
United States Constitution
5:
Civics
Content Standard
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
Civics
Discuss the meaning of constitution and constitutional government
USC.5.C.2
Civics
Explain the importance of historical documents and events that influenced the structure and development of the United States Constitution:<ul><li>Mayflower Compact - 1620</li><li>Glorious Revolution - 1688</li><li>English Bill of Rights - 1689</li><li>Declaration of Independence - 1776</li><li>Articles of Confederation – 1781</li><li>state (colonial) constitutions</li><li>Shays' Rebellion - 1786</li><li>Constitutional Convention –1787</li><li>The Federalist Papers – 1787-1788</li></ul>
USC.5.C.3
Civics
Research the contributions by the following individuals to the United States Constitution using primary source documents:<ul><li>John Locke</li><li>Baron de Montesquieu</li><li>Jean Jacques Rousseau</li><li>Founding Fathers</li></ul>
USC.5.C.4
Civics
Describe the process of ratifying the United States Constitution
6:
Civics
Content Standard
Students shall analyze the organization and structure of the United States government as defined by the United States Constitution.
USC.6.C.1
Civics
Describe the reason for the organization of government in the United States Constitution (e.g., commerce, defense, judicial, executive, fiscal)
USC.6.C.2
Civics
Compare delegated, concurrent, and reserved powers
USC.6.C.3
Civics
Explain the limitations on the powers of government:<ul><li>Writ of Habeas Corpus</li><li>Bill of Attainder</li><li>Ex Post Facto</li></ul>
USC.6.C.4
Civics
Describe the procedures required to amend the United States Constitution
USC.6.C.5
Civics
Analyze the consequences of constitutional amendments on citizenship (e.g., voting rights, due process of law, societal changes)
7:
Civics
Content Standard
Students shall analyze the fundamental rights of individuals.
USC.7.C.1
Civics
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
Civics
Analyze fundamental rights of individuals as incorporated in the Bill of Rights.
USC.7.C.3
Civics
Investigate limitations or restrictions on criminal punishment (e.g., Eighth Amendment, Fourteenth Amendment)
USC.7.C.4
Civics
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
Civics
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)
Civics
Strand
Structure of Government
8:
Civics
Content Standard
Students shall analyze the organization, authority, and function of federal, state, and local government.
SG.8.C.1
Civics
Discuss the legislative branch of the government at the federal and state levels:<ul><li>purpose</li><li>organization</li><li>authority</li><li>function</li></ul>
SG.8.C.2
Civics
Discuss the executive branch of the government at the federal and state levels:<ul><li>purpose</li><li>organization</li><li>authority</li><li>function</li></ul>
SG.8.C.3
Civics
Discuss the judicial branch of the government at the federal and state levels:<ul><li>purpose</li><li>organization</li><li>authority</li><li>function</li></ul>
SG.8.C.4
Civics
Analyze the separation of powers and the system of checks and balances at the federal and state levels
SG.8.C.5
Civics
Discuss the organization of various forms of local government (e.g., county, mayor-council, city manager, commission)
SG.8.C.6
Civics
Compare and contrast federal, state, and local governments (e.g., bureaucracy, finances, civil service, public policy, community services)
Civics
Strand
Laws
9:
Civics
Content Standard
Students shall evaluate federal, state, and local laws.
L.9.C.1
Civics
Examine concurrent powers at the federal, state, and local levels
L.9.C.2
Civics
Describe the supremacy of federal laws
L.9.C.3
Civics
Discuss the concept of full faith and credit as it applies to the relationship between states
L.9.C.4
Civics
Discuss the process by which a bill becomes a law at the federal and state levels
L.9.C.5
Civics
Examine the difference between a statute and an ordinance
L.9.C.6
Civics
Explain the need for active and ongoing change in laws
L.9.C.7
Civics
Compare and contrast criminal and civil laws
L.9.C.8
Civics
Compare and contrast referendum, initiative, and recall
10:
Civics
Content Standard
Students shall examine Arkansas laws pertaining to students.
L.10.C.1
Civics
Discuss Arkansas laws applicable to juveniles:<ul><li>bullying</li><li>extended Juvenile Jurisdiction</li><li>health-related issues</li><li>juvenile court</li><li>school laws</li><li>victims' rights</li></ul>
Civics
Strand
Political Parties and Elections
11:
Civics
Content Standard
Students shall analyze the development of political parties.
PPE.11.C.1
Civics
Analyze the development and growth of political parties:<ul><li>two party system</li><li>factions</li><li>third parties</li><li>role of citizens</li></ul>
PPE.11.C.2
Civics
Analyze various influences on political parties:<ul><li>interest groups</li><li>lobbyists</li><li>Political Action Committees (PACs)</li></ul>
12:
Civics
Content Standard
Students shall examine the influence of media on politics.
PPE.12.C.1
Civics
Discuss the influence of media coverage on the political process:<ul><li>news reports</li><li>political cartoons</li><li>editorials</li><li>campaign advertising</li><li>public opinion polls</li><li>use of propaganda techniques</li></ul>
PPE.12.C.2
Civics
Examine the influence of the Internet on the political process
PPE.12.C.3
Civics
Discuss biases in forming public opinion
13:
Civics
Content Standard
Students shall evaluate the election process in the federal, state, and local governments.
PPE.13.C.1
Civics
Describe the election process in the federal, state, and local governments:<ul><li>campaign finance</li><li>campaign strategies</li><li>voter registration</li><li>factors affecting election turn-out</li><li>voter interest</li><li>nominating process (e.g., nominating convention, direct primary, caucus)</li></ul>
PPE.13.C.2
Civics
Discuss the complexities of vote tabulation and certifying elections
PPE.13.C.3
Civics
Explain the role of the electoral college in the election process
Civics/AmericanGovernment
Civics/American Government
Civics/AmericanGovernment
Strand
Citizenship
1:
Civics/AmericanGovernment
Content Standard
Students shall examine citizenship.
C.1.CAG.1
Civics/AmericanGovernment
Discuss the relevance of the study of civics
C.1.CAG.2
Civics/AmericanGovernment
Explain the role of citizenship
C.1.CAG.3
Civics/AmericanGovernment
Explain what constitutes a citizen
C.1.CAG.4
Civics/AmericanGovernment
Discuss the process of becoming a citizen:<ul><li>native born (e.g., jus soli, jus sanguinus)</li><li>naturalization</li></ul>
C.1.CAG.5
Civics/AmericanGovernment
Explain and apply citizenship concepts to everyday life:<ul><li>equality of all citizens under the law</li><li>worth and dignity of individuals in a democratic society</li><li>majority rule/minority rights</li><li>individual freedoms</li><li>individual rights versus public interest</li></ul>
2:
Civics/AmericanGovernment
Content Standard
Students shall examine rights, responsibilities, privileges, and duties of citizens.
