Poyen School
Poyen School Curriculum K - 12 2007-2008

Social Studies - 7th Arkansas History


Strand 1: Time Continuity and Change

    Content Standard 1
The learner will be able to demonstrate and understanding of historical chronology, concepts, and relationships.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks
  
    Chronological order
The learner will be able to use chronological order to explain the cause and effect of events throughout Arkansas History through writing and by creating timelines, charts, and graphs.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks TCC 1.1
Instructional Resources
- Activity, create a timeline [Teaching Strategies].  Highlighting historical events in Arkansas from early 1800's to present
  
    Traditions
The learner will be able to explore, interpret, analyze and evaluate mulitple types of primary and secondary sources to show how traditions help people maintain continuity and ties with the past.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks TCC 1.2
Instructional Resources
- Activity, Explore, interpret, analyze topics [Teaching Strategies].  Early Arkansas Music, Early Arkansas stories, Internet research on Arkansas topics, older speakers on life in Arkansas; write stories about topics. Research and collect example of the above and present to class. Students may use library, internet, speakers, etc.
  
    Cause/effect of conflitct
The learner will be able to compare and contrast the causes and effects of conflict within the state, the nation, and the world.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks TCC 1.3
Instructional Resources
- Activity, 1861 - 1865 [Teaching Strategies].  Compare and contrast the positions concerning the Civil War of northern and southern counties in Arkansas.
- Activity, Research; Brooks Baxter War - 1874 [Teaching Strategies].  President Grant intervened and with it Reconstruction ended in Arkansas.
- Activity, WWI & WWII [Teaching Strategies].  Compare and contrast the lines of Arkansas before, during, and after the War.
  
    History is continuing story
The learner will be able to analyze how past decisions and events affect subsequent decisions throughout Arkansas' history.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks TCC 1.4
Instructional Resources
- Activity, Dred Scott; Civil War [Teaching Strategies].  Separate but equal; Integration in Arkansas
  
    Content Standard 2
The learner will be able to demonstrate and understanding of how ideas, events, and conditions bring about change.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks
  
    Effects of change
The learner will be able to explore and explain the technological changes in areas such as agriculture, arts, communication, languages, literature, and transportation which affect Arkansas.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks TCC 2.1
Instructional Resources
- Activity, Compare & contrast past and present [Teaching Strategies].  1.Agriculture: plowing with mules to combines. Communication: no Phones to phones to cell phones and internet. 2. Fireside chat with Roosevelt (radio) to TV. Arrival of ethnic groups in Arkansas. Homemade toys to Toy's Are US. 3. Travel Shows in communities to Art Center, Rep Theater, Movies, DVD, Internet. 4. Expansion of public and school libraries. 5. Literature: Composition, writing style, and content changed in the 20th century. It emphsized reading entertainment and pleasure vs educational reading. 5. With the changing world, books no longer as considered priceless to their owners.
  
    Government brings change
The learner will be able to demonstrate an understanding of how the foundations of government and political ideals in documents such as the state and national constitution and amendments have brought about change.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks TCC 2.2
Instructional Resources
- Activity, Handouts on Constitution and amendments [Teaching Strategies].  
  
    Continuity and change
The learner will be able to use a variety of processes, such as reading, writing, listening, and speaking, debating, and role playing to demonstrate continuity and change.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks TCC 2.3
Instructional Resources
- Activity, Class discussion/research [Teaching Strategies].  1. How has the family farm evolved in Arkansas? 2. Discuss how tools used have changed with technology. 3. Size of planting and items planted changed, etc. 4. Why has it changed? List changes.
  

Strand 2: People, Places, Environments

    Content Standard 1
The learner will be able to demonstrate an understanding that people, their cultures and systems are connected and that similarities and differences exist among them.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks
  
    Past traditions
The learner will be able to demonstrate an understanding that one's identity is connected to ideals and traditions from the past and other cultures through activities such as role playing and researching genealogy and other primary and secondary sources.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PPE 1.1
Instructional Resources
- Activity, interview an older person; preferably family; [Teaching Strategies].  learn early traditions.
- Activity, Guest speaker on early traditions [Teaching Strategies].  
- Activity, discussion [Teaching Strategies].  How different cultures in Arkansas have affected Arkansas traditions.
- Activity, Why are we called the Poyen Indians? [Teaching Strategies].  Where did the city of Poyen get its name? Where did Francois Creek get its name?
- Activity, Where does Boisd Arc tree get its name? [Teaching Strategies].  How was this used in Early Arkansas?
- Activity, Deer Day [Teaching Strategies].  When did Deer Day at Poyen High School begin? Why?
  
