Social Studies Grade (Revised June 2011) Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. Essential Question: Why is it important to have an understanding of the physical and spatial characteristics and applications of geography? Location, Place, and Region G.1..1 Apply the proper usage of absolute and relative location *define absolute location *define relative location *apply the proper usage of absolute and relative location Key Vocabulary/Terms/ Absolute location Relative location Materials/Supplies/ Frayer model Map Common Core Unit 1 G.1..2 Examine the location, place, and region of Arkansas and determine the characteristics of each *identify the regions of Arkansas * Examine the location, place, and region of Arkansas and determine the characteristics of each Graphic organizer 1 G.1..3 Identify the countries on the continent of North America and analyze their geographical relationship *identify the countries on the North American continent *analyze the geographical relationship of the countries on the North American continent North American continent Map 1 G.1..4 Explain the importance of the major river systems of the United States and Arkansas: Arkansas River Colorado River Mississippi River Ohio River St. Lawrence River *identify the major river systems of the United States and Arkansas *explain the importance of the major river systems Arkansas River Colorado River Mississippi River Ohio River St. Lawrence River Map 1 1
Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. Location, Place, and Region G.1..5 Illustrate information relating to population, climate, weather patterns, or other specific topics on selected types of charts or graphs Illustrate information relating to population, climate, weather patterns, or other specific topics on selected types of charts or graphs Common Core Unit Charts/graphs 1 G.1.. Analyze a map of the fifty states and identify regions (e.g., Northeast, Southeast, Midwest, Southwest, West) *identify the regions of the United States *analyze a map of the 50 states Map of the United States 1 2
Strand: Geography Standard 1: Physical and Spatial Students shall develop an understanding of the physical and spatial characteristics and applications of geography. Map and Globe Skills G.1..7 Examine different maps and globe projections and recognize the differences of each map or projection Examine different maps and globe projections and recognize the differences of each map or projection Maps Globe projections Common Core Unit 1 G.1..8 Construct a map of the United States using all basic map components: compass rose map scale key/legend inset map title Construct a map of the United States using all basic map components Compass rose Map scale Key/legend Inset map Title Map making mterials 1 G.1..9 Compare the location of specific places on both maps and globes Compare the location of specific places on both maps and globes Maps Globes 1 G.1..10 Discuss reasons for the location of political boundaries and capital cities due to physical features of the nation or states Discuss reasons for the location of political boundaries and capital cities due to physical features of the nation or states Political boundary 1 3
Strand: Geography Standard 2: Culture and Diversity Students shall develop an understanding of how cultures around the world develop and change. Essential Question: How do cultures around the world develop and change? Culture/Diversity G.2..1 Examine the effects of the contributions of people from selected racial, ethnic, and religious groups to the cultural identify of Arkansas and the United States Examine the effects of the contributions of people from selected racial, ethnic, and religious groups to the cultural identify of Arkansas and the United States Common Core Unit Cultural identity Graphic organizer 2 G.2..2 Describe how people from selected racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the culture of Arkansas and the United States Describe how people from selected racial, ethnic, and religious groups attempt to maintain their cultural heritage while adapting to the culture of Arkansas and the United States Cultural heritage Graphic organizer 2 G.2..3 Identify the occurrences of cultural diffusion, cultural exchange, and assimilation in local and national history *define cultural diffusion *define cultural exchange *define assimilation * Identify the occurrences of cultural diffusion, cultural exchange, and assimilation in local and national history Cultural diffusion Cultural exchange Assimilation Frayer model 2 4
Strand: Geography Standard 3: Interaction of People and the Environment Students shall develop an understanding of the interactions between people and their environment. Essential Question: What is the impact of people interacting with their environment? Movement G.3..1 Describe the location of major cities in Arkansas and the United States and the availability of resources and transportation in those areas *identify major cities in Arkansas *identify major cities in the US * Describe the location of major cities in Arkansas and the United States and the availability of resources and transportation in those areas Common Core Unit 2 G.3..2 Distinguish between push-pull factors *define push-pull factors * Distinguish between push-pull factors Push-pull factor 2 G.3..3 Compare methods of communication through present day technology Compare methods of communication through present day technology Methods of communication Venn diagram 2 G.3..4 Distinguish between interstate and intrastate transportation and the effects globalization has on these methods of transportation *define interstate *define intrastate *define globalization * Distinguish between interstate and intrastate transportation and the effects globalization has on these methods of transportation Interstate Intrastate Globalization Frayer model 2 5