C.2.CAG.1
Civics/AmericanGovernment
Compare and contrast responsibilities and duties of citizenship:<ul><li>jury duty</li><li>taxes</li><li>selective service</li><li>compulsory education</li><li>obeying laws</li><li>being an informed citizen</li></ul>
C.2.CAG.2
Civics/AmericanGovernment
Distinguish between rights and privileges of citizenship (e.g., voting, driving, education)
Civics/AmericanGovernment
Strand
Government
3:
Civics/AmericanGovernment
Content Standard
Students shall analyze and evaluate the purposes of government.
G.3.CAG.1
Civics/AmericanGovernment
Explain the purposes of government
G.3.CAG.2
Civics/AmericanGovernment
Analyze how government acquires power
G.3.CAG.3
Civics/AmericanGovernment
Examine the role of government in protecting the rights of the people (e.g., courts)
G.3.CAG.4
Civics/AmericanGovernment
Evaluate the role of government in settling disputes (e.g., arbitration, mediation, Wagner Act)
4:
Civics/AmericanGovernment
Content Standard
Students shall compare the different types of government.
G.4.CAG.1
Civics/AmericanGovernment
Categorize the characteristics of limited and unlimited government
G.4.CAG.2
Civics/AmericanGovernment
Compare and contrast the different types of governmental ideology:<ul><li>dictatorship (e.g., totalitarian, military junta, despot)</li><li>absolute monarchy</li><li>direct democracy</li><li>indirect democracy</li><li>parliamentary democracy</li></ul>
Civics/AmericanGovernment
Strand
United States Constitution
5:
Civics/AmericanGovernment
Content Standard
Students shall examine the importance of historical documents, events, and people that led to the development of the United States Constitution
USC.5.CAG.1
Civics/AmericanGovernment
Explain the importance of historical documents and events that influenced the structure and meaning of the United States Constitution:<ul><li>Magna Carta - 1215</li><li>Mayflower Compact - 1620</li><li>Glorious Revolution - 1688</li><li>English Bill of Rights - 1689</li><li>Declaration of Independence - 1776</li><li>Articles of Confederation – 1781</li><li>state (colonial) Constitutions</li><li>Shays' Rebellion - 1786</li><li>Constitutional Convention –1787</li><li>The Federalist Papers – 1787-1788</li></ul>
USC.5.CAG.2
Civics/AmericanGovernment
Examine the contributions to the United States Constitution by the following individuals using primary source documents:<ul><li>John Locke</li><li>Baron de Montesquieu</li><li>Jean-Jacques Rousseau</li><li>Founding Fathers</li></ul>
USC.5.CAG.3
Civics/AmericanGovernment
Explain the social contract theory of government
USC.5.CAG.4
Civics/AmericanGovernment
Describe the process of ratifying the United States Constitution
6:
Civics/AmericanGovernment
Content Standard
Students shall analyze the organization and structure of the United States government as defined by the United States Constitution.
USC.6.CAG.1
Civics/AmericanGovernment
Describe the reason for the organization of government in the United States Constitution
USC.6.CAG.2
Civics/AmericanGovernment
Compare delegated, concurrent, and reserved powers
USC.6.CAG.3
Civics/AmericanGovernment
Explain limitations on the powers of government:<ul><li>Writ of Habeas Corpus</li><li>Bill of Attainder</li><li>Ex Post Facto</li></ul>
USC.6.CAG.4
Civics/AmericanGovernment
Describe the procedures required to amend the United States Constitution
USC.6.CAG.5
Civics/AmericanGovernment
Analyze the consequences of constitutional amendments on citizenship, voting rights, due process of law, and societal changes
7:
Civics/AmericanGovernment
Content Standard
Students shall examine the fundamental rights of individuals as incorporated in the United States Constitution.
USC.7.CAG.1
Civics/AmericanGovernment
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.2
Civics/AmericanGovernment
Examine the fundamental rights of individuals as incorporated in the Bill of Rights
USC.7.CAG.3
Civics/AmericanGovernment
Investigate limitations or restrictions on criminal punishment (e.g., Eighth Amendment, Fourteenth Amendment)
USC.7.CAG.4
Civics/AmericanGovernment
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.5
Civics/AmericanGovernment
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.6
Civics/AmericanGovernment
Identify United States presidents and summarize their roles in the Civil Rights movements:<ul><li>Harry S. Truman</li><li>John F. Kennedy</li><li>Lyndon B. Johnson</li></ul>
Civics/AmericanGovernment
Strand
Structure of Government
8:
Civics/AmericanGovernment
Content Standard
Students shall examine the purpose, organization, authority, and function of the federal, state, and local government.
SG.8.CAG.1
Civics/AmericanGovernment
Discuss the legislative branch of government at the federal and state levels:<ul><li>purpose</li><li>organization</li><li>authority</li><li>function</li></ul>
SG.8.CAG.2
Civics/AmericanGovernment
Discuss the executive branch of government at the federal and state levels:<ul><li>purpose</li><li>organization</li><li>authority</li><li>function</li></ul>
SG.8.CAG.3
Civics/AmericanGovernment
Discuss the judicial branch of government at the federal and state levels:<ul><li>purpose</li><li>organization</li><li>authority</li><li>function</li></ul>
SG.8.CAG.4
Civics/AmericanGovernment
Analyze the separation of powers and the system of checks and balances at the federal and state levels
SG.8.CAG.5
Civics/AmericanGovernment
Discuss the organization of various forms of local government (e.g., county, mayor-council, city manager, commission)
SG.8.CAG.6
Civics/AmericanGovernment
Compare and contrast federal, state, and local governments (e.g., bureaucracy, finances, civil service, public policy, community services)
Civics/AmericanGovernment
Strand
Laws
9:
Civics/AmericanGovernment
Content Standard
Students shall evaluate federal, state, and local laws.
L.9.CAG.1
Civics/AmericanGovernment
Compare and contrast concurrent powers and supremacy of laws at the federal, state, and local levels
L.9.CAG.2
Civics/AmericanGovernment
Describe the supremacy of federal laws
L.9.CAG.3
Civics/AmericanGovernment
Discuss the process by which a bill becomes a law
L.9.CAG.4
Civics/AmericanGovernment
Examine the difference between a statute and an ordinance
L.9.CAG.5
Civics/AmericanGovernment
Define the concept of full faith and credit as it applies to the relationship between states
L.9.CAG.6
Civics/AmericanGovernment
Identify the source, purpose, and function of laws
L.9.CAG.7
Civics/AmericanGovernment
Explain the need for active and ongoing change in laws
L.9.CAG.8
Civics/AmericanGovernment
Distinguish between criminal and civil laws (tort)
L.9.CAG.9
Civics/AmericanGovernment
Explain the phases of a criminal case:<ul><li>hearing</li><li>indictment</li><li>arraignment</li><li>trial</li><li>penalty</li></ul>
L.9.CAG.10
Civics/AmericanGovernment
Compare and contrast referendum, initiative, and recall
10:
Civics/AmericanGovernment
Content Standard
Students shall examine of Arkansas laws pertaining to students.
