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The Save Our History Educator’s Manual

Curriculum Links to State History and Social Studies Standards in Arkansas

The Save Our History lesson plans and activities focusing on “The American Revolution and Independence” are inclusive of NCSS Performance Standards and fulfill many of the objectives of National Standards for History guidelines as recommended by the National Council for History Education. In addition, the activities connect with many state history and social studies standards. The information below provides a guide for using these activities to achieve the recommendations of these performance and skill standards. For further standards matching, we recommend that you consult the curriculum goals outlined by your state or school district.

ARKANSAS SOCIAL STUDIES STANDARDS FOR GRADES K-4 Elementary Lesson Plan The focus of these activities is on the American Revolution, its causes, leaders, major Battles, and the Declaration of Independence. Elementary Activity #1 A Story of Freedom – Celebrating Our Nation’s Birthday This activity has a primary level focus with a birthday celebration for Independence Day. Local celebration opportunities are also explored. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) TCC.1.2. Explain how individuals, events, and ideas influence the history of one’s self, family, community, state, and nation. TCC.1.3. Demonstrate the ability to think in terms of sequencing events. TCC.1.4. Describe how history is a continuing story of events, people, and places. TCC.1.5. Recognize the historical significance of national holidays and symbols. TCC.1.6. Use vocabulary related to time and chronology. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 2: Students will demonstrate an understanding of how ideas, events, and conditions bring about change. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) TCC.2.1. Discuss and record changes in one’s self, community, state, and nation. TCC.2.2. Illustrate that change is inevitable and universal and affects everyone.

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TCC.2.3. Use personal experiences, biographies, autobiographies or historical fiction to explain how individuals are affected by, can cope with, and can create change. TCC.2.4. Explain how people, places, events, tools, institutions, attitudes, values, and ideas are the result of what has gone before. TCC.2.5. Use a variety of processes, such as thinking, reading, writing, listening, and speaking, to demonstrate continuity and change. STRAND 2: PEOPLE, PLACES, AND ENVIRONMENTS CONTENT STANDARD 1: Students will demonstrate an understanding that people, cultures, and systems are connected and that commonalities and diversities exist among them. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) PPE.1.1. Investigate how members of a family, school, community, state, nation, and culture depend on each other. PPE.1.2. Compare and contrast similarities and differences in cultures through a variety of experiences, such as reading, writing, drawing, role-playing, dance, music, and simulation. PPE.1.3. Analyze the contributions of various groups to community, state, and nation. PPE.1.4. Use student, family, and community resources to recognize and understand the ethnic, racial, and religious diversity of the United States. PPE.1.5. Analyze the effects of interactions between people and their environment. PPE.1.6. Distinguish similarities and differences among families and communities around the world. PPE.1.7. Use a variety of processes, such as thinking, listening, reading, writing, and speaking, to analyze interdependence. Elementary Activity #2 Getting the Picture This activity is appropriate for all elementary levels. The activity includes a focus on a summary of the story of the Declaration of Independence in addition to events and a timeline of this story. It also highlights important figures of the time, including Washington as leader and Jefferson as major author of the Declaration. Other significant features of this lesson include, Independence Hall, Thomas Paine and Common Sense, the Articles of Confederation, and the United States Constitution. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) TCC.1.1. Examine and analyze stories of important Americans and their contributions to our society. TCC.1.2. Explain how individuals, events, and ideas influence the history of one’s self, family, community, state, and nation.

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TCC.1.3. Demonstrate the ability to think in terms of sequencing events. TCC.1.6. Use vocabulary related to time and chronology. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 2: Students will demonstrate an understanding of how ideas, events, and conditions bring about change. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) TCC.2.4. Explain how people, places, events, tools, institutions, attitudes, values, and ideas are the result of what has gone before. TCC.2.5. Use a variety of processes, such as thinking, reading, writing, listening, and speaking, to demonstrate continuity and change. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 1: Students will demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) PAG.1.1. Explain the need for rules or laws in home, school, community, state, and nation. PAG.1.2. Exhibit an understanding of the rights and responsibilities of citizenship in the community, state, and nation. PAG.1.4. Describe the basic structure of the United States government. PAG.1.5. Discuss the five basic freedoms (speech, religion, press, assembly, and petition) guaranteed to all United States citizens. PAG.1.6. Use a variety of processes, such as thinking, reading, writing, speaking, listening, and role playing, to promote responsible citizenship. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 2: Students will demonstrate an understanding of the commonalities and differences of various systems of government. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) PAG.2.1. Explain why government is necessary in classroom, school, community, state, and nation. PAG.2.2. Distinguish among school, community, state, and national governments, and identify leaders at these levels, such as superintendent, mayor, governor, and president. PAG.2.3. Identify services provided by community, state, and national governments. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 2:

