K-5 Social Studies Standards

Grade and/or Course -- All --	Standard Nomenclature	Standard	Teacher Notes
Kindergarten	C.1	Students will understand the impact of origins, structures, and functions of institutions and laws on society and citizens. This includes personal civic rights, roles, responsibilities, and processes by which laws are made and amended.
Kindergarten	C.1.K.1	Identify the purpose of classroom or school rules in establishing communities and ways of living and working together.	This standard builds toward students relating rules to values of fairness and equality.
Kindergarten	C.1.K.2	Identify characteristics and responsibilities of a leader.
Kindergarten	C.1.K.3	Recognize state and national symbols and patriotic songs: American flag Star Spangled Banner* Recitation of Pledge of Allegiance Arkansas flag Apple Blossom Honey Bee Mockingbird Pine Tree
Kindergarten	C.1.K.4	Demonstrate responsibilities of being a good citizen at school.
Kindergarten	C.1.K.5	Follow agreed-upon rules for listening and discussing in the classroom.
Kindergarten	C.1.K.6	Discuss the need for rules.
Kindergarten	C.1.K.7	Discuss ways people improve communities which may include: Being a good neighbor Volunteering/helping Recycling Donating personal items/toys
Kindergarten	C.1.K.8	Discuss the importance of problem-solving related to classroom issues.
Kindergarten	E.1	Students will understand the impact of economic decision-making. This includes the exchange of goods and services; role of producers, consumers, and government in the marketplace; and growth, stability, and interdependence within a global economy.
Kindergarten	E.1.K.1	Discuss wants and how they are restricted by limited resources.
Kindergarten	E.1.K.2	State reasons behind making a personal decision.
Kindergarten	E.1.K.3	Identify ways people create goods and services.
Kindergarten	E.1.K.4	Discuss ways human, natural, and capital resources are used in the production of goods and services.
Kindergarten	E.1.K.5	Identify ways people buy and sell goods (i.e., markets).
Kindergarten	E.1.K.6	Recognize that consumers use money as a medium of exchange to satisfy economic wants.
Kindergarten	E.1.K.7	Identify reasons for and places where people save money (e.g., piggy banks, wallets, banks).
Kindergarten	E.1.K.8	Discuss examples of goods and services.
Kindergarten	E.1.K.9	Identify common products from other countries.
Kindergarten	E.1.K.10	Identify where products used in daily life are produced.
Kindergarten	G.1	Students will understand the purpose of geographic tools (e.g., maps, globes, charts, graphs) to understand, analyze, and explain human interaction with each other and with the environment. This includes the spatial characteristics and patterns of human settlement and connections between global regions.
Kindergarten	G.1.K.1	Describe familiar places using words that communicate location (e.g., beside, past, before), direction (e.g., right/left), and distance (e.g., long/short).
Kindergarten	G.1.K.2	Identify and describe the physical characteristics of a place such as rivers, mountains, and forests using maps, globes, and photographs.
Kindergarten	G.1.K.3	Create maps of familiar places such as the school, playground, or neighborhood.
Kindergarten	G.1.K.4	Describe ways humans have impacted the environment, which may include: Planting trees Reducing waste Littering Polluting
Kindergarten	G.1.K.5	Discuss cultural characteristics among families and in the community such as art, celebrations, food, language, music, and traditions.
Kindergarten	G.1.K.6	Identify the influences of weather and climate on people’s daily lives.
Kindergarten	G.1.K.7	Identify natural resources that meet the needs of a community such as timber, minerals, oil, coal, and natural gas.
Kindergarten	G.1.K.8	Identify people, goods, and ideas that move from place to place.
Kindergarten	G.1.K.9	Discuss products and traditions that connect people around the world (e.g., where products are made, celebrations, dance, art, food, toys).
Kindergarten	G.1.K.10	Discuss the needs of people during natural and human-made disasters.
Kindergarten	H.1	Students will understand chronology, patterns of continuity, and change over time. This includes the contextualization of historical events and ways people gather, view, construct, and interpret historical evidence.
Kindergarten	H.1.K.1	Discuss a sequence of events using chronological terms such as first, next, last, before, and after.	Sequence of events may include: Daily classroom activities Significant events in students’ lives Typical day in the life of the student
Kindergarten	H.1.K.2	Develop a timeline to sequence significant events in students’ lives.
Kindergarten	H.1.K.3	Compare the life of a student today (present) to the life of a student in the past using visual representations (e.g., growing food, rules and laws, making clothing, transportation, communication).
Kindergarten	H.1.K.4	Recognize historic figures and other people who have made an impact on history.
Kindergarten	H.1.K.5	Identify the purpose of national holidays and describe the people or events celebrated. Independence Day Thanksgiving Memorial Day Dr. Martin Luther King, Jr. Day President’s Day Veteran’s Day
Kindergarten	H.1.K.6	Identify the different points of view represented in a single historical event.
