Arkansas State Standards for Social Studies: Grade 12

AR.AG. American Government

PP.1.AG. Political Philosophy: Students shall examine the political philosophies and the documents that shaped United States Constitutional government.

PP.1.AG.1. Investigate the contributions of ancient Greece and Rome to United States' government

PP.1.AG.2. 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. Discuss the contributions of the Enlightenment philosophers: Baron de Montesquieu; Voltaire

PP.1.AG.4. Discuss the Social Contract Theory: Thomas Hobbes; John Locke; Jean-Jacques Rousseau

PP.2.AG. Political Philosophy: Students shall examine the Declaration of Independence.

PP.2.AG.1. Investigate the grievances listed in the Declaration of Independence

PP.2.AG.2. Compare and contrast the Declaration of Independence and Social Contract Theory

PP.2.AG.3. Evaluate the Declaration of Independence as a persuasive argument justifying revolution

USC.3.AG. United States Constitution: Students shall analyze the United States Constitution.

USC.3.AG.1. Examine the purpose of constitutions

USC.3.AG.2. Analyze the purpose of government stated in the Preamble to the United States Constitution

USC.3.AG.3. 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. Contrast the arguments expressed in the debate over ratification of the United States Constitution

USC.3.AG.5. Investigate the amendment process (e.g., role of states legislatures, role of conventions, role of public opinion)

USC.3.AG.6. Examine the purpose of each of the constitutional amendments

USC.4.AG. United States Constitution: Students shall explore the federal system of government defined by the United States Constitution.

USC.4.AG.1. Examine the relationship between federal and state government

USC.4.AG.2. Research the key powers granted to Congress by the United States Constitution

USC.4.AG.3. Compare and contrast enumerated and implied powers

USC.4.AG.4. Compare and contrast delegated, concurrent, and reserved powers

USC.4.AG.5. Analyze Article IV which established the United States Constitution as the Supreme Law of the Land

USC.5.AG. United States Constitution: Students shall analyze civil liberties and civil rights.

USC.5.AG.1. 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. Analyze fundamental rights of individuals: civil liberties; due process; equal protection

USC.6.AG. United States Constitution: Students shall investigate the structure, organization, and process of the legislative branch.

USC.6.AG.1. Compare and contrast the House of Representatives and the Senate: organization; terms of office; qualifications; powers

USC.6.AG.2. Describe the role of committees in the legislative process (e.g., standing, special, joint)

USC.6.AG.3. Examine the importance of the seniority system and political parties in the legislative process

USC.6.AG.4. Explain the influence of lobbyists and special interest groups on the legislative process

USC.6.AG.5. Research the development and passage of a bill using available technology

USC.7.AG. United States Constitution: Students shall examine the role, organization, and function of the executive branch.

USC.7.AG.1. Explain the qualifications for becoming President of the United States

USC.7.AG.2. Analyze the roles of the presidency

USC.7.AG.3. Explain the justification and function of executive orders

USC.7.AG.4. Explain the function of departments and agencies within the bureaucracy of the federal government

USC.7.AG.5. Investigate regulatory agencies, government corporations, and independent agencies

USC.8.AG. United States Constitution: Students shall investigate the organization, process, and role of the judicial branch.

USC.8.AG.1. Compare and contrast the jurisdiction of federal courts and state courts

USC.8.AG.2. Compare and contrast the process of selecting and confirming federal and state judges

USC.8.AG.3. Explain the process by which the Supreme Court selects and decides cases

USC.8.AG.4. Analyze the concept of judicial review as established by Marbury v. Madison

USC.8.AG.5. 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. Elections: Students shall evaluate the election process in federal, state, and local elections.

E.9.AG.1. 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. Compare and contrast arguments for and against the electoral college

E.9.AG.3. Describe the role of political parties in federal, state, and local elections

E.9.AG.4. 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. Examine the complexities of vote tabulation and certifying elections

SLG.10.AG. State and Local Government: Students shall examine state and local government in Arkansas.

SLG.10.AG.1. Explain the powers of state and local governments in Arkansas

SLG.10.AG.2. Discuss the sources of revenue received by each level of government in Arkansas

SLG.10.AG.3. Examine the services provided by state and local government in Arkansas

AR.AH. Arkansas History

EUS.1.AH. Early United States: Students shall examine the causes and effects of migration patterns in the early history of North America.

EUS.1.AH.1. Evaluate the motivations for the exploration of the New World

EUS.1.AH.2. 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. Trace the routes of early exploration in what was to become the United States

EUS.1.AH.4. Research economic development in the three colonial regions using primary and secondary sources

EUS.1.AH.5. Map the geographic similarities and differences among the three colonial regions

EUS.1.AH.6. Compare and contrast economic development in the three colonial regions

EUS.1.AH.7. Analyze different points of view regarding society, customs, and traditions in the three colonial regions

EUS.1.AH.8. Compare changes which occurred over time in the three colonial regions

EUS.1.AH.9. 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. Early United States: Students shall investigate the historical foundations of the United States government.

EUS.2.AH.1. Discuss the creation of the new national government: Articles of Confederation; Constitutional Convention; Bill of Rights

EUS.2.AH.2. 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. Early United States: Students shall investigate the causes and effects of war in the early history of the United States.

EUS.3.AH.1. Analyze the causes and effects of the American Revolution: political; social; economic; geographic

EUS.3.AH.2. Discuss the causes and effects of the Mexican-American War: political; social; economic; geographic

EUS.3.AH.3. Analyze the causes and effects of the Civil War: political; social; economic; geographic

R.4.AH. Reconstruction: Students shall analyze westward expansion in the United States since Reconstruction.

R.4.AH.1. Examine the effect of the Homestead Act and the Morrill Land Grant Act on westward expansion

R.4.AH.2. Discuss the impact of the transcontinental railroad on the development of the West

R.4.AH.3. 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. 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. Reconstruction: Students shall evaluate the impact of social movements and reforms during Reconstruction.

R.5.AH.1. 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. Identify the significance of the Civil War Amendments: Thirteenth Amendment; Fourteenth Amendment; Fifteenth Amendment

R.5.AH.3. Research the effects of the Civil War Amendments during Reconstruction using primary source documents

R.5.AH.4. Examine the reasons for the impeachment of President Andrew Johnson

R.5.AH.5. 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. Explain how the election of 1876 and the Compromise of 1877 led to the end of Reconstruction

R.5.AH.7. Outline the successes and failures of Reconstruction

IN.6.AH. Industrialization: Students shall investigate the impact of changing technology on economic development.

IN.6.AH.1. 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. 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. 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. 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. Industrialization: Students shall evaluate the impact of immigration on society in the United States.

IN.7AH.1. Describe the purpose of Angel Island and Ellis Island

IN.7AH.2. Map the changing immigration patterns of the late 19th and early 20th centuries

IN.7.AH.3. 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. Illustrate the changing immigration patterns from rural areas to urban areas in the late 19th and early 20th centuries

IN.7.AH.5. 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. Examine the role that immigrants played in the emergence of political machines (e.g., Tammany Hall)

IN.8.AH. Industrialization: Students shall analyze the rise of big business in the United States.

IN.8.AH.1. Compare and contrast the terms 'captains of industry' and 'robber barons'

IN.8.AH.2. 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. Compare and contrast vertical integration and horizontal integration

IN.8.AH.4. Analyze new forms of business organization: trusts; monopolies; pools; holding companies

IN.8.AH.5. Describe the political and economic philosophy of Social Darwinism (e.g., Herbert Spencer, laissez-faire economics)

IN.8.AH.6. 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. Populism: Students shall examine the impact of westward migration during the Gilded Age.

