Alaska Content and Performance Standards 4th Grade Social Studies Activities

AK.A. Geography: A student should be able to make and use maps, globes, and graphs to gather, analyze, and report spatial (geographic) information. A student who meets the content standard should:

A.1. Use maps and globes to locate places and regions.

A.3. Understand how and why maps are changing documents.

A.4. Use graphic tools and technologies to depict and interpret the world's human and physical systems.

A.5. Evaluate the importance of the locations of human and physical features in interpreting geographic patterns.

A.6. Use spatial (geographic) tools and technologies to analyze and develop explanations and solutions to geographic problems.

AK.B. Geography: A student should be able to utilize, analyze, and explain information about the human and physical features of places and regions. A student who meets the content standard should:

B.1. Know that places have distinctive geographic characteristics.

B.3. Relate how people create similarities and differences among places.

B.4. Discuss how and why groups and individuals identify with places.

B.5. Describe and demonstrate how places and regions serve as cultural symbols, such as the Statue of Liberty.

B.7. Understand that a region is a distinct area defined by one or more cultural or physical features.

AK.C. Geography: A student should understand the dynamic and interactive natural forces that shape the earth's environments. A student who meets the content standard should:

C.1. Analyze the operation of the earth's physical systems, including ecosystems, climate systems, erosion systems, the water cycle, and tectonics.

C.3. Recognize the concepts used in studying environments and recognize the diversity and productivity of different regional environments.

AK.D. Geography: A student should understand and be able to interpret spatial (geographic) characteristics of human systems, including migration, movement, interactions of cultures, economic activities, settlement patterns, and political units in the state, nation, and world. A student who meets the content standard should:

D.1. Know that the need for people to exchange goods, services, and ideas creates population centers, cultural interaction, and transportation and communication links.

D.2. Explain how and why human networks, including networks for communications and for transportation of people and goods, are linked globally.

D.4. Analyze how changes in technology, transportation, and communication impact social, cultural, economic, and political activity.

AK.E. Geography: A student should understand and be able to evaluate how humans and physical environments interact. A student who meets the content standard should:

E.1. Understand how resources have been developed and used.

E.2. Recognize and assess local, regional, and global patterns of resource use.

E.4. Determine the influence of human perceptions on resource utilization and the environment.

E.5. Analyze the consequences of human modification of the environment and evaluate the changing landscape.

AK.A. Government and Citizenship: A student should know and understand how societies define authority, rights, and responsibilities through a governmental process. A student who meets the content standard should:

A.1. Understand the necessity and purpose of government.

A.2. Understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty.

A.3. Understand how nations organize their governments.

A.4. Compare and contrast how different societies have governed themselves over time and in different places.

AK.B. Government and Citizenship: A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation. A student who meets the content standard should:

B.1. Understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights.

B.2. Recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion.

B.3. Understand the United States Constitution, including separation of powers, the executive, legislative, and judicial branches of government, majority rule, and minority rights.

B.6. Recognize the significance of diversity in the American political system.

B.7. Distinguish between constitution-based ideals and the reality of American political and social life.

AK.C. Government and Citizenship: A student should understand the character of government of the state. A student who meets the content standard should:

C.1. Understand the various forms of the state's local governments and the agencies and commissions that influence students' lives and property.

C.2. Accept responsibility for protecting and enhancing the quality of life in the state through the political and governmental processes.

C.3. Understand the Constitution of Alaska and sec. 4 of the Alaska Statehood Act, which is known as the Statehood Compact.

C.4. Understand the importance of the historical and current roles of Alaska Native communities.

C.5. Understand the Alaska Native Claims Settlement Act and its impact on the state.

C.7. Understand the obligations that land and resource ownership place on the residents and government of the state.

C.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.

AK.E. Government and Citizenship: A student should have the knowledge and skills necessary to participate effectively as an informed and responsible citizen. A student who meets the content standard should:

E.1. Know the important characteristics of citizenship.

E.2. Recognize that it is important for citizens to fulfill their public responsibilities.

E.3. Exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting.

E.5. Establish, explain, and apply criteria useful in selecting political leaders.

E.6. Recognize the value of community service.

AK.F. Government and Citizenship: A student should understand the economies of the United States and the state and their relationships to the global economy. A student who meets the content standard should:

F.1. Understand how the government and the economy interrelate through regulations, incentives, and taxation.

F.2. Be aware that economic systems determine how resources are used to produce and distribute goods and services.

F.3. Compare alternative economic systems.

F.5. Understand the basic concepts of supply and demand, the market system, and profit.

F.6. Understand the role of economic institutions in the United States, including the Federal Reserve Board, trade unions, banks, investors, and the stock market.

F.7. Understand the role of self-interest, incentives, property rights, competition, and corporate responsibility in the market economy.

F.10. Understand how international trade works.

AK.G. Government and Citizenship: A student should understand the impact of economic choices and participate effectively in the local, state, national, and global economies. A student who meets the content standard should:

G.1. Apply economic principles to actual world situations.

G.2. Understand that choices are made because resources are scarce.

G.4. Make informed choices on economic issues.

G.6. Understand that wages and productivity depend on investment in physical and human capital.

G.7. Understand that economic choices influence public and private institutional decisions.

AK.A. History: A student should understand that history is a record of human experiences that links the past to the present and the future. A student who meets the content standard should:

A.1. Understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences.

A.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.

A.7. Understand that history is dynamic and composed of key turning points.

A.8. Know that history is a bridge to understanding groups of people and an individual's relationship to society.