Kindergarten	H.1.K.7	Describe materials and methods that allow people to learn about the past (e.g., photos, artifacts, diaries, oral history, stories).
Kindergarten	H.1.K.8	Compare the differences in sources of information from the present and the past (e.g., telegraph, pony express, newspaper, telephone, TV, Internet).
1	C.1	Students will understand the impact of origins, structures, and functions of institutions and laws on society and citizens. This includes personal civic rights, roles, responsibilities, and processes by which laws are made and amended.
1	C.1.1.1	Connect classroom rules and a student handbook as documents that establish the values of fairness and equality in a school community.	Use this standard to help students understand that in the United States, we have laws to ensure people are treated fairly, justly, and equally.
1	C.1.1.2	Describe the roles of people who hold positions of authority, which may include: Teachers lead a classroom and help students learn School principal makes decisions for the school Police officers protect and serve their communities Fire/rescue workers help people in need
1	C.1.1.3	Discuss the purpose of government.
1	C.1.1.4	Describe state and national symbols and patriotic songs: American flag Flag etiquette Star Spangled Banner Recitation of Pledge of Allegiance “Arkansas” by Eva Ware Barnett White-Tailed Deer Milk Square Dance Diamond
1	C.1.1.5	Identify personal responsibilities of being a good citizen in the community.
1	C.1.1.6	Follow agreed-upon rules for listening, consensus-building, and voting procedures in the classroom.
1	C.1.1.7	Explain purposes of rules and laws.
1	C.1.1.8	Describe ways people impact communities, which may include: welcoming a new classmate/neighbor developing classroom rules and procedures contributing unused food to a food bank picking up trash
1	C.1.1.9	Describe ways schools and communities work to establish responsibilities, fulfill roles of authority, and accomplish common tasks.
1	E.1	Students will understand the impact of economic decision-making. This includes the exchange of goods and services; role of producers, consumers, and government in the marketplace; and growth, stability, and interdependence within a global economy.
1	E.1.1.1	Identify examples of scarcity and opportunity cost.
1	E.1.1.2	List costs and benefits of making a decision.
1	E.1.1.3	Discuss the importance of human capital (i.e., knowledge, skills, education, experience) and the relationship between work and income.
1	E.1.1.4	Compare ways human, natural, and capital resources are used in the production of goods and services now and long ago.
1	E.1.1.5	Recognize that markets exist when buyers and sellers exchange goods and services.
1	E.1.1.6	Classify exchanges consumers make as monetary or bartering.
1	E.1.1.7	Discuss the reasons why and the tools and techniques people use to save money.
1	E.1.1.8	Identify examples of public goods and services that governments provide: Police officers Roads Traffic lights State parks Clean air/water Public education
1	E.1.1.9	Identify reasons why people trade goods and services between countries.
1	E.1.1.10	Identify goods that are imported to and exported from Arkansas and the United States.
1	G.1	Students will understand the purpose of geographic tools (e.g., maps, globes, charts, graphs) to understand, analyze, and explain human interaction with each other and with the environment. This includes the spatial characteristics and patterns of human settlement and connections between global regions.
1	G.1.1.1	Show relationships between familiar places using map keys, legends, a compass rose, and directional words.
1	G.1.1.2	Describe the physical and human characteristics of a place including roads, buildings, and borders using maps, globes, and photographs.
1	G.1.1.3	Create and label maps of local areas using titles, symbols, legends, and a compass rose.
1	G.1.1.4	Interpret effects of human impact on the environment.
1	G.1.1.5	Discuss how cultural characteristics contribute to diversity in a community, place, or region.
1	G.1.1.6	Describe the influence of weather, climate, and physical characteristics on people’s daily lives.
1	G.1.1.7	Explain ways people utilize natural resources such as timber, minerals, oil, coal, and natural gas in their community.
1	G.1.1.8	Discuss reasons and methods people, goods, and ideas move from place to place.
1	G.1.1.9	Discuss how products, such as clothes, toys, and food, connect the local community to other parts of the country and to the rest of the world.
1	G.1.1.10	Identify ways to help people who are going through natural and human-made disasters.
1	H.1	Students will understand chronology, patterns of continuity, and change over time. This includes the contextualization of historical events and ways people gather, view, construct, and interpret historical evidence.
1	H.1.1.1	Explain similarities and differences of everyday life in different times using chronological terms.	This may include: Daily tasks Food Clothing Transportation Communication Recreation Celebrations
1	H.1.1.2	Create timelines to sequence events from different times using chronological terms.
1	H.1.1.3	Compare present day families, objects, and events with those in the past using visual representations, news stories, and artifacts (e.g., daily life tasks, food, clothing, transportation, communication, recreation).
