Social Studies Curriculum Framework

Grades K-8

Revised 2006 Amended November 2007 Social Studies Curriculum Framework

Strands Content Standard Geography 1. Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. 2. Culture and Diversity Students shall develop an understanding of how cultures around the world develop and change. 3. Interaction of People Students shall develop an understanding of the interactions between people and their environment. and the Environment Civics 4. Government Students shall develop an understanding of the forms and roles of government. 5. Citizenship Students shall develop an understanding of the rights and responsibilities of citizens. History 6. History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. Economics 7. Choices Students shall analyze the costs and benefits of making economic choices. 8. Resources Students shall evaluate the use and allocation of human, natural, and capital resources. 9. Markets Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place. *Each grade level continues to address earlier Student Learner Expectations as needed and as they apply to more difficult text.

This icon indicates Student Learning Expectations that focus on topics in grades K-6 which relate to Arkansas and may be used to fulfill the requirements of the Arkansas History unit for grades K-6 as defined in Act 787 of 1997. This framework does not meet the 7-12 Arkansas History requirement as defined in Act 787 of 1997. Refer to the Arkansas History Curriculum Framework written for the course in grades 7-8 or the Arkansas History Curriculum Framework for the course in grades 9-12 to fulfill the one semester Arkansas History requirement as defined in Act 787 of 1997.

1 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Location, Place, G.1.K.1 G.1.1.1 G.1.2.1 G.1.3.1 G.1.4.1 and Identify home address Identify and locate Define relative location Define absolute Discuss the difference Regio student’s town/city on location between relative and n an appropriate map absolute location G.1.K.2 Identify the school attended and the city in which the school is located

G.1.K.3 G.1.1.2 G.1.2.2 G.1.4.2 Identify the state of Locate Arkansas on a Locate the county in G.1.3.2 Locate and describe Arkansas on a map of United States map which the student lives Name and locate the physical characteristics the United States on an Arkansas map states that border of the six natural Arkansas regions of Arkansas:  Arkansas River Valley G.1.2.3  Crowley’s Locate the capital of G.1.3.3 Ridge Arkansas Discuss the  Mississippi characteristics that Alluvial Plain define a region:  Ozark  takes up area Mountains  has boundaries (plateau)  has special  West Gulf features Coastal Plain  Ouachita Mountains

2 Geography: Physical and Spatial K-4 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: G.1.K.1 = Geography. Standard 1. Kindergarten. 1st Student Learning Expectation Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Location, Place, G.1.K.4 G.1.1.3 G.1.2.4 G.1.3.4 G.1.4.3 and Recognize the United Identify and locate the Identify and locate Identify on which Locate each of the five Regio States on a world map United States on a countries bordering the continent and in which regions of the United n or globe world map or globe United States hemispheres the United States and describe States is located each region’s major physical features:  Northeast  Southeast  Midwest  Southwest  West

G.1.1.4 G.1.2.5 G.1.3.5 G.1.4.4 Identify the North and Locate and define the Identify the following Determine absolute South Poles and the North and South Poles using a globe or a map: locations (latitude and Equator on a map or and the Equator on a  Equator longitude) of places globe map of globe  Prime Meridian studied using a grid  North Pole map  South Pole

G.1.3.6 G.1.4.5 Divide the earth into the Locate several four hemispheres using countries in each of the a map or globe: four hemispheres  northern  southern  eastern  western

Key: G.1.K.4 = Geography. Standard 1. Kindergarten. 4th Student Learning Expectation Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Location, Place, G.1.K.5 G.1.1.5 G.1.2.6 G.1.3.7 G.1.4.6 and Identify land on maps Recognize that there Locate the seven Identify the seven Explain the difference Regio and globes are seven major continents using a map continents between a continent n continents or globe and a country

G.1.3.8 G.1.4.7 Locate mountain ranges Locate major mountain in Arkansas: ranges in the United  Ozark States:  Ouachita  Appalachian  Rocky

G.1.4.8 Locate major mountain ranges in the world:  Andes  Alps  Himalayas  Rocky

G.1.K.6 G.1.1.6 G.1.2.7 G.1.3.9 G.1.4.9 Identify water on maps Recognize that there Name and locate the Locate major rivers in Locate major rivers in and globes are four major oceans in four major oceans Arkansas: the United States: the world  Arkansas  Mississippi  Mississippi  Ohio  Red  Arkansas  White  Hudson  Ouachita  Missouri  St. Francis  Colorado

Key: G.1.K.5= Geography. Standard 1. Kindergarten. 5th Student Learning Expectation Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Location, Place, G.1.4.10 and Locate major rivers in Regio the world: n  Nile  Amazon  Mississippi  Yangtze  Ganges  Volga  Rhine

G.1.4.11 G.1.K.7 G.1.1.7 G.1.2.8 G.1.3.10 Explore weather Identify different types Explain how climate, Describe how climate Describe how seasonal changes in various of weather location, and physical changes with the weather changes affect regions surroundings affect the seasons the environment way people live (e.g., food, clothing, shelter, transportation, recreation)

Key: G.1.K.7 = Geography. Standard 1. Kindergarten. 7th Student Learning Expectation Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Map and Globe G.1.K.8 G.1.1.8 G.1.2.9 G.1.3.11 G.1.4.12 Skills Recognize the Understand how and Distinguish between Explain the purpose of Explain the purpose of difference between why maps and globes different types of maps: a physical map historical and political maps and globes are used  physical maps  political  historical

G.1.K.9 G.1.1.9 G.1.2.10 G.1.3.12 G.1.4.13 Recognize that maps Recognize that pictorial Understand the purpose Utilize the map Utilize the map and globes represent symbols on a map of map components: legend/key to interpret legend/key to interpret models of the Earth represent real objects  title physical maps historical and political  compass rose maps  legend/key  map scale G.1.K.10 G.1.1.10 Use words related to Show a relationship location, direction, and between places using distance: directional words (e.g.,  here/there school, home,  near/far community)  over/under  left/right  up/down  top/bottom  between

Key: G.1.K.8 = Geography. Standard 1. Kindergarten. 8th Student Learning Expectation Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Map and Globe G.1.1.11 G.1.2.11 G.1.3.13 G.1.4.14 Skills Name and label the Describe the relative Locate places on Interpret a map using cardinal directions on a locations of places contemporary maps cardinal and map: using cardinal directions using cardinal and intermediate directions,  north (e.g., Arkansas is south intermediate directions, map scales, legends,  south of Missouri) map scales, legends, and titles to locate  east and titles places on contemporary  west maps

G.1.1.12 Recognize physical G.1.2.12 G.1.3.14 G.1.4.15 features of maps and Identify and locate Label physical features Identify and label globes: physical features on on maps and globes: political map features:  rivers maps and globes:  rivers  boundaries  lakes  rivers  lakes  capitols  oceans  lakes  oceans  cities  mountains  oceans  mountains  islands  mountains  islands  desert  islands  desert  coast  desert  coast (e.g., use pictures,  coast  peninsula visual aids, stories)  plain  plateau G.1.1.13 G.1.K.11 G.1.4.16 Illustrate and label a G.1.2.13 G.1.3.15 Illustrate a map of a Create a political map map of a familiar place Construct maps of a Create a physical map familiar place (e.g. that includes the familiar place (e.g. that includes the bedroom, playground, following: classroom, bedroom, following: school)  title fictional place) that  title  compass rose includes the following:  compass rose  legend/key  title  legend/key  compass rose  legend/key

Key: G.1.K.11 = Geography. Standard 1. Kindergarten. 11th Student Learning Expectation Strand: Geography Standard 2: Culture and Diversity Students shall develop an understanding of how cultures around the world develop and change. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Culture and G.2.K.1 G.2.1.1 G.2.2.1 G.2.3.1 G.2.4.1 Diver Discuss similarities and Discuss elements of Compare customs of Discuss several Research elements of sity differences in families culture (e.g., food, another culture to one’s customs in the United culture in a community, clothing, housing, own States and tell how they state, or nation language, sports/ originated (e.g., food, clothing, recreation, customs, (e.g., greetings, housing, language, traditions, art, music, fireworks, parades) sports/ recreation, religion) customs, traditions, art, music, religion)

G.2.4.2 G.2.K.2 G.2.1.2 G.2.2.2 G.2.3.2 Describe the cultural Discuss the location of a Explain ways in which Compare the lifestyle, Identify cultural traits of characteristics of community and the the location of a dress, and occupations ethnic groups that live in diverse populations in ways that location community affects of Arkansans to those of Arkansas the United States affects the people of a people’s lives, dress, people in other parts of community and occupation the world G.2.4.3 G.2.3.3 Discuss the advantages G.2.1.3 G.2.2.3 Identify reasons people and disadvantages of Explain the difference Compare and contrast live in rural, urban, and life in a suburban area between rural and how people in rural and suburban areas urban areas urban areas live and G.2.4.4 work G.2.3.4 Compare and contrast Compare and contrast the human the human characteristics of early characteristics of early settlements and settlements and contemporary contemporary communities in the five communities in regions of the United Arkansas States

8 Geography: Culture and Diversity K-4 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: G.2.K.1 = Geography. Standard 2. Kindergarten. 1st Student Learning Expectation Strand: Geography Standard 3: Interaction of People and the Environment Students shall develop an understanding of the interactions between people and their environment. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Movement G.3.K.1 G.3.1.1 G.3.2.1 G.3.3.1 G.3.4.1 Identify different types Recognize reasons Identify the various Discuss different types Examine different types of transportation people need various types of transportation of transportation and of transportation and types of transportation and communication communication links communication links links between between communities between communities in communities Arkansas

G.3.3.2 G.3.4.2 Describe human Discuss the reasons for settlements (e.g., cities, human settlement towns, communities, patterns (e.g., jobs, villages) climate, family)

G.3.4.3 Explain how communities share ideas and information with each other

9 Geography: Interaction of People and the Environment K-4 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: G.3.K.1 = Geography. Standard 3. Kindergarten. 1st Student Learning Expectation Strand: Geography Standard 3: Interaction of People and the Environment Students shall develop an understanding of the interactions between people and their environment. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Human G.3.K.2 G.3.1.2 G.3.2.2 G.3.3.3 G.3.4.4 Envir Recognize the Identify ways to take Explore the roles of Describe how people Explain how people are onme importance of protecting personal action to responsible citizens in affect and alter their influenced by, adapt to, nt the air, water, and land protect the environment preserving the environment and alter the Intera (e.g., cleaning up litter, environment: (e.g., farming, building environment ction recycling, Earth Day,  recycling dams, environmental (e.g., agriculture, Arbor Day)  planting trees lighting, irrigation, pit housing, occupation,  conserving mining) industry, transportation, energy communication, acid rain, global warming, ozone depletion)

G.3.4.5 Describe the social impact of extreme natural events on human and physical environments (e.g., fires, volcanoes, earthquakes, floods, hurricanes, tornados, tsunamis)

