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Poyen School |
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Poyen School Curriculum K - 12 2007-2008 |
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Social Studies - 8th Grade American History |
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People, Places, Environments | Production,Distribution,and Consumption | Strand 1: Time Continuity and Change | Strand 2: People, Places, Environments | Strand 3:Production,Distrib.,Consumption | Strand 4:Power,Authority,and Governance | Strand 5:Social Science Processes/Skills
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Strand 1: Time Continuity and Change
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Content Standard 1
The learner will be able to
students will demonstrate an understanding of the chronology and concepts of history and explain historical relationships.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time Continuity and Change |
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Master |
1.0 |
AR SS Curriculum Framework |
Classroom
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Analyze Cause/Effect of Historical Event
The learner will be able to
use chronological order to explain the cause and effect of events throughout history. Students will summarize a sequence or imiportant historical events.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time Continuity and Change |
Comprehension, Application, Analysis |
Master |
1.0 |
AR SS Curriculum Framework TCC.1.1 |
Classroom
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Instructional Resources |
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The American Republic to 1877, Section 1.1, pages 16 - 19 [Textbook]. Organize class into groups. Create a wall mural illustrating the scientific theory of migration of the early people of America. |
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The American Republic to 1877, Section 1.2; pages 22 - 26 [Textbook]. Students choose one of the early civilizations of America. Write a short description of what life would be like if that civilization thrived today. |
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The American Republic to 1877, Section 2.1, pages 38 - 42 [Textbook]. Students write a TV script for a show about European exploration. |
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The American Republic to 1877, Section 2.4; pages 58 - 62 [Textbook]. Discuss trade and barter. Students brainstorm items in demand today that could easily be traded. Decide if these items could have been traded in the past. |
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The American Republic to 1877, Section 3.2; pages 76-80 [Textbook]. Students briefly describe the Mayflower Compact, the colonial legislature, and the Fundamental Orders of Connecticut. How are these three important steps to democracy. |
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The American Republic to 1877, Section 5.4, pages 147 - 151 [Textbook]. View the musical 1776. After viewing, students explain in short essay how hearing the story of the Declaration of Independence affected their understanding of revolutionary events. |
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Analyze Events in History
The learner will be able to
analyze how past decisions and events affect subsequent decisions or events throughout the world. Students will formulate and determine the cause and effect relationship among historical events, themes, and concepts in US and Arkansas history.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time Continuity and Change |
Analysis |
Master |
1.0 |
AR SS Curriculum Framework TCC.1.2 |
Classroom
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Instructional Resources |
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The American Republic to 1877, section 2.3, pages 51 - 55 [Textbook]. Students work in pairs to create a graphic organizer with the following information: conquistador's name, areas explored, motivation for exploration, and treatement of Native American groups. Students categorize the motives as Gold, Glory or God. Draw a conclusion about the primary motivation for exploration. |
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The American Republic to 1877, Section 3.1, pages 70-73 [Textbook]. Students name ways in which Jamestown left its mark on American society. |
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The American Republic to 1877, Section 8.2, pages 263-266 [Textbook]. Create a diagram |
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The American Republic to 1877, Section 9.1, pages 278-281 [Textbook]. Create an illustrated booklet |
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The American Republic to 1877, Section 9.3, pages 288-294 [Textbook]. Organize a campaign |
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The American Republic to 1877, Section 9.4, pages 296-300 [Textbook]. Create a mural showing the events of the War of 1812 |
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The American Republic to 1877, Section 10.2, pages 314-319 [Textbook]. Students do library research |
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Mental Mapping
The learner will be able to
use the process of mental mapping to understand spatial relationships and to locate places on maps. Students will draw or create a map of a geographic region using only their memory as a resource.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time Continuity and Change |
Application |
Master |
1.0 |
AR SS Curriculum Framework TCC 1.3 |
Classroom
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Instructional Resources |
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The American Republic to 1877, section 18.3, pages 540- 545 [Textbook]. Students write letters; students present a lesson based on teh game of monopoly |
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Compare/Contrast Conflicts
The learner will be able to
compare and contrast the causes and consequences of conflict within the state, the nation, and the world. Students will analyze the causes and results of conflicts.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time Continuity and Change |
Application, Analysis |