1	H.1.1.4	Retell stories of historical events, American legends, and people who played a role in history.	Historical figures and events may include: Pocahontas Sacagawea Lewis and Clark* Hernando de Soto* Henri de Tonti* Paul Revere* George Washington Benjamin Franklin Booker T. Washington Frederick Douglass* American legends may include: Johnny Appleseed Hiawatha Annie Oakley Davy Crockett Paul Bunyan Pecos Bill John Henry
1	H.1.1.5	Explain the significance of national holidays and the achievement of people associated with them.
1	H.1.1.6	Discuss different accounts of the same historical event.
1	H.1.1.7	Draw conclusions about life in the past using historical records and artifacts (e.g., photos, diaries, oral history).
1	H.1.1.8	Identify ways that a historian can determine the time, place, and credibility of a source (e.g., publication date, author, place of origin, accuracy of facts).
2	C.1	Students will understand the impact of origins, structures, and functions of institutions and laws on society and citizens. This includes personal civic rights, roles, responsibilities, and processes by which laws are made and amended.
2	C.1.2.1	Identify founding documents of the United States: Declaration of Independence* U.S. Constitution* Bill of Rights*
2	C.1.2.2	Describe and classify roles and responsibilities of people in authority in communities which may include: School district: school superintendent and school board City: mayor and city council State: governor and General Assembly Nation: President and Congress
2	C.1.2.3	Explain the functions of government using local examples such as infrastructure, safety, and rules/laws.
2	C.1.2.4	Explain the significance of state and national symbols, patriotic songs, and mottos: American flag Flag etiquette Star Spangled Banner Recitation of Pledge of Allegiance* National Motto: In God we Trust* State Seal Diana fritillary butterfly Fiddle Quartz Bauxite Pink Tomato
2	C.1.2.5	Describe roles and responsibilities of individuals in a democracy.
2	C.1.2.6	Discuss ways to build a consensus with a group when making a decision that can bring about change.
2	C.1.2.7	Discuss how rules and laws impact students and communities which may include: School board School handbook Classroom expectations
2	C.1.2.8	Compare successful and unsuccessful attempts to improve communities.
2	C.1.2.9	Identify ways people benefit from and are challenged by working together in response to problems.
2	E.1	Students will understand the impact of economic decision-making. This includes the exchange of goods and services; role of producers, consumers, and government in the marketplace; and growth, stability, and interdependence within a global economy.
2	E.1.2.1	Explain examples of scarcity and opportunity cost.
2	E.1.2.2	Explain a decision related to the criteria of costs and benefits such as a cost-benefit decision model.
2	E.1.2.3	Discuss knowledge, skills, education, and experience (i.e., human capital) that workers need for jobs.
2	E.1.2.4	Identify ways human, natural, and capital resources come together to produce goods and services.
2	E.1.2.5	Describe ways markets exist in various places such as the home, physical location, and Internet.
2	E.1.2.6	Explain the role of money in making exchange easier.
2	E.1.2.7	Describe reasons people save money in banks.
2	E.1.2.8	Explain benefits of public goods and services.
2	E.1.2.9	Explain challenges that cause people in one country to trade goods and services with people in other countries.
2	E.1.2.10	Describe the process by which products are produced, transported, and sold, including the importance of the trucking industry.	Products produced abroad and sold domestically may include: Cars Crude oil Computers Products produced domestically in Arkansas and sold abroad include: Transportation products like airplane parts Minerals such as bauxite, bromine, and gypsum Wood pulp, paper, rice
2	G.1	Students will understand the purpose of geographic tools (e.g., maps, globes, charts, graphs) to understand, analyze, and explain human interaction with each other and with the environment. This includes the spatial characteristics and patterns of human settlement and connections between global regions.
2	G.1.2.1	Interpret information on a map of local places using map keys, symbols, intermediate directions, scale, and a compass rose.
2	G.1.2.2	Describe the physical and human characteristics of a place using geographic tools such as maps, globes, and charts.
2	G.1.2.3	Create and label state and national maps using titles, symbols, legends, and a compass rose.
2	G.1.2.4	Discuss the impact human choices have on the environment.
2	G.1.2.5	Describe ways people of different cultures shape and change the dynamics of a place or region.
2	G.1.2.6	Explain the influence of weather, climate, and physical characteristics on people’s daily lives in a place or region.
2	G.1.2.7	Examine how natural resources such as timber, minerals, oil, coal, and natural gas influence human settlement.
2	G.1.2.8	Compare and contrast reasons and methods that people, goods, and ideas move from place to place.
2	G.1.2.9	Identify various cultural groups that have come to Arkansas and where they settled.
2	G.1.2.10	Examine how the products that are consumed and the traditions that are celebrated connect people to different parts of the world (e.g., raw materials, art, food, culture).