PO.9.AH.1. Identify the significance of the Exodusters

PO.9.AH.2. 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. Discuss how frontier life altered the American image

PO.9.AH.4. Chart the transition of Oklahoma from Indian Territory to statehood

PO.9.AH.5. Discuss problems faced by farmers (e.g., bonanza farms, railroads, economic depression, overproduction)

PO.10.AH. Populism: Students shall survey the impact of reform movements on social problems in the United States.

PO.10.AH.1. Summarize the cooperative efforts of farmers in solving agricultural issues: grange; alliances

PO.10.AH.2. 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. Populism: Students shall examine the political ideas of the Gilded Age.

PO.11.AH.1. 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. 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. Imperialism: Students shall evaluate the territorial expansion of the United States during the late 19th and early 20th centuries.

IM.12.AH.1. Identify the steps leading to the acquisition of Alaska and Hawaii

IM.12.AH.2. 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. 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. Analyze the steps which led to the construction of the Panama Canal (e.g., gunboat diplomacy, Panamanian Revolution)

IM.13.AH. Imperialism: Students shall analyze the foreign policy of the United States during the early 20th century.

IM.13.AH.1. Describe President Theodore Roosevelt's foreign policy: Big Stick Diplomacy; Great White Fleet; Roosevelt Corollary

IM.13.AH.2. Compare and contrast the Dollar Diplomacy of President William Howard Taft and the Moral Diplomacy of President Woodrow Wilson

IM.13.AH.3. 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. Evaluate the social, political, economic, and geographic impact of the Open Door Policy

IM.13.AH.5. Examine the relationship between the United States and its Latin-American neighbors (e.g., Pancho Villa, John Pershing, ABC Conference)

PR.14.AH. Progressivism: Students shall evaluate the reforms of progressivism.

PR.14.AH.1. Analyze the effectiveness of the muckrakers on reforming American society: social reform; educational reform; political reform; economic reform

PR.14.AH.2. Examine the Social Gospel Movement and its influence on society (e.g., settlement house, Jane Addams, William Glidden)

PR.14.AH.3. 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. 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. Investigate the contributions of Theodore Roosevelt's administration in establishing conservation of natural resources: John Muir; Gifford Pinchot

PR.14.AH.6. 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. Evaluate Robert La Follette's Wisconsin Idea in regard to political reform: initiative; referendum; recall; direct primary

PR.14.AH.8. 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. 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.10. Investigate Theodore Roosevelt's Square Deal policies which increased presidential powers [e.g., trust busting, 1902 coal strike, railroad regulation (Elkins Act/Hepburn Act), Meat Inspection Act, Pure Food and Drug Act, conservation]

PR.14.AH.11. Analyze the effects of the Sixteenth, Seventeenth, and Eighteenth Amendments

PR.14.AH.12. Examine the effects of the 1912 presidential election

WC.15.AH. World in Conflict: Students shall examine social, political, and economic changes during World War I.

WC.15.AH.1. Analyze the causes of World War I: imperialism; nationalism; militarism; alliances

WC.15.AH.2. 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. Discuss the contributions of the United States to the Allies in World War I

WC.15.AH.4. 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. 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. Examine the Treaty of Versailles: Wilson's Fourteen Points; ratification debate

WC.16.AH. World in Conflict: Students shall examine social, political, and economic changes during the Jazz Age/Roaring Twenties.

WC.16.AH.1. 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. 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. Analyze the domestic policies of Presidents Warren G. Harding, Calvin Coolidge, and Herbert Hoover

WC.17.AH. World in Conflict: Students shall examine social, political, and economic changes during the Great Depression.

WC.17.AH.1. Examine the causes and effects of the Dust Bowl on agriculture and migration patterns

WC.17AH.2. Analyze the national and global causes and effects of the Great Depression

WC.17.AH.3. Discuss President Herbert Hoover's policies in dealing with the Great Depression

WC.17.AH.4. 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. World in Conflict: Students shall examine social, political, and economic changes during World War II.

WC.18.AH.1. Discuss the isolationist policies of the United States prior to entry into World War II

WC.18.AH.2. Summarize Japanese motives for attacking Pearl Harbor

WC.18.AH.3. 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. 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. Evaluate the military contribution of minorities in World War II: Tuskegee Airmen; Navajo Code Talkers; 442nd Regimental Combat Team

WC.18.AH.6. 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. Analyze President Harry S. Truman's decision to use atomic weapons against Japan

WC.18.AH.8. 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. Examine racial conflicts in the World War II period

CUS.19.AH. Contemporary United States: Students shall examine the changes encountered between the Cold War and the present.

CUS.19.AH.1. Investigate the origins of the Cold War (e.g., Yalta Conference, division of Europe, United Nations, Truman Doctrine, Marshall Plan, Berlin Crisis)

CUS.19.AH.2. Discuss the influence of McCarthyism on American society and politics

CUS.19.AH.3. 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.4. Examine the development of international alliances as a result of the Cold War: North Atlantic Treaty Organization; Warsaw Pact

CUS.19.AH.5. Discuss the impact of the space race on relations between the United States and the Soviet Union

CUS.19.AH.6. Investigate civil rights issues affecting the following groups: African Americans; American Indians; Asian Americans; Hispanic Americans; women

CUS.19.AH.7. Investigate the role of the United States in global conflicts: Korean Conflict; Vietnam Conflict; Operation Desert Shield/Storm

CUS.19.AH.8. Examine the cultural and technological changes in American society that began in the 1950s using primary and secondary sources

CUS.19.AH.9. Compare and contrast the policies of the New Frontier and the Great Society

CUS.19.AH.10. Discuss the political and social results of Watergate

CUS.19.AH.11. Compare and contrast the domestic and foreign policies of United States presidents from Richard Nixon to the present

CUS.19.AH.12. Recognize current issues in immigration and ethnic diversity

CUS.19.AH.13. 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. Arkansas History

G.1.AH. Geography: Students shall analyze the geographical regions of Arkansas.

G.1.AH.9-12.1. 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.9-12.2. Examine the practical uses of the major rivers in Arkansas (e.g., trade, transportation, recreation)

G.1.AH.9-12.3. Analyze factors contributing to the settlement of Arkansas (e.g., climate, water, accessibility)

G.1.AH.9-12.4. Research the origins of key place names in Arkansas (e.g. towns, counties, and landforms)

G.1.AH.9-12.5. Examine the economic effect of Arkansas' natural resources: diamonds; bauxite; forestry products; oil; lignite; novaculite

EA.2.AH. Early Arkansas: Students shall analyze Arkansas' pre-territorial periods.

EA.2.AH.9-12.1. Research pre-historic cultures in Arkansas: Archaic; Woodland; Mississippian traditions

EA.2.AH.9-12.2. Examine the significant elements in the success of pre-historic cultures in Arkansas: location; food sources

EA.2.AH.9-12.3. Compare and contrast the cultural characteristics of early Indian tribes in Arkansas: Osage; Caddo; Quapaw

EA.2.AH.9-12.4. Research the reasons for migration to pre-territorial Arkansas (e.g., Mississippi Bubble)

EA.2.AH.9-12.5. Investigate the Arkansas Post Settlement

EA.2.AH.9-12.6. Analyze the changing ownership of Arkansas using primary and secondary sources: Spain; France; United States

EA.2.AH.9-12.7. Research the effects of the New Madrid Earthquakes on Arkansas using primary and secondary sources and available technology

EA.3.AH. Early Arkansas: Students shall analyze the significant contributions of early explorers.

