Arkansas State Standards for Social Studies:

AR.G. Geography

G.1. Physical and Spatial: Students shall develop an understanding of the physical and spatial characteristics and applications of geography.

G.1.K.1. Location, Place, and Region: Identify home address.

G.1.K.2. Location, Place, and Region: Identify the school attended and the city in which the school is located. 800
Suggested Titles for Arkansas Social Studies State Standard G.1.K.2.

G.1.K.3. Location, Place, and Region: Identify the state of Arkansas on a map of the United States. 3
Suggested Titles for Arkansas Social Studies State Standard G.1.K.3.

G.1.K.4. Location, Place, and Region: Recognize the United States on a world map or globe. 3
Suggested Titles for Arkansas Social Studies State Standard G.1.K.4.

G.1.K.5. Location, Place, and Region: Identify land on maps and globes. 7
Suggested Titles for Arkansas Social Studies State Standard G.1.K.5.

G.1.K.6. Location, Place, and Region: Identify water on maps and globes. 7
Suggested Titles for Arkansas Social Studies State Standard G.1.K.6.

G.1.K.7. Location, Place, and Region: Identify different types of weather. 41
Suggested Titles for Arkansas Social Studies State Standard G.1.K.7.

G.1.K.8. Map and Globe Skills: Recognize the difference between maps and globes. 7
Suggested Titles for Arkansas Social Studies State Standard G.1.K.8.

G.1.K.9. Map and Globe Skills: Recognize that maps and globes represent models of the Earth. 7
Suggested Titles for Arkansas Social Studies State Standard G.1.K.9.

G.1.K.10. Map and Globe Skills: Use words related to location, direction, and distance: here/there, near/far, over/under, left/right, up/down, top/bottom, and between. 3
Suggested Titles for Arkansas Social Studies State Standard G.1.K.10.

G.1.K.11. Map and Globe Skills: Illustrate a map of a familiar place (e.g. bedroom, playground, school). 7
Suggested Titles for Arkansas Social Studies State Standard G.1.K.11.

G.2. Culture and Diversity: Students shall develop an understanding of how cultures around the world develop and change.

G.2.K.1. Culture and Diversity: Discuss similarities and differences in families. 134
Suggested Titles for Arkansas Social Studies State Standard G.2.K.1.

G.2.K.2. Culture and Diversity: Discuss the location of a community and the ways that location affects the people of a community. 32
Suggested Titles for Arkansas Social Studies State Standard G.2.K.2.

G.3. Interaction of People and the Environment: Students shall develop an understanding of the interactions between people and their environment.

G.3.K.1. Movement: Identify different types of transportation. 61
Suggested Titles for Arkansas Social Studies State Standard G.3.K.1.

G.3.K.2. Human Environment Interaction: Recognize the importance of protecting the air, water, and land. 23
Suggested Titles for Arkansas Social Studies State Standard G.3.K.2.

G.3.K.3. Human Environment Interaction: Define physical environment. 4
Suggested Titles for Arkansas Social Studies State Standard G.3.K.3.

AR.C. Civics

C.4. Government: Students shall develop an understanding of the forms and roles of government.

C.4.K.1. Forms and Roles of Government: Recognize the need for rules and the consequences of violating rules. 7
Suggested Titles for Arkansas Social Studies State Standard C.4.K.1.

C.4.K.2. Forms and Roles of Government: Identify people in the family and school who hold positions of authority. 114
Suggested Titles for Arkansas Social Studies State Standard C.4.K.2.

C.4.K.3. Forms and Roles of Government: Identify the name and picture of the current president of the United States and current governor of Arkansas. 6
Suggested Titles for Arkansas Social Studies State Standard C.4.K.3.

C.5. Citizenship: Students shall develop an understanding of how to participate, develop, and use the skills necessary for effective citizenship.

C.5.K.1. Roots of Democracy: Recognize national symbols that represent American democracy: American flag, Bald Eagle, Statue of Liberty, White House, and United States Constitution. 4
Suggested Titles for Arkansas Social Studies State Standard C.5.K.1.

C.5.K.2. Rights and Responsibilities of Citizens: Discuss the rights and responsibilities of being a good citizen (e.g., respect others, cooperate, share). 27
Suggested Titles for Arkansas Social Studies State Standard C.5.K.2.

C.5.K.3. Rights and Responsibilities of Citizens: Identify voting procedures by participating in a classroom voting process (e.g., which book to read, what game to play). 7
Suggested Titles for Arkansas Social Studies State Standard C.5.K.3.

C.5.K.4. Rights and Responsibilities of Citizens: Identify the appropriate procedures for the daily recitation of the Pledge of Allegiance: standing up straight, placing the right hand over heart, removing hats, and observing location of the flag. 2
Suggested Titles for Arkansas Social Studies State Standard C.5.K.4.

AR.H. History

H.6. 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.K.1. Regionalism/ Nationalism: Recognize celebrations and holidays as a way of remembering and honoring events and people of the past: Labor Day, Veteran's Day, Thanksgiving, Columbus Day, Martin Luther King, Jr. Day, President's Day, Independence Day, and Memorial Day 28
Suggested Titles for Arkansas Social Studies State Standard H.6.K.1.

H.6.K.2. Regionalism/ Nationalism: Identify state symbols of Arkansas: flag, tree, insect, and beverage. 3
Suggested Titles for Arkansas Social Studies State Standard H.6.K.2.

H.6.K.3. Regionalism and Nationalism: Identify famous Arkansans. 3
Suggested Titles for Arkansas Social Studies State Standard H.6.K.3.

H.6.K.4. Continuity and Change: Discuss how things change over time using chronological terms: before/after, first/next/last, now/long ago, and yesterday/ today/tomorrow. 19
Suggested Titles for Arkansas Social Studies State Standard H.6.K.4.

H.6.K.5. Continuity and Change: Identify events that take place in sequential order (e.g., family photos, pictures from magazines). 12
Suggested Titles for Arkansas Social Studies State Standard H.6.K.5.

H.6.K.6. Continuity and Change: Discuss how historical events relate to the present day (e.g., stories of George Washington Carver, Wright Brothers). 5
Suggested Titles for Arkansas Social Studies State Standard H.6.K.6.

H.6.K.7. Continuity and Change: Recognize that family activities have changed over time. 106
Suggested Titles for Arkansas Social Studies State Standard H.6.K.7.

H.6.K.8. Continuity and Change: Understand that Pilgrims came to America from another part of the world. 5
Suggested Titles for Arkansas Social Studies State Standard H.6.K.8.

H.6.K.9. Continuity and Change: Recognize examples of current and early transportation. 74
Suggested Titles for Arkansas Social Studies State Standard H.6.K.9.

H.6.K.10. Movement: Discuss Christopher Columbus and his discovery of America. 3
Suggested Titles for Arkansas Social Studies State Standard H.6.K.10.

H.6.K.11. Cultural Diversity and Uniformity: Recognize the relationship between the American Indians and the Pilgrims (e.g., story, song). 3
Suggested Titles for Arkansas Social Studies State Standard H.6.K.11.

AR.E. Economics

E.7. Choices: Students shall analyze the costs and benefits of making economic choices.

E.7.K.1. Costs and Benefits: Recognize that all people have economic wants and needs. 2
Suggested Titles for Arkansas Social Studies State Standard E.7.K.1.

E.7.K.2. Costs and Benefits: Discuss the concept of making choices related to wants and needs. 2
Suggested Titles for Arkansas Social Studies State Standard E.7.K.2.

E.7.K.3. Costs and Benefits: Identify the concept of scarcity (e.g., not enough items available). 1
Suggested Titles for Arkansas Social Studies State Standard E.7.K.3.

E.8. Resources: Students shall evaluate the use and allocation of human, natural, and capital resources.

E.8.K.1. Factors of Production: Identify human resources (e.g., community workers). 20
Suggested Titles for Arkansas Social Studies State Standard E.8.K.1.

E.8.K.2. Factors of Production: Discuss the roles of producers and consumers. 9
Suggested Titles for Arkansas Social Studies State Standard E.8.K.2.

E.8.K.3. Factors of Production: Discuss how people earn a living in the community and the places they work. 31
Suggested Titles for Arkansas Social Studies State Standard E.8.K.3.

E.8.K.4. Factors of Production: Discuss natural resources. 37
Suggested Titles for Arkansas Social Studies State Standard E.8.K.4.

E.8.K.5. Factors of Production: Discuss capital resources. 10
Suggested Titles for Arkansas Social Studies State Standard E.8.K.5.

E.9. Markets: Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.

E.9.K.1. Financial Markets: Recognize that money is used to purchase items. 24
Suggested Titles for Arkansas Social Studies State Standard E.9.K.1.

E.9.K.2. Goods and Services: Identify goods that people use. 9
Suggested Titles for Arkansas Social Studies State Standard E.9.K.2.

E.9.K.3. Goods and Services: Identify services people do for each other. 28
Suggested Titles for Arkansas Social Studies State Standard E.9.K.3.

E.9.K.4. Goods and Services: Recognize that people choose among a variety of goods and services. 11
Suggested Titles for Arkansas Social Studies State Standard E.9.K.4.

E.9.K.5. Goods and Services: Recognize that people work to earn money to purchase items. 10
Suggested Titles for Arkansas Social Studies State Standard E.9.K.5.

E.9.K.6. Goods and Services: Understand that markets exist in a community. 10
Suggested Titles for Arkansas Social Studies State Standard E.9.K.6.

AR.G. Geography

G.1. Physical and Spatial: Students shall develop an understanding of the physical and spatial characteristics and applications of geography.

G.1.1.1. Location, Place, and Region: Identify and locate student's town/city on an appropriate map. 5
Suggested Titles for Arkansas Social Studies State Standard G.1.1.1.

G.1.1.2. Location, Place, and Region: Locate Arkansas on a United States map. 5
Suggested Titles for Arkansas Social Studies State Standard G.1.1.2.

G.1.1.3. Location, Place, and Region: Identify and locate the United States on a world map or globe. 8
Suggested Titles for Arkansas Social Studies State Standard G.1.1.3.

G.1.1.4. Location, Place, and Region: Identify the North and South Poles and the Equator on a map or globe. 8
Suggested Titles for Arkansas Social Studies State Standard G.1.1.4.

G.1.1.5. Location, Place, and Region: Recognize that there are seven major continents. 10
Suggested Titles for Arkansas Social Studies State Standard G.1.1.5.

G.1.1.6. Location, Place, and Region: Recognize that there are four major oceans in the world. 1
Suggested Titles for Arkansas Social Studies State Standard G.1.1.6.

G.1.1.7. Location, Place, and Region: Explain how climate, location, and physical surroundings affect the way people live (e.g., food, clothing, shelter, transportation, recreation). 87
Suggested Titles for Arkansas Social Studies State Standard G.1.1.7.

G.1.1.8. Map and Globe Skills: Understand how and why maps and globes are used. 9
Suggested Titles for Arkansas Social Studies State Standard G.1.1.8.

G.1.1.9. Map and Globe Skills: Recognize that pictorial symbols on a map represent real objects. 9
Suggested Titles for Arkansas Social Studies State Standard G.1.1.9.

G.1.1.10. Map and Globe Skills: Show a relationship between places using directional words (e.g., school, home, community). 3
Suggested Titles for Arkansas Social Studies State Standard G.1.1.10.

G.1.1.11. Map and Globe Skills: Name and label the cardinal directions on a map: north, south, east, and west. 9
Suggested Titles for Arkansas Social Studies State Standard G.1.1.11.

G.1.1.12. Map and Globe Skills: Recognize physical features of maps and globes: rivers, lakes, oceans, mountains, islands, desert, and coast (e.g., use pictures, visual aids, stories). 9
Suggested Titles for Arkansas Social Studies State Standard G.1.1.12.

G.1.1.13. Map and Globe Skills: Illustrate and label a map of a familiar place. 9
Suggested Titles for Arkansas Social Studies State Standard G.1.1.13.

G.2. Culture and Diversity: Students shall develop an understanding of how cultures around the world develop and change.

G.2.1.1. Culture and Diversity: Discuss elements of culture (e.g., food, clothing, housing, language, sports/ recreation, customs, traditions, art, music, religion). 11
Suggested Titles for Arkansas Social Studies State Standard G.2.1.1.

G.2.1.2. Culture and Diversity: Explain ways in which the location of a community affects people's lives, dress, and occupation. 4
Suggested Titles for Arkansas Social Studies State Standard G.2.1.2.

G.2.1.3. Culture and Diversity: Explain the difference between rural and urban areas. 24
Suggested Titles for Arkansas Social Studies State Standard G.2.1.3.

G.3. Interaction of People and the Environment: Students shall develop an understanding of the interactions between people and their environment.

G.3.1.1. Movement: Recognize reasons people need various types of transportation. 76
Suggested Titles for Arkansas Social Studies State Standard G.3.1.1.

G.3.1.2. Human Environment Interaction: Identify ways to take personal action to protect the environment (e.g., cleaning up litter, recycling, Earth Day, Arbor Day). 34
Suggested Titles for Arkansas Social Studies State Standard G.3.1.2.

G.3.1.3. Human Environment Interaction: Identify ways in which people depend on the physical environment. 41
Suggested Titles for Arkansas Social Studies State Standard G.3.1.3.

AR.C. Civics

C.4. Government: Students shall develop an understanding of the forms and roles of government.

C.4.1.1. Forms and Roles of Government: Understand that government is an organized form of rules and procedures. 8
Suggested Titles for Arkansas Social Studies State Standard C.4.1.1.

C.4.1.2. Forms and Roles of Government: Explain the importance of government in the classroom and school. 8
Suggested Titles for Arkansas Social Studies State Standard C.4.1.2.

C.4.1.3. Forms and Roles of Government: Discuss the roles of people in families and schools who hold positions of authority. 91
Suggested Titles for Arkansas Social Studies State Standard C.4.1.3.

C.4.1.4. Forms and Roles of Government: Discuss the basic role of the current president of the United States and current governor of Arkansas 6
Suggested Titles for Arkansas Social Studies State Standard C.4.1.4.

C.5. Citizenship: Students shall develop an understanding of how to participate, develop, and use the skills necessary for effective citizenship.

C.5.1.1. Roots of Democracy: Identify and discuss national symbols that represent American democracy: American flag, Bald Eagle, Statue of Liberty, White House, and United States Constitution. 5
Suggested Titles for Arkansas Social Studies State Standard C.5.1.1.

C.5.1.2. Rights and Responsibilities of Citizens: Demonstrate the rights and responsibilities of being a good citizen (e.g., politeness, reliability, fairness, honesty, patriotism). 51
Suggested Titles for Arkansas Social Studies State Standard C.5.1.2.

C.5.1.3. Rights and Responsibilities of Citizens: Discuss the voting process as it relates to an election. 8
Suggested Titles for Arkansas Social Studies State Standard C.5.1.3.

C.5.1.4. Rights and Responsibilities of Citizens: Demonstrate the appropriate procedures for reciting the Pledge of Allegiance: standing up straight, placing the right hand over heart, removing hats, and observing location of the flag. 2
Suggested Titles for Arkansas Social Studies State Standard C.5.1.4.

AR.H. History

H.6. History: Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time.

H.6.1.1. Regionalism/ Nationalism: Identify people and events observed in national celebrations and holidays: Labor Day, Veteran's Day, Thanksgiving, Columbus Day, Martin Luther King, Jr. Day, President's Day, Independence Day, and Constitution Day . 34
Suggested Titles for Arkansas Social Studies State Standard H.6.1.1.

H.6.1.2. Regionalism/ Nationalism: Identify state symbols of Arkansas: flower, bird, fruit/vegetable, folk dance, and instrument. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.1.2.

H.6.1.3. Regionalism and Nationalism: Identify historical sites of Arkansas (e.g., Old Washington, Arkansas Post). 4
Suggested Titles for Arkansas Social Studies State Standard H.6.1.3.

H.6.1.4. Continuity and Change: Recognize time equivalency using chronological terms: yesterday/past, today/present, and tomorrow/ future. 22
Suggested Titles for Arkansas Social Studies State Standard H.6.1.4.

H.6.1.5. Continuity and Change: Determine the sequential order of events on a timeline (e.g., school events, holidays, birthday, historical events). 18
Suggested Titles for Arkansas Social Studies State Standard H.6.1.5.

H.6.1.6. Continuity and Change: Explore people and events from the past using primary and secondary sources (e.g., photos, artifacts, maps). 23
Suggested Titles for Arkansas Social Studies State Standard H.6.1.6.

H.6.1.7. Continuity and Change: Discuss daily life in the past and present. 8
Suggested Titles for Arkansas Social Studies State Standard H.6.1.7.

H.6.1.8. Continuity and Change: Recognize that the Pilgrims came to America on the Mayflower and arrived at Plymouth Rock. 6
Suggested Titles for Arkansas Social Studies State Standard H.6.1.8.

H.6.1.9. Continuity and Change: Understand that the name of Arkansas originated from the Quapaw Indians. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.1.9.