    Compare/contrast cultures
The learner will be able to identify and discuss various racial/ethnic groups and cultures in historical and contemporary Arkansas through writing, literature, and fine arts.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PPE 1.2
Instructional Resources
- Activity, Internet research [Teaching Strategies].  Research Indians, Scotch, Irish, Blacks, historical background
  
    Belief systems
The learner will be able to examine and explain belief systems with respect to political, social, and aesthetic activities that make up Arkansas traditions.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PPE 1.3
Instructional Resources
- Activity, traditional voting practices in Arkansas [Teaching Strategies].  Democratic; Party ticket - Solid South. Rockefeller was the first Repubican since reconstruction.
- Activity, belief systems affected life [Teaching Strategies].  Girls did not call boys or initiate any kind of romantic interest.
- Activity, Interview: role of men & women in Ar society [Teaching Strategies].  Role each played at different points in time.
  
    Content Standard 2
The learner will be able to demonstrate an understanding of the significance of physical and cultural characteristics of Arkansas.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks
  
    Geography & environment
The learner will be able to analyze how humans have adapted to, altered, and been affected by physical environments in Arkansas.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks PPE 2.1
Instructional Resources
- Activity, Adaptation [Teaching Strategies].  The first capitol of Arkansas moved from Arkansas Post to Little Rock because of unsuitable living conditions. It moved to Little Rock to be centrally located. Early Arkansans lived near the rivers for food, water and transportation. They moved when their food sources moved.
  
    Five Themes of geography
The learner will be able to examine various cultures in Arkansas with respect to the five themes of geography: location, place, human-environment interaction, movement, and regions using appropriate methods and tools such as field studies, simulations, interactive technology, maps and globes.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks PPE 2.2
Instructional Resources
- Activity, Settlers [Teaching Strategies].  Early immigrants settled in North Arkansas because it reminded them of their native home. Early Arkansans settled on the rivers for life sustaining purposes. Transportation, moving goods, trade, food. Early people moved from location to location following the food supply.
  
    Six geographical regions
The learner will be able to distinguish similarities and differences among the six natural geographical regions of Arkansas.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks PPE 2.3
Instructional Resources
- Activity, Handouts outlining the 6 regions of Arkansas [Teaching Strategies].  Explain the differences in each
  
    Geographic features of Arkansas
The learner will be able to locate, describe, and map varying landforms and geographic features in Arkansas, such as forests, mountains, plateaus, prairies, rivers, lakes and wetlands.
Strand Bloom's Scope Hours Source
Content Standard 2 Master 1.0 Arkansas History Frameworks PPE 2.4
Instructional Resources
- Activity, Handouts: outline the varied landforms [Teaching Strategies].  Also the geographic features in Arkansas. Create maps including the location of each.
  

Strand 3:Production,Distrib.,Consumption

    Content Standard 1
The learner will be able to demonstrate and understanding of the economy of Arkansas and its relationship with other economies.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks
  
    Arkansas economic institutions
The learner will be able to describe the various Arkansas economic institutions at local, state, and national levels such as businesses, government agencies, and labor unions.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PDC 1.1
Instructional Resources
- Activity, Arkansas economic institutions [Teaching Strategies].  The conception of WalMart from a dime store in North Arkansas to a world wide market. Tyson, Rockefellers, Riceland, Stephens, etc. Research on internet various people, companies, and products that Arkansas exports.
  
    Limits to goods and services
The learner will be able to assess how goods and services are limited by available human and natural resources, requiring individuals and Societies to make choices to satisfy wants and needs.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PDC 1.2
Instructional Resources
- Activity, Handouts on early Arkansans [Teaching Strategies].  
- Activity, Class discussion [Teaching Strategies].  History of garden growing in Arkansas: when planted, what crops planted, when, how harvested, how put up. Why?
- Activity, Research victory gardens on internet [Teaching Strategies].  
- Activity, Guest speaker: Jeannie Edwards [Teaching Strategies].  
  
    Competition
The learner will be able to identify and assess how national and international business competition has had an impact on Arkansas' economy.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PDC 1.3
Instructional Resources
- Activity, Internet research; history of company [Teaching Strategies].  Walmart, JB Hunt, Tyson, Riceland, Alltel, Stephens,
- Activity, Clips: [Teaching Strategies].  Speakers - Hope; Atkins Pickles; Levis
  
    Arkansas Economy
The learner will be able to research and describe elements in Arkansas' economy including tourism, recreation, agriculture, and natural resources.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PDC 1.4
Instructional Resources
- Activity, The Natural State handouts [Teaching Strategies].  Design a vacation brochure on the state of Arkansas. Include all areas of state.
  