EA.3.AH.9-12.1. Examine the impact of the first European explorers in Arkansas: Hernando De Soto; Robert de LaSalle; Jacques Marquette and Louis Joliet

EA.3.AH.9-12.2. 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. Territorial Period to Statehood: Students shall analyze the factors related to statehood.

TPS.4.AH.9-12.1. Analyze the effects of the Missouri Compromise on Arkansas's settlement patterns

TPS.4.AH.9-12.2. Explain the advantages of territorial status (e.g., court system, government assistance, transportation, economy)

TPS.4.AH.9-12.3. Discuss the process leading to territorial status (e.g., Northwest Ordinance, township, sections)

TPS.4.AH.9-12.4. Discuss the historical importance of Arkansas' territorial officials: James Miller; Robert Crittenden; Henry Conway; James Conway; Ambrose Sevier; 'The Family'

TPS.4.AH.9-12.5. Research the movement of the territorial capital from Arkansas Post to Little Rock using available technology

TPS.4.AH.9-12.6. Investigate the contribution of William Woodruff's, The Arkansas Gazette to the growth and development of Arkansas

TPS.4.AH.9-12.7. Analyze the process to achieve statehood: petition for statehood; congressional approval; Michigan/Arkansas

TPS.4.AH.9-12.8. Investigate the decline and removal of American Indian tribes in Arkansas

SR.5.AH. Secession to Reconstruction: Students shall analyze the cause and effects of the Civil War on Arkansas.

SR.5.AH.9-12.1. Investigate the controversy leading to the secession of Arkansas (e.g., state leaders, cooperationists, Secession Convention, May 6, 1861)

SR.5.AH.9-12.2. Define confederation and describe the weaknesses of the Confederacy

SR.5.AH.9-12.3. Analyze how the Union and Confederate governments exerted powers to fight the war (e.g., draft, first income tax, wars recruitment)

SR.5.AH.9-12.4. Compare and contrast the Confederacy to the government under the Articles of Confederation

SR.5.AH.9-12.5. Analyze the contributions of noteworthy Arkansans during the Civil War period

SR.5.AH.9-12.6. Explain the existence of dual governments in wartime Arkansas: Washington, Arkansas; Little Rock, Arkansas

SR.5.AH.9-12.7. Examine the major Civil War battlefields in and near Arkansas

RP.6.AH. Reconstruction through Progressive Era: Students shall analyze political, social and economic changes in Arkansas.

RP.6.AH.9-12.1. 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.9-12.2. Analyze the effects of sharecropping on society in Arkansas

RP.6.AH.9-12.3. Examine the development of manufacturing and industry in Arkansas using available technology (e.g., railroad, timber, electricity)

RP.6.AH.9-12.4. Describe the economic challenges Arkansas farmers faced during the post-Reconstruction period

RP.6.AH.9-12.5. Investigate the development of the public school system in Arkansas (e.g., Charlotte Stephens, Mifflin Gibbs)

RP.6.AH.9-12.6. 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. World War I through the 1920s: Students shall analyze the political, social, and economic growth in Arkansas.

W.7.AH.9-12.1. Examine the reactions of Arkansans to World War I (e.g., Cleburne County Draft War, draft)

W.7.AH.9-12.2. Describe the contributions of Arkansans to the early 1900s (e.g., Many troops to World War I, Field Kindley, Louise Thaden, Scott Joplin)

W.7.AH.9-12.3. Examine the economic effects of the oil boom on southern Arkansas

W.7.AH.9-12.4. Explore the effects of tourism on the economy: Hot Springs; Ozarks; Murfreesboro diamond mines

GD.8.AH. Great Depression: Students shall analyze the effects of the Great Depression on Arkansas.

GD.8.AH.9-12.1. Investigate the economic and social effects of the 1927 flood on Arkansas using primary and secondary sources

GD.8.AH.9-12.2. Research the consequences of the 1930 drought on Arkansas using available technology

GD.8.AH.9-12.3. Analyze the results of bank closures on Arkansas

GD.8.AH.9-12.4. Analyze the effects New Deal programs had on society in Arkansas during the Great Depression (e.g., Works Progress Administration, Civilian Conservation Corps, Civil Works Administration)

GD.8.AH.9-12.5. Explore the economic and social consequences of the Great Depression

WWP.9.AH. 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.9-12.1. Examine the contributions of Arkansas during World War II: military; wartime industry; domestic food production to feed the military

WWP.9.AH.9-12.2. Investigate the social and economic effects of World War II on Arkansans

WWP.9.AH.9-12.3. Research Japanese relocation camps and prisoner of war camps in Arkansas using available technology

WWP.9.AH.9-12.4. Analyze the civil rights movement in Arkansas using primary and secondary sources (e.g., Little Rock Central, Hoxie)

WWP.9.AH.9-12.5. Investigate the major contributions of political leaders after World War II (e.g., Sid McMath, Orval Faubus, J. William Fulbright, John McClellan, Winthrop Rockefeller, Wilbur Mills, Dale Bumpers, David Pryor, Mike Huckabee)

WWP.9.AH.9-12.6. Analyze the political and economic effects of the Clinton presidency

WWP.9.AH.9-12.7. Analyze the economic development of Arkansas after World War II (e.g., timber industry, catfish farms, poultry industry, agriculture, retail, tourism, labor unions)

WWP.9.AH.9-12.8. Research significant contributions made by Arkansans in the following fields: art; business; culture; medicine; science

AR.CCC. Civics for Core Curriculum (1 semester only)

C.1.CCC. Citizenship: Students shall examine citizenship.

C.1.CCC.1. Discuss the relevance of the study of civics

C.1.CCC.2. Explain the role of citizenship

C.1.CCC.3. Explain what constitutes a citizen

C.1.CCC.4. Discuss the process of becoming a citizen: native born (e.g., jus soli, jus sanguinus); naturalization

C.1.CCC.5. 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. Citizenship: Students shall examine the rights, responsibilities, privileges, and duties of citizens.

C.2.CCC.1. 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. Distinguish between rights and privileges of citizenship (e.g., voting, driving, education)

G.3.CCC. Government: Students shall examine the purposes of government.

G.3.CCC.1. Explain the purposes of government

G.3.CCC.2. Describe how governments acquire power

G.3.CCC.3. Examine the role of government in protecting the rights of the people (e.g., courts)

G.4.CCC. Government: Students shall compare the different types of government.

G.4.CCC.1. Compare and contrast the different types of governmental ideology: dictatorship; direct democracy; indirect democracy

USC.5.CCC. 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.1. Discuss the meaning of constitution and constitutional government

USC.5.CCC.2. 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.3. 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. 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.1. Describe the reason for the organization of government in the United States Constitution

USC.6.CCC.2. Describe the procedures required to amend the United States Constitution

USC.6.CCC.3. Compare delegated, concurrent, and reserved powers

USC.7.CCC. United States Constitution: Students shall analyze the fundamental rights of individuals.

USC.7.CCC.1. Analyze fundamental rights of individuals as incorporated in the Bill of Rights

USC.7.CCC.2. Identify changes occurring over time in the interpretation of the Bill of Rights

USC.7.CCC.3. 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. Structure of Government: Students shall describe the organization, authority, and function of federal and state government.