H.6.1.10. Continuity and Change: Discuss methods of transportation of today and long ago. 93
Suggested Titles for Arkansas Social Studies State Standard H.6.1.10.

H.6.1.11. Movement: Describe the voyage of Christopher Columbus. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.1.11.

H.6.1.12. Cultural Diversity and Uniformity: Demonstrate the relationship between the American Indians and the Pilgrims (e.g., play, skit, song). 5
Suggested Titles for Arkansas Social Studies State Standard H.6.1.12.

AR.E. Economics

E.7. Choices: Students shall analyze the costs and benefits of making economic choices.

E.7.1.1. Costs and Benefits: Identify the categories and priorities of wants and needs. 6
Suggested Titles for Arkansas Social Studies State Standard E.7.1.1.

E.7.1.2. Costs and Benefits: Describe how people satisfy basic wants (e.g., grow food; earn money to buy things, trade with others). 19
Suggested Titles for Arkansas Social Studies State Standard E.7.1.2.

E.7.1.3. Costs and Benefits: Determine the relationships between unlimited wants and limited resources (e.g., scarcity).

E.8. Resources: Students shall evaluate the use and allocation of human, natural, and capital resources.

E.8.1.1. Factors of Production: Recognize that people are producers of goods and services (e.g., make a bed, turn in homework, make a craft). 16
Suggested Titles for Arkansas Social Studies State Standard E.8.1.1.

E.8.1.2. Factors of Production: Recognize that people are consumers of goods and services (e.g., buy a toy, get a haircut, go to a movie). 16
Suggested Titles for Arkansas Social Studies State Standard E.8.1.2.

E.8.1.3. Factors of Production: Discuss skills and education necessary to perform a job. 29
Suggested Titles for Arkansas Social Studies State Standard E.8.1.3.

E.8.1.4. Factors of Production: Identify uses for natural resources. 28
Suggested Titles for Arkansas Social Studies State Standard E.8.1.4.

E.8.1.5. Factors of Production: Understand that capital resources are the tools of trade (e.g., carpenter uses hammer and nails, painter uses paint). 15
Suggested Titles for Arkansas Social Studies State Standard E.8.1.5.

E.9. Markets: Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.

E.9.1.1. Financial Markets: Discuss barter as a method of exchange. 3
Suggested Titles for Arkansas Social Studies State Standard E.9.1.1.

E.9.1.2. Financial Markets: Recognize that money is a medium of exchange. 25
Suggested Titles for Arkansas Social Studies State Standard E.9.1.2.

E.9.1.3. Financial Markets: Discuss the role of a financial institution. 6
Suggested Titles for Arkansas Social Studies State Standard E.9.1.3.

E.9.1.4. Goods and Services: Understand that the production of any good or service requires: natural resources, human resources, and capital resources. 16
Suggested Titles for Arkansas Social Studies State Standard E.9.1.4.

E.9.1.5. Goods and Services: Recognize that markets exist in various places (e.g., physical locations home, Internet) 15
Suggested Titles for Arkansas Social Studies State Standard E.9.1.5.

AR.G. Geography

G.1. Physical and Spatial: Students shall develop an understanding of the physical and spatial characteristics and applications of geography.

G.1.2.1. Location, Place, and Region: Define relative location. 2
Suggested Titles for Arkansas Social Studies State Standard G.1.2.1.

G.1.2.2. Location, Place, and Region: Locate the county in which the student lives on an Arkansas map. 4
Suggested Titles for Arkansas Social Studies State Standard G.1.2.2.

G.1.2.3. Location, Place, and Region: Locate the capital of Arkansas. 4
Suggested Titles for Arkansas Social Studies State Standard G.1.2.3.

G.1.2.4. Location, Place, and Region: Identify and locate countries bordering the United States. 6
Suggested Titles for Arkansas Social Studies State Standard G.1.2.4.

G.1.2.5. Location, Place, and Region: Locate and define the North and South Poles and the Equator on a map of globe. 6
Suggested Titles for Arkansas Social Studies State Standard G.1.2.5.

G.1.2.6. Location, Place, and Region: Locate the seven continents using a map or globe. 20
Suggested Titles for Arkansas Social Studies State Standard G.1.2.6.

G.1.2.7. Location, Place, and Region: Name and locate the four major oceans. 8
Suggested Titles for Arkansas Social Studies State Standard G.1.2.7.

G.1.2.8. Location, Place, and Region: Describe how climate changes with the seasons. 99
Suggested Titles for Arkansas Social Studies State Standard G.1.2.8.

G.1.2.9. Map and Globe Skills: Distinguish between different types of maps: physical, political, and historical. 8
Suggested Titles for Arkansas Social Studies State Standard G.1.2.9.

G.1.2.10. Map and Globe Skills: Understand the purpose of map components: title, compass rose, key/legend, and map scale. 8
Suggested Titles for Arkansas Social Studies State Standard G.1.2.10.

G.1.2.11. Map and Globe Skills: Describe the relative locations of places using cardinal directions (e.g., Arkansas is south of Missouri). 9
Suggested Titles for Arkansas Social Studies State Standard G.1.2.11.

G.1.2.12. Map and Globe Skills: Identify and locate physical features on maps and globes: rivers, lakes, oceans, mountains, islands, desert, and coast. 8
Suggested Titles for Arkansas Social Studies State Standard G.1.2.12.

G.1.2.13. Map and Globe Skills: Construct maps of a familiar place (e.g. classroom, bedroom, fictional place) that includes the following: title, compass rose, and legend/key. 7
Suggested Titles for Arkansas Social Studies State Standard G.1.2.13.

G.2. Culture and Diversity: Students shall develop an understanding of how cultures around the world develop and change.

G.2.2.1. Culture and Diversity: Compare customs of another culture to one's own. 13
Suggested Titles for Arkansas Social Studies State Standard G.2.2.1.

G.2.2.2. Culture and Diversity: Compare the lifestyle, dress, and occupations of Arkansans to those of people in other parts of the world. 173
Suggested Titles for Arkansas Social Studies State Standard G.2.2.2.

G.2.2.3. Culture and Diversity: Compare and contrast how people in rural and urban areas live and work. 21
Suggested Titles for Arkansas Social Studies State Standard G.2.2.3.

G.3. Interaction of People and the Environment: Students shall develop an understanding of the interactions between people and their environment.

G.3.2.1. Movement: Identify the various types of transportation and communication links between communities. 57
Suggested Titles for Arkansas Social Studies State Standard G.3.2.1.

G.3.2.2. Human Environment Interaction: Explore the roles of responsible citizens in preserving the environment: recycling, planting trees, and conserving energy. 51
Suggested Titles for Arkansas Social Studies State Standard G.3.2.2.

G.3.2.3. Human Environment Interaction: Examine ways in which people affect the physical environment. 65
Suggested Titles for Arkansas Social Studies State Standard G.3.2.3.

AR.C. Civics

C.4. Government: Students shall develop an understanding of the forms and roles of government.

C.4.2.1. Forms and Roles of Government: Explain the basic purposes of government at the local level. 5
Suggested Titles for Arkansas Social Studies State Standard C.4.2.1.

C.4.2.2. Forms and Roles of Government: Identify various people and groups who make, apply, and enforce rules and laws for others. 17
Suggested Titles for Arkansas Social Studies State Standard C.4.2.2.

C.4.2.3. Forms and Roles of Government: Identify local government officials (e.g., mayor, city manager, county judge, sheriff). 5
Suggested Titles for Arkansas Social Studies State Standard C.4.2.3.

C.4.2.4. Forms and Roles of Government: Define democracy. 1
Suggested Titles for Arkansas Social Studies State Standard C.4.2.4.

C.5. Citizenship: Students shall develop an understanding of how to participate, develop, and use the skills necessary for effective citizenship.

C.5.2.1. Roots of Democracy: Understand the significance of national symbols (e.g., National Anthem, Liberty Bell, Pledge of Allegiance, American Flag, Statue of Liberty, United States Constitution). 15
Suggested Titles for Arkansas Social Studies State Standard C.5.2.1.

C.5.2.2. Rights and Responsibilities of Citizens: Examine the rights and responsibilities that citizens have in a community (e.g., obey laws, voting in elections). 29
Suggested Titles for Arkansas Social Studies State Standard C.5.2.2.

C.5.2.3. Rights and Responsibilities of Citizens: Explain the voter's role in the democratic process. 7
Suggested Titles for Arkansas Social Studies State Standard C.5.2.3.

C.5.2.4. Rights and Responsibilities of Citizens: Identify rules of etiquette for the American flag. 7
Suggested Titles for Arkansas Social Studies State Standard C.5.2.4.

AR.H. History

H.6. History: Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time.

H.6.2.1. Regionalism/ Nationalism: Explain the purpose in celebrating national holidays: Labor Day, Veteran's Day, Thanksgiving, Columbus Day, Martin Luther King, Jr. Day, President's Day, Independence Day, and Constitution Day . 23
Suggested Titles for Arkansas Social Studies State Standard H.6.2.1.

H.6.2.2. Regionalism/ Nationalism: Identify state symbols of Arkansas: gem, mineral, rock, mammal, and anthem. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.2.2.

H.6.2.3. Regionalism and Nationalism: Discuss historical people of Arkansas (e.g., Bill Clinton, Daisy Bates, Sequoyah). 4
Suggested Titles for Arkansas Social Studies State Standard H.6.2.3.

H.6.2.4. Conflict and Consensus: Define conflict. 11
Suggested Titles for Arkansas Social Studies State Standard H.6.2.4.

H.6.2.5. Continuity and Change: Determine the data to be included on a personal timeline. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.2.5.

H.6.2.6. Continuity and Change: Determine how photos and documents are used to gather information about the past. 40
Suggested Titles for Arkansas Social Studies State Standard H.6.2.6.

H.6.2.7. Continuity and Change: Define technology and list examples. 5
Suggested Titles for Arkansas Social Studies State Standard H.6.2.7.

H.6.2.8. Continuity and Change: Describe the ways in which communities have changed over time. 17
Suggested Titles for Arkansas Social Studies State Standard H.6.2.8.

H.6.2.9. Continuity and Change: Identify reasons Pilgrims came to the New World: religious freedom and political freedom. 9
Suggested Titles for Arkansas Social Studies State Standard H.6.2.9.

H.6.2.10. Continuity and Change: Discuss the characteristics of a colony. 11
Suggested Titles for Arkansas Social Studies State Standard H.6.2.10.

H.6.2.11. Continuity and Change: Recognize American Indian tribes of Arkansas: Osage, Quapaw, and Caddo. 10
Suggested Titles for Arkansas Social Studies State Standard H.6.2.11.

H.6.2.12. Continuity and Change: Compare past and present means of transportation and communication in Arkansas. 102
Suggested Titles for Arkansas Social Studies State Standard H.6.2.12.

H.6.2.13. Movement: Identify areas settled as a result of Christopher Columbus' voyages to America. 2
Suggested Titles for Arkansas Social Studies State Standard H.6.2.13.

H.6.2.14. Movement: Identify Ferdinand and Isabella and their purpose in supporting Columbus: gold, silk, and spices. 2
Suggested Titles for Arkansas Social Studies State Standard H.6.2.14.

H.6.2.15. Cultural Diversity and Uniformity: Understand the significance of the Thanksgiving feast to the relationship between the American Indians and the Pilgrims. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.2.15.

AR.E. Economics

E.7. Choices: Students shall analyze the costs and benefits of making economic choices.

E.7.2.1. Costs and Benefits: Describe an event or situation in daily life in which a trade off is made. 2
Suggested Titles for Arkansas Social Studies State Standard E.7.2.1.

E.7.2.2. Costs and Benefits: Discuss that because of scarcity people must make choices and incur opportunity costs. 2
Suggested Titles for Arkansas Social Studies State Standard E.7.2.2.

E.7.2.3. Costs and Benefits: Discuss making choices based on incentives/rewards

E.8. Resources: Students shall evaluate the use and allocation of human, natural, and capital resources.

E.8.2.1. Factors of Production: Distinguish between consumers and producers in a local community. 12
Suggested Titles for Arkansas Social Studies State Standard E.8.2.1.

E.8.2.2. Factors of Production: Research the skills and education needed for specific jobs. 21
Suggested Titles for Arkansas Social Studies State Standard E.8.2.2.

E.8.2.3. Factors of Production: Discuss the availability of natural resources. 29
Suggested Titles for Arkansas Social Studies State Standard E.8.2.3.

E.8.2.4. Factors of Production: Give examples of capital resources. 8
Suggested Titles for Arkansas Social Studies State Standard E.8.2.4.

E.9. Markets: Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.

E.9.2.1. Financial Markets: Identify items that have been used as currency (e.g., shells, beads, pelts). 6
Suggested Titles for Arkansas Social Studies State Standard E.9.2.1.

E.9.2.2. Financial Markets: Understand that the use of money facilitates exchange. 28
Suggested Titles for Arkansas Social Studies State Standard E.9.2.2.

E.9.2.3. Financial Markets: Discuss a variety of services that financial institutions provide. 5
Suggested Titles for Arkansas Social Studies State Standard E.9.2.3.

E.9.2.4. Goods and Services: Classify productive resources into the following categories: natural resources, human resources, and capital resources. 69
Suggested Titles for Arkansas Social Studies State Standard E.9.2.4.

E.9.2.5. Goods and Services: Investigate goods and services provided by markets in the local community. 13
Suggested Titles for Arkansas Social Studies State Standard E.9.2.5.

E.9.2.6. Goods and Services: Identify exchanges made: monetary and barter. 26
Suggested Titles for Arkansas Social Studies State Standard E.9.2.6.

E.9.2.7. Goods and Services: Define specialization and interdependence 12
Suggested Titles for Arkansas Social Studies State Standard E.9.2.7.

AR.G. Geography

G.1. Physical and Spatial: Students shall develop an understanding of the physical and spatial characteristics and applications of geography.

G.1.3.1. Location, Place, and Region: Define absolute location. 11
Suggested Titles for Arkansas Social Studies State Standard G.1.3.1.

G.1.3.2. Location, Place, and Region: Name and locate the states that border Arkansas. 4
Suggested Titles for Arkansas Social Studies State Standard G.1.3.2.

G.1.3.3. Location, Place, and Region: Discuss the characteristics that define a region: takes up area, has boundaries, and has special features. 2
Suggested Titles for Arkansas Social Studies State Standard G.1.3.3.

G.1.3.4. Location, Place, and Region: Identify on which continent and in which hemispheres the United States is located. 9
Suggested Titles for Arkansas Social Studies State Standard G.1.3.4.

G.1.3.5. Location, Place, and Region: Identify the following using a globe or a map: Equator, Prime Meridian, North Pole, and South Pole. 11
Suggested Titles for Arkansas Social Studies State Standard G.1.3.5.

G.1.3.6. Location, Place, and Region: Divide the earth into the four hemispheres using a map or globe: northern, southern, eastern, and western. 14
Suggested Titles for Arkansas Social Studies State Standard G.1.3.6.

G.1.3.7. Location, Place, and Region: Identify the seven continents. 13
Suggested Titles for Arkansas Social Studies State Standard G.1.3.7.

G.1.3.8. Location, Place, and Region: Locate mountain ranges in Arkansas: Ozark and Ouachita. 3
Suggested Titles for Arkansas Social Studies State Standard G.1.3.8.

G.1.3.9. Location, Place, and Region: Locate major rivers in Arkansas: Arkansas, Mississippi, Red, White, Ouachita, and St. Francis. 3
Suggested Titles for Arkansas Social Studies State Standard G.1.3.9.

G.1.3.10. Location, Place, and Region: Describe how seasonal weather changes affect the environment. 25
Suggested Titles for Arkansas Social Studies State Standard G.1.3.10.

G.1.3.11. Map and Globe Skills: Explain the purpose of a physical map. 13
Suggested Titles for Arkansas Social Studies State Standard G.1.3.11.

G.1.3.12. Map and Globe Skills: Utilize the map key/legend to interpret physical maps. 15
Suggested Titles for Arkansas Social Studies State Standard G.1.3.12.

G.1.3.13. Map and Globe Skills: Locate places on contemporary maps using cardinal and intermediate directions, map scales, legends, and titles. 10
Suggested Titles for Arkansas Social Studies State Standard G.1.3.13.

G.1.3.14. Map and Globe Skills: Label physical features on maps and globes: rivers, lakes, oceans, mountains, islands, desert, coast, peninsula, plain, and plateau. 11
Suggested Titles for Arkansas Social Studies State Standard G.1.3.14.

G.1.3.15. Map and Globe Skills: Create a physical map that includes the following: title, compass rose, and legend/key. 12
Suggested Titles for Arkansas Social Studies State Standard G.1.3.15.

G.2. Culture and Diversity: Students shall develop an understanding of how cultures around the world develop and change.

G.2.3.1. Culture and Diversity: Discuss several customs in the United States and tell how they originated (e.g., greetings, fireworks, parades). 81
Suggested Titles for Arkansas Social Studies State Standard G.2.3.1.

G.2.3.2. Culture and Diversity: Identify cultural traits of ethnic groups that live in Arkansas. 23
Suggested Titles for Arkansas Social Studies State Standard G.2.3.2.

