Strand 1: American History A study of American History is integral for students to analyze our national experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States. Concept 2: Early Civilizations Pre 1500 The geographic political, economic and cultural characteristics of civilizations significantly influenced the development of later civilizations. Grade 4 5 Grade 6 Grade 7 Grade 8 Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: (Note: Prehistoric tribes in Arizona were introduced in Grade 1) 1 Describe the legacy and cultures of prehistoric people in the Americas: a. characteristics of hunter-gatherer societies b. development of agriculture 1 No performance objectives at this grade. 1 Describe the characteristics of hunting and gathering societies in the Americas. No performance objectives at this grade. No performance objectives at this grade. 2 Describe the cultures and contributions of the Mogollon, Ancestral Puebloans (Anasazi), and Hohokam (e.g., location, agriculture, housing, arts, trade networks; adaptation and alteration of the environment). 2 Describe how farming methods and domestication of animals led to the development of cultures and civilizations from hunting and gathering societies. 3 3
Strand 1: American History A study of American History is integral for students to analyze our national experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States. Concept 2: Civilizations Pre 1500 continued The geographic political, economic and cultural characteristics of early civilizations significantly influenced the development of later civilizations. Grade 4 Grade 5 6 Grade 7 Grade 8 Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: 4 Identify the civilizations (e.g., Maya, Aztec, Inca/Inka) that developed into empires in Central and South America. 4 Describe the Adena, Hopewell, and Mississippian cultures: a. location, agriculture, housing, arts, and trade networks b. how these cultures adapted to and altered their environment 5 Recognize the achievements and features (e.g., mathematics, astronomy, architecture) of the Mayan, Aztec, and Incan/Inkan civilizations. 5 Describe the Mayan, Aztec, and Incan/Inkan civilizations: a. location, agriculture, housing, and trade networks b. achievements (e.g., mathematics, astronomy, architecture, government, social structure, arts and crafts) c how these cultures adapted to and altered their environment building
Describe the impact of Spanish colonization on the Southwest: a. establishment of missions and presidios b. lifestyle changes of native people c. contributions of Father Kino Explain the reasons for the explorations of Samuel Champlain, Hudson, John Cabot, Ponce de Leon, and Hernan de Soto in the New World. Trial
Strand 1: American History A study of American History is integral for students to analyze our national experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States. Concept 3: Exploration and Colonization 1500s - 1700s continued The varied causes and effects of exploration, settlement, and colonization shaped regional and national development of the U.S. Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: 3 Describe the location and cultural characteristics of Native American tribes (e.g., O’odham, Apache, Hopi, Navajo) during the Spanish period. 3 Explain the reasons (e.g., religious freedom, desire for land, economic opportunity, a new life) for colonization of America. Connect with: Strand 2 Concept 5 Strand 5 Concept 1 4 Describe the contributions of geographic and economic conditions, religion, and colonial systems of government to the development of American democratic practices. Connect with: Strand 5 Concept 1
2 Describe the significance of the following events in the Revolutionary War: a. Declaration of Independence b. the battles of Lexington and Concord, Saratoga aid from France. 2 Describe the significance of key events of the Revolutionary War: a. major battles (e.g., Lexington, Saratoga, Trenton) b. aid from France c. surrender at Yorktown
Strand 1: American History A study of American History is integral for students to analyze our national experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in Arizona and American history. Students will be able to apply the lessons of American History to their lives as citizens of the United States. Concept 5: Westward Expansion continued Westward expansion, influenced by political, cultural, and economic factors, led to the growth and development of the U.S. Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: 2 Describe the influence of American explorers and trappers (e.g., James O. Pattie, Kit Carson, Bill Williams) on the development of the Southwest. 2 Describe the different perspectives (e.g., Native Americans, settlers, Spanish, the U.S. government, prospectors) of Manifest Destiny. Connect with: Strand 4 Concept 4, 6 3 Describe events that led to Arizona becoming a possession of the United States: a Mexican – American War b. Mexican Cession (Treaty of Guadalupe- Hidalgo) c. Gadsden Purchase 3 Identify major westward migration routes of the 19th Century. Connect with: Strand 4 Concept 4, 6
McFarland, Barry Goldwater, César Chavez, John McCain) in Arizona. to affect, the United States. affected, and continue to affect the United States. 4 Discuss the contributions of diverse populations to Arizona. 4 Describe events (e.g., Star Wars, Iran-Contra Affair) of the presidency of Ronald Reagan.
