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Arkansas: 7th-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.1.7.1. Student Learning Expectation / Benchmark: Location, Place, and Region

        Determine the absolute and relative location of a specific place.

      • G.1.7.2. Student Learning Expectation / Benchmark: Location, Place, and Region

        Compare the influence of geographic locations on early civilizations.

      • G.1.7.3. Student Learning Expectation / Benchmark: Location, Place, and Region

        Analyze the importance of the following river systems on the emergence of early civilizations: Ganges River, Huang He (Yellow River), Indus River, Nile River, and Tirgris/Euphrates River.

      • G.1.7.4. Student Learning Expectation / Benchmark: Location, Place, and Region

        Interpret specific types of charts, maps and graphs showing weather patterns, climate, population, or other specific topics.

      • G.1.7.5. Student Learning Expectation / Benchmark: Location, Place, and Region

        Compare a variety of regions to determine suitability for growth (e.g., climate, landform, vegetation regions)

      • G.1.7.6. Student Learning Expectation / Benchmark: Map and Globe Skills

        Compare and contrast the tools used by geographers, past and present, to develop maps and globes (e.g., astrolabe, compass, sextant, Global Positioning System GPS], Geographic Information Systems GIS], LANDSAT, Internet)

      • G.1.7.7. Student Learning Expectation / Benchmark: Map and Globe Skills

        Design maps of places and regions that contain map elements: compass rose, inset map, grid system, legend/key, latitude, longitude, map scale, and title.

      • G.1.7.8. Student Learning Expectation / Benchmark: Map and Globe Skills

        Determine latitude and longitude using maps or globes.

      • G.1.7.9. Student Learning Expectation / Benchmark: Map and Globe Skills

        Examine the influence of Earth's physical features on the development of regions of early civilizations.

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

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

      • G.2.7.1. Student Learning Expectation / Benchmark: Culture/Diversity

        Examine creative work as examples of cultural heritage (e.g., literature, mosaics, statuary, architecture, philosophy, dramas)

      • G.2.7.2. Student Learning Expectation / Benchmark: Culture/Diversity

        Compare and contrast the contributions of people of various racial, ethnic, and religious groups in the development of early civilizations (e.g., Akbar the Great, Chandragupta I, Hatshepsut, Marco Polo, Mansu Musa, Ramses)

      • G.2.7.3. Student Learning Expectation / Benchmark: Culture/Diversity

        Demonstrate examples of cultural exchange throughout various periods of world history.

    • 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.3.7.1. Student Learning Expectation / Benchmark: Movement

        Discuss push-pull factors that influenced the growth of population centers (e.g., location, transportation corridors and barriers, distribution of resources)

      • G.3.7.2. Student Learning Expectation / Benchmark: Movement

        Investigate the infrastructure of population centers.

      • G.3.7.3. Student Learning Expectation / Benchmark: Human Environment Interaction

        Analyze ways people have: adapted to the physical environment and altered the physical environment.

  • AR.C. Strand / Content Standard: Civics

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

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

      • C.4.7.1. Student Learning Expectation / Benchmark: Forms and Roles of Government

        Discuss the different ways executive, legislative, and judicial powers have been organized.

      • C.4.7.2. Student Learning Expectation / Benchmark: Forms and Roles of Government

        Discuss different forms of executive leadership in civilizations (e.g., judge class, patrician class, priest class, warrior class, emperor, nobility).

      • C.4.7.3. Student Learning Expectation / Benchmark: Forms and Roles of Government

        Compare and contrast forms of government: democracy, dictatorship, monarchy, oligarchy and theocracy.

      • C.4.7.4. Student Learning Expectation / Benchmark: Forms and Roles of Government

        Discuss individuals and their contributions to changing governments (e.g., Alexander the Great, Attila the Hun, Julius Caesar, Charlemagne, William the Conqueror, Qin Shi-Huangdi, Emperor Wudi)

    • C.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.5.7.1. Student Learning Expectation / Benchmark: Roots of Democracy

        Examine the concept of codified law: Hammurabi's Code and Justinian's Code.

      • C.5.7.2. Student Learning Expectation / Benchmark: Roots of Democracy

        Investigate the significance of icons, artifacts, and symbols of civilizations using primary and secondary sources (e.g., flags, statues, monuments, coins, heraldry)

      • C.5.7.3. Student Learning Expectation / Benchmark: Roots of Democracy

        Examine rights, privileges, and responsibilities citizens and non-citizens had in civilizations based upon gender, socio-economic class, ethnicity, religion, or caste.

      • C.5.7.4. Student Learning Expectation / Benchmark: Roots of Democracy

        Discuss ways citizens participated in government: Athens, Sparta and Rome.