2	G.1.2.11	Investigate ways natural and human-made disasters affect people locally, nationally, and globally.
2	H.1	Students will understand chronology, patterns of continuity, and change over time. This includes the contextualization of historical events and ways people gather, view, construct, and interpret historical evidence.
2	H.1.2.1	Create historical narratives about a sequence of changes in a community or region over time using primary source documents such as letters, stories, interviews with elders, photographs, maps, and artifacts.	Events may include: Founding of the town Development of schools or businesses Election of local and county leaders
2	H.1.2.2	Create timelines to understand the development of a community or region including its founding and growth.
2	H.1.2.3	Compare life in a community past and present using maps, photographs, news stories, artifacts, or interviews (e.g., transportation, communication, recreation, jobs, housing).
2	H.1.2.4	Investigate ways individuals, groups, and events have shaped a community.
2	H.1.2.5	Explain state and national historical symbols and landmarks and the people and events associated with them.
2	H.1.2.6	Compare and contrast different accounts of the same historical event.
2	H.1.2.7	Sort or categorize information from different sources to answer a question about a significant historical event or person from Arkansas or the United States.
2	H.1.2.8	Identify and compare characteristics and examples of primary and secondary sources (e.g., raw information and first-hand accounts such as interviews, records of events, maps, and artwork versus interpretations and second-hand information like newspaper articles, stories, and book reviews).
3	C.1	Students will understand the impact of origins, structures, and functions of institutions and laws on society and citizens. This includes personal civic rights, roles, responsibilities, and processes by which laws are made and amended.
3	C.1.3.1	Discuss the origins of the United States’ founding documents: Declaration of Independence U.S. Constitution Preamble* Bill of Rights
3	C.1.3.2	Identify powers of government officials in the three branches of government: Legislative branch makes laws Executive branch enforces laws Judicial branch interprets laws
3	C.1.3.3	Explain the functions and structure of state government.
3	C.1.3.4	Investigate origins of state and national symbols, patriotic songs, and mottos: American flag Flag etiquette Star Spangled Banner Recitation of Pledge of Allegiance Arkansas Motto: Regnat Populus*
3	C.1.3.5	Compare rights and responsibilities of citizens in different places.
3	C.1.3.6	Use deliberative processes, including listening, discussing, consensus building, and voting, when making decisions and acting upon civic problems.
3	C.1.3.7	Describe the processes for creating rules and laws at the local level (e.g., zoning, ordinances).
3	C.1.3.8	Identify ways people influence rules and laws to improve communities.
3	C.1.3.9	Identify ways local and state communities work together in response to problems.
3	E.1	Students will understand the impact of economic decision-making. This includes the exchange of goods and services; role of producers, consumers, and government in the marketplace; and growth, stability, and interdependence within a global economy.
3	E.1.3.1	Discuss how scarcity and opportunity cost influence decision-making.
3	E.1.3.2	Evaluate problems, alternatives, and trade-offs involved in making a decision such as the cost-benefit decision tree.
3	E.1.3.3	Explain the relationship between knowledge, skills, education, and experience (i.e., human capital) with productivity.
3	E.1.3.4	Identify ways entrepreneurs and businesses organize human, natural, and capital resources to produce goods and services.
3	E.1.3.5	Analyze economic factors in a market including supply, demand, competition, and incentives.
3	E.1.3.6	Explain purposes and functions of money in the United States.
3	E.1.3.7	Explain purposes (e.g., safeguard assets, offer loans) and functions (e.g., storing money, transferring money, lending money) of banks.
3	E.1.3.8	Explain the difference between public and private goods and services (e.g., food, clothing, cars).
3	E.1.3.9	Identify factors that affect our economy: Unemployment Inflation Printing of money Availability of skilled workers
3	E.1.3.10	Construct explanations that demonstrate the relationships among imports, exports, and global interdependence (e.g., oil, energy, lumber, crops, technology).
3	E.1.3.11	Describe the effects of trade on people in various places such as: Increases in economic growth Competition Experience producing for foreign markets Decreases in certain job markets Depletion of natural resources Outsourcing
3	G.1	Students will understand the purpose of geographic tools (e.g., maps, globes, charts, graphs) to understand, analyze, and explain human interaction with each other and with the environment. This includes the spatial characteristics and patterns of human settlement and connections between global regions.
3	G.1.3.1	Describe the spatial organization of local and global places based upon the relative location, distance, direction, legend, compass rose, and scale on a map.
3	G.1.3.2	Use thematic maps to show the interactions that shape the physical and human characteristics of local and global places.
3	G.1.3.3	Create maps to illustrate the physical and human characteristics of a place or region, including titles, symbols, legends, a compass rose, and scale.
3	G.1.3.4	Examine environmental problems and ways in which humans address them.
3	G.1.3.5	Investigate the cultural characteristics of various places and regions from around the world.
3	G.1.3.6	Investigate the influence of physical characteristics upon people’s choices in Arkansas and the United States (i.e., where people live and work).