Strand 2: World History A study of World History is integral for students to analyze the human experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in American and world history. Students should be able to apply the lessons of World History to their lives as citizens of the United States and members of the world community. Concept 3: in Transition People of different regions developed unique civilizations and cultural identities characterized by increased interaction, societal complexity and competition. Grade 4 Grade 5 6 Grade 7 Grade 8 Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: (Note: The Middle Ages are introduced to establish reasons for Spanish and Portuguese exploration. As soldiers returned from the Crusades, European countries began to trade with the Indies. Spain and Portugal sought trade routes they could control, leading to their exploration of the New World.) (Note: The Middle Ages were introduced in Grade 4.) 1 Discuss life in Europe as it existed at the time of the Aztec and Incan/Inkan empires in the Americas: a. life in castles b. knights traveling to new places No performance objectives at this 1 Describe aspects (e.g., geographic origins, founders and their teachings, traditions, customs, beliefs) of Hinduism, Buddhism, Judaism, Christianity, and Islam. Connect with: No performance objectives at this grade. No performance objectives at this grade.
Strand 2: World History A study of World History is integral for students to analyze the human experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in American and world history. Students should be able to apply the lessons of World History to their lives as citizens of the United States and members of the world community. Concept 8: World at War Global events, economic issues and political ideologies ignited tensions leading to worldwide military conflagrations and diplomatic confrontations in a context of development and change. Grade 4 5 Grade 6 Grade 7 Grade 8 Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: (Note: WWI was taught in 7.) No performance objectives at this No performance objectives at this grade. No performance objectives at this grade. 1 Explain how the following world movements led to World War I: a. militarism b. imperialism c. nationalism d. formation of alliances 1 Review the rise of totalitarianism in Europe following War I. 2 Summarize the outcomes of World War I: a. Treaty of Versailles (e.g., restrictions on Germany, end of the Ottoman Empire, redrawing of European boundaries) b. economic issues (e.g., national debt, spread of socialism) 2 Analyze the major causes of World War II: a. aggressive search for resources by Japan b. political ideologies of Fascism and Nazism c. resentment toward the Treaty of Versailles
Strand 2: History A study of World History is integral for students to analyze the human experience through time, to recognize the relationships of events and people, and to interpret significant patterns, themes, ideas, beliefs, and turning points in American and world history. Students should be able to apply the lessons of World History to their lives as citizens of the United States and members of the world community. Concept 9: Contemporary World The nationals of the contemporary world are shaped by their cultural and political past. Current events, developments and issues continue to shape the global community. Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: 1 Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). S1C10PO1 1 Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). 1 Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). 1 Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). 1 Describe current events using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). 2 Use various resources (e.g., newspapers, magazines, television, Internet, maps) to discuss the connections between current events and historical events and issues from content studied in Strand 2. 2 Identify the connection between current and historical events and issues using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps.) 2 Identify the connection between current and historical events and issues identified in Concept 8 above using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps). 2 Identify the connection between current and historical events and issues identified in Concept 8 above using information from class discussions and various resources (e.g., newspapers, magazines, television, Internet, books, maps).
Strand 3: Civics/Government The goal of the civic strand is to develop the requisite knowledge and skills for informed, responsible participation in public life; to ensure, through instruction, that students understand the essentials, source and history of the constitutions of the United States and Arizona, American institutions and ideals (ARS 15-710). Students will understand the foundations, principles, and institutional practices of the United States as a representative democracy and constitutional republic. They will understand the importance of each person as an individual with human and civil rights and our shared heritage in the United States. Students will understand politics, government, and the responsibilities of good citizenship. Citizenship skills include the capacity to influence policies and decisions by clearly communicating interests and the ability to build coalitions through negotiation, compromise, and consensus. In addition, students will learn that the United States influences and is influenced by global interaction. Concept 1: Foundations of Government The United States democracy is based on principles and ideals that are embodied by symbols, people and documents. Grade 4 5 Grade 6 Grade 7 Grade 8 Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: 1 Describe state and national symbols and monuments that represent American democracy and values: a. Great