  • 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.6.7.1. Student Learning Expectation / Benchmark: Continuity and Change

        Examine ways viewpoints expressed in primary and secondary source documents have changed over time.

      • H.6.7.2. Student Learning Expectation / Benchmark: Continuity and Change

        Sequence significant historical events on a timeline to make predictions.

      • H.6.7.3. Student Learning Expectation / Benchmark: Continuity and Change

        Investigate characteristics of civilizations (e.g., writing, development of communities, government, religion, specialized workers, advanced technology, economic systems, education).

      • H.6.7.4. Student Learning Expectation / Benchmark: Continuity and Change

        Analyze achievements of the early river civilizations (e.g., agricultural improvements, establishment of libraries, architecture, transportation, commerce)

      • H.6.7.5. Student Learning Expectation / Benchmark: Continuity and Change

        Examine the development of ancient non-European civilizations: Africa, the Americas and Asia.

      • H.6.7.6. Student Learning Expectation / Benchmark: Continuity and Change

        Explore the development of the Roman Empire and the people associated with it (e.g., Augustus, Julius Caesar, Hannibal)

      • H.6.7.7. Student Learning Expectation / Benchmark: Continuity and Change

        Examine contributions that past civilizations made to the modern world (e.g., arts, architecture, aqueducts, legal system, math, language, science, transportation)

      • H.6.7.8. Student Learning Expectation / Benchmark: Continuity and Change

        Describe the development of the dynastic system in China (e.g., Mandate of Heaven)

      • H.6.7.9. Student Learning Expectation / Benchmark: Continuity and Change

        Investigate roles of the Christian church in Medieval Europe.

      • H.6.7.10. Student Learning Expectation / Benchmark: Continuity and Change

        Describe life in Medieval Europe: feudalism, guild system, and manorial system.

      • H.6.7.11. Student Learning Expectation / Benchmark: Continuity and Change

        Describe the effects of the following events on the 14th Century: Black Death, One Hundred Years and War.

      • H.6.7.12. Student Learning Expectation / Benchmark: Continuity and Change

        Investigate the motives for the writing of the Magna Carta and the resulting influence on political power in England (e.g., establishment of Parliament)

      • H.6.7.13. Student Learning Expectation / Benchmark: Continuity and Change

        Explore medieval Japan (e.g., Shogunates, Samurai, feudalism)

      • H.6.7.14. Student Learning Expectation / Benchmark: Continuity and Change

        Describe the role of Constantinople: fall of Rome, Byzantine Empire, influence on art, and division of the Christian Church.

      • H.6.7.15. Student Learning Expectation / Benchmark: Continuity and Change

        Describe influences of the Persian, Peloponnesian, and Punic Wars on ancient civilization.

      • H.6.7.16. Student Learning Expectation / Benchmark: Continuity and Change

        Describe the rise of Alexander the Great and the development of Hellenistic culture.

      • H.6.7.17. Student Learning Expectation / Benchmark: Continuity and Change

        Discuss factors that led to the fall of the Roman Empire.

      • H.6.7.18. Student Learning Expectation / Benchmark: Continuity and Change

        Investigate the causes and effects of the Crusades.

      • H.6.7.19. Student Learning Expectation / Benchmark: Continuity and Change

        Discuss the causes, courses, and effects of invasion: Viking, Mongol and Persian.

      • H.6.7.20. Student Learning Expectation / Benchmark: Conflict and Consensus

        Examine the consequences of the Norman invasion on England: Battle of Hastings, Domesday Book and feudalism.

      • H.6.7.21. Student Learning Expectation / Benchmark: Movement

        Illustrate the development of early civilizations using a historical map: Mesopotamia, Egypt, India, China, Kiev and Bantu.

      • H.6.7.22. Student Learning Expectation / Benchmark: Movement

        Illustrate the expansion of Greece on a map of the ancient Mediterranean World.

      • H.6.7.23. Student Learning Expectation / Benchmark: Movement

        Illustrate military expeditions of Alexander the Great.

      • H.6.7.24. Student Learning Expectation / Benchmark: Movement

        Illustrate the expansion of the Islamic Empire across Asia, Africa, and Europe on a historical map.

      • H.6.7.25. Student Learning Expectation / Benchmark: Movement

        Compare the locations of African kingdoms on a historical map including, but not limited to: Ghana, Kush, Mali and Songhai.

      • H.6.7.26. Student Learning Expectation / Benchmark: Movement

        Compare the locations of early American civilizations on a historical map including, but not limited to: Aztec, Inca, Maya, North American Indians and Olmec.

      • H.6.7.27. Student Learning Expectation / Benchmark: Movement

        Examine the spread of ideas and goods through the network of trade routes (e.g., Indian Ocean, Trans-Sahara, Silk Road)

      • H.6.7.28. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

        Contrast characteristics of the Paleolithic and Neolithic Ages.