Strand: Geography Standard 3: Interaction of People and the Environment Students shall develop an understanding of the interactions between people and their environment. Human Environment Interaction G.3..5 Describe the physical processes that produce renewable and nonrenewable resources *define renewable resources *define nonrenewable resources * Describe the physical processes that produce renewable and nonrenewable resources Renewable resource Nonrenewable resource Common Core Unit Graphic organizer 2 G.3.. Describe ways in which technology influences capacity to modify the physical environment Describe ways in which technology influences capacity to modify the physical environment 2 G.3..7 Analyze the consequences of environmental modification on Arkansas and specific areas of the United States: acid rain global warming ozone depletion erosion desertification Analyze the consequences of environmental modification on Arkansas and specific areas of the United States Environmental modification Acid rain Global warming Ozone depletion Erosion Desertification Graphic organizer 2
Strand: Civics Standard 4: Government Students shall develop an understanding of the forms and roles of government. Essential Question: Forms and Roles of Government C.4..1 Compare and contrast the three branches of government at the state and national levels of government: executive legislative judicial Identify the similarities and differences of the 3 branches of government at the state and national levels of government Executive branch Legislative branch Judicial branch Common Core Unit Venn diagram 4 C.4..2 Discuss the system of checks and balances in government Discuss the system of checks and balances in government Checks and balances 4 C.4..3 Discuss the roles and responsibilities of the executive branch (e.g., state/governor, federal/president) Discuss the roles and responsibilities of the executive branch Executive branch State governor Federal - president Venn diagram 4 C.4..4 Compare and contrast the roles of the legislative branch (e.g., general assembly/congress, state congress and federal congress, house, senate) Identify the similarities and differences of the roles of the legislative branch Legislative branch General assemblycongress State congress-federal congress Venn diagram 4 House Senate 7
Strand: Civics Standard 4: Government Students shall develop an understanding of the forms and roles of government. Forms and Roles of Government C.4..5 Compare and contrast the roles of the judicial branch (e.g., local, state, and federal) Identify the similarities and differences of the roles of the judicial branch Common Core Unit Judicial branch Venn diagram 4 C.4.. Discuss the forms of government (e.g., democracy, monarchy, dictatorship, oligarchy, totalitarian) Discuss the forms of government Democracy Monarchy Dictatorship Oligarchy Totalitarian Graphic organizer 4 C.4..7 Recognize elected state and federal government officials (e.g., terms and qualifications) Recognize elected state and federal government officials (e.g., terms and qualifications) 4 C.4..8 Discuss the succession of leadership at the federal level *define succession * Discuss the succession of leadership at the federal level Succession 4 C.4..9 Describe the development of the twoparty system and the influence of third parties Describe the development of the two-party system and the influence of third parties Two-party system Third party 4 8
Strand: Civics Standard 5: Citizenship Students shall develop an understanding of the rights and responsibilities of citizens. Essential Question: What are the rights and responsibilities of citizens? Roots of Democracy C.5..1 Determine the way rights and laws of the United States were created by examining founding documents (e.g., Declaration of Independence, United States Constitution, Mayflower Compact) C.5..2 Examine the effects of the Declaration of Independence *identify founding documents (e.g., Declaration of Independence, United States Constitution, Mayflower Compact) * Determine the way rights and laws of the United States were created by examining founding documents Examine the effects of the Declaration of Independence Key Vocabulary/Terms/ Declaration of Independence United States Constitution Mayflower Compact Declaration of Independence Materials/Supplies/ Common Core Unit Graphic organizer 3 3 C.5..3 Evaluate reasons for writing the United States Constitution Evaluate reasons for writing the United States Constitution United States Constitution Graphic organizer 3 C.5..4 Evaluate the importance of the United States Constitution as a governing document for the United States Evaluate the importance of the United States Constitution as a governing document for the United States United States Constitution 3 C.5..5 Research national symbols and movements using primary and secondary sources (e.g., Uncle Sam, political party symbols, Vietnam Memorial, Mt. Rushmore) *identify national symbols and movements * Research national symbols and movements using primary and secondary sources National symbol Uncle Sam Political party symbols Vietnam Memorial Mt. Rushmore Internet Library media center 3 C.5.. Analyze significant examples of music from various periods of United States history Analyze significant examples of music from various periods of United States history Period music 3 9