Seal of the United States b. Arizona symbols (i.e., seal, flag, flower, tree, bird, animal). c. war memorials (e.g., Harbor – Arizona Memorial, WW II, Korean, and Vietnam Memorials) 1 Identify democratic principles and ideals associated with the following documents: a. Mayflower Compact b. Declaration of Independence c. Articles of Confederation d. United States Constitution e. Bill of Rights Connect with: Strand 1 Concept 3 1 Discuss the important ideas of the Enlightenment Period (e.g., Natural Rights, separation of powers, religious freedom) that fostered the creation of the United Stated government. Connect with: Strand 2 Concept 4, 5 1 Analyze the significance of the principles and ideals of the following documents: a. Bill of Rights (as related to specific time periods) b. Emancipation Proclamation 1 Describe how the following philosophies and documents influenced the creation of the Constitution: a. Magna Carta b. English Bill of Rights c. Montesquieu’s separation of d. John Locke’s theories – natural law, social contract e. Mayflower Compact f. Declaration of Independence g. Articles of Confederation
4 Explain the obligations and responsibilities of citizenship: a. upholding the Constitution b. obeying the law c. paying taxes d. registering for selective service e. jury duty 4 Explain the obligations and responsibilities of citizenship: a. upholding the Constitution b. obeying the law c. paying taxes d. registering for selective service e. jury duty 5 Describe the impact of Constitutional Amendments and laws (i.e., Thirteenth, Fourteenth, Fifteenth, Eighteenth, Nineteenth, and Twenty-first Amendments, Jim Crow Laws, Black Codes, Dawes Act) that came about during the historical time periods studied. 5 Describe the impact that the following had on rights for individuals and groups: a. Jim Crow Laws – literacy test, poll Grandfather Clause b. Rights Movement (i.e., Martin Luther King, Jr., Rosa Parks) c. desegregation – military, schools, transportation, sports d. United Farm Workers (i.e., César Chavez) e. National Organization for Women (NOW) – Equal Rights Amendment (ERA)
2 Interpret political and physical maps using the following elements: a. title b. compass rose – (cardinal and intermediate directions) c. symbols d. legend e. scale f. road map index g. grid (latitude and longitude) 2 Locate features in the (e.g., continents, waterways, mountain ranges, cities) on a map using latitude and longitude. 2 Identify purposes of, and differences among, maps, globes, aerial photographs, charts and satellite images. 2 Identify purposes of, and differences among, maps, globes, aerial photographs, charts and satellite images. 2 Identify purposes of, and differences among, maps, globes, aerial photographs, charts and satellite images. 3 Construct maps using symbols to represent human and physical features. 3 Identify the location of significant geographic features from content studied on a physical or political map. 3 Interpret maps, charts, and geographic databases geographic information. 3 Interpret maps, charts, and geographic databases geographic information. 3 Interpret maps, charts, and geographic databases using geographic information. 4 Construct charts and graphs to display geographic information. 4 Locate physical and human features (e.g., gulf, delta, isthmus, strait, bay, canyon, swamp, peninsula, province, cape, tree line) in the United States and world on an appropriate type of map. 4 Locate physical and human features (e.g., significant waterways, mountain ranges, cities, countries) in the United States and in regions of the world on a map. Connect with: Strand 2 Concept 2 4 Locate physical and cultural features (e.g., continents, cities, countries, significant waterways, mountain ranges, climate zones, major water bodies, landforms) throughout the world. 4 Locate physical and cultural features (e.g., continents, cities, countries, significant waterways, mountain ranges, climate zones, major water bodies, landforms) throughout the world. Strand 4: Geography
The goal of the geography strand is to provide an understanding of the human and physical characteristics of the Earth’s places and regions and how people of different cultural backgrounds interact with their environment. Geographic reasoning is a way of studying human and natural features within a spatial perspective. Through the study of geography, students will be able to understand local, national, regional, and global issues. Students will interpret the arrangement and interactions of human and physical systems on the surface of the Earth. As these patterns have changed over time and are important to governments and economies, geographic reasoning will enhance students’ understanding of history civics, and economics. Concept 1: The in Spatial Terms continued The spatial perspective and associated geographic tools are used to organize and interpret information about people, places and environments. Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: 5 Describe characteristics of human and physical features: a. physical (i.e., lake, mountain, range, coast, sea, desert, gulf, bay, strait, plain, valley, volcanoes, isthmus, canyon, plateau, mesa, oasis, dunes) b. (i.e., equator, four hemispheres, city, state, country, harbor, dams, territory, county) 5 Identify each on a U.S. map 5 Interpret thematic maps, graphs, charts, and databases depicting various aspects of regions. (Apply to regions studied). 5 Interpret thematic maps, graphs, charts, and databases depicting various aspects of the United States and world regions. (Apply to regions studied.) 5 Interpret thematic maps, graphs, charts, and databases depicting various aspects of the United States and world regions. (Apply to regions studied.) 6 Locate physical and human features using maps, illustrations, images, or globes: 6 Construct maps, charts, and graphs to display geographic information.