3	G.1.3.7	Analyze how natural resources such as metals, sand, stone, soil, freshwater, and wildlife influence human settlement patterns in various geographic regions (e.g., Rocky Mountains, Coastal Plains, Southwest).
3	G.1.3.8	Explain effects of the movement and distribution of people, goods, and ideas on communities using geographic sources such as maps, satellite images, and geospatial technologies.
3	G.1.3.9	Describe various cultural groups and reasons why they settled in Arkansas or the United States (i.e., push-and-pull factors).
3	G.1.3.10	Trace global connections of raw materials that are used to produce familiar products which may include: Diamonds: drilling, polishing Quartz: glass-making, sandpaper Bauxite: aluminum metal Bromine: pesticides, water treatment
3	G.1.3.11	Describe ways natural and human-made disasters in one place affect people living in other places (e.g., war and natural disasters affecting food supply).
3	H.1	Students will understand chronology, patterns of continuity, and change over time. This includes the contextualization of historical events and ways people gather, view, construct, and interpret historical evidence.
3	H.1.3.1	Create historical narratives using chronological sequences of events across Arkansas and/or the world.	Events may include: Formation of the thirteen colonies* Founding of the United States in 1776 Arkansas statehood Louisiana Purchase* Civil War Emancipation Proclamation* Gettysburg Address* Invention of the lightbulb Human mastery of flight Declaration of Human Rights Formation of the United Nations Discovery of DNA
3	H.1.3.2	Explain the historical significance of people and events using timelines.	People and events may include: Historical Arkansans: Colonel Faulkner, Hattie Caraway*, Bill Clinton* Historical Americans: George Washington*, Thomas Jefferson, Harriet Tubman, Dr. Martin Luther King, Jr. Historical events: the Boston Tea Party*, American Revolution*, Civil War*, Reconstruction*
3	H.1.3.3	Compare life from a specific historical time period to life today noting changes over time (e.g., transportation, jobs, urban growth, population density, natural resources, communication).
3	H.1.3.4	Analyze individuals, groups, and events to understand why their contributions are important to the heritage of the United States and Arkansas: Indigenous peoples such as the Caddo*, Quapaw*, Osage*, and Cherokee* Harriet Tubman* Clara Barton Rosa Parks* Eleanor Roosevelt* Dr. Martin Luther King, Jr.*
3	H.1.3.5	Investigate relationships of state and national symbols, holidays, and historic places to historical events: Liberty Bell Fourth of July Daisy Bates Day Little Rock Nine Little Rock Central High School
3	H.1.3.6	Identify and explain multiple perspectives in historical narratives.
3	H.1.3.7	Justify answers to questions about a significant historical event or person from Arkansas or the United States using evidence from both primary and secondary sources.
3	H.1.3.8	Discuss the intended audience and purpose of primary and secondary sources.
4	C.1	Students will understand the impact of origins, structures, and functions of institutions and laws on society and citizens. This includes personal civic rights, roles, responsibilities, and processes by which laws are made and amended.
4	C.1.4.1	Explain the rights and responsibilities citizens have according to the Declaration of Independence, U.S. Constitution, and Bill of Rights: Freedoms (religion, speech, press, peaceable assembly) Rights (personal protection, fair trial by jury, voting, fair and equal treatment under the law) Responsibility to respect the rights and property of others
4	C.1.4.2	Explain the responsibilities government officials have to follow the law, to protect the rights of citizens, and to have integrity in different branches of government at various levels (i.e., local, state, federal).
4	C.1.4.3	Compare state and federal governments' origins, functions, and structures.
4	C.1.4.4	Analyze the role state and national symbols, patriotic songs, and mottos play in fostering citizenship: American and Arkansas flags Flag etiquette Star Spangled Banner Recitation of Pledge of Allegiance Statue of Liberty Arkansas motto and state seal
4	C.1.4.5	Evaluate changes in citizens’ rights and responsibilities over time.
4	C.1.4.6	Evaluate decision-making processes used for acting upon civic problems.
4	C.1.4.7	Compare the processes for creating rules and laws at the local and state levels: City ordinance v. state law City council v. state legislators
4	C.1.4.8	Examine the relationship between people and rules/laws.
4	C.1.4.9	Analyze group actions and responses to local, state, national, and/or global problems.
4	E.1	Students will understand the impact of economic decision-making. This includes the exchange of goods and services; role of producers, consumers, and government in the marketplace; and growth, stability, and interdependence within a global economy.
4	E.1.4.1	Analyze the effects of scarcity and opportunity cost during the decision-making process.
4	E.1.4.2	Apply an economic decision-making model when making decisions such as PACED decision-making.
4	E.1.4.3	Analyze how knowledge, skills, education, and experience (i.e., human capital) can impact productivity, career advancement, and potential income.