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Students will demonstrate the ability to use the tools of the social sciences. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) SSPS.2.2. Identify and use primary and secondary sources, such as photographs, documents, letters, diaries, stories, and field studies. Elementary Activity #3 What’s a Symbol of Early America? This primary level activity has as its focus our National Symbols of the Liberty Bell, the American Flag, and the Bald Eagle. This activity incorporates diversity studies through immigration and family histories. In addition, local historians and state symbols bring the focus to a local level. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) TCC.1.2. Explain how individuals, events, and ideas influence the history of one’s self, family, community, state, and nation. TCC.1.3. Demonstrate the ability to think in terms of sequencing events. TCC.1.4. Describe how history is a continuing story of events, people, and places. TCC.1.5. Recognize the historical significance of national holidays and symbols. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 1: Students will demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) PAG.1.2. Exhibit an understanding of the rights and responsibilities of citizenship in the community, state, and nation. PAG.1.3. Illustrate ways that current events may influence people’s lives. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 2: Students will demonstrate an understanding of the commonalities and differences of various systems of government. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) PAG.2.1. Explain why government is necessary in classroom, school, community, state, and nation. PAG.2.2. Distinguish among school, community, state, and national governments, and identify leaders at these levels, such as superintendent, mayor, governor, and president.

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PAG.2.3. Identify services provided by community, state, and national governments. Elementary Activity #4 The Declaration of Independence – Living Ideals This intermediate and upper elementary activity asks students to search for examples of the Declaration of Independence in the local news within the use vocabulary, cartoons, articles, or editorials. It also addresses the government’s responsibility of helping us achieve these ideals. In addition, this activity clarifies reasons for a belief in these principles and its modern-day importance. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) TCC.1.2. Explain how individuals, events, and ideas influence the history of one’s self, family, community, state, and nation. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 2: Students will demonstrate an understanding of how ideas, events, and conditions bring about change. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) TCC.2.4. Explain how people, places, events, tools, institutions, attitudes, values, and ideas are the result of what has gone before. TCC.2.5. Use a variety of processes, such as thinking, reading, writing, listening, and speaking, to demonstrate continuity and change. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 1: Students will demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) PAG.1.4. Describe the basic structure of the United States government. PAG.1.5. Discuss the five basic freedoms (speech, religion, press, assembly, and petition) guaranteed to all United States citizens. PAG.1.6. Use a variety of processes, such as thinking, reading, writing, speaking, listening, and role playing, to promote responsible citizenship. Elementary activity #5 What Was Happening Here? This activity is appropriate for all elementary grade levels and focuses on local history with a visit from a local historian. While comparing and contrasting the local community with the same community 200 years ago in addition to building a timeline, this activity

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helps you take a look at your community and state, now and then. State history is researched through a who, what, when, where, why, and how graphic organizer. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) TCC.1.1. Examine and analyze stories of important Americans and their contributions to our society. TCC.1.2. Explain how individuals, events, and ideas influence the history of one’s self, family, community, state, and nation. TCC.1.3. Demonstrate the ability to think in terms of sequencing events. TCC.1.4. Describe how history is a continuing story of events, people, and places. TCC.1.6. Use vocabulary related to time and chronology. TCC.1.7. Use literature and the arts to show how people, places, and events are connected to the past. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 2: Students will demonstrate an understanding of how ideas, events, and conditions bring about change. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) TCC.2.1. Discuss and record changes in one’s self, community, state, and nation. TCC.2.2. Illustrate that change is inevitable and universal and affects everyone. TCC.2.5. Use a variety of processes, such as thinking, reading, writing, listening, and speaking, to demonstrate continuity and change. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) TCC.2.1. Demonstrate an understanding of continuity and change in the state, nation, and world. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 1: Students will demonstrate critical thinking skills through research, reading, writing, speaking, listening, and problem-solving. GRADES K-4 (STUDENT LEARNING EXPECTATIONS) SSPS.1.2. Recognize and discuss different perspectives in current and past issues. SSPS 1.3. Interpret information from visual aids, such as graphs and maps. SSPS 1.6. Compare, contrast, and classify to recognize similarities and differences.

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STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 2: Students will demonstrate the ability to use the tools of the social sciences.

