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Arkansas: 11th-Grade Standards

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

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

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

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

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

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

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

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

        Baron de Montesquieu; Voltaire

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

        Thomas Hobbes; John Locke; Jean-Jacques Rousseau

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

      Students shall examine the Declaration of Independence.

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

        Investigate the grievances listed in the Declaration of Independence

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

        Compare and contrast the Declaration of Independence and Social Contract Theory

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

        Evaluate the Declaration of Independence as a persuasive argument justifying revolution

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

      Students shall analyze the United States Constitution.

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

        Examine the purpose of constitutions

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

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

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

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

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

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

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

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

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

        Examine the purpose of each of the constitutional amendments

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

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

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

        Examine the relationship between federal and state government

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

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

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

        Compare and contrast enumerated and implied powers

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

        Compare and contrast delegated, concurrent, and reserved powers

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

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

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

      Students shall analyze civil liberties and civil rights.

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

        Bill of Rights; state's rights

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

        civil liberties; due process; equal protection

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

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

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

        organization; terms of office; qualifications; powers

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

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

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

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

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

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

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

        Research the development and passage of a bill using available technology

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

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

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

        Explain the qualifications for becoming President of the United States

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

        Analyze the roles of the presidency

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

        Explain the justification and function of executive orders

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

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

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

        Investigate regulatory agencies, government corporations, and independent agencies

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

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

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

        Compare and contrast the jurisdiction of federal courts and state courts

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

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

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

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

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

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

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

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

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

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

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

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

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

        Compare and contrast arguments for and against the electoral college

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

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

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

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

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

        Examine the complexities of vote tabulation and certifying elections

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

      Students shall examine state and local government in Arkansas.

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

        Explain the powers of state and local governments in Arkansas

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

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

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

        Examine the services provided by state and local government in Arkansas

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

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

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

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

        Evaluate the motivations for the exploration of the New World

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

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

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

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

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

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

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

        Map the geographic similarities and differences among the three colonial regions

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

        Compare and contrast economic development in the three colonial regions

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

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

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

        Compare changes which occurred over time in the three colonial regions

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

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

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

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

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

        Articles of Confederation; Constitutional Convention; Bill of Rights

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

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

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

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

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

        political; social; economic; geographic

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

        political; social; economic; geographic

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

        political; social; economic; geographic

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

        Thirteenth Amendment; Fourteenth Amendment; Fifteenth Amendment

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

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

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

        Examine the reasons for the impeachment of President Andrew Johnson

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

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

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

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

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

        Outline the successes and failures of Reconstruction

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

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

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

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

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

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

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

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

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

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

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

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

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

        Describe the purpose of Angel Island and Ellis Island

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

        Compare and contrast vertical integration and horizontal integration

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

        trusts; monopolies; pools; holding companies

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

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

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

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

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

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

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

        Identify the significance of the Exodusters

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

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

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

        Discuss how frontier life altered the American image

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

        Chart the transition of Oklahoma from Indian Territory to statehood

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

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

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

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

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

        grange; alliances

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

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

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

      Students shall examine the political ideas of the Gilded Age.

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

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

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

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

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

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

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

        Identify the steps leading to the acquisition of Alaska and Hawaii

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

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

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

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

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

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

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

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

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

        Big Stick Diplomacy; Great White Fleet; Roosevelt Corollary

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

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

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

        Boxer Rebellion; John Hay; spheres of influence

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

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

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

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

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

      Students shall evaluate the reforms of progressivism.

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

        social reform; educational reform; political reform; economic reform

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

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

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

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

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

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

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

        John Muir; Gifford Pinchot

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

        Underwood Tariff of 1913; Federal Reserve Act of 1913

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

        initiative; referendum; recall; direct primary

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

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

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

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

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

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

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

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

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

        Examine the effects of the 1912 presidential election

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

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

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

        imperialism; nationalism; militarism; alliances

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

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

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

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

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

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

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

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

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

        Wilson's Fourteen Points; ratification debate

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

        Summarize Japanese motives for attacking Pearl Harbor

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

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

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

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

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

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

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

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

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

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

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

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

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

        Examine racial conflicts in the World War II period

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

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

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

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

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

        Discuss the influence of McCarthyism on American society and politics

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

        National Security Act of 1947; Interstate Highway Act of 1957

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

        North Atlantic Treaty Organization; Warsaw Pact

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

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

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

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

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

        Korean Conflict; Vietnam Conflict; Operation Desert Shield/Storm

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

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

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

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

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

        Discuss the political and social results of Watergate

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

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

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

        Recognize current issues in immigration and ethnic diversity

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

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

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

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

      Students shall analyze the geographical regions of Arkansas.

      • G.1.AH.9-1 Student Learning Expectation / Benchmark: Investigate the six geographical land regions of Arkansas

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

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

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

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

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

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

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

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

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

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

      Students shall analyze Arkansas' pre-territorial periods.

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

        Archaic; Woodland; Mississippian traditions

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

        location; food sources

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

        Osage; Caddo; Quapaw

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

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

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

        Investigate the Arkansas Post Settlement

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

        Spain; France; United States

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

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

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

      Students shall analyze the significant contributions of early explorers.

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

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

      • EA.3.AH.9- Student Learning Expectation / Benchmark: Research key individuals and groups related to the settlement of Arkansas

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

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

      Students shall analyze the factors related to statehood.

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

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

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

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

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

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

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

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

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

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

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

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

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

        petition for statehood; congressional approval; Michigan/Arkansas

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

        Investigate the decline and removal of American Indian tribes in Arkansas

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

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

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

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

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

        Define confederation and describe the weaknesses of the Confederacy

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

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

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

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

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

        Analyze the contributions of noteworthy Arkansans during the Civil War period

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

        Washington, Arkansas; Little Rock, Arkansas

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

        Examine the major Civil War battlefields in and near Arkansas

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

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

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

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

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

        Analyze the effects of sharecropping on society in Arkansas

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

        Examine the economic effects of the oil boom on southern Arkansas

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

        Hot Springs; Ozarks; Murfreesboro diamond mines

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

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

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

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

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

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

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

        Analyze the results of bank closures on Arkansas

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

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

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

        Explore the economic and social consequences of the Great Depression

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

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

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

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

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

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

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

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

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

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

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

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

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

        Analyze the political and economic effects of the Clinton presidency

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

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

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

        art; business; culture; medicine; science

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

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

      Students shall examine citizenship.