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

AK.B. History: A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events. A student who meets the content standard should:

B.1. Comprehend the forces of change and continuity that shape human history through the following persistent organizing themes:

B.1.a. The development of culture, the emergence of civilizations, and the accomplishments and mistakes of social organizations.

B.1.b. Human communities and their relationships with climate, subsistence base, resources, geography, and technology.

B.1.c. The origin and impact of ideologies, religions, and institutions upon human societies.

B.1.d. The consequences of peace and violent conflict to societies and their cultures.

B.1.e. Major developments in societies as well as changing patterns related to class, ethnicity, race, and gender.

B.2. Understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world.

B.4. Recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns.

B.5. Evaluate the influence of context upon historical understanding.

AK.C. History: A student should develop the skills and processes of historical inquiry. A student who meets the content standard should:

C.2. Use historical data from a variety of primary resources, including letters, diaries, oral accounts, archeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers.

C.3. Apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record.

AK.D. History: A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner. A student who meets the content standard should:

D.4. Recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context.

D.5. Base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others.

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

AK.AH.HI.1 Historical Inquiry: The student demonstrates an understanding of the methods of documenting history by planning and developing history projects, utilizing research tools such as: interviewing protocols, oral history, historical context, pre-interview research, primary sources, secondary sources, proper citation, corroboration, and cause and effect of historical events. [DOK 4] (H. C1-4)

AH.HI.1.1. Indigenous Alaskans before western contact (time immemorial - contact) - People, Places, Environment: The student demonstrates an understanding of the interaction between people and their physical environment by:

AH.PPE.1. Comparing and contrasting geographic regions of Alaska. [DOK 2] (G. B4, B8)

AH.HI.1.6. Colonial Era-The Russian period (1741-1867) - Continuity and Change: The student demonstrates an understanding of the chronology of Alaska history by:

AH.CC.1. Using texts/sources to recognize and explain the interrelationships among Alaska, national, and international events and developments (e.g., international interest, trade, commerce). [DOK 3] (H. B2)

AH.HI.1.8. Colonial Era The United States Period (1867-1912) - Consumption, Production, Distribution: The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

AH.CPD.2. Using texts/source to draw conclusions about the role of the federal government in natural resource development and land management (e.g., jurisdiction, authority, agencies, programs, policies). [DOK 3] (GC. F1)

AH.HI.1.9. Colonial Era The United States Period (1867-1912) - Individual, Citizenship, Governance, Power: The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

AH.ICGP.3. Explaining and analyzing tribal and western concepts of land ownership and how acting upon those concepts contributes to changes in land use, control, and ownership. [DOK 4] (H. C7, C8)

AH.HI.1.11. Alaska as a Territory (1912-1959) - People, Places, Environment: The student demonstrates an understanding of the interaction between people and their physical environment by:

AH.PPE.4. Describing how Alaska's strategic location played an important role in military buildup and explaining the interrelated social and economic impacts. [DOK 2] (G. A5)

AH.HI.1.13. Alaska as a Territory (1912-1959) - Individual, Citizenship, Governance, Power: The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

AH.ICGP.9 Exploring the federal government's influence on settlements in Alaska (e.g., Matanuska Colony, Anchorage, Adak, Tok, Hydaburg) by establishment of post offices, military facilities, schools, courts, and railroads. [DOK 1] (G. G2, H. B1)

AH.ICGP.11 Exploring federal policies and legislation (e.g., Alaska Citizenship Act, Tlingit- Haida Jurisdictional Act, Indian Citizenship Act of 1924, Alaska Reorganization Act, ANCSA) that recognized Native rights. [DOK 1] (H. B2)

AH.HI.1.15. Alaska as a State (1959-present) - People, Places, Environment: The student demonstrates an understanding of the interaction between people and their physical environment by:

AH.PPE.5. Comparing and contrasting the differing perspectives between rural and urban areas. [DOK 2] (H. B1b, C. E4)

AH.PPE.7 Using texts/sources to explain the political, social, cultural, economic, geographic, and historic characteristics of the student's community or region. [DOK 3] (H. B1b, C. E2, E8)

AH.HI.1.16. Alaska as a State (1959-present) - Consumption, Production, Distribution: The student demonstrates an understanding of the discovery, impact, and role of natural resources by:

AH.CPD.4. Describing the federal government's construction and maintenance of Alaska's infrastructure (e.g., transportation, communication, public health system, education). [DOK 1] (G. D4)

AH.HI.1.17. Alaska as a State (1959-present) - Individual, Citizenship, Governance, Power: The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:

AH.ICGP.12 Using texts/sources to analyze the evolution of self-government through an examination of organic documents (i.e., Treaty of Cession, Organic Act, Territorial Act, Alaska State Constitution, Statehood Act). [DOK 3] (H. B2, B4)

AH.HI.1.18. Alaska as a State (1959-present) - Continuity and Change: The student demonstrates an understanding of the chronology of Alaska history by:

AH.CC.5. Defining, describing, and illustrating the economic, political, and social characteristics of the major periods, their key turning points (e.g., implementation of Prudhoe Bay pipeline, Molly Hootch case, ANCSA, ANILCA, ANWR, natural and manmade disasters, establishment of Alaska Native Corporations) and how they interrelate. [DOK 4] (H. B2)

AH.CC.6. Explaining the historical context and the legal foundations (e.g., Alaska Constitution, ANCSA, MMPA, ANILCA, Katie John case) pertinent to subsistence. [DOK 1] (GC. A2, C. A4)