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Skills available for Alaska first-grade social studies standards

Standards are in black and IXL social studies skills are in dark green. Hold your mouse over the name of a skill to view a sample question. Click on the name of a skill to practice that skill.

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Government and Citizenship

  • A: A student should know and understand how societies define authority, rights, and responsibilities through a governmental process.

  • B: A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation.

    • 1 understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights;

    • 2 recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion;

    • 3 understand the United States Constitution, including separation of powers, the executive, legislative, and judicial branches of government, majority rule, and minority rights;

    • 4 know how power is shared in the United States' constitutional government at the federal, state, and local levels;

    • 5 understand the importance of individuals, public opinion, media, political parties, associations, and groups in forming and carrying out public policy;

    • 6 recognize the significance of diversity in the American political system;

    • 7 distinguish between constitution-based ideals and the reality of American political and social life;

    • 8 understand the place of law in the American political system; and

    • 9 recognize the role of dissent in the American political system.

  • C: A student should understand the character of government of the state.

    • 1 understand the various forms of the state's local governments and the agencies and commissions that influence students' lives and property;

    • 2 accept responsibility for protecting and enhancing the quality of life in the state through the political and governmental processes;

    • 3 understand the Constitution of Alaska and sec. 4 of the Alaska Statehood Act, which is known as the Statehood Compact;

    • 4 understand the importance of the historical and current roles of Alaska Native communities;

    • 5 understand the Alaska Native Claims Settlement Act and its impact on the state;

    • 6 understand the importance of the multicultural nature of the state;

    • 7 understand the obligations that land and resource ownership place on the residents and government of the state; and

    • 8 identify the roles of and relationships among the federal, tribal, and state governments and understand the responsibilities and limits of the roles and relationships.

  • D: A student should understand the role of the United States in international affairs.

    • 1 analyze how domestic politics, the principles of the United States Constitution, foreign policy, and economics affect relations with other countries;

    • 2 evaluate circumstances in which the United States has politically influenced other nations and how other nations have influenced the politics and society of the United States;

    • 3 understand how national politics and international affairs are interrelated with the politics and interests of the state;

    • 4 understand the purpose and function of international government and non-governmental organizations in the world today; and

    • 5 analyze the causes, consequences, and possible solutions to current international issues.

  • E: A student should have the knowledge and skills necessary to participate effectively as an informed and responsible citizen.

    • 1 know the important characteristics of citizenship;

    • 2 recognize that it is important for citizens to fulfill their public responsibilities;

    • 3 exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting;

    • 4 establish, explain, and apply criteria useful in evaluating rules and laws;

    • 5 establish, explain, and apply criteria useful in selecting political leaders;

    • 6 recognize the value of community service; and

    • 7 implement ways of solving problems and resolving conflict.

  • F: A student should understand the economies of the United States and the state and their relationships to the global economy.

    • 1 understand how the government and the economy interrelate through regulations, incentives, and taxation;

    • 2 be aware that economic systems determine how resources are used to produce and distribute goods and services;

    • 3 compare alternative economic systems;

    • 4 understand the role of price in resource allocation;

    • 5 understand the basic concepts of supply and demand, the market system, and profit;

    • 6 understand the role of economic institutions in the United States, including the Federal Reserve Board, trade unions, banks, investors, and the stock market;

    • 7 understand the role of self-interest, incentives, property rights, competition, and corporate responsibility in the market economy;

    • 8 understand the indicators of an economy's performance, including gross domestic product, inflation, and the unemployment rate;

    • 9 understand those features of the economy of the state that make it unique, including the importance of natural resources, government ownership and management of resources, Alaska Native regional corporations, the Alaska Permanent Fund Corporation, the Alaska Housing Finance Corporation, and the Alaska Industrial Development and Export Authority; and

    • 10 understand how international trade works.

  • G: A student should understand the impact of economic choices and participate effectively in the local, state, national, and global economies.


  • A: A student should understand that history is a record of human experiences that links the past to the present and the future.

    • 1 understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences;

    • 2 know that the interpretation of history may change as new evidence is discovered;

    • 3 recognize different theories of history, detect the weakness of broad generalization, and evaluate the debates of historians;

    • 4 understand that history relies on the interpretation of evidence;

    • 5 understand that history is a narrative told in many voices and expresses various perspectives of historical experience;

    • 6 know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction;

    • 7 understand that history is dynamic and composed of key turning points;

    • 8 know that history is a bridge to understanding groups of people and an individual's relationship to society; and

    • 9 understand that history is a fundamental connection that unifies all fields of human understanding and endeavor.

  • B: A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events.

  • C: A student should develop the skills and processes of historical inquiry.

    • 1 use appropriate technology to access, retrieve, organize, and present historical information;

    • 2 use historical data from a variety of primary resources, including letters, diaries, oral accounts, archaeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers;

    • 3 apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record; and

    • 4 use historical perspective to solve problems, make decisions, and understand other traditions.

  • D: A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner.

    • 1 understand that the student is important in history;

    • 2 solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and evaluate the effectiveness of actions;

    • 3 define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others;

    • 4 recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context;

    • 5 base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others; and

    • 6 create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.