Master |
1.0 |
AR SS Curriculum Framework TCC.1.4 |
Classroom
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Instructional Resources |
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The American Republic to 1877, Section 6.2; pages 172-176 [Textbook]. Create a problem/solution chart on the American Revolution |
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The American Republic to 1877, Section 6.3, pages 177 - 182 [Textbook]. Create a battle chart |
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The American Republic to 1877, Section 8.2, pages 263 - 266 [Textbook]. Invent a matching game |
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The American Republic to 1877, section 9.3; pages 288 - 294 [Textbook]. Interpret information from physical maps |
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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.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time Continuity and Change |
Comprehension, Application |
Master |
1.0 |
AR SS Curriculum Framework |
Classroom
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Understand Continuity and Change
The learner will be able to
demonstrate an undersanding of continuity and change in the state, nation, and world. Students will demonstrate through writing their understanding of continuity and change in the state, nation, and world.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time Continuity and Change |
Comprehension, Application |
Master |
1.0 |
AR SS Curriculum Framework TCC.2.1 |
Classroom
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Instructional Resources |
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The American Republic to 1877, section 1.3; pages 28 - 33 [Textbook]. Create a chart of all Native North American groups |
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The American Republic to 1877, section 2.1; pages 38 - 42 [Textbook]. Design a book jacket for Marco Polo's book Travels |
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The American Republic to 1877, Section 2.4; pages 58 - 62 [Textbook]. Create a Push and Pull Factors chart |
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The American Republic to 1877, Section 3.2; pages 76 - 80 [Textbook]. Draw a map |
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The American Republic to 1877, Section 4.1; pages 100 - 106 [Textbook]. Create displays of villages |
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The American Republic to 1877, Section 4.3; pages 116 - 119 [Textbook]. Prepare group reports |
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The American Republic to 1877, Section 4.4; pages 121 - 125 [Textbook]. Design a commemorative plaque |
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Investigate Cultural Effects on Society
The learner will be able to
investigate how political events, technological changes, and cultural diffusion have affected and been affected by literature, language, and the arts. Students will demonstrate how the arts and communication changes have affected and been affected by social and political changes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time Continuity and Change |
Application, Analysis |
Master |
1.0 |
AR SS Curriculum Frameworks TCC.2.2 |
Classroom
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Instructional Resources |
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Activity, Political campaigns [Teaching Strategies]. Follow the political campaigns of the current year through multimedia. After the election, assess the media's effect on the outcome of the election. |
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Understand Political Ideas
The learner will be able to
understand how the foundations of government and United States political ideals as set forth in documents such as the Declaration of Independence, the Constitution, the Bill of Rights, and others have brought about change throughout the world. Students will outline the major provisions of the US Constitution e.g. separation of powers, systems of checks and balances, Bill of Rights and other important documents.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time Continuity and Change |
Comprehension, Analysis, Evaluation |
Master |
1.0 |
AR SS Curriculum Frameworks TCC.2.3 |
Classroom
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Instructional Resources |
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The American Republic to 1877, Section 3.1; pages 70 - 73 [Textbook]. Create posters |
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The American Republic to 1877, Section 4.2; pages 108 - 113 [Textbook]. Role play |
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The American Republic to 1877, Section 5.4; pages 147 - 151 [Textbook]. Debate over wisdom of declaring independence |
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The American Republic to 1877, Section 7.1; pages 192 - 198 [Textbook]. Brainstorm words and images |
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Research/Present Oral Presentation
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 use technology to present an original work e.g. skit, documentary, poem, debate, etc. exhibiting an understanding of continuity and change.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Time Continuity and Change |
Application |
Master |
1.0 |
AR SS Curriculum Frameworks TCC.2.4 |
Classroom
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Instructional Resources |
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The American Republic to 1877, Section 3.1; pages 70 - 73 [Textbook]. Create a radio program |
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The American Republic to 1877, section 4.1; pages 100 - 106 [Textbook]. Listen to spirituals |
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The American Republic to 1877, Section 4.2; pages 108 - 113 [Textbook]. Produce plays |
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The American Republic to 1877, Section 7.2; pages 199 - 205 [Textbook]. Create editorials |
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The American Republic to 1877, Section 8.2; pages 263 - 266 [Textbook]. Cite examples |