ARKANSAS SOCIAL STUDIES STANDARDS FOR GRADES 5-8

Middle School Lesson Plan The focus of these activities is on the American Revolution, its causes, leaders, major Battles, important dates in history, and the Declaration of Independence.

Middle School Activity #1 Loyalist, Patriot, or Undecided? This activity takes the multiple perspectives of the colonists of the time, and asks the students to be the voice of either a Patriot (those favoring war, often called Rebels), Loyalist (those who remained loyal to Britain, often called Tories or King’s Men), or an undecided colonist. The students need to research their home country and think about the consequences of this war and then relate to some of these crucial decisions. This activity speaks to the differences between a Representative government rather than a monarch and many of the colonists’ desire for independence. The lesson calls for the students to imagine you are “caught in the middle” for various reasons, research, take a stand, and then to defend this choice. In addition, this activity looks at timely issues at a local level. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) TCC.1.1. Use chronological order to explain the cause and effect of events throughout history. TCC.1.2. Analyze how past decisions and events affect subsequent decisions or events throughout the world. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 2: Students will demonstrate an understanding of how ideas, events, and conditions bring about change. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) TCC.2.1. Demonstrate an understanding of continuity and change in the state, nation, and world. TCC.2.2. Investigate how political events, technological changes, and cultural diffusion have affected and been affected by literature, language and the arts.

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TCC.2.3. 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. TCC.2.4. Use a variety of processes, such as thinking, reading, writing, listening, and speaking, to demonstrate continuity and change. STRAND 2: PEOPLE, PLACES, AND ENVIRONMENTS CONTENT STANDARD 1: Students will demonstrate an understanding that people, cultures, and systems are connected and that commonalities and diversities exist among them. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) PPE.1.2. Demonstrate an understanding that one’s identity is connected to ideas and traditions from the past and from other cultures. PPE.1.3. Compare commonalities and differences in the ways groups, societies, and cultures meet human needs and concerns. PPE.1.4. Examine primary and secondary sources and experiences to understand historical and cultural perspectives. PPE.1.6. Use appropriate methods and tools, such as field studies, simulations, interactive technologies, maps, globes, literature and primary sources, to compare cultural perspectives. PPE.1.7. Illustrate the relationship between tolerance and cooperation. PPE.1.8. Demonstrate an awareness of cultural perspectives. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 1: Students will demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) PAG.1.1. Recognize and develop a concept of one’s role as a participant in a larger community. PAG.1.2. Demonstrate responsible citizenship and function as a productive member of the local, state, and national communities. PAG.1.6. Practice roles, rights, and responsibilities as a participating citizen of a democracy through simulations, such as voter registration, elections, jury duty, and congresses. PAG.1.7. Develop a project to serve the school, community, state, or nation. PAG.1.8. Distinguish between the rights and responsibilities of the individual and the rights and responsibilities of the group. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 2:

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Students will demonstrate an understanding of the commonalities and differences of various systems of government. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) PAG.2.1. Analyze continuity and change in the concepts of individual rights and responsibilities. PAG.2.2. Analyze conflict and methods of conflict resolution by using such activities as simulations and role play. PAG.2.3. Compare the rights and responsibilities of citizenship in two or more nations. PAG.2.4. Compare systems of government and their basis of power. PAG.2.5. Understand the organization, function, and operation of local, state, and national governments and simulate methods of influencing policy in a democratic government. PAG.2.6 Analyze the characteristics of effective leadership from both historical and contemporary perspectives. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 1: Students will demonstrate critical thinking skills through research, reading, writing, speaking, listening, and problem solving. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) SSPS.1.1. Analyze concepts of the social sciences using a variety of methods, such as simulations, field studies, debates, presentations, projects, portfolios, etc. SSPS.1.2. Combine historical methodology and evaluation of evidence to understand the difference between fact and opinion. Middle School Activity #2 The Declaration of Independence – Living Ideals This activity asks students to search for examples of the Declaration of Independence in the local news within the use vocabulary, cartoons, articles, or editorials. The students take a point/counter-point position to learn all sides of these issues. The lesson also addresses the government’s responsibility of helping us achieve these ideals and our responsibility through the “consent of the governed”. In addition, this activity clarifies reasons for a belief in these founding principles and their modern-day importance. Finally, this lesson allows the students to further explore, compare, and contrast constitutions and founding documents of other nations with ours. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) TCC.1.1. Use chronological order to explain the cause and effect of events throughout history.