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

        Discuss the relevance of the study of civics

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

        Explain the role of citizenship

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

        Explain what constitutes a citizen

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

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

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

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

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

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

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

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

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

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

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

      Students shall examine the purposes of government.

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

        Explain the purposes of government

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

        Describe how governments acquire power

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

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

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

      Students shall compare the different types of government.

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

        dictatorship; direct democracy; indirect democracy

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

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

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

        Discuss the meaning of constitution and constitutional government

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

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

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

        John Locke; Jean Jacques Rousseau; Founding Fathers

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

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

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

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

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

        Describe the procedures required to amend the United States Constitution

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

        Compare delegated, concurrent, and reserved powers

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

      Students shall analyze the fundamental rights of individuals.

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

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

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

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

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

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

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

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

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

        purpose; organization; authority; function

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

        purpose; organization; authority; function

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

        purpose; organization; authority; function

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

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

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

      Students shall examine federal, state, and local laws.

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

        Examine the source, purpose, and function of laws

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

        Explain the need for active and ongoing change in laws

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

        Distinguish between criminal and civil laws

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

      Students shall examine Arkansas laws pertaining to students.

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

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

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

      Students shall analyze the development of political parties.

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

        two party system; role of citizens

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

        interest groups; lobbyists; Political Action Committees (PACs)

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

      Students shall examine the influence of media on politics.

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

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

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

        Discuss biases in the formation of public opinion

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

        Discuss the influence of the Internet on the political process

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

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

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

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

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

        Discuss the complexities of vote tabulation and certifying elections

  • AR.C. Strand / Content Standard: Civics

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

      Students shall examine citizenship.

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

        Discuss the relevance of the study of civics

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

        Explain the role of citizenship

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

        Explain what constitutes a citizen

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

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

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

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

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

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

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

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

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

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

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

      Students shall analyze the purposes of government.

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

        Explain the purposes of government

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

        Analyze how governments acquire power

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

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

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

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

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

      Students shall compare the different types of government.

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

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

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

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

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

        Discuss the meaning of constitution and constitutional government

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

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

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

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

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

        Describe the process of ratifying the United States Constitution

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

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

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

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

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

        Compare delegated, concurrent, and reserved powers

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

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

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

        Describe the procedures required to amend the United States Constitution

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

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

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

      Students shall analyze the fundamental rights of individuals.

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

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

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

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

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

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

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

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

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

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

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

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

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

        purpose; organization; authority; function

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

        purpose; organization; authority; function

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

        purpose; organization; authority; function

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

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

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

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

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

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

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

      Students shall evaluate federal, state, and local laws.

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

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

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

        Describe the supremacy of federal laws

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

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

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

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

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

        Examine the difference between a statute and an ordinance

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

        Explain the need for active and ongoing change in laws

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

        Compare and contrast criminal and civil laws

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

        Compare and contrast referendum, initiative, and recall

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

      Students shall examine Arkansas laws pertaining to students.

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

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

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

      Students shall analyze the development of political parties.

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

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

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

        interest groups; lobbyists; Political Action Committees (PACs)

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

      Students shall examine the influence of media on politics.

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

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

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

        Examine the influence of the Internet on the political process

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

        Discuss biases in forming public opinion

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

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

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

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

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

        Discuss the complexities of vote tabulation and certifying elections

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

        Explain the role of the electoral college in the election process

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

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

      Students shall examine citizenship.

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

        Discuss the relevance of the study of civics

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

        Explain the role of citizenship

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

        Explain what constitutes a citizen

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

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

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

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

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

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

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

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

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

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

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

      Students shall analyze and evaluate the purposes of government.

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

        Explain the purposes of government

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

        Analyze how government acquires power

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

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

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

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

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

      Students shall compare the different types of government.

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

        Categorize the characteristics of limited and unlimited government

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

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

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

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

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

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

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

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

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

        Explain the social contract theory of government

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

        Describe the process of ratifying the United States Constitution

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

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

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

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

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

        Compare delegated, concurrent, and reserved powers

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

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

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

        Describe the procedures required to amend the United States Constitution

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

        purpose; organization; authority; function

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

        purpose; organization; authority; function

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

        purpose; organization; authority; function

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

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

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

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

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

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

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

      Students shall evaluate federal, state, and local laws.

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

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

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

        Describe the supremacy of federal laws

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

        Discuss the process by which a bill becomes a law

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

        Examine the difference between a statute and an ordinance

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

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

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

        Identify the source, purpose, and function of laws

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

        Explain the need for active and ongoing change in laws

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

        Distinguish between criminal and civil laws (tort)

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

        hearing; indictment; arraignment; trial; penalty

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

        Compare and contrast referendum, initiative, and recall

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

      Students shall examine of Arkansas laws pertaining to students.

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

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

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

      Students shall analyze the development of political parties.

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

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

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

        interest groups; lobbyists; Political Action Committees (PACs)

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

      Students shall examine the influence of media on politics.

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

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

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

        Examine the influence of the Internet on the political process

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

        Discuss biases in forming public opinion

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

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

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

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

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

        Discuss the complexities of vote tabulation and certifying elections

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

        Explain the role of the electoral college in the election process

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

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

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

        Describe the function of the United Nations

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

        Describe the relationship between the United States and the United Nations

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

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

      Student shall analyze the causes and consequences of cultural changes.

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

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

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

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

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

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

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

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

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

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

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

        Research the influence of the Baby Boom generation on society

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

      Students shall analyze the events of the Cold War.

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

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

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

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

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

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

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

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

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

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

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

        Investigate the role of the United States in the United Nations

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

        Investigate the circumstances surrounding the creation of Israel

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

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

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

        Research the rise of global terrorism

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

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

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

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

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

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

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

        Discuss the rise of multinational corporations

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

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

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

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

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

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

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

        Discuss contemporary environmental issues

  • AR.E. Strand / Content Standard: Economics

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

      Students shall examine scarcity and choice.

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

        individuals; businesses; governments

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

        individuals; businesses; governments

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

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

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

        Illustrate the tradeoffs between two options using a production possibilities curve

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

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

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

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

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

        natural resources; human resources; capital resources; entrepreneurship

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

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

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

        Command economy; Market economy; Mixed economy

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

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

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

        Explain the role of specialization and voluntary exchange in the marketplace

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

        Differentiate between absolute advantage and comparative advantage

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

        Discuss issues related to free trade

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

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

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

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

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

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

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

      Students shall examine the role of supply and demand.

