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Arkansas: 5th-Grade Standards

  • AR.G. Strand / Content Standard: Geography

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

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

      • G.1.5.1. Student Learning Expectation / Benchmark: Location, Place, and Region

        Classify locations as absolute or relative.

      • G.1.5.2. Student Learning Expectation / Benchmark: Location, Place, and Region

        Identify and describe the region of the United States in which Arkansas is located.

      • G.1.5.3. Student Learning Expectation / Benchmark: Location, Place, and Region

        Distinguish between the major regions of the United States and evaluate their interdependence.

      • G.1.5.4. Student Learning Expectation / Benchmark: Location, Place, and Region

        Locate the major bodies of water that are related to the United States: Atlantic Ocean, Caribbean Sea, Great Lakes, Gulf of Mexico, and Pacific Ocean.

      • G.1.5.5. Student Learning Expectation / Benchmark: Location, Place, and Region

        Identify a variety of charts and graphs used to display data on a variety of topics such as climate or population.

      • G.1.5.6. Student Learning Expectation / Benchmark: Location, Place, and Region

        Distinguish between geography terms that describe or indicate region, place, or location (e.g., tundra, desert, rainforest, mountains).

      • G.1.5.7. Student Learning Expectation / Benchmark: Map and Globe Skills

        Recognize the various types of maps used by geographers (e.g., physical, political, historical, special purpose, and other types of maps).

      • G.1.5.8. Student Learning Expectation / Benchmark: Map and Globe Skills

        Demonstrate an understanding of the following: latitude, longitude, parallels, meridians, degrees, grid systems, coordinates, Tropic of Cancer, Tropic of Capricorn, Equator, and Prime Meridian.

      • G.1.5.9. Student Learning Expectation / Benchmark: Map and Globe Skills

        Compare and contrast major landforms characterized as physical features of Earth (e.g., plateaus, rivers, deltas, seas, oceans, peninsulas).

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

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

      • G.2.5.1. Student Learning Expectation / Benchmark: Culture/Diversity

        Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Arkansas and the United States.

      • G.2.5.2. Student Learning Expectation / Benchmark: Culture/Diversity

        Understand the contributions of people of various racial, ethnic, and religious groups in Arkansas and the United States.

      • G.2.5.3. Student Learning Expectation / Benchmark: Culture/Diversity

        Recognize examples of cultural diffusion, cultural exchange, and assimilation.

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

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

      • G.3.5.1. Student Learning Expectation / Benchmark: Movement

        Recognize factors that influence migration (e.g., employment, natural resources).

      • G.3.5.2. Student Learning Expectation / Benchmark: Movement

        Define push-pull factors.

      • G.3.5.3. Student Learning Expectation / Benchmark: Movement

        Identify various forms of technology and methods of transferring ideas and information.

      • G.3.5.4. Student Learning Expectation / Benchmark: Movement

        Recognize the concepts of interstate, intrastate, infrastructure, and globalization.

      • G.3.5.5. Student Learning Expectation / Benchmark: Human Environment Interaction

        Identify renewable and nonrenewable resources (e.g., fossil fuels, fertile soils, timber).

      • G.3.5.6. Student Learning Expectation / Benchmark: Human Environment Interaction

        Identify ways people have modified the physical environment.

      • G.3.5.7. Student Learning Expectation / Benchmark: Human Environment Interaction

        Discuss ways in which Arkansans adapted to and modified the environment.

  • AR.C. Strand / Content Standard: Civics

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

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

      • C.4.5.1. Student Learning Expectation / Benchmark: Forms and Roles of Government

        Recognize that the Arkansas and the United States governments are composed of three branches: executive, legislative, and judicial.

      • C.4.5.2. Student Learning Expectation / Benchmark: Forms and Roles of Government

        Identify the system of checks and balances in government.

      • C.4.5.3. Student Learning Expectation / Benchmark: Forms and Roles of Government

        Identify the roles and responsibilities of the executive branch (e.g., state/governor, federal/president).

      • C.4.5.4. Student Learning Expectation / Benchmark: Forms and Roles of Government

        Identify and describe the roles of the legislative branch (e.g., general assembly/congress, state congress and federal congress, house, senate).

      • C.4.5.5. Student Learning Expectation / Benchmark: Forms and Roles of Government

        Identify and describe the roles of the judicial branch (e.g., local, state, and federal).

      • C.4.5.6. Student Learning Expectation / Benchmark: Forms and Roles of Government

        Identify the forms of government (e.g., democracy, monarchy, dictatorship, oligarchy, totalitarian).