4	E.1.4.4	Explain ways entrepreneurs and businesses organize human, natural, and capital resources to produce goods and services such as Walmart, J.B. Hunt, Tyson Foods, and Dillard’s.
4	E.1.4.5	Explain the effects of supply and demand on prices.
4	E.1.4.6	Compare methods of exchange in the United States and around the world (e.g., money, currency, bartering, metals, markets).
4	E.1.4.7	Describe the types of financial institutions and their roles in an economy (e.g., banks, Federal Reserve, credit unions, investment firms).
4	E.1.4.8	Examine ways governments pay for the goods and services they provide through taxation and fees.
4	E.1.4.9	Explain the meaning of inflation, deflation, and unemployment.
4	E.1.4.10	Explain how trading commodities (e.g., soybeans, rice, cotton) has led to economic interdependence between Arkansas, other states, and other countries (e.g., Canada, Mexico, Saudi Arabia).
4	E.1.4.11	Explain effects of increasing economic interdependence on different groups within a nation, which may include Arkansas’s agricultural industry and its impact on natural resources, increased competition, and the shift in labor force.
4	G.1	Students will understand the purpose of geographic tools (e.g., maps, globes, charts, graphs) to understand, analyze, and explain human interaction with each other and with the environment. This includes the spatial characteristics and patterns of human settlement and connections between global regions.
4	G.1.4.1	Compare relative and absolute location (e.g., latitude and longitude) of local and global places on a map.
4	G.1.4.2	Compare and contrast the interactions that shape the physical and human characteristics of global places using thematic maps (e.g., climate, political, physical).
4	G.1.4.3	Create maps to compare the physical and human characteristics of different places or regions, including titles, symbols, legends, a compass rose, and scale.
4	G.1.4.4	Analyze effects of human impact on the environment over time including deforestation/reforestation, flood control, pollution, and urbanization.
4	G.1.4.5	Compare the cultural characteristics of various places and regions from around the world.
4	G.1.4.6	Analyze ways physical characteristics affect population distribution in Arkansas, the United States, and the world.
4	G.1.4.7	Compare how natural resources such as metals, sand, stone, soil, freshwater, and wildlife influence human settlement patterns in various geographic regions (e.g., Rocky Mountains, Coastal Plains, Southwest).
4	G.1.4.8	Determine effects of movement and distribution of people, goods, and ideas on various places using geographic sources such as maps, satellite images, and geospatial technologies.
4	G.1.4.9	Compare push-and-pull factors that influence immigration to and migration within the United States, which may include: Natural resources Employment opportunities Political freedom Economic freedom Religious freedom
4	G.1.4.10	Describe global connections created through increased trade, transportation, communication, and technology (e.g., tourism; social media; cities and hubs that are central to social, economic, and political decisions; introduction of plant and insect species).
4	G.1.4.11	Analyze ways communities cooperate in providing relief efforts during and after natural and human-made disasters.
4	H.1	Students will understand chronology, patterns of continuity, and change over time. This includes the contextualization of historical events and ways people gather, view, construct, and interpret historical evidence.
4	H.1.4.1	Create historical narratives using chronological sequences of related events in Arkansas and/or the world: Trail of Tears* and the Indian Removal Act* Arkansas Suffrage Movement and the 19th Amendment Civil Rights Movement* Brown vs. the Board of Education* and Little Rock Nine*
4	H.1.4.2	Interpret timelines to show relationships among people, events, and movements in Arkansas and/or the world between 1850-1880: In U.S. history, national expansion and reform, pioneer life*, slavery* In Arkansas history, The Arkansas Traveler
4	H.1.4.3	Compare life from a specific historical time period to life today to explain changes over time (e.g., economic growth, urbanization, resources, population density, environmental issues).
4	H.1.4.4	Analyze the impact of individuals and events on the past, present, and future: Thomas Jefferson* Alexander Hamilton* Thomas Paine* James and Dolley Madison* Abraham Lincoln* Role of women such as Mary Jackson, Katherine Johnson, and Dorothy Vaughan in STEM careers
4	H.1.4.5	Reference historic places and national parks to guide inquiry about history: Toltec Mounds Hot Springs National Park Ouachita National Forest
4	H.1.4.6	Describe how perspectives of different individuals and groups shaped the historical sources they created.
4	H.1.4.7	Identify reasons individuals and groups developed differing perspectives during the same historical period.
4	H.1.4.8	Develop original claims to answer questions about a significant historical event or person from Arkansas or the United States using evidence from both primary and secondary sources.
4	H.1.4.9	Identify and discuss the benefits and challenges of using a variety of primary and secondary sources in historical inquiry (e.g., first-hand information and multiple perspectives versus author bias, incomplete information, and inaccurate interpretation).