      • H.6.7.29. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

        Examine the development of monotheism.

      • H.6.7.30. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

        Compare and contrast life in Athens and Sparta (e.g., the role of citizens, social classes, Olympic games).

      • H.6.7.31. Student Learning Expectation / Benchmark: Cultural Diversity and Uniformity

        Examine the historical development and the basic tenets of world belief systems: Buddhism, Christianity, Confucianism, Hinduism, Islam and Judaism.

      • H.6.7.32. Student Learning Expectation / Benchmark: Regionalism and Nationalism

        Examine the development of the Frankish Kingdom under Clovis and Charlemagne.

      • H.6.7.33. Student Learning Expectation / Benchmark: Regionalism and Nationalism

        Describe the development of Russia (e.g., Kiev, Eastern Orthodox Church, Czars).

  • 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.7.7.1. Student Learning Expectation / Benchmark: Costs and Benefits

        Discuss the economic wants and needs of people over time.

      • E.7.7.2. Student Learning Expectation / Benchmark: Costs and Benefits

        Investigate choices made by early civilizations that had long-range economic consequences.

      • E.7.7.3. Student Learning Expectation / Benchmark: Costs and Benefits

        Discuss ways scarcity has influenced economic wants and needs resulting in the need to make choices.

      • E.7.7.4. Student Learning Expectation / Benchmark: Costs and Benefits

        Discuss opportunity costs associated with decision-making.

      • E.7.7.5. Student Learning Expectation / Benchmark: Costs and Benefits

        Determine influences of limited resources on economies due to choices made by leaders.

      • E.7.7.6. Student Learning Expectation / Benchmark: Costs and Benefits

        Explain how trade-offs have allowed civilizations to get the most out of scarce resources.

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

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

      • E.8.7.1. Student Learning Expectation / Benchmark: Factors of Production

        Describe ways advancement of technologies in division of labor and specialization helped the development of civilization and economies. (e.g., metallurgy across the Copper, Bronze and Iron Ages)

      • E.8.7.2. Student Learning Expectation / Benchmark: Factors of Production

        Discuss the effects of improving the quality or quantity of human capital and the increase of productivity (e.g., library at Alexandria, Chinese civil service system, guild systems, importation of labor).

      • E.8.7.3. Student Learning Expectation / Benchmark: Factors of Production

        Discuss the changing factors of production over time: human resources, capital resources, natural resources, and entrepreneurship.

      • E.8.7.4. Student Learning Expectation / Benchmark: Factors of Production

        Analyze ways distribution of natural resources determined settlement pattern.

    • 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.9.7.1. Student Learning Expectation / Benchmark: Financial Markets

        Examine the characteristics of different types of currency in early civilizations (e.g., shells, bars of iron, gold, metal coins, pelts)

      • E.9.7.2. Student Learning Expectation / Benchmark: Financial Markets

        Discuss the advantages of using early banking institutions.

      • E.9.7.3. Student Learning Expectation / Benchmark: Financial Markets

        Discuss the necessity of accounting systems to document transactions.

      • E.9.7.4. Student Learning Expectation / Benchmark: Global Markets

        Discuss the advantages and disadvantages of trade among early to medieval civilizations.

      • E.9.7.5. Student Learning Expectation / Benchmark: Global Markets

        Examine effects of standardization of currency on trade (e.g., Egypt, Greece, Persia, Rome, China)

      • E.9.7.6. Student Learning Expectation / Benchmark: Global Markets

        Describe roles ancient and medieval cities played in the crossroads of trade (e.g., Corinth, Byzantium, Mecca, Babylon, Ur, Baghdad, Alexandria)

      • E.9.7.7. Student Learning Expectation / Benchmark: Goods and Services

        Compare effects of supply and demand on prices in early markets.

      • E.9.7.8. Student Learning Expectation / Benchmark: Goods and Services

        Examine the effects of early world marketing practices (e.g., bazaars, market places, medieval fairs)

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

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

      Students shall research the geographical regions of Arkansas.

      • G.1.AH.7-8 Student Learning Expectation / Benchmark: Compare and contrast 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.7-8 Student Learning Expectation / Benchmark:

        Identify and map the major rivers of Arkansas

      • G.1.AH.7-8 Student Learning Expectation / Benchmark:

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

      • G.1.AH.7-8 Student Learning Expectation / Benchmark:

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

      • G.1.AH.7-8 Student Learning Expectation / Benchmark: Examine the economic effect of Arkansas' natural resources

        diamonds; bauxite; forestry products; oil

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

      Students shall examine the pre-territorial periods of Arkansas.