L.10.CAG.1
Civics/AmericanGovernment
Identify Discuss Arkansas laws applicable to juveniles:<ul><li>bullying</li><li>Extended Juvenile Jurisdiction</li><li>health-related issues</li><li>juvenile court</li><li>school laws</li><li>victims' rights</li></ul>
Civics/AmericanGovernment
Strand
Political Parties and Elections
11:
Civics/AmericanGovernment
Content Standard
Students shall analyze the development of political parties.
PPE.11.CAG.1
Civics/AmericanGovernment
Analyze the development and growth of political parties:<ul><li>two party system</li><li>factions</li><li>third parties</li><li>role of citizens</li></ul>
PPE.11.CAG.2
Civics/AmericanGovernment
Analyze various influences on political parties:<ul><li>interest groups</li><li>lobbyists</li><li>Political Action Committees (PACs)</li></ul>
12:
Civics/AmericanGovernment
Content Standard
Students shall examine the influence of media on politics.
PPE.12.CAG.1
Civics/AmericanGovernment
Discuss the influence of media coverage on the political process:<ul><li>news reports</li><li>political cartoons</li><li>editorials</li><li>campaign advertising</li><li>public opinion polls</li><li>use of propaganda techniques</li></ul>
PPE.12.CAG.2
Civics/AmericanGovernment
Examine the influence of the Internet on the political process
PPE.12.CAG.3
Civics/AmericanGovernment
Discuss biases in forming public opinion
13:
Civics/AmericanGovernment
Content Standard
Students shall evaluate the election process in the federal, state, and local governments.
PPE.13.CAG.1
Civics/AmericanGovernment
Describe the election process in the federal, state, and local governments:<ul><li>campaign finance</li><li>campaign strategies</li><li>voter registration</li><li>factors affecting election turn-out</li><li>voter interest</li><li>nominating process (e.g., direct primary, caucus)</li></ul>
PPE.13.CAG.2
Civics/AmericanGovernment
Discuss the complexities of vote tabulation and certifying elections
PPE.13.CAG.3
Civics/AmericanGovernment
Explain the role of the electoral college in the election process
Civics/AmericanGovernment
Strand
Global Relations
14:
Civics/AmericanGovernment
Content Standard
Students shall examine the foreign policy of the United States in a global context.
GR.14.CAG.1
Civics/AmericanGovernment
Describe the function of the United Nations
GR.14.CAG.2
Civics/AmericanGovernment
Describe the relationship between the United States and the United Nations
Contemporary U.S. History
Contemporary United States History
Contemporary U.S. History
Strand
Changing Culture
1:
Contemporary U.S. History
Content Standard
Student shall analyze the causes and consequences of cultural changes.
CC.1.CH.1
Contemporary U.S. History
Investigate the origins of the Counter Culture Movement of the mid 20th century (e.g., beat generation, hippies)
CC.1.CH.2
Contemporary U.S. History
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
Contemporary U.S. History
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
Contemporary U.S. History
Discuss the changing cultural landscape (e.g., fast food, theme parks, family vacation, hotels/motels, automobile)
CC.1.CH.5
Contemporary U.S. History
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
Contemporary U.S. History
Research the influence of the Baby Boom generation on society
Contemporary U.S. History
Strand
Race and Ethnicity
2:
Contemporary U.S. History
Content Standard
Students shall analyze the role which race and ethnicity have played in world affairs.
RE.2.CH.1
Contemporary U.S. History
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
Contemporary U.S. History
Compare and contrast the views of various civil rights leaders (e.g., Martin Luther King Jr., Malcolm X)
RE.2.CH.3
Contemporary U.S. History
Examine the role of government in securing civil rights (e.g., federal court cases, federal legislation, Twenty-Fourth Amendment)
RE.2.CH.4
Contemporary U.S. History
Examine the role the United States has played in religious conflict in the world (e.g., Northern Ireland, India, Eastern Europe, Pakistan)
Contemporary U.S. History
Strand
Technology
3:
Contemporary U.S. History
Content Standard
Students shall investigate the role of technology in a changing society.
T.3.CH.1
Contemporary U.S. History
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
Contemporary U.S. History
Analyze technological improvements in communication and information processing (e.g., computers, microchips, Internet, cell phones, email)
T.3.CH.3
Contemporary U.S. History
Analyze technological improvements in transportation (e.g., cars, airplanes, subways, bullet trains, public transit)
T.3.CH.4
Contemporary U.S. History
Analyze technological improvements in energy production (e.g., nuclear power, solar power, wind power, alternate energy sources, biotechnology)
Contemporary U.S. History
Strand
Cold War
4:
Contemporary U.S. History
Content Standard
Students shall analyze the events of the Cold War.
CW.4.CH.1
Contemporary U.S. History
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
Contemporary U.S. History
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
Contemporary U.S. History
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
Contemporary U.S. History
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)
Contemporary U.S. History
Strand
Global Conflicts
5:
Contemporary U.S. History
Content Standard
Students shall investigate the role of the United States in global conflict.
GC.5.CH.1
Contemporary U.S. History
Investigate the role of the United States in the United Nations
GC.5.CH.2
Contemporary U.S. History
Investigate the circumstances surrounding the creation of Israel
GC.5.CH.3
Contemporary U.S. History
Research the United States' diplomatic attempts to bring peace to various regions of the world<ul><li>Middle East</li><li>Latin America</li><li>Asia</li><li>Africa</li><li>Eastern Europe</li></ul>
GC.5.CH.4
Contemporary U.S. History
Research the rise of global terrorism
Contemporary U.S. History
Strand
World Economy
6:
Contemporary U.S. History
Content Standard
Students shall analyze the role of the United States in a global economy.
WE.6.CH.1
Contemporary U.S. History
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
Contemporary U.S. History
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
Contemporary U.S. History
Discuss the rise of multinational corporations
Contemporary U.S. History
Strand
Environment
7:
Contemporary U.S. History
Content Standard
Students shall examine the environmental movement from the 1960s to the present.