      • C.4.5.7. Student Learning Expectation / Benchmark: Forms and Roles of Government

        Identify elected state and federal government officials (e.g., terms and qualifications).

      • C.4.5.8. Student Learning Expectation / Benchmark: Forms and Roles of Government

        Discuss the succession of leadership at the state level.

      • C.4.5.9. Student Learning Expectation / Benchmark: Forms and Roles of Government

        Discuss the two-party system.

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

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

      • C.5.5.1. Student Learning Expectation / Benchmark: Roots of Democracy

        Identify the founding documents that helped to establish laws for the United States (e.g., Mayflower Compact, Declaration of Independence, United States Constitution).

      • C.5.5.2. Student Learning Expectation / Benchmark: Roots of Democracy

        Identify the purpose of the Declaration of Independence.

      • C.5.5.3. Student Learning Expectation / Benchmark: Roots of Democracy

        Identify the significance of the following individuals in establishing the government of the United States: John Adams, Benjamin Franklin, Alexander Hamilton, Thomas Jefferson, John Marshall, James Madison, and George Washington.

      • C.5.5.4. Student Learning Expectation / Benchmark: Roots of Democracy

        Identify the significance of the Articles of Confederation.

      • C.5.5.5. Student Learning Expectation / Benchmark: Roots of Democracy

        Discuss how the ineffectiveness of the Articles of Confederation led to the creation of the United States Constitution.

      • C.5.5.6. Student Learning Expectation / Benchmark: Roots of Democracy

        Research national symbols and explain their significance using primary and secondary sources (e.g., Pledge of Allegiance, Lady Liberty).

      • C.5.5.7. Student Learning Expectation / Benchmark: Roots of Democracy

        Identify significant examples of patriotic music from various periods of United States history.

      • C.5.5.8. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

        Identify the requirements for becoming a citizen of the United States.

      • C.5.5.9. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

        Identify the rights and responsibilities of United States citizenship (e.g., voting, obeying laws, volunteerism).

      • C.5.5.10. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

        Discuss the importance of the rights of United States citizens set forth in the Bill of Rights.

      • C.5.5.11. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

        Identify the proper procedure for voting in the United States and in Arkansas (e.g., registration, voting sites, maintaining the right to vote).

      • C.5.5.12. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

        Discuss ways citizens participate in government at the state and local level.

      • C.5.5.13. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

        Identify the Bill of Rights in the United States Constitution.

      • C.5.5.14. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

        Identify the provisions of the Thirteenth, Fourteenth, and Fifteenth Amendments.

      • C.5.5.15. Student Learning Expectation / Benchmark: Rights and Responsibilities of Citizens

        Identify various organizations from U.S. History through which citizen's rights were affected (e.g., Women's Suffrage, NAACP, Chinese Immigration Act, Emancipation Proclamation).

  • AR.H. Strand / Content Standard: History

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

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

      • H.6.5.1. Student Learning Expectation / Benchmark: Continuity and Change

        Discuss the purpose of political cartoons.

      • H.6.5.2. Student Learning Expectation / Benchmark: Continuity and Change

        Read and interpret timelines using the terms: ca (circa), Before Common Era/Common Era (BCE/CE), millennia, millennium, decade, and century.

      • H.6.5.3. Student Learning Expectation / Benchmark: Continuity and Change

        Identify the contributions of significant individuals and explorers during the period of early European exploration of the Americas (e.g., Christopher Columbus, Ferdinand Magellan, Hernando de Soto).

      • H.6.5.4. Student Learning Expectation / Benchmark: Continuity and Change

        Identify areas of the New World colonized by Spain, Great Britain, and France.

      • H.6.5.5. Student Learning Expectation / Benchmark: Continuity and Change

        Describe the role and impact of legislative bodies in the colonial government (e.g., town meetings).

      • H.6.5.6. Student Learning Expectation / Benchmark: Continuity and Change

        Continuity and Change: Identify important people and events during Arkansas' Territorial period (e.g., Robert Crittenden, James Miller, relocation of government).

      • H.6.5.7. Student Learning Expectation / Benchmark: Continuity and Change

        Analyze the impact of the American Industrial Revolution: cotton gin, reaper, and steam engine.

      • H.6.5.8. Student Learning Expectation / Benchmark: Continuity and Change

        Identify and explain the significance of the following people: Fredrick Douglas, Harriet Tubman, John Brown, Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, Sojourner Truth, and Dorothea Dix.