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

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

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

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

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

        Explain the relationship between surpluses, shortages, and equilibrium price

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

        Describe the signals sent to buyers and sellers by price

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

        Determine how consumers affect production in a market economy

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

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

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

        sole proprietorship; partnership; corporation

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

        vertical; horizontal; conglomerate

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

      Students shall analyze various types of market structures.

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

        competition; monopolistic competition; oligopoly; monopoly; cartel

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

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

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

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

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

        Distinguish between fixed cost and variable cost

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

        Discuss the importance of productivity to business growth

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

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

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

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

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

        Explain aggregate supply and aggregate demand

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

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

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

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

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

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

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

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

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

      Students shall examine the measurements of economic performance.

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

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

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

        Differentiate between Gross Domestic Product and Real Gross Domestic Product

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

        Explain the importance of adjusting Gross Domestic Product for inflation

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

        cyclical unemployment; structural unemployment; frictional unemployment; seasonal unemployment

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

        peak; trough; expansion; recession

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

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

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

        Explain the function and characteristics of money in a market economy

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

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

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

        Describe the organization and role of the Federal Reserve

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

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

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

        Illustrate the major sources of government revenue

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

        national security; social programs; education

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

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

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

        progressive tax; regressive tax; proportional tax

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

        Distinguish between budget deficit and national debt

      • MA.11.E.10 Student Learning Expectation / Benchmark:

        Describe the role of automatic stabilizers in regulating the economy

  • AR.P. Strand / Content Standard: Psychology

    • HM.1.P. Standard / Student Learning Expectation: History and Methods

      Students shall examine the development of psychology as an empirical science.

      • HM.1.P.1. Student Learning Expectation / Benchmark:

        Discuss psychology as the scientific study of behavior and mental processes

      • HM.1.P.2. Student Learning Expectation / Benchmark:

        Summarize the development of psychology from a branch of philosophy and biology to an independent empirical discipline

      • HM.1.P.3. Student Learning Expectation / Benchmark: Compare and contrast the contemporary perspectives used by psychologists

        Psychodynamic perspective; Behaviorism; Humanism; Cognitive perspective; Sociocultural perspective; Biological perspective; Evolutionary perspective

      • HM.1.P.4. Student Learning Expectation / Benchmark:

        Identify the major events in the history of psychology from 1879 to present

    • HM.2.P. Standard / Student Learning Expectation: History and Methods

      Students shall investigate major subfields that comprise psychology.

      • HM.2.P.1. Student Learning Expectation / Benchmark:

        Research the research (basic) subfields and applications of contemporary psychology (e.g., university/academic careers)

      • HM.2.P.2. Student Learning Expectation / Benchmark:

        Research the applied subfields and applications of contemporary psychology (e.g., schools, industrial/organizational)

      • HM.2.P.3. Student Learning Expectation / Benchmark:

        Research the clinical/medical subfields and applications of contemporary psychology (e.g., counseling psychologist, clinical psychologist, psychiatrist)

    • HM.3.P. Standard / Student Learning Expectation: History and Methods

      Students shall investigate research strategies and basic statistical concepts employed by psychologists.

      • HM.3.P.1. Student Learning Expectation / Benchmark:

        Examine the scientific method as a tool for determining cause and effect

      • HM.3.P.2. Student Learning Expectation / Benchmark: Critique the research methods and tools psychologists use to gather and interpret data

        experiments versus correlation studies; field experiments versus naturalistic observations; case studies versus surveys; longitudinal studies versus cross-sectional studies

      • HM.3.P.3. Student Learning Expectation / Benchmark:

        Employ the basic concepts of statistical data (e.g., calculation of mean, median, and mode)

      • HM.3.P.4. Student Learning Expectation / Benchmark:

        Explain the manipulation of statistical data

    • BBB.4.P. Standard / Student Learning Expectation: Biological Bases of Behavior

      Students shall investigate the structure and function of the nervous system.

      • BBB.4.P.1. Student Learning Expectation / Benchmark:

        Describe the basic parts of a neuron and the electrochemical process of neural firing

      • BBB.4.P.2. Student Learning Expectation / Benchmark:

        Describe the hierarchy of the nervous system (e.g., central nervous system, peripheral nervous system, and respective components)

      • BBB.4.P.3. Student Learning Expectation / Benchmark:

        Compare and contrast the communication systems of the nervous and endocrine systems

    • BBB.5.P. Standard / Student Learning Expectation: Biological Bases of Behavior

      Students shall describe the basic concepts of sensation and perception.

      • BBB.5.P.1. Student Learning Expectation / Benchmark:

        Distinguish between sensation and perception

      • BBB.5.P.2. Student Learning Expectation / Benchmark:

        Identify the transduction processes of the five basic senses with emphasis on vision

      • BBB.5.P.3. Student Learning Expectation / Benchmark:

        Discuss thresholds, Weber's Law, and signal detection theory

      • BBB.5.P.4. Student Learning Expectation / Benchmark:

        Summarize principles associated with perception (e.g., illusions, constancies, and Gestalt principles)

    • BBB.6.P. Standard / Student Learning Expectation: Biological Bases of Behavior

      Students shall examine the states of consciousness evident in human behavior.

      • BBB.6.P.1. Student Learning Expectation / Benchmark: Compare and contrast the Freudian viewpoints of consciousness

        conscious; nonconscious; preconscious; unconscious

      • BBB.6.P.2. Student Learning Expectation / Benchmark:

        Compare and contrast levels of consciousness other than Freudian viewpoints

      • BBB.6.P.3. Student Learning Expectation / Benchmark:

        Distinguish between the different stages of sleep

      • BBB.6.P.4. Student Learning Expectation / Benchmark: Discuss sleep disorders

        insomnia; sleep apnea; narcolepsy; night terrors

      • BBB.6.P.5. Student Learning Expectation / Benchmark:

        Explain the current theories on the purpose and functions of dreams (e.g., Freudian view, activation-synthesis theory)

      • BBB.6.P.6. Student Learning Expectation / Benchmark:

        Describe the effects of drugs on the states of consciousness

      • BBB.6.P.7. Student Learning Expectation / Benchmark:

        Explain altered states of consciousness and the roles each have played in human culture (e.g., trances, hypnosis, meditation)

    • PA.7.P. Standard / Student Learning Expectation: Personality and Assessment

      Students shall explain the role of personality development and methods of assessment.