G.2.3.3. Culture and Diversity: Identify reasons people live in rural, urban, and suburban areas. 11
Suggested Titles for Arkansas Social Studies State Standard G.2.3.3.

G.2.3.4. Culture and Diversity: Compare and contrast the human characteristics of early settlements and contemporary communities in Arkansas. 14
Suggested Titles for Arkansas Social Studies State Standard G.2.3.4.

G.3. Interaction of People and the Environment: Students shall develop an understanding of the interactions between people and their environment.

G.3.3.1. Movement: Discuss different types of transportation and communication links between communities. 96
Suggested Titles for Arkansas Social Studies State Standard G.3.3.1.

G.3.3.2. Movement: Describe human settlements (e.g., cities, towns, communities, villages). 22
Suggested Titles for Arkansas Social Studies State Standard G.3.3.2.

G.3.3.3. Human Environment Interaction: Describe how people affect and alter their environment (e.g., farming, building dams, environmental lighting, irrigation, pit mining). 74
Suggested Titles for Arkansas Social Studies State Standard G.3.3.3.

G.3.3.4. Human Environment Interaction: Discuss ways in which the school and community can improve the physical environment by practicing conservation. 21
Suggested Titles for Arkansas Social Studies State Standard G.3.3.4.

AR.C. Civics

C.4. Government: Students shall develop an understanding of the forms and roles of government.

C.4.3.1. Forms and Roles of Government: Discuss why government is necessary at the local level. 16
Suggested Titles for Arkansas Social Studies State Standard C.4.3.1.

C.4.3.2. Forms and Roles of Government: Describe responsibilities and services of local government (e.g., law enforcement, fire protection, public parks, public schools, roads). 22
Suggested Titles for Arkansas Social Studies State Standard C.4.3.2.

C.4.3.3. Forms and Roles of Government: Identify the three levels of government: local, state, and federal. 11
Suggested Titles for Arkansas Social Studies State Standard C.4.3.3.

C.4.3.4. Forms and Roles of Government: Identify the fundamental ideals of democracy (e.g., human rights, justice, common good, equal opportunity). 10
Suggested Titles for Arkansas Social Studies State Standard C.4.3.4.

C.5. Citizenship: Students shall develop an understanding of how to participate, develop, and use the skills necessary for effective citizenship.

C.5.3.1. Roots of Democracy: Examine the significance of national symbols and the role they play in fostering effective citizenship (e.g., National Anthem, Liberty Bell, Pledge of Allegiance, American Flag, Statue of Liberty, United States Constitution). 16
Suggested Titles for Arkansas Social Studies State Standard C.5.3.1.

C.5.3.2. Rights and Responsibilities of Citizens: Describe how citizens contribute to the improvement of a community (e.g., service projects, volunteerism). 7
Suggested Titles for Arkansas Social Studies State Standard C.5.3.2.

C.5.3.3. Rights and Responsibilities of Citizens: Describe the election process. 6
Suggested Titles for Arkansas Social Studies State Standard C.5.3.3.

C.5.3.4. Rights and Responsibilities of Citizens: Discuss the proper etiquette for the American flag. 8
Suggested Titles for Arkansas Social Studies State Standard C.5.3.4.

AR.H. History

H.6. History: Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time.

H.6.3.1. Regionalism/ Nationalism: Research the history of the Arkansas state flag. 2
Suggested Titles for Arkansas Social Studies State Standard H.6.3.1.

H.6.3.2. Regionalism and Nationalism: Examine historical people and events of Arkansas (e.g., Maya Angelou, Civil War, Civil Rights Movement). 4
Suggested Titles for Arkansas Social Studies State Standard H.6.3.2.

H.6.3.3. Conflict and Consensus: Discuss that conflicts between countries can lead to war. 20
Suggested Titles for Arkansas Social Studies State Standard H.6.3.3.

H.6.3.4. Conflict and Consensus: Discuss the meaning of revolution. 7
Suggested Titles for Arkansas Social Studies State Standard H.6.3.4.

H.6.3.5. Conflict and Consensus: Discuss the meaning of civil war. 10
Suggested Titles for Arkansas Social Studies State Standard H.6.3.5.

H.6.3.6. Conflict and Consensus: Recognize individuals who contributed to the common good of society (e.g., Rosa Parks, Susan B. Anthony, Cesar Chavez). 35
Suggested Titles for Arkansas Social Studies State Standard H.6.3.6.

H.6.3.7. Continuity and Change: Analyze a timeline that illustrates selected historical events. 17
Suggested Titles for Arkansas Social Studies State Standard H.6.3.7.

H.6.3.8. Continuity and Change: Compare artifacts from events in various periods of history. 6
Suggested Titles for Arkansas Social Studies State Standard H.6.3.8.

H.6.3.9. Continuity and Change: Identify ways in which technology has changed the world (e.g., computers, fax machines, cell phones). 1
Suggested Titles for Arkansas Social Studies State Standard H.6.3.9.

H.6.3.10. Continuity and Change: Examine land development and its impact on a community. 41
Suggested Titles for Arkansas Social Studies State Standard H.6.3.10.

H.6.3.11. Continuity and Change: Identify Jamestown as the first permanent American settlement. 5
Suggested Titles for Arkansas Social Studies State Standard H.6.3.11.

H.6.3.12. Continuity and Change: Discuss John Smith's role and influence in the establishment of a self-sufficient settlement in Jamestown. 2
Suggested Titles for Arkansas Social Studies State Standard H.6.3.12.

H.6.3.13. Continuity and Change: Identify the causes for the establishment of the thirteen colonies (e.g., gold, tobacco, religion). 9
Suggested Titles for Arkansas Social Studies State Standard H.6.3.13.

H.6.3.14. Continuity and Change: Describe the early American Indian cultures in Arkansas. 15
Suggested Titles for Arkansas Social Studies State Standard H.6.3.14.

H.6.3.15. Continuity and Change: Identify the modes of transportation in westward movement (e.g., wagons, horses, railroads). 4
Suggested Titles for Arkansas Social Studies State Standard H.6.3.15.

H.6.3.16. Movement: Identify the following explorers: Hernando Desoto, La Salle/De Tonti, and Marquette/Joliet. 13
Suggested Titles for Arkansas Social Studies State Standard H.6.3.16.

H.6.3.17. Movement: Identify the factors leading to the purchase of Louisiana. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.3.17.

H.6.3.18. Movement: Recognize that Arkansas was part of the Louisiana Purchase. 2
Suggested Titles for Arkansas Social Studies State Standard H.6.3.18.

H.6.3.19. Cultural Diversity and Uniformity: Identify similarities and differences among the American Indians and Pilgrims: housing, clothing, foods, traditions, and tools. 16
Suggested Titles for Arkansas Social Studies State Standard H.6.3.19.

AR.E. Economics

E.7. Choices: Students shall analyze the costs and benefits of making economic choices.

E.7.3.1. Costs and Benefits: Determine that people make trade offs to get the most benefit from scarce resources. 1
Suggested Titles for Arkansas Social Studies State Standard E.7.3.1.

E.7.3.2. Costs and Benefits: Evaluate examples from the local community that illustrate scarcity. 1
Suggested Titles for Arkansas Social Studies State Standard E.7.3.2.

E.7.3.3. Costs and Benefits: Recognize that stating the problem and listing the alternatives are part of the decision making model. 7
Suggested Titles for Arkansas Social Studies State Standard E.7.3.3.

E.8. Resources: Students shall evaluate the use and allocation of human, natural, and capital resources.

E.8.3.1. Factors of Production: Discuss human capital. 9
Suggested Titles for Arkansas Social Studies State Standard E.8.3.1.

E.8.3.2. Factors of Production: Recognize ways people become more skillful in the workplace. 23
Suggested Titles for Arkansas Social Studies State Standard E.8.3.2.

E.8.3.3. Factors of Production: Recognize the product associated with the natural resources from which it is created. 33
Suggested Titles for Arkansas Social Studies State Standard E.8.3.3.

E.8.3.4. Factors of Production: Explain how capital resources are related to specific jobs. 21
Suggested Titles for Arkansas Social Studies State Standard E.8.3.4.

E.8.3.5. Factors of Production: Define and discuss characteristics of an entrepreneur. 21
Suggested Titles for Arkansas Social Studies State Standard E.8.3.5.

E.8.3.6. Factors of Production: Define profit. 4
Suggested Titles for Arkansas Social Studies State Standard E.8.3.6.

E.9. Markets: Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.

E.9.3.1. Financial Markets: Research items that represented money throughout time (e.g., shells, beads, pelts). 1
Suggested Titles for Arkansas Social Studies State Standard E.9.3.1.

E.9.3.2. Financial Markets: List and explain the functions of money: medium of exchange, measure of value, and store of value. 7
Suggested Titles for Arkansas Social Studies State Standard E.9.3.2.

E.9.3.3. Financial Markets: Discuss costs and benefits of saving in a financial institution. 5
Suggested Titles for Arkansas Social Studies State Standard E.9.3.3.

E.9.3.4. Goods and Services: Identify and explain the role of each productive resource in producing a good or service (e.g., school lunches). 35
Suggested Titles for Arkansas Social Studies State Standard E.9.3.4.

E.9.3.5. Goods and Services: Research goods and services provided by markets in the local community. 17
Suggested Titles for Arkansas Social Studies State Standard E.9.3.5.

E.9.3.6. Goods and Services: Describe the benefits of voluntary exchange (e.g., trade). 1
Suggested Titles for Arkansas Social Studies State Standard E.9.3.6.

E.9.3.7. Goods and Services: Recognize the connection between specialization and interdependence. 17
Suggested Titles for Arkansas Social Studies State Standard E.9.3.7.

E.9.3.8. Goods and Services: Define supply and demand. 1
Suggested Titles for Arkansas Social Studies State Standard E.9.3.8.

E.9.3.9. Global Markets: Define import and export. 2
Suggested Titles for Arkansas Social Studies State Standard E.9.3.9.

AR.G. Geography

G.1. Physical and Spatial: Students shall develop an understanding of the physical and spatial characteristics and applications of geography.

G.1.4.1. Location, Place, and Region: Discuss the difference between relative and absolute location. 13
Suggested Titles for Arkansas Social Studies State Standard G.1.4.1.

G.1.4.2. Location, Place, and Region: Locate and describe physical characteristics of the six natural regions of Arkansas: Arkansas River Valley, Crowley's Ridge, Mississippi Alluvial Plain, Ozark Mountains (plateau), West Gulf Coastal Plain, and Ouachita Mountain 3
Suggested Titles for Arkansas Social Studies State Standard G.1.4.2.

G.1.4.3. Location, Place, and Region: Locate each of the five regions of the United States and describe each region's major physical features: Northeast, Southeast, Midwest, Southwest West, and West. 15
Suggested Titles for Arkansas Social Studies State Standard G.1.4.3.

G.1.4.4. Location, Place, and Region: Determine absolute locations (latitude and longitude) of places studied using a grid map. 10
Suggested Titles for Arkansas Social Studies State Standard G.1.4.4.

G.1.4.5. Location, Place, and Region: Locate several countries in each of the four hemispheres. 13
Suggested Titles for Arkansas Social Studies State Standard G.1.4.5.

G.1.4.6. Location, Place, and Region: Explain the difference between a continent and a country. 14
Suggested Titles for Arkansas Social Studies State Standard G.1.4.6.

G.1.4.7. Location, Place, and Region: Locate major mountain ranges in the United States: Appalachian and Rocky. 11
Suggested Titles for Arkansas Social Studies State Standard G.1.4.7.

G.1.4.8. Location, Place, and Region: Locate major mountain ranges in the world: Andes, Alps, Himalayas, and Rocky. 26
Suggested Titles for Arkansas Social Studies State Standard G.1.4.8.

G.1.4.9. Location, Place, and Region: Locate major rivers in the United States: Mississippi, Ohio, Arkansas, Hudson, Missouri, and Colorado. 4
Suggested Titles for Arkansas Social Studies State Standard G.1.4.9.

G.1.4.10. Location, Place, and Region: Locate major rivers in the world: Nile, Amazon, Mississippi, Yangtze, Ganges, Volga, and Rhine. 14
Suggested Titles for Arkansas Social Studies State Standard G.1.4.10.

G.1.4.11. Location, Place, and Region: Explore weather changes in various regions. 20
Suggested Titles for Arkansas Social Studies State Standard G.1.4.11.

G.1.4.12. Map and Globe Skills: Explain the purpose of historical and political maps. 21
Suggested Titles for Arkansas Social Studies State Standard G.1.4.12.

G.1.4.13. Map and Globe Skills: Utilize the map legend/key to interpret historical and political maps. 11
Suggested Titles for Arkansas Social Studies State Standard G.1.4.13.

G.1.4.14. Map and Globe Skills: Interpret a map using cardinal and intermediate directions, map scales, legends, and titles to locate places on contemporary maps. 16
Suggested Titles for Arkansas Social Studies State Standard G.1.4.14.

G.1.4.15. Map and Globe Skills: Identify and label political map features: boundaries, capitols, and cities. 24
Suggested Titles for Arkansas Social Studies State Standard G.1.4.15.

G.1.4.16. Map and Globe Skills: Create a political map that includes the following: title, compass rose, and legend/key. 13
Suggested Titles for Arkansas Social Studies State Standard G.1.4.16.

G.2. Culture and Diversity: Students shall develop an understanding of how cultures around the world develop and change.

G.2.4.1. Culture and Diversity: Research elements of culture in a community, state, or nation (e.g., food, clothing, housing, language, sports/ recreation, customs, traditions, art, music, religion). 16
Suggested Titles for Arkansas Social Studies State Standard G.2.4.1.

G.2.4.2. Culture and Diversity: Describe the cultural characteristics of diverse populations in the United States. 3
Suggested Titles for Arkansas Social Studies State Standard G.2.4.2.

G.2.4.3. Culture and Diversity: Discuss the advantages and disadvantages of life in a suburban area. 9
Suggested Titles for Arkansas Social Studies State Standard G.2.4.3.

G.2.4.4. Culture and Diversity: Compare and contrast the human characteristics of early settlements and contemporary communities in the five regions of the United States. 9
Suggested Titles for Arkansas Social Studies State Standard G.2.4.4.

G.3. Interaction of People and the Environment: Students shall develop an understanding of the interactions between people and their environment.

G.3.4.1. Movement: Examine different types of transportation and communication links between communities in Arkansas. 46
Suggested Titles for Arkansas Social Studies State Standard G.3.4.1.

G.3.4.2. Movement: Discuss the reasons for human settlement patterns (e.g. jobs, climate, family). 27
Suggested Titles for Arkansas Social Studies State Standard G.3.4.2.

G.3.4.3. Movement: Explain how communities share ideas and information with each other. 14
Suggested Titles for Arkansas Social Studies State Standard G.3.4.3.

G.3.4.4. Human Environment Interaction: Explain how people are influenced by, adapt to, and alter the environment (e.g., agriculture, housing, occupation, industry, transportation, communication, acid rain, global warming, ozone depletion). 71
Suggested Titles for Arkansas Social Studies State Standard G.3.4.4.

G.3.4.5. Human Environment Interaction: Describe the social impact of extreme natural events on human and physical environments (e.g., fires, volcanoes, earthquakes, floods, hurricanes, tornados, tsunamis). 26
Suggested Titles for Arkansas Social Studies State Standard G.3.4.5.

G.3.4.6. Human Environment Interaction: Research ways in which the school and community can improve the physical environment by practicing conservation. 12
Suggested Titles for Arkansas Social Studies State Standard G.3.4.6.

AR.C. Civics

C.4. Government: Students shall develop an understanding of the forms and roles of government.

C.4.4.1. Forms and Roles of Government: Compare and contrast the purpose and function of government at the local, state, and federal levels. 8
Suggested Titles for Arkansas Social Studies State Standard C.4.4.1.

C.4.4.2. Forms and Roles of Government: Compare responsibilities of local, state, and federal government officials. 7
Suggested Titles for Arkansas Social Studies State Standard C.4.4.2.

C.4.4.3. Forms and Roles of Government: Identify the three branches of government: executive, legislative, and judicial. 5
Suggested Titles for Arkansas Social Studies State Standard C.4.4.3.

C.4.4.4. Forms and Roles of Government: Describe how United States citizens apply fundamental principles of democracy (e.g., people rule themselves, power of government limited by law, people exercise their authority directly through voting and indirectly through 4
Suggested Titles for Arkansas Social Studies State Standard C.4.4.4.

C.4.4.5. Forms and Roles of Government: Recognize that there are different forms of government throughout the world. 28
Suggested Titles for Arkansas Social Studies State Standard C.4.4.5.

C.5. Citizenship: Students shall develop an understanding of how to participate, develop, and use the skills necessary for effective citizenship.

C.5.4.1. Roots of Democracy: Identify and explain the role of the Founding Fathers in writing the founding documents: Benjamin Franklin, John Hancock, Thomas Jefferson, James Madison, and George Washington. 33
Suggested Titles for Arkansas Social Studies State Standard C.5.4.1.