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The American Republic to 1877, Section 9.1; pages 278 - 281 [Textbook]. Create a list of ranking events |
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Strand 2: People, Places, Environments
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Content Standard 1
The learner will be able to
students will demonstrate an understanding that people,cultures, and systems are connected and that commonalities and diversities exist among them.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
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Master |
1.0 |
AR SS Curriculum Framework |
Classroom
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People, Places, Environments
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Explore/Predict Human Interactions
The learner will be able to
explore and predict the effects of human interactions with their environments and with technology. Students will identify historical examples of human environmental interaction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
Application |
Master |
1.0 |
AR SS Curriculum Framework PPE.1.1 |
Classroom
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Instructional Resources |
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The American Republic to 1877, Section 1.3; pages 28 - 33 [Textbook]. Create a diorama |
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The American Republic to 1877, Section 6.1; pages 162 - 168 [Textbook]. Draw representations |
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Examine Influences of Ancient Cultures
The learner will be able to
demonstrate an understanding that one's identity is connected to ideas and traditions from the past and from other cultures. Students will research their own family's or an assigned person's genealogy for at least two generations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
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Master |
1.0 |
AR SS Curriculum Framework PPE.1.2 |
Classroom
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Instructional Resources |
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The American Republic to 1877, Section 1.1; pages 16 - 19 [Textbook]. Write a newspaper article |
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The American Republic to 1877, section 2.3; pages 51 - 55 [Textbook]. Create a chart |
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The American Republic to 1877, Section 9.3; pages 288 - 294 [Textbook]. Write diary entries |
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The American Republic to 1877, Section 11.2; pages 341 - 345 [Textbook]. Write a first person narrative |
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Compare/Contrast Cultures
The learner will be able to
compare commonalities and differences in the ways groups, societies, and cultures meet human needs and concerns. Students will explain how diverse cultures became one nation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
Application, Analysis |
Master |
1.0 |
AR SS Curriculum Framework PPE.1.3 |
Classroom
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Instructional Resources |
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The American Republic to 1877, Section 6.2; pages 172 - 176 [Textbook]. Describe the living conditions at Valley Forge |
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The American Republic to 1877, Section 19.4; pages 579 - 585 [Textbook]. Write an essay |
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Examine Primary/Secondary Sources
The learner will be able to
examine primary and secondary sources and experiences to understand historical and cultural perspectives. 1. Students will explain the purpose, nature, and significance of a primary and/or secondary source. 2. Students will be able to identify ethnic and cultural perspectives missing in an historical account.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
Analysis, Synthesis |
Master |
1.0 |
AR SS Curriculum Framework PPE.1.4 |
Classroom
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Instructional Resources |
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The American Republic to 1877, Pages 611 - 623 [Textbook]. Read one of the documents and write a summary of its importance in history. |
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Examine Cultural Interactions/Influences
The learner will be able to
explore how language, literature, the arts, architecture, traditions, history, beliefs, values, and behavior contribute to the development, transmission, and diffusion of cultures and ideas. Students will recognize and discuss how tradition, beliefs, values, language, literature, and the arts have contributed to the image of Arkansas and the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
Synthesis, Evaluation |
Master |
1.0 |
AR SS Curriculum Framework PPE.1.5 |
Classroom
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Instructional Resources |
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The American Republic to 1877, Section 1.3; pages 28 - 33 [Textbook]. Analyze the Columbian Exchange |
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The American Republic to 1877, Section 18.3; pages 534 - 539 [Textbook]. Research electrical inventions of our lifetime. |
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Analyze Historical Data
The learner will be able to
use appropriate methods and tools, such as field studies, simulations, interactive technologies, maps, globes, literature and primary sources, to compare cultural perspectives. Students will use the appropriate methods and tools to assess the roles and contributions of ethnic and racial groups.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
Application, Analysis |
Master |
1.0 |
AR SS Curriculum Framework PPE. 1.6 |
Classroom
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Instructional Resources |
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Activity, compare views [Teaching Strategies]. Read selections from The Red Badge of Courage and Killer Angels and compare the views. |
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Explain Conflict/Cooperation of Society
The learner will be able to
