Alaska K–6 social studies standards

With support, identify sources that can be used to support specific opinions.

Respectfully ask and answer questions.

Differentiate their own opinion from others.

Ask clarifying questions to better understand others’ opinions and perspectives.

Present explanations using a variety of print, oral, and digital technologies.

Identify problems or issues, as well as possible solutions, in classrooms, schools, and/or communities.

Participate in deliberative and democratic procedures for classroom problem‐solving.

Explain ways to individually or collaboratively address local or regional problems or issues.

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By the end of 1: [standard not addressed at this grade]

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By the end of 1: [standard not addressed at this grade]

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By the end of K: [standard not addressed at this grade]

By the end of 1: SS.1.2.9.1 Explain that government systems determine the rules of a society.

By the end of 2: SS.2.2.9.1 Describe the government systems in place in the students’ local community.

By the end of K: [standard not addressed at this grade]

By the end of 1: Summarize why rules may be needed to solve a problem.

By the end of 1: Identify symbols used locally.

By the end of 1: Identify some of the rights of American citizens and residents.

By the end of 1: With support, explain the difference between producers and consumers.

By the end of 1: Identify situations where goods are in high or low demand.

By the end of 1: Examine decisions that people make about spending and saving money.

By the end of 1: Explain that people need to trade for resources not found in their geographic region.

By the end of 1: Identify different ways of acquiring what you need and want in Alaska.

By the end of 1: Describe local weather and how it affects individuals and their activities.

By the end of 1: Compare physical and cultural characteristics of the local community to another Alaskan community.

By the end of 1: Design a map of the school and include a key, symbols, and a compass rose.

By the end of 1: Identify people and goods that travel from the local community to another place.

By the end of 1: Locate Alaska on a map of the United States and on a globe.

By the end of 1: Describe an event from two different perspectives.

By the end of 1: Review various types of historical documents.

By the end of 1: Create a personal timeline to show events in a sequential manner.

By the end of 1: Describe cause‐and‐ effect relationships based on an event in the classroom.

By the end of 1: Provide examples of customs, practices, and traditions unique to local Alaska cultures.

By the end of 1: Compare roles and responsibilities of self and others at home, at school, and in the local community.

By the end of 1: Describe examples of equality and fairness.

By the end of 1: Describe the connection between rules and consequences, and why they’re needed in a classroom or school.

By the end of 1: Compare and contrast goods produced in the local community with those produced elsewhere.

By the end of 1: Explain how and why households make choices between needs and wants.

By the end of 1: With support, describe the difference between public and private providers of goods and services in the local community.

By the end of 1: Sort resources into categories based on location of origin.

By the end of 2: Describe how human activities affect the cultural and environmental characteristics of the local region.

By the end of 1: Describe how the consumption of products connects people in the local community to nearby communities.

By the end of 1: Identify and name rivers, lakes, and mountains on a map of the local area.

By the end of 1: Describe ways people in the local community use local environments to meet their daily needs.

By the end of 1: Compare the student’s own account of an event to a peer’s account of the same event.

By the end of 1: Illustrate how communities change over time.

By the end of 1: Identify and explain likely reasons for an event in the classroom.

By the end of 1: Explain the need for rules at home, at school, and in the community.

By the end of 1: Demonstrate active listening and positive interactions with group members and at class meetings.

By the end of 1: Identify ways that students can work together to improve the classroom environment over time.

By the end of 1: Identify prices of products in a local market.

By the end of 1: Identify cultural characteristics of the local community.

By the end of 1: Describe types of natural disasters common to the local region.

By the end of 1: Use maps of the local community to identify cultural and environmental characteristics.

By the end of 1: Describe local economic activities.

By the end of 1: With support, use historical sources to ask questions about events.

By the end of 1: Ask questions about significant figures in local history.

By the end of 1: Compare the student’s own point of view on a topic with a peer’s point of view on the same topic.

By the end of 1: Define income.

By the end of 1: With support, describe how communities divide responsibilities to achieve common goals.

By the end of 2: Identify local and state leaders and describe their roles and responsibilities.

By the end of 2: Apply civic virtues when participating in school settings.

By the end of 2: Explain how people can work together to make decisions in the classroom

By the end of 2: Determine the meaning and importance of local and state symbols.