C.5.4.2. Roots of Democracy: Identify and explain the purpose of the founding documents: Declaration of Independence, Articles of Confederation, and United States Constitution. 12
Suggested Titles for Arkansas Social Studies State Standard C.5.4.2.

C.5.4.4. Rights and Responsibilities of Citizens: Examine characteristics needed for active citizenship. 11
Suggested Titles for Arkansas Social Studies State Standard C.5.4.4.

C.5.4.5. Rights and Responsibilities of Citizens: Analyze components of the election process: candidacy, primary, and general. 8
Suggested Titles for Arkansas Social Studies State Standard C.5.4.5.

C.5.4.6. Rights and Responsibilities of Citizens: Demonstrate the proper flag etiquette for the American flag. 7
Suggested Titles for Arkansas Social Studies State Standard C.5.4.6.

AR.H. History

H.6. History: Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time.

H.6.4.1. Regionalism/ Nationalism: Discuss the meaning of the state motto of Arkansas. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.4.1.

H.6.4.2. Regionalism/ Nationalism: Examine the history of the State Seal of Arkansas and its components. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.4.2.

H.6.4.3. Regionalism and Nationalism: Examine historical settlements in Arkansas: Arkansas Post, Old Washington, and Fort Smith. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.4.3.

H.6.4.4. Conflict and Consensus: Name the major causes of the American Revolutionary War: taxation, distance, and lack of communication. 15
Suggested Titles for Arkansas Social Studies State Standard H.6.4.4.

H.6.4.5. Conflict and Consensus: Identify George Washington as the lead general in the Revolutionary War. 6
Suggested Titles for Arkansas Social Studies State Standard H.6.4.5.

H.6.4.6. Conflict and Consensus: Identify events that led to Arkansas' involvement in the Civil War: excise taxes, state's rights, and slavery. 7
Suggested Titles for Arkansas Social Studies State Standard H.6.4.6.

H.6.4.7. Conflict and Consensus: Identify major historical events that occurred during the 20th century (e.g., World War I, Great Depression, World War II, Space Exploration, Civil Rights). 23
Suggested Titles for Arkansas Social Studies State Standard H.6.4.7.

H.6.4.8. Conflict and Consensus: Discuss how differences between people lead to conflict (e.g., social, political, economic). 12
Suggested Titles for Arkansas Social Studies State Standard H.6.4.8.

H.6.4.9. Continuity and Change: Evaluate data presented on a timeline of Arkansas history. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.4.9.

H.6.4.10. Continuity and Change: Examine artifacts relating to events in Arkansas history. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.4.10.

H.6.4.11. Continuity and Change: Discuss advances in technology (e.g., communications, space travel, medical). 9
Suggested Titles for Arkansas Social Studies State Standard H.6.4.11.

H.6.4.12. Continuity and Change: Analyze changes in Arkansas from past to present. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.4.12.

H.6.4.13. Continuity and Change: Understand the transition of the thirteen colonies into thirteen separate states. 7
Suggested Titles for Arkansas Social Studies State Standard H.6.4.13.

H.6.4.14. Continuity and Change: Identify and describe the Arkansas Indian Tribes: Osage, Quapaw, and Caddo. 5
Suggested Titles for Arkansas Social Studies State Standard H.6.4.14.

H.6.4.15. Continuity and Change: Identify the reasons for the decline of the native populations of Arkansas (e.g., influenza, small pox, competition for land). 7
Suggested Titles for Arkansas Social Studies State Standard H.6.4.15.

H.6.4.16. Continuity and Change: Describe how new forms of transportation and communication impacted the Westward Expansion of the United States (e.g., pony express, railroads, telegraphs). 3
Suggested Titles for Arkansas Social Studies State Standard H.6.4.16.

H.6.4.17. Movement: Identify areas in Arkansas that were explored by the following: Hernando Desoto, La Salle/De Tonti, Marquette, and Joliet. 37
Suggested Titles for Arkansas Social Studies State Standard H.6.4.17.

H.6.4.18. Movement: Identify European nations that claimed authority over territorial Arkansas: France and Spain. 38
Suggested Titles for Arkansas Social Studies State Standard H.6.4.18.

H.6.4.19. Movement: Discuss the causes and effects of Westward Expansion (e.g., economic opportunity, resources, forced removal, unclaimed lands, religion). 19
Suggested Titles for Arkansas Social Studies State Standard H.6.4.19.

H.6.4.20. Movement: Compare the area of the United States before and after the Louisiana Purchase. 21
Suggested Titles for Arkansas Social Studies State Standard H.6.4.20.

H.6.4.21. Movement: Identify the following individuals and their roles in the Louisiana Purchase: Thomas Jefferson, Napoleon, Lewis and Clark, and Sacagawea. 34
Suggested Titles for Arkansas Social Studies State Standard H.6.4.21.

H.6.4.22. Cultural Diversity and Uniformity: Discuss similarities and differences among the American Indians and Pilgrims: housing, clothing, foods, traditions, and tools. 19
Suggested Titles for Arkansas Social Studies State Standard H.6.4.22.

AR.E. Economics

E.7. Choices: Students shall analyze the costs and benefits of making economic choices.

E.7.4.1. Costs and Benefits: Evaluate the priority of economic wants and consequences of the opportunity cost. 1
Suggested Titles for Arkansas Social Studies State Standard E.7.4.1.

E.7.4.2. Costs and Benefits: Analyze how scarcity caused early exploration (e.g., gold, spices, silk). 67
Suggested Titles for Arkansas Social Studies State Standard E.7.4.2.

E.7.4.3. Costs and Benefits: Recognize and use the decision making model to make an economic decision: state the problem, list the alternatives, state the criteria, evaluate the criteria, and make a decision. 2
Suggested Titles for Arkansas Social Studies State Standard E.7.4.3.

E.8. Resources: Students shall evaluate the use and allocation of human, natural, and capital resources.

E.8.4.1. Factors of Production: Discuss productivity. 21
Suggested Titles for Arkansas Social Studies State Standard E.8.4.1.

E.8.4.2. Factors of Production: Compare the increase in productivity when improved human capital is available. 5
Suggested Titles for Arkansas Social Studies State Standard E.8.4.2.

E.8.4.3. Factors of Production: Examine the impact of scarcity of natural resources on production decisions. 15
Suggested Titles for Arkansas Social Studies State Standard E.8.4.3.

E.8.4.4. Factors of Production: Analyze how capital resources are used to produce goods and services. 17
Suggested Titles for Arkansas Social Studies State Standard E.8.4.4.

E.8.4.5. Factors of Production: Identify Arkansas entrepreneurs. 4
Suggested Titles for Arkansas Social Studies State Standard E.8.4.5.

E.8.4.6. Factors of Production: Describe how profit is an incentive for entrepreneurship. 25
Suggested Titles for Arkansas Social Studies State Standard E.8.4.6.

E.9. Markets: Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.

E.9.4.1. Financial Markets: Discuss the characteristics of money: portability, divisibility, durability, and uniformity. 12
Suggested Titles for Arkansas Social Studies State Standard E.9.4.1.

E.9.4.2. Financial Markets: Describe the reasons for saving money in a financial institution: interest and safety. 11
Suggested Titles for Arkansas Social Studies State Standard E.9.4.2.

E.9.4.3. Goods and Services: Research the productive resources that go into the production of a product. 17
Suggested Titles for Arkansas Social Studies State Standard E.9.4.3.

E.9.4.4. Goods and Services: Research public goods and services that are provided by taxes. 4
Suggested Titles for Arkansas Social Studies State Standard E.9.4.4.

E.9.4.5. Goods and Services: Explain why countries trade.

E.9.4.6. Goods and Services: Explain the benefits of specialization and interdependence. 19
Suggested Titles for Arkansas Social Studies State Standard E.9.4.6.

E.9.4.7. Goods and Services: Discuss the effect of supply and demand in a community. 2
Suggested Titles for Arkansas Social Studies State Standard E.9.4.7.

E.9.4.8. Goods and Services: Define inflation. 31
Suggested Titles for Arkansas Social Studies State Standard E.9.4.8.

E.9.4.9. Global Markets: Identify imported and exported goods. 3
Suggested Titles for Arkansas Social Studies State Standard E.9.4.9.

E.9.4.10. Global Markets: List exported goods associated with Arkansas (e.g., rice, chicken, auto parts). 5
Suggested Titles for Arkansas Social Studies State Standard E.9.4.10.

E.9.4.11. Global Markets: Explain how foreign trade affects daily life 9
Suggested Titles for Arkansas Social Studies State Standard E.9.4.11.

AR.G. Geography

G.1. Physical and Spatial: Students shall develop an understanding of the physical and spatial characteristics and applications of geography.

G.1.5.1. Location, Place, and Region: Classify locations as absolute or relative. 8
Suggested Titles for Arkansas Social Studies State Standard G.1.5.1.

G.1.5.2. Location, Place, and Region: Identify and describe the region of the United States in which Arkansas is located. 4
Suggested Titles for Arkansas Social Studies State Standard G.1.5.2.

G.1.5.3. Location, Place, and Region: Distinguish between the major regions of the United States and evaluate their interdependence. 4
Suggested Titles for Arkansas Social Studies State Standard G.1.5.3.

G.1.5.4. Location, Place, and Region: Locate the major bodies of water that are related to the United States: Atlantic Ocean, Caribbean Sea, Great Lakes, Gulf of Mexico, and Pacific Ocean. 1
Suggested Titles for Arkansas Social Studies State Standard G.1.5.4.

G.1.5.5. Location, Place, and Region: Identify a variety of charts and graphs used to display data on a variety of topics such as climate or population. 29
Suggested Titles for Arkansas Social Studies State Standard G.1.5.5.

G.1.5.6. Location, Place, and Region: Distinguish between geography terms that describe or indicate region, place, or location (e.g., tundra, desert, rainforest, mountains). 29
Suggested Titles for Arkansas Social Studies State Standard G.1.5.6.

G.1.5.7. Map and Globe Skills: Recognize the various types of maps used by geographers (e.g., physical, political, historical, special purpose, and other types of maps). 28
Suggested Titles for Arkansas Social Studies State Standard G.1.5.7.

G.1.5.8. Map and Globe Skills: Demonstrate an understanding of the following: latitude, longitude, parallels, meridians, degrees, grid systems, coordinates, Tropic of Cancer, Tropic of Capricorn, Equator, and Prime Meridian. 24
Suggested Titles for Arkansas Social Studies State Standard G.1.5.8.

G.1.5.9. Map and Globe Skills: Compare and contrast major landforms characterized as physical features of Earth (e.g., plateaus, rivers, deltas, seas, oceans, peninsulas). 33
Suggested Titles for Arkansas Social Studies State Standard G.1.5.9.

G.2. Culture and Diversity: Students shall develop an understanding of how cultures around the world develop and change.

G.2.5.1. Culture/Diversity: Describe customs, celebrations, and traditions of selected racial, ethnic, and religious groups in Arkansas and the United States. 20
Suggested Titles for Arkansas Social Studies State Standard G.2.5.1.

G.2.5.2. Culture/Diversity: Understand the contributions of people of various racial, ethnic, and religious groups in Arkansas and the United States. 3
Suggested Titles for Arkansas Social Studies State Standard G.2.5.2.

G.2.5.3. Culture/Diversity: Recognize examples of cultural diffusion, cultural exchange, and assimilation. 20
Suggested Titles for Arkansas Social Studies State Standard G.2.5.3.

G.3. Interaction of People and the Environment: Students shall develop an understanding of the interactions between people and their environment.

G.3.5.1. Movement: Recognize factors that influence migration (e.g., employment, natural resources). 20
Suggested Titles for Arkansas Social Studies State Standard G.3.5.1.

G.3.5.2. Movement: Define push-pull factors. 9
Suggested Titles for Arkansas Social Studies State Standard G.3.5.2.

G.3.5.3. Movement: Identify various forms of technology and methods of transferring ideas and information. 7
Suggested Titles for Arkansas Social Studies State Standard G.3.5.3.

G.3.5.4. Movement: Recognize the concepts of interstate, intrastate, infrastructure, and globalization. 4
Suggested Titles for Arkansas Social Studies State Standard G.3.5.4.

G.3.5.5. Human Environment Interaction: Identify renewable and nonrenewable resources (e.g., fossil fuels, fertile soils, timber). 12
Suggested Titles for Arkansas Social Studies State Standard G.3.5.5.

G.3.5.6. Human Environment Interaction: Identify ways people have modified the physical environment. 37
Suggested Titles for Arkansas Social Studies State Standard G.3.5.6.

G.3.5.7. Human Environment Interaction: Discuss ways in which Arkansans adapted to and modified the environment. 3
Suggested Titles for Arkansas Social Studies State Standard G.3.5.7.

AR.C. Civics

C.4. Government: Students shall develop an understanding of the forms and roles of government.

C.4.5.1. Forms and Roles of Government: Recognize that the Arkansas and the United States governments are composed of three branches: executive, legislative, and judicial. 16
Suggested Titles for Arkansas Social Studies State Standard C.4.5.1.

C.4.5.2. Forms and Roles of Government: Identify the system of checks and balances in government. 16
Suggested Titles for Arkansas Social Studies State Standard C.4.5.2.

C.4.5.3. Forms and Roles of Government: Identify the roles and responsibilities of the executive branch (e.g., state/governor, federal/president). 7
Suggested Titles for Arkansas Social Studies State Standard C.4.5.3.

C.4.5.4. Forms and Roles of Government: Identify and describe the roles of the legislative branch (e.g., general assembly/congress, state congress and federal congress, house, senate). 10
Suggested Titles for Arkansas Social Studies State Standard C.4.5.4.

C.4.5.5. Forms and Roles of Government: Identify and describe the roles of the judicial branch (e.g., local, state, and federal). 12
Suggested Titles for Arkansas Social Studies State Standard C.4.5.5.

C.4.5.6. Forms and Roles of Government: Identify the forms of government (e.g., democracy, monarchy, dictatorship, oligarchy, totalitarian). 18
Suggested Titles for Arkansas Social Studies State Standard C.4.5.6.

C.4.5.7. Forms and Roles of Government: Identify elected state and federal government officials (e.g., terms and qualifications). 7
Suggested Titles for Arkansas Social Studies State Standard C.4.5.7.

C.4.5.8. Forms and Roles of Government: Discuss the succession of leadership at the state level. 6
Suggested Titles for Arkansas Social Studies State Standard C.4.5.8.

C.4.5.9. Forms and Roles of Government: Discuss the two-party system. 10
Suggested Titles for Arkansas Social Studies State Standard C.4.5.9.

C.5. Citizenship: Students shall develop an understanding of how to participate, develop, and use the skills necessary for effective citizenship.

C.5.5.1. Roots of Democracy: Identify the founding documents that helped to establish laws for the United States (e.g., Mayflower Compact, Declaration of Independence, United States Constitution). 18
Suggested Titles for Arkansas Social Studies State Standard C.5.5.1.

C.5.5.2. Roots of Democracy: Identify the purpose of the Declaration of Independence. 10
Suggested Titles for Arkansas Social Studies State Standard C.5.5.2.

C.5.5.3. Roots of Democracy: Identify the significance of the following individuals in establishing the government of the United States: John Adams, Benjamin Franklin, Alexander Hamilton, Thomas Jefferson, John Marshall, James Madison, and George Washington. 12
Suggested Titles for Arkansas Social Studies State Standard C.5.5.3.

C.5.5.4. Roots of Democracy: Identify the significance of the Articles of Confederation. 4
Suggested Titles for Arkansas Social Studies State Standard C.5.5.4.

C.5.5.5. Roots of Democracy: Discuss how the ineffectiveness of the Articles of Confederation led to the creation of the United States Constitution. 4
Suggested Titles for Arkansas Social Studies State Standard C.5.5.5.

C.5.5.6. Roots of Democracy: Research national symbols and explain their significance using primary and secondary sources (e.g., Pledge of Allegiance, Lady Liberty). 8
Suggested Titles for Arkansas Social Studies State Standard C.5.5.6.

C.5.5.7. Roots of Democracy: Identify significant examples of patriotic music from various periods of United States history. 6
Suggested Titles for Arkansas Social Studies State Standard C.5.5.7.

C.5.5.8. Rights and Responsibilities of Citizens: Identify the requirements for becoming a citizen of the United States. 17
Suggested Titles for Arkansas Social Studies State Standard C.5.5.8.

C.5.5.9. Rights and Responsibilities of Citizens: Identify the rights and responsibilities of United States citizenship (e.g., voting, obeying laws, volunteerism). 4
Suggested Titles for Arkansas Social Studies State Standard C.5.5.9.

C.5.5.10. Rights and Responsibilities of Citizens: Discuss the importance of the rights of United States citizens set forth in the Bill of Rights. 6
Suggested Titles for Arkansas Social Studies State Standard C.5.5.10.

C.5.5.11. Rights and Responsibilities of Citizens: Identify the proper procedure for voting in the United States and in Arkansas (e.g., registration, voting sites, maintaining the right to vote). 6
Suggested Titles for Arkansas Social Studies State Standard C.5.5.11.