Strand 4: Geography The goal of the geography strand is to provide an understanding of the human and physical characteristics of the Earth’s places and regions and how people of different cultural backgrounds interact with their environment. Geographic reasoning is a way of studying human and natural features within a spatial perspective. Through the study of geography, students will be able to understand local, national, regional, and global issues. Students will interpret the arrangement and interactions of human and physical systems on the surface of the Earth. As these patterns have changed over time and are important to governments and economies, geographic reasoning will enhance students’ understanding of history civics, and economics. Concept 4: Human Systems Human cultures, their nature, and distribution affect societies and the Earth. Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 1 Describe the factors (push and pull) that have contributed to the settlement, economic development (e.g., mining, ranching, agriculture, and tourism), and growth of major Arizona cities. 1 Explain why and how boundaries change (e.g., Westward Expansion, Civil War, Mexican – American War). Connect with: Strand 1 Concept 5, 6 1 Interpret the demographic structure of places and regions a population pyramid. 1 Discuss the implications of the demographic structure of places and regions. 1 Identify the push and pull factors (e.g., economic conditions, human rights conditions, famines, political strife/wars, natural disasters, changes in technology) that drive human migrations. 2 Describe how Mexico and Arizona are connected by the movement of people, goods, and ideas. 2 Explain the effects (e.g., economic, cultural, environmental, political) of human migration on places. Connect with: Strand 1 Concept 5 Strand 2 Concept 5 Strand 5 Concept 1 2 Describe the environmental, economic, cultural, and political effects of human migrations and cultural diffusion on places and regions. 2 Describe the push and pull factors (e.g., need for raw materials, enslavement, employment opportunities, impact of war, religious freedom, political freedom) that cause human migrations. 2 Describe the effects (e.g., economic environmental, cultural, political) of human migrations on places and regions. 3 Describe how the building of transportation 3 Analyze the causes and effects of settlement patterns. 3 Describe the effects of human migration (e.g., imperialism, 3 Describe the characteristics and locations of various
Strand 4: Geography The goal of the geography strand is to provide an understanding of the human and physical characteristics of the Earth’s places and regions and how people of different cultural backgrounds interact with their environment. Geographic reasoning is a way of studying human and natural features within a spatial perspective. Through the study of geography, students will be able to understand local, national, regional, and global issues. Students will interpret the arrangement and interactions of human and physical systems on the surface of the Earth. As these patterns have changed over time and are important to governments and economies, geographic reasoning will enhance students’ understanding of history civics, and economics. Concept 4: Human Systems continued Human cultures, their nature, and distribution affect societies and the Earth. Grade 4 5 Grade 6 Grade 7 Grade 8 Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: Performance Objectives: 6 Describe elements of culture in areas studied (e.g., Mexico, Central and South America). 6 Describe the distributions and patterns of cultural characteristics (e.g., religions, language, standards of living) over time. 6 Describe the aspects of culture (e.g., literacy, occupations, clothing, property rights) related to beliefs and understandings that influence the economic, social, and political activities of men and women. 7 Describe the factors (e.g., nearness to transportation routes, markets, raw materials, labor force) that influence the location, distribution and interrelationships of economic activities in different places and world regions. 7 Describe how changes in technology, transportation, communication, and resources affect economic development. 8 Explain how cooperation and conflict contribute to
Connect with: Strand 1 Concept 3 Strand 2 Concept 5 Strand 4 Concept 2, 4 2 Identify that specialization improves standards of living (e.g., medical care, home building, agriculture). 2 Describe how specialization (e.g., division of improved standards of living in the three colonial regions and the Pre-Civil War North and South. Connect with: Strand 1 Concept 6 2 Determine how scarcity, opportunity costs, and trade-offs influence 2 Analyze how scarcity, opportunity costs, and trade-offs influence decision-making. 2 Analyze how scarcity, opportunity costs, and trade-offs influence decision-making. 3 Give examples of how voluntary exchanges of goods and services can be mutually beneficial (e.g., ice cream vendor receives money, child receives ice cream; doctor receives monetary benefit, patient receives care). 3 Identify how voluntary exchange both buyers and sellers as in colonial trade in North America. Connect with: Strand 1 Concept 3 Strand 2 Concept 5 3 Explain why specialization improves standards of living. Connect with: Strand 2 Concept 2 3 Identify how governments and businesses make choices based on the availability of resources. 3 Analyze how individuals, governments and businesses make choices on the availability of resources. Strand 5: Economics
Turner, Donald Trump) in the free enterprise system. 6 Identify the role of financial institutions in providing services (e.g., savings accounts, loans). 6 Discuss the function of in providing checking accounts, savings accounts, and loans. 6 Describe how the interaction between buyers and sellers determines market prices. 6 Analyze how investment in physical capital (e.g., factories, medical advancements, new technologies) leads to economic growth. 7 Explain the function of government in providing certain goods and services through taxation. Connect with: Strand 1 Concept 4 7 Explain how this (unequal) distribution of income affects public policy and standards of living. 7 Describe how competition (e.g., Microsoft-Apple, Walmart/Target) affects supply and demand from the vantage point of the consumer and producer. 8 Describe the government’s investment in human capital: a. health b. education c. training of people 8 Describe how market prices provide incentives to buyers and sellers. 9 Describe the government’s investment in physical capital (e.g., NASA, transportation). 9 Describe how protection of private property rights provides incentives to conserve and improve property (e.g., resale market).