      • PA.7.P.1. Student Learning Expectation / Benchmark:

        Describe the various approaches and theories of personality

      • PA.7.P.2. Student Learning Expectation / Benchmark:

        Determine the relationship between personality and behavior in terms of both situation and life span

      • PA.7.P.3. Student Learning Expectation / Benchmark:

        Describe different methods used to assess personality (e.g., Myers-Briggs, Rorschach)

    • HD.8.P. Standard / Student Learning Expectation: Human Development

      Students shall explain the process of how humans grow, learn, and adapt to their environment.

      • HD.8.P.1. Student Learning Expectation / Benchmark: Describe physical human development over the life span

        prenatal; infancy; childhood; adolescence; adulthood; late adulthood

      • HD.8.P.2. Student Learning Expectation / Benchmark:

        Investigate Piaget's theory of cognitive human development

      • HD.8.P.3. Student Learning Expectation / Benchmark:

        Investigate Eriksson's theory of social human development

      • HD.8.P.4. Student Learning Expectation / Benchmark:

        Investigate Kohlberg's theory of moral human development

      • HD.8.P.5. Student Learning Expectation / Benchmark: Examine the origins and roles of language and the resulting effects on thought and behavior

        Chomsky; Skinner

    • LMC.9.P. Standard / Student Learning Expectation: Learning, Memory, and Cognition

      Students shall identify the major theories and approaches to the modern understanding of learning, memory, and cognition.

      • LMC.9.P.1. Student Learning Expectation / Benchmark: Examine the principles and scope associated with learning

        classical conditioning; operant conditioning; observational learning

      • LMC.9.P.2. Student Learning Expectation / Benchmark: Explain the three stage model of memory processing

        sensory memory; short-term (working) memory; long-term memory

      • LMC.9.P.3. Student Learning Expectation / Benchmark:

        Identify strategies for improving memory and study skills (e.g., mnemonic devices, spacing effect, active learning, and test-taking strategies)

    • LMC.10.P. Standard / Student Learning Expectation: Learning, Memory, and Cognition

      Student shall describe the role of motivation and emotion in human behavior.

      • LMC.10.P.1 Student Learning Expectation / Benchmark:

        Discuss the functions and interrelations of motivation and emotion

      • LMC.10.P.2 Student Learning Expectation / Benchmark: Discuss the areas of the brain associated with the activation of motivation and emotion

        limbic system; hypothalamus

      • LMC.10.P.3 Student Learning Expectation / Benchmark:

        Explain Maslow's Hierarchy of Needs

    • SP.11.P. Standard / Student Learning Expectation: Social Psychology

      Students shall describe the underlying social influences that shape human behavior.

      • SP.11.P.1. Student Learning Expectation / Benchmark:

        Describe the effects of social interaction on individual behavior

      • SP.11.P.2. Student Learning Expectation / Benchmark:

        Describe the effects of group interaction on thought and behavior (e.g., conformity, obedience, groupthink, group polarization)

      • SP.11.P.3. Student Learning Expectation / Benchmark:

        Discuss the psychological basis for prejudice and social identity

    • SMH.12.P. Standard / Student Learning Expectation: Stress and Mental Health

      Students shall examine the relationship between stress and health.

      • SMH.12.P.1 Student Learning Expectation / Benchmark:

        Examine the causes of stress

      • SMH.12.P.2 Student Learning Expectation / Benchmark:

        Explain the effects stress has on the body

      • SMH.12.P.3 Student Learning Expectation / Benchmark:

        Explain defensive and active strategies for dealing with stress

    • SMH.13.P. Standard / Student Learning Expectation: Stress and Mental Health

      Students shall describe major psychological disorders and treatments.

      • SMH.13.P.1 Student Learning Expectation / Benchmark: Define the major psychological disorders and diseases

        addiction; anxiety disorders; developmental disorders; dissociative disorders; mood disorders; personality disorders; schizophrenia; somatoform disorders

      • SMH.13.P.2 Student Learning Expectation / Benchmark:

        Investigate the history of the treatment of psychological diseases and disorders through the modern perspective

      • SMH.13.P.3 Student Learning Expectation / Benchmark:

        Discuss popular misconceptions related to those suffering mental disorders

  • AR.S. Strand / Content Standard: Sociology

    • FS.1.S. Standard / Student Learning Expectation: Foundations of Sociology

      Students shall describe the development of sociology as a social science.

      • FS.1.S.1. Student Learning Expectation / Benchmark:

        Discuss sociology and the seven social sciences

      • FS.1.S.2. Student Learning Expectation / Benchmark: Investigate the impact, both positive and negative, of early leading theorists within social science

        Auguste Comte; Harriet Martineau; Herbert Spencer; Karl Marx; Emile Durkheim; Max Weber

      • FS.1.S.3. Student Learning Expectation / Benchmark: Analyze the contributions of individuals that contributed to the development of sociology in the United States

        Jane Addams; W.E.B. Du Bois; C. Wright Mills; Herbert Blumer; Charles Horton Cooley; George Herbert Mead

      • FS.1.S.4. Student Learning Expectation / Benchmark: Discuss the three major theoretical perspectives of sociology

        functional perspective; conflict perspective; interaction perspective

      • FS.1.S.5. Student Learning Expectation / Benchmark:

        Examine various types of sociological research methods

    • CS.2.S. Standard / Student Learning Expectation: Culture and Socialization

      Students shall examine the influence of culture on the individual.

      • CS.2.S.1. Student Learning Expectation / Benchmark:

        Discuss key components of culture

      • CS.2.S.2. Student Learning Expectation / Benchmark:

        Examine the effect of diversity and change on a culture

      • CS.2.S.3. Student Learning Expectation / Benchmark:

        Examine the importance of norms and values to a culture

    • CS.3.S. Standard / Student Learning Expectation: Culture and Socialization

      Students shall examine the influence of culture on socialization.

      • CS.3.S.1. Student Learning Expectation / Benchmark:

        Discuss the process of socialization in human development

      • CS.3.S.2. Student Learning Expectation / Benchmark: Analyze the role of socialization agents in human development

        family; school; peer groups; mass media

    • S.4.S. Standard / Student Learning Expectation: Status

      Students shall examine the effects of social status on human behavior.