5	G.2	Students will understand the purpose of geographic tools (e.g., maps, globes, charts, graphs) to interpret spatial information. This includes the spatial organization of people, cultures, places, and environments within various regions, and geographic skills to interpret the past, the present, and plan for the future.
5	G.2.5.1	Demonstrate proper etiquette for interacting with the Arkansas and American flags and evaluate the significance of a flag in symbolizing nationalities and boundaries around the world.
5	G.2.5.2	Critique the characteristics and functions of various maps, graphs, and other geographic tools to understand spatial information about different states, places, and regions (e.g., traditional maps, diagrams, aerial photographs, remotely sensed images, geographic visualization, global positioning systems, geographic information systems).
5	G.2.5.3	Collect geographic data to explain a pattern or phenomena or to ask or answer a geographic question (e.g., surveys, population density, physical boundaries)	Examples of data may include mapping out where litter is found in and around a school campus or neighborhood, locating crime hotspots in a major city, identifying the location of rare natural resources of a major continent, or locating major food or water shortages around the globe. When the data is collected, students may make inferences, analyze patterns, or construct an argument related to the data.
5	G.2.5.4	Research how environmental characteristics have impacted the culture of states, places, and regions over time. This may include seafaring/trading in coastal communities, farming cultures in river valleys, and nomadic cultures in arid climates.	Arkansas examples may include the history of agriculture throughout the state due to fertile soil and abundant water, the building of tornado shelters and safe houses throughout the state due to tornadic weather, and the construction of levees along rivers throughout the state to prevent flooding.
5	G.2.5.5	Construct visual and written explanations of the spatial organization and spatial patterns of people, places, and environments. This may include maps, charts, and graphs.	Examples might include using an “Earth at night” map to study population density or identifying virgin forest areas to determine what percentage of land remains untouched by humans.
5	G.2.5.6	Compare and contrast the combinations of physical and human characteristics that make places and regions similar and different.	Examples in Arkansas might include comparing the physical features, history of settlement, and economies of Arkansas's six natural regions. Other examples include comparing access to clean water, topography, availability of natural resources, differences in culture, and differences in population trends (e.g., Europe's declining population versus Sub-Saharan Africa's increasing population).
5	G.2.5.7	Analyze perceptions people have of places and regions around the world, including Arkansas, based on direct experiences (e.g., place of residence, travel) and indirect experiences (e.g., media, books, family, friends), supporting or challenging those perceptions using evidence.
5	G.2.5.8	Examine physical and cultural changes regionally over time using primary and secondary sources (e.g., maps, charts, satellite imagery, GIS technologies, beliefs, legends, journals).	Example Arkansas-related topics may include the change in course of some Arkansas rivers due to the New Madrid earthquakes of 1811-1812 or the influx of European immigration to Arkansas on its cultural heritage. International topics may include deforestation in rainforest regions, European border changes due to world conflicts and treaties, and the spread of Bantu-related languages in Africa due to the Bantu migration.
5	G.2.5.9	Explain the influence of geography on current events and issues and future planning using maps, charts, and available geospatial technologies.	Geographic data can reveal certain trends in a community or region. For example, students may research the number of new schools constructed in a region to show the change in population or examine the location of key natural resources in other regions to determine the kind of jobs available.
5	G.3	Students will understand the characteristics of different physical and cultural regions and how they change over time (through demographic changes, migration, settlement, and conflict). This includes the impact physical geography has on human systems, including politics, culture, economics, and use of resources and how a region or culture interacts with itself, the environment, and other regions and cultures.
5	G.3.5.1	Interpret demographic data (e.g., population pyramids) to explain variations of populations in different states, places, and regions.	Key characteristics of a region and the changes they have endured (or will endure) over time can be understood through demographic tools like the population pyramid or census data statistics.
5	G.3.5.2	Investigate and draw conclusions about the causes for migration in and out of a region (i.e., push-and-pull factors) and the impact migration has on a region.	Arkansas examples might include settlement of Arkansas by early American settlers and Indigenous migration out of Arkansas due to the Indian Removal Act and other federal Indian policies. International examples include the migrations of Jewish people to the Palestinian region before and after the Holocaust and the impact on the State of Israel.
5	G.3.5.3	Identify how natural disasters and other environmental changes have influenced the responses, laws, and/or decisions of political leaders in a region.	Arkansas examples may include tornadic events, flooding, and earthquakes and the response by state and local leaders toward these disasters (declarations of emergency, National Weather Service warnings, and construction of school and community tornado shelters). Other examples may include hurricane-prone areas, floodplains, and desert regions (e.g., Lake Mead in Nevada).