SG.8.CCC.1. Discuss the legislative branch of the government at the federal and state levels: purpose; organization; authority; function

SG.8.CCC.2. Discuss the executive branch of the government at the federal and state levels: purpose; organization; authority; function

SG.8.CCC.3. Discuss the judicial branch of the government at the federal and state levels: purpose; organization; authority; function

SG.8.CCC.4. Describe the separation of powers in the system of checks and balances

L.9.CCC. Laws: Students shall examine federal, state, and local laws.

L.9.CCC.1. Examine the source, purpose, and function of laws

L.9.CCC.2. Explain the need for active and ongoing change in laws

L.9.CCC.3. Distinguish between criminal and civil laws

L.10.CCC. Laws: Students shall examine Arkansas laws pertaining to students.

L.10.CCC.1. Discuss Arkansas laws applicable to juveniles: bullying; Extended Juvenile Jurisdiction; health-related issues; juvenile court; school laws; victims' rights

PPE.11.CCC. Political Parties and Elections: Students shall analyze the development of political parties.

PPE.11.CCC.1. Analyze the development and growth of political parties: two party system; role of citizens

PPE.11.CCC.2. Analyze various influences on political parties: interest groups; lobbyists; Political Action Committees (PACs)

PPE.12.CCC. Political Parties and Elections: Students shall examine the influence of media on politics.

PPE.12.CCC.1. 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.2. Discuss biases in the formation of public opinion

PPE.12.CCC.3. Discuss the influence of the Internet on the political process

PPE.13.CCC. Political Parties and Elections: Students shall discuss the election process in the federal, state, and local governments.

PPE.13.CCC.1. 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.2. Discuss the complexities of vote tabulation and certifying elections

AR.C. Civics

C.1.C. Citizenship: Students shall examine citizenship.

C.1.C.1. Discuss the relevance of the study of civics

C.1.C.2. Explain the role of citizenship

C.1.C.3. Explain what constitutes a citizen

C.1.C.4. Discuss the process of becoming a citizen: native born (e.g., jus soli, jus sanguinus); naturalization

C.1.C.5. 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. Citizenship: Students shall examine the rights, responsibilities, privileges, and duties of citizens.

C.2.C.1. 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. Distinguish between rights and privileges of citizenship (e.g., voting, driving, education)

G.3.C. Government: Students shall analyze the purposes of government.

G.3.C.1. Explain the purposes of government

G.3.C.2. Analyze how governments acquire power

G.3.C.3. Examine the role of government in protecting the rights of the people (e.g., courts)

G.3.C.4. Evaluate the role of government in settling disputes (e.g., arbitration, mediation, Wagner Act)

G.4.C. Government: Students shall compare the different types of government.

G.4.C.1. 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. 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. Discuss the meaning of constitution and constitutional government

USC.5.C.2. 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. 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. Describe the process of ratifying the United States Constitution

USC.6.C. 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. Describe the reason for the organization of government in the United States Constitution (e.g., commerce, defense, judicial, executive, fiscal)

USC.6.C.2. Compare delegated, concurrent, and reserved powers

USC.6.C.3. Explain the limitations on the powers of government: Writ of Habeas Corpus; Bill of Attainder; Ex Post Facto

USC.6.C.4. Describe the procedures required to amend the United States Constitution

USC.6.C.5. Analyze the consequences of constitutional amendments on citizenship (e.g., voting rights, due process of law, societal changes)

USC.7.C. United States Constitution: Students shall analyze the fundamental rights of individuals.

USC.7.C.1. 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. Analyze fundamental rights of individuals as incorporated in the Bill of Rights.

USC.7.C.3. Investigate limitations or restrictions on criminal punishment (e.g., Eighth Amendment, Fourteenth Amendment)

USC.7.C.4. 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. 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. Structure of Government: Students shall analyze the organization, authority, and function of federal, state, and local government.

SG.8.C.1. Discuss the legislative branch of the government at the federal and state levels: purpose; organization; authority; function

SG.8.C.2. Discuss the executive branch of the government at the federal and state levels: purpose; organization; authority; function

SG.8.C.3. Discuss the judicial branch of the government at the federal and state levels: purpose; organization; authority; function

SG.8.C.4. Analyze the separation of powers and the system of checks and balances at the federal and state levels

SG.8.C.5. Discuss the organization of various forms of local government (e.g., county, mayor-council, city manager, commission)

SG.8.C.6. Compare and contrast federal, state, and local governments (e.g., bureaucracy, finances, civil service, public policy, community services)

L.9.C. Laws: Students shall evaluate federal, state, and local laws.

L.9.C.1. Examine concurrent powers at the federal, state, and local levels

L.9.C.2. Describe the supremacy of federal laws

L.9.C.3. Discuss the concept of full faith and credit as it applies to the relationship between states

L.9.C.4. Discuss the process by which a bill becomes a law at the federal and state levels

L.9.C.5. Examine the difference between a statute and an ordinance

L.9.C.6. Explain the need for active and ongoing change in laws

L.9.C.7. Compare and contrast criminal and civil laws

L.9.C.8. Compare and contrast referendum, initiative, and recall

L.10.C. Laws: Students shall examine Arkansas laws pertaining to students.

L.10.C.1. Discuss Arkansas laws applicable to juveniles: bullying; extended Juvenile Jurisdiction; health-related issues; juvenile court; school laws; victims' rights

PPE.11.C. Political Parties and Elections: Students shall analyze the development of political parties.

PPE.11.C.1. Analyze the development and growth of political parties: two party system; factions; third parties; role of citizens

PPE.11.C.2. Analyze various influences on political parties: interest groups; lobbyists; Political Action Committees (PACs)

PPE.12.C. Political Parties and Elections: Students shall examine the influence of media on politics.

PPE.12.C.1. 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. Examine the influence of the Internet on the political process

PPE.12.C.3. Discuss biases in forming public opinion

PPE.13.C. Political Parties and Elections: Students shall evaluate the election process in the federal, state, and local governments.

PPE.13.C.1. 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. Discuss the complexities of vote tabulation and certifying elections

PPE.13.C.3. Explain the role of the electoral college in the election process

AR.CAG. Civics/American Government

C.1.CAG. Citizenship: Students shall examine citizenship.

C.1.CAG.1. Discuss the relevance of the study of civics

C.1.CAG.2. Explain the role of citizenship

C.1.CAG.3. Explain what constitutes a citizen

C.1.CAG.4. Discuss the process of becoming a citizen: native born (e.g., jus soli, jus sanguinus); naturalization

C.1.CAG.5. 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. Citizenship: Students shall examine rights, responsibilities, privileges, and duties of citizens.

C.2.CAG.1. 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. Distinguish between rights and privileges of citizenship (e.g., voting, driving, education)

G.3.CAG. Government: Students shall analyze and evaluate the purposes of government.

G.3.CAG.1. Explain the purposes of government

G.3.CAG.2. Analyze how government acquires power

G.3.CAG.3. Examine the role of government in protecting the rights of the people (e.g., courts)

G.3.CAG.4. Evaluate the role of government in settling disputes (e.g., arbitration, mediation, Wagner Act)

G.4.CAG. Government: Students shall compare the different types of government.