      • S.4.S.1. Student Learning Expectation / Benchmark: Describe the effect of social status on social order

        upper class; middle class; lower class; professional; nonprofessional; unemployed

      • S.4.S.2. Student Learning Expectation / Benchmark:

        Examine the roles and role expectations which can lead to role conflict

      • S.4.S.3. Student Learning Expectation / Benchmark:

        Analyze various points of view relating to historical and current events

    • G.5.S. Standard / Student Learning Expectation: Groups

      Students shall explore the influence of social groups on behavior.

      • G.5.S.1. Student Learning Expectation / Benchmark:

        Identify students as members of primary groups and secondary groups

      • G.5.S.2. Student Learning Expectation / Benchmark:

        Examine the influence of group membership on student behavior

      • G.5.S.3. Student Learning Expectation / Benchmark:

        Discuss the influence of formal organizations on the behavior of group members

      • G.5.S.4. Student Learning Expectation / Benchmark: Examine social interaction

        coercion; conflict; conformity; cooperation; groupthink; social exchange

    • SI.6.S. Standard / Student Learning Expectation: Social Institutions

      Students shall examine the effects of social institutions on group behavior.

      • SI.6.S.1. Student Learning Expectation / Benchmark: Examine social institutions

        economic; educational; family; political; religious

      • SI.6.S.2. Student Learning Expectation / Benchmark:

        Examine the effect social institutions have on societal values

      • SI.6.S.3. Student Learning Expectation / Benchmark:

        Discuss the influence of popular culture on group behavior (e.g., sports, entertainment, media)

    • SC.7.S. Standard / Student Learning Expectation: Social Change

      Students shall examine the changing nature of society.

      • SC.7.S.1. Student Learning Expectation / Benchmark:

        Describe societal changes over time

      • SC.7.S.2. Student Learning Expectation / Benchmark:

        Examine the factors that influence change in social norms over time

    • SP.8.S. Standard / Student Learning Expectation: Social Problems

      Students shall analyze current social problems.

      • SP.8.S.1. Student Learning Expectation / Benchmark:

        Discuss deviance

      • SP.8.S.2. Student Learning Expectation / Benchmark:

        Describe criminal behavior and the reaction of society to the behavior

      • SP.8.S.3. Student Learning Expectation / Benchmark:

        Examine the effect of race and ethnicity on group behavior

      • SP.8.S.4. Student Learning Expectation / Benchmark:

        Research the influence of world events on group behavior (e.g., terrorism, disease, global economy, natural disasters, changes in technology, migration)

  • AR.WG. Strand / Content Standard: World Geography

    • SG.1.WG. Standard / Student Learning Expectation: Spatial Geography

      Students shall analyze information about people, places, and the environment using maps, globes, atlases, and available technology.

      • SG.1.WG.1. Student Learning Expectation / Benchmark:

        Explain the importance of the Earth's grid system

      • SG.1.WG.2. Student Learning Expectation / Benchmark:

        Develop an Earth grid system using major lines of latitude and longitude and the north and south poles

      • SG.1.WG.3. Student Learning Expectation / Benchmark:

        Compute the difference in time around the world using lines of longitude

      • SG.1.WG.4. Student Learning Expectation / Benchmark:

        Interpret a variety of maps and images (e.g., topographical map, physical, climate, political, highway, thematic map)

      • SG.1.WG.5. Student Learning Expectation / Benchmark:

        Evaluate reasons for choosing a specific technology (e.g., aerial photography, satellite-produced imagery, Landsat, Geographic Information System) to analyze selected geographic problems (e.g., pollution, deforestation, overpopulation)

      • SG.1.WG.6. Student Learning Expectation / Benchmark:

        Critique maps that illustrate biased points of view (e.g., political, military, historical)

      • SG.1.WG.7. Student Learning Expectation / Benchmark:

        Analyze factors that shape a person's mental map (e.g., mass media, geographic education, prejudices, travel experience, literature)

      • SG.1.WG.8. Student Learning Expectation / Benchmark:

        Identify ways in which mental maps influence human decisions about location, settlement, and public policy

      • SG.1.WG.9. Student Learning Expectation / Benchmark:

        Create maps, graphs, or charts to illustrate information about people, places, and the environment using data collected from primary and secondary sources

    • PR.2.WG. Standard / Student Learning Expectation: Places and Regions

      Students shall investigate the physical characteristics of places and regions.

      • PR.2.WG.1. Student Learning Expectation / Benchmark:

        Examine the physical characteristics that constitute a region (e.g., desert, rainforest, plateau, savanna, tundra)

      • PR.2.WG.2. Student Learning Expectation / Benchmark: Explain the concept of region as a way of categorizing, interpreting, and ordering complex information about the Earth

        climatic; political; agricultural; economic; perceptual

      • PR.2.WG.3. Student Learning Expectation / Benchmark:

        Analyze physical changes in regions and the factors that lead to those changes (e.g., Aral Sea, Three Gorges Dam, Dust Bowl)

      • PR.2.WG.4. Student Learning Expectation / Benchmark:

        Research the physical characteristics of places/regions which must be considered before developing an area (e.g., floodplain, coastal flood zone, earthquake zone, river crossing, volcanic regions)

      • PR.2.WG.5. Student Learning Expectation / Benchmark:

        Explain physical processes that create specific physical characteristics (e.g., climate, erosion, tectonics)

    • PS.3.WG. Standard / Student Learning Expectation: Physical Systems

      Students shall analyze the physical systems of the Earth.

      • PS.3.WG.1. Student Learning Expectation / Benchmark: Categorize the features of the following physical system

        lithosphere; biosphere; hydrosphere; atmosphere

      • PS.3.WG.2. Student Learning Expectation / Benchmark:

        Describe the effects of the tilt of the Earth's axis on the cycle of the seasons in the northern and southern hemispheres (e.g., equinox, solstice)

      • PS.3.WG.3. Student Learning Expectation / Benchmark:

        Analyze the influence of weather and climate on the geography of a place (e.g., El Nino, Ice Age, tornado, hurricane)

      • PS.3.WG.4. Student Learning Expectation / Benchmark:

        Explain the differences for the distribution pattern of the world's climates (e.g., ocean currents, wind currents, landforms)

      • PS.3.WG.5. Student Learning Expectation / Benchmark:

        Investigate the major physical processes that produce landforms using available technology (e.g., erosion, earthquakes, fold, fault, volcanic eruptions)

    • HS.4.WG. Standard / Student Learning Expectation: Human Systems

      Students shall analyze the influence of cooperation and conflict on the division of the Earth's surface.