    Economic terms
The learner will be able to explain economic terms, such as opportunity cost, scarcity, and production and describe different means of economic exchange, such as bartering, trading, and marketing.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PDC 1.5
Instructional Resources
- Activity, Examine cultures in Arkansas: 1800 - present [Teaching Strategies].  Determine how different economic systems hae evolved.
  

Strand 4:Power,Authority,and Governance

    Content Standard 1
The learner will be able to demonstrate and understanding of our national, state, and local government and of the rights and responsibilities of participating in a democratic society within Arkansas.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks
  
    Government in Arkansas
The learner will be able to know and understand the role of political leaders, organization, function, and operation of local, county, and state governments in Arkansas.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PAG 1.1
Instructional Resources
- Activity, Handouts. [Teaching Strategies].  
- Activity, Guest speakers; local political leaders [Teaching Strategies].  
- Activity, Mobile describing our federal republic [Teaching Strategies].  
  
    Arkansas Public Policy
The learner will be able to explain the historical and current impact of American public policy on Arkansas' political, racial, religious, geographic, ethnic, economic, and linguistic diversity.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PAG 1.2
Instructional Resources
- Activity, Examine racial, political, geographic, ethnic [Teaching Strategies].  economic, linguistic diversity in Arkansas from early 1800's to present. Determine the impact that each has had on society.
  
    Leadership in Arkansas
The learner will be able to summarize the charcteristics of effective leadership in Arkansas in historical and contemporary time periods.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PAG 1.3
Instructional Resources
- Activity, Arkansas leaders [Teaching Strategies].  Study Bill Clinton's rise from Hot Springs High School, an Arkansas citizen, to his presidency. Research the prominent national and international leaders from Arkansas. This includes the inception and development of major companies. Governor Fabus appointed Win Rockefeller to head the AIDC in Arkansas to promote industy for the state.
  
    Responsibility of Citizenship
The learner will be able to discuss and evaluate the concept of good citizenship in Arkansas.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks PAG 1.4
Instructional Resources
- Activity, Define what makes a good citizen [Teaching Strategies].  
- Activity, Research boys & girls state; internet [Teaching Strategies].  
- Activity, Generate a list; [Teaching Strategies].  Outlines how you practice good citizenship habits at the school and in the community
  
    Civic participation
The learner will be able to practice forms of civic participation through simulations (e.g., voter registration, elections, and jury duty).
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks 1.5
Instructional Resources
- Activity, conduct a mock election [Teaching Strategies].  
- Activity, conduct a kangaroo court [Teaching Strategies].  
  

Strand 5:Social Science Processes/Skills

    Content Standard 1
The learner will be able to demonstrate criticalthinking skills through research, reading, writing, speaking, listening, and problem solving using the tools of social sciences.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks
  
    Primary & Secondary Sources
The learner will be able to identify between primary and secondary sources.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks SSPS 1.1
Instructional Resources
- Activity, Handouts: primary & secondary [Teaching Strategies].  A primary source is written by someone who was there. A secondary source is written by someone who was not there that heard about the event. Discussion can be related to direct and indirect voting. Utilize writing skills using primary and secondary sources.
  
    Interpret information
The learner will be able to analyze artifacts, oral histories, photographs, landmarks, literature, and the arts to understand Arkansas' culture by using a variety of methods (e.g. simulations, field studies, library research, presentations, role playing, projects, portfolios, synthesis, etc.).
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks SSPS 1.2
Instructional Resources
- Activity, Field trip to Clinton Library [Teaching Strategies].  
  
    Fact/opinion
The learner will be able to apply historical methodologies to understnad the differences between fact and opinion.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks SSPS 1.3
Instructional Resources
- Writing Activity, Fact/opinion:Differientiate among selected passage [Writings].  
  
    Creative & critical thinking skills
The learner will be able to develop creative and critical thinking skills.
Strand Bloom's Scope Hours Source
Content Standard 1 Master 1.0 Arkansas History Frameworks SSPS 1.4
Instructional Resources
- Activity, Discussion [Teaching Strategies].  Why was the Louisiana Purchase important to the history of Arkansas?
- Activity, Internment camps [Teaching Strategies].  Describe the Arkansas internment camps from the perpsective of the Japanese people.
  

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