G.4.CAG.1. Categorize the characteristics of limited and unlimited government

G.4.CAG.2. 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. 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.1. 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.2. 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.3. Explain the social contract theory of government

USC.5.CAG.4. Describe the process of ratifying the United States Constitution

USC.6.CAG. 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.1. Describe the reason for the organization of government in the United States Constitution

USC.6.CAG.2. Compare delegated, concurrent, and reserved powers

USC.6.CAG.3. Explain limitations on the powers of government: Writ of Habeas Corpus; Bill of Attainder; Ex Post Facto

USC.6.CAG.4. Describe the procedures required to amend the United States Constitution

USC.6.CAG.5. Analyze the consequences of constitutional amendments on citizenship, voting rights, due process of law, and societal changes

USC.7.CAG. United States Constitution: Students shall examine the fundamental rights of individuals as incorporated in the United States Constitution.

USC.7.CAG.1. Examine the rights protected by the Bill of Rights that are not specifically stated in the United States Constitution (e.g., right of privacy)

USC.7.CAG.2. Examine the fundamental rights of individuals as incorporated in the Bill of Rights

USC.7.CAG.3. Investigate limitations or restrictions on criminal punishment (e.g., Eighth Amendment, Fourteenth Amendment)

USC.7.CAG.4. Analyze court cases that demonstrate how the United States Constitution protects the rights of individuals (e.g., Brown v. Board of Education, Miranda v. Arizona, Tinker v. Des Moines, Gideon v. Wainwright)

USC.7.CAG.5. Examine changes in civil rights legislation (e.g., affirmative action, Americans with Disabilities Act (ADA), Civil Rights Acts of 1964-1965, Voting Rights Act of 1964)

USC.7.CAG.6. 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. Structure of Government: Students shall examine the purpose, organization, authority, and function of the federal, state, and local government.

SG.8.CAG.1. Discuss the legislative branch of government at the federal and state levels: purpose; organization; authority; function

SG.8.CAG.2. Discuss the executive branch of government at the federal and state levels: purpose; organization; authority; function

SG.8.CAG.3. Discuss the judicial branch of government at the federal and state levels: purpose; organization; authority; function

SG.8.CAG.4. Analyze the separation of powers and the system of checks and balances at the federal and state levels

SG.8.CAG.5. Discuss the organization of various forms of local government (e.g., county, mayor-council, city manager, commission)

SG.8.CAG.6. Compare and contrast federal, state, and local governments (e.g., bureaucracy, finances, civil service, public policy, community services)

L.9.CAG. Laws: Students shall evaluate federal, state, and local laws.

L.9.CAG.1. Compare and contrast concurrent powers and supremacy of laws at the federal, state, and local levels

L.9.CAG.2. Describe the supremacy of federal laws

L.9.CAG.3. Discuss the process by which a bill becomes a law

L.9.CAG.4. Examine the difference between a statute and an ordinance

L.9.CAG.5. Define the concept of full faith and credit as it applies to the relationship between states

L.9.CAG.6. Identify the source, purpose, and function of laws

L.9.CAG.7. Explain the need for active and ongoing change in laws

L.9.CAG.8. Distinguish between criminal and civil laws (tort)

L.9.CAG.9. Explain the phases of a criminal case: hearing; indictment; arraignment; trial; penalty

L.9.CAG.10. Compare and contrast referendum, initiative, and recall

L.10.CAG. Laws: Students shall examine of Arkansas laws pertaining to students.

L.10.CAG.1. Identify Discuss Arkansas laws applicable to juveniles: bullying; Extended Juvenile Jurisdiction; health-related issues; juvenile court; school laws; victims' rights

PPE.11.CAG. Political Parties and Elections: Students shall analyze the development of political parties.

PPE.11.CAG.1. Analyze the development and growth of political parties: two party system; factions; third parties; role of citizens

PPE.11.CAG.2. Analyze various influences on political parties: interest groups; lobbyists; Political Action Committees (PACs)

PPE.12.CAG. Political Parties and Elections: Students shall examine the influence of media on politics.

PPE.12.CAG.1. 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.2. Examine the influence of the Internet on the political process

PPE.12.CAG.3. Discuss biases in forming public opinion

PPE.13.CAG. Political Parties and Elections: Students shall evaluate the election process in the federal, state, and local governments.

PPE.13.CAG.1. 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.2. Discuss the complexities of vote tabulation and certifying elections

PPE.13.CAG.3. Explain the role of the electoral college in the election process

GR.14.CAG. Global Relations: Students shall examine the foreign policy of the United States in a global context.

GR.14.CAG.1. Describe the function of the United Nations

GR.14.CAG.2. Describe the relationship between the United States and the United Nations

AR.CH. Contemporary United States History

CC.1.CH. Changing Culture: Student shall analyze the causes and consequences of cultural changes.

CC.1.CH.1. Investigate the origins of the Counter Culture Movement of the mid 20th century (e.g., beat generation, hippies)

CC.1.CH.2. 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. 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. Discuss the changing cultural landscape (e.g., fast food, theme parks, family vacation, hotels/motels, automobile)

CC.1.CH.5. 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. Research the influence of the Baby Boom generation on society

RE.2.CH. Race and Ethnicity: Students shall analyze the role which race and ethnicity have played in world affairs.

RE.2.CH.1. 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. Compare and contrast the views of various civil rights leaders (e.g., Martin Luther King Jr., Malcolm X)

RE.2.CH.3. Examine the role of government in securing civil rights (e.g., federal court cases, federal legislation, Twenty-Fourth Amendment)

RE.2.CH.4. 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. Technology: Students shall investigate the role of technology in a changing society.

T.3.CH.1. 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. Analyze technological improvements in communication and information processing (e.g., computers, microchips, Internet, cell phones, email)

T.3.CH.3. Analyze technological improvements in transportation (e.g., cars, airplanes, subways, bullet trains, public transit)

T.3.CH.4. Analyze technological improvements in energy production (e.g., nuclear power, solar power, wind power, alternate energy sources, biotechnology)

CW.4.CH. Cold War: Students shall analyze the events of the Cold War.

CW.4.CH.1. 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. 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. 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. 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. Global Conflicts: Students shall investigate the role of the United States in global conflict.

GC.5.CH.1. Investigate the role of the United States in the United Nations

GC.5.CH.2. Investigate the circumstances surrounding the creation of Israel

GC.5.CH.3. 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. Research the rise of global terrorism

WE.6.CH. World Economy: Students shall analyze the role of the United States in a global economy.

WE.6.CH.1. 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. 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. Discuss the rise of multinational corporations

E.7.CH. Environment: Students shall examine the environmental movement from the 1960s to the present.

E.7.CH.1. 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. Investigate the consequences of environmental disasters: Love Canal; Three Mile Island; Chernobyl; oil spills; Bhopal

E.7.CH.3. Discuss contemporary environmental issues

AR.E. Economics

EF.1.E. Economic Fundamentals: Students shall examine scarcity and choice.

EF.1.E.1. Explain the role scarcity plays in making choices: individuals; businesses; governments

EF.1.E.2. Describe the use of cost/benefit analysis in making choices: individuals; businesses; governments

EF.1.E.3. Explain the concepts of opportunity costs and tradeoffs using the decision making model

EF.1.E.4. Illustrate the tradeoffs between two options using a production possibilities curve

EF.1.E.5. Discuss individual or societal economic choices, which are guided by incentives and based on rational self-interest

EF.2.E. Economic Fundamentals: Students shall examine the role of economic systems in the use and distribution of resources.