E.7.CH.1
Contemporary U.S. History
Examine the influence of the following on the environmental movement:<ul><li>The novel Silent Spring</li><li>Environmental Protection Agency</li><li>Green Peace</li><li>Earth Day</li></ul>
E.7.CH.2
Contemporary U.S. History
Investigate the consequences of environmental disasters:<ul><li>Love Canal</li><li>Three Mile Island</li><li>Chernobyl</li><li>oil spills</li><li>Bhopal</li></ul>
E.7.CH.3
Contemporary U.S. History
Discuss contemporary environmental issues
Economics
Economics
Economics
Strand
Economic Fundamentals
1:
Economics
Content Standard
Students shall examine scarcity and choice.
EF.1.E.1
Economics
Explain the role scarcity plays in making choices:<ul><li>individuals</li><li>businesses</li><li>governments</li></ul>
EF.1.E.2
Economics
Describe the use of cost/benefit analysis in making choices:<ul><li>individuals</li><li>businesses</li><li>governments</li></ul>
EF.1.E.3
Economics
Explain the concepts of opportunity costs and tradeoffs using the decision making model
EF.1.E.4
Economics
Illustrate the tradeoffs between two options using a production possibilities curve
EF.1.E.5
Economics
Discuss individual or societal economic choices, which are guided by incentives and based on rational self-interest
2:
Economics
Content Standard
Students shall examine the role of economic systems in the use and distribution of resources.
EF.2.E.1
Economics
Analyze the four factors of production:<ul><li>natural resources</li><li>human resources</li><li>capital resources</li><li>entrepreneurship</li></ul>
EF.2.E.2
Economics
Evaluate the three basic economic questions that must be answered by every economic system:<ul><li>What goods and services are to be produced and in what quantities?</li><li>How will the goods and services be produced?</li><li>How will the goods and services be distributed?</li></ul>
EF.2.E.3
Economics
Compare and contrast the three major economic systems:<ul><li>Command economy</li><li>Market economy</li><li>Mixed economy</li></ul>
3:
Economics
Content Standard
Students shall analyze the reasons that individuals, businesses, and governments trade.
EF.3.E.1
Economics
Explain the role of specialization and voluntary exchange in the marketplace
EF.3.E.2
Economics
Differentiate between absolute advantage and comparative advantage
EF.3.E.3
Economics
Discuss issues related to free trade
EF.3.E.4
Economics
Examine trade barriers:<ul><li>tariffs</li><li>quotas</li><li>embargos</li><li>preservation of standards (protectionism)</li><li>export subsidies</li></ul>
EF.3.E.5
Economics
Explain the effect of exchange rates on the purchasing power of people globally
EF.3.E.6
Economics
Summarize global patterns of economic activity:<ul><li>world trading partners</li><li>trading blocs</li><li>regional trade agreements</li><li>regional trade organizations</li></ul>
Economics
Strand
Microeconomics
4:
Economics
Content Standard
Students shall examine the role of supply and demand.
MI.4.E.1
Economics
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
Economics
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
Economics
Explain the relationship between surpluses, shortages, and equilibrium price
MI.4.E.4
Economics
Describe the signals sent to buyers and sellers by price
MI.4.E.5
Economics
Determine how consumers affect production in a market economy
5:
Economics
Content Standard
Students shall analyze the organization and role of business firms in a market economy.
MI.5.E.1
Economics
Compare and contrast major forms of business organizations:<ul><li>sole proprietorship</li><li>partnership</li><li>corporation</li></ul>
MI.5.E.2
Economics
Describe different types of mergers:<ul><li>vertical</li><li>horizontal</li><li>conglomerate</li></ul>
6:
Economics
Content Standard
Students shall analyze various types of market structures.
MI.6.E.1
Economics
Compare and contrast different models of market structure:<ul><li>competition</li><li>monopolistic competition</li><li>oligopoly</li><li>monopoly</li><li>cartel</li></ul>
MI.6.E.2
Economics
Describe the role that the stock market plays in the economy of the United States
7:
Economics
Content Standard
Students shall examine the importance of increasing productivity in a market economy.
MI.7.E.1
Economics
Distinguish between fixed cost and variable cost
MI.7.E.2
Economics
Discuss the importance of productivity to business growth
MI.7.E.3
Economics
Analyze the influence improved factors of production have on the productivity of individual industries (e.g., technology, education, training)
Economics
Strand
Macroeconomics
8:
Economics
Content Standard
Students shall examine the role aggregate supply and aggregate demand play in determining price levels and resource allocation.
MA.8.E.1
Economics
Explain aggregate supply and aggregate demand
MA.8.E.2
Economics
Demonstrate aggregate supply and aggregate demand in determining price levels and resource allocations, using a graph
9:
Economics
Content Standard
Students shall analyze the roles that federal, state, and local governments play in the economy.
MA.9.E.1
Economics
Discuss the role of government in the economy:<ul><li>establish and enforce private property rights and the law</li><li>deal with external costs and benefits</li><li>ensure market competition</li><li>protect consumers</li><li>stabilize the economy</li><li>promote economic security</li><li>provide public goods and services</li></ul>
MA.9.E.2
Economics
Examine the following by using a circular flow diagram:<ul><li>the flow of money</li><li>the product market</li><li>the resource market</li><li>the real flow of goods and services</li></ul>
10:
Economics
Content Standard
Students shall examine the measurements of economic performance.
MA.10.E.1
Economics
Explain the following economic indicators used to measure economic performance:<ul><li>Gross National Product</li><li>Gross Domestic Product</li><li>Gross Domestic Product per capita</li><li>unemployment rates</li><li>Consumer Price Index</li><li>stock market</li></ul>
MA.10.E.2
Economics
Differentiate between Gross Domestic Product and Real Gross Domestic Product
MA.10.E.3
Economics
Explain the importance of adjusting Gross Domestic Product for inflation
MA.10.E.4
Economics
Identify different types of unemployment:<ul><li>cyclical unemployment</li><li>structural unemployment</li><li>frictional unemployment</li><li>seasonal unemployment</li></ul>
MA.10.E.5
Economics
Explain stages of the business cycle:<ul><li>peak</li><li>trough</li><li>expansion</li><li>recession</li></ul>
11:
Economics
Content Standard
Students shall describe monetary policy and fiscal policy and their relationship to economic stability and growth.