By the end of 2: Describe the responsibility of participation in the democratic process and participate in a grade‐appropriate way.

By the end of 2: Describe the skills and knowledge required to produce certain goods and services.

By the end of 2: Define scarcity and explain how it affects decision‐ making.

By the end of 2: Classify savings goals as short‐term or long‐term.

By the end of 2: Explain why people in one country trade goods and services with people in other countries.

By the end of 2: Explore and be able to explain traditional economic practices of the local region.

By the end of 2: Explain how weather, climate, and other environmental characteristics affect people’s lives in the local region.

By the end of 2: 1 Describe changes in the physical and cultural characteristics of regions outside of Alaska.

By the end of 2: Construct maps, graphs, and other representations of locations in the local community.

By the end of 2: Explain why and how people, goods, and ideas move from place to place, including into and out of the local community.

By the end of 2: Explain the geographical and cultural features that make Alaska distinct from other places.

By the end of 2: Compare past and present perspectives on a situation, event, issue, or problem within the community.

By the end of 2: Differentiate between primary and secondary sources.

By the end of 2: Create and explain a chronological sequence of multiple events.

By the end of 2: Generate possible reasons for an event or development in the local community’s past.

By the end of 2: Compare and contrast the customs, practices, and traditions of two Alaska cultural groups, one of which is a local group.

By the end of 2: Recognize that government leaders are elected through a voting process and participate as appropriate.

By the end of 2: Define democratic principles of equality, fairness, and respect.

By the end of 2: Identify and explain how rules function in public settings.

By the end of 2: Describe the goods and services that people in the local community produce and those that are produced in other communities.

By the end of 2: Identify the costs and benefits of personal decisions to the community, and vice versa.

By the end of 2: Identify examples of the goods and services that local governments provide.

By the end of 2: Categorize and describe products that are produced abroad and sold domestically and products that are produced domestically and sold abroad.

By the end of 2: Describe how the consumption of products connects people in Alaska to other places.

By the end of 2: Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.

By the end of 2: Compare how different groups of people in the local community use local and distant environments to meet their daily needs.

By the end of 2: Evaluate different accounts of the same historical event in the local community.

By the end of 2: Explain how historical sources can be used to study the local community’s past.

By the end of 2: Compare life in the local community in the past to life in the local community today.

By the end of 2: Analyze likely reasons for an event or development in the local community’s past and identify implausible options.

By the end of 2: Explain the need for and purposes of rules in various settings inside and outside of school.

By the end of 2: Practice different roles and responsibilities within a group and/or in the classroom.

By the end of 2: Describe how people have tried to improve the local community over time.

By the end of 2: Compare the prices of locally produced and non‐locally produced goods in local markets.

By the end of 2: Describe local examples of capital goods and human capital.

By the end of 2: Identify some cultural and environmental characteristics of the local community.

By the end of 2: Analyze ways that a catastrophic disaster may affect people living in the local region.

By the end of 2: Identify broad environmental and cultural characteristics of regions on a globe.

By the end of 2: Explain the connections between the local physical environment and the economic activities found there.

By the end of 2: Use a variety of sources to generate questions about events in the history of the local community.

By the end of 2: Generate questions about, and describe how, specific individuals and groups have shaped local historical events.

By the end of 2: Explain what governments are and some of their functions.

By the end of 2: Defend the student’s own point of view on a topic with many differing perspectives.

By the end of 2: Explain how and why people earn money.

By the end of 2: Inspect how communities work together to fulfill roles of authority.

By the end of 2: Describe examples of costs of production for local goods and services.

By the end of 2: Participate in discussions about the role of banks in the local economy.

Construct a variety of questions about social studies topics with guidance from adults and/or peers.

Construct supporting questions to help answer compelling questions with guidance from adults and/or peers.

Interact with a variety of primary and secondary sources.

Gather facts from teacher‐curated sources to answer questions.

Determine whether a source is primarily fact or opinion.

With support, identify sources that address a specific topic.

With support, classify statements as facts or opinions.

By the end of K: Identify leaders in the student’s life and describe their roles.

By the end of K: Identify a problem that can be solved through sharing or compromise.

By the end of K: Identify symbols used at home and school.