EF.2.E.1. Analyze the four factors of production: natural resources; human resources; capital resources; entrepreneurship

EF.2.E.2. 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. Compare and contrast the three major economic systems: Command economy; Market economy; Mixed economy

EF.3.E. Economic Fundamentals: Students shall analyze the reasons that individuals, businesses, and governments trade.

EF.3.E.1. Explain the role of specialization and voluntary exchange in the marketplace

EF.3.E.2. Differentiate between absolute advantage and comparative advantage

EF.3.E.3. Discuss issues related to free trade

EF.3.E.4. Examine trade barriers: tariffs; quotas; embargos; preservation of standards (protectionism); export subsidies

EF.3.E.5. Explain the effect of exchange rates on the purchasing power of people globally

EF.3.E.6. Summarize global patterns of economic activity: world trading partners; trading blocs; regional trade agreements; regional trade organizations

MI.4.E. Microeconomics: Students shall examine the role of supply and demand.

MI.4.E.1. 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. 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. Explain the relationship between surpluses, shortages, and equilibrium price

MI.4.E.4. Describe the signals sent to buyers and sellers by price

MI.4.E.5. Determine how consumers affect production in a market economy

MI.5.E. Microeconomics: Students shall analyze the organization and role of business firms in a market economy.

MI.5.E.1. Compare and contrast major forms of business organizations: sole proprietorship; partnership; corporation

MI.5.E.2. Describe different types of mergers: vertical; horizontal; conglomerate

MI.6.E. Microeconomics: Students shall analyze various types of market structures.

MI.6.E.1. Compare and contrast different models of market structure: competition; monopolistic competition; oligopoly; monopoly; cartel

MI.6.E.2. Describe the role that the stock market plays in the economy of the United States

MI.7.E. Microeconomics: Students shall examine the importance of increasing productivity in a market economy.

MI.7.E.1. Distinguish between fixed cost and variable cost

MI.7.E.2. Discuss the importance of productivity to business growth

MI.7.E.3. Analyze the influence improved factors of production have on the productivity of individual industries (e.g., technology, education, training)

MA.8.E. Macroeconomics: Students shall examine the role aggregate supply and aggregate demand play in determining price levels and resource allocation.

MA.8.E.1. Explain aggregate supply and aggregate demand

MA.8.E.2. Demonstrate aggregate supply and aggregate demand in determining price levels and resource allocations, using a graph

MA.9.E. Macroeconomics: Students shall analyze the roles that federal, state, and local governments play in the economy.

MA.9.E.1. 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. 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. Macroeconomics: Students shall examine the measurements of economic performance.

MA.10.E.1. 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. Differentiate between Gross Domestic Product and Real Gross Domestic Product

MA.10.E.3. Explain the importance of adjusting Gross Domestic Product for inflation

MA.10.E.4. Identify different types of unemployment: cyclical unemployment; structural unemployment; frictional unemployment; seasonal unemployment

MA.10.E.5. Explain stages of the business cycle: peak; trough; expansion; recession

MA.11.E. Macroeconomics: Students shall describe monetary policy and fiscal policy and their relationship to economic stability and growth.

MA.11.E.1. Explain the function and characteristics of money in a market economy

MA.11.E.2. Describe the role and functions of banks and other financial institutions in the United States

MA.11.E.3. Describe the organization and role of the Federal Reserve

MA.11.E.4. Discuss the role of fiscal policy in setting and maintaining economic stability and growth

MA.11.E.5. Illustrate the major sources of government revenue

MA.11.E.6. Illustrate the major expenditures of tax revenues at the national level: national security; social programs; education

MA.11.E.7. Compare and contrast the ability-to-pay principle of taxation and the benefits-received principle of taxation

MA.11.E.8. Explain different types of taxes: progressive tax; regressive tax; proportional tax

MA.11.E.9. Distinguish between budget deficit and national debt

MA.11.E.10. Describe the role of automatic stabilizers in regulating the economy

AR.P. Psychology

HM.1.P. History and Methods: Students shall examine the development of psychology as an empirical science.

HM.1.P.1. Discuss psychology as the scientific study of behavior and mental processes

HM.1.P.2. Summarize the development of psychology from a branch of philosophy and biology to an independent empirical discipline

HM.1.P.3. 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. Identify the major events in the history of psychology from 1879 to present

HM.2.P. History and Methods: Students shall investigate major subfields that comprise psychology.

HM.2.P.1. Research the research (basic) subfields and applications of contemporary psychology (e.g., university/academic careers)

HM.2.P.2. Research the applied subfields and applications of contemporary psychology (e.g., schools, industrial/organizational)

HM.2.P.3. Research the clinical/medical subfields and applications of contemporary psychology (e.g., counseling psychologist, clinical psychologist, psychiatrist)

HM.3.P. History and Methods: Students shall investigate research strategies and basic statistical concepts employed by psychologists.

HM.3.P.1. Examine the scientific method as a tool for determining cause and effect

HM.3.P.2. 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. Employ the basic concepts of statistical data (e.g., calculation of mean, median, and mode)

HM.3.P.4. Explain the manipulation of statistical data

BBB.4.P. Biological Bases of Behavior: Students shall investigate the structure and function of the nervous system.

BBB.4.P.1. Describe the basic parts of a neuron and the electrochemical process of neural firing

BBB.4.P.2. Describe the hierarchy of the nervous system (e.g., central nervous system, peripheral nervous system, and respective components)

BBB.4.P.3. Compare and contrast the communication systems of the nervous and endocrine systems

BBB.5.P. Biological Bases of Behavior: Students shall describe the basic concepts of sensation and perception.

BBB.5.P.1. Distinguish between sensation and perception

BBB.5.P.2. Identify the transduction processes of the five basic senses with emphasis on vision

BBB.5.P.3. Discuss thresholds, Weber's Law, and signal detection theory

BBB.5.P.4. Summarize principles associated with perception (e.g., illusions, constancies, and Gestalt principles)

BBB.6.P. Biological Bases of Behavior: Students shall examine the states of consciousness evident in human behavior.

BBB.6.P.1. Compare and contrast the Freudian viewpoints of consciousness: conscious; nonconscious; preconscious; unconscious

BBB.6.P.2. Compare and contrast levels of consciousness other than Freudian viewpoints

BBB.6.P.3. Distinguish between the different stages of sleep

BBB.6.P.4. Discuss sleep disorders: insomnia; sleep apnea; narcolepsy; night terrors

BBB.6.P.5. Explain the current theories on the purpose and functions of dreams (e.g., Freudian view, activation-synthesis theory)

BBB.6.P.6. Describe the effects of drugs on the states of consciousness

BBB.6.P.7. Explain altered states of consciousness and the roles each have played in human culture (e.g., trances, hypnosis, meditation)

PA.7.P. Personality and Assessment: Students shall explain the role of personality development and methods of assessment.

PA.7.P.1. Describe the various approaches and theories of personality

PA.7.P.2. Determine the relationship between personality and behavior in terms of both situation and life span

PA.7.P.3. Describe different methods used to assess personality (e.g., Myers-Briggs, Rorschach)

HD.8.P. Human Development: Students shall explain the process of how humans grow, learn, and adapt to their environment.