MA.11.E.1
Economics
Explain the function and characteristics of money in a market economy
MA.11.E.2
Economics
Describe the role and functions of banks and other financial institutions in the United States
MA.11.E.3
Economics
Describe the organization and role of the Federal Reserve
MA.11.E.4
Economics
Discuss the role of fiscal policy in setting and maintaining economic stability and growth
MA.11.E.5
Economics
Illustrate the major sources of government revenue
MA.11.E.6
Economics
Illustrate the major expenditures of tax revenues at the national level:<ul><li>national security</li><li>social programs</li><li>education</li></ul>
MA.11.E.7
Economics
Compare and contrast the ability-to-pay principle of taxation and the benefits-received principle of taxation
MA.11.E.8
Economics
Explain different types of taxes:<ul><li>progressive tax</li><li>regressive tax</li><li>proportional tax</li></ul>
MA.11.E.9
Economics
Distinguish between budget deficit and national debt
MA.11.E.10
Economics
Describe the role of automatic stabilizers in regulating the economy
Psychology
Psychology
Psychology
Strand
History and Methods
1:
Psychology
Content Standard
Students shall examine the development of psychology as an empirical science.
HM.1.P.1
Psychology
Discuss psychology as the scientific study of behavior and mental processes
HM.1.P.2
Psychology
Summarize the development of psychology from a branch of philosophy and biology to an independent empirical discipline
HM.1.P.3
Psychology
Compare and contrast the contemporary perspectives used by psychologists:<ul><li>Psychodynamic perspective</li><li>Behaviorism</li><li>Humanism</li><li>Cognitive perspective</li><li>Sociocultural perspective</li><li>Biological perspective</li><li>Evolutionary perspective</li></ul>
HM.1.P.4
Psychology
Identify the major events in the history of psychology from 1879 to present
2:
Psychology
Content Standard
Students shall investigate major subfields that comprise psychology.
HM.2.P.1
Psychology
Research the research (basic) subfields and applications of contemporary psychology (e.g., university/academic careers)
HM.2.P.2
Psychology
Research the applied subfields and applications of contemporary psychology (e.g., schools, industrial/organizational)
HM.2.P.3
Psychology
Research the clinical/medical subfields and applications of contemporary psychology (e.g., counseling psychologist, clinical psychologist, psychiatrist)
3:
Psychology
Content Standard
Students shall investigate research strategies and basic statistical concepts employed by psychologists.
HM.3.P.1
Psychology
Examine the scientific method as a tool for determining cause and effect
HM.3.P.2
Psychology
Critique the research methods and tools psychologists use to gather and interpret data:<ul><li>experiments versus correlation studies</li><li>field experiments versus naturalistic observations</li><li>case studies versus surveys</li><li>longitudinal studies versus cross-sectional studies</li></ul>
HM.3.P.3
Psychology
Employ the basic concepts of statistical data (e.g., calculation of mean, median, and mode)
HM.3.P.4
Psychology
Explain the manipulation of statistical data
Psychology
Strand
Biological Bases of Behavior
4:
Psychology
Content Standard
Students shall investigate the structure and function of the nervous system.
BBB.4.P.1
Psychology
Describe the basic parts of a neuron and the electrochemical process of neural firing
BBB.4.P.2
Psychology
Describe the hierarchy of the nervous system (e.g., central nervous system, peripheral nervous system, and respective components)
BBB.4.P.3
Psychology
Compare and contrast the communication systems of the nervous and endocrine systems
5:
Psychology
Content Standard
Students shall describe the basic concepts of sensation and perception.
BBB.5.P.1
Psychology
Distinguish between sensation and perception
BBB.5.P.2
Psychology
Identify the transduction processes of the five basic senses with emphasis on vision
BBB.5.P.3
Psychology
Discuss thresholds, Weber's Law, and signal detection theory
BBB.5.P.4
Psychology
Summarize principles associated with perception (e.g., illusions, constancies, and Gestalt principles)
6:
Psychology
Content Standard
Students shall examine the states of consciousness evident in human behavior.
BBB.6.P.1
Psychology
Compare and contrast the Freudian viewpoints of consciousness:<ul><li>conscious</li><li>nonconscious</li><li>preconscious</li><li>unconscious</li></ul>
BBB.6.P.2
Psychology
Compare and contrast levels of consciousness other than Freudian viewpoints
BBB.6.P.3
Psychology
Distinguish between the different stages of sleep
BBB.6.P.4
Psychology
Discuss sleep disorders:<ul><li>insomnia</li><li>sleep apnea</li><li>narcolepsy</li><li>night terrors</li></ul>
BBB.6.P.5
Psychology
Explain the current theories on the purpose and functions of dreams (e.g., Freudian view, activation-synthesis theory)
BBB.6.P.6
Psychology
Describe the effects of drugs on the states of consciousness
BBB.6.P.7
Psychology
Explain altered states of consciousness and the roles each have played in human culture (e.g., trances, hypnosis, meditation)
Psychology
Strand
Personality and Assessment
7:
Psychology
Content Standard
Students shall explain the role of personality development and methods of assessment.
PA.7.P.1
Psychology
Describe the various approaches and theories of personality
PA.7.P.2
Psychology
Determine the relationship between personality and behavior in terms of both situation and life span
PA.7.P.3
Psychology
Describe different methods used to assess personality (e.g., Myers-Briggs, Rorschach)
Psychology
Strand
Human Development
8:
Psychology
Content Standard
Students shall explain the process of how humans grow, learn, and adapt to their environment.
HD.8.P.1
Psychology
Describe physical human development over the life span:<ul><li>prenatal</li><li>infancy</li><li>childhood</li><li>adolescence</li><li>adulthood</li><li>late adulthood</li></ul>
HD.8.P.2
Psychology
Investigate Piaget's theory of cognitive human development
HD.8.P.3
Psychology
Investigate Eriksson's theory of social human development
HD.8.P.4
Psychology
Investigate Kohlberg's theory of moral human development
HD.8.P.5
Psychology
Examine the origins and roles of language and the resulting effects on thought and behavior:<ul><li>Chomsky</li><li>Skinner</li></ul>
Psychology
Strand
Learning, Memory, and Cognition
9:
Psychology
Content Standard
Students shall identify the major theories and approaches to the modern understanding of learning, memory, and cognition.
LMC.9.P.1
Psychology
Examine the principles and scope associated with learning:<ul><li>classical conditioning</li><li>operant conditioning</li><li>observational learning</li></ul>
LMC.9.P.2
Psychology
Explain the three stage model of memory processing:<ul><li>sensory memory</li><li>short-term (working) memory</li><li>long-term memory</li></ul>
LMC.9.P.3
Psychology
Identify strategies for improving memory and study skills (e.g., mnemonic devices, spacing effect, active learning, and test-taking strategies)
10:
Psychology
Content Standard
Student shall describe the role of motivation and emotion in human behavior.