G.3.K.3 G.3.1.3 G.3.2.3 G.3.3.4 G.3.4.6 Define physical Identify ways in which Examine ways in which Discuss ways in which Research ways in which environment people depend on the people affect the the school and the school and physical environment physical environment community can improve community can improve the physical the physical environment by environment by practicing conservation practicing conservation

10 Geography: Interaction of People and the Environment K-4 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: G.3.K.2 = Geography. Standard 3. Kindergarten. 2nd Student Learning Expectation Strand: Civics Standard 4: Government Students shall develop an understanding of the forms and roles of government. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Forms and Roles C.4.K.1 C.4.1.1 C.4.2.1 C.4.3.1 C.4.4.1 of Government Recognize the need for Understand that Explain the basic Discuss why Compare and contrast rules and the government is an purposes of government government is the purpose and consequences of organized form of rules at the local level necessary at the local function of government violating rules and procedures level at the local, state, and federal levels C.4.1.2 Explain the importance of government in the classroom and school

C.4.K.2 C.4.1.3 C.4.2.2 Identify people in the Discuss the roles of Identify various people family and school who people in families and and groups who make, hold positions of schools who hold apply, and enforce rules authority positions of authority and laws for others

C.4.K.3 C.4.1.4 C.4.2.3 C.4.3.2 C.4.4.2 Identify the name and Discuss the basic role of Identify local Describe responsibilities Compare picture of the current the current president of government officials and services of local responsibilities of local, president of the United the United States and (e.g., mayor, city government state, and federal States and current current governor of manager, county judge, (e.g., law enforcement, government officials governor of Arkansas Arkansas sheriff) fire protection, public parks, public schools, roads)

11 Civics: Government K-4 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: C.4.K.1 = Civics. Standard 4. Kindergarten. 1st Student Learning Expectation Strand: Civics Standard 4: Government Students shall develop an understanding of the forms and roles of government. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Forms and Roles C.4.3.3 C.4.4.3 of Identify the three levels Identify the three Gover of government: branches of nment  local government:  state  executive  federal  legislative  judicial

C.4.2.4 C.4.3.4 C.4.4.4 Define democracy Identify the fundamental Describe how United ideals of democracy States citizens apply (e.g., human rights, fundamental principles justice, common good, of democracy equal opportunity) (e.g., people rule themselves, power of government limited by law, people exercise their authority directly through voting and indirectly through elected officials)

C.4.4.5 Recognize that there are different forms of government throughout the world

12 Civics: Government K-4 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: C.4.2.4 = Civics. Standard 4. Grade 2. 4th Student Learning Expectation Strand: Civics Standard 5: Citizenship Students shall develop an understanding of the rights and responsibilities of citizens.

13 Civics: Citizenship K-4 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: C.5.K.1 = Civics. Standard 5. Kindergarten. 1st Student Learning Expectation THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Roots of C.5.K.1 C.5.1.1 C.5.2.1 C.5.3.1 C.5.4.1 Democracy Recognize national Identify and discuss Understand the Examine the Identify and explain the symbols that represent national symbols that significance of national significance of national role of the Founding American democracy: represent American symbols (e.g., National symbols and the role Fathers in writing the  American flag democracy: Anthem, Liberty Bell, they play in fostering founding documents:  Bald Eagle  American flag Pledge of Allegiance, effective citizenship  Benjamin  Statue of  Bald Eagle American Flag, Statue (e.g., National Anthem, Franklin Liberty  Statue of of Liberty, United States Liberty Bell, Pledge of  John Hancock  White House Liberty Constitution) Allegiance, American  Thomas  United States  White House Flag, Statue of Liberty, Jefferson Constitution  United States United States  James Madison Constitution Constitution)  George Washington

C.5.4.2 Identify and explain the purpose of the founding documents:  Declaration of Independence  Articles of Confederation  United States Constitution

C.5.4.3 Examine the meaning of the Pledge of Allegiance Strand: Civics Standard 5: Citizenship Students shall develop an understanding of the rights and responsibilities of citizens. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4

Key: C.5.K.2 = Civics. Standard 5. Kindergarten. 2nd Student Learning Expectation Rights and C.5.K.2 C.5.1.2 C.5.2.2 C.5.3.2 C.5.4.4 Resp Discuss the rights and Demonstrate the rights Examine the rights and Describe how citizens Examine characteristics onsibi responsibilities of being and responsibilities of responsibilities that contribute to the needed for active lities a good citizen being a good citizen citizens have in a improvement of a citizenship of (e.g., respect others, (e.g., politeness, community (e.g., obey community (e.g., service Citize cooperate, share) reliability, fairness, laws, voting in elections) projects, volunteerism) ns honesty, patriotism)

C.5.K.3 C.5.1.3 C.5.2.3 C.5.3.3 C.5.4.5 Identify voting Discuss the voting Explain the voter’s role Describe the election Analyze components of procedures by process as it relates to in the democratic process the election process: participating in a an election process  candidacy classroom voting  primary process (e.g., which  general book to read, what game to play)

C.5.K.4 C.5.1.4 C.5.2.4 C.5.3.4 C.5.4.6 Identify the appropriate Demonstrate the Identify rules of Discuss the proper Demonstrate the proper procedures for the daily appropriate procedures etiquette for the etiquette for the flag etiquette for the recitation of the Pledge for reciting the Pledge of American flag American flag American flag of Allegiance: Allegiance:  standing up  standing up straight straight  placing the right  placing the right hand over heart hand over heart  removing hats  removing hats  observing  observing location of location of the the flag flag

Key: C.5.K.2 = Civics. Standard 5. Kindergarten. 2nd Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Regionalism/ H.6.K.1 H.6.1.1 H.6.2.1 Natio Recognize celebrations Identify people and Explain the purpose in nalis and holidays as a way events observed in celebrating national m of remembering and national celebrations holidays: honoring events and and holidays:  Labor Day people of the past:  Labor Day  Veteran’s Day  Labor Day  Veteran’s Day  Thanksgiving  Veteran’s Day  Thanksgiving  Columbus Day  Thanksgiving  Columbus Day  Martin Luther  Columbus Day  Martin Luther King, Jr. Day  Martin Luther King, Jr. Day  President’s Day King, Jr. Day  President’s Day  Independence  President’s Day  Independence Day  Independence Day  Constitution Day  Constitution Day  Memorial Day Day H.6.3.1 H.6.4.1 Research the history of Discuss the meaning of the Arkansas state flag the state motto of H.6.K.2 H.6.1.2 H.6.2.2 Arkansas Identify state symbols of Identify state symbols of Identify state symbols of Arkansas: Arkansas: Arkansas:  flag  flower  gem  tree  bird  mineral H.6.4.2  insect  fruit/vegetable  rock Examine the history of the State Seal of  beverage  folk dance  mammal Arkansas and its  instrument  anthem components

16 History: History K-4 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: H.6.K.1 = History. Standard 6. Kindergarten. 1st Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Regionalism and H.6.K.3 H.6.1.3 H.6.2.3 H.6.3.2 H.6.4.3 Natio Identify famous Identify historical sites Discuss historical Examine historical Examine historical nalis Arkansans of Arkansas people of Arkansas people and events of settlements in Arkansas: m (e.g., Old Washington, (e.g., Bill Clinton, Daisy Arkansas  Arkansas Post Arkansas Post) Bates, Sequoyah) (e.g., Maya Angelou,  Old Washington Civil War, civil rights  Fort Smith movement)

Key: H.6.K.3 = History. Standard 6. Kindergarten. 3rd Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Conflict and H.6.2.4 H.6.3.3 H.6.4.4 Cons Define conflict Discuss that conflicts Name the major causes ensus between countries can of the American lead to war Revolutionary War:  taxation  distance  lack of communication

H.6.3.4 H.6.4.5 Discuss the meaning of Identify George revolution Washington as the lead general in the Revolutionary War

H.6.3.5 H.6.4.6 Discuss the meaning of Identify events that led civil war to Arkansas’ involvement in the Civil War:  excise taxes  state’s rights  slavery

Key: H.6.2.4 = History. Standard 6. Grade 2. 4th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Conflict and H.6.4.7 Cons Identify major historical ensus events that occurred during the 20th century (e.g., World War I, Great Depression, World War II, space exploration, civil rights)

H.6.4.8 H.6.3.6 Discuss how differences Recognize individuals between people lead to who contributed to the conflict common good of society (e.g., social, political, (e.g., Rosa Parks, economic) Susan B. Anthony, César Chávez)

Key: H.6.3.6 = History. Standard 6. Grade 3. 6th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Continuity and H.6.K.4 H.6.1.4 Chan Discuss how things Recognize time ge change over time using equivalency using chronological terms: chronological terms:  before/after  yesterday/past  first/next/last  today/present  now/long ago  tomorrow/  yesterday/ future today/tomorrow

H.6.K.5 H.6.1.5 H.6.2.5 H.6.3.7 H.6.4.9 Identify events that take Determine the Determine the data to Analyze a timeline that Evaluate data place in sequential sequential order of be included on a illustrates selected presented on a order events on a timeline personal timeline historical events timeline of Arkansas (e.g., family photos, (e.g., school events, history pictures from holidays, birthday, magazines) historical events)

H.6.K.6 H.6.1.6 H.6.2.6 H.6.3.8 H.6.4.10 Discuss how historical Explore people and Determine how photos Compare artifacts from Examine artifacts events relate to the events from the past and documents are events in various relating to events in used to gather periods of history present day using primary and Arkansas history (e.g., stories of George secondary sources information about the Washington Carver, (e.g., photos, artifacts, past Wright Brothers) maps) H.6.2.7 H.6.3.9 H.6.4.11 Define technology and Identify ways in which Discuss advances in list examples technology has changed technology the world (e.g., (e.g., communications, computers, fax space travel, medical) machines, cell phones)

Key: H.6.K.4 = History. Standard 6. Kindergarten. 4th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Continuity and H.6.K.7 H.6.1.7 H.6.2.8 H.6.3.10 H.6.4.12 Chan Recognize that family Discuss daily life in the Describe the ways in Examine land Analyze changes in ge activities have changed past and present which communities development and its Arkansas from past to over time have changed over time impact on a community present

H.6.K.8 H.6.1.8 H.6.2.9 H.6.3.11 Understand that Recognize that the Identify reasons Identify Jamestown as Pilgrims came to Pilgrims came to Pilgrims came to the the first permanent America from another America on the New World: American settlement part of the world Mayflower and arrived  religious at Plymouth Rock freedom  political freedom

H.6.3.12 Discuss John Smith’s role and influence in the establishment of a self- sufficient settlement in Jamestown