HD.8.P.1. Describe physical human development over the life span: prenatal; infancy; childhood; adolescence; adulthood; late adulthood

HD.8.P.2. Investigate Piaget's theory of cognitive human development

HD.8.P.3. Investigate Eriksson's theory of social human development

HD.8.P.4. Investigate Kohlberg's theory of moral human development

HD.8.P.5. Examine the origins and roles of language and the resulting effects on thought and behavior: Chomsky; Skinner

LMC.9.P. 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. Examine the principles and scope associated with learning: classical conditioning; operant conditioning; observational learning

LMC.9.P.2. Explain the three stage model of memory processing: sensory memory; short-term (working) memory; long-term memory

LMC.9.P.3. Identify strategies for improving memory and study skills (e.g., mnemonic devices, spacing effect, active learning, and test-taking strategies)

LMC.10.P. Learning, Memory, and Cognition: Student shall describe the role of motivation and emotion in human behavior.

LMC.10.P.1. Discuss the functions and interrelations of motivation and emotion

LMC.10.P.2. Discuss the areas of the brain associated with the activation of motivation and emotion: limbic system; hypothalamus

LMC.10.P.3. Explain Maslow's Hierarchy of Needs

SP.11.P. Social Psychology: Students shall describe the underlying social influences that shape human behavior.

SP.11.P.1. Describe the effects of social interaction on individual behavior

SP.11.P.2. Describe the effects of group interaction on thought and behavior (e.g., conformity, obedience, groupthink, group polarization)

SP.11.P.3. Discuss the psychological basis for prejudice and social identity

SMH.12.P. Stress and Mental Health: Students shall examine the relationship between stress and health.

SMH.12.P.1. Examine the causes of stress

SMH.12.P.2. Explain the effects stress has on the body

SMH.12.P.3. Explain defensive and active strategies for dealing with stress

SMH.13.P. Stress and Mental Health: Students shall describe major psychological disorders and treatments.

SMH.13.P.1. 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. Investigate the history of the treatment of psychological diseases and disorders through the modern perspective

SMH.13.P.3. Discuss popular misconceptions related to those suffering mental disorders

AR.S. Sociology

FS.1.S. Foundations of Sociology: Students shall describe the development of sociology as a social science.

FS.1.S.1. Discuss sociology and the seven social sciences

FS.1.S.2. 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. 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. Discuss the three major theoretical perspectives of sociology: functional perspective; conflict perspective; interaction perspective

FS.1.S.5. Examine various types of sociological research methods

CS.2.S. Culture and Socialization: Students shall examine the influence of culture on the individual.

CS.2.S.1. Discuss key components of culture

CS.2.S.2. Examine the effect of diversity and change on a culture

CS.2.S.3. Examine the importance of norms and values to a culture

CS.3.S. Culture and Socialization: Students shall examine the influence of culture on socialization.

CS.3.S.1. Discuss the process of socialization in human development

CS.3.S.2. Analyze the role of socialization agents in human development: family; school; peer groups; mass media

S.4.S. Status: Students shall examine the effects of social status on human behavior.

S.4.S.1. Describe the effect of social status on social order: upper class; middle class; lower class; professional; nonprofessional; unemployed

S.4.S.2. Examine the roles and role expectations which can lead to role conflict

S.4.S.3. Analyze various points of view relating to historical and current events

G.5.S. Groups: Students shall explore the influence of social groups on behavior.

G.5.S.1. Identify students as members of primary groups and secondary groups

G.5.S.2. Examine the influence of group membership on student behavior

G.5.S.3. Discuss the influence of formal organizations on the behavior of group members

G.5.S.4. Examine social interaction: coercion; conflict; conformity; cooperation; groupthink; social exchange

SI.6.S. Social Institutions: Students shall examine the effects of social institutions on group behavior.

SI.6.S.1. Examine social institutions: economic; educational; family; political; religious

SI.6.S.2. Examine the effect social institutions have on societal values

SI.6.S.3. Discuss the influence of popular culture on group behavior (e.g., sports, entertainment, media)

SC.7.S. Social Change: Students shall examine the changing nature of society.

SC.7.S.1. Describe societal changes over time

SC.7.S.2. Examine the factors that influence change in social norms over time

SP.8.S. Social Problems: Students shall analyze current social problems.

SP.8.S.1. Discuss deviance

SP.8.S.2. Describe criminal behavior and the reaction of society to the behavior

SP.8.S.3. Examine the effect of race and ethnicity on group behavior

SP.8.S.4. Research the influence of world events on group behavior (e.g., terrorism, disease, global economy, natural disasters, changes in technology, migration)

AR.WG. World Geography

SG.1.WG. Spatial Geography: Students shall analyze information about people, places, and the environment using maps, globes, atlases, and available technology.

SG.1.WG.1. Explain the importance of the Earth's grid system

SG.1.WG.2. Develop an Earth grid system using major lines of latitude and longitude and the north and south poles

SG.1.WG.3. Compute the difference in time around the world using lines of longitude

SG.1.WG.4. Interpret a variety of maps and images (e.g., topographical map, physical, climate, political, highway, thematic map)

SG.1.WG.5. 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. Critique maps that illustrate biased points of view (e.g., political, military, historical)

SG.1.WG.7. Analyze factors that shape a person's mental map (e.g., mass media, geographic education, prejudices, travel experience, literature)

SG.1.WG.8. Identify ways in which mental maps influence human decisions about location, settlement, and public policy

SG.1.WG.9. 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. Places and Regions: Students shall investigate the physical characteristics of places and regions.

PR.2.WG.1. Examine the physical characteristics that constitute a region (e.g., desert, rainforest, plateau, savanna, tundra)

PR.2.WG.2. 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. 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. 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. Explain physical processes that create specific physical characteristics (e.g., climate, erosion, tectonics)

PS.3.WG. Physical Systems: Students shall analyze the physical systems of the Earth.

PS.3.WG.1. Categorize the features of the following physical system: lithosphere; biosphere; hydrosphere; atmosphere

PS.3.WG.2. 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. 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. Explain the differences for the distribution pattern of the world's climates (e.g., ocean currents, wind currents, landforms)

PS.3.WG.5. Investigate the major physical processes that produce landforms using available technology (e.g., erosion, earthquakes, fold, fault, volcanic eruptions)

HS.4.WG. Human Systems: Students shall analyze the influence of cooperation and conflict on the division of the Earth's surface.

HS.4.WG.1. Discuss reasons for worldwide population trends (e.g., food supply, health care, disease control, employment)

HS.4.WG.2. 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. 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. 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. Construct a distribution pattern of the world's races, religions, and languages to determine sources of geographic conflict

HS.4.WG.6. 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. Human Systems: Students shall examine the role of culture on human systems.

HS.5.WG.1. Examine the cultural changes introduced by various ethnic groups within regions

HS.5.WG.2. Compare and contrast cultural differences in religions, languages, gender roles, and political systems

HS.5.WG.3. 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. Describe transportation and communication technologies, which have contributed to cultural convergence (e.g., computers, jet aircraft, electronic media, satellite links)

HS.5.WG.5. Examine the cultural characteristics that link regions (e.g., British Commonwealth, Latin America, Southeast Asia)

HS.5.WG.6. 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. Human Systems: Students shall examine the role of geography on economic development.

HS.6.WG.1. 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. Explain economic development in terms of primary economic, secondary economic, and tertiary economic activities as determined by geographic region

HS.6.WG.3. Analyze the relationship between a country's infrastructure and its level of development

HS.6.WG.4. Examine global trade routes before and after the development of major canals

HS.6.WG.5. Develop hypotheses to explain changes that occurred in world trade patterns over time

HS.6.WG.6. 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. Environment and Society: Students shall analyze human interaction with the physical environment.