illustrate the relationship between tolerance and cooperation. Students will identify examples of cooperation and conflict and explain ways societies interact to meet their needs e.g. trade/political treaties, revolutions, Cold War.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
Application |
Master |
1.0 |
AR SS Curriculum Framework PPE.1.7 |
Classroom
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Instructional Resources |
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The American Republic to 1877, Section 4.1; pages 100 - 106 [Textbook]. Draw a diagram of a plantation |
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The American Republic to 1877, section 18.1; pages 528 - 533 [Textbook]. Analyze: Were Native Americans granted their rights? |
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Analyze Cultural Perspectives
The learner will be able to
demonstrate an awareness of cultural perspectives. Students will examine and analyze various points of view relating to historical and current events.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
Analysis |
Master |
1.0 |
AR SS Curriculum Framework PPE. 1.8 |
Classroom
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Instructional Resources |
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The American Republic to 1877, Section 1.3; pages 28 - 33 [Textbook]. Play the Moccasin Game |
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Content Standard 2
The learner will be able to
students will demonstrate an understanding of the significance of physical and cultural characteristics of places and world regions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
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Master |
1.0 |
AR SS Curriculum Framework |
Classroom
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Interpret Information/Describe Landforms
The learner will be able to
locate and describe varying landforms and geographic features, such as mountains, plateaus, islands, rain forests, deserts, and oceans and explain their relationships within the ecosystems. Students will interpret information and describe landforms by looking at photos, Internet resources, and US historical maps and globes.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
Knowledge, Application |
Master |
1.0 |
AR SS Curriculum Framework PPE. 2.1 |
Classroom
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Instructional Resources |
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Activity, Outline map [Teaching Strategies]. Using an outline map of Arkansas students will draw all six regions and will identify some of the geographic features in each region. |
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Identify Processes of Environments
The learner will be able to
apply a knowledge of the major processes (e.g, weathering, vulcanism, etc.) shaping natural environments. Students will explain the effects of a physical process or natural disaster e.g. migration of the Sahara, erosion of riverbanks, reshaping of shorelines, Pompeii.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
Application |
Master |
1.0 |
AR SS Curriculum Framework PPE.2.2 |
Classroom
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Instructional Resources |
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Activity, Geographic features of Arkansas [Teaching Strategies]. Locate and describe the geographic features of Arkansas and examine the impact of those features on people past and present. |
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Evaluate Modifications of Environment
The learner will be able to
analyze how humans have altered and been affected by physical environments in the world's sub-regions. Students will analyze or compare and contrast the consequences of human/environment interaction.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
Analysis, Evaluation |
Master |
1.0 |
AR SS Curriculum Framework PPE.2.3 |
Classroom
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Instructional Resources |
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The American Republic to 1877, Section 3.2; pages 76 - 80 [Textbook]. Compare and contrast life in the Colonies; New England |
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The American Republic to 1877, Section 3.3; pages 82 - 85 [Textbook]. Middle Colonies |
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The American Republic to 1877, Section 3.4; pages 86 - 93 [Textbook]. Southern colonies |
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The American Republic to 1877, Section 6.4; pages 183 - 187 [Textbook]. Role play a press conference at the end of the Revolutionary War. |
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The American Republic to 1877, Section 8.1; pages 258 - 262 [Textbook]. Write a paragraph on a building or monument in Washington DC |
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Analyze Cultural Patterns/Interactions
The learner will be able to
identify and interpret physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural diffusion, values, ideas, and ecosystem changes. 1. Students will compare and contrast human characteristics associated with specific places in the United States e.g. migration, settlement patterns, population density, land use. 2. Students will identify physical features that influenced historical events and describe their effects e. g. Mississippi River and Vicksburg in the Civil War, geography related to Little Big Horn.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
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Master |
1.0 |
AR SS Curriculum Framework PPE.2.4 |
Classroom
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Instructional Resources |
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The American Republic to 1877, section 8.3; pages 267 - 272 [Textbook]. create a bulletin board display |
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The American Republic to 1877, section 12.1; pages 356 - 360 [Textbook]. Make posters encouraging people to move to Oregon territory. |
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The American Republic to 1877, Section 12.4; pages 375 - 378 [Textbook]. Make a bar graph showing California's population in 1848 and 1852 |