By the end of K: 1 With support, identify examples of goods and services.

By the end of K: With support, explain the difference between needs and wants.

By the end of K: With support, explain why people save and provide examples from personal experience or literature.

By the end of K: Describe goods that are produced in the local geographic region.

By the end of K: Demonstrate how sharing and bartering are basic economic systems.

By the end of K: With support, describe seasonal weather patterns in the local community.

By the end of K: With support, participate in discussions about physical and cultural characteristics of the local community.

By the end of K: With support, create a map of the classroom.

By the end of K: With support, discuss how and why goods travel to the local community.

By the end of K: Locate the local community on a map.

By the end of K: Demonstrate the importance of listening to others’ points of view in the classroom and on the playground.

By the end of K: Identify different types of documents.

By the end of K: Demonstrate that a timeline represents a chronological sequence of events.

By the end of K: Explain how the student’s own actions may affect others.

By the end of K: Explore traditions of local cultural groups.

By the end of K: Explain and provide examples of important roles of society.

By the end of K: Demonstrate respect for people in the school community.

By the end of K: Evaluate consequences of following or not following rules.

By the end of K: Participate in discussions about goods and services in the local community.

By the end of K: Explain why people have to make choices between needs and wants.

By the end of K: With support, explain that products come from both local and distant places.

By the end of K: With support, name an important geographical feature of the local community and be able to identify it in a photograph and on a map.

By the end of K: Identify different types of communities.

By the end of K: Describe an event from the student’s own perspective.

By the end of K: Describe a past event.

By the end of K: Describe a time when the student’s own actions affected others.

By the end of K: Identify rules for different settings.

By the end of K: Determine ways that people can have productive conversations and work together to make decisions.

By the end of K: Name environmental characteristics of the area surrounding the school.

By the end of K: Identify types of natural disasters.

By the end of K: With support, describe the physical environment of the local community.

By the end of K: With support, engage with historical sources.

By the end of K: Ask questions about local and school history.

By the end of K: Identify the student's own point of view on a topic.

By the end of K: Participate in discussions about how people work to support their families.

By the end of K: Participate in a discussion of how communities work to accomplish common tasks.

By the end of 3: [standard not addressed at this grade]

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By the end of 4: [standard not addressed at this grade]

By the end of 3: [standard not addressed at this grade]

By the end of 4: [standard not addressed at this grade]

Construct compelling questions and explain the importance of the questions to self and others.

Categorize questions according to the social studies disciplines.

Create supporting questions to help answer compelling questions.

Explain how supporting questions help answer compelling questions.

Determine whether a source is primarily fact or opinion.

Determine whether a source is primary or secondary.

Gather relevant information from multiple credible sources to address compelling questions or research.

Cite evidence that supports a response to supporting or compelling questions.

Develop claims in response to compelling questions and identify specific evidence that supports the claims.

Develop claims in response to compelling questions and identify evidence that draws information from multiple perspectives and sources in response to a compelling question.

Clearly communicate opinions and the underlying facts supporting them.

Respectfully ask and answer questions about the opinions shared by others and the underlying facts supporting them.

Critique the motives behind different perspectives.

Present opinions and explanations using a variety of print, oral, and digital technologies.

Identify core civic virtues and democratic principles that guide government, society, and communities.

Use deliberative processes when making decisions or reaching judgments as a group.

Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.

By the end of 3: Describe the responsibilities and powers of local, Tribal, and state leaders across branches of government.

By the end of 3: Describe how civic virtues can be applied in school settings.

By the end of 3: Describe procedures for making decisions at the local, Tribal, and state levels in Alaska, including the impact individuals can have.

By the end of 3: Explore and describe various government structures within Alaska.

By the end of 3: Describe and define the rights, roles, and responsibilities of residents of Alaska.

By the end of 3: Define and provide examples of human capital, physical capital, and natural resources in Alaska.

By the end of 3: Examine various ways that people in Alaska have met their needs for food, clothing, and shelter, and how they have changed over time.

By the end of 3: With support, generate a list of scenarios that may include borrowing money.

By the end of 3: Explain how trade contributed to economic interdependence among Indigenous groups throughout Alaska’s history.

By the end of 3: Analyze how various Alaska Native groups use and have used several natural resources to meet their needs.