ES.7.WG.1. Survey ways that people have been influenced by the physical environment

ES.7.WG.2. 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. 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. Investigate ways in which technology has expanded the capacity of humans to modify the physical environment

ES.7.WG.5. Analyze the changes in the physical environment that have modified the capacity to support and feed humans

ES.7.WG.6. Analyze different points of view on the use of renewable resources and non-renewable resources

ES.7.WG.7. Investigate various energy management plans which emphasize conservation

ES.7.WG.8. Examine human impact on the depletion of ocean and coastal resources

AG.8.WG. Application of Geography: Students shall analyze local, regional, and international policies or phenomenon from a geographic perspective.

AG.8.WG.1. 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. Discuss different points of view on a particular geographic issue

AG.8.WG.3. Research various special interest groups and their environmental policies

AG.8.WG.4. Evaluate the impact of tourism on developing countries

AG.8.WG.5. 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. Investigate the possible consequences of a world temperature fluctuation on humans, other living things, and physical systems

AG.8.WG.7. 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. World History

SMR.1.WH. Social Movements and Reforms: Students shall analyze the key elements of social movements and reforms.

SMR.1.WH.1. Examine the key concepts and historical significance of five major religions: Buddhism; Christianity; Hinduism; Islam; Judaism

SMR.1.WH.2. Examine the key concepts and historical significance of three major Eastern philosophies: Confucianism; Daoism; Legalism

SMR.1.WH.3. 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. 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. Describe the role of the printing press in the spread of ideas: availability of books; increased literacy; Reformation

SMR.1.WH.6. Explain notable contributions made by individuals during the Scientific Revolution (e.g., Copernicus, Newton, Galileo, Bacon)

SMR.1.WH.7. Explain notable contributions made by individuals during the Enlightenment (e.g., Locke, Voltaire, Rousseau, Montesquieu)

SMR.2.WH. Social Movements and Reforms: Students shall analyze societal changes resulting from movements and reforms.

SMR.2.WH.1. Explain the characteristics of a civilization: calendar; writing; specialization of workers; rise of cities; advanced technology; development of complex institutions

SMR.2.WH.2. Investigate the changing roles of women using primary and secondary sources

SMR.2.WH.3. Examine the spread of the major religions using historical maps: Buddhism; Christianity; Hinduism; Islam; Judaism

SMR.2.WH.4. Research the effects of the Black Death on Medieval and early Renaissance society (e.g., population, economics, religion)

SMR.2.WH.5. Evaluate the effect of the Renaissance on subsequent events in Europe: Reformation; exploration; Enlightenment; Scientific Revolution

CC.3.WH. Conflict and Compromise: Students shall analyze the causes of conflict in the world.

CC.3.WH.1. Explain the causes of the fall of the Roman Empire (e.g., economic, political, military)

CC.3.WH.2. Investigate the causes of the Crusades (e.g., religious, economic, military, political)

CC.3.WH.3. Compare and contrast the Reformation and the Counter-Reformation (e.g., religious, economic, political)

CC.3.WH.4. Analyze the causes of the 18th and 19th century revolutions (e.g., liberalism, nationalism, imperialism)

CC.3.WH.5. Analyze the causes of World War I (e.g., alliances, imperialism, nationalism, militarism)

CC.3.WH.6. Analyze the causes of World War II (e.g., Treaty of Versailles, the Great Depression, rise of dictators)

CC.3.WH.7. 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. Analyze the role extremist groups have played in creating world instability

CC.4.WH. Conflict and Compromise: Students shall analyze the effect of conflict and subsequent resolution in the world.

CC.4.WH.1. Analyze the effect of the Punic Wars on transforming Rome from Republic to Empire

CC.4.WH.2. 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. Explain the consequences of the Crusades (e.g., decline in feudalism, increase in trade, shifting political power)

CC.4.WH.4. 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. Summarize the consequences of the Napoleonic Wars (e.g., the Louisiana Purchase, the Congress of Vienna)

CC.4.WH.6. 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. 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. 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. 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. 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. Discuss the post-Cold War era (e.g., Strategic Arms Limitation Treaty, glasnost, perestroika, fall of Berlin Wall)

CC.4.WH.12. Investigate the consequences of the Arab - Israeli conflicts from 1948 to the present

CC.4.WH.13. 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. Migration and Settlement: Students shall analyze the reasons for and consequences of migration.

MS.5.WH.1. Examine the effects of the Neolithic revolution on society (e.g., domestication of plants and animals, increased population, changing technologies)

MS.5.WH.2. Describe the causes of mass migration (e.g., famine, disease, war, religious persecution, ethnic cleansing)

MS.5.WH.3. Describe the effects of mass migrations on civilization (e.g., Bantu, Great Trek, Irish, Vietnamese)

MS.5.WH.4. Discuss the spread of forced labor (e.g., slavery in ancient civilizations, American Indians, Africa)

MS.6.WH. Migration and Settlement: Students shall analyze the interactions of peoples, cultures, and ideas.

MS.6.WH.1. Illustrate the movement of people over time to different locations using historical maps

MS.6.WH.2. 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. Describe the contributions of early African civilizations (e.g., Ghana, Mali, Songhai)

MS.6.WH.4. Describe the contributions of early Asian civilizations (e.g., Zhou, Qin, Han, Indo-European)

MS.6.WH.5. Compare and contrast the consequences of the Mongol invasion on India, China, and Russia

ET.7.WH. Economics and Trade: Students shall analyze global interactions created through trade.

ET.7.WH.1. Investigate the significance of the Silk Road using historical maps

ET.7.WH.2. Research the motivations which drove European exploration (e.g., mercantilism, colonialism, religion)

ET.7.WH.3. Analyze the contributions of explorers (e.g., Magellan, Columbus, De Gama, Drake, Zheng He)

ET.7.WH.4. Analyze the results of slave labor on economic systems

ET.7.WH.5. Describe the four factors of production necessary to foster an industrial revolution: natural resources; human resources; capital resources; entrepreneurship

ET.7.WH.6. 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. Compare and contrast the economic elements of capitalism, socialism, and communism

ET.8.WH. Economics and Trade: Students shall analyze specialization and interdependence in the world.

ET.8.WH.1. 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. Summarize the Marxist theory of social and political reform (e.g., proletariat, bourgeoisie)

ET.8.WH.3. 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. Politics and Government: Students shall analyze the different theories of government throughout history.

PG.9.WH.1. 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. Compare and contrast the political theories found in the Greek city-states of Sparta and Athens

PG.9.WH.3. Summarize political power resulting from the following: Mandate of Heaven; divine right; absolutism

PG.9.WH.4. Investigate the origin and development of the imperial state: Africa; Asia; Europe; Middle East

PG.9.WH.5. Compare and contrast the political structure of European and Japanese feudalism

PG.9.WH.6. 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. Discuss theocracy (e.g., John Calvin, Puritans, Islam)

PG.9.WH.8. Examine the political theories of socialism, communism, and fascism

PG.10.WH. Politics and Government: Students shall analyze the structure and purpose of political organizations and alliances.

PG.10.WH.1. Investigate historical law codes using primary and secondary documents (e.g., Hammurabi, Justinian, Magna Carta, Napoleonic)

PG.10.WH.2. 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. Analyze the structure and purpose of the United Nations

PG.10.WH.4. Analyze the purpose of post-World War II military alliances [e.g., North Atlantic Treaty Organization (NATO), Southeast Asia Treaty Organization (SEATO), Warsaw Pact]