C.5.5.12. Rights and Responsibilities of Citizens: Discuss ways citizens participate in government at the state and local level. 11
Suggested Titles for Arkansas Social Studies State Standard C.5.5.12.

C.5.5.13. Rights and Responsibilities of Citizens: Identify the Bill of Rights in the United States Constitution. 6
Suggested Titles for Arkansas Social Studies State Standard C.5.5.13.

C.5.5.14. Rights and Responsibilities of Citizens: Identify the provisions of the Thirteenth, Fourteenth, and Fifteenth Amendments. 7
Suggested Titles for Arkansas Social Studies State Standard C.5.5.14.

C.5.5.15. Rights and Responsibilities of Citizens: Identify various organizations from U.S. History through which citizen's rights were affected (e.g., Women's Suffrage, NAACP, Chinese Immigration Act, Emancipation Proclamation). 6
Suggested Titles for Arkansas Social Studies State Standard C.5.5.15.

AR.H. History

H.6. History: Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time.

H.6.5.1. Continuity and Change: Discuss the purpose of political cartoons.

H.6.5.2. Continuity and Change: Read and interpret timelines using the terms: ca (circa), Before Common Era/Common Era (BCE/CE), millennia, millennium, decade, and century. 5
Suggested Titles for Arkansas Social Studies State Standard H.6.5.2.

H.6.5.3. Continuity and Change: Identify the contributions of significant individuals and explorers during the period of early European exploration of the Americas (e.g., Christopher Columbus, Ferdinand Magellan, Hernando de Soto). 32
Suggested Titles for Arkansas Social Studies State Standard H.6.5.3.

H.6.5.4. Continuity and Change: Identify areas of the New World colonized by Spain, Great Britain, and France. 6
Suggested Titles for Arkansas Social Studies State Standard H.6.5.4.

H.6.5.5. Continuity and Change: Describe the role and impact of legislative bodies in the colonial government (e.g., town meetings).

H.6.5.6. Continuity and Change: Continuity and Change: Identify important people and events during Arkansas' Territorial period (e.g., Robert Crittenden, James Miller, relocation of government). 3
Suggested Titles for Arkansas Social Studies State Standard H.6.5.6.

H.6.5.7. Continuity and Change: Analyze the impact of the American Industrial Revolution: cotton gin, reaper, and steam engine. 8
Suggested Titles for Arkansas Social Studies State Standard H.6.5.7.

H.6.5.8. Continuity and Change: Identify and explain the significance of the following people: Fredrick Douglas, Harriet Tubman, John Brown, Abraham Lincoln, Ulysses S. Grant, Robert E. Lee, Sojourner Truth, and Dorothea Dix. 8
Suggested Titles for Arkansas Social Studies State Standard H.6.5.8.

H.6.5.9. Conflict and Consensus: Describe the impact that European explorers had on the American Indian tribes. 7
Suggested Titles for Arkansas Social Studies State Standard H.6.5.9.

H.6.5.10. Conflict and Consensus: Analyze the benefits and conflicts arising from the interaction between colonial settlers and American Indians (e.g., Roanoke, Jamestown, King Philip's War). 11
Suggested Titles for Arkansas Social Studies State Standard H.6.5.10.

H.6.5.11. Conflict and Consensus: Evaluate the contributions of political and religious leaders in colonial America (e.g., John Smith, William Bradford, Roger Williams, Anne Hutchison, John Winthrop, Thomas Hooker, William Penn). 2
Suggested Titles for Arkansas Social Studies State Standard H.6.5.11.

H.6.5.12. Conflict and Consensus: Describe the impact of slavery in the Americas (e.g., indentured servants, American Indians, African Americans). 14
Suggested Titles for Arkansas Social Studies State Standard H.6.5.12.

H.6.5.13. Conflict and Consensus: Explain how conflict between the English government and the English colonies led to the outbreak of the American Revolution: Stamp Act, Sugar Act, Boston Tea Party, Intolerable Acts, and Boston Massacre. 18
Suggested Titles for Arkansas Social Studies State Standard H.6.5.13.

H.6.5.14. Conflict and Consensus: Identify the contributions of significant people leading to the American Revolution: King George III, George Washington, Benjamin Franklin, Thomas Jefferson, Patrick Henry, and Thomas Paine. 5
Suggested Titles for Arkansas Social Studies State Standard H.6.5.14.

H.6.5.15. Conflict and Consensus: Explain the political viewpoints of Patriots and Loyalists during the Revolutionary period. 7
Suggested Titles for Arkansas Social Studies State Standard H.6.5.15.

H.6.5.16. Conflict and Consensus: Identify the importance of key battles of the Revolutionary War: Lexington and Concord, Bunker Hill, Saratoga, and Yorktown. 16
Suggested Titles for Arkansas Social Studies State Standard H.6.5.16.

H.6.5.17. Conflict and Consensus: Explain the role of the following events in the development of the United States: Shay's Rebellion, Constitutional Convention, and creation of political parties. 7
Suggested Titles for Arkansas Social Studies State Standard H.6.5.17.

H.6.5.18. Conflict and Consensus: Describe the causes of the War of 1812 and analyze the effects it had on the United States. 5
Suggested Titles for Arkansas Social Studies State Standard H.6.5.18.

H.6.5.19. Conflict and Consensus: Identify and describe the events and ideas leading to the Civil War (e.g., Missouri Compromise, Dred Scott v. Sanford, Lincoln/Douglas debates). 9
Suggested Titles for Arkansas Social Studies State Standard H.6.5.19.

H.6.5.20. Conflict and Consensus: Discuss the reasons for the secession of southern states from the Union. 8
Suggested Titles for Arkansas Social Studies State Standard H.6.5.20.

H.6.5.21. Conflict and Consensus: Identify and locate significant Civil War sites of the Union and Confederacy: Washington, Arkansas, Pea Ridge, Prairie Grove, Bull Run/Manassas, Antietam/Sharpsburg, and Gettysburg. 8
Suggested Titles for Arkansas Social Studies State Standard H.6.5.21.

H.6.5.22. Movement: Explain the religious, political, and economic reasons for movement of people and goods from Europe to the Americas: Columbian Exchange and Triangular Trade. 8
Suggested Titles for Arkansas Social Studies State Standard H.6.5.22.

H.6.5.23. Movement: Examine the impact of early exploration and settlement patterns of the Spanish, British, and French in North America (e.g., Roanoke, Jamestown, St. Augustine, Quebec, Santa Fe). 14
Suggested Titles for Arkansas Social Studies State Standard H.6.5.23.

H.6.5.24. Movement: Explain how westward expansion contributed to the growth of the United States (e.g., Wilderness Road, Louisiana Purchase, Gadsden Purchase). 6
Suggested Titles for Arkansas Social Studies State Standard H.6.5.24.

H.6.5.25. Movement: Trace the Lewis and Clark expedition and discuss its impact on the United States. 6
Suggested Titles for Arkansas Social Studies State Standard H.6.5.25.

H.6.5.26. Movement: Describe the causes and effects of the Indian Removal Act of 1830 (e.g., Trail of Tears). 2
Suggested Titles for Arkansas Social Studies State Standard H.6.5.26.

H.6.5.27. Cultural Diversity and Uniformity: Identify and explain major pre-Colombian civilizations in Central and South America (i.e., Maya, Inca, Aztec). 15
Suggested Titles for Arkansas Social Studies State Standard H.6.5.27.

H.6.5.28. Cultural Diversity and Uniformity: Identify the major pre-Columbia settlements: cliff dwellers, mound builders, peoples of the Southwest, peoples of the Pacific Northwest, peoples of the Great Plains, and peoples of the Eastern Woodlands. 25
Suggested Titles for Arkansas Social Studies State Standard H.6.5.28.

H.6.5.29. Cultural Diversity and Uniformity: Locate and describe the three main American Indian cultures in Arkansas during the exploration period: Quapaw Indians, Caddo Indians, and Osage Indians. 7
Suggested Titles for Arkansas Social Studies State Standard H.6.5.29.

H.6.5.30. Cultural Diversity and Uniformity: Evaluate contributions of women during the Revolutionary period (e.g., Abigail Adams, Molly Pitcher, Martha Washington, and Phyllis Wheatley). 4
Suggested Titles for Arkansas Social Studies State Standard H.6.5.30.

H.6.5.31. Cultural Diversity and Uniformity: Investigate the roles of African Americans, American Indians, and women during the Civil War. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.5.31.

H.6.5.32. Cultural Diversity and Uniformity: Identify the role of the following Arkansans in the Civil War: Isaac Murphy, David O. Dodd, Albert Pike, Earl Van Dorn, Thomas Hindman, James Blunt, and Harris Flanagan. 3
Suggested Titles for Arkansas Social Studies State Standard H.6.5.32.

H.6.5.33. Regionalism and Nationalism: Identify Arkansas Post as the first European settlement in Arkansas and explain its geographic significance. 3
Suggested Titles for Arkansas Social Studies State Standard H.6.5.33.

H.6.5.34. Regionalism and Nationalism: Locate and describe the differences between the three regions into which the English settled: New England, Mid-Atlantic, and South. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.5.34.

AR.E. Economics

E.7. Choices: Students shall analyze the costs and benefits of making economic choices.

E.7.5.1. Costs and Benefits: Identify the basic economic wants and needs of all people.

E.7.5.2. Costs and Benefits: Recognize that choices have both present and future consequences. 13
Suggested Titles for Arkansas Social Studies State Standard E.7.5.2.

E.7.5.3. Costs and Benefits: Identify the causes of scarcity and why scarcity of resources makes it necessary to make choices. 16
Suggested Titles for Arkansas Social Studies State Standard E.7.5.3.

E.7.5.4. Costs and Benefits: Discuss the meaning of opportunity costs. 6
Suggested Titles for Arkansas Social Studies State Standard E.7.5.4.

E.7.5.5. Costs and Benefits: Identify why federal, state, and local governments have to make choices because of limited resources. 20
Suggested Titles for Arkansas Social Studies State Standard E.7.5.5.

E.7.5.6. Costs and Benefits: Examine the economic decisions that every society must make: what is to be produced and in what quantities, how will it be produced, and who will receive what is produced. 7
Suggested Titles for Arkansas Social Studies State Standard E.7.5.6.

E.7.5.7. Costs and Benefits: Identify examples of traditional, market, and command economies. 4
Suggested Titles for Arkansas Social Studies State Standard E.7.5.7.

E.7.5.8. Costs and Benefits: Discuss the meaning of trade-offs. 2
Suggested Titles for Arkansas Social Studies State Standard E.7.5.8.

E.7.5.9. Costs and Benefits: Identify the characteristics of a free enterprise system. 4
Suggested Titles for Arkansas Social Studies State Standard E.7.5.9.

E.8. Resources: Students shall evaluate the use and allocation of human, natural, and capital resources.

E.8.5.1. Factors of Production: Research the role that entrepreneurs have played in the development of the economy of Arkansas. 3
Suggested Titles for Arkansas Social Studies State Standard E.8.5.1.

E.8.5.2. Factors of Production: Discuss the impact additional capital goods (e.g., tools and machines) have on productivity. 5
Suggested Titles for Arkansas Social Studies State Standard E.8.5.2.

E.8.5.3. Factors of Production: Identify the four basic categories of earned income that are received from the four factors of production: wages and salaries, rent, interest, and profit. 10
Suggested Titles for Arkansas Social Studies State Standard E.8.5.3.

E.8.5.4. Factors of Production: Examine the need for natural resources in determining settlement patterns 6
Suggested Titles for Arkansas Social Studies State Standard E.8.5.4.

E.9. Markets: Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.

E.9.5.1. Financial Markets: Describe the characteristics of money: portability, divisibility, durability, and uniformity. 5
Suggested Titles for Arkansas Social Studies State Standard E.9.5.1.

E.9.5.2. Financial Markets: Examine the reasons for using a financial institution for saving money: interest (rate of return) and safety. 3
Suggested Titles for Arkansas Social Studies State Standard E.9.5.2.

E.9.5.3. Financial Markets: Identify methods people use to save and spend money. 5
Suggested Titles for Arkansas Social Studies State Standard E.9.5.3.

E.9.5.4. Financial Markets: Discuss the purpose of selling stocks to capitalized companies (e.g., joint-stock company). 6
Suggested Titles for Arkansas Social Studies State Standard E.9.5.4.

E.9.5.5. Financial Markets: Identify the meaning of economic inflation. 17
Suggested Titles for Arkansas Social Studies State Standard E.9.5.5.

E.9.5.6. Financial Markets: Identify Gross Domestic Product (GDP). 4
Suggested Titles for Arkansas Social Studies State Standard E.9.5.6.

E.9.5.7. Financial Markets: Identify the role of the Federal Reserve in the economy. 2
Suggested Titles for Arkansas Social Studies State Standard E.9.5.7.

E.9.5.8. Global Markets: Identify the costs/benefits associated with the development of global trade. 9
Suggested Titles for Arkansas Social Studies State Standard E.9.5.8.

E.9.5.9. Global Markets: Identify various types of currency in the global economy. 8
Suggested Titles for Arkansas Social Studies State Standard E.9.5.9.

E.9.5.10. Goods and Services: Identify how changes in supply and demand affect prices. 2
Suggested Titles for Arkansas Social Studies State Standard E.9.5.10.

E.9.5.11. Goods and Services: Identify methods used to reduce or eliminate competition (e.g., trademarks, patents, copyrights, natural monopolies, government licenses). 9
Suggested Titles for Arkansas Social Studies State Standard E.9.5.11.

E.9.5.12. Goods and Services: Identify the various marketing techniques: advertising, mail order catalog, and increasing demand for goods and services. 15
Suggested Titles for Arkansas Social Studies State Standard E.9.5.12.

AR.G. Geography

G.1. Physical and Spatial: Students shall develop an understanding of the physical and spatial characteristics and applications of geography.

G.1.6.1. Location, Place, and Region: Apply the proper usage of absolute and relative location. 8
Suggested Titles for Arkansas Social Studies State Standard G.1.6.1.

G.1.6.2. Location, Place, and Region: Examine the location, place, and region of Arkansas and determine the characteristics of each. 3
Suggested Titles for Arkansas Social Studies State Standard G.1.6.2.

G.1.6.3. Location, Place, and Region: Identify the countries on the continent of North America and analyze their geographical relationship. 15
Suggested Titles for Arkansas Social Studies State Standard G.1.6.3.

G.1.6.4. Location, Place, and Region: Explain the importance of the major river systems of the United States and Arkansas: Arkansas River, Colorado River, Mississippi River, Ohio River, and St. Lawrence River. 4
Suggested Titles for Arkansas Social Studies State Standard G.1.6.4.

G.1.6.5. Location, Place, and Region: Illustrate information relating to population, climate, weather patterns, or other specific topics on selected types of charts or graphs. 13
Suggested Titles for Arkansas Social Studies State Standard G.1.6.5.

G.1.6.6. Location, Place, and Region: Analyze a map of the fifty states and identify regions (e.g., Northeast, Southeast, Midwest, Southwest, West). 8
Suggested Titles for Arkansas Social Studies State Standard G.1.6.6.

G.1.6.7. Map and Globe Skills: Examine different maps and globe projections and recognize the differences of each map or projection. 22
Suggested Titles for Arkansas Social Studies State Standard G.1.6.7.

G.1.6.8. Map and Globe Skills: Construct a map of the United States using all basic map components: compass rose, map scale, legend/key, inset map, and title. 20
Suggested Titles for Arkansas Social Studies State Standard G.1.6.8.

G.1.6.9. Map and Globe Skills: Compare the location of specific places on both maps and globes. 19
Suggested Titles for Arkansas Social Studies State Standard G.1.6.9.

G.1.6.10. Map and Globe Skills: Discuss reasons for the location of political boundaries and capital cities due to physical features of the nation or states 9
Suggested Titles for Arkansas Social Studies State Standard G.1.6.10.

G.2. Culture and Diversity: Students shall develop an understanding of how cultures around the world develop and change.

G.2.6.1. Culture/Diversity: Examine the effects of the contributions of people from selected racial, ethnic, and religious groups to the cultural identify of Arkansas and the United States. 10
Suggested Titles for Arkansas Social Studies State Standard G.2.6.1.

G.2.6.2. Culture/Diversity: Describe how people from selected racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the culture of Arkansas and the United States. 2
Suggested Titles for Arkansas Social Studies State Standard G.2.6.2.

G.2.6.3. Culture/Diversity: Identify the occurrences of cultural diffusion, cultural exchange, and assimilation in local and national history 2
Suggested Titles for Arkansas Social Studies State Standard G.2.6.3.

G.3. Interaction of People and the Environment: Students shall develop an understanding of the interactions between people and their environment.

G.3.6.1. Movement: Describe the location of major cities in Arkansas and the United States and the availability of resources and transportation in those areas. 9
Suggested Titles for Arkansas Social Studies State Standard G.3.6.1.

G.3.6.2. Movement: Distinguish between push-pull factors. 4
Suggested Titles for Arkansas Social Studies State Standard G.3.6.2.