      • HS.4.WG.1. Student Learning Expectation / Benchmark:

        Discuss reasons for worldwide population trends (e.g., food supply, health care, disease control, employment)

      • HS.4.WG.2. Student Learning Expectation / Benchmark:

        Analyze the push factors and pull factors that influenced human migration (e.g., political conditions, economic incentives, religion, and family ties)

      • HS.4.WG.3. Student Learning Expectation / Benchmark:

        Analyze the changing structure and functions of population centers over time (e.g., growth of suburbs, lack of housing, loss of farm land, city services)

      • HS.4.WG.4. Student Learning Expectation / Benchmark:

        Describe problems that arose in creating trade routes which were influenced by physical features (e.g., Silk Road, Suez Canal, Panama Canal)

      • HS.4.WG.5. Student Learning Expectation / Benchmark:

        Construct a distribution pattern of the world's races, religions, and languages to determine sources of geographic conflict

      • HS.4.WG.6. Student Learning Expectation / Benchmark:

        Investigate cultural cooperation or conflict which can cause changes in a region (e.g., Crusades, creation of Israel and Pakistan, Balkans, Tibet, European Union)

    • HS.5.WG. Standard / Student Learning Expectation: Human Systems

      Students shall examine the role of culture on human systems.

      • HS.5.WG.1. Student Learning Expectation / Benchmark:

        Examine the cultural changes introduced by various ethnic groups within regions

      • HS.5.WG.2. Student Learning Expectation / Benchmark:

        Compare and contrast cultural differences in religions, languages, gender roles, and political systems

      • HS.5.WG.3. Student Learning Expectation / Benchmark:

        Evaluate the spread of cultural traits, which have contributed to cultural convergence (e.g., fast-food franchises, English language, fashion and music trends)

      • HS.5.WG.4. Student Learning Expectation / Benchmark:

        Describe transportation and communication technologies, which have contributed to cultural convergence (e.g., computers, jet aircraft, electronic media, satellite links)

      • HS.5.WG.5. Student Learning Expectation / Benchmark:

        Examine the cultural characteristics that link regions (e.g., British Commonwealth, Latin America, Southeast Asia)

      • HS.5.WG.6. Student Learning Expectation / Benchmark:

        Examine the cultural factors that have promoted political change (e.g., break up of the Soviet Union, Sub-Saharan Africa, Balkan Crisis, Middle East, Northern Ireland, Asian revolutions)

    • HS.6.WG. Standard / Student Learning Expectation: Human Systems

      Students shall examine the role of geography on economic development.

      • HS.6.WG.1. Student Learning Expectation / Benchmark:

        Compare and contrast the influences of major economic structures on human systems (e.g., barter economy, command economy, market economy, developed countries, developing countries)

      • HS.6.WG.2. Student Learning Expectation / Benchmark:

        Explain economic development in terms of primary economic, secondary economic, and tertiary economic activities as determined by geographic region

      • HS.6.WG.3. Student Learning Expectation / Benchmark:

        Analyze the relationship between a country's infrastructure and its level of development

      • HS.6.WG.4. Student Learning Expectation / Benchmark:

        Examine global trade routes before and after the development of major canals

      • HS.6.WG.5. Student Learning Expectation / Benchmark:

        Develop hypotheses to explain changes that occurred in world trade patterns over time

      • HS.6.WG.6. Student Learning Expectation / Benchmark:

        Investigate the economic interdependence of countries and regions over time (e.g., North American Free Trade Agreement, Organization of Petroleum Exporting Countries, European Union, outsourcing)

    • ES.7.WG. Standard / Student Learning Expectation: Environment and Society

      Students shall analyze human interaction with the physical environment.

      • ES.7.WG.1. Student Learning Expectation / Benchmark:

        Survey ways that people have been influenced by the physical environment

      • ES.7.WG.2. Student Learning Expectation / Benchmark:

        Research naturally occurring, hazardous events and their impact on humans using available technologies (e.g., tornadoes, fire, flood, earthquakes, hurricanes, volcanic eruptions)

      • ES.7.WG.3. Student Learning Expectation / Benchmark:

        Evaluate human activities, which have a negative effect on the environment (e.g., pollution, deforestation, global warming, desertification, depletion of certain plant and animal species)

      • ES.7.WG.4. Student Learning Expectation / Benchmark:

        Investigate ways in which technology has expanded the capacity of humans to modify the physical environment

      • ES.7.WG.5. Student Learning Expectation / Benchmark:

        Analyze the changes in the physical environment that have modified the capacity to support and feed humans

      • ES.7.WG.6. Student Learning Expectation / Benchmark:

        Analyze different points of view on the use of renewable resources and non-renewable resources

      • ES.7.WG.7. Student Learning Expectation / Benchmark:

        Investigate various energy management plans which emphasize conservation

      • ES.7.WG.8. Student Learning Expectation / Benchmark:

        Examine human impact on the depletion of ocean and coastal resources

    • AG.8.WG. Standard / Student Learning Expectation: Application of Geography

      Students shall analyze local, regional, and international policies or phenomenon from a geographic perspective.

      • AG.8.WG.1. Student Learning Expectation / Benchmark:

        Examine the diffusion of a phenomenon and the impact on regions of contact (e.g., spread of bubonic plague, use of tobacco, AIDS)

      • AG.8.WG.2. Student Learning Expectation / Benchmark:

        Discuss different points of view on a particular geographic issue

      • AG.8.WG.3. Student Learning Expectation / Benchmark:

        Research various special interest groups and their environmental policies

      • AG.8.WG.4. Student Learning Expectation / Benchmark:

        Evaluate the impact of tourism on developing countries

      • AG.8.WG.5. Student Learning Expectation / Benchmark:

        Explore the role of international political organizations in protecting the environment (e.g., United Nations, European Union, Organization for Petroleum Exporting Countries)

      • AG.8.WG.6. Student Learning Expectation / Benchmark:

        Investigate the possible consequences of a world temperature fluctuation on humans, other living things, and physical systems

      • AG.8.WG.7. Student Learning Expectation / Benchmark:

        Explain various ways places are made distinctive and meaningful by altering physical features (e.g., terracing, interstate highway system, Trans-Siberian Railroad, dams, canals, irrigation systems)

  • AR.WH. Strand / Content Standard: World History

    • SMR.1.WH. Standard / Student Learning Expectation: Social Movements and Reforms

      Students shall analyze the key elements of social movements and reforms.