LMC.10.P.1
Psychology
Discuss the functions and interrelations of motivation and emotion
LMC.10.P.2
Psychology
Discuss the areas of the brain associated with the activation of motivation and emotion:<ul><li>limbic system</li><li>hypothalamus</li></ul>
LMC.10.P.3
Psychology
Explain Maslow's Hierarchy of Needs
Psychology
Strand
Social Psychology
11:
Psychology
Content Standard
Students shall describe the underlying social influences that shape human behavior.
SP.11.P.1
Psychology
Describe the effects of social interaction on individual behavior
SP.11.P.2
Psychology
Describe the effects of group interaction on thought and behavior (e.g., conformity, obedience, groupthink, group polarization)
SP.11.P.3
Psychology
Discuss the psychological basis for prejudice and social identity
Psychology
Strand
Stress and Mental Health
12:
Psychology
Content Standard
Students shall examine the relationship between stress and health.
SMH.12.P.1
Psychology
Examine the causes of stress
SMH.12.P.2
Psychology
Explain the effects stress has on the body
SMH.12.P.3
Psychology
Explain defensive and active strategies for dealing with stress
13:
Psychology
Content Standard
Students shall describe major psychological disorders and treatments.
SMH.13.P.1
Psychology
Define the major psychological disorders and diseases:<ul><li>addiction</li><li>anxiety disorders</li><li>developmental disorders</li><li>dissociative disorders</li><li>mood disorders</li><li>personality disorders</li><li>schizophrenia</li><li>somatoform disorders</li></ul>
SMH.13.P.2
Psychology
Investigate the history of the treatment of psychological diseases and disorders through the modern perspective
SMH.13.P.3
Psychology
Discuss popular misconceptions related to those suffering mental disorders
Sociology
Sociology
Sociology
Strand
Foundations of Sociology
1:
Sociology
Content Standard
Students shall describe the development of sociology as a social science.
FS.1.S.1
Sociology
Discuss sociology and the seven social sciences
FS.1.S.2
Sociology
Investigate the impact, both positive and negative, of early leading theorists within social science:<ul><li>Auguste Comte</li><li>Harriet Martineau</li><li>Herbert Spencer</li><li>Karl Marx</li><li>Emile Durkheim</li><li>Max Weber</li></ul>
FS.1.S.3
Sociology
Analyze the contributions of individuals that contributed to the development of sociology in the United States:<ul><li>Jane Addams</li><li>W.E.B. Du Bois</li><li>C. Wright Mills</li><li>Herbert Blumer</li><li>Charles Horton Cooley</li><li>George Herbert Mead</li></ul>
FS.1.S.4
Sociology
Discuss the three major theoretical perspectives of sociology:<ul><li>functional perspective</li><li>conflict perspective</li><li>interaction perspective</li></ul>
FS.1.S.5
Sociology
Examine various types of sociological research methods
Sociology
Strand
Culture and Socialization
2:
Sociology
Content Standard
Students shall examine the influence of culture on the individual.
CS.2.S.1
Sociology
Discuss key components of culture
CS.2.S.2
Sociology
Examine the effect of diversity and change on a culture
CS.2.S.3
Sociology
Examine the importance of norms and values to a culture
3:
Sociology
Content Standard
Students shall examine the influence of culture on socialization.
CS.3.S.1
Sociology
Discuss the process of socialization in human development
CS.3.S.2
Sociology
Analyze the role of socialization agents in human development:<ul><li>family</li><li>school</li><li>peer groups</li><li>mass media</li></ul>
Sociology
Strand
Status
4:
Sociology
Content Standard
Students shall examine the effects of social status on human behavior.
S.4.S.1
Sociology
Describe the effect of social status on social order:<ul><li>upper class</li><li>middle class</li><li>lower class</li><li>professional</li><li>nonprofessional</li><li>unemployed</li></ul>
S.4.S.2
Sociology
Examine the roles and role expectations which can lead to role conflict
S.4.S.3
Sociology
Analyze various points of view relating to historical and current events
Sociology
Strand
Groups
5:
Sociology
Content Standard
Students shall explore the influence of social groups on behavior.
G.5.S.1
Sociology
Identify students as members of primary groups and secondary groups
G.5.S.2
Sociology
Examine the influence of group membership on student behavior
G.5.S.3
Sociology
Discuss the influence of formal organizations on the behavior of group members
G.5.S.4
Sociology
Examine social interaction:<ul><li>coercion</li><li>conflict</li><li>conformity</li><li>cooperation</li><li>groupthink</li><li>social exchange</li></ul>
Sociology
Strand
Social Institutions
6:
Sociology
Content Standard
Students shall examine the effects of social institutions on group behavior.
SI.6.S.1
Sociology
Examine social institutions:<ul><li>economic</li><li>educational</li><li>family</li><li>political</li><li>religious</li></ul>
SI.6.S.2
Sociology
Examine the effect social institutions have on societal values
SI.6.S.3
Sociology
Discuss the influence of popular culture on group behavior (e.g., sports, entertainment, media)
Sociology
Strand
Social Change
7:
Sociology
Content Standard
Students shall examine the changing nature of society.
SC.7.S.1
Sociology
Describe societal changes over time
SC.7.S.2
Sociology
Examine the factors that influence change in social norms over time
Sociology
Strand
Social Problems
8:
Sociology
Content Standard
Students shall analyze current social problems.
SP.8.S.1
Sociology
Discuss deviance
SP.8.S.2
Sociology
Describe criminal behavior and the reaction of society to the behavior
SP.8.S.3
Sociology
Examine the effect of race and ethnicity on group behavior
SP.8.S.4
Sociology
Research the influence of world events on group behavior (e.g., terrorism, disease, global economy, natural disasters, changes in technology, migration)
World Geography
World Geography
World Geography
Strand
Spatial Geography
1:
World Geography
Content Standard
Students shall analyze information about people, places, and the environment using maps, globes, atlases, and available technology.
SG.1.WG.1
World Geography
Explain the importance of the Earth's grid system
SG.1.WG.2
World Geography
Develop an Earth grid system using major lines of latitude and longitude and the north and south poles
SG.1.WG.3
World Geography
Compute the difference in time around the world using lines of longitude
SG.1.WG.4
World Geography
Interpret a variety of maps and images (e.g., topographical map, physical, climate, political, highway, thematic map)
SG.1.WG.5
World Geography
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
World Geography
Critique maps that illustrate biased points of view (e.g., political, military, historical)
SG.1.WG.7
World Geography
Analyze factors that shape a person's mental map (e.g., mass media, geographic education, prejudices, travel experience, literature)
SG.1.WG.8
World Geography
Identify ways in which mental maps influence human decisions about location, settlement, and public policy
SG.1.WG.9
World Geography
Create maps, graphs, or charts to illustrate information about people, places, and the environment using data collected from primary and secondary sources
World Geography
Strand
Places and Regions
2:
World Geography
Content Standard
Students shall investigate the physical characteristics of places and regions.