Strand: Civics Standard 5: Citizenship Students shall develop an understanding of how to participate develop and use the skills necessary for effective citizenship. Rights and Responsibilities of Citizens C.5..7 Examine the process of becoming a citizen of the United States Examine the process of becoming a citizen of the United States Common Core Unit U.S. citizenship Graphic organizer 3 C.5..8 Evaluate ways being a good citizen is important for every individual (e.g., voting, obeying laws, volunteerism) Evaluate ways being a good citizen is important for every individual Voting Obeying laws Volunteerism Writing prompt 3 C.5..9 Examine ways citizens utilize the rights guaranteed in the Bill of Rights Examine ways citizens utilize the rights guaranteed in the Bill of Rights Bill of Rights 3 C.5..10 Examine the importance of the procedure for voting in the United States and in Arkansas (e.g., registration, maintaining the right to vote, voicing opinion) Examine the importance of the procedure for voting in the United States and in Arkansas Voting procedures Voter registration Voicing opinion 3 C.5..11 Analyze the importance of citizen participation in government at the state and local level Analyze the importance of citizen participation in government at the state and local level Citizen participation 3 10
Strand: Civics Standard 5: Citizenship Students shall develop an understanding of how to participate develop and use the skills necessary for effective citizenship. Rights and Responsibilities of Citizens C.5..12 Examine the rights guaranteed to United States citizens in the Bill of Rights Examine the rights guaranteed to United States citizens in the Bill of Rights Key Vocabulary/Terms/ Materials/Supplies/ Common Core Unit Bill of Rights 3 C.5..13 Compare U.S. Constitutional Amendments granting citizen s rights Compare U.S. Constitutional Amendments granting citizen s rights Constitutional Amendments Venn diagram 3 C.5..14 Examine how citizens rights are exercised through organizations that influenced societal and governmental change (e.g., ACLU, NAACP, CORE, ERA) Examine how citizens rights are exercised through organizations that influenced societal and governmental change ACLU NAACP CORE ERA Graphic organizer 3 11
Strand: History Standard : History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. Essential Question: What is the impact of significant ideas, events, and people in world, national, state, and local history over time? Continuity and Change H...1 Determine the meaning of various political cartoons Determine the meaning of various political cartoons Common Core Unit Political cartoon Political cartoons 4 H...2 Create/construct timelines using the terms: ca (circa) Before Common Era/Common Era (BCE/CE) millennia millennium decade century Create/construct timelines using the terms: ca (circa) Before Common Era/Common Era (BCE/CE) millennia millennium decade century Circa BCE/CE Millennia Millennium Decade Century Timeline 4 H...3 Define and discuss post-civil War Reconstruction from a state and national perspective Define and discuss post-civil War Reconstruction from a state and national perspective Reconstruction Perspective Frayer model 4 12
Strand: History Standard : History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. Continuity and Change H...4 Discuss the impact of Manifest Destiny on the United States *define Manifest Destiny * Discuss the impact of Manifest Destiny on the United States Common Core Unit Manifest Destiny Frayer model 4 H...5 Research early 20 th century inventions and their impact on Americans (e.g., telephone, electricity, automobile) Research early 20 th century inventions and their impact on Americans Telephone Electricity Automobile Internet Library media center 4 H... Explain the impact of the American industrial revolution: communications mass production Explain the impact of the American industrial revolution: communications mass production Industrial Revolution Mass production Writing prompt 4 H...7 Analyze the impact of World War I on daily life in the United States (e.g., prohibition, food distribution, fuel distribution, propaganda) *define prohibition *define propaganda * Analyze the impact of World War I on daily life in the United States (e.g., prohibition, food distribution, fuel distribution, propaganda) Prohibition Propaganda Food distribution Fuel distribution Frayer model 4 13