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TCC.1.2. Analyze how past decisions and events affect subsequent decisions or events throughout the world. TCC.1.4. Compare and contrast the causes and consequences of conflict within the state, the nation, and the world. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 2: Students will demonstrate an understanding of how ideas, events, and conditions bring about change. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) TCC.2.1. Demonstrate an understanding of continuity and change in the state, nation, and world. TCC.2.2. Investigate how political events, technological changes, and cultural diffusion have affected and been affected by literature, language and the arts. TCC.2.3. 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. TCC.2.4. Use a variety of processes, such as thinking, reading, writing, listening, and speaking, to demonstrate continuity and change. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 1: Students will demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) PAG.1.1. Recognize and develop a concept of one’s role as a participant in a larger community. PAG.1.2. Demonstrate responsible citizenship and function as a productive member of the local, state, and national communities. PAG.1.5. Explain the historical and current impact of United States public policy on the racial, religious, geographic, ethnic, economic, and linguistic diversity of the United States. PAG.1.6. Practice roles, rights, and responsibilities as a participating citizen of a democracy through simulations, such as voter registration, elections, jury duty, and congresses. PAG.1.8. Distinguish between the rights and responsibilities of the individual and the rights and responsibilities of the group. PAG.1.9. Explore how language, media, literature, and the arts reflect life in a democratic society. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 1:

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Students will demonstrate critical thinking skills through research, reading, writing, speaking, listening, and problem solving. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) SSPS.1.1. Analyze concepts of the social sciences using a variety of methods, such as simulations, field studies, debates, presentations, projects, portfolios, etc. SSPS.1.2. Combine historical methodology and evaluation of evidence to understand the difference between fact and opinion. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 2: Students will demonstrate the ability to use the tools of the social sciences. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) SSPS. 2.1. Use appropriate methods, research techniques, and tools, such as field studies, simulations, interactive technologies, charts, maps, graphs, statistics, primary sources, etc. SSPS. 2.2. Use mental mapping to understand spatial relationships and to locate places on maps. SSPS. 2.3. Read and apply the essential characteristics and functions of maps, graphs, charts, timelines, and geographic information systems. Middle School Activity #3 What Would Jefferson Say? This activity’s focus is an interview with Thomas Jefferson. Students need prior knowledge through research to be able to ask meaningful questions and then to follow up by summarizing, recoding, and transcribing these questions with responses. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) TCC.1.1. Use chronological order to explain the cause and effect of events throughout history. TCC.1.2. Analyze how past decisions and events affect subsequent decisions or events throughout the world. TCC.1.4. Compare and contrast the causes and consequences of conflict within the state, the nation, and the world. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 2: Students will demonstrate an understanding of how ideas, events, and conditions bring about change.

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GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) TCC.2.3. 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. TCC.2.4. Use a variety of processes, such as thinking, reading, writing, listening, and speaking, to demonstrate continuity and change. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 1: Students will demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) PAG.1.5. Explain the historical and current impact of United States public policy on the racial, religious, geographic, ethnic, economic, and linguistic diversity of the United States. PAG.1.6. Practice roles, rights, and responsibilities as a participating citizen of a democracy through simulations, such as voter registration, elections, jury duty, and congresses. PAG.1.8. Distinguish between the rights and responsibilities of the individual and the rights and responsibilities of the group. PAG.1.9. Explore how language, media, literature, and the arts reflect life in a democratic society. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 2: Students will demonstrate an understanding of the commonalities and differences of various systems of government. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) PAG.2.1. Analyze continuity and change in the concepts of individual rights and responsibilities. PAG.2.2. Analyze conflict and methods of conflict resolution by using such activities as simulations and role play. PAG.2.3. Compare the rights and responsibilities of citizenship in two or more nations. PAG.2.4. Compare systems of government and their basis of power. PAG.2.5. Understand the organization, function, and operation of local, state, and national governments and simulate methods of influencing policy in a democratic government. PAG.2.6 Analyze the characteristics of effective leadership from both historical and contemporary perspectives. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 1:

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Students will demonstrate critical thinking skills through research, reading, writing, speaking, listening, and problem solving. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) SSPS.1.1. Analyze concepts of the social sciences using a variety of methods, such as simulations, field studies, debates, presentations, projects, portfolios, etc. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 2: Students will demonstrate the ability to use the tools of the social sciences. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) SSPS. 2.1. Use appropriate methods, research techniques, and tools, such as field studies, simulations, interactive technologies, charts, maps, graphs, statistics, primary sources, etc.