PR.2.WG.1
World Geography
Examine the physical characteristics that constitute a region (e.g., desert, rainforest, plateau, savanna, tundra)
PR.2.WG.2
World Geography
Explain the concept of region as a way of categorizing, interpreting, and ordering complex information about the Earth:<ul><li>climatic</li><li>political</li><li>agricultural</li><li>economic</li><li>perceptual</li></ul>
PR.2.WG.3
World Geography
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
World Geography
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
World Geography
Explain physical processes that create specific physical characteristics (e.g., climate, erosion, tectonics)
World Geography
Strand
Physical Systems
3:
World Geography
Content Standard
Students shall analyze the physical systems of the Earth.
PS.3.WG.1
World Geography
Categorize the features of the following physical system:<ul><li>lithosphere</li><li>biosphere</li><li>hydrosphere</li><li>atmosphere</li></ul>
PS.3.WG.2
World Geography
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
World Geography
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
World Geography
Explain the differences for the distribution pattern of the world's climates (e.g., ocean currents, wind currents, landforms)
PS.3.WG.5
World Geography
Investigate the major physical processes that produce landforms using available technology (e.g., erosion, earthquakes, fold, fault, volcanic eruptions)
World Geography
Strand
Human Systems
4:
World Geography
Content Standard
Students shall analyze the influence of cooperation and conflict on the division of the Earth's surface.
HS.4.WG.1
World Geography
Discuss reasons for worldwide population trends (e.g., food supply, health care, disease control, employment)
HS.4.WG.2
World Geography
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
World Geography
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
World Geography
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
World Geography
Construct a distribution pattern of the world's races, religions, and languages to determine sources of geographic conflict
HS.4.WG.6
World Geography
Investigate cultural cooperation or conflict which can cause changes in a region (e.g., Crusades, creation of Israel and Pakistan, Balkans, Tibet, European Union)
5:
World Geography
Content Standard
Students shall examine the role of culture on human systems.
HS.5.WG.1
World Geography
Examine the cultural changes introduced by various ethnic groups within regions
HS.5.WG.2
World Geography
Compare and contrast cultural differences in religions, languages, gender roles, and political systems
HS.5.WG.3
World Geography
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
World Geography
Describe transportation and communication technologies, which have contributed to cultural convergence (e.g., computers, jet aircraft, electronic media, satellite links)
HS.5.WG.5
World Geography
Examine the cultural characteristics that link regions (e.g., British Commonwealth, Latin America, Southeast Asia)
HS.5.WG.6
World Geography
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)
6:
World Geography
Content Standard
Students shall examine the role of geography on economic development.
HS.6.WG.1
World Geography
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
World Geography
Explain economic development in terms of primary economic, secondary economic, and tertiary economic activities as determined by geographic region
HS.6.WG.3
World Geography
Analyze the relationship between a country's infrastructure and its level of development
HS.6.WG.4
World Geography
Examine global trade routes before and after the development of major canals
HS.6.WG.5
World Geography
Develop hypotheses to explain changes that occurred in world trade patterns over time
HS.6.WG.6
World Geography
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)
Strand
World Geography
Environment and Society
7:
World Geography
Content Standard
Students shall analyze human interaction with the physical environment.
ES.7.WG.1
World Geography
Survey ways that people have been influenced by the physical environment
ES.7.WG.2
World Geography
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
World Geography
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
World Geography
Investigate ways in which technology has expanded the capacity of humans to modify the physical environment
ES.7.WG.5
World Geography
Analyze the changes in the physical environment that have modified the capacity to support and feed humans
ES.7.WG.6
World Geography
Analyze different points of view on the use of renewable resources and non-renewable resources
ES.7.WG.7
World Geography
Investigate various energy management plans which emphasize conservation
ES.7.WG.8
World Geography
Examine human impact on the depletion of ocean and coastal resources
World Geography
Strand
Application of Geography
8:
World Geography
Content Standard
Students shall analyze local, regional, and international policies or phenomenon from a geographic perspective.
AG.8.WG.1
World Geography
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
World Geography
Discuss different points of view on a particular geographic issue
AG.8.WG.3
World Geography
Research various special interest groups and their environmental policies
AG.8.WG.4
World Geography
Evaluate the impact of tourism on developing countries
AG.8.WG.5
World Geography
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
World Geography
Investigate the possible consequences of a world temperature fluctuation on humans, other living things, and physical systems
AG.8.WG.7
World Geography
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)
World History
World History
World History
Strand
Social Movements and Reforms
1:
World History
Content Standard
Students shall analyze the key elements of social movements and reforms.
SMR.1.WH.1
World History
Examine the key concepts and historical significance of five major religions:<ul><li>Buddhism</li><li>Christianity</li><li>Hinduism</li><li>Islam</li><li>Judaism</li></ul>
SMR.1.WH.2
World History
Examine the key concepts and historical significance of three major Eastern philosophies:<ul><li>Confucianism</li><li>Daoism</li><li>Legalism</li></ul>
SMR.1.WH.3
World History
Explain the contributions of Greek philosophers to Western thought using primary and secondary sources:<ul><li>Socrates – Socratic method</li><li>Plato – The Republic</li><li>Aristotle</li></ul>
SMR.1.WH.4
World History
Analyze key elements of the Renaissance:<ul><li>Humanism</li><li>revival of interest in ancient Greece and Rome</li><li>changing artistic styles (e.g., music, architecture, literature)</li></ul>
SMR.1.WH.5
World History
Describe the role of the printing press in the spread of ideas:<ul><li>availability of books</li><li>increased literacy</li><li>Reformation</li></ul>
SMR.1.WH.6
World History
Explain notable contributions made by individuals during the Scientific Revolution (e.g., Copernicus, Newton, Galileo, Bacon)
SMR.1.WH.7
World History
Explain notable contributions made by individuals during the Enlightenment (e.g., Locke, Voltaire, Rousseau, Montesquieu)
2:
World History
Content Standard
Students shall analyze societal changes resulting from movements and reforms.