Strand: History Standard : History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. Continuity and Change H...8 Analyze the causes and effects of the Great Depression: Federal Reserve actions farm prices crop failures stock market crash Roosevelt s New Deal H...9 Explain how the Women s Rights movement led to the Nineteenth Amendment *define Great Depression * Analyze the causes and effects of the Great Depression: Federal Reserve actions farm prices crop failures stock market crash Roosevelt s New Deal *Explain how the Women s Rights movement led to the Nineteenth Amendment *identify the 19 th amendment Great Depression Federal Reserve action New Deal Women s Rights Movement 19 th Amendment Common Core Unit Graphic organizer 5 5 H...10 Locate the countries who were part of the World War II Axis and Allied Powers H...11 Analyze the scientific and technological innovations that affected society in the mid to late 20 th century: communication technology medicine transportation H...12 Identify major contributions and achievements of the US space program (e.g., Apollo 11, International Space Station) *Identify the World War II Axis powers *Identify the World War II Allied powers * Locate the countries who were part of the World War II Axis and Allied Powers Analyze the scientific and technological innovations that affected society in the mid to late 20 th century: communication technology medicine transportation Identify major contributions and achievements of the US space program (e.g., Apollo 11, International Space Station) World War II Axis powers World War II Allied powers Scientific innovations Technological innovations US space program Apollo 11 International Space Station Map 5 Graphic organizer 5 Graphic organizer 5 14
Strand: History Standard : History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. Conflict and Consensus H...13 Explain the conflict between the American Indians and settlers moving westward (e.g., Battle of Little Big Horn, American Indian Movement) Explain the conflict between the American Indians and settlers moving westward Battle of Little Big Horn American Indian Movement Common Core Unit H...14 Explain the causes and effects of the Spanish American War (e.g., U.S. interest in imperial expansion, USS Maine, Yellow Journalism) *define Yellow Journalism *define imperial expansion * Explain the causes and effects of the Spanish American War Yellow Journalism Imperial expansion Spanish American War H...15 Describe the expanding role of the US in world affairs (e.g., Panama Canal) Describe the expanding role of the US in world affairs Panama Canal H...1 Explain the events that led to the United States involvement in World War I (e.g., Zimmerman telegram, German U-boat activity) Explain the events that led to the United States involvement in World War I (e.g., Zimmerman telegram, German U-boat activity) Zimmerman telegram German U-boat activity H...17 Examine the Treaty of Versailles that ended World War I and the creation of the League of Nations. Examine the Treaty of Versailles that ended World War I and the creation of the League of Nations. Treaty of Versailles League of Nations 15
Strand: History Standard : History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. Conflict and Consensus H...18 Examine the events and political decisions that led to the United States involvement in World War II: Fascism Nazism Treaty of Versailles Great Depression *define fascism *define Nazism * Examine the events and political decisions that led to the United States involvement in World War II: Fascism Nazism Treaty of Versailles Great Depression Fascism Nazism Treaty of Versailles Great Depression Frayer model Timeline Graphic organizer Common Core Unit H...19 Research the major events and political decisions made by the United States during the course of World War II: alliance with Great Britain and France Pearl Harbor atomic bomb relocation and internment of Japanese Americans Research the major events and political decisions made by the United States during the course of World War II: alliance with Great Britain and France Pearl Harbor atomic bomb relocation and internment of Japanese Americans Alliance Internment Internet Library media center H...20 Examine the events that led to the conclusion of World War II (e.g., Normandy, liberation of concentration camps, D-Day) Examine the events that led to the conclusion of World War II (e.g., Normandy, liberation of concentration camps, D-Day) Liberation D-Day Normandy Concentration camp 1
Strand: History Standard : History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. Conflict and Consensus H...21 Explain the causes and effects of the Cold War in the United States: Chinese Cultural Revolution McCarthyism Cuban Missile Crisis arms race Explain the causes and effects of the Cold War in the United States Cold War Chinese Cultural Revolution McCarthyism Cuban Missile Crisis arms race Common Core Unit Graphic organizer H...22 Examine the following components of the Civil Rights Movement: Freedom Riders sit-ins organized marches boycotts school integration Ku Klux Klan (KKK) Examine the following components of the Civil Rights Movement Civil Rights Movement Freedom Riders sit-ins organized marches boycotts school integration Ku Klux Klan (KKK) H...23 Explain segregation and desegregation as established by Supreme Court cases: Plessey v. Ferguson Brown v. Board of Education *define segregation *define desegregation * Explain segregation and desegregation as established by Supreme Court cases: Plessey v. Ferguson Brown v. Board of Education Segregation Desegregation Plessey v. Ferguson Brown v. Board of Education Frayer model 17
