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 American History
12 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.11.AH.1 = Populism. Standard 11. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 11: Student...
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12 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.11.AH.1 = Populism. Standard 11. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 11: Students shall examine the political ideas of the Gilded Age. PO.11.AH.1 Describe the rulings in the Supreme Court cases regulating industry: • Munn v. Illinois • Wabash v. Illinois • E.C
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http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=10
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=10
9 American History (United States History): Industrialization Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: IN.8.AH.1 = Industrialization. Standard 8. American History (United States History). 1st Student Learning Expectation Strand: Industrialization Content Standard 8: Students shall analyze the rise of big business in the United States. IN.8.AH.1 Compare and contrast the terms “captains of <span class="highlight">industry</span>” and “robber barons” IN.8.AH.2
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http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=13
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=13
12 American History (United States History): Populism Social Studies Curriculum Framework Revision 2006 Arkansas Department of Education Key: PO.11.AH.1 = Populism. Standard 11. American History (United States History). 1st Student Learning Expectation Strand: Populism Content Standard 11: Students shall examine the political ideas of the Gilded Age. PO.11.AH.1 Describe the rulings in the Supreme Court cases regulating <span class="highlight">industry</span>: • Munn v. Illinois • Wabash v. Illinois • E.C
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http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=21
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=21
effects of World War II on population shifts, economic gains, and social adjustments during the post-war period (e.g., defense <span class="highlight">industry</span> towns, African American migration, farmer prosperity, employment of women, baby boom, juvenile delinquency, G.I. Bill of Rights) WC.18.AH.9 Examine racial conflicts in the World War II period
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http://arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=25
arkansased.org/teachers/pdf/amer_hist_2006.pdf#page=25
culture Big Stick diplomacy The catch-phrase for describing U.S. President Theodore Roosevelt's corollary to the Monroe Doctrine, which stated that the United States should assume international police power in the Western Hemisphere Captains of <span class="highlight">Industry</span> A business leader whose means of amassing a personal fortune contributes positively to the country in some way Communism Authoritarian socialism; economic and political system in which governments own the means of production and control economic planning De
Social Studies Curriculum Framework
improve the physical environment by practicing conservation G.3.4.4 Explain how people are influenced by, adapt to, and alter the environment (e.g., agriculture, housing, occupation, industry, transportation, communication, acid rain, global warming, ozone depletion) G.3.4.5 Describe the soc...
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improve the physical environment by practicing conservation G.3.4.4 Explain how people are influenced by, adapt to, and alter the environment (e.g., agriculture, housing, occupation, industry, transportation, communication, acid rain, global warming, ozone depletion) G.3.4.5 Describe the social impact of extreme natural events on human and physical environments (e.g., fires, volcanoes, earthquakes, floods, hurricanes, tornados, tsunamis) G.3.4.6 Research ways in which the school
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http://arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=11
arkansased.org/teachers/pdf/soc_studies_k-8_051308.pdf#page=11
improve the physical environment by practicing conservation G.3.4.4 Explain how people are influenced by, adapt to, and alter the environment (e.g., agriculture, housing, occupation, <span class="highlight">industry</span>, transportation, communication, acid rain, global warming, ozone depletion) G.3.4.5 Describe the social impact of extreme natural events on human and physical environments (e.g., fires, volcanoes, earthquakes, floods, hurricanes, tornados, tsunamis) G.3.4.6 Research ways in which the school
Science
relationships between human consumption of natural resources and the stewardship responsibility for reclamations including disposal of hazardous and non-hazardous waste SP.3.ES.3 Explain common problems related to water quality: • conservation • usage • supply • treatment •...
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relationships between human consumption of natural resources and the stewardship responsibility for reclamations including disposal of hazardous and non-hazardous waste SP.3.ES.3 Explain common problems related to water quality: • conservation • usage • supply • treatment • pollutants (point and non-point sources) SP.3.ES.4 Explain problems related to air quality: • automobiles • industry • natural emissions SP.3.ES.5 Evaluate the impact of different points of view on health, population, resource, and
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http://arkansased.org/teachers/pdf/environment_9-12_06.pdf#page=7
arkansased.org/teachers/pdf/environment_9-12_06.pdf#page=7
relationships between human consumption of natural resources and the stewardship responsibility for reclamations including disposal of hazardous and non-hazardous waste SP.3.ES.3 Explain common problems related to water quality: • conservation • usage • supply • treatment • pollutants (point and non-point sources) SP.3.ES.4 Explain problems related to air quality: • automobiles • <span class="highlight">industry</span> • natural emissions SP.3.ES.5 Evaluate the impact of different points of view on health, population, resource, and
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