SMR.2.WH.1
World History
Explain the characteristics of a civilization:<ul><li>calendar</li><li>writing</li><li>specialization of workers</li><li>rise of cities</li><li>advanced technology</li><li>development of complex institutions</li></ul>
SMR.2.WH.2
World History
Investigate the changing roles of women using primary and secondary sources
SMR.2.WH.3
World History
Examine the spread of the major religions using historical maps:<ul><li>Buddhism</li><li>Christianity</li><li>Hinduism</li><li>Islam</li><li>Judaism</li></ul>
SMR.2.WH.4
World History
Research the effects of the Black Death on Medieval and early Renaissance society (e.g., population, economics, religion)
SMR.2.WH.5
World History
Evaluate the effect of the Renaissance on subsequent events in Europe:<ul><li>Reformation</li><li>exploration</li><li>Enlightenment</li><li>Scientific Revolution</li></ul>
World History
Strand
Conflict and Compromise
3:
World History
Content Standard
Students shall analyze the causes of conflict in the world.
CC.3.WH.1
World History
Explain the causes of the fall of the Roman Empire (e.g., economic, political, military)
CC.3.WH.2
World History
Investigate the causes of the Crusades (e.g., religious, economic, military, political)
CC.3.WH.3
World History
Compare and contrast the Reformation and the Counter-Reformation (e.g., religious, economic, political)
CC.3.WH.4
World History
Analyze the causes of the 18th and 19th century revolutions (e.g., liberalism, nationalism, imperialism)
CC.3.WH.5
World History
Analyze the causes of World War I (e.g., alliances, imperialism, nationalism, militarism)
CC.3.WH.6
World History
Analyze the causes of World War II (e.g., Treaty of Versailles, the Great Depression, rise of dictators)
CC.3.WH.7
World History
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
World History
Analyze the role extremist groups have played in creating world instability
4:
World History
Content Standard
Students shall analyze the effect of conflict and subsequent resolution in the world.
CC.4.WH.1
World History
Analyze the effect of the Punic Wars on transforming Rome from Republic to Empire
CC.4.WH.2
World History
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
World History
Explain the consequences of the Crusades (e.g., decline in feudalism, increase in trade, shifting political power)
CC.4.WH.4
World History
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
World History
Summarize the consequences of the Napoleonic Wars (e.g., the Louisiana Purchase, the Congress of Vienna)
CC.4.WH.6
World History
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
World History
Examine the consequences of World War I and the Treaty of Versailles:<ul><li>changing national boundaries</li><li>advances in military technology</li><li>deterioration of Germany</li><li>the League of Nations</li></ul>
CC.4.WH.8
World History
Examine the outcomes of World War II:<ul><li>creation of United Nations</li><li>North Atlantic Treaty Organization (NATO)</li><li>advances in technology</li><li>creation of satellite nations</li><li>Cold War</li></ul>
CC.4.WH.9
World History
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
World History
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
World History
Discuss the post-Cold War era (e.g., Strategic Arms Limitation Treaty, glasnost, perestroika, fall of Berlin Wall)
CC.4.WH.12
World History
Investigate the consequences of the Arab - Israeli conflicts from 1948 to the present
CC.4.WH.13
World History
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)
World History
Strand
Migration and Settlement
5:
World History
Content Standard
Students shall analyze the reasons for and consequences of migration.
MS.5.WH.1
World History
Examine the effects of the Neolithic revolution on society (e.g., domestication of plants and animals, increased population, changing technologies)
MS.5.WH.2
World History
Describe the causes of mass migration (e.g., famine, disease, war, religious persecution, ethnic cleansing)
MS.5.WH.3
World History
Describe the effects of mass migrations on civilization (e.g., Bantu, Great Trek, Irish, Vietnamese)
MS.5.WH.4
World History
Discuss the spread of forced labor (e.g., slavery in ancient civilizations, American Indians, Africa)
6:
World History
Content Standard
Students shall analyze the interactions of peoples, cultures, and ideas.
MS.6.WH.1
World History
Illustrate the movement of people over time to different locations using historical maps
MS.6.WH.2
World History
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
World History
Describe the contributions of early African civilizations (e.g., Ghana, Mali, Songhai)
MS.6.WH.4
World History
Describe the contributions of early Asian civilizations (e.g., Zhou, Qin, Han, Indo-European)
MS.6.WH.5
World History
Compare and contrast the consequences of the Mongol invasion on India, China, and Russia
World History
Strand
Economics and Trade
7:
World History
Content Standard
Students shall analyze global interactions created through trade.
ET.7.WH.1
World History
Investigate the significance of the Silk Road using historical maps
ET.7.WH.2
World History
Research the motivations which drove European exploration (e.g., mercantilism, colonialism, religion)
ET.7.WH.3
World History
Analyze the contributions of explorers (e.g., Magellan, Columbus, De Gama, Drake, Zheng He)
ET.7.WH.4
World History
Analyze the results of slave labor on economic systems
ET.7.WH.5
World History
Describe the four factors of production necessary to foster an industrial revolution:<ul><li>natural resources</li><li>human resources</li><li>capital resources</li><li>entrepreneurship</li></ul>
ET.7.WH.6
World History
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
World History
Compare and contrast the economic elements of capitalism, socialism, and communism
8:
World History
Content Standard
Students shall analyze specialization and interdependence in the world.
ET.8.WH.1
World History
Analyze the development of mass production methods during the late 19th and early 20th centuries:<ul><li>division of labor</li><li>assembly line</li><li>interchangeable parts</li></ul>
ET.8.WH.2
World History
Summarize the Marxist theory of social and political reform (e.g., proletariat, bourgeoisie)
ET.8.WH.3
World History
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)]
World History
Strand
Politics and Government
9:
World History
Content Standard
Students shall analyze the different theories of government throughout history.
PG.9.WH.1
World History
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
World History
Compare and contrast the political theories found in the Greek city-states of Sparta and Athens
PG.9.WH.3
World History
Summarize political power resulting from the following:<ul><li>Mandate of Heaven</li><li>divine right</li><li>absolutism</li></ul>
PG.9.WH.4
World History
Investigate the origin and development of the imperial state:<ul><li>Africa</li><li>Asia</li><li>Europe</li><li>Middle East</li></ul>
PG.9.WH.5
World History
Compare and contrast the political structure of European and Japanese feudalism
PG.9.WH.6
World History
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
World History
Discuss theocracy (e.g., John Calvin, Puritans, Islam)
PG.9.WH.8
World History
Examine the political theories of socialism, communism, and fascism
10:
World History
Content Standard
Students shall analyze the structure and purpose of political organizations and alliances.
PG.10.WH.1
World History
Investigate historical law codes using primary and secondary documents (e.g., Hammurabi, Justinian, Magna Carta, Napoleonic)
PG.10.WH.2
World History
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
World History
Analyze the structure and purpose of the United Nations
PG.10.WH.4
World History
Analyze the purpose of post-World War II military alliances [e.g., North Atlantic Treaty Organization (NATO), Southeast Asia Treaty Organization (SEATO), Warsaw Pact]