      • SMR.1.WH.1 Student Learning Expectation / Benchmark: Examine the key concepts and historical significance of five major religions

        Buddhism; Christianity; Hinduism; Islam; Judaism

      • SMR.1.WH.2 Student Learning Expectation / Benchmark: Examine the key concepts and historical significance of three major Eastern philosophies

        Confucianism; Daoism; Legalism

      • SMR.1.WH.3 Student Learning Expectation / Benchmark: Explain the contributions of Greek philosophers to Western thought using primary and secondary sources

        Socrates - Socratic method; Plato - The Republic; Aristotle

      • SMR.1.WH.4 Student Learning Expectation / Benchmark: Analyze key elements of the Renaissance

        Humanism; revival of interest in ancient Greece and Rome; changing artistic styles (e.g., music, architecture, literature)

      • SMR.1.WH.5 Student Learning Expectation / Benchmark: Describe the role of the printing press in the spread of ideas

        availability of books; increased literacy; Reformation

      • SMR.1.WH.6 Student Learning Expectation / Benchmark:

        Explain notable contributions made by individuals during the Scientific Revolution (e.g., Copernicus, Newton, Galileo, Bacon)

      • SMR.1.WH.7 Student Learning Expectation / Benchmark:

        Explain notable contributions made by individuals during the Enlightenment (e.g., Locke, Voltaire, Rousseau, Montesquieu)

    • SMR.2.WH. Standard / Student Learning Expectation: Social Movements and Reforms

      Students shall analyze societal changes resulting from movements and reforms.

      • SMR.2.WH.1 Student Learning Expectation / Benchmark: Explain the characteristics of a civilization

        calendar; writing; specialization of workers; rise of cities; advanced technology; development of complex institutions

      • SMR.2.WH.2 Student Learning Expectation / Benchmark:

        Investigate the changing roles of women using primary and secondary sources

      • SMR.2.WH.3 Student Learning Expectation / Benchmark: Examine the spread of the major religions using historical maps

        Buddhism; Christianity; Hinduism; Islam; Judaism

      • SMR.2.WH.4 Student Learning Expectation / Benchmark:

        Research the effects of the Black Death on Medieval and early Renaissance society (e.g., population, economics, religion)

      • SMR.2.WH.5 Student Learning Expectation / Benchmark: Evaluate the effect of the Renaissance on subsequent events in Europe

        Reformation; exploration; Enlightenment; Scientific Revolution

    • CC.3.WH. Standard / Student Learning Expectation: Conflict and Compromise

      Students shall analyze the causes of conflict in the world.

      • CC.3.WH.1. Student Learning Expectation / Benchmark:

        Explain the causes of the fall of the Roman Empire (e.g., economic, political, military)

      • CC.3.WH.2. Student Learning Expectation / Benchmark:

        Investigate the causes of the Crusades (e.g., religious, economic, military, political)

      • CC.3.WH.3. Student Learning Expectation / Benchmark:

        Compare and contrast the Reformation and the Counter-Reformation (e.g., religious, economic, political)

      • CC.3.WH.4. Student Learning Expectation / Benchmark:

        Analyze the causes of the 18th and 19th century revolutions (e.g., liberalism, nationalism, imperialism)

      • CC.3.WH.5. Student Learning Expectation / Benchmark:

        Analyze the causes of World War I (e.g., alliances, imperialism, nationalism, militarism)

      • CC.3.WH.6. Student Learning Expectation / Benchmark:

        Analyze the causes of World War II (e.g., Treaty of Versailles, the Great Depression, rise of dictators)

      • CC.3.WH.7. Student Learning Expectation / Benchmark:

        Research the causes of the Cold War using available technology (e.g., ideological differences between the United States and the U.S.S.R.)

      • CC.3.WH.8. Student Learning Expectation / Benchmark:

        Analyze the role extremist groups have played in creating world instability

    • CC.4.WH. Standard / Student Learning Expectation: Conflict and Compromise

      Students shall analyze the effect of conflict and subsequent resolution in the world.

      • CC.4.WH.1. Student Learning Expectation / Benchmark:

        Analyze the effect of the Punic Wars on transforming Rome from Republic to Empire

      • CC.4.WH.2. Student Learning Expectation / Benchmark:

        Investigate the effects of the collapse of the Roman Empire on civilization (e.g., barbarian invasions, changing structure of the church, the Byzantine Empire)

      • CC.4.WH.3. Student Learning Expectation / Benchmark:

        Explain the consequences of the Crusades (e.g., decline in feudalism, increase in trade, shifting political power)

      • CC.4.WH.4. Student Learning Expectation / Benchmark:

        Analyze the effect of revolution on the creation of independent nation-states (e.g., American Revolution, French Revolution, unification of Germany, unification of Italy, and Latin American independence movements)

      • CC.4.WH.5. Student Learning Expectation / Benchmark:

        Summarize the consequences of the Napoleonic Wars (e.g., the Louisiana Purchase, the Congress of Vienna)

      • CC.4.WH.6. Student Learning Expectation / Benchmark:

        Summarize the consequences of the Russian Revolution (e.g., Russian Civil War, withdrawal from World War I, end of Czarist rule)

      • CC.4.WH.7. Student Learning Expectation / Benchmark: Examine the consequences of World War I and the Treaty of Versailles

        changing national boundaries; advances in military technology; deterioration of Germany; the League of Nations

      • CC.4.WH.8. Student Learning Expectation / Benchmark: Examine the outcomes of World War II

        creation of United Nations; North Atlantic Treaty Organization (NATO); advances in technology; creation of satellite nations; Cold War

      • CC.4.WH.9. Student Learning Expectation / Benchmark:

        Investigate the world-wide effect of genocide in the 20th and 21st centuries using available technology (e.g., Armenia, Holocaust, Cambodia, Bosnia, Rwanda, Kosovo, Sudan)

      • CC.4.WH.10 Student Learning Expectation / Benchmark:

        Investigate the effects of the Cold War on the post-World War II era (e.g., emerging superpowers, containment policies, space race, arms race)

      • CC.4.WH.11 Student Learning Expectation / Benchmark:

        Discuss the post-Cold War era (e.g., Strategic Arms Limitation Treaty, glasnost, perestroika, fall of Berlin Wall)

      • CC.4.WH.12 Student Learning Expectation / Benchmark:

        Investigate the consequences of the Arab - Israeli conflicts from 1948 to the present

      • CC.4.WH.13 Student Learning Expectation / Benchmark:

        Analyze the responses to imperialism by people under colonial rule at the end of the 19th century (e.g., Boxer Rebellion, Sepoy Rebellion, Opium Wars, Zulu Wars)

    • MS.5.WH. Standard / Student Learning Expectation: Migration and Settlement

      Students shall analyze the reasons for and consequences of migration.