Middle School Activity #4 What Do You Mean – The Declaration of Independence? This activity involves rich research in primary and secondary sources. As an outcome of this research, students will understand the meaning of independence and define many other unfamiliar words. Following this research, they will be able to list ideals and give reasons for a separation from Great Britain. They will also research for grievances and be able to list examples of these wrongs in order of importance. Finally, they will also be able to list ways the colonists tried to avoid seeking independence from Britain. Language Arts skills will be used to discuss the language and imagery Jefferson used in the Declaration of Independence. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) TCC.1.1. Use chronological order to explain the cause and effect of events throughout history. TCC.1.2. Analyze how past decisions and events affect subsequent decisions or events throughout the world. TCC.1.4. Compare and contrast the causes and consequences of conflict within the state, the nation, and the world. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 2: Students will demonstrate an understanding of how ideas, events, and conditions bring about change. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS)

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TCC.2.3. 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. TCC.2.4. Use a variety of processes, such as thinking, reading, writing, listening, and speaking, to demonstrate continuity and change. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 1: Students will demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) PAG.1.1. Recognize and develop a concept of one’s role as a participant in a larger community. PAG.1.2. Demonstrate responsible citizenship and function as a productive member of the local, state, and national communities. PAG.1.5. Explain the historical and current impact of United States public policy on the racial, religious, geographic, ethnic, economic, and linguistic diversity of the United States. PAG.1.6. Practice roles, rights, and responsibilities as a participating citizen of a democracy through simulations, such as voter registration, elections, jury duty, and congresses. PAG.1.8. Distinguish between the rights and responsibilities of the individual and the rights and responsibilities of the group. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 2: Students will demonstrate an understanding of the commonalities and differences of various systems of government. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) PAG.2.1. Analyze continuity and change in the concepts of individual rights and responsibilities. PAG.2.2. Analyze conflict and methods of conflict resolution by using such activities as simulations and role play. PAG.2.3. Compare the rights and responsibilities of citizenship in two or more nations. PAG.2.4. Compare systems of government and their basis of power. PAG.2.5. Understand the organization, function, and operation of local, state, and national governments and simulate methods of influencing policy in a democratic government. PAG.2.6 Analyze the characteristics of effective leadership from both historical and contemporary perspectives. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS

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CONTENT STANDARD 1: Students will demonstrate critical thinking skills through research, reading, writing, speaking, listening, and problem solving. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) SSPS.1.1. Analyze concepts of the social sciences using a variety of methods, such as simulations, field studies, debates, presentations, projects, portfolios, etc. SSPS.1.2. Combine historical methodology and evaluation of evidence to understand the difference between fact and opinion. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 2: Students will demonstrate the ability to use the tools of the social sciences. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) SSPS. 2.1. Use appropriate methods, research techniques, and tools, such as field studies, simulations, interactive technologies, charts, maps, graphs, statistics, primary sources, etc. Middle School Activity #5 What Was Happening Here? This activity asks, “What was happening in various parts of the United States?” Which states were in the middle of the revolution and which were controlled by other nations? Was the effect on your state “revolutionary”? While comparing and contrasting their own state with the research of how it may have been 200 years ago, this activity takes a look at your state, now and then. In addition to building a timeline, state history is researched through a who, what, when, where, why, and how graphic organizer. This research is compiled by students to create and compose a variety of top ten songs that encompass contemporary and traditional patriotic ideals and symbols. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) TCC.1.1. Use chronological order to explain the cause and effect of events throughout history. TCC.1.2. Analyze how past decisions and events affect subsequent decisions or events throughout the world. TCC.1.3. Use the process of mental mapping to understand spatial relationships and to locate places on maps. TCC.1.4. Compare and contrast the causes and consequences of conflict within the state, the nation, and the world. STRAND 1: TIME, CONTINUITY, AND CHANGE

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CONTENT STANDARD 2: Students will demonstrate an understanding of how ideas, events, and conditions bring about change. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) TCC.2.1. Demonstrate an understanding of continuity and change in the state, nation, and world. TCC.2.2. Investigate how political events, technological changes, and cultural diffusion have affected and been affected by literature, language and the arts. TCC.2.3. 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. TCC.2.4. Use a variety of processes, such as thinking, reading, writing, listening, and speaking, to demonstrate continuity and change. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 1: Students will demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) PAG.1.1. Recognize and develop a concept of one’s role as a participant in a larger community. PAG.1.2. Demonstrate responsible citizenship and function as a productive member of the local, state, and national communities. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 1: Students will demonstrate critical thinking skills through research, reading, writing, speaking, listening, and problem solving. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS) SSPS.1.1. Analyze concepts of the social sciences using a variety of methods, such as simulations, field studies, debates, presentations, projects, portfolios, etc. SSPS.1.2. Combine historical methodology and evaluation of evidence to understand the difference between fact and opinion. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 2: Students will demonstrate the ability to use the tools of the social sciences. GRADES 5-8 (STUDENT LEARNING EXPECTATIONS)

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SSPS. 2.1. Use appropriate methods, research techniques, and tools, such as field studies, simulations, interactive technologies, charts, maps, graphs, statistics, primary sources, etc. SSPS. 2.2. Use mental mapping to understand spatial relationships and to locate places on maps. SSPS. 2.3. Read and apply the essential characteristics and functions of maps, graphs, charts, timelines, and geographic information systems.