Strand: History Standard : History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. Conflict and Consensus H...24 Discuss the involvement of the United States in the Korean War Discuss the involvement of the United States in the Korean War Common Core Unit Korean War H...25 Discuss the major causes and effects of the Vietnam War (e.g., spread of communism) Discuss the major causes and effects of the Vietnam War (e.g., spread of communism) Vietnam War Communism H...2 Discuss the ongoing conflicts between the United States and Southeast Asia and the Middle East Discuss the ongoing conflicts between the United States and Southeast Asia and the Middle East H...27 Examine acts of modern-day terrorism (e.g., Oklahoma City bombing, World Trade Center attacks) *define terrorism * Examine acts of modern-day terrorism Terrorism Oklahoma City bombing World Trade Center attacks 18
Strand: History Standard : History Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. Movement H...28 Describe the developments linking the east and west (e.g., homestead act, railroads, Pony Express, telegraph, cattle trails, and wagon trains) Describe the developments linking the east and west (e.g., homestead act, railroads, Pony Express, telegraph, cattle trails, and wagon trains) Key Vocabulary/Terms/ Homestead Act Pony Express Materials/Supplies/ Common Core Unit H...29 Analyze the following components of immigration to the United States: push/pull factors settlement patterns Analyze the following components of immigration to the United States: push/pull factors settlement patterns Immigration Push/pull factors Settlement patterns H...30 Explain the origins and accomplishments of labor unions Explain the origins and accomplishments of labor unions Labor unions H...31 Explain the migration of African Americans northward before and during the Civil Rights movement Explain the migration of African Americans northward before and during the Civil Rights movement Civil Rights movement 19
Strand: History Standard : History: Students shall analyze significant ideas, events, and people in world, national, state, and local history and how they affect change over time. Cultural Diversity & Uniformity H...32 Identify the cultural changes of the 1920s (e.g., Roaring Twenties, Jazz Age, fashion, Harlem Renaissance, talkies, flapper, Prohibition)) Identify the cultural changes of the 1920s (e.g., Roaring Twenties, Jazz Age, fashion, Harlem Renaissance, talkies, flapper, Prohibition)) Cultural change Roaring Twenties Jazz Age Harlem Renaissance Common Core Unit Talkies Prohibition H...33 Explain the social changes caused by World War II: women in the workforce baby boom G.I. Bill Explain the social changes caused by World War II: women in the workforce baby boom G.I. Bill Social change G.I. Bill H...34 Identify significant individuals whose lives impacted the Civil Rights movement (e.g., Martin Luther King, Jr., Rosa Parks, Stokely Carmichael, Medgar Evers, Little Rock Nine, Thurgood Marshall) Identify significant individuals whose lives impacted the Civil Rights movement Martin Luther King, Jr. Rosa Parks Stokely Carmichael Medgar Evers 4 Little Rock Nine Thurgood Marshall 20
Strand: Economics Standard 7: Choices Students shall analyze the costs and benefits of making economic choices. Essential Question: What are the costs and benefits of making economic choices? Costs and Benefits E.7..1 Examine how the economic wants and needs of all people may or may not be fulfilled Examine how the economic wants and needs of all people may or may not be fulfilled Common Core Unit Economic want 5 E.7..2 Demonstrate an understanding that choices have both present and future consequences Demonstrate an understanding that choices have both present and future consequences 5 E.7..3 Examine the causes of scarcity and the choices made due to scarcity Examine the causes of scarcity and the choices made due to scarcity Scarcity 5 E.7..4 Explain that all decision making involves opportunity costs Explain that all decision making involves opportunity costs Opportunity cost 5 21
Strand: Economics Standard 7: Choices Students shall analyze the costs and benefits of making economic choices. Costs and Benefits E.7..5 Explain why federal, state, and local governments have to make choices because of limited resources Explain why federal, state, and local governments have to make choices because of limited resources Common Core Unit Limited resource 5 E.7.. Discuss the decision making model to evaluate historical events Discuss the decision making model to evaluate historical events Decision-making model 5 E.7..7 Examine examples of traditional, market, and command economies Examine examples of traditional, market, and command economies Traditional market Command economy Venn diagram 5 E.7..8 Determine why trade-offs allow people to get the most from scarce resources Determine why trade-offs allow people to get the most from scarce resources Trade-off 5 E.7..9 Discuss the characteristics of a free enterprise system Discuss the characteristics of a free enterprise system Free enterprise system Graphic organizer 5 22