      • H.6.5.9. Student Learning Expectation / Benchmark: Conflict and Consensus

        Describe the impact that European explorers had on the American Indian tribes.

      • H.6.5.10. Student Learning Expectation / Benchmark: Conflict and Consensus

        Analyze the benefits and conflicts arising from the interaction between colonial settlers and American Indians (e.g., Roanoke, Jamestown, King Philip's War).

      • H.6.5.11. Student Learning Expectation / Benchmark: Conflict and Consensus

        Evaluate the contributions of political and religious leaders in colonial America (e.g., John Smith, William Bradford, Roger Williams, Anne Hutchison, John Winthrop, Thomas Hooker, William Penn).

      • H.6.5.12. Student Learning Expectation / Benchmark: Conflict and Consensus

        Describe the impact of slavery in the Americas (e.g., indentured servants, American Indians, African Americans).

      • H.6.5.13. Student Learning Expectation / Benchmark: Conflict and Consensus

        Explain how conflict between the English government and the English colonies led to the outbreak of the American Revolution: Stamp Act, Sugar Act, Boston Tea Party, Intolerable Acts, and Boston Massacre.

      • H.6.5.14. Student Learning Expectation / Benchmark: Conflict and Consensus

        Identify the contributions of significant people leading to the American Revolution: King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and Thomas Paine.

      • H.6.5.15. Student Learning Expectation / Benchmark: Conflict and Consensus

        Explain the political viewpoints of Patriots and Loyalists during the Revolutionary period.

      • H.6.5.16. Student Learning Expectation / Benchmark: Conflict and Consensus

        Identify the importance of key battles of the Revolutionary War: Lexington and Concord, Bunker Hill, Saratoga, and Yorktown.

      • H.6.5.17. Student Learning Expectation / Benchmark: Conflict and Consensus

        Explain the role of the following events in the development of the United States: Shay's Rebellion, Constitutional Convention, and creation of political parties.

      • H.6.5.18. Student Learning Expectation / Benchmark: Conflict and Consensus

        Describe the causes of the War of 1812 and analyze the effects it had on the United States.

      • H.6.5.19. Student Learning Expectation / Benchmark: Conflict and Consensus

        Identify and describe the events and ideas leading to the Civil War (e.g., Missouri Compromise, Dred Scott v. Sanford, Lincoln/Douglas debates).

      • H.6.5.20. Student Learning Expectation / Benchmark: Conflict and Consensus

        Discuss the reasons for the secession of southern states from the Union.

      • H.6.5.21. Student Learning Expectation / Benchmark: Conflict and Consensus

        Identify and locate significant Civil War sites of the Union and Confederacy: Washington, Arkansas, Pea Ridge, Prairie Grove, Bull Run/Manassas, Antietam/Sharpsburg, and Gettysburg.

      • H.6.5.22. Student Learning Expectation / Benchmark: Movement

        Explain the religious, political, and economic reasons for movement of people and goods from Europe to the Americas: Columbian Exchange and Triangular Trade.

      • H.6.5.23. Student Learning Expectation / Benchmark: Movement

        Examine the impact of early exploration and settlement patterns of the Spanish, British, and French in North America (e.g., Roanoke, Jamestown, St. Augustine, Quebec, Santa Fe).

      • H.6.5.24. Student Learning Expectation / Benchmark: Movement

        Explain how westward expansion contributed to the growth of the United States (e.g., Wilderness Road, Louisiana Purchase, Gadsden Purchase).

      • H.6.5.25. Student Learning Expectation / Benchmark: Movement

        Trace the Lewis and Clark expedition and discuss its impact on the United States.

      • H.6.5.26. Student Learning Expectation / Benchmark: Movement

        Describe the causes and effects of the Indian Removal Act of 1830 (e.g., Trail of Tears).

      • H.6.5.27. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

        Identify and explain major pre-Colombian civilizations in Central and South America (i.e., Maya, Inca, Aztec).

      • H.6.5.28. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

        Identify the major pre-Columbia settlements: cliff dwellers, mound builders, peoples of the Southwest, peoples of the Pacific Northwest, peoples of the Great Plains, and peoples of the Eastern Woodlands.

      • H.6.5.29. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

        Locate and describe the three main American Indian cultures in Arkansas during the exploration period: Quapaw Indians, Caddo Indians, and Osage Indians.

      • H.6.5.30. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

        Evaluate contributions of women during the Revolutionary period (e.g., Abigail Adams, Molly Pitcher, Martha Washington, and Phyllis Wheatley).

      • H.6.5.31. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

        Investigate the roles of African Americans, American Indians, and women during the Civil War.