ARKANSAS SOCIAL STUDIES STANDARDS FOR GRADES 9-12 High School Lesson Plan The focus of these activities is on the American Revolution, its causes, leaders, major Battles, important dates in history, and the Declaration of Independence, and the causes and effects of the conflict waged by the thirteen colonies against Great Britain. High School Activity #1 The Declaration of Independence – Living Ideals This activity asks students to search for examples of the Declaration of Independence in the local news within the use vocabulary, cartoons, articles, or editorials. The students take a point/counter-point position to learn all sides of these issues. The lesson also addresses the government’s responsibility of helping us achieve these ideals and our responsibility through the “consent of the governed”. In addition, this activity clarifies reasons for a belief in these founding principles and their modern-day importance. Finally, this lesson allows the students to further explore, compare, and contrast constitutions and founding documents of other nations with ours. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 2: Students will demonstrate an understanding of how ideas, events, and conditions bring about change. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) TCC. 2.1. Investigate cause and effect as a historical concept. TCC. 2.2. Compare and contrast divergent historical perspectives. TCC. 2.3. Evaluate the role of ideals, traditions, processes, institutions, literature, languages, and the arts in continuity and change. TCC. 2.4. Compare and contrast issues of continuity and change by applying techniques, such as brainstorming, data analysis, simulations, and scenario writing. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 1: Students will demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society.

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GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) PAG.1.1. Explain the purpose of government and analyze how its powers are acquired, used, and justified. PAG.1.2. Explain the origins and continuing influence of key ideals of a democratic republican government, such as individual human dignity, liberty, justice, equality, and the rule of law. PAG.1.3. Synthesize the principles of United States political heritage through the examination of such documents as the Declaration of Independence, “Common Sense” (Thomas Paine), the United States Constitution, the Bill of Rights, “Civil Disobedience” (Henry David Thoreau), “Letter from a Birmingham Jail” (Martin Luther King, Jr.), etc. PAG.1.4. Identify, analyze, interpret, and evaluate sources and examples of citizens’ rights and responsibilities. PAG.1.5. Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare. PAG.1.6. Analyze and evaluate the influence of citizen action and public opinion on the formulation of public policy. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 2: Students will demonstrate an understanding of the commonalities and differences of various systems of government. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) PAG.2.1. Compare the ideologies, structures, institutions, and processes of different political systems. PAG.2.2. Evaluate the impact of technology in communications, transportation, information processing, weapons development, etc., as they relate to domestic and foreign policies. PAG.2.3. Research and debate selected social issues, such as-- but not limited to--public health, public education, waste management, and pollution. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 1: Students will demonstrate critical thinking skills through research, reading, writing, speaking, listening, and problem solving. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) SSPS.1.1. Integrate reading, writing, listening, and speaking skills throughout the social sciences. SSPS.1.2. Develop and enhance observation, questioning, and interpretive skills throughout the social sciences. SSPS.1.3. Develop and enhance critical analysis skills, such as cause and effect and inductive and deductive reasoning, throughout the social sciences. SSPS.1.4. Employ creative thinking skills throughout the social sciences.