Strand: Economics Standard 8: Students shall evaluate the use and allocation of human, natural, and capital resources Essential Question: How are human, natural, and capital resources used and allocated? Factors of Production E.8..1 Analyze the impact of entrepreneurship in the development of the economy of the United States *define entrepreneurship * Analyze the impact of entrepreneurship in the development of the economy of the United States Common Core Unit Entrepreneurship Frayer model 5 E.8..2 Explain the result of increased productivity on an improved standard of living (e.g., assembly line, interchangeable parts, computers) *define standard of living * Explain the result of increased productivity on an improved standard of living (e.g., assembly line, interchangeable parts, computers) Productivity Standard of living Assembly line Interchangeable parts 5 E.8..3 Explain how owners of the factors of production receive payments for the use of these factors: wages and salaries rent interest profit Explain how owners of the factors of production receive payments for the use of these factors: wages and salaries rent interest profit Factors of production Wage Interest profit 5 E.8..4 Evaluate the influences the discovery of natural resources has on the movement of people (e.g., gold, silver, oil) Evaluate the influences the discovery of natural resources has on the movement of people (e.g., gold, silver, oil) Natural resource 5 23
Strand: Economics Standard 9: Markets Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place. Essential Question: How does the exchange of goods and services impact the roles of governments, businesses, and individuals in the market place? Financial Markets E.9..1 Examine the characteristics of money: portability divisibility durability uniformity Examine the characteristics of money Key Vocabulary/Terms/ Portability Divisibility Durability Uniformity Materials/Supplies/ Common Core Unit Graphic organizer 5 E.9..2 Compare the various types of financial institutions that provide savings accounts: interest (rate of return) safety Identify the similarities of the various types of financial institutions that provide savings accounts Interest (rate of return) Safety Graphic organizer 5 E.9..3 Determine the advantages and disadvantages of saving or spending money Determine the advantages and disadvantages of saving or spending money 5 E.9..4 Identify the purpose and function of the stock market Identify the purpose and function of the stock market Stock market 5 24
Strand: Economics Standard 9: Markets Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place. Financial Markets E.9..5 Discuss the effects of economic inflation on the economic system of the United States *define economic inflation * Discuss the effects of economic inflation on the economic system of the United States Common Core Unit Inflation Frayer model 5 E.9.. Discuss how the Gross Domestic Product (GDP) measures the productivity of a nation E.9..7 Explain the role of the Federal Reserve in the economy Discuss how the Gross Domestic Product (GDP) measures the productivity of a nation Explain the role of the Federal Reserve in the economy GDP 5 Federal Reserve 5 Strand: Economics: Standard 9: Markets Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place. Global Markets E.9..8 Examine the costs/benefits associated with the development of global trade Examine the costs/benefits associated with the development of global trade Common Core Unit Global trade 5 E.9..9 Discuss various types of currency and their effects on the global economy Discuss various types of currency and their effects on the global economy Currency Global economy 5 25
Strand: Economics Standard 9: Markets Students shall analyze the exchange of goods and services and the roles of governments, businesses, and individuals in the market place. Goods and Services E.9..10 Examine changes in supply and demand and the resulting effect on prices Examine changes in supply and demand and the resulting effect on prices Common Core Unit Supply and demand 5 E.9..11 Discuss methods used to reduce or eliminate competition (e.g., trademarks, patents, copyrights, natural monopolies, government licenses) Discuss methods used to reduce or eliminate competition Trademark Patent Copyright Natural monopoly Government license 5 E.9..12 Discuss the various marketing techniques: advertising mail order catalog increasing demand for goods and services Discuss the various marketing techniques Marketing techniques 5 2
27 Appendix
Glossary for K-8 Social Studies Abolitionists Absolute location Artifact Assimilation Astrolabe Barter Capital resources Caravels Cardinal directions Climate Columbian Exchange Command economy Compass rose Conquistador Consumer Cultural diffusion (exchange) Culture Decision making model Demand Democracy Divisibility Durability Economic incentive Economy Emancipation Proclamation Empire Entrepreneur Equator Ethnic Factors of production Fascism 28 Reformers who fought for the end of slavery The position of a point on Earth s surface that can usually be described by latitude and longitude. Another example of absolute location would be the use of a nine digit zip code and street address An object made by groups of humans, such as tools and clothes; any object made by human work or skill Process of adopting another culture while keeping aspects of one s own culture Instrument that measures latitude using celestial bodies The direct exchange of goods or services between people Goods used in the production of other goods Portuguese cargo ships of the late 15 th century which had a stern rudder making it capable of ocean and river navigation The four main directions: north, east, south, and west Long-term patterns and trends in weather elements and atmospheric conditions The transfer, beginning