      • H.6.5.32. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

        Identify the role of the following Arkansans in the Civil War: Isaac Murphy, David O. Dodd, Albert Pike, Earl Van Dorn, Thomas Hindman, James Blunt, and Harris Flanagan.

      • H.6.5.33. Student Learning Expectation / Benchmark: Regionalism and Nationalism

        Identify Arkansas Post as the first European settlement in Arkansas and explain its geographic significance.

      • H.6.5.34. Student Learning Expectation / Benchmark: Regionalism and Nationalism

        Locate and describe the differences between the three regions into which the English settled: New England, Mid-Atlantic, and South.

  • AR.E. Strand / Content Standard: Economics

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

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

      • E.7.5.1. Student Learning Expectation / Benchmark: Costs and Benefits

        Identify the basic economic wants and needs of all people.

      • E.7.5.2. Student Learning Expectation / Benchmark: Costs and Benefits

        Recognize that choices have both present and future consequences.

      • E.7.5.3. Student Learning Expectation / Benchmark: Costs and Benefits

        Identify the causes of scarcity and why scarcity of resources makes it necessary to make choices.

      • E.7.5.4. Student Learning Expectation / Benchmark: Costs and Benefits

        Discuss the meaning of opportunity costs.

      • E.7.5.5. Student Learning Expectation / Benchmark: Costs and Benefits

        Identify why federal, state, and local governments have to make choices because of limited resources.

      • E.7.5.6. Student Learning Expectation / Benchmark: Costs and Benefits

        Examine the economic decisions that every society must make: what is to be produced and in what quantities, how will it be produced, and who will receive what is produced.

      • E.7.5.7. Student Learning Expectation / Benchmark: Costs and Benefits

        Identify examples of traditional, market, and command economies.

      • E.7.5.8. Student Learning Expectation / Benchmark: Costs and Benefits

        Discuss the meaning of trade-offs.

      • E.7.5.9. Student Learning Expectation / Benchmark: Costs and Benefits

        Identify the characteristics of a free enterprise system.

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

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

      • E.8.5.1. Student Learning Expectation / Benchmark: Factors of Production

        Research the role that entrepreneurs have played in the development of the economy of Arkansas.

      • E.8.5.2. Student Learning Expectation / Benchmark: Factors of Production

        Discuss the impact additional capital goods (e.g., tools and machines) have on productivity.

      • E.8.5.3. Student Learning Expectation / Benchmark: Factors of Production

        Identify the four basic categories of earned income that are received from the four factors of production: wages and salaries, rent, interest, and profit.

      • E.8.5.4. Student Learning Expectation / Benchmark: Factors of Production

        Examine the need for natural resources in determining settlement patterns

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

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

      • E.9.5.1. Student Learning Expectation / Benchmark: Financial Markets

        Describe the characteristics of money: portability, divisibility, durability, and uniformity.

      • E.9.5.2. Student Learning Expectation / Benchmark: Financial Markets

        Examine the reasons for using a financial institution for saving money: interest (rate of return) and safety.

      • E.9.5.3. Student Learning Expectation / Benchmark: Financial Markets

        Identify methods people use to save and spend money.

      • E.9.5.4. Student Learning Expectation / Benchmark: Financial Markets

        Discuss the purpose of selling stocks to capitalized companies (e.g., joint-stock company).

      • E.9.5.5. Student Learning Expectation / Benchmark: Financial Markets

        Identify the meaning of economic inflation.

      • E.9.5.6. Student Learning Expectation / Benchmark: Financial Markets

        Identify Gross Domestic Product (GDP).

      • E.9.5.7. Student Learning Expectation / Benchmark: Financial Markets

        Identify the role of the Federal Reserve in the economy.

      • E.9.5.8. Student Learning Expectation / Benchmark: Global Markets

        Identify the costs/benefits associated with the development of global trade.

      • E.9.5.9. Student Learning Expectation / Benchmark: Global Markets

        Identify various types of currency in the global economy.

      • E.9.5.10. Student Learning Expectation / Benchmark: Goods and Services

        Identify how changes in supply and demand affect prices.

      • E.9.5.11. Student Learning Expectation / Benchmark: Goods and Services

        Identify methods used to reduce or eliminate competition (e.g., trademarks, patents, copyrights, natural monopolies, government licenses).

      • E.9.5.12. Student Learning Expectation / Benchmark: Goods and Services

        Identify the various marketing techniques: advertising, mail order catalog, and increasing demand for goods and services.

 
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