G.3.6.3. Movement: Compare methods of communication through present day technology. 12
Suggested Titles for Arkansas Social Studies State Standard G.3.6.3.

G.3.6.4. Movement: Distinguish between interstate and intrastate transportation and the effects globalization has on these methods of transportation. 34
Suggested Titles for Arkansas Social Studies State Standard G.3.6.4.

G.3.6.5. Human Environment Interaction: Describe the physical processes that produce renewable and nonrenewable resources. 15
Suggested Titles for Arkansas Social Studies State Standard G.3.6.5.

G.3.6.6. Human Environment Interaction: Describe ways in which technology influences capacity to modify the physical environment. 39
Suggested Titles for Arkansas Social Studies State Standard G.3.6.6.

G.3.6.7. Human Environment Interaction: Analyze the consequences of environmental modification on Arkansas and specific areas of the United States: acid rain, global warming, ozone depletion, erosion, and desertification. 39
Suggested Titles for Arkansas Social Studies State Standard G.3.6.7.

AR.C. Civics

C.4. Government: Students shall develop an understanding of the forms and roles of government.

C.4.6.1. Forms and Roles of Government: Compare and contrast the three branches of government at the state and national levels of government: executive, legislative, and judicial. 22
Suggested Titles for Arkansas Social Studies State Standard C.4.6.1.

C.4.6.2. Forms and Roles of Government: Discuss the system of checks and balances in government. 22
Suggested Titles for Arkansas Social Studies State Standard C.4.6.2.

C.4.6.3. Forms and Roles of Government: Discuss the roles and responsibilities of the executive branch (e.g., state/governor, federal/president). 8
Suggested Titles for Arkansas Social Studies State Standard C.4.6.3.

C.4.6.4. Forms and Roles of Government: Compare and contrast the roles of the legislative branch (e.g., general assembly/congress, state congress and federal congress, house, senate). 8
Suggested Titles for Arkansas Social Studies State Standard C.4.6.4.

C.4.6.5. Forms and Roles of Government: Compare and contrast the roles of the judicial branch (e.g., local, state, and federal). 11
Suggested Titles for Arkansas Social Studies State Standard C.4.6.5.

C.4.6.6. Forms and Roles of Government: Discuss the forms of government (e.g., democracy, monarchy, dictatorship, oligarchy, totalitarian). 9
Suggested Titles for Arkansas Social Studies State Standard C.4.6.6.

C.4.6.7. Forms and Roles of Government: Recognize elected state and federal government officials (e.g., terms and qualifications) . 10
Suggested Titles for Arkansas Social Studies State Standard C.4.6.7.

C.4.6.8. Forms and Roles of Government: Discuss the succession of leadership at the federal level. 24
Suggested Titles for Arkansas Social Studies State Standard C.4.6.8.

C.4.6.9. Forms and Roles of Government: Describe the development of the two-party system and the influence of third parties. 9
Suggested Titles for Arkansas Social Studies State Standard C.4.6.9.

C.5. Citizenship: Students shall develop an understanding of how to participate, develop, and use the skills necessary for effective citizenship.

C.5.6.1. Roots of Democracy: Determine the way rights and laws of the United States were created by examining founding documents (e.g., Declaration of Independence, United States Constitution, Mayflower Compact). 15
Suggested Titles for Arkansas Social Studies State Standard C.5.6.1.

C.5.6.2. Roots of Democracy: Examine the effects of the Declaration of Independence. 5
Suggested Titles for Arkansas Social Studies State Standard C.5.6.2.

C.5.6.3. Roots of Democracy: Evaluate reasons for writing the United States Constitution. 8
Suggested Titles for Arkansas Social Studies State Standard C.5.6.3.

C.5.6.4. Roots of Democracy: Evaluate the importance of the United States Constitution as a governing document for the United States. 8
Suggested Titles for Arkansas Social Studies State Standard C.5.6.4.

C.5.6.5. Roots of Democracy: Research national symbols and movements using primary and secondary sources (e.g., Uncle Sam, political party symbols, Vietnam Memorial, Mt. Rushmore). 2
Suggested Titles for Arkansas Social Studies State Standard C.5.6.5.

C.5.6.6. Roots of Democracy: Analyze significant examples of music from various periods of United States history. 19
Suggested Titles for Arkansas Social Studies State Standard C.5.6.6.

C.5.6.7. Rights and Responsibilities of Citizens: Examine the process of becoming a citizen of the United States. 10
Suggested Titles for Arkansas Social Studies State Standard C.5.6.7.

C.5.6.8. Rights and Responsibilities of Citizens: Evaluate ways being a good citizen is important for every individual (e.g., voting, obeying laws, volunteerism). 4
Suggested Titles for Arkansas Social Studies State Standard C.5.6.8.

C.5.6.9. Rights and Responsibilities of Citizens: Examine ways citizens utilize the rights guaranteed in the Bill of Rights. 4
Suggested Titles for Arkansas Social Studies State Standard C.5.6.9.

C.5.6.10. Rights and Responsibilities of Citizens: Examine the importance of the procedure for voting in the United States and in Arkansas (e.g., registration, maintaining the right to vote, voicing opinion). 6
Suggested Titles for Arkansas Social Studies State Standard C.5.6.10.

C.5.6.11. Rights and Responsibilities of Citizens: Analyze the importance of citizen participation in government at the state and local level. 11
Suggested Titles for Arkansas Social Studies State Standard C.5.6.11.

C.5.6.12. Rights and Responsibilities of Citizens: Examine the rights guaranteed to United States citizens in the Bill of Rights. 4
Suggested Titles for Arkansas Social Studies State Standard C.5.6.12.

C.5.6.13. Rights and Responsibilities of Citizens: Compare U.S. Constitutional Amendments granting citizen's rights. 11
Suggested Titles for Arkansas Social Studies State Standard C.5.6.13.

C.5.6.14. Rights and Responsibilities of Citizens: Examine how citizens' rights are exercised through organizations that influenced societal and governmental change (e.g., ACLU, NAACP, CORE, ERA). 6
Suggested Titles for Arkansas Social Studies State Standard C.5.6.14.

AR.H. History

H.6. History: Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time.

H.6.6.1. Continuity and Change: Determine the meaning of various political cartoons.

H.6.6.2. Continuity and Change: Create/construct timelines using the terms: ca (circa), Before Common Era/Common Era (BCE/CE), millennia, millennium, decade, and century. 7
Suggested Titles for Arkansas Social Studies State Standard H.6.6.2.

H.6.6.3. Continuity and Change: Define and discuss post-Civil War Reconstruction from a state and national perspective. 2
Suggested Titles for Arkansas Social Studies State Standard H.6.6.3.

H.6.6.4. Continuity and Change: Discuss the impact of Manifest Destiny on the United States. 6
Suggested Titles for Arkansas Social Studies State Standard H.6.6.4.

H.6.6.5. Continuity and Change: Research early 20th century inventions and their impact on Americans (e.g., telephone, electricity, automobile). 5
Suggested Titles for Arkansas Social Studies State Standard H.6.6.5.

H.6.6.6. Continuity and Change: Explain the impact of the American industrial revolution: communications and mass production. 9
Suggested Titles for Arkansas Social Studies State Standard H.6.6.6.

H.6.6.7. Continuity and Change: Analyze the impact of World War I on daily life in the United States (e.g., prohibition, food distribution, fuel distribution, propaganda). 12
Suggested Titles for Arkansas Social Studies State Standard H.6.6.7.

H.6.6.8. Continuity and Change: Analyze the causes and effects of the Great Depression: Federal Reserve actions, farm prices, crop failures, stock market crash, and Roosevelt's New Deal. 10
Suggested Titles for Arkansas Social Studies State Standard H.6.6.8.

H.6.6.9. Continuity and Change: Explain how the Women's Rights movement led to the Nineteenth Amendment. 1
Suggested Titles for Arkansas Social Studies State Standard H.6.6.9.

H.6.6.10. Continuity and Change: Locate the countries who were part of the World War II Axis and Allied Powers. 16
Suggested Titles for Arkansas Social Studies State Standard H.6.6.10.

H.6.6.11. Continuity and Change: Analyze the scientific and technological innovations that affected society in the mid to late 20th century: communication, technology, medicine, and transportation. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.6.11.

H.6.6.12. Continuity and Change: Identify major contributions and achievements of the US space program (e.g., Apollo 11, International Space Station). 6
Suggested Titles for Arkansas Social Studies State Standard H.6.6.12.

H.6.6.13. Conflict and Consensus: Explain the conflict between the American Indians and settlers moving westward (e.g., Battle of Little Big Horn, American Indian Movement). 3
Suggested Titles for Arkansas Social Studies State Standard H.6.6.13.

H.6.6.14. Conflict and Consensus: Explain the causes and effects of the Spanish American War (e.g., U.S. interest in imperial expansion, USS Maine, Yellow Journalism). 2
Suggested Titles for Arkansas Social Studies State Standard H.6.6.14.

H.6.6.15. Conflict and Consensus: Describe the expanding role of the US in world affairs (e.g., Panama Canal). 2
Suggested Titles for Arkansas Social Studies State Standard H.6.6.15.

H.6.6.16. Conflict and Consensus: Explain the events that led to the United States involvement in World War I (e.g., Zimmerman telegram, German U-boat activity). 12
Suggested Titles for Arkansas Social Studies State Standard H.6.6.16.

H.6.6.17. Conflict and Consensus: Examine the Treaty of Versailles that ended World War I and the creation of the League of Nations. 7
Suggested Titles for Arkansas Social Studies State Standard H.6.6.17.

H.6.6.18. Conflict and Consensus: Examine the events and political decisions that led to the United States involvement in World War II: Fascism, Nazism, Treaty of Versailles, and Great Depression. 22
Suggested Titles for Arkansas Social Studies State Standard H.6.6.18.

H.6.6.19. Conflict and Consensus: Research the major events and political decisions made by the United States during the course of World War II: alliance with Great Britain and France, Pearl Harbor, atomic bomb, and relocation and internment of Japanese Americans. 22
Suggested Titles for Arkansas Social Studies State Standard H.6.6.19.

H.6.6.20. Conflict and Consensus: Examine the events that led to the conclusion of World War II (e.g., Normandy, liberation of concentration camps, D-Day). 1
Suggested Titles for Arkansas Social Studies State Standard H.6.6.20.

H.6.6.21. Conflict and Consensus: Explain the causes and effects of the Cold War in the United States: Chinese Cultural Revolution, McCarthyism, Cuban Missile Crisis, and arms race. 2
Suggested Titles for Arkansas Social Studies State Standard H.6.6.21.

H.6.6.22. Conflict and Consensus: Examine the following components of the Civil Rights Movement: Freedom Riders, sit-ins, organized marches, boycotts, school integration, and Ku Klux Klan (KKK). 7
Suggested Titles for Arkansas Social Studies State Standard H.6.6.22.

H.6.6.23. Conflict and Consensus: Explain segregation and desegregation as established by Supreme Court cases: Plessey v. Ferguson and Brown v. Board of Education. 3
Suggested Titles for Arkansas Social Studies State Standard H.6.6.23.

H.6.6.24. Conflict and Consensus: Discuss the involvement of the United States in the Korean War. 1
Suggested Titles for Arkansas Social Studies State Standard H.6.6.24.

H.6.6.25. Conflict and Consensus: Discuss the major causes and effects of the Vietnam War (e.g., spread of communism). 10
Suggested Titles for Arkansas Social Studies State Standard H.6.6.25.

H.6.6.26. Conflict and Consensus: Discuss the ongoing conflicts between the United States and Southeast Asia and the Middle East. 2
Suggested Titles for Arkansas Social Studies State Standard H.6.6.26.

H.6.6.27. Conflict and Consensus: Examine acts of modern-day terrorism (e.g., Oklahoma City bombing, World Trade Center attacks). 8
Suggested Titles for Arkansas Social Studies State Standard H.6.6.27.

H.6.6.28. Movement: Describe the developments linking the east and west (e.g., Homestead Act, railroads, Pony Express, telegraph, cattle trails, and wagon trains). 10
Suggested Titles for Arkansas Social Studies State Standard H.6.6.28.

H.6.6.29. Movement: Analyze the following components of immigration to the United States: push/pull factors and settlement patterns. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.6.29.

H.6.6.30. Movement: Explain the origins and accomplishments of labor unions. 2
Suggested Titles for Arkansas Social Studies State Standard H.6.6.30.

H.6.6.31. Movement: Explain the migration of African Americans northward before and during the Civil Rights movement. 8
Suggested Titles for Arkansas Social Studies State Standard H.6.6.31.

H.6.6.33. Cultural Diversity and Uniformity: Identify the cultural changes of the 1920s (e.g., Roaring Twenties, Jazz Age, fashion, Harlem Renaissance, talkies, flapper, Prohibition)). 3
Suggested Titles for Arkansas Social Studies State Standard H.6.6.33.

H.6.6.34. Cultural Diversity and Uniformity: Explain the social changes caused by World War II: women in the workforce, baby boom, and G.I. Bill. 2
Suggested Titles for Arkansas Social Studies State Standard H.6.6.34.

H.6.6.35. Cultural Diversity and Uniformity: Identify significant individuals whose lives impacted the Civil Rights movement (e.g., Martin Luther King, Jr., Rosa Parks, Stokely Carmichael, Medgar Evers, Little Rock Nine, Thurgood Marshall). 6
Suggested Titles for Arkansas Social Studies State Standard H.6.6.35.

AR.E. Economics

E.7. Choices: Students shall analyze the costs and benefits of making economic choices.

E.7.6.1. Costs and Benefits: Examine how the economic wants and needs of all people may or may not be fulfilled. 2
Suggested Titles for Arkansas Social Studies State Standard E.7.6.1.

E.7.6.2. Costs and Benefits: Demonstrate an understanding that choices have both present and future consequences. 11
Suggested Titles for Arkansas Social Studies State Standard E.7.6.2.

E.7.6.3. Costs and Benefits: Examine the causes of scarcity and the choices made due to scarcity. 11
Suggested Titles for Arkansas Social Studies State Standard E.7.6.3.

E.7.6.4. Costs and Benefits: Explain that all decision making involves opportunity costs. 6
Suggested Titles for Arkansas Social Studies State Standard E.7.6.4.

E.7.6.5. Costs and Benefits: Explain why federal, state, and local governments have to make choices because of limited resources. 33
Suggested Titles for Arkansas Social Studies State Standard E.7.6.5.

E.7.6.6. Costs and Benefits: Discuss the decision making model to evaluate historical events. 11
Suggested Titles for Arkansas Social Studies State Standard E.7.6.6.

E.7.6.7. Costs and Benefits: Examine examples of traditional, market, and command economies. 2
Suggested Titles for Arkansas Social Studies State Standard E.7.6.7.

E.7.6.8. Costs and Benefits: Determine why trade-offs allow people to get the most from scarce resources. 2
Suggested Titles for Arkansas Social Studies State Standard E.7.6.8.

E.7.6.9. Costs and Benefits: Discuss the characteristics of a free enterprise system. 4
Suggested Titles for Arkansas Social Studies State Standard E.7.6.9.

E.8. Resources: Students shall evaluate the use and allocation of human, natural, and capital resources.

E.8.6.1. Factors of Production: Analyze the impact of entrepreneurship in the development of the economy of the United States. 4
Suggested Titles for Arkansas Social Studies State Standard E.8.6.1.

E.8.6.2. Factors of Production: Explain the result of increased productivity on an improved standard of living (e.g., assembly line, interchangeable parts, computers). 8
Suggested Titles for Arkansas Social Studies State Standard E.8.6.2.

E.8.6.3. Factors of Production: Explain how owners of the factors of production receive payments for the use of these factors: wages and salaries, rent, interest, and profit. 5
Suggested Titles for Arkansas Social Studies State Standard E.8.6.3.

E.8.6.4. Factors of Production: Evaluate the influences the discovery of natural resources has on the movement of people (e.g., gold, silver, oil). 4
Suggested Titles for Arkansas Social Studies State Standard E.8.6.4.

E.9. Markets: Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.

E.9.6.1. Financial Markets: Examine the characteristics of money: portability, divisibility, durability, and uniformity.

E.9.6.2. Financial Markets: Compare the various types of financial institutions that provide savings accounts: interest (rate of return) and safety. 2
Suggested Titles for Arkansas Social Studies State Standard E.9.6.2.

E.9.6.3. Financial Markets: Determine the advantages and disadvantages of saving or spending money. 2
Suggested Titles for Arkansas Social Studies State Standard E.9.6.3.

E.9.6.4. Financial Markets: Identify the purpose and function of the stock market. 2
Suggested Titles for Arkansas Social Studies State Standard E.9.6.4.

E.9.6.5. Financial Markets: Discuss the effects of economic inflation on the economic system of the United States.

E.9.6.6. Financial Markets: Discuss how the Gross Domestic Product (GDP) measures the productivity of a nation. 4
Suggested Titles for Arkansas Social Studies State Standard E.9.6.6.