H.6.2.10 H.6.3.13 H.6.4.13 Discuss the Identify the causes for Understand the characteristics of a the establishment of the transition of the colony thirteen colonies thirteen colonies into (e.g., gold, tobacco, thirteen separate religion) states

Key: H.6.K.7 = History. Standard 6. Kindergarten. 7th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Continuity and H.6.1.9 H.6.2.11 H.6.3.14 H.6.4.14 Chan Understand that the Recognize American Describe the early Identify and describe ge name of Arkansas Indian tribes of American Indian the Arkansas Indian originated from the Arkansas: cultures in Arkansas Tribes: Quapaw Indians  Osage  Osage  Quapaw  Quapaw  Caddo  Caddo

H.6.4.15 Identify the reasons for the decline of the native populations of Arkansas (e.g., influenza, small pox, competition for land)

H.6.4.16 H.6.K.9 H.6.1.10 H.6.3.15 H.6.2.12 Describe how new Recognize examples of Discuss methods of Identify the modes of Compare past and forms of transportation current and early transportation of today transportation in present means of and communication transportation and long ago westward movement transportation and impacted the (e.g., wagons, horses, communication in Westward Expansion railroads) Arkansas of the United States (e.g., pony express, railroads, telegraphs)

Key: H.6.K.9 = History. Standard 6. Kindergarten. 9th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Movement H.6.K.10 H.6.1.11 H.6.2.13 Discuss Christopher Describe the voyage of Identify areas settled as Columbus and his Christopher Columbus a result of Christopher discovery of America Columbus’ voyages to America

H.6.2.14 H.6.3.16 H.6.4.17 Identify Ferdinand and Identify the following Identify areas in Isabella and their explorers: Arkansas that were purpose in supporting  Hernando explored by the Columbus: Desoto following:  gold  La Salle/De  Hernando  silk Tonti Desoto  spices  Marquette/Joliet  La Salle/De Tonti  Marquette  Joliet

H.6.4.18 Identify European nations that claimed authority over territorial Arkansas:  France  Spain

Key: H.6.K.10 = History. Standard 6. Kindergarten. 10th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Movement H.6.4.19 Discuss the causes and effects of Westward Expansion (e.g., economic opportunity, resources, forced removal, unclaimed lands, religion)

H.6.3.17 H.6.4.20 Identify the factors Compare the area of leading to the purchase the United States of Louisiana before and after the Louisiana Purchase

H.6.3.18 H.6.4.21 Recognize that Identify the following Arkansas was part of individuals and their the Louisiana Purchase roles in the Louisiana Purchase:  Thomas Jefferson  Napoleon  Lewis and Clark  Sacagawea

Key: H.6.3.17 = History. Standard 6. Grade 3. 17th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Cultural Diversity H.6.K.11 H.6.1.12 H.6.2.15 H.6.3.19 H.6.4.22 and Uniformity Recognize the Demonstrate the Understand the Identify similarities and Discuss similarities relationship between the relationship between the significance of the differences among the and differences among American Indians and American Indians and Thanksgiving feast to American Indians and the American Indians the Pilgrims the Pilgrims the relationship between Pilgrims: and Pilgrims: (e.g., story, song) (e.g., play, skit, song) the American Indians  housing  housing and the Pilgrims  clothing  clothing  foods  foods  traditions  traditions  tools  tools

Key: H.6.K.11 = History. Standard 6. Kindergarten. 11th Student Learning Expectation Strand: Economics Standard 7: Choices Students shall analyze the cost and benefits of making economic choices. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Costs and E.7.K.1 E.7.1.1 E.7.2.1 E.7.3.1 Benef Recognize that all Identify the categories Describe an event or Determine that people E.7.4.1 its people have economic and priorities of wants situation in daily life in make trade offs to get Evaluate the priority of wants and needs and needs which a trade off is the most benefit from economic wants and made scarce resources consequences of the E.7.K.2 E.7.1.2 opportunity cost Discuss the concept of Describe how people making choices related satisfy basic wants to wants and needs (e.g., grow food, earn money to buy things, trade with others)

E.7.1.3 E.7.2.2 E.7.3.2 Determine the Discuss that because of Evaluate examples from E.7.4.2 relationships between scarcity people must the local community that Analyze how scarcity unlimited wants and make choices and incur illustrate scarcity caused early exploration limited resources opportunity costs (e.g., gold, spices, silk) E.7.K.3 (e.g., scarcity) Identify the concept of E.7.2.3 E.7.3.3 scarcity Discuss making choices Recognize that stating E.7.4.3 (e.g., not enough items based on the problem and listing Recognize and use the available) incentives/rewards the alternatives are part decision making model of the decision making to make an economic model decision:  state the problem  list the alternatives  state the criteria  evaluate the criteria  make a decision

26 Economics: Choices K-4 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: E.7.K.1 = Economics. Standard 7.Kindergarten. 1st Student Learning Expectation Strand: Economics Standard 8: Resources Students shall evaluate the use and allocation of human, natural, and capital resources. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Factors of E.8.K.1 Produ Identify human ction resources (e.g., community workers)

E.8.K.2 E.8.1.1 E.8.2.1 Discuss the roles of Recognize that people Distinguish between producers and are producers of goods consumers and consumers and services producers in a local (e.g., make a bed, turn community in homework, make a craft)

E.8.1.2 Recognize that people are consumers of goods E.8.3.1 E.8.4.1 and services Discuss human capital Discuss productivity (e.g., buy a toy, get a haircut, go to a movie)

E.8.K.3 E.8.1.3 E.8.2.2 E.8.3.2 E.8.4.2 Discuss how people Discuss skills and Research the skills and Recognize ways people Compare the increase in earn a living in the education necessary to education needed for become more skillful in productivity when community and the perform a job specific jobs the workplace improved human capital places they work is available

27 Economics: Resources K-4 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: E.8.K.1 = Economics. Standard 8.Kindergarten. 1st Student Learning Expectation Strand: Economics Standard 8: Resources Students shall evaluate the use and allocation of human, natural, and capital resources. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Factors of E.8.K.4 E.8.1.4 E.8.2.3 E.8.3.3 E.8.4.3 Produ Discuss natural Identify uses for natural Discuss the availability Recognize the product Examine the impact of ction resources resources of natural resources associated with the scarcity of natural natural resources from resources on production which it is created decisions

E.8.K.5 E.8.1.5 E.8.2.4 E.8.3.4 E.8.4.4 Discuss capital Understand that capital Give examples of Explain how capital Analyze how capital resources resources are the tools capital resources resources are related to resources are used to of trade specific jobs produce goods and (e.g., carpenter uses services hammer and nails, painter uses paint)

E.8.3.5 E.8.4.5 Define and discuss Identify Arkansas characteristics of an entrepreneurs entrepreneur

E.8.3.6 E.8.4.6 Define profit Describe how profit is an incentive for entrepreneurship

28 Economics: Resources K-4 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: E.8.K.4 = Economics. Standard 8.Kindergarten. 4th Student Learning Expectation Strand: Economics Standard 9: Markets Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Financial Markets E.9.1.1 E.9.2.1 E.9.3.1 E.9.4.1 Discuss barter as a Identify items that have Research items that Discuss the method of exchange been used as currency represented money characteristics of (e.g., shells, beads, throughout time money: pelts) (e.g., shells, beads,  portability pelts)  divisibility  durability  uniformity

E.9.K.1 E.9.1.2 E.9.2.2 E.9.3.2 Recognize that money Recognize that money Understand that the use List and explain the is used to purchase is a medium of of money facilitates functions of money: items exchange exchange  medium of exchange  measure of value  store of value

E.9.1.3 E.9.2.3 E.9.3.3 E.9.4.2 Discuss the role of a Discuss a variety of Discuss costs and Describe the reasons for financial institution services that financial benefits of saving in a saving money in a institutions provide financial institution financial institution:  interest  safety

29 Economics: Markets K-4 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: E.9.K.1 = Economics. Standard 9.Kindergarten. 1st Student Learning Expectation Strand: Economics Standard 9: Markets Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Goods and E.9.K.2 E.9.1.4 E.9.2.4 E.9.3.4 E.9.4.3 servic Identify goods that Understand that the Classify productive Identify and explain the Research the es people use production of any good resources into the role of each productive productive resources or service requires: following categories: resource in producing a that go into the E.9.K.3  natural  natural good or service production of a product Identify services people resources resources (e.g., school lunches) do for each other  human  human resources resources E.9.K.4  capital  capital Recognize that people resources resources choose among a variety of goods and services

E.9.K.5 Recognize that people work to earn money to purchase items

E.9.K.6 E.9.1.5 E.9.2.5 E.9.3.5 E.9.4.4 Understand that Recognize that markets Investigate goods and Research goods and Research public goods markets exist in a exist in various places services provided by services provided by and services that are community (e.g., physical locations markets in the local markets in the local provided by taxes home, Internet) community community

E.9.2.6 E.9.3.6 E.9.4.5 Identify exchanges Describe the benefits of Explain why countries made: voluntary exchange trade  monetary (e.g., trade)  barter

Key: E.9.K.2 = Economics. Standard 9.Kindergarten. 2nd Student Learning Expectation Strand: Economics Standard 9: Markets Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Goods and E.9.2.7 E.9.3.7 E.9.4.6 servic Define specialization Recognize the Explain the benefits of es and interdependence connection between specialization and specialization and interdependence interdependence

E.9.3.8 E.9.4.7 Define supply and Discuss the effect of demand supply and demand in a community

E.9.4.8 Define inflation

Key: E.9.2.7 = Economics. Standard 9.Grade 2. 7th Student Learning Expectation Strand: Economics Standard 9: Markets Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Global markets E.9.3.9 E.9.4.9 Define import and Identify imported and export exported goods

E.9.4.10 List exported goods associated with Arkansas (e.g., rice, chicken, auto parts)

E.9.4.11 Explain how foreign trade affects daily life

Key: E.9.3.9 = Economics. Standard 9. Grade 3. 9th Student Learning Expectation Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Location, Place, G.1.5.1 G.1.6.1 G.1.7.1 and Classify locations as absolute Apply the proper usage of Determine the absolute and Region or relative absolute and relative location relative location of a specific place

G.1.5.2 G.1.6.2 G.1.7.2 Identify and describe the Examine the location, place, Compare the influence of region of the United States in and region of Arkansas and geographic locations on early which Arkansas is located determine the characteristics civilizations of each

G.1.5.3 G.1.6.3 Distinguish between the major Identify the countries on the regions of the United States continent of North America and evaluate their and analyze their interdependence geographical relationship

G.1.5.4 G.1.6.4 G.1.7.3 G.1.8.1 Locate the major bodies of Explain the importance of the Analyze the importance of the Analyze the importance of the water that are related to the major river systems of the following river systems on the following navigation systems United States: United States and Arkansas: emergence of early on the development of world  Atlantic Ocean  Arkansas River civilizations: civilizations:  Caribbean Sea  Colorado River  Ganges River  Amazon River  Great Lakes  Mississippi River  Huang He (Yellow  Mississippi River  Gulf of Mexico  Ohio River River)  Panama Canal Indus River  Pacific Ocean  St. Lawrence River   Rhine River  Nile River  Suez Canal  Tigris/Euphrates River  Thames River  Volga River

