Grades K-8 Social Studies Curriculum Framework - Revised 2006 Amended November 2007
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Grades K-8
Social Studies Curriculum
Framework
Revised 2006
Amended November 2007Social 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 2007Strand: 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 Region Identify home address Identify and locate Define relative location Define absolute location Discuss the difference
student’s town/city on between relative and
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.1.3.2 G.1.4.2
Identify the state of Locate Arkansas on a Locate the county in Name and locate the Locate and describe
Arkansas on a map of United States map which the student lives states that border physical characteristics
the United States on an Arkansas map Arkansas of the six natural
regions of Arkansas:
• Arkansas River
Valley
G.1.2.3 G.1.3.3 • Crowley’s
Locate the capital of Discuss the Ridge
Arkansas characteristics that • Mississippi
define a region: Alluvial Plain
• takes up area • Ozark
• has boundaries Mountains
• has special (plateau)
features • West Gulf
Coastal Plain
• Ouachita
Mountains
2
Geography: Physical and Spatial K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
st
Key: G.1.K.1 = Geography. Standard 1. Kindergarten. 1 Student Learning ExpectationStrand: 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 Region Recognize the United Identify and locate the Identify and locate Identify on which Locate each of the five
States on a world map United States on a countries bordering the continent and in which regions of the United
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
3
Geography: Physical and Spatial K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: G.1.K.4 = Geography. Standard 1. Kindergarten. 4 Student Learning ExpectationStrand: 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 Region Identify land on maps Recognize that there Locate the seven Identify the seven Explain the difference
and globes are seven major continents using a map continents between a continent
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.1.4.9
G.1.3.9
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 the United States:
Arkansas:
the world • Mississippi
• Arkansas
• Mississippi • Ohio
• Red • Arkansas
• White • Hudson
• Ouachita • Missouri
• St. Francis • Colorado
4
Geography: Physical and Spatial K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: G.1.K.5= Geography. Standard 1. Kindergarten. 5 Student Learning ExpectationStrand: 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 Region Locate major rivers in
the world:
• 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)
5
Geography: Physical and Spatial K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: G.1.K.7 = Geography. Standard 1. Kindergarten. 7 Student Learning ExpectationStrand: 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
6
Geography: Physical and Spatial K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: G.1.K.8 = Geography. Standard 1. Kindergarten. 8 Student Learning ExpectationStrand: 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.K.11 G.1.1.13
G.1.2.13 G.1.3.15 G.1.4.16
Illustrate a map of a Illustrate and label a
Construct maps of a Create a physical map Create a political map
familiar place (e.g. map of a familiar place
familiar place (e.g. that includes the that includes the
bedroom, playground, classroom, bedroom, following:
school) following:
fictional place) that • title • title
includes the following: • compass rose • compass rose
• title • legend/key • legend/key
• compass rose
• legend/key
7
Geography: Physical and Spatial K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: G.1.K.11 = Geography. Standard 1. Kindergarten. 11 Student Learning ExpectationStrand: 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
Diversity Discuss similarities and Discuss elements of Compare customs of Discuss several Research elements of
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
st
Key: G.2.K.1 = Geography. Standard 2. Kindergarten. 1 Student Learning ExpectationStrand: 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
st
Key: G.3.K.1 = Geography. Standard 3. Kindergarten. 1 Student Learning ExpectationStrand: 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
Environment Recognize the Identify ways to take Explore the roles of Describe how people Explain how people are
Interaction importance of protecting personal action to responsible citizens in affect and alter their influenced by, adapt to,
the air, water, and land protect the environment preserving the environment and alter the
(e.g., cleaning up litter, environment: (e.g., farming, building environment
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
nd
Key: G.3.K.2 = Geography. Standard 3. Kindergarten. 2 Student Learning ExpectationStrand: 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
st
Key: C.4.K.1 = Civics. Standard 4. Kindergarten. 1 Student Learning ExpectationStrand: 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 Government Identify the three levels Identify the three
of government: branches of
• 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
th
Key: C.4.2.4 = Civics. Standard 4. Grade 2. 4 Student Learning ExpectationStrand: 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
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
13