E.9.6.7. Financial Markets: Explain the role of the Federal Reserve in the economy. 2
Suggested Titles for Arkansas Social Studies State Standard E.9.6.7.

E.9.6.8. Global Markets: Examine the costs/benefits associated with the development of global trade. 8
Suggested Titles for Arkansas Social Studies State Standard E.9.6.8.

E.9.6.9. Global Markets: Discuss various types of currency and their effects on the global economy. 8
Suggested Titles for Arkansas Social Studies State Standard E.9.6.9.

E.9.6.10. Goods and Services: Examine changes in supply and demand and the resulting effect on prices. 2
Suggested Titles for Arkansas Social Studies State Standard E.9.6.10.

E.9.6.11. Goods and Services: Discuss methods used to reduce or eliminate competition (e.g., trademarks, patents, copyrights, natural monopolies, government licenses). 13
Suggested Titles for Arkansas Social Studies State Standard E.9.6.11.

E.9.6.12. Goods and Services: Discuss the various marketing techniques: advertising, mail order catalog, and increasing demand for goods and services. 2
Suggested Titles for Arkansas Social Studies State Standard E.9.6.12.

AR.G. Geography

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

G.1.7.1. Location, Place, and Region: Determine the absolute and relative location of a specific place. 47
Suggested Titles for Arkansas Social Studies State Standard G.1.7.1.

G.1.7.2. Location, Place, and Region: Compare the influence of geographic locations on early civilizations. 158
Suggested Titles for Arkansas Social Studies State Standard G.1.7.2.

G.1.7.3. 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. 159
Suggested Titles for Arkansas Social Studies State Standard G.1.7.3.

G.1.7.4. Location, Place, and Region: Interpret specific types of charts, maps and graphs showing weather patterns, climate, population, or other specific topics. 32
Suggested Titles for Arkansas Social Studies State Standard G.1.7.4.

G.1.7.5. Location, Place, and Region: Compare a variety of regions to determine suitability for growth (e.g., climate, landform, vegetation regions) 5
Suggested Titles for Arkansas Social Studies State Standard G.1.7.5.

G.1.7.6. 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) 1
Suggested Titles for Arkansas Social Studies State Standard G.1.7.6.

G.1.7.7. 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. 25
Suggested Titles for Arkansas Social Studies State Standard G.1.7.7.

G.1.7.8. Map and Globe Skills: Determine latitude and longitude using maps or globes. 25
Suggested Titles for Arkansas Social Studies State Standard G.1.7.8.

G.1.7.9. Map and Globe Skills: Examine the influence of Earth's physical features on the development of regions of early civilizations. 70
Suggested Titles for Arkansas Social Studies State Standard G.1.7.9.

G.2. Culture and Diversity: Students shall develop an understanding of how cultures around the world develop and change.

G.2.7.1. Culture/Diversity: Examine creative work as examples of cultural heritage (e.g., literature, mosaics, statuary, architecture, philosophy, dramas) 84
Suggested Titles for Arkansas Social Studies State Standard G.2.7.1.

G.2.7.2. 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) 27
Suggested Titles for Arkansas Social Studies State Standard G.2.7.2.

G.2.7.3. Culture/Diversity: Demonstrate examples of cultural exchange throughout various periods of world history. 4
Suggested Titles for Arkansas Social Studies State Standard G.2.7.3.

G.3. Interaction of People and the Environment: Students shall develop an understanding of the interactions between people and their environment.

G.3.7.1. Movement: Discuss push-pull factors that influenced the growth of population centers (e.g., location, transportation corridors and barriers, distribution of resources) 87
Suggested Titles for Arkansas Social Studies State Standard G.3.7.1.

G.3.7.2. Movement: Investigate the infrastructure of population centers. 9
Suggested Titles for Arkansas Social Studies State Standard G.3.7.2.

G.3.7.3. Human Environment Interaction: Analyze ways people have: adapted to the physical environment and altered the physical environment. 89
Suggested Titles for Arkansas Social Studies State Standard G.3.7.3.

AR.C. Civics

C.4. Government: Students shall develop an understanding of the forms and roles of government.

C.4.7.1. Forms and Roles of Government: Discuss the different ways executive, legislative, and judicial powers have been organized. 23
Suggested Titles for Arkansas Social Studies State Standard C.4.7.1.

C.4.7.2. 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). 12
Suggested Titles for Arkansas Social Studies State Standard C.4.7.2.

C.4.7.3. Forms and Roles of Government: Compare and contrast forms of government: democracy, dictatorship, monarchy, oligarchy and theocracy. 53
Suggested Titles for Arkansas Social Studies State Standard C.4.7.3.

C.4.7.4. 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) 52
Suggested Titles for Arkansas Social Studies State Standard C.4.7.4.

C.5. Citizenship: Students shall develop an understanding of how to participate, develop, and use the skills necessary for effective citizenship.

C.5.7.1. Roots of Democracy: Examine the concept of codified law: Hammurabi's Code and Justinian's Code. 10
Suggested Titles for Arkansas Social Studies State Standard C.5.7.1.

C.5.7.2. 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) 33
Suggested Titles for Arkansas Social Studies State Standard C.5.7.2.

C.5.7.3. 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. 5
Suggested Titles for Arkansas Social Studies State Standard C.5.7.3.

C.5.7.4. Roots of Democracy: Discuss ways citizens participated in government: Athens, Sparta and Rome. 3
Suggested Titles for Arkansas Social Studies State Standard C.5.7.4.

AR.H. History

H.6. 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. Continuity and Change: Examine ways viewpoints expressed in primary and secondary source documents have changed over time. 31
Suggested Titles for Arkansas Social Studies State Standard H.6.7.1.

H.6.7.2. Continuity and Change: Sequence significant historical events on a timeline to make predictions. 25
Suggested Titles for Arkansas Social Studies State Standard H.6.7.2.

H.6.7.3. Continuity and Change: Investigate characteristics of civilizations (e.g., writing, development of communities, government, religion, specialized workers, advanced technology, economic systems, education). 68
Suggested Titles for Arkansas Social Studies State Standard H.6.7.3.

H.6.7.4. Continuity and Change: Analyze achievements of the early river civilizations (e.g., agricultural improvements, establishment of libraries, architecture, transportation, commerce) 26
Suggested Titles for Arkansas Social Studies State Standard H.6.7.4.

H.6.7.5. Continuity and Change: Examine the development of ancient non-European civilizations: Africa, the Americas and Asia. 38
Suggested Titles for Arkansas Social Studies State Standard H.6.7.5.

H.6.7.6. Continuity and Change: Explore the development of the Roman Empire and the people associated with it (e.g., Augustus, Julius Caesar, Hannibal) 11
Suggested Titles for Arkansas Social Studies State Standard H.6.7.6.

H.6.7.7. Continuity and Change: Examine contributions that past civilizations made to the modern world (e.g., arts, architecture, aqueducts, legal system, math, language, science, transportation) 68
Suggested Titles for Arkansas Social Studies State Standard H.6.7.7.

H.6.7.8. Continuity and Change: Describe the development of the dynastic system in China (e.g., Mandate of Heaven) 2
Suggested Titles for Arkansas Social Studies State Standard H.6.7.8.

H.6.7.9. Continuity and Change: Investigate roles of the Christian church in Medieval Europe. 6
Suggested Titles for Arkansas Social Studies State Standard H.6.7.9.

H.6.7.10. Continuity and Change: Describe life in Medieval Europe: feudalism, guild system, and manorial system. 38
Suggested Titles for Arkansas Social Studies State Standard H.6.7.10.

H.6.7.11. Continuity and Change: Describe the effects of the following events on the 14th Century: Black Death, One Hundred Years and War. 7
Suggested Titles for Arkansas Social Studies State Standard H.6.7.11.

H.6.7.12. 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) 10
Suggested Titles for Arkansas Social Studies State Standard H.6.7.12.

H.6.7.13. Continuity and Change: Explore medieval Japan (e.g., Shogunates, Samurai, feudalism) 5
Suggested Titles for Arkansas Social Studies State Standard H.6.7.13.

H.6.7.14. Continuity and Change: Describe the role of Constantinople: fall of Rome, Byzantine Empire, influence on art, and division of the Christian Church. 3
Suggested Titles for Arkansas Social Studies State Standard H.6.7.14.

H.6.7.15. Continuity and Change: Describe influences of the Persian, Peloponnesian, and Punic Wars on ancient civilization. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.7.15.

H.6.7.16. Continuity and Change: Describe the rise of Alexander the Great and the development of Hellenistic culture. 1
Suggested Titles for Arkansas Social Studies State Standard H.6.7.16.

H.6.7.17. Continuity and Change: Discuss factors that led to the fall of the Roman Empire. 10
Suggested Titles for Arkansas Social Studies State Standard H.6.7.17.

H.6.7.18. Continuity and Change: Investigate the causes and effects of the Crusades. 11
Suggested Titles for Arkansas Social Studies State Standard H.6.7.18.

H.6.7.19. Continuity and Change: Discuss the causes, courses, and effects of invasion: Viking, Mongol and Persian. 7
Suggested Titles for Arkansas Social Studies State Standard H.6.7.19.

H.6.7.20. Conflict and Consensus: Examine the consequences of the Norman invasion on England: Battle of Hastings, Domesday Book and feudalism. 10
Suggested Titles for Arkansas Social Studies State Standard H.6.7.20.

H.6.7.21. Movement: Illustrate the development of early civilizations using a historical map: Mesopotamia, Egypt, India, China, Kiev and Bantu. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.7.21.

H.6.7.22. Movement: Illustrate the expansion of Greece on a map of the ancient Mediterranean World. 3
Suggested Titles for Arkansas Social Studies State Standard H.6.7.22.

H.6.7.23. Movement: Illustrate military expeditions of Alexander the Great. 1
Suggested Titles for Arkansas Social Studies State Standard H.6.7.23.

H.6.7.24. Movement: Illustrate the expansion of the Islamic Empire across Asia, Africa, and Europe on a historical map. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.7.24.

H.6.7.25. Movement: Compare the locations of African kingdoms on a historical map including, but not limited to: Ghana, Kush, Mali and Songhai. 4
Suggested Titles for Arkansas Social Studies State Standard H.6.7.25.

H.6.7.26. 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. 51
Suggested Titles for Arkansas Social Studies State Standard H.6.7.26.

H.6.7.27. Movement: Examine the spread of ideas and goods through the network of trade routes (e.g., Indian Ocean, Trans-Sahara, Silk Road) 7
Suggested Titles for Arkansas Social Studies State Standard H.6.7.27.

H.6.7.28. Cultural Diversity and Uniformity: Contrast characteristics of the Paleolithic and Neolithic Ages. 5
Suggested Titles for Arkansas Social Studies State Standard H.6.7.28.

H.6.7.29. Cultural Diversity and Uniformity: Examine the development of monotheism. 40
Suggested Titles for Arkansas Social Studies State Standard H.6.7.29.

H.6.7.30. Cultural Diversity and Uniformity: Compare and contrast life in Athens and Sparta (e.g., the role of citizens, social classes, Olympic games). 3
Suggested Titles for Arkansas Social Studies State Standard H.6.7.30.

H.6.7.31. Cultural Diversity and Uniformity: Examine the historical development and the basic tenets of world belief systems: Buddhism, Christianity, Confucianism, Hinduism, Islam and Judaism. 40
Suggested Titles for Arkansas Social Studies State Standard H.6.7.31.

H.6.7.32. Regionalism and Nationalism: Examine the development of the Frankish Kingdom under Clovis and Charlemagne. 6
Suggested Titles for Arkansas Social Studies State Standard H.6.7.32.

H.6.7.33. Regionalism and Nationalism: Describe the development of Russia (e.g., Kiev, Eastern Orthodox Church, Czars). 3
Suggested Titles for Arkansas Social Studies State Standard H.6.7.33.

AR.E. Economics

E.7. Choices: Students shall analyze the costs and benefits of making economic choices.

E.7.7.1. Costs and Benefits: Discuss the economic wants and needs of people over time. 7
Suggested Titles for Arkansas Social Studies State Standard E.7.7.1.

E.7.7.2. Costs and Benefits: Investigate choices made by early civilizations that had long-range economic consequences. 5
Suggested Titles for Arkansas Social Studies State Standard E.7.7.2.

E.7.7.3. Costs and Benefits: Discuss ways scarcity has influenced economic wants and needs resulting in the need to make choices. 10
Suggested Titles for Arkansas Social Studies State Standard E.7.7.3.

E.7.7.4. Costs and Benefits: Discuss opportunity costs associated with decision-making. 7
Suggested Titles for Arkansas Social Studies State Standard E.7.7.4.

E.7.7.5. Costs and Benefits: Determine influences of limited resources on economies due to choices made by leaders. 12
Suggested Titles for Arkansas Social Studies State Standard E.7.7.5.

E.7.7.6. Costs and Benefits: Explain how trade-offs have allowed civilizations to get the most out of scarce resources. 166
Suggested Titles for Arkansas Social Studies State Standard E.7.7.6.

E.8. Resources: Students shall evaluate the use and allocation of human, natural, and capital resources.

E.8.7.1. 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) 66
Suggested Titles for Arkansas Social Studies State Standard E.8.7.1.

E.8.7.2. 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). 2
Suggested Titles for Arkansas Social Studies State Standard E.8.7.2.

E.8.7.3. Factors of Production: Discuss the changing factors of production over time: human resources, capital resources, natural resources, and entrepreneurship. 106
Suggested Titles for Arkansas Social Studies State Standard E.8.7.3.

E.8.7.4. Factors of Production: Analyze ways distribution of natural resources determined settlement pattern. 77
Suggested Titles for Arkansas Social Studies State Standard E.8.7.4.

E.9. 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. Financial Markets: Examine the characteristics of different types of currency in early civilizations (e.g., shells, bars of iron, gold, metal coins, pelts) 14
Suggested Titles for Arkansas Social Studies State Standard E.9.7.1.

E.9.7.2. Financial Markets: Discuss the advantages of using early banking institutions. 3
Suggested Titles for Arkansas Social Studies State Standard E.9.7.2.

E.9.7.3. Financial Markets: Discuss the necessity of accounting systems to document transactions. 2
Suggested Titles for Arkansas Social Studies State Standard E.9.7.3.

E.9.7.4. Global Markets: Discuss the advantages and disadvantages of trade among early to medieval civilizations. 9
Suggested Titles for Arkansas Social Studies State Standard E.9.7.4.

E.9.7.5. Global Markets: Examine effects of standardization of currency on trade (e.g., Egypt, Greece, Persia, Rome, China) 9
Suggested Titles for Arkansas Social Studies State Standard E.9.7.5.

E.9.7.6. Global Markets: Describe roles ancient and medieval cities played in the crossroads of trade (e.g., Corinth, Byzantium, Mecca, Babylon, Ur, Baghdad, Alexandria) 9
Suggested Titles for Arkansas Social Studies State Standard E.9.7.6.

E.9.7.7. Goods and Services: Compare effects of supply and demand on prices in early markets. 9
Suggested Titles for Arkansas Social Studies State Standard E.9.7.7.

E.9.7.8. Goods and Services: Examine the effects of early world marketing practices (e.g., bazaars, market places, medieval fairs) 2
Suggested Titles for Arkansas Social Studies State Standard E.9.7.8.

AR.AH. Arkansas History

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

AR.G. Geography

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

G.1.8.1. Location, Place, and Region: Analyze the importance of the following navigation systems on the development of world civilizations: Amazon River, Mississippi River, Panama Canal, Rhine River, Suez Canal, Thames River and Volga River. 2
Suggested Titles for Arkansas Social Studies State Standard G.1.8.1.

G.1.8.2. Map and Globe Skills: Analyze a physical map or global projection created by geographer's tools (e.g., astrolabe, compass, sextant, Global Positioning System [GPS], Geographic Information Systems [GIS], LANDSAT, Internet) 32
Suggested Titles for Arkansas Social Studies State Standard G.1.8.2.

G.1.8.3. Map and Globe Skills: Construct specialized maps using data (e.g., climate, population, political units, resources) 32
Suggested Titles for Arkansas Social Studies State Standard G.1.8.3.

G.1.8.4. Map and Globe Skills: Locate specific places on maps and globes using grid points (longitude and latitude) 32
Suggested Titles for Arkansas Social Studies State Standard G.1.8.4.

G.1.8.5. Map and Globe Skills: Analyze the influence of Earth's physical features on the development of regions of the world. 1
Suggested Titles for Arkansas Social Studies State Standard G.1.8.5.

G.2. Culture and Diversity: Students shall develop an understanding of how cultures around the world develop and change.

G.2.8.1. Culture/Diversity: Examine creative work as examples of cultural heritage (e.g., literature, mosaics, statuary, architecture, philosophy, dramas) 6
Suggested Titles for Arkansas Social Studies State Standard G.2.8.1.

G.2.8.2. 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) 9
Suggested Titles for Arkansas Social Studies State Standard G.2.8.2.

G.2.8.3. Culture/Diversity: Demonstrate examples of cultural exchange throughout various periods of world history. 35
Suggested Titles for Arkansas Social Studies State Standard G.2.8.3.