with Columbus first voyage, of plants, animals, and diseases between the Western Hemisphere and Eastern Hemisphere A system in which the basic economic questions are generally answered by the government A symbol on a map indicating direction (e.g., north, southwest) Spanish soldier who traveled to the Americas as an explorer and conqueror in the 1 th century One who buys or rents goods or services and uses them Spread of ideas, customs, and technologies from one group of people to another Learned behavior of people, such as their belief systems and languages, their social relations, institutions, organizations and their material goods such as food, clothing, buildings, and technology. A five step process for making economic choices: (1) state the problem, (2) list the alternatives, (3) state the criteria, (4) evaluate the criteria, (5) make a decision The number of consumers that desire the goods that are in supply. Form of government in which political control is exercised by the people, either directly or through their elected representatives. The capacity to be separated into parts. The ability of a product to be reused A benefit offered to encourage people to act in certain ways System by which goods and services are produced and distributed Executive order issued by President Abraham Lincoln on January 1, 183, that freed enslaved Africa Americans in the Confederate states Group of states or territories controlled by one ruler A person who organizes, operates, and assumes the risk for a business hoping to make a profit An imaginary line that runs east and west circles the earth half way between the north and south pole Characteristics of a specific group or culture Natural resources, human resources, capital resources, and entrepreneurship required to produce any food or service A political philosophy, movement, or government that places national identity and interests over individual freedom; the opposite of liberal democracy Glossary: K-8 Social Studies Social Studies Curriculum Framework Revised 200 Arkansas Department of Education
Federal Reserve Flapper Free enterprise Gilded Age Globalization Goods Gross Domestic Product (GDP) Habeas Corpus Harlem Renaissance Hemispheres Historical map Human capital Human resource Imperialism Indigenous Industrialization Inflation Infrastructure Inset map Interdependence Intermediate (ordinal)directions Internment Interstate Intrastate Jazz Age Latitude Legend/Key Limited resources Longitude Loyalists Manifest Destiny Map scale Maritime 29 The central banking system of the United States Women of the 1920s who challenged social traditions with their dress and behavior Economic system in which business is permitted to compete without government control Term used by Mark Twain and Charles Dudley Warner to describe the corruption and greed prevalent in the late 19 th century in America Development of an integrated global economy marked by free trade, free flow of capital, and the tapping of cheaper foreign labor markets Items one buys or sells that can be made or grown (e.g., food, clothing, cars) Market value of goods and services produced within a country during a given time Principle that guarantees that a person cannot be held in prison without first being charged with a specific crime Period of African American artistic accomplishments that began in the 1920s in the Harlem neighborhood of New York City Half of the globe; divided into Northern, Southern, Eastern, and Western A map that shows how a place looked in an earlier time Knowledge and skills that enable workers to be productive A person s intellectual and physical abilities Quest for colonial empires Originated in, produced, growing, living, or occurring naturally in a particular region or environment An industrial revolution that resulted in social and economic change Rise in the average price level of all the goods and services produced in an economy. Basic facilities, services, and installations needed for the functioning of a community or society, such as transportation and communication systems, water and power lines, and public institutions A small map set within a larger map to show detail or additional information Reliance on people in other places for information, resources, goods, and services Directions between cardinal directions (northwest, southwest, southeast, northeast) Being held against one s will without being charged with a crime Commerce between states Commerce within states Description of the 1920s based on musical styles originating with African American musicians in New Orleans and gaining national appeal Imaginary lines around the globe that run east and west; also called parallels An explanation of what the symbols on a map stand for; explains the meaning of map symbols Lacking in goods and services Imaginary lines around the globe the run between the North and South Poles; also called meridians American colonists who supported the British government during the American Revolution The 19 th century belief that the United States would inevitably expand westward to the Pacific Ocean and into Mexican territory The relationship or ration between a linear measurement on a map and the corresponding distance on Earth s surface. Relating to the sea Glossary: K-8 Social Studies Social Studies Curriculum Framework Revised 200 Arkansas Department of Education