5	G.3.5.4	Research the characteristics of various world regions and cultures: Cultural characteristics (e.g., religious beliefs, celebrations, traditions, language, child-rearing, clothing, food, beliefs, behaviors) Physical characteristics (e.g., mountains, rivers, deserts, plains, bodies of water)	World regions can be organized physically (usually by continent) and culturally. Example cultural regions include North America, Central America/Caribbean, South America, Europe, Russia and Central Asia, Sub-Saharan Africa, Southwest Asia and North Africa (the Middle East), South Asia, East and Southeast Asia, and Australia and Oceania.
5	G.3.5.5	Describe the different types of economic activities supported by natural resources within a region.	Different regions of Arkansas with their natural resources may include: Arkansas River Valley (e.g., agriculture, coal, natural gas, water) Crowley’s Ridge (e.g., agriculture) Mississippi Alluvial Plain (Delta) (e.g., agriculture, waterfowl, fish) Ouachita Mountains (e.g., thermal springs, timber, quartz) Ozark Mountains (e.g., minerals, natural gas) West Gulf Coastal Plain (Timberlands) (e.g., bromine, diamonds, timber, bauxite, oil, wild game)
5	G.3.5.6	Compare advantages and disadvantages of one location over another for access to factors of production (e.g., human resources, natural resources, capital resources, entrepreneurship).	Arkansas examples may include comparing the six different natural regions, their economies, and natural resources available. International examples may include mapping out the distribution of oil around the world or areas of water scarcity to determine the advantages one region has over another.
5	G.3.5.7	Analyze the social and economic impacts of transportation and communication networks in various regions, including state, regional, and global.	Arkansas examples may include the state and Interstate highway system, the McClellan-Kerr Arkansas River Navigation System, and Internet/broadband access throughout the state and the effects on the state economy. International examples may include examining the impact of the Panama and Suez Canals on world trade, Internet access of underdeveloped communities through the use of smartphones, or the impact of American fast-food industries (e.g. McDonalds) in all regions of the world.
5	G.3.5.8	Examine physical and human characteristics that influence the division and control of the Earth’s surface: Resources Land use Ethnicity National identities Natural land barriers (e.g., mountains, rivers, valleys) Military Politics	In Arkansas, examples may include the division between Little Rock and North Little Rock by the Arkansas River, and the division between Arkansas and Oklahoma by federal law and statute.
5	G.3.5.9	Explain levels of cooperation among people in various places and regions who solve human and environmental issues.	This may include ocean clean-up efforts, nuclear disarmaments, and international aid during famines and natural disasters.
5	G.3.5.10	Analyze conflicting territorial claims, including water sources or access, mineral rights, and natural resources.	International examples may include the Kashmir region, disputed by India and Pakistan; portions of the South China Sea classified as international waters but claimed by China and other nations; and land disputes between the State of Israel and Palestinian Arabs.
5	G.4	Students will understand the impact humans have on the environment. This includes the distribution, management, and consumption of resources.
5	G.4.5.1	Examine ways people and cultures depend on, adapt to, and interact with the physical environment over time (e.g., technology, habitation, transportation, agriculture, communication).	Arkansas examples may include the draining of swamps in east Arkansas for agriculture and the management of forests in South Arkansas for lumber. International examples may include nomadic tribes in Mongolia who use eagles to hunt for food, the use of seal blubber by Inuit communities, and the use of camels for transportation in the Saharan desert region.
5	G.4.5.2	Analyze positive and negative consequences of human changes on the physical environment and its effects on other places or regions. This may include forest and land management, mining, flood control, and agriculture.
5	G.4.5.3	Research and evaluate the impact globalization has on states, nations, and regions, including free trade, outsourcing, multinational corporations, and international supply chains.	Examples may include T-shirt production (cotton grown in the U.S., spun and woven in Vietnam, patterned/colored in China, and returned to U.S. for sale.); electric car manufacturing (mining of cobalt in Africa, battery production in China, vehicle assembly and sale in United States); and software building (American-based software companies selling their software for use overseas).
5	G.4.5.4	Evaluate the impact that resource scarcity has on a region. This may include lack of clean drinking water, land scarcity, labor shortage, and supply chain shortages.	Arkansas examples may include the impact of decreased water table levels on agriculture and the impact of urban sprawl on traffic in central Arkansas.
5	G.4.5.5	Critique various sustainability practices humans use to preserve resources and minimize environmental impact. This may include forest management (e.g., controlled burns), flood control (e.g., river levees, artificial lakes), use of alternative forms of energy (e.g., wind, solar, nuclear), modern agricultural techniques (e.g., organic farming, hydroponics, no-till farming).
5	G.4.5.6	Evaluate the sustainability of resources achieved through civic actions.	Teachers may use this standard to explain the advancements in technology that have allowed nations to improve the life of its citizens with fewer resources. Examples may include the use of modified crops to increase food production, the use of dams and levees to capture a reliable water supply, and the participation of citizens in keeping their communities and streets clean.

Related Files

• Arkansas English Language Proficiency (ELP) Standards (Updated 2024)