33 Geography: Physical and Spatial 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: G.1.5.1 = Geography. Standard 1. Grade 5. 1st Student Learning Expectation Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Location, Place, G.1.5.5 G.1.6.5 G.1.7.4 and Identify a variety of charts and Illustrate information relating Interpret specific Region graphs used to display data to population, climate, types of charts, maps, on a variety of topics such as weather patterns, or other and graphs showing weather climate or population specific topics on selected patterns, climate, population, types of charts or graphs or other specific topics

G.1.5.6 G.1.6.6 G.1.7.5 Distinguish between Analyze a map of the fifty Compare a variety geography terms that describe states and identify regions of regions to determine or indicate region, place, or (e.g., Northeast, Southeast, suitability for growth location (e.g., tundra, desert, Midwest, Southwest, West) (e.g., climate, landform, rainforest, mountains) vegetation regions)

Key: G.1.5.5 = Geography. Standard 1. Grade 5. 5th Student Learning Expectation Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Map and Globe G.1.5.7 G.1.6.7 G.1.7.6 G.1.8.2 Skills Recognize the various types Examine different maps and Compare and contrast the Analyze a physical map or of maps used by geographers globe projections and tools used by geographers, global projection created by (e.g., physical, political, recognize the differences of past and present, to develop geographer’s tools (e.g., historical, special purpose, each map or projection maps and globes (e.g., astrolabe, compass, sextant, and other types of maps) astrolabe, compass, sextant, Global Positioning System Global Positioning System [GPS], Geographic [GPS], Geographic Information Systems Information Systems [GIS], LANDSAT, Internet) [GIS], LANDSAT, Internet)

G.1.5.8 G.1.6.8 G.1.7.7 G.1.8.3 Demonstrate an Construct a map of the United Design maps of places and Construct specialized maps understanding of the States using all basic map regions that contain map using data (e.g., climate, following: components: elements: population, political units,  latitude  compass rose  compass rose resources)  longitude  map scale  inset map  parallels  legend/key  grid system  meridians  inset map  legend/key  degrees  title  latitude  grid systems  longitude  coordinates  map scale  Tropic of Cancer  title  Tropic of Capricorn  Equator  Prime Meridian

Key: G.1.5.7 = Geography. Standard 1. Grade 5. 7th Student Learning Expectation Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Map and Globe G.1.6.9 G.1.7.8 G.1.8.4 Skills Compare the location of Determine latitude and Locate specific places on specific places on both maps longitude using maps or maps and globes using grid and globes globes points (longitude and latitude)

G.1.5.10 G.1.6.10 G.1.7.9 G.1.8.5 Compare and contrast major Discuss reasons for the Examine the influence of Analyze the influence of landforms characterized as location of political boundaries Earth’s physical features on Earth’s physical features on physical features of Earth and capital cities due to the development of regions of the development of regions of (e.g., plateaus, rivers, deltas, physical features of the nation early civilizations the world seas, oceans, peninsulas) or states

Key: G.1.5.10 = Geography. Standard 1. Grade 5. 10th Student Learning Expectation Strand: Geography Standard 2: Culture and Diversity Students shall develop an understanding of how cultures around the world develop and change. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Culture/Diversity G.2.5.1 G.2.6.1 G.2.7.1 G.2.8.1 Describe customs, Examine the effects of the Examine creative work as Analyze the work of writers celebrations, and traditions of contributions of people from examples of cultural heritage and artists as examples of selected racial, ethnic, and selected racial, ethnic, and (e.g., literature, mosaics, cultural heritage from religious groups in Arkansas religious groups to the cultural statuary, architecture, communities around the world and the United States identify of Arkansas and the philosophy, dramas) United States

G.2.5.2 G.2.6.2 G.2.7.2 G.2.8.2 Understand the contributions Describe how people from Compare and contrast the Research the contributions of of people of various racial, selected racial, ethnic, and contributions of people of people of various racial, ethnic, and religious groups in religious groups attempt to various racial, ethnic, and ethnic and religious Arkansas and the United maintain their cultural heritage religious groups in the backgrounds (e.g., de Medici, States while adapting to the culture development of early Emperor Meiji, Matthew Perry, of Arkansas and the United civilizations Saladin the Great) States (e.g., Akbar the Great, Chandragupta I, Hatshepsut, Marco Polo, Mansu Musa, Ramses)

G.2.7.3 G.2.8.3 G.2.5.3 G.2.6.3 Demonstrate examples of Examine cultures to determine Recognize examples of Identify the occurrences of cultural exchange throughout the level of assimilation and cultural diffusion, cultural cultural diffusion, cultural various periods of world cultural exchange brought exchange, and assimilation exchange, and assimilation in history about by technological local and national history advances:  printing press  telegraph  railroad  radio  television  Internet

37 Geography: Culture and Diversity 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: G.2.5.1 = Geography. Standard 2. Grade 5. 1st Student Learning Expectation Strand: Geography Standard 3: Interaction of People and the Environment Students shall develop an understanding of the interactions between people and their environment. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Movement G.3.5.1 G.3.6.1 Recognize factors that Describe the location of major influence migration (e.g., cities in Arkansas and the employment, natural United States and the resources) availability of resources and transportation in those areas

G.3.5.2 G.3.6.2 G.3.7.1 G.3.8.1 Define push-pull factors Distinguish between push-pull Discuss push-pull factors that Examine effects of push-pull factors influenced the growth of factors on various regions population centers (e.g., (e.g., disease, resources, location, transportation industrialization, technology) corridors and barriers, distribution of resources)

G.3.5.3 G.3.6.3 G.3.8.2 Identify various forms of Compare methods of Analyze the impact of ideas, technology and methods of communication through information, and technology transferring ideas and present day technology on global interdependence information

G.3.5.4 G.3.6.4 G.3.7.2 G.3.8.3 Recognize the concepts of Distinguish between interstate Investigate the infrastructure Analyze changes in interstate, intrastate, and intrastate transportation of population centers infrastructure brought about infrastructure, and and the effects globalization by globalization globalization has on these methods of transportation

38 Geography: Interaction of People and the Environment 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: G.3.5.1 = Geography. Standard 3. Grade 5. 1st Student Learning Expectation Strand: Geography Standard 3: Interaction of People and the Environment Students shall develop an understanding of the interactions between people and their environment. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Human G.3.5.5 G.3.6.5 G.3.8.4 Environment Identify renewable and Describe the physical Determine the impact of Interaction nonrenewable resources (e.g., processes that produce population growth on fossil fuels, fertile soils, renewable and nonrenewable renewable and nonrenewable timber) resources resources

G.3.5.6 G.3.6.6 G.3.7.3 Identify ways people have Describe ways in which Analyze ways people have: modified the physical technology influences  adapted to the environment capacity to modify the physical environment physical environment  altered the physical environment

G.3.5.7 G.3.6.7 G.3.8.5 Discuss ways in which Analyze the consequences of Analyze methods and Arkansans adapted to and environmental modification on consequences of modified the environment Arkansas and specific areas environmental of the United States: modification on world  acid rain regions and populations  global warming (e.g., acid rain, erosion,  ozone depletion clear cutting,  erosion desertification, global  desertification warming, ozone depletion, strip mining,)

39 Geography: Interaction of People and the Environment 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: G.3.5.5 = Geography. Standard 3. Grade 5. 5th Student Learning Expectation Strand: Civics Standard 4: Government Students shall develop an understanding of the forms and roles of government. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Forms and Roles C.4.5.1 C.4.6.1 C.4.7.1 of Recognize that the Arkansas Compare and contrast the Discuss the different ways Govern and the United States three branches of government executive, legislative, and ment governments are composed of at the state and national levels judicial powers have been three branches: of government: organized  executive  executive  legislative  legislative  judicial  judicial

C.4.5.2 C.4.6.2 Identify the system of checks Discuss the system of checks and balances in government and balances in government

C.4.7.2 C.4.5.3 C.4.6.3 Discuss different forms of Identify the roles and Discuss the roles and executive leadership in responsibilities of the responsibilities of the civilizations (e.g., judge class, executive branch executive branch patrician class, priest class, (e.g., state/governor, (e.g., state/governor, warrior class, emperor, federal/president) federal/president) nobility)

40 Civics: Government 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: C.4.5.1 = Civics. Standard 4. Grade 5. 1st Student Learning Expectation Strand: Civics Standard 4: Government Students shall develop an understanding of the forms and roles of government. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Forms and Roles C.4.5.4 C.4.6.4 of Identify and describe the roles Compare and contrast the Govern of the legislative branch roles of the legislative branch ment (e.g., general (e.g., general assembly/congress, state assembly/congress, state congress and federal congress and federal congress, house, senate) congress, house, senate)

C.4.5.5 C.4.6.5 Identify and describe the roles Compare and contrast the of the judicial branch (e.g., roles of the judicial branch local, state, and federal) (e.g., local, state, and federal)

C.4.7.3 C.4.8.1 C.4.5.6 C.4.6.6 Compare and contrast forms Analyze forms of government Identify the forms of Discuss the forms of of government: pertaining to the legislative, government (e.g., democracy, government (e.g., democracy,  democracy executive, and judicial monarchy, dictatorship, monarchy, dictatorship,  dictatorship branches: oligarchy, totalitarian) oligarchy, totalitarian)  monarchy  democracy  oligarchy  dictatorship  theocracy  monarchy  oligarchy  theocracy  totalitarianism

Key: C.4.5.4 = Civics. Standard 4. Grade 5. 4th Student Learning Expectation Strand: Civics Standard 4: Government Students shall develop an understanding of the forms and roles of government. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Forms and Roles C.4.5.7 C.4.6.7 C.4.7.4 C.4.8.2 of Identify elected state and Recognize elected state and Discuss individuals and their Research individuals and their Govern federal government officials federal government officials contributions to changing roles in changing ment (e.g., terms and qualifications) (e.g., terms and qualifications) governments (e.g., Alexander governments (e.g., Otto von the Great, Attila the Hun, Bismarck, Mikhail Gorbachev, Julius Caesar, Charlemagne, Abdel Nasser, Juan Peron, William the Conqueror, Qin Lech Walesa, George Shi-Huangdi, Emperor Wudi) Washington, Sun Yatsen)

C.4.5.8 C.4.6.8 Discuss the succession of Discuss the succession of leadership at the state level leadership at the federal level

C.4.6.9 C.4.8.3 C.4.5.9 Discuss the origins of political Discuss the two-party system Describe the development of the two-party system and the parties/movements (e.g., influence of third parties Communist Party, Fascist Party, Green Party, Nazi Party, socialist parties, environmentalist movement, human rights movement, feminist movement)