G.3. Interaction of People and the Environment: Students shall develop an understanding of the interactions between people and their environment.

G.3.8.1. Movement: Examine effects of push-pull factors on various regions (e.g., disease, resources, industrialization, technology) 139
Suggested Titles for Arkansas Social Studies State Standard G.3.8.1.

G.3.8.2. Movement: Analyze how the impact of ideas, information and technology on global interdependence. 49
Suggested Titles for Arkansas Social Studies State Standard G.3.8.2.

G.3.8.3. Movement: Analyze changes in infrastructure brought about by globalization. 37
Suggested Titles for Arkansas Social Studies State Standard G.3.8.3.

G.3.8.4. Human Environment Interaction: Determine the impact of population growth on renewable and nonrenewable resources. 117
Suggested Titles for Arkansas Social Studies State Standard G.3.8.4.

G.3.8.5. Human Environment Interaction: Analyze methods and consequences of environmental modification on world regions and populations: (e.g., acid rain, erosion, clear cutting, desertification, global warming, ozone depletion, strip mining) 117
Suggested Titles for Arkansas Social Studies State Standard G.3.8.5.

AR.C. Civics

C.4. Government: Students shall develop an understanding of the forms and roles of government.

C.4.8.1. Forms and Roles of Government: Analyze forms of government pertaining to the legislative, executive, and judicial branches: democracy, dictatorship, monarch, oligarchy, theocracy, and totalitarianism. 43
Suggested Titles for Arkansas Social Studies State Standard C.4.8.1.

C.4.8.2. Forms and Roles of Government: Research individuals and their roles in changing governments (e.g., Otto von Bismarck, Mikhail Gorbachev, Abdel Nasser, Juan Peron, Lech Walesa, George Washington, Sun Yatsen) 20
Suggested Titles for Arkansas Social Studies State Standard C.4.8.2.

C.4.8.3. Forms and Roles of Government: Discuss the origins of political parties/movements (e.g., Communist Party, Fascist Party, Green Party, Nazi Party, socialist parties, environmentalist movement, human rights movement, feminist movement) 24
Suggested Titles for Arkansas Social Studies State Standard C.4.8.3.

C.5. Citizenship: Students shall develop an understanding of how to participate, develop, and use the skills necessary for effective citizenship.

C.5.8.1. Roots of Democracy: Examine the influence of constitutions used by various nations. 7
Suggested Titles for Arkansas Social Studies State Standard C.5.8.1.

C.5.8.2. Roots of Democracy: Research national symbols from other nations of the world (e.g., national flags, statues, monuments) 61
Suggested Titles for Arkansas Social Studies State Standard C.5.8.2.

C.5.8.3. Rights and Responsibilities of Citizens: Discuss struggles to gain rights for citizens in various countries (e.g., China, France, Mexico, South Africa, United States) 30
Suggested Titles for Arkansas Social Studies State Standard C.5.8.3.

C.5.8.4. Rights and Responsibilities of Citizens: Examine the value citizens of other countries place on voting. 13
Suggested Titles for Arkansas Social Studies State Standard C.5.8.4.

C.5.8.5. Rights and Responsibilities of Citizens: Analyze the influence citizen participation has on government. 25
Suggested Titles for Arkansas Social Studies State Standard C.5.8.5.

C.5.8.6. Rights and Responsibilities of Citizens: Analyze world organizations involved in citizens' rights (e.g., Amnesty International, Doctors Without Borders, United Nations). 17
Suggested Titles for Arkansas Social Studies State Standard C.5.8.6.

AR.H. History

H.6. History: Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time.

H.6.8.1. Continuity and Change: Examine ways viewpoints expressed in political cartoons and other primary and secondary source documents have changed policy and public perception. 17
Suggested Titles for Arkansas Social Studies State Standard H.6.8.1.

H.6.8.2. Continuity and Change: Compare historical events on a timeline to discover correlations. 8
Suggested Titles for Arkansas Social Studies State Standard H.6.8.2.

H.6.8.3. Continuity and Change: Examine Catholic Church policies that led to the Protestant Reformation (e.g., Great Schism, French papacy, indulgences, simony, lay investiture) 5
Suggested Titles for Arkansas Social Studies State Standard H.6.8.3.

H.6.8.4. Continuity and Change: Investigate Protestant reformers: Martin Luther, Henry VIII and John Calvin. 5
Suggested Titles for Arkansas Social Studies State Standard H.6.8.4.

H.6.8.5. Continuity and Change: Describe the Counter reformation (e.g., Jesuits, Council of Trent, Inquisition) 5
Suggested Titles for Arkansas Social Studies State Standard H.6.8.5.

H.6.8.6. Continuity and Change: Identify new technologies that made European exploration possible (e.g., astrolabe, cartography, caravel, compass. 10
Suggested Titles for Arkansas Social Studies State Standard H.6.8.6.

H.6.8.7. Continuity and Change: Describe the establishment of colonies as a result of the conquest of indigenous people (e.g., Africa, Asia, New World) 22
Suggested Titles for Arkansas Social Studies State Standard H.6.8.7.

H.6.8.8. Continuity and Change: Investigate the influence of the Ottoman Empire. 3
Suggested Titles for Arkansas Social Studies State Standard H.6.8.8.

H.6.8.9. Continuity and Change: Identify major contributors of the Scientific Revolution (e.g., Muhammed Al-Khwarizmi, Francis Bacon, Nicholas Copernicus, Galileo Galilei, Johannes Kepler, Isaac Newton, Zhang Heng) 6
Suggested Titles for Arkansas Social Studies State Standard H.6.8.9.

H.6.8.10. Continuity and Change: Discuss the rise of absolute rulers and the divine right of kings (e.g., African, Asian, European) 8
Suggested Titles for Arkansas Social Studies State Standard H.6.8.10.

H.6.8.11. Continuity and Change: Analyze consequences of the triangular trade and the Columbian Exchange between Africa, The Americas and Europe. 53
Suggested Titles for Arkansas Social Studies State Standard H.6.8.11.

H.6.8.12. Continuity and Change: Investigate influences on modern society of Enlightenment thinkers including but not limited to: John Locke, Baron de Montesquieu, and Jean Jacques Rousseau. 6
Suggested Titles for Arkansas Social Studies State Standard H.6.8.12.

H.6.8.13. Continuity and Change: Examine the influence of Enlightenment ideas on revolutionary movements (e.g., American Revolution, French Revolution, Latin American revolutions, Revolutions of 1848) 20
Suggested Titles for Arkansas Social Studies State Standard H.6.8.13.

H.6.8.14. Continuity and Change: Investigate causes and consequences of the Industrial Revolution (e.g., changing technology, mass production, societal changes) 23
Suggested Titles for Arkansas Social Studies State Standard H.6.8.14.

H.6.8.15. Continuity and Change: Discuss societal changes resulting from pandemics (e.g., bubonic plague/Black Death, small pox, tuberculosis, influenza, polio, HIV-AIDS) 81
Suggested Titles for Arkansas Social Studies State Standard H.6.8.15.

H.6.8.16. Continuity and Change: Investigate 19th century social and political reform movements (e.g., abolition, education, extension of suffrage, labor movements, rise of socialism, temperance) 21
Suggested Titles for Arkansas Social Studies State Standard H.6.8.16.

H.6.8.17. Continuity and Change: Explain the influences that changing technology had on World War I and World War II (e.g., weapons, medicine, transportation, communication) 37
Suggested Titles for Arkansas Social Studies State Standard H.6.8.17.

H.6.8.18. Continuity and Change: Examine the impact of the Cold War on global relations. 5
Suggested Titles for Arkansas Social Studies State Standard H.6.8.18.

H.6.8.19. Continuity and Change: Discuss the downfall of communist governments (e.g., Soviet Union, Poland) 4
Suggested Titles for Arkansas Social Studies State Standard H.6.8.19.

H.6.8.20. Continuity and Change: Examine reasons for the transformation of world economies in the late 20th century (e.g., technology, communication, transportation, Organization of Petroleum Exporting Countries [OPEC], resource allocation) 103
Suggested Titles for Arkansas Social Studies State Standard H.6.8.20.

H.6.8.21. Continuity and Change: Discuss the growth of technology resulting from the space race (e.g., artificial satellites, computers, new food technologies) 44
Suggested Titles for Arkansas Social Studies State Standard H.6.8.21.

H.6.8.22. Conflict and Consensus: Discuss the emergence of England as a world power during the Elizabethan period (e.g., Spanish Armada, seadogs) 4
Suggested Titles for Arkansas Social Studies State Standard H.6.8.22.

H.6.8.23. Conflict and Consensus: Describe causes and consequences of World War I (e.g., imperialism, militarism, nationalism, alliances, Treaty of Versailles, League of Nations) 14
Suggested Titles for Arkansas Social Studies State Standard H.6.8.23.

H.6.8.24. Conflict and Consensus: Discuss the Russian Revolutions and the establishment of a communist state (e.g., Bolsheviks, Lenin, Stalin) 2
Suggested Titles for Arkansas Social Studies State Standard H.6.8.24.

H.6.8.25. Conflict and Consensus: Describe causes and consequences of World War II (e.g., fascism, anti-Semitism, Pearl Harbor, atomic bomb, satellite countries) 41
Suggested Titles for Arkansas Social Studies State Standard H.6.8.25.

H.6.8.26. Conflict and Consensus: Examine the following battles as turning points of World War II: Battle of Britain, Battle of the Bulge, D-Day, Midway, Pearl Harbor and Stalingrad. 3
Suggested Titles for Arkansas Social Studies State Standard H.6.8.26.

H.6.8.27. Conflict and Consensus: Identify the functions of post World War II international organizations (e.g., Southeast Asia Treaty Organization [SEATO], North Atlantic Treaty Organization [NATO], Warsaw Pact, United Nations) 3
Suggested Titles for Arkansas Social Studies State Standard H.6.8.27.

H.6.8.28. Conflict and Consensus: Discuss causes and effects of post-World War II conflicts (e.g., Southeast Asia, Middle East, Balkans, Sub-Saharan Africa) 24
Suggested Titles for Arkansas Social Studies State Standard H.6.8.28.

H.6.8.29. Conflict and Consensus: Examine changes brought about by the following world leaders including, but not limited to: Mahatma Gandhi, Martin Luther King, Jr., Nelson Mandela, Anwar Sadat, Margaret Thatcher and Mao Zedong. 30
Suggested Titles for Arkansas Social Studies State Standard H.6.8.29.

H.6.8.30. Conflict and Consensus: Examine causes and effects of terrorism (e.g., economics, safety and security, tourism, patriotism, nationalism, 9/11) 32
Suggested Titles for Arkansas Social Studies State Standard H.6.8.30.

H.6.8.31. Movement: Illustrate the routes of European explorers during the Age of Exploration including but not limited to: Christopher Columbus, Ferdinand Magellan, Vasco de Gama, Vasco Nunez de Balboa and Bartolomeu Dias. 9
Suggested Titles for Arkansas Social Studies State Standard H.6.8.31.

H.6.8.32. Movement: Illustrate the expansion of European imperialism: Africa, Asia, Australia, and Latin America. 24
Suggested Titles for Arkansas Social Studies State Standard H.6.8.32.

H.6.8.33. Movement: Illustrate the triangular trade routes that developed in the Atlantic Ocean. 5
Suggested Titles for Arkansas Social Studies State Standard H.6.8.33.

H.6.8.34. Movement: Illustrate the expansion of communism (e.g., Asia, Cuba, Europe, Latin America) 4
Suggested Titles for Arkansas Social Studies State Standard H.6.8.34.

H.6.8.35. Movement: Compare and contrast historical and cultural maps of each continent (e.g., political boundaries, migration patterns, trade routes, colonization) 12
Suggested Titles for Arkansas Social Studies State Standard H.6.8.35.

H.6.8.36. Cultural Diversity and Uniformity: Describe the development of the Renaissance. 15
Suggested Titles for Arkansas Social Studies State Standard H.6.8.36.

H.6.8.37. Cultural Diversity and Uniformity: Examine contributions of Renaissance writers and artists including, but not limited to: Machiavelli, Michelangelo, Shakespeare and da Vinci. 6
Suggested Titles for Arkansas Social Studies State Standard H.6.8.37.

H.6.8.38. Regionalism and Nationalism: Examine causes and consequences of genocide and ethnic cleansing (e.g., Armenia, Holocaust, Kosovo, Rwanda) 8
Suggested Titles for Arkansas Social Studies State Standard H.6.8.38.

H.6.8.39. Regionalism and Nationalism: Describe the effects of imperialism and related nationalistic movements (e.g., Africa, Asia, Europe, Latin America) 30
Suggested Titles for Arkansas Social Studies State Standard H.6.8.39.

H.6.8.40. Regionalism and Nationalism: Investigate Asian-American relations prior to World War II (e.g., Open Door Policy, Boxer Rebellion, Gentlemen's Agreement, Manchuria, rearmament) 25
Suggested Titles for Arkansas Social Studies State Standard H.6.8.40.

AR.E. Economics

E.7. Choices: Students shall analyze the costs and benefits of making economic choices.

E.7.8.1. Costs and Benefits: Analyze changing wants and needs of people over time. 3
Suggested Titles for Arkansas Social Studies State Standard E.7.8.1.

E.7.8.2. Costs and Benefits: Analyze the impact of present choices on future consequences. 4
Suggested Titles for Arkansas Social Studies State Standard E.7.8.2.

E.7.8.3. Costs and Benefits: Analyze periods of time when scarcity affected economic wants and needs of people in regions or countries. 5
Suggested Titles for Arkansas Social Studies State Standard E.7.8.3.

E.7.8.4. Costs and Benefits: Analyze scarcity of productive resources and the need for people to make choices and incur opportunity costs. 93
Suggested Titles for Arkansas Social Studies State Standard E.7.8.4.

E.7.8.5. Costs and Benefits: Evaluate the limited resources of nations and the choices governments must make. 117
Suggested Titles for Arkansas Social Studies State Standard E.7.8.5.

E.7.8.6. Costs and Benefits: Compare trade-offs in various world economic systems. 20
Suggested Titles for Arkansas Social Studies State Standard E.7.8.6.

E.7.8.7. Costs and Benefits: Analyze traditional, market, and command economies. 5
Suggested Titles for Arkansas Social Studies State Standard E.7.8.7.

E.8. Resources: Students shall evaluate the use and allocation of human, natural, and capital resources.

E.8.8.1. Factors of Production: Discuss changes in productivity that have impacted global living standards and economic strategies (e.g., new technologies, new organizational methods). 74
Suggested Titles for Arkansas Social Studies State Standard E.8.8.1.

E.8.8.2. Factors of Production: Analyze methods for improving the quality and quantity of human capital and increased productivity (e.g., technology, industrialization, competition, wages). 111
Suggested Titles for Arkansas Social Studies State Standard E.8.8.2.

E.8.8.3. Factors of Production: Examine the consequences of changing factors of production human resources, capital resources, natural resources, and entrepreneurship. 81
Suggested Titles for Arkansas Social Studies State Standard E.8.8.3.

E.9. Markets: Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place.

E.9.8.1. Financial Markets: Investigate functions of early banking systems (e.g., depository, usury, just price) 4
Suggested Titles for Arkansas Social Studies State Standard E.9.8.1.

E.9.8.2. Financial Markets: Analyze the role of the stock market in the economies of the United States and other countries (e.g., Financial Times Stock Exchange [FTSE], Tokyo Stock Exchange [TSE], New York Stock Exchange [NYSE], National Association of Securities 10
Suggested Titles for Arkansas Social Studies State Standard E.9.8.2.

E.9.8.3. Financial Markets: Investigate the impact of inflation on the growth and prosperity of a nation. 24
Suggested Titles for Arkansas Social Studies State Standard E.9.8.3.

E.9.8.4. Financial Markets: Investigate how the use of Gross Domestic Product (GDP) to measure a nation's economic success and standard of living. 16
Suggested Titles for Arkansas Social Studies State Standard E.9.8.4.

E.9.8.5. Global Markets: Evaluate the advantages and disadvantages of global trade. 16
Suggested Titles for Arkansas Social Studies State Standard E.9.8.5.

E.9.8.6. Global Markets: Analyze the exchange of rates in a global economy. 2
Suggested Titles for Arkansas Social Studies State Standard E.9.8.6.

E.9.8.7. Global Markets: Examine changes in currencies over time and the resulting effect on global trade. 3
Suggested Titles for Arkansas Social Studies State Standard E.9.8.7.

E.9.8.8. Goods and Services: Evaluate the interaction of supply and demand. 3
Suggested Titles for Arkansas Social Studies State Standard E.9.8.8.

E.9.8.9. Goods and Services: Describe the four types of market structures: monopolies, monopolistic competition, oligopolies, and pure competition. 18
Suggested Titles for Arkansas Social Studies State Standard E.9.8.9.

E.9.8.10. Goods and Services: Compare and contrast global effects of marketing techniques: advertising and e-commerce. 15
Suggested Titles for Arkansas Social Studies State Standard E.9.8.10.

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]

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]

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]

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]