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Poyen School |
| Time, Continuity and Change |
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Content Standard 1
The learner will be able to demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships.
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Important Americans
The learner will be able to examine and analyze stories of important Americans and their contributions to our society. 1. Students will compare and contrast, make inferences, and draw conclusions from biographies and stories about important Americans. 2. Students will research and write about the contributions of important Americans. .3. Students will identify important Americans' achievements and explain how past achievements contribute to our daily lives.
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Influences on history
The learner will be able to explain how individuals, events, and ideas influence the history of one's self, family, community, state and nations. 1. Students will identify and describe the past and present contributions of various cultures. 2. Students will explain that cultural traditions and ideas are also transmitted from one person to another.
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sequencing events
The learner will be able to demonstrate the ability to think in terms of sequencing events. 1. Students will interpret data from timelines. 2. Students will explain change and continuity over time.
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History as continuing story
The learner will be able to describe how history is a continuing story of events, people, and places. Students will trace patterns of change and continuity in the history of their community, state, and nation and in the lives of people of various cultures from various periods.
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National Holidays & symbols
The learner will be able to recognize the historical significance of national holidays and symbols. 1. Students will explain the significance of national holidays and symbols. 2. Students will explain the meaning of songs,poems, and stories that express American ideals and the context within which they were created.
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vocabulary: time/chronology
The learner will be able to use vocabulary related to time and chronology. Students will demonstrate an ability to sequence events by placing important events in chronological order.
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Literature & arts for connetions
The learner will be able to use literature and the arts to show how people, places, and events are connected to the past. Students will recognize how folklore and other cultural elements have contributed to our local, state, and national heritage.
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Content Standard 2
The learner will be able to demonstrate an understanding of how ideas, events, and conditions bring about change.
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Record changes
The learner will be able to discuss and record changes in one's self, community, state, and nation. Students will describe how regions change over time and the consequences of these changes e.g. changes in population sizes, ethnic composition, construction of a new shopping center, a regional hospital, or a new manufacturing plant, changes in transportation, changes in enviromental conditions.
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Change is inevitable
The learner will be able to illustrate that change is inevitable and universal and affects everyone. Students will compare and interpret maps and photographs to explain how physical processes affect features of Earth's surface e.g. the effects of climate and weather on vegetation, erosion, and depositioin on landforms, mudslides on hills. 2. Students will describe changes in the physical and human characteristics of regions over time and will identify the consequences of such changes.
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experiences related to change
The learner will be able to use personal experiences, biographies, autobiographies or historical fiction to explain how individuals are affected by, can cope with, and can create change. Students will identify the dreams and ideals that people from various groups have sought, some of the problems they encountered,and the sources of their strength and determination.
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what has gone before brings results
The learner will be able to explain how people, places, events, tools, institutions, attitudes, values, and ideas are the result of what has gone before. Students will compare and contrast people, places, events, tools, institutions, attitudes, values, and ideas of the present with those of other historical periods.
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Processes demonstrate continuity/change
The learner will be able to use a variety of processes, such as thinking, reading, writing, listening, and speaking to demonstrate continuity and change. Students will plan and present a project that demonstrates an understanding of continuity and change.
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| People, Places, and Environments |
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Content Standard 1
The learner will be able to demonstrate an understanding that people, cultures, and systems are connected and that commonalities and diversities exist among them.
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Dependence
The learner will be able to investigate how members of a family, school, community, state, nation and culture depend on each other. Students will describe interdependence of regions.
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Similarities/differences in cultures
The learner will be able to compare and contrast similarities and differences in cultures through a variety of experiences, such as reading, writing, drawing, role playing, dance, music, and simulation. 1. Students will recognize and discuss the elements of their own culture. 2. Students will identify and compare the cultural characteristics of different regions and people.
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Contributions of Groups
The learner will be able to analyze the contributions of various groups to community, state, and nation. Students will explain why and how the nation and Arkansas were established and identify founders and early settlers.
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Diversity of United States
The learner will be able to use student, family and community resources to recognize and understand the ethnic, racial, and religious diversity of the United States. Students will describe the nature and complexity of the world's cultural mosaics.
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Interactions people/environment
The learner will be able to analyze the effects of interactions between people and their environment. 1. Students will analyze how communites change physically and demographically over time. 2. Students will identify and explain in writing which human activities have the greatest potential to damage the environment and suggest solutions to counteract the damage.
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Similarities/differences families
The learner will be able to distinguish similarities and differences among families and communities around the world. Students will describe the characteristics of a variety of regions.
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Analyze Interdependence
The learner will be able to use a variety of processes, such as thinking, listening, reading, writing, and speaking, to analyze interdependence. Students will create a group project that explains or requires some aspect of interdependence.