Key: C.4.5.7 = Civics. Standard 4. Grade 5. 7th Student Learning Expectation Strand: Civics Standard 5: Citizenship Students shall develop an understanding of the rights and responsibilities of citizens. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Roots of C.5.5.1 C.5.6.1 C.5.7.1 C.5.8.1 Democ Identify the founding Determine the way rights and Examine the concept of Examine the influence of racy documents that helped to laws of the United States were codified law: constitutions used by various establish laws for the United created by examining  Hammurabi’s Code nations States (e.g., Mayflower founding documents (e.g.,  Justinian’s Code Compact, Declaration of Declaration of Independence, Independence, United States United States Constitution, Constitution) Mayflower Compact)

C.5.5.2 C.5.6.2 Identify the purpose of the Examine the effects of the Declaration of Independence Declaration of Independence

C.5.5.3 C.5.6.3 Identify the significance of the Evaluate reasons for writing following individuals in the United States Constitution establishing the government of the United States:  John Adams  Benjamin Franklin  Alexander Hamilton  Thomas Jefferson  John Marshall  James Madison  George Washington C.5.6.4 C.5.5.4 Evaluate the importance of Identify the significance of the the United States Constitution Articles of Confederation as a governing document for the United States

43 Civics: Citizenship 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: C.5.5.1 = Civics. Standard 5. Grade 5. 1st Student Learning Expectation Strand: Civics Standard 5: Citizenship Students shall develop an understanding of the rights and responsibilities of citizens. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Roots of C.5.5.5 Democracy Discuss how the ineffectiveness of the Articles of Confederation led to the creation of the United States Constitution

C.5.5.6 C.5.6.5 C.5.7.2 C.5.8.2 Research national symbols Research national symbols Investigate the significance of Research national symbols and explain their significance and movements using primary icons, artifacts, and symbols from other nations of the world using primary and secondary and secondary sources of civilizations using primary (e.g., national flags, statues, sources (e.g., Pledge of (e.g., Uncle Sam, political and secondary sources (e.g., monuments) Allegiance, Lady Liberty) party symbols, Vietnam flags, statues, monuments, Memorial, Mt. Rushmore) coins, heraldry)

C.5.5.7 C.5.6.6 Identify significant examples Analyze significant examples of patriotic music from various of music from various periods periods of United States of United States history history

Key: C.5.5.5 = Civics. Standard 5. Grade 5. 5th Student Learning Expectation Strand: Civics Standard 5: Citizenship Students shall develop an understanding of the rights and responsibilities of citizens. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Rights and C.5.5.8 C.5.6.7 Respo Identify the requirements for Examine the process of nsibiliti becoming a citizen of the becoming a citizen of the es of United States United States Citizen s C.5.5.9 C.5.6.8 C.5.7.3 C.5.8.3 Identify the rights and Evaluate ways being a good Examine rights, privileges, Discuss struggles to gain responsibilities of United citizen is important for every and responsibilities citizens rights for citizens in various States citizenship individual and non-citizens had in countries (e.g., China, France, (e.g., voting, obeying laws, (e.g., voting, obeying laws, civilizations based upon Mexico, South Africa, United volunteerism) volunteerism) gender, socio-economic class, States) ethnicity, religion, or caste C.5.5.10 C.5.6.9 Discuss the importance of the Examine ways citizens utilize rights of United States citizens the rights guaranteed in the set forth in the Bill of Rights Bill of Rights

C.5.5.11 C.5.6.10 C.5.8.4 Identify the proper procedure Examine the importance of Examine the value citizens of for voting in the United States the procedure for voting in the other countries place on and in Arkansas United States and in Arkansas voting (e.g., registration, voting sites, (e.g., registration, maintaining maintaining the right to vote) the right to vote, voicing opinion)

C.5.5.12 C.5.6.11 C.5.7.4 C.5.8.5 Discuss ways citizens Analyze the importance of Discuss ways citizens Analyze the influence citizen participate in government at citizen participation in participated in government: participation has on the state and local level government at the state and  Athens government local level  Sparta  Rome

Key: C.5.5.8 = Civics. Standard 5. Grade 5. 8th Student Learning Expectation Strand: Civics Standard 5: Citizenship Students shall develop an understanding of the rights and responsibilities of citizens. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Rights and C.5.5.13 C.5.6.12 Respo Identify the Bill of Rights in the Examine the rights nsibiliti United States Constitution guaranteed to United States es of citizens in the Bill of Rights Citizen s

C.5.5.14 C.5.6.13 Identify the provisions of the Compare U.S. Constitutional Thirteenth, Fourteenth, and Amendments granting Fifteenth Amendments citizen’s rights

C.5.5.15 C.5.6.14 C.5.8.6 Identify various organizations Examine how citizens rights Analyze world organizations from U.S. history through are exercised through involved in citizens’ rights which citizen’s rights were organizations that influenced (e.g., Amnesty International, affected societal and governmental Doctors Without Borders, (e.g., Women’s Suffrage, change United Nations) NAACP, Chinese Immigration (e.g., ACLU, NAACP, CORE, Act, Emancipation ERA) Proclamation)

Key: C.5.5.13 = Civics. Standard 5. Grade 5. 13th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Continuity and H.6.5.1 H.6.6.1 H.6.7.1 H.6.8.1 Chang Discuss the purpose of Determine the meaning of Examine ways viewpoints Examine ways viewpoints e political cartoons various political cartoons expressed in primary and expressed in political cartoons secondary source documents and other primary and have changed over time secondary source documents H.6.5.2 H.6.6.2 have changed policy and Read and interpret timelines Create/construct timelines H.6.7.2 public perception using the terms: using the terms: Sequence significant historical  ca (circa)  ca (circa) events on a timeline to make  Before Common  Before Common predictions H.6.8.2 Era/Common Era Era/Common Era Compare historical events on (BCE/CE) (BCE/CE) a timeline to discover  millennia  millennia H.6.7.3 correlations  millennium  millennium Investigate characteristics of  decade  decade civilizations (e.g., writing,  century  century development of communities, H.6.8.3 government, religion, Examine Catholic Church H.6.5.3 H.6.6.3 specialized workers, policies that led to the Identify the contributions of Define and discuss post-Civil advanced technology, Protestant Reformation (e.g., significant individuals and War Reconstruction economic systems, education) Great Schism, French papacy, explorers during the period of from a state and national indulgences, simony, lay early European exploration of perspective H.6.7.4 investiture) the Americas Analyze achievements of the (e.g., Christopher Columbus, early river civilizations (e.g., H.6.8.4 Ferdinand Magellan, agricultural improvements, Investigate Protestant Hernando de Soto) establishment of libraries, reformers: architecture, transportation,  Martin Luther commerce)  Henry VIII  John Calvin

47 History: History 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: H.6.5.1 = History. Standard 6. Grade 5. 1st Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Continuity and H.6.5.4 H.6.6.4 H.6.7.5 H.6.8.5 Chang Identify areas of the New Discuss the impact of Examine the development of Describe the Counter e World colonized by Spain, Manifest Destiny on the ancient non-European reformation (e.g., Jesuits, Great Britain, and France United States civilizations: Council of Trent, Inquisition)  Africa  the Americas  Asia H.6.8.6 H.6.5.5 H.6.6.5 Identify new technologies that Describe the role and impact Research early 20th century made European exploration of legislative bodies in the inventions and their impact on H.6.7.6 possible (e.g., astrolabe, colonial government Americans Explore the development of cartography, caravel, (e.g., town meetings) (e.g., telephone, electricity, the Roman Empire and the compass) automobile) people associated with it (e.g., H.6.5.6 Augustus, Julius Caesar, H.6.8.7 Identify important people and H.6.6.6 Hannibal) Describe the establishment of events during Arkansas’ Explain the impact of the colonies as a result of the Territorial period American industrial revolution: H.6.7.7 conquest of indigenous people (e.g., Robert Crittenden,  communications Examine contributions that (e.g., Africa, Asia, New World) James Miller, relocation of  mass production past civilizations made to the government) modern world (e.g., arts, architecture, aqueducts, legal H.6.8.8 system, math, language, Investigate the influence of the science, transportation) Ottoman Empire H.6.5.7 H.6.6.7 Analyze the impact of the Analyze the impact of World H.6.7.8 American Industrial War I on daily life in the Describe the development of H.6.8.9 Revolution: United States the dynastic system in China Identify major contributors of  cotton gin (e.g., prohibition, food (e.g., Mandate of Heaven) the Scientific Revolution (e.g.,  reaper distribution, fuel distribution, Muhammed Al-Khwarizmi, Francis Bacon, Nicholas  steam engine propaganda) Copernicus, Galileo Galilei, Johannes Kepler, Isaac Newton, Zhang Heng)

Key: H.6.5.4 = History. Standard 6. Grade 5. 4th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Continuity and H.6.5.8 H.6.6.8 H.6.7.9 H.6.8.10 Chang Identify and explain the Analyze the causes and Investigate roles of the Discuss the rise of absolute e significance of the following effects of the Great Christian church in Medieval rulers and the divine right of people: Depression: Europe kings  Fredrick Douglas  Federal Reserve (e.g., African, Asian,  Harriet Tubman actions H.6.7.10 European)  John Brown  farm prices Describe life in Medieval  Abraham Lincoln  crop failures Europe: H.6.8.11  Ulysses S. Grant  stock market crash  feudalism Analyze consequences of the  Robert E. Lee  Roosevelt’s New Deal  guild system triangular trade and the Columbian Exchange between  Sojourner Truth  manorial system Africa, the Americas, and  Dorothea Dix H.6.6.9 Explain how the Women’s H.6.7.11 Europe Rights movement led to the Describe the effects of the Nineteenth Amendment following events on the 14th H.6.8.12 century: Investigate influences on H.6.6.10  Black Death modern society of Locate the countries who  One Hundred Years Enlightenment thinkers were part of the World War II War including but not limited to: Axis and Allied Powers  John Locke H.6.7.12  Baron de H.6.6.11 Investigate the motives for the Montesquieu Analyze the scientific and writing of the Magna Carta  Jean Jacques technological innovations that and the resulting influence on Rousseau affected society in the mid to political power in England late 20th century: (e.g., establishment of H.6.8.13  communication Parliament) Examine the influence of  technology Enlightenment ideas on  medicine revolutionary movements  transportation (e.g., American Revolution, French Revolution, Latin American revolutions, Revolutions of 1848)