Civics: Citizenship K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
st
Key: C.5.K.1 = Civics. Standard 5. Kindergarten. 1 Student Learning ExpectationStrand: 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
Rights and C.5.K.2 C.5.1.2 C.5.2.2 C.5.3.2 C.5.4.4
Responsibilities Discuss the rights and Demonstrate the rights Examine the rights and Describe how citizens Examine characteristics
of Citizens responsibilities of being and responsibilities of responsibilities that contribute to the needed for active
a good citizen being a good citizen citizens have in a improvement of a citizenship
(e.g., respect others, (e.g., politeness, community (e.g., obey community (e.g., service
cooperate, share) reliability, fairness, laws, voting in elections) projects, volunteerism)
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
14
Civics: Citizenship K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
nd
Key: C.5.K.2 = Civics. Standard 5. Kindergarten. 2 Student Learning ExpectationStrand: 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
Nationalism Recognize celebrations Identify people and Explain the purpose in
and holidays as a way events observed in celebrating national
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
• beverage • folk dance • mammal the State Seal of
• instrument • anthem Arkansas and its
components
15
History: History K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
st
Key: H.6.K.1 = History. Standard 6. Kindergarten. 1 Student Learning ExpectationStrand: 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
Nationalism Identify famous Identify historical sites Discuss historical Examine historical Examine historical
Arkansans of Arkansas people of Arkansas people and events of settlements in
(e.g., Old Washington, (e.g., Bill Clinton, Daisy Arkansas Arkansas:
Arkansas Post) Bates, Sequoyah) (e.g., Maya Angelou, • Arkansas Post
Civil War, civil rights • Old Washington
movement) • Fort Smith
16
History: History K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
rd
Key: H.6.K.3 = History. Standard 6. Kindergarten. 3 Student Learning ExpectationStrand: 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
Consensus Define conflict Discuss that conflicts Name the major causes
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
17
History: History K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: H.6.2.4 = History. Standard 6. Grade 2. 4 Student Learning ExpectationStrand: 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
Consensus Identify major historical
events that occurred
th
during the 20 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 (e.g., social, political,
society economic)
(e.g., Rosa Parks,
Susan B. Anthony,
César Chávez)
18
History: History K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: H.6.3.6 = History. Standard 6. Grade 3. 6 Student Learning ExpectationStrand: 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
Change Discuss how things Recognize time
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
present day using primary and used to gather periods of history 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 technology
changed the world (e.g., communications,
(e.g., computers, fax space travel, medical)
machines, cell phones)
19
History: History K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: H.6.K.4 = History. Standard 6. Kindergarten. 4 Student Learning ExpectationStrand: 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
Change Recognize that family Discuss daily life in the Describe the ways in Examine land Analyze changes in
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
20
History: History K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: H.6.K.7 = History. Standard 6. Kindergarten. 7 Student Learning ExpectationStrand: 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
Change Understand that the Recognize American Describe the early Identify and describe
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.K.9 H.6.4.16
H.6.1.10 H.6.2.12 H.6.3.15
Recognize examples of Describe how new
Discuss methods of Compare past and Identify the modes of
current and early forms of transportation
transportation of today present means of transportation in
transportation and communication
and long ago transportation and westward movement
impacted the
communication in (e.g., wagons, horses,
Westward Expansion
Arkansas railroads)
of the United States
(e.g., pony express,
railroads, telegraphs)
21
History: History K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: H.6.K.9 = History. Standard 6. Kindergarten. 9 Student Learning ExpectationStrand: 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
22
History: History K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: H.6.K.10 = History. Standard 6. Kindergarten. 10 Student Learning ExpectationStrand: 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
23
History: History K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: H.6.3.17 = History. Standard 6. Grade 3. 17 Student Learning ExpectationStrand: 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 relationship between significance of the differences among the and differences among
the American Indians the American Indians Thanksgiving feast to American Indians and the American Indians
and the Pilgrims and the Pilgrims the relationship Pilgrims: and Pilgrims:
(e.g., story, song) (e.g., play, skit, song) between the American • housing • housing