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STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 2: Students will demonstrate the ability to use the tools of the social sciences. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) SSPS.2.7. Employ processes of historical inquiry, such as using a variety of sources and checking the credibility of those sources, validating, and weighing evidence using primary and secondary sources High School Activity #2 What Was Happening Here? Using multiple perspectives based on geography, personal identity, and political party, this activity asks, “What was happening in various parts of the United States?” Which states were in the middle of the revolution and which were controlled by other nations? Was the effect on your state “revolutionary”? While comparing and contrasting the students’ own state through local area primary documents and the research of how it may have been 200 years ago, this activity takes a look at this state, now and then. In addition to building a timeline with the use of power point technology, state history research is compiled by students in various compositional forms such as map creation, describing a fictional character and explaining his/her point of view, storybook creation and sharing, and write or perform a play based on this community during this period in history. Students can then reach out to a local community center, senior care center, or veteran’s home to share this knowledge. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) TCC.1.1. Analyze and evaluate diverse contemporary, historical, and geographical perspectives as they relate to important events, recurring dilemmas, and persistent issues. TCC.1.2. Explain, analyze, and show connections among patterns of change and continuity by applying key historical concepts, such as time, chronology, causality, change, conflict, complexity, and movement. TCC.1.3. Evaluate major turning points in history. TCC.1.4. Link historical events region to region along timelines. TCC.1.5. Describe and evaluate the historical role of international and multinational organizations. TCC.1.6. Analyze and evaluate the history, causes, consequences, and possible solutions to persisting issues, such as health, security, resource allocation, economic development, and environmental quality. STRAND 2: PEOPLE, PLACES, AND ENVIRONMENTS

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CONTENT STANDARD 1: Students will demonstrate an understanding that people, cultures, and systems are connected and that commonalities and diversities exist among them. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) PPE. 1.1. Analyze and illustrate connections and interactions of individuals, groups, institutions, states, and nations. PPE. 1.3. Demonstrate how cultural elements such as language, the arts and belief systems can both connect people or cause conflict. PPE. 1.4. Probe the interdependencies of nations. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 1: Students will demonstrate critical thinking skills through research, reading, writing, speaking, listening, and problem solving. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) SSPS.1.1. Integrate reading, writing, listening, and speaking skills throughout the social sciences. SSPS.1.2. Develop and enhance observation, questioning, and interpretive skills throughout the social sciences. SSPS.1.3. Develop and enhance critical analysis skills, such as cause and effect and inductive and deductive reasoning, throughout the social sciences. SSPS.1.4. Employ creative thinking skills throughout the social sciences. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 2: Students will demonstrate the ability to use the tools of the social sciences. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) SSPS.2.6. Use appropriate tools, such as globes, maps, statistical data, primary historical sources, relevant media resources, interactive technologies, and field studies, etc. SSPS.2.7. Employ processes of historical inquiry, such as using a variety of sources and checking the credibility of those sources, validating, and weighing evidence using primary and secondary sources High School Activity #3 The Original Rough “Draught”? The focus is to compare and contrast various versions and sections of each draft of the Declaration of Independence, from the earliest version through the final conclusion. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships.

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GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) TCC.1.1. Analyze and evaluate diverse contemporary, historical, and geographical perspectives as they relate to important events, recurring dilemmas, and persistent issues. TCC.1.2. Explain, analyze, and show connections among patterns of change and continuity by applying key historical concepts, such as time, chronology, causality, change, conflict, complexity, and movement. TCC.1.3. Evaluate major turning points in history. TCC.1.4. Link historical events region to region along timelines. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 2: Students will demonstrate an understanding of how ideas, events, and conditions bring about change. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) TCC. 2.1. Investigate cause and effect as a historical concept. TCC. 2.2. Compare and contrast divergent historical perspectives. TCC. 2.3. Evaluate the role of ideals, traditions, processes, institutions, literature, languages, and the arts in continuity and change. TCC. 2.4. Compare and contrast issues of continuity and change by applying techniques, such as brainstorming, data analysis, simulations, and scenario writing. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 1: Students will demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) PAG.1.1. Explain the purpose of government and analyze how its powers are acquired, used, and justified. PAG.1.2. Explain the origins and continuing influence of key ideals of a democratic republican government, such as individual human dignity, liberty, justice, equality, and the rule of law. PAG.1.3. Synthesize the principles of United States political heritage through the examination of such documents as the Declaration of Independence, “Common Sense” (Thomas Paine), the United States Constitution, the Bill of Rights, “Civil Disobedience” (Henry David Thoreau), “Letter from a Birmingham Jail” (Martin Luther King, Jr.), etc. PAG.1.4. Identify, analyze, interpret, and evaluate sources and examples of citizens’ rights and responsibilities. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 2:

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Students will demonstrate an understanding of the commonalities and differences of various systems of government. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) PAG.2.1. Compare the ideologies, structures, institutions, and processes of different political systems. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 1: Students will demonstrate critical thinking skills through research, reading, writing, speaking, listening, and problem solving. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) SSPS.1.1. Integrate reading, writing, listening, and speaking skills throughout the social sciences. SSPS.1.2. Develop and enhance observation, questioning, and interpretive skills throughout the social sciences. SSPS.1.3. Develop and enhance critical analysis skills, such as cause and effect and inductive and deductive reasoning, throughout the social sciences. SSPS.1.4. Employ creative thinking skills throughout the social sciences. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 2: Students will demonstrate the ability to use the tools of the social sciences. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) SSPS.2.6. Use appropriate tools, such as globes, maps, statistical data, primary historical sources, relevant media resources, interactive technologies, and field studies, etc. SSPS.2.7. Employ processes of historical inquiry, such as using a variety of sources and checking the credibility of those sources, validating, and weighing evidence using primary and secondary sources High School Activity #4 Timeline of a Revolution The focus of this activity is to chronologically arrange and present the events of this time in history through the creation of a timeline. Students might also use analytical skills to see this Revolutionary War as a rebellion, a civil war, or a world war. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS)

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TCC.1.1. Analyze and evaluate diverse contemporary, historical, and geographical perspectives as they relate to important events, recurring dilemmas, and persistent issues. TCC.1.2. Explain, analyze, and show connections among patterns of change and continuity by applying key historical concepts, such as time, chronology, causality, change, conflict, complexity, and movement. TCC.1.3. Evaluate major turning points in history. TCC.1.4. Link historical events region to region along timelines. TCC.1.5. Describe and evaluate the historical role of international and multinational organizations. . STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 1: Students will demonstrate an understanding of the chronology and concepts of history and identify and explain historical relationships. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) TCC.1.1. Analyze and evaluate diverse contemporary, historical, and geographical perspectives as they relate to important events, recurring dilemmas, and persistent issues. TCC.1.2. Explain, analyze, and show connections among patterns of change and continuity by applying key historical concepts, such as time, chronology, causality, change, conflict, complexity, and movement. TCC.1.3. Evaluate major turning points in history. TCC.1.4. Link historical events region to region along timelines. STRAND 1: TIME, CONTINUITY, AND CHANGE CONTENT STANDARD 2: Students will demonstrate an understanding of how ideas, events, and conditions bring about change. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) TCC. 2.1. Investigate cause and effect as a historical concept. TCC. 2.2. Compare and contrast divergent historical perspectives. TCC. 2.4. Compare and contrast issues of continuity and change by applying techniques, such as brainstorming, data analysis, simulations, and scenario writing. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 1: Students will demonstrate an understanding of the ideals, rights, and responsibilities of participating in a democratic society. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) PAG.1.1. Explain the purpose of government and analyze how its powers are acquired, used, and justified.

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PAG.1.2. Explain the origins and continuing influence of key ideals of a democratic republican government, such as individual human dignity, liberty, justice, equality, and the rule of law. PAG.1.3. Synthesize the principles of United States political heritage through the examination of such documents as the Declaration of Independence, “Common Sense” (Thomas Paine), the United States Constitution, the Bill of Rights, “Civil Disobedience” (Henry David Thoreau), “Letter from a Birmingham Jail” (Martin Luther King, Jr.), etc. PAG.1.4. Identify, analyze, interpret, and evaluate sources and examples of citizens’ rights and responsibilities. PAG.1.5. Examine persistent issues involving the rights, roles, and status of the individual in relation to the general welfare. PAG.1.6. Analyze and evaluate the influence of citizen action and public opinion on the formulation of public policy. STRAND 4: POWER, AUTHORITY, AND GOVERNANCE CONTENT STANDARD 2: Students will demonstrate an understanding of the commonalities and differences of various systems of government. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) PAG.2.1. Compare the ideologies, structures, institutions, and processes of different political systems. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 1: Students will demonstrate critical thinking skills through research, reading, writing, speaking, listening, and problem solving. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) SSPS.1.1. Integrate reading, writing, listening, and speaking skills throughout the social sciences. SSPS.1.2. Develop and enhance observation, questioning, and interpretive skills throughout the social sciences. SSPS.1.3. Develop and enhance critical analysis skills, such as cause and effect and inductive and deductive reasoning, throughout the social sciences. SSPS.1.4. Employ creative thinking skills throughout the social sciences. STRAND 5: SOCIAL SCIENCE PROCESSES AND SKILLS CONTENT STANDARD 2: Students will demonstrate the ability to use the tools of the social sciences. GRADES 9-12 (STUDENT LEARNING EXPECTATIONS) SSPS.2.5. Draw inferences.

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SSPS.2.6. Use appropriate tools, such as globes, maps, statistical data, primary historical sources, relevant media resources, interactive technologies, and field studies, etc. SSPS.2.7. Employ processes of historical inquiry, such as using a variety of sources and checking the credibility of those sources, validating, and weighing evidence using primary and secondary sources