Market Market economy Measure of value Medium of exchange Melting pot (mosaic) Mercantilism Muckrakers Nationalism Natural resource Nazism Opportunity cost Patriots Peninsula Physical map Place Plateau Political map Popular sovereignty Populism Portability Primary source Prime meridian Producer Productive resource Productivity Proprietary Protestant Reformation Push-pull factors Region Relative location Renaissance Roaring Twenties Rural 30 A place or process through which goods and services are exchanged; any setting in which exchange occurs between buyers and sellers Economic system that permits an open exchange of goods and services between producers and consumers The estimated value of goods and services produced in the economy A generally accepted means of payment for goods and services. A mixture of people from different cultures and races who blend together by giving up their native culture and language An economic system in which nations seek to increase their wealth and power by obtaining large amounts of gold and silver and by establishing a favorable balance of trade Writers of the Progressive Era who exposed social, economic, and political problems National pride or loyalty Anything found in nature that can be used to produce a product (e.g., land, water, coal). A political ideology of racist nationalism, national expansion, and state control of the economy The highest valued alternative given up when a decision is made; the value of the next best alternative that must be given up when a choice is made Colonists who supported American independence from Britain An extension of land almost completely surrounded by water but connected to a larger area of land. A map that shows mountains, rivers, valleys and oceans and other natural features Physical and human characteristics that distinguish one geographic location from another A landform that has steep sides and a flat top A map designed primarily to show countries, states, cities, towns, and man-made boundaries A system in which the residents vote to decide an issue Political movement of the late 19 th century led by farmers and laborers which demanded that the people have a greater voice in the government The general characteristic of being readily transportable from one location to another Original documents, manuscripts, or records The imaginary line that runs north and south that divides Earth into the Eastern and Western Hemispheres One who makes goods or services Natural resources, human resources, capitol resources, and entrepreneurship used to make goods and services. Amount of output per unit of input over a period of time Controlled by an owner by authorization of the king A 1 th century movement which began in Germany resulting in a break within the Catholic Church leading to the creation of the new Protestant churches Conditions that motivate individuals to migrate to or from a location An area with one or more common characteristics or features that give it a measure of uniformity and make it different from surrounding areas The site of a place or region in relation to other places or regions (e.g., northwest, downstream) An era of creativity and learning which began in Italy in the 14 th century resulting in a renewed interest in Greek and Roman civilizations Description of the 1920s based on a booming economy and a celebration of youth An area with low population density (e.g., village or countryside) Glossary: K-8 Social Studies Social Studies Curriculum Framework Revised 200 Arkansas Department of Education
Scarcity Secondary source Services Speakeasies Special purpose map Specialization Store of value Suburban Suffrage Supply and Demand Talkies Temperance Temperance Timeline Trade off Traditional market Transcontinental Triangular Trade Uniformity Urban Voluntary exchange Wages Yellow Journalism An economic condition that exits when demand is greater than supply Artifact or record that is not original work but builds on a primary source The performance of any duty or work for others Secret bars during Prohibition Also called a thematic map; used to show more specific information than a general map A person highly trained to do one specific job A method of storing and accumulating wealth A residential district located on the outskirts of a city Right to vote The economic theory that when supply exceeds demand prices fall and when demand exceeds supply prices rise Motion pictures with sound An organized movement to stop the drinking of alcoholic beverages An organized movement to stop the drinking of alcoholic beverages Measures of chronological time during which something exists or happens Giving up one thing in order to have another. Economic system based on barter of goods and services Across the continent The trans-atlantic system of trade in which goods and people, including slaves, were exchanged between Africa, Europe, the West Indies, and colonies in North America A condition in which everything is regular and unvarying An area with high population density (e.g., town, city) Trading goods and services with other people because both parties expect to benefit from the trade Payment earned for production of goods and services Sensational news reporting, first used by Joseph Pulitzer and William Randolph Hearst, designed to influence public opinion 7 Contributors Social Studies Curriculum Framework Revised 200 Arkansas Department of Education