Arkansas

Civics

• C.1 Students will understand the impact of origins, structures, and functions of institutions and laws on society and citizens. This includes personal civic rights, roles, responsibilities, and processes by which laws are made and amended.

  • Civic and Political Institutions

    • C.1.K.1 Identify the purpose of classroom or school rules in establishing communities and ways of living and working together.

      • Rules and laws (K-B.1)

    • C.1.K.2 Identify the characteristics and responsibilities of a leader.

      • Authority figures (K-B.2)

  • Participation and Deliberation

    • C.1.K.3 Recognize state and national symbols and patriotic songs: American flag, Star Spangled Banner, recitation of Pledge of Allegiance, Arkansas flag, apple blossom, honey bee, mockingbird, and pine tree.

      • Identify American symbols (K-C.1)
      • Identify American landmarks and monuments (K-C.2)
      • The American flag (K-C.3)
      • Pledge of Allegiance (K-C.4)

    • C.1.K.4 Demonstrate responsibilities of being a good citizen at school.

      • Good citizenship (K-B.4)

    • C.1.K.5 Follow agreed-upon rules for listening and having a discussion in the classroom.

  • Process, Rules, and Laws

    • C.1.K.6 Discuss the need for rules.

      • Rules and laws (K-B.1)

    • C.1.K.7 Discuss ways people improve communities which may include: being a good neighbor, volunteering/helping, recycling, and donating personal items/toys.

      • Good citizenship (K-B.4)
      • Jobs community helpers do (1-C.2)

    • C.1.K.8 Discuss the importance of problem solving related to classroom issues.

Economics

• E.1 Students will understand the impact of economic decision-making. This includes the exchange of goods and services; role of producers, consumers, and government in the marketplace; and growth, stability, and interdependence within a global economy.

  • Economic Decision-Making

    • E.1.K.1 Discuss needs and wants and how they are restricted by limited resources.

      • Needs and wants (K-G.1)
      • Scarcity (K-G.2)

    • E.1.K.2 State the reasons behind making a personal decision.

  • Exchange and Markets

    • E.1.K.3 Identify ways people create goods and services.

      • Goods and services (K-G.3)

    • E.1.K.4 Discuss ways human, natural, and capital resources are used in the production of goods and services.

    • E.1.K.5 Identify ways people buy and sell goods (i.e., markets).

      • Goods and services (K-G.3)
      • Natural resources (K-G.5)

  • Growth and Stability

    • E.1.K.6 Recognize that consumers use money as a medium of exchange to satisfy economic wants and needs.

    • E.1.K.7 Identify the reasons for and places where people save money (e.g., piggy banks, wallets, banks).

    • E.1.K.8 Discuss examples of goods and services.

      • Goods and services (K-G.3)

  • Global Economy

    • E.1.K.9 Identify common products that come from other countries.

    • E.1.K.10 Identify where products used in daily life are produced.

Geography

• G.1 Students will understand the purpose of geographic tools (e.g., maps, globes, charts, graphs) to understand, analyze, and explain human interaction with each other and with the environment. This includes the spatial characteristics and patterns of human settlement and connections between global regions.

  • Geographic Representations

    • G.1.K.1 Describe familiar places using words that communicate location (e.g., beside, past, before), direction (e.g., right/left), and distance (e.g., long/short).

      • Left and right (K-E.1)
      • Above and below (K-E.2)
      • Next to and between (K-E.3)
      • Use location words (K-E.4)

    • G.1.K.2 Identify and describe the physical characteristics of a place such as rivers, mountains, and forests using maps, globes, and photographs.

      • Identify Earth's land features (K-D.1)
      • Identify Earth's water features (K-D.2)
      • Identify human and physical features (K-D.3)

    • G.1.K.3 Create maps of familiar places such as the school, playground, or neighborhood.

      • Introduction to maps (K-F.1)
      • Use cardinal directions (K-F.2)
      • Use a map key (K-F.3)
      • Use maps of the community (K-F.4)

  • Human-Environment Interaction

    • G.1.K.4 Describe ways humans have impacted the environment: planting trees, reducing waste, littering, polluting.

      • Compare cities and rural areas (K-A.4)
      • Identify human and physical features (K-D.3)

    • G.1.K.5 Discuss cultural characteristics among families and in the community such as art, celebrations, food, language, music, and traditions.

      • What is a community? (K-A.1)

    • G.1.K.6 Identify the influence of weather and climate on people's daily lives.

  • Spatial Patterns and Movement

    • G.1.K.7 Identify natural resources that meet the needs of a community such as timber, minerals, oil, coal, and natural gas.

      • Natural resources (K-G.5)

    • G.1.K.8 Identify people, goods, and ideas that move from place to place.

      • Goods and services (K-G.3)

  • Global Interconnections

    • G.1.K.9 Discuss products and traditions that connect people around the world (e.g., where products are made, celebrations, dance, art, food, and toys).

    • G.1.K.10 Discuss the needs of people during natural and human-made disasters.

History

• H.1 Students will understand chronology, patterns of continuity, and change over time. This includes the contextualization of historical events and ways people gather, view, construct, and interpret historical evidence.

  • Chronology, Change over time, Contextualization

    • H.1.K.1 Discuss a sequence of events using chronological terms such as first, next, last, before, after. Sequence of events may include: daily classroom activities, significant events in students' lives, typical day in the life of the student.

      • Use time-order words (K-L.3)

    • H.1.K.2 Develop a timeline to sequence significant events in students' lives.

      • Introduction to timelines (K-L.4)

    • H.1.K.3 Compare the life of a student today (present) to the life of a student in the past using visual representations (e.g., growing food, rules and laws, making clothing, transportation, and communication).

      • Then and now: transportation and communication (K-H.1)
      • Then and now: home and school (K-H.2)
      • Then and now: work and play (K-H.3)

    • H.1.K.4 Recognize historic figures and other people who have made an impact on history.

      • George Washington (K-I.1)
      • Abraham Lincoln (K-I.2)
      • Helen Keller (K-I.8)
      • Rosa Parks (K-I.11)
      • Martin Luther King Jr. Day (K-J.9)

    • H.1.K.5 Identify the purpose of national holidays and describe the people or events celebrated: Independence Day, Thanksgiving, Memorial Day, Dr. Martin Luther King, Jr. Day, President's Day, and Veteran's Day.

      • Independence Day (K-J.6)
      • Martin Luther King Jr. Day (K-J.9)
      • Memorial Day (K-J.10)
      • Thanksgiving (K-J.14)

  • Perspective, Evidence, Causation

    • H.1.K.6 Identify the different points of view represented in a single historical event.

    • H.1.K.7 Describe materials and methods that allow people to learn about the past (e.g., photos, artifacts, diaries, oral history, and stories).

      • Then and now: transportation and communication (K-H.1)
      • Then and now: home and school (K-H.2)
      • Then and now: work and play (K-H.3)

    • H.1.K.8 Compare the differences in sources of information from the present and the past (e.g., telegraph, pony express, newspaper, telephone, TV, and Internet).