Indians and the Pilgrims • clothing • clothing
• foods • foods
• traditions • traditions
• tools • tools
24
History: History K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: H.6.K.11 = History. Standard 6. Kindergarten. 11 Student Learning ExpectationStrand: 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
Benefits Recognize that all Identify the categories Describe an event or Determine that people E.7.4.1
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
25
Economics: Choices K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
st
Key: E.7.K.1 = Economics. Standard 7.Kindergarten. 1 Student Learning ExpectationStrand: 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
Production Identify human
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
earn a living in the education necessary to education needed for become more skillful in in productivity when
community and the perform a job specific jobs the workplace improved human capital
places they work is available
26
Economics: Resources K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
st
Key: E.8.K.1 = Economics. Standard 8.Kindergarten. 1 Student Learning ExpectationStrand: 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
Production Discuss natural Identify uses for natural Discuss the availability Recognize the product Examine the impact of
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
27
Economics: Resources K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: E.8.K.4 = Economics. Standard 8.Kindergarten. 4 Student Learning ExpectationStrand: 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
financial institution services that financial benefits of saving in a for saving money in a
institutions provide financial institution financial institution:
• interest
• safety
28
Economics: Markets K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
st
Key: E.9.K.1 = Economics. Standard 9.Kindergarten. 1 Student Learning ExpectationStrand: 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
services Identify goods that Understand that the Classify productive Identify and explain the Research the productive
people use production of any good resources into the role of each productive resources that go into
or service requires: following categories: resource in producing a the production of a
E.9.K.3 • natural • natural good or service 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
29
Economics: Markets K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
nd
Key: E.9.K.2 = Economics. Standard 9.Kindergarten. 2 Student Learning ExpectationStrand: 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
services Define specialization Recognize the Explain the benefits of
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
30
Economics: Markets K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: E.9.2.7 = Economics. Standard 9.Grade 2. 7 Student Learning ExpectationStrand: 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
31
Economics: Markets K-4
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: E.9.3.9 = Economics. Standard 9. Grade 3. 9 Student Learning ExpectationStrand: 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 Region Classify locations as absolute Apply the proper usage of Determine the absolute and
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
River) • Panama Canal
• Gulf of Mexico • Ohio River
• Indus River • Rhine River
• Pacific Ocean • St. Lawrence River
• Nile River • Suez Canal
• Tigris/Euphrates River • Thames River
• Volga River
32
Geography: Physical and Spatial 5-8
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
st
Key: G.1.5.1 = Geography. Standard 1. Grade 5. 1 Student Learning ExpectationStrand: 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 Region Identify a variety of charts and Illustrate information relating Interpret specific
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)
33
Geography: Physical and Spatial 5-8
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: G.1.5.5 = Geography. Standard 1. Grade 5. 5 Student Learning ExpectationStrand: 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
34
Geography: Physical and Spatial 5-8
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: G.1.5.7 = Geography. Standard 1. Grade 5. 7 Student Learning ExpectationStrand: 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
35
Geography: Physical and Spatial 5-8
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
th
Key: G.1.5.10 = Geography. Standard 1. Grade 5. 10 Student Learning ExpectationStrand: 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
ethnic, and religious groups in religious groups attempt to various racial, ethnic, and and religious backgrounds
Arkansas and the United maintain their cultural heritage religious groups in the (e.g., de Medici, Emperor
States while adapting to the culture development of early 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
36
Geography: Culture and Diversity 5-8
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
st
Key: G.2.5.1 = Geography. Standard 2. Grade 5. 1 Student Learning ExpectationStrand: 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
37
Geography: Interaction of People and the Environment 5-8
Social Studies Curriculum Framework Revised 2006
Arkansas Department of Education
Amended November 2007
st
Key: G.3.5.1 = Geography. Standard 3. Grade 5. 1 Student Learning ExpectationYou can also read