Key: H.6.5.8 = History. Standard 6. Grade 5. 8th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Continuity and H.6.6.12 H.6.7.13 H.6.8.14 Chang Identify major contributions Explore medieval Japan (e.g., Investigate causes and e and achievements of the US Shogunates, Samurai, consequences of the Industrial space program feudalism) Revolution (e.g., changing (e.g., Apollo 11, International technology, mass production, Space Station) societal changes) H.6.7.14 Describe the role of H.6.8.15 Constantinople: Discuss societal changes  fall of Rome resulting from pandemics  Byzantine Empire (e.g., bubonic plague/Black  influence on art Death, small pox,  division of the tuberculosis, influenza, polio, Christian Church HIV-AIDS) H.6.8.16 Investigate 19th century social and political reform movements (e.g., abolition, education, extension of suffrage, labor movements, rise of socialism, temperance)

H.6.8.17 Explain the influences that changing technology had on World War I and World War II (e.g., weapons, medicine, transportation, communication)

Key: H.6.6.12 = History. Standard 6. Grade 6. 12th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Continuity and H.6.8.18 Chang Examine the impact of the e Cold War on global relations

H.6.8.19 Discuss the downfall of communist governments (e.g., Soviet Union, Poland)

H.6.8.20 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)

H.6.8.21 Discuss the growth of technology resulting from the space race (e.g., artificial satellites, computers, new food technologies)

Key: H.6.8.18 = History. Standard 6. Grade 8. 18th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Conflict and H.6.5.9 H.6.6.13 H.6.7.15 H.6.8.22 Consensus Describe the impact that Explain the conflict between Describe influences of the Discuss the emergence of European explorers had on the American Indians and Persian, Peloponnesian, and England as a world power the American Indian tribes settlers moving westward Punic Wars on ancient during the Elizabethan period (e.g., Battle of Little Big Horn, civilization (e.g., Spanish Armada, sea American Indian Movement) dogs)

H.6.5.10 H.6.6.14 H.6.7.16 H.6.8.23 Analyze the benefits and Explain the causes and Describe the rise of Alexander Describe causes and conflicts arising from the effects of the Spanish the Great and the consequences of World War I interaction between colonial American War (e.g., U.S. development of Hellenistic (e.g., imperialism, militarism, settlers and American Indians interest in imperial expansion, culture nationalism, alliances, Treaty (e.g., Roanoke, Jamestown, USS Maine, yellow of Versailles, League of King Philip’s War) journalism) Nations) H.6.7.17 H.6.6.15 Discuss factors that led to H.6.8.24 H.6.5.11 Describe the expanding role the fall of the Roman Empire Discuss the Russian Evaluate the contributions of of the US in world affairs (e.g., Revolutions and the political and religious leaders Panama Canal) establishment of a communist in colonial America (e.g., John H.6.7.18 state (e.g., Bolsheviks, Lenin, Smith, William Bradford, H.6.6.16 Investigate the causes and Stalin) Roger Williams, Anne Explain the events that led to effects of the Crusades Hutchison, John Winthrop, the United States involvement H.6.8.25 Thomas Hooker, William in World War I (e.g., Describe causes and Penn) Zimmerman telegram, H.6.7.19 consequences of World War II German U-boat activity) Discuss the causes, courses, (e.g., fascism, anti-Semitism, H.6.5.12 and effects of invasion: Pearl Harbor, atomic bomb, Describe the impact of slavery H.6.6.17  Viking satellite countries) in the Americas (e.g., Examine the Treaty of  Mongol indentured servants, Versailles that ended World  Persian American Indians, African War I and the creation of the Americans) League of Nations.

Key: H.6.5.9 = History. Standard 6.Grade 5.9th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Conflict and H.6.5.13 H.6.6.18 H.6.7.20 H.6.8.26 Consensus Explain how conflict between Examine the events and Examine the consequences of Examine the following battles the English government and political decisions that led to the Norman invasion on as turning points of World War the English colonies led to the U.S. involvement in World England: II: outbreak of the American War II:  Battle of Hastings  Battle of Britain Revolution:  Fascism  Domesday Book  Battle of the Bulge  Stamp Act  Nazism  feudalism  D-Day  Sugar Act  Treaty of Versailles  Midway  Boston Tea Party  Great Depression  Pearl Harbor  Intolerable Acts  Stalingrad  Boston Massacre H.6.8.27 H.6.5.14 H.6.6.19 Identify the functions of post Identify the contributions of Research the major events World War II international significant people leading to and political decisions made organizations (e.g., Southeast the American Revolution: by the United States during Asia Treaty Organization  King George III the course of World War II: [SEATO], North Atlantic  George Washington  alliance with Great Treaty Organization [NATO],  Benjamin Franklin Britain and France Warsaw Pact, United Nations)  Thomas Jefferson  Pearl Harbor  Patrick Henry  atomic bomb H.6.8.28  Thomas Paine  relocation and Discuss causes and effects of internment of post-World War II conflicts Japanese Americans (e.g., Southeast Asia, Middle East, Balkans, Sub-Saharan H.6.5.15 Africa) Explain the political viewpoints H.6.6.20 of Patriots and Loyalists Examine the events that led to during the Revolutionary the conclusion of World War II period (e.g., Normandy, liberation of concentration camps, D-Day)

Key: H.6.5.13 = History. Standard 6. Grade 5. 13th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Conflict and H.6.5.16 H.6.6.21 H.6.8.29 Consensus Identify the importance of key Explain the causes and Examine changes brought battles of the Revolutionary effects of the Cold War in the about by the following world War: United States: leaders including, but not  Lexington and  Chinese Cultural limited to: Concord Revolution  Mahatma Gandhi  Bunker Hill  McCarthyism  Martin Luther King, Jr.  Saratoga  Cuban Missile Crisis  Nelson Mandela  Yorktown  arms race  Anwar Sadat  Margaret Thatcher H.6.5.17 H.6.6.22  Mao Zedong Explain the role of the Examine the following following events in the components of the civil rights development of the United movement: States:  Freedom Riders H.6.8.30  Shay’s Rebellion  sit-ins Examine causes and effects  Constitutional  organized marches of terrorism (e.g., economics, Convention  boycotts safety and security, tourism,  creation of political  school integration patriotism, nationalism, 9/11) parties  Ku Klux Klan (KKK)

H.6.6.23 H.6.5.18 Explain segregation and Describe the causes of the desegregation as established War of 1812 and analyze the by Supreme Court cases: effects it had on the United  Plessey v. Ferguson States  Brown v. Board of Education

Key: H.6.5.16 = History. Standard 6. Grade 5. 16th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Conflict and H.6.5.19 H.6.6.24 Consensus Identify and describe the Discuss the involvement of events and ideas leading to the United States in the the Civil War (e.g., Missouri Korean War Compromise, Dred Scott v. Sanford, Lincoln/Douglas H.6.6.25 debates) Discuss the major causes and effects of the Vietnam War (e.g., spread of communism)

H.6.5.20 H.6.6.26 Discuss the reasons for the Discuss the ongoing conflicts secession of southern states between the United States from the Union and Southeast Asia and the Middle East H.6.5.21 Identify and locate significant H.6.6.27 Civil War sites of the Union Examine acts of modern-day and Confederacy: terrorism (e.g., Oklahoma City  Washington, bombing, World Trade Center Arkansas attacks)  Pea Ridge  Prairie Grove  Bull Run/Manassas  Antietam/Sharpsburg  Gettysburg

Key: H.6.5.19 = History. Standard 6. Grade 5. 19th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Movement H.6.5.22 H.6.6.28 H.6.7.21 H.6.8.31 Explain the religious, political, Describe the developments Illustrate the development of Illustrate the routes of and economic reasons for linking the east and west (e.g., early civilizations using a European explorers during the movement of people and Homestead Act, railroads, historical map: Age of Exploration including, goods from Europe to the Pony Express, telegraph,  Mesopotamia but not limited to: Americas cattle trails, and wagon trains)  Egypt  Christopher Columbus  Columbian Exchange  India  Ferdinand Magellan  triangular trade H.6.6.29  China  Vasco da Gama Analyze the following  Kiev  Vasco Nunez de H.6.5.23 components of immigration to  Bantu Balboa Examine the impact of early the United States:  Bartolomeu Dias exploration and settlement  push-pull factors H.6.7.22 patterns of the Spanish,  settlement patterns Illustrate the expansion of British, and French in North Greece on a map of the H.6.8.32 America (e.g., Roanoke, H.6.6.30 ancient Mediterranean world Illustrate the expansion of Jamestown, St. Augustine, Explain the origins and European imperialism: Quebec, Santa Fe) accomplishments of labor H.6.7.23  Africa unions Illustrate military expeditions  Asia of Alexander the Great  Australia H.6.5.24 H.6.6.31  Latin America Explain how westward Explain the migration of H.6.7.24 expansion contributed to the African Americans northward Illustrate the expansion of the H.6.8.33 growth of the United States before and during the civil Islamic Empire across Asia, Illustrate the triangular trade (e.g., Wilderness Road, rights movement Africa, and Europe on a routes that developed in the Louisiana Purchase, Gadsden historical map Atlantic Ocean Purchase)

Key: H.6.5.22 = History. Standard 6. Grade 5. 22rd Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Movement H.6.5.25 H.6.7.25 H.6.8.34 Trace the Lewis and Clark Compare the locations of Illustrate the expansion of expedition and discuss its African kingdoms on a communism (e.g., Asia, Cuba, impact on the United States historical map including, but Europe, Latin America) not limited to:  Ghana  Kush  Mali H.6.5.26  Songhai Describe the causes and effects of the Indian Removal Act of 1830 (e.g., Trail of H.6.7.26 H.6.8.35 Tears) Compare the locations of Compare and contrast early American civilizations on historical and cultural maps of a historical map including, but each continent (e.g., political not limited to: boundaries, migration  Aztec patterns, trade routes,  Inca colonization)  Maya  North American Indians  Olmec

H.6.7.27 Examine the spread of ideas and goods through the network of trade routes (e.g., Indian Ocean, trans-Sahara, Silk Road)

Key: H.6.5.25 = History. Standard 6. Grade 5. 25th Student Learning Expectation Strand: History Standard 6: History: Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Cultural Diversity H.6.5.27 H.6.6.33 H.6.7.28 H.6.8.36 and Identify and explain major pre- Identify the cultural changes Contrast characteristics of the Describe the development of Unifor Colombian civilizations in of the 1920s (e.g., Roaring Paleolithic and Neolithic Ages the Renaissance mity Central and South America Twenties, Jazz Age, fashion, (e.g., Maya, Inca, Aztec) Harlem Renaissance, talkies, H.6.7.29 H.6.8.37 flapper, Prohibition) Examine the development of Examine contributions of H.6.5.28 monotheism Renaissance writers and Identify the major pre- H.6.6.34 artists including, but not Columbia settlements: Explain the social changes H.6.7.30 limited to:  cliff dwellers caused by World War II: Compare and contrast life in  Machiavelli  mound builders  women in the Athens and Sparta (e.g., the  Michelangelo  peoples of the workforce role of citizens, social classes,  Shakespeare Southwest  baby boom Olympic games)  da Vinci  peoples of the Pacific  G.I. Bill Northwest H.6.7.31  peoples of the Great H.6.6.35 Examine the historical Plains Identify significant individuals development and the basic  peoples of the whose lives impacted the civil tenets of world belief systems: Eastern Woodlands rights movement (e.g., Martin  Buddhism Luther King, Jr., Rosa Parks,  Christianity H.6.5.29 Stokely Carmichael, Medgar  Confucianism Locate and describe the three Evers, Little Rock Nine,  Hinduism main American Indian cultures Thurgood Marshall)  Islam in Arkansas during the  Judaism exploration period:  Quapaw Indians  Caddo Indians  Osage Indians