      • EA.2.AH.7- Student Learning Expectation / Benchmark: Compare and contrast pre-historic cultures in Arkansas

        Archaic; Woodland; Mississippian traditions

      • EA.2.AH.7- Student Learning Expectation / Benchmark: Identify significant elements in the success of pre-historic cultures in Arkansas

        location; food sources

      • EA.2.AH.7- Student Learning Expectation / Benchmark: Compare and contrast the cultural characteristics of early Indian tribes in Arkansas

        Osage; Caddo; Quapaw

      • EA.2.AH.7- Student Learning Expectation / Benchmark:

        Identify Arkansas Post as the first permanent European settlement in Arkansas

      • EA.2.AH.7- Student Learning Expectation / Benchmark:

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

      • EA.2.AH.7- Student Learning Expectation / Benchmark: Discuss the changing ownership of Arkansas

        Spain; France; United States

      • EA.2.AH.7- Student Learning Expectation / Benchmark:

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

    • EA.3. Standard / Student Learning Expectation:

      Students shall explain the significant contributions of early explorers.

      • EA.3.AH.7- Student Learning Expectation / Benchmark: Discuss the impact of the first European explorers in Arkansas

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

      • EA.3.AH.7- Student Learning Expectation / Benchmark: Identify 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. Featherstonhaugh; Bernard de La Harpe

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

      Students shall examine factors related to statehood.

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

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

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

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

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

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

      • TPS.4.AH.7 Student Learning Expectation / Benchmark: Identify the contributions of Arkansas' territorial officials

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

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

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

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

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

      • TPS.4.AH.7 Student Learning Expectation / Benchmark: Discuss the process to achieve statehood

        petition for statehood; congressional approval; Michigan/Arkansas; June 15, 1836

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

        Discuss the decline and removal of American Indian tribes in Arkansas

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

      Students shall examine the causes and effects of the Civil War on Arkansas.

      • SR.5.AH.7- Student Learning Expectation / Benchmark:

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

      • SR.5.AH.7- Student Learning Expectation / Benchmark:

        Define confederation and identify the weaknesses of the Confederacy

      • SR.5.AH.7- Student Learning Expectation / Benchmark:

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

      • SR.5.AH.7- Student Learning Expectation / Benchmark:

        Compare the Confederacy to the government under the Articles of Confederation

      • SR.5.AH.7- Student Learning Expectation / Benchmark:

        Identify the contributions of noteworthy Arkansans during the Civil War period

      • SR.5.AH.7- Student Learning Expectation / Benchmark: Explain the existence of dual governments in wartime Arkansas

        Washington, Arkansas; Little Rock, Arkansas

      • SR.5.AH.7- Student Learning Expectation / Benchmark:

        Identify the major Civil War battlefields in and near Arkansas

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

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

      • RP.6.AH.7- Student Learning Expectation / Benchmark: Describe the Reconstruction Era in Arkansas

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

      • RP.6.AH.7- Student Learning Expectation / Benchmark:

        Describe the effects of sharecropping on society in Arkansas

      • RP.6.AH.7- Student Learning Expectation / Benchmark:

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

      • RP.6.AH.7- Student Learning Expectation / Benchmark:

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

      • RP.6.AH.7- Student Learning Expectation / Benchmark:

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

      • RP.6.AH.7- Student Learning Expectation / Benchmark:

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

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

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

      • W.7.AH.7-8 Student Learning Expectation / Benchmark:

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

      • W.7.AH.7-8 Student Learning Expectation / Benchmark:

        Examine the economic effects of the oil boom on southern Arkansas

      • W.7.AH.7-8 Student Learning Expectation / Benchmark: Explore the effects of tourism on the economy

        Hot Springs; Ozarks; Murfreesboro diamond mines

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

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

      • GD.8.AH.7- Student Learning Expectation / Benchmark:

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

      • GD.8.AH.7- Student Learning Expectation / Benchmark:

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

      • GD.8.AH.7- Student Learning Expectation / Benchmark:

        Examine the results of bank closures on Arkansas

      • GD.8.AH.7- Student Learning Expectation / Benchmark:

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

      • GD.8.AH.7- Student Learning Expectation / Benchmark:

        Explore the economic and social consequences of the Great Depression

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

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

      • WWP.9.AH.7 Student Learning Expectation / Benchmark: Identify contributions of Arkansans during World War II

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

      • WWP.9.AH.7 Student Learning Expectation / Benchmark:

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

      • WWP.9.AH.7 Student Learning Expectation / Benchmark:

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

      • WWP.9.AH.7 Student Learning Expectation / Benchmark:

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

      • WWP.9.AH.7 Student Learning Expectation / Benchmark:

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

      • WWP.9.AH.7 Student Learning Expectation / Benchmark:

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

      • WWP.9.AH.7 Student Learning Expectation / Benchmark: Identify significant contributions made by Arkansans in the following fields

        art; business; culture; medicine; science

 
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