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Analyze Cultural/Physical Patterns
The learner will be able to
analyze cultural and physical patterns through the five themes of geography: location, place, human-environment interaction, movement, and region. Students will identify ways in which location and physical features generally influence the development of life in a region e.g. bodies of water and mountains from natural barriers.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
Analysis |
Master |
1.0 |
AR SS Curriculum Framework PPE.2.5 |
Classroom
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Instructional Resources |
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The American Republic to 1877, Section 6.1; pages 169 [Textbook]. Read and interpret a military map |
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Utilize Mental Mapping
The learner will be able to
develop and use a mental map (personal geographic reference). Students will develop a thematic mental map of regions of North America e.g. Colonial Louisiana and Gadsen Purchases, Mexican annexation, etc.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
Application |
Master |
1.0 |
AR SS Curriculum Framework PPE.2.6 |
Classroom
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Instructional Resources |
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The American Republic to 1877, section 2.2; pages 43 - 49 [Textbook]. Write diary entries |
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Construct/Interpret Graphs, Charts, Maps
The learner will be able to
demonstrate an understanding of the uses of maps and geographic information systems(GIS). Students will use information from maps and other geographic representations, tools, and technologies.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
Comprehension, Application |
Master |
1.0 |
AR SS Curriculum Framework PPE. 2.7 |
Classroom
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Instructional Resources |
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The American Republic to 1877, section 2.1; pages 38 - 42 [Textbook]. Create a diagram |
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The American Republic to 1877, section 2.2; pages 43 - 99 [Textbook]. Create a map of an explorers voyage |
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The American Republic to 1877, section 2.4; pages 58 - 62 [Textbook]. Create a diagram |
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Evaluate Effects of Science/Technology
The learner will be able to
evaluate how science and technology change places, regions, movement patterns, and human-environment interaction. Students will discuss and give examples of technological and cultural innovation and change as they relate to human environment interactions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| People,Places, Environments |
Evaluation |
Master |
1.0 |
AR SS Curriculum Framework PPE.2.8 |
Classroom
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Instructional Resources |
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Activity, Design a poster [Teaching Strategies]. Poster will glorify all of the ways that new technologies of the time, such as the steamship or railroad, can transport emigrants. |
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Strand 3:Production,Distrib.,Consumption
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Content Stardard 1
The learner will be able to
students will demonstrate an understanding that different economic systems and limited resources influence cooperation and conflict in decision making.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Strand 3:Production,Distrib.,Consumption |
Comprehension |
Master |
1.0 |
AR SS Curriculum Framework |
Classroom
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Production,Distribution,and Consumption
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Describe Economic Systems
The learner will be able to
describe the various institutions at local, state, and national levels that constitute economic systems, such as households, business firms, banks, government agencies, labor unions, and corporations. 1. Students will explore the historic development of economic systems in the United States. 2. Studens will provide examples of how governmental systems and economic systems are interdependent and interact with each other.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Production, Distribution,and Consumption |
Comprehension |
Master |
1.0 |
AR SS Curriculum Framework PDC. 1.1 |
Classroom
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Instructional Resources |
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The American Republic to 1877, section 4.3; pages 116 - 119 [Textbook]. Create a diagram and explain the powers the legislature would have under the Albany Plan. |
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The American Republic to 1877, Section 4.4; pages 121 - 125 [Textbook]. Prepare a TV news show with live coverage of the Battle of Quebec |
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The American Republic to 1877, Section 5.1; pages 132 - 135 [Textbook]. Write a protest against British taxes. Be specific. |
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Explore/Explain Economic Activity
The learner will be able to
explore and explain how changes in areas such as technology, transportation, and communication affect economic activity. 1. Students will explain how new inventions changed productivity levels. 2. Students will explain how technological change is an advance in knowledge leading to new and improved goods and services and better ways of producing them. 3. Students will identify major inventors of hte Industrial Revolution and their impact on the industrial age of the United States.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Production, Distribution,and Consumption |
Comprehension |
Master |
1.0 |
AR SS Curriculum Framework PDC.1.2 |
Classroom
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Instructional Resources |
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| · |
The American Republic to 1877, Section 5.1; pages 132 - 135 [Textbook]. Describe the effects of each of the British Acts |
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