Key: H.6.5.27 = History. Standard 6. Grade 5. 27th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Cultural Diversity H.6.5.30 and Evaluate contributions of Unifor women during the mity Revolutionary period (e.g., Abigail Adams, Molly Pitcher, Martha Washington, Phyllis Wheatley)

H.6.5.31 Investigate the roles of African Americans, American Indians, and women during the Civil War

H.6.5.32 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  Harris Flanagan

Key: H.6.5.30 = History. Standard 6. Grade 5. 30th Student Learning Expectation Strand: History Standard 6: History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Regionalism and H.6.5.33 H.6.7.32 H.6.8.38 Nation Identify Arkansas Post as the Examine the development of Examine causes and alism first European settlement in the Frankish kingdom under consequences of genocide Arkansas and explain its Clovis and Charlemagne and ethnic cleansing (e.g., geographic significance Armenia, Holocaust, Kosovo, H.6.7.33 Rwanda) Describe the development of H.6.5.34 Russia (e.g., Kiev, Eastern H.6.8.39 Locate and describe the Orthodox Church, Czars) Describe the effects of differences between the three imperialism and related regions into which the English nationalistic movements settled: (e.g., Africa, Asia, Europe,  New England Latin America)  Mid-Atlantic H.6.8.40  South Investigate Asian-American relations prior to World War II (e.g., Open Door Policy, Boxer Rebellion, Gentlemen’s Agreement, Manchuria, rearmament)

Key: H.6.5.33 = History. Standard 6. Grade 5. 33rd Student Learning Expectation Strand: Economics Standard 7: Choices Students shall analyze the costs and benefits of making economic choices. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Costs and Benefits E.7.5.1 E.7.6.1 E.7.7.1 E.7.8.1 Identify the basic economic Examine how the economic Discuss economic wants and Analyze changing wants and wants and needs of all people wants and needs of all people needs of people over time needs of people over time may or may not be fulfilled

E.7.5.2 E.7.6.2 E.7.7.2 E.7.8.2 Recognize that choices have Demonstrate an Investigate choices made by Analyze the impact of present both present and future understanding that choices early civilizations that had choices on future consequences have both present and future long-range economic consequences consequences consequences

E.7.5.3 E.7.6.3 E.7.7.3 E.7.8.3 Identify the causes of scarcity Examine the causes of Discuss ways scarcity has Analyze periods of time when and why scarcity of resources scarcity and the choices made influenced economic wants scarcity affected economic makes it necessary to make due to scarcity and needs resulting in the wants and needs of people in choices need to make choices regions or countries

E.7.5.4 E.7.6.4 E.7.7.4 E.7.8.4 Discuss the meaning of Explain that all decision Discuss opportunity costs Analyze scarcity of productive opportunity costs making involves opportunity associated with decision- resources and the need for costs making people to make choices and incur opportunity costs

61 Economics: Choices 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: E.7.5.1 = Economics. Standard 7. Grade 5. 1st Student Learning Expectation Strand: Economics Standard 7: Choices Students shall analyze the costs and benefits of making economic choices. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Costs and Benefits E.7.5.5 E.7.6.5 E.7.7.5 E.7.8.5 Identify why federal, state, Explain why federal, state, Determine influences of Evaluate limited resources of and local governments have and local governments have limited resources on nations and choices to make choices because of to make choices because of economies due to choices governments must make limited resources limited resources made by leaders

E.7.5.6 E.7.6.6 E.7.7.6 E.7.8.6 Examine the economic Discuss the decision making Explain how trade-offs have Compare trade-offs among decisions that every society model to evaluate historical allowed civilizations to get the world economic systems must make: events most out of scarce resources  what is to be produced and in what quantities  how will it be produced  who will receive what is produced E.7.8.7 E.7.5.7 E.7.6.7 Analyze traditional, market, Identify examples of Examine examples of and command economies traditional, market, and traditional, market, and command economies command economies

E.7.5.8 E.7.6.8 Discuss the meaning of trade- Determine why trade-offs offs allow people to get the most from scarce resources

E.7.5.9 E.7.6.9 Identify the characteristics of a Discuss the characteristics of free enterprise system a free enterprise system

62 Economics: Choices 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: E.7.5.5 = Economics. Standard 7. Grade 5. 5th Student Learning Expectation Strand: Economics Standard 8: Resources Students shall evaluate the use and allocation of human, natural, and capital resources THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Factors of E.8.5.1 E.8.6.1 E.8.7.1 E.8.8.1 Produc Research the role that Analyze the impact of Describe ways advancement Discuss changes in tion entrepreneurs have played in entrepreneurship in the of technologies in division of productivity that have the development of the development of the economy labor and specialization impacted global living economy of Arkansas of the United States helped the development of standards and economic civilization and economies strategies (e.g., new (e.g., metallurgy across the technologies, new Copper, Bronze, and Iron organizational methods) Ages)

E.8.5.2 E.8.6.2 E.8.7.2 E.8.8.2 Discuss the impact additional Explain the result of increased Discuss effects of improving Analyze methods for capital goods (e.g., tools and productivity on an improved the quality or quantity of improving the quality and machines) have on standard of living (e.g., human capital and the quantity of human capital and productivity assembly line, increase of productivity (e.g., increased productivity (e.g., interchangeable parts, library at Alexandria, Chinese technology, industrialization, computers) civil service system, guild competition, wages) systems, importation of labor)

E.8.5.3 E.8.6.3 E.8.7.3 E.8.8.3 Identify the four basic Explain how owners of the Discuss changing factors of Examine consequences of categories of earned income factors of production receive production over time: changing factors of that are received from the four payments for the use of these  human resources production: factors of production: factors:  capital resources  human resources  wages and salaries  wages and salaries  natural resources  capital resources  rent  rent  entrepreneurship  natural resources  interest  interest  entrepreneurship  profit  profit

E.8.5.4 E.8.6.4 E.8.7.4 Examine the need for natural Evaluate the influences the Analyze ways distribution of resources in determining discovery of natural resources natural resources determined settlement patterns has on the movement of settlement patterns people (e.g., gold, silver, oil)

63 Economics: Resources 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: E.8.5.1 = Economics. Standard 8. Grade 5. 1st Student Learning Expectation Strand: Economics Standard 9: Markets Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Financial Markets E.9.5.1 E.9.6.1 E.9.7.1 Describe the characteristics of Examine the characteristics of Examine the characteristics of money: money: different types of currency in  portability  portability early civilizations (e.g., shells,  divisibility  divisibility bars of iron, gold, metal coins,  durability  durability pelts)  uniformity  uniformity

E.9.5.2 E.9.6.2 E.9.7.2 E.9.8.1 Examine the reasons for using Compare the various types of Discuss advantages of using Investigate functions of early a financial institution for financial institutions that early banking institutions banking systems (e.g., saving money: provide savings accounts: depository, usury, just price)  interest (rate of return)  interest (rate of return)  safety  safety

E.9.5.3 E.9.6.3 Identify methods people use Determine the advantages E.9.7.3 to save and spend money and disadvantages of saving Discuss the necessity of or spending money accounting systems to document transactions

64 Economics: Markets 5-8 Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007

Key: E.9.5.1 = Economics. Standard 9. Grade 5.1st Student Learning Expectation Strand: Economics Standard 9: Markets Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Financial Markets E.9.5.4 E.9.6.4 E.9.8.2 Discuss the purpose of selling Identify the purpose and Analyze the role of the stock stocks to capitalized function of the stock market market in the economies of companies (e.g., joint-stock the United States and other company) countries (e.g., Financial Times Stock Exchange[FTSE], Tokyo Stock Exchange [TSE], New York Stock Exchange [NYSE], National Association of Securities Dealers Automated Quotations [NASDAQ])

E.9.5.5 E.9.6.5 E.9.8.3 Identify the meaning of Discuss the effects of Investigate the impact of economic inflation economic inflation on the inflation on the growth and economic system of the prosperity of a nation United States

E.9.5.6 E.9.6.6 E.9.8.4 Identify Gross Domestic Discuss how the Gross Investigate the use of Gross Product (GDP) Domestic Product (GDP) Domestic Product (GDP) to measures the productivity of a measure a nation’s economic nation success and standard of living

E.9.5.7 E.9.6.7 Identify the role of the Federal Explain the role of the Federal Reserve in the economy Reserve in the economy

Key: E.9.5.4 = Economics. Standard 9. Grade 5. 4th Student Learning Expectation Strand: Economics Standard 9: Markets Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Global Markets E.9.5.8 E.9.6.8 E.9.7.4 E.9.8.5 Identify the costs/benefits Examine the costs/benefits Discuss advantages and Evaluate advantages and associated with the associated with the disadvantages of trade among disadvantages of global trade development of global trade development of global trade early to medieval civilizations

E.9.5.9 E.9.6.9 E.9.7.5 E.9.8.6 Identify various types of Discuss various types of Examine effects of Analyze exchange rates in a currency in the global currency and their effects on standardization of currency on global economy economy the global economy trade (e.g., Egypt, Greece, Persia, Rome, China)

E.9.7.6 E.9.8.7 Describe roles ancient and Examine changes in medieval cities played in the currencies over time and the crossroads of trade (e.g., resulting effect on global trade Corinth, Byzantium, Mecca, Babylon, Ur, Baghdad, Alexandria)

Key: E.9.5.8 = Economics. Standard 9. Grade 5. 8th Student Learning Expectation Strand: Economics Standard 9: Markets Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place. THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT CURRENT AND PREVIOUS GRADES. Grade 5 Grade 6 Grade 7 Grade 8 Goods and E.9.5.10 E.9.6.10 E.9.7.7 E.9.8.8 Service Identify how changes in Examine changes in supply Compare effects of supply Evaluate the interaction of s supply and demand affect and demand and the resulting and demand on prices in early supply and demand prices effect on prices markets

E.9.5.11 E.9.6.11 E.9.8.9 Identify methods used to Discuss methods used to Describe the four types of reduce or eliminate reduce or eliminate market structures: competition (e.g., trademarks, competition (e.g., trademarks,  monopolies patents, copyrights, natural patents, copyrights, natural  monopolistic monopolies, government monopolies, government competition licenses) licenses)  oligopolies  pure competition