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Content Standard 2
The learner will be able to demonstrate an understanding of the significance of physical and cultural characteristics of places and world regions.
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geography affects people
The learner will be able to explain how geography and the environment affect the way people live. 1. Students will explain how physical characteristics, modes of transportation, transportation routes, climate, and specialization influenced the variety of crops, products and industries in Arkansas and the US. 2. Students will describe how people in Arkansas adapt to their physical environment at different times of the year.
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Five themes of geography
The learner will be able to understand and apply the five themes of geography: location, place, human-environment interaction, movement, and regions. 1. Students will distinguish between different components of Earth's physical systems e.g. lithospheric features such as mountains, hills, plateaus, plains;, and hydrologic features such as oceans, lakes and rivers. 2. Students will describe the reasons various groups migrated to different parts of the US. 3. Students will describe the different forms of transportation and their developments over time.
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Compare/contrast rural/urban
The learner will be able to compare adn contrast the features of rural and urban areas. 1. Students will use maps and graphs. 2. Students will compare rural, urban, and suburban communities and describe how the local community has changed physically and demographically over time. 3. Students will use maps, tables, graphs, and charts to classify regions with common characteristics.
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Types of maps & uses
The learner will be able to understand the various types of maps and their uses. 1. Students will construct physical maps and three dimensional models that include the essential map elements and the geographic regions of Arkansas and the United States. 2. Students will develop and use different kinds of maps, and globes.
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Geographical terms
The learner will be able to understand geographical terms such as, mental mapping, spatial relationships, cardinal directions, latitude, longitude, and landforms. 1. Students will describe selected geographic features and will answer geographic questions on the basis of using mental maps. 2. Students will identify and use intermediate directions on a compass rose to locate places on a map. 3. Students will explain that regions are areas that have similar physical and cultural characteristics. 4. Students will recognize continents by their outlines and will define the characteristics of major landforms.
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Technology affects geography
The learner will be able to explore and communicate how technology affects geography. Students will compare the transportation and communication systems of the present to those of the past in terms of factors such as quality, efficiency, and speed.
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| Production, Distribution, & Consumption |
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Content Standard 1
The learner will be able to demonstrate an understanding that different economic systems and limited resources influence cooperation and conflict in decision making.
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Wants & Needs
The learner will be able to categorize and prioritize wants and needs. Students will list and prioritize economical wants and identify the opportunity cost.
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Goods and services limits
The learner will be able to apply the concept that goods and services are limited by available resources, requiring individuals and societies to make choices. 1. Students will realize that human, natural, and capital resources are limited. Limited resources cause us to make choices because everything we want cannot be produced. 2. Students will identify the locations of sources of nonrenewable resources e.g. fossil fuels, minerals; and explain how each resource is used in their community and state.
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Needs & Opportunities
The learner will be able to determine whether all people have the same needs and opportunities to meet those needs. Students will analyze how different groups meet their needs.
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Scarcity & Choice
The learner will be able to use a variety of thinking processes, such as reading, writing, speaking, listening, graphing, charting, estimating, predicting, and using mental math, to analyze and apply concepts of scarcity and choice. Studens will describe that whenever a choice is made, something is given up.
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Economic interdependencies
The learner will be able to identify economic interdependencies among community, state, and nation. Students will describe the economic specialization e.g. butcher, baker, blacksmith, candle maker, pharmacist, carpenter, farmer, etc. and interdependence involved in the production of goods and services in various types of communities in the past.
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Dependence for goods and services
The learner will be able to examine how people depend on each other to supply economic goods and services. 1. Students will describe how transportation and communcation have changed and have affected trade and economic activities, e.g. regions can specialize economically; with improved roads and refrigerated trucking more fresh fruits and vegetables are available out of season; regional, national, and global markets expand as transportation and communication systems improve. 2. Students will describe the interdependence of Arkansas' economy with nations around the world e.g. rice, poultry, cotton, oil, dairy, etc. 3. Students will explain how they can benefit themselves and others by developing special skills and strengths.
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Economic Change
The learner will be able to recognize different means of economic change. Students will identify different foreign currencies and how most countries create their own currency for use as money.
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Economic terms
The learner will be able to demonstrate an understanding of economic terms, such as opportunity cost, bartering, scarcity, and production. 1. Students will differentiate between barter adn monetary trade. 2. Students will explain how they can benefit themselves and others by developing special skills and strengths.
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Work & work benefits
The learner will be able to explore the kinds of work that people do and how that work benefits their family and community. 1. Students will understand how wages affect a person's ability to buy and sell. 2. Students will compare workers in their community and the goods and services they produce.
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Spending & Saving money
The learner will be able to identify and define ways of spending and saving money. 1. Students will understand that governments pay for the goods and services they use or provide by taxing or borrowing from people. 2. Students will identify or recognize the difference between inflation and deflation. |