      • MS.5.WH.1. Student Learning Expectation / Benchmark:

        Examine the effects of the Neolithic revolution on society (e.g., domestication of plants and animals, increased population, changing technologies)

      • MS.5.WH.2. Student Learning Expectation / Benchmark:

        Describe the causes of mass migration (e.g., famine, disease, war, religious persecution, ethnic cleansing)

      • MS.5.WH.3. Student Learning Expectation / Benchmark:

        Describe the effects of mass migrations on civilization (e.g., Bantu, Great Trek, Irish, Vietnamese)

      • MS.5.WH.4. Student Learning Expectation / Benchmark:

        Discuss the spread of forced labor (e.g., slavery in ancient civilizations, American Indians, Africa)

    • MS.6.WH. Standard / Student Learning Expectation: Migration and Settlement

      Students shall analyze the interactions of peoples, cultures, and ideas.

      • MS.6.WH.1. Student Learning Expectation / Benchmark:

        Illustrate the movement of people over time to different locations using historical maps

      • MS.6.WH.2. Student Learning Expectation / Benchmark:

        Investigate the cultures that developed in the Americas prior to European exploration (e.g., Maya, Inca, Aztec, and North American Indian tribes)

      • MS.6.WH.3. Student Learning Expectation / Benchmark:

        Describe the contributions of early African civilizations (e.g., Ghana, Mali, Songhai)

      • MS.6.WH.4. Student Learning Expectation / Benchmark:

        Describe the contributions of early Asian civilizations (e.g., Zhou, Qin, Han, Indo-European)

      • MS.6.WH.5. Student Learning Expectation / Benchmark:

        Compare and contrast the consequences of the Mongol invasion on India, China, and Russia

    • ET.7.WH. Standard / Student Learning Expectation: Economics and Trade

      Students shall analyze global interactions created through trade.

      • ET.7.WH.1. Student Learning Expectation / Benchmark:

        Investigate the significance of the Silk Road using historical maps

      • ET.7.WH.2. Student Learning Expectation / Benchmark:

        Research the motivations which drove European exploration (e.g., mercantilism, colonialism, religion)

      • ET.7.WH.3. Student Learning Expectation / Benchmark:

        Analyze the contributions of explorers (e.g., Magellan, Columbus, De Gama, Drake, Zheng He)

      • ET.7.WH.4. Student Learning Expectation / Benchmark:

        Analyze the results of slave labor on economic systems

      • ET.7.WH.5. Student Learning Expectation / Benchmark: Describe the four factors of production necessary to foster an industrial revolution

        natural resources; human resources; capital resources; entrepreneurship

      • ET.7.WH.6. Student Learning Expectation / Benchmark:

        Investigate the role 19th century imperialism played in creating spheres of influence and colonization (e.g., partition of Africa, East Asia, India, Latin America)

      • ET.7.WH.7. Student Learning Expectation / Benchmark:

        Compare and contrast the economic elements of capitalism, socialism, and communism

    • ET.8.WH. Standard / Student Learning Expectation: Economics and Trade

      Students shall analyze specialization and interdependence in the world.

      • ET.8.WH.1. Student Learning Expectation / Benchmark: Analyze the development of mass production methods during the late 19th and early 20th centuries

        division of labor; assembly line; interchangeable parts

      • ET.8.WH.2. Student Learning Expectation / Benchmark:

        Summarize the Marxist theory of social and political reform (e.g., proletariat, bourgeoisie)

      • ET.8.WH.3. Student Learning Expectation / Benchmark:

        Describe economic interdependence of nations [e.g., North American Free Trade Agreement (NAFTA), World Trade Organization (WTO), General Agreement on Trade and Tariffs (GATT), European Economic Union (EEU), Organization of Petroleum Exporting Countries (OPEC)]

    • PG.9.WH. Standard / Student Learning Expectation: Politics and Government

      Students shall analyze the different theories of government throughout history.

      • PG.9.WH.1. Student Learning Expectation / Benchmark:

        Summarize the development of political structures in the cradles of civilization (e.g., Nile River Valley, Indus River Valley, Mesopotamia, China, and South America)

      • PG.9.WH.2. Student Learning Expectation / Benchmark:

        Compare and contrast the political theories found in the Greek city-states of Sparta and Athens

      • PG.9.WH.3. Student Learning Expectation / Benchmark: Summarize political power resulting from the following

        Mandate of Heaven; divine right; absolutism

      • PG.9.WH.4. Student Learning Expectation / Benchmark: Investigate the origin and development of the imperial state

        Africa; Asia; Europe; Middle East

      • PG.9.WH.5. Student Learning Expectation / Benchmark:

        Compare and contrast the political structure of European and Japanese feudalism

      • PG.9.WH.6. Student Learning Expectation / Benchmark:

        Describe the political ideologies of the 18th and 19th century revolutions using primary and secondary documents (e.g., American, French, and Latin American revolutions)

      • PG.9.WH.7. Student Learning Expectation / Benchmark:

        Discuss theocracy (e.g., John Calvin, Puritans, Islam)

      • PG.9.WH.8. Student Learning Expectation / Benchmark:

        Examine the political theories of socialism, communism, and fascism

    • PG.10.WH. Standard / Student Learning Expectation: Politics and Government

      Students shall analyze the structure and purpose of political organizations and alliances.

      • PG.10.WH.1 Student Learning Expectation / Benchmark:

        Investigate historical law codes using primary and secondary documents (e.g., Hammurabi, Justinian, Magna Carta, Napoleonic)

      • PG.10.WH.2 Student Learning Expectation / Benchmark:

        Research the formation of alliances in World War I and World War II using available technology (e.g., Triple Alliance, Triple Entente, Axis and Allies)

      • PG.10.WH.3 Student Learning Expectation / Benchmark:

        Analyze the structure and purpose of the United Nations

      • PG.10.WH.4 Student Learning Expectation / Benchmark:

        Analyze the purpose of post-World War II military alliances [e.g., North Atlantic Treaty Organization (NATO), Southeast Asia Treaty Organization (SEATO), Warsaw Pact]

 
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