E.9.5.12 E.9.6.12 E.9.7.8 E.9.8.10 Identify the various marketing Discuss the various marketing Examine the effects of early Compare and contrast global techniques: techniques: world marketing practices effects of marketing  advertising  advertising (e.g., bazaars, market places, techniques:  mail order catalog  mail order catalog medieval fairs)  advertising  increasing demand for  increasing demand for  e-commerce goods and services goods and services

Key: E.9.5.10 = Economics. Standard 9. Grade 5.10th Student Learning Expectation Appendix

68 Glossary for K-8 Social Studies

Abolitionists Reformers who fought for the end of slavery Absolute location The position of a point on Earth’s surface that can usually be described by latitude and longitude. Another example of absolute location would be the use of a nine-digit zip code and street address Absolute ruler Monarch who holds supreme power and authority Artifact An object made by groups of humans, such as tools and clothes; any object made by human work or skill Assimilation Process of adopting another culture while keeping aspects of one’s own culture Astrolabe Instrument that measures latitude using celestial bodies Barter The direct exchange of goods or services between people Capital resources Goods used in the production of other goods Caravels Portuguese cargo ships of the late 15th century which had a stern rudder making it capable of ocean and river navigation Cardinal directions The four main directions: north, east, south, and west Climate Long-term patterns and trends in weather elements and atmospheric conditions Codified Organized and arranged in a systematic order Columbian Exchange The transfer, beginning with Columbus’ first voyage, of plants, animals, and diseases between the Western Hemisphere and Eastern Hemisphere Command economy A system in which the basic economic questions are generally answered by the government Compass rose A symbol on a map indicating direction (e.g., north, southwest) Consumer One who buys or rents goods or services and uses them Counter Reformation Also referred to as Catholic Reformation; an attempt to reform Catholic Church policies and refute Protestant challenges Cultural diffusion (exchange) Spread of ideas, customs, and technologies from one group of people to another Culture Learned behavior of people (e.g., belief systems and languages, social relations, institutions, organizations) and their material goods (e.g., food, clothing, buildings, and technology) Decision making model A five-step process for making economic choices: (1) state the problem, (2) list the alternatives, (3) state the criteria, (4) evaluate the criteria, (5) make a decision Demand The number of consumers who desire the goods that are in supply Divine right of kings Political theory that a ruler derives his or her power directly from God and is only accountable to God Divisibility The capacity to be separated into parts Durability The ability of a product to be reused Economy System by which goods and services are produced and distributed Emancipation Proclamation Executive order issued by President Abraham Lincoln on January 1, 1863, that freed enslaved African- Americans in the Confederate states Empire Group of states or territories controlled by one ruler

69 Glossary: K-8 Social Studies Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Entrepreneur A person who organizes, operates, and assumes the risk for a business hoping to make a profit Equator An imaginary line running east and west that circles the earth halfway between the North and South Poles; 0° latitude Ethnic Characteristics of a specific group or culture Factors of production Natural resources, human resources, capital resources, and entrepreneurship required to produce any food or service Fascism A political philosophy, movement, or government that places national identity and interests over individual freedom; the opposite of liberal democracy Federal Reserve The central banking system of the United States Flapper Women of the 1920s who challenged social traditions with their dress and behavior Free enterprise Economic system in which business is permitted to compete without government control Globalization Development of an integrated global economy marked by free trade, free flow of capital, and the tapping of cheaper foreign labor markets Goods Items one buys or sells that can be made or grown (e.g., food, clothing, cars) Gross Domestic Product Market value of goods and services produced within a country during a given time (GDP) Period of African-American artistic accomplishments that began in the 1920s in the Harlem neighborhood of New Harlem Renaissance York City Hemispheres Half of the globe; divided into Northern, Southern, Eastern, and Western Historical map A map that shows how a place looked in an earlier time Human capital Knowledge and skills that enable workers to be productive Human resource A person’s intellectual and physical abilities Imperialism Quest for colonial empires Indigenous That which originates, produces, grows, lives, or occurs naturally in a particular region or environment Industrialization An industrial revolution that resulted in social and economic change Inflation Rise in the average price level of all goods and services produced in an economy. Infrastructure Basic facilities, services, and installations needed for the functioning of a community or society (e.g., transportation and communication systems, water and power lines, public institutions) Inset map A small map set within a larger map to show detail or additional information Interdependence Reliance on people in other places for information, resources, goods, and services Intermediate (ordinal) Directions between cardinal directions (northwest, southwest, southeast, northeast) directions Internment Being held against one’s will without being charged with a crime Interstate Commerce between states Intrastate Commerce within states

70 Glossary: K-8 Social Studies Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Jazz Age Description of the 1920s based on musical styles originating with African-American musicians in New Orleans and gaining national appeal Latitude Imaginary lines around the globe that run east and west; also called parallels Legend/Key An explanation of what the symbols on a map stand for; explains the meaning of map symbols Limited resources Lacking in goods and services Longitude Imaginary lines around the globe the run between the North and South Poles; also called meridians Loyalists American colonists who supported the British government during the American Revolution Mandate of Heaven In Asia, the authority granted by Heaven to deserving rulers Manifest Destiny The 19th century belief that the United States would inevitably expand westward to the Pacific Ocean and into Mexican territory Map scale The relationship or ration between a linear measurement on a map and the corresponding distance on Earth’s surface. Market A place or process through which goods and services are exchanged; any setting in which exchange occurs between buyers and sellers Market economy Economic system that permits an open exchange of goods and services between producers and consumers Measure of value The estimated value of goods and services produced in the economy Medium of exchange A generally accepted means of payment for goods and services Mosaic A mixture of people from different cultures and races who blend together by altering their native culture and language Nationalism National pride or loyalty Natural resource Anything found in nature that can be used to produce a product (e.g., land, water, coal) Nazism A political ideology of racist nationalism, national expansion, and state control of the economy Opportunity cost The highest valued alternative given up when a decision is made; the value of the next best alternative that must be given up when a choice is made Patriots Colonists who supported American independence from Britain Peninsula An extension of land almost completely surrounded by water but connected to a larger area of land Physical map A map that shows mountains, rivers, valleys, oceans, and other natural features Place Physical and human characteristics that distinguish one geographic location from another Plateau A landform that has steep sides and a flat top Political map A map designed primarily to show countries, states, cities, towns, and man-made boundaries Portability The general characteristic of being readily transportable from one location to another Primary source Original documents, manuscripts, or records Prime Meridian An imaginary line running north and south that divides Earth into the Eastern and Western Hemispheres; 0° longitude Producer One who makes goods or services Productive resource Natural resources, human resources, capitol resources, and entrepreneurship used to make goods and services

71 Glossary: K-8 Social Studies Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Productivity Amount of output per unit of input over a period of time Protestant Reformation A 16th century movement which began in Germany that resulted in a break within the Catholic Church and led to the creation of the new Protestant churches Push-pull factors Conditions that motivate individuals to migrate to or from a location

Region An area with one or more common characteristics or features that give it a measure of uniformity and make it different from surrounding areas Relative location The site of a place or region in relation to other places or regions (e.g., northwest, downstream) Renaissance An era of creativity and learning which began in Italy in the 14th century and resulted in a renewed interest in Greek and Roman civilizations Roaring Twenties Description of the 1920s based on a booming economy and a celebration of youth Rural An area with low population density (e.g., village, countryside) Scarcity An economic condition that exists when demand is greater than supply Secondary source Artifact or record that is not original work but builds on a primary source Services The performance of any duty or work for others Simony The buying or selling of a church office Special purpose map Also called a thematic map; used to show more specific information than a general map Specialization A person highly trained to do one specific job Store of value A method of storing and accumulating wealth Suburban A residential district located on the outskirts of a city Suffrage Right to vote Supply and demand The economic theory that shows the relationship between supply and demand; when supply exceeds demand, prices fall, and when demand exceeds supply, prices rise Talkies Motion pictures with sound Temperance An organized movement to stop the drinking of alcoholic beverages Timeline A span of chronological time during in which something exists or happens Trade off Giving up one thing in order to have another Traditional economy Economic system based on barter of goods and services Triangular trade The trans-Atlantic system of trade in which goods and people, including slaves, were exchanged between Africa, Europe, the West Indies, and colonies in North America Uniformity A condition in which everything is consistent and unvarying Urban An area with high population density (e.g., town, city) Voluntary exchange Trading goods and services with other people because both parties expect to benefit Wages Payment earned for production of goods and services Yellow journalism Sensational news reporting, first used by Joseph Pulitzer and William Randolph Hearst, designed to influence public opinion

72 Glossary: K-8 Social Studies Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 Contributors

The following people contributed to the development of this document:

Laura Beth Arnold – Little Rock School District Evelyn Jeffers – Hampton School District Karl Barnes – Benton School District Donnie Johnson – Van Cove School District Cindy Beckman – Conway School District Lisa Lacefield – Nettleton School District Darlene Black – Newport School District Bennie Lard – Hope School District Ruth Brown – Marvell School District Tim Latham – Mayflower School District Ethel Butler – Brinkley School District Jan Loyd – Cabot School District Lloyd Clark – Lawrence County School District Taniesa Martin – Little Rock School District Barbara Clements – Marion School District Suzanne McPherson – Van Buren School District Janet Conley – Conway School District Emily Mitchusson – Springdale School District Geanie Davis – Arkansas Council on Economic Education Neil Norberg – Fayetteville School District Thomas DeBlack – Arkansas Tech University Robin Porter – Helena/W. Helena School District Tom Dillard – University of Arkansas Bobby Roberts – Central Arkansas Library System Bill Epperson – Huntsville School District Amy Sampolesi – Hamburg School District Diane Fancher – Green Forest School District Jason Sanders – El Dorado School District Phyllis Flowers – Bryant School District Debbie Shearer – Pulaski County Special School District Margaret Grimes – Conway School District Lynda Shelton – Harmony Grove School District Kevin Grissom – Highland School District Abby Stone – North Little Rock School District Billie Handly – Star City School District Leigh Sullivan – Greene County Tech School District Gerald Hanson – University of Arkansas at Little Rock Elaine Tice – Fouke School District Shirley Holloway – Bryant School District Melissa Vincent – Drew Central School District Joyce Holman – Cabot School District Ruthie Walls – Little Rock School District Jim Huffman – Arkansas History Commission Barry Watkins – Bay School District Margie Hunter – West Memphis School District John Way – Crossett School District Anthony Jackson – Fordyce School District Donna Wright – Arkansas Council on Economic Education Tammy James – Rogers School District Vickie Yates – Kirby School District 76 Contributors Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007 76 Contributors Social Studies Curriculum Framework Revised 2006 Arkansas Department of Education Amended November 2007