By the end of 3: Discuss how culture influences the way people modify and adapt to their environments in Alaska.

By the end of 3: Describe why environmental characteristics vary among different regions in Alaska.

By the end of 3: Make maps of Alaska and accurately represent its northern position relative to the contiguous United States.

By the end of 3: Describe how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas within Alaska.

Identify and explain the relationship between the resources found in Alaska and becoming a state.

Describe how the Alaska Native population came to Alaska.

By the end of 3: Reflect upon why individuals and groups in Alaska differ in their perspectives of events in the state’s history.

By the end of 3: Use a variety of primary and secondary sources to explain significant historical events in Alaska.

By the end of 3: Create timelines to show how events of Alaska history can be organized into time periods/eras.

By the end of 3: Identify and describe probable causes and effects of events and developments in Alaska history.

By the end of 3: Explore the cultures of Alaska, including why and how Indigenous and non‐Indigenous groups first came to Alaska.

By the end of 3: List ways that people participate in democracy.

By the end of 3: Recall core civic virtues that guide communities in Alaska.

By the end of 3: Describe how Alaska’s laws are created and changed at multiple organizational levels.

By the end of 3: Explain what it means for an individual and/or business to specialize and/or trade.

By the end of 3: With support, generate a list of factors that influence the way people make a particular decision.

By the end of 3: Define unemployment and explain why the number of unemployed individuals in a given area may increase or decrease.

By the end of 3: Explain how geography, natural resources, climate, and available labor contributed to the exploitation of resources in Alaska.

By the end of 3: Discuss how the cultural and environmental characteristics of Alaska change over time.

By the end of 3: Describe how the spatial patterns of economic activities in Alaska change over time because of interactions with nearby and distant places.

By the end of 3: Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places in Alaska and their environmental characteristics.

By the end of 3: Describe how human settlements and movements relate to the locations and use of various natural resources in Alaska.

By the end of 3: Explain how the events of Alaska history contributed to the differing perspectives of Indigenous and non‐Indigenous peoples.

By the end of 3: Gather information from multiple historical sources about major events in Alaska’s history.

By the end of 3: Explain how life in various eras of Alaska history compares to life today.

By the end of 3: Identify and gather relevant evidence in support of a claim about an event in Alaska history.

By the end of 3: Identify key documents on which local and state laws are based and where to find them.

By the end of 3: Discuss the importance of having processes for making decisions as a group.

By the end of 3: Identify and participate in ways that people can influence the local community and organize solutions through action.

By the end of 3: Explain the ways in which Alaska’s government pays for the goods and services it provides.

By the end of 3: Describe how environmental and cultural characteristics influence population distribution in Alaska.

By the end of 3: Describe how natural and human‐made catastrophic events in Alaska affect people living outside Alaska (earthquake of 1964, Exxon Valdez oil spill, etc.).

By the end of 3: Use maps of different scales to describe the locations of cultural and environmental characteristics in Alaska.

By the end of 3: Discuss the effects of catastrophic environmental and technological events on human settlements and migration in Alaska.

By the end of 3: Describe how people’s perspectives shaped the historical sources they created in Alaska.

By the end of 3: Generate questions about multiple historical sources surrounding a single historical event or development in Alaska’s history.

By the end of 3: Generate questions about individuals and groups who have shaped Alaska history.

By the end of 3: Describe how rules can create responsibilities.

By the end of 3: Identify the beliefs and values that underlie one’s own point of view about civic issues in Alaska.

By the end of 3: Illustrate historical and contemporary means of changing society in Alaska.

By the end of 3: Define and illustrate examples of capital goods and human capital.

By the end of 4: Use maps of different scales to identify and describe the locations of cultural and environmental characteristics in each region of the United States.

By the end of 3: Describe the purpose of an Alaska historical document.

By the end of 3: Explain the origins, functions, and structure of state and Tribal governments in Alaska.

By the end of 3: Identify the maker, date, and place of origin of sources about a historical topic.

By the end of 3: Describe ways in which people benefit from working together in families, households, and voluntary organizations.

By the end of 4: Compare and contrast the responsibilities and powers of government officials and various levels and branches of the current federal government.

By the end of 4: Demonstrate civic virtues in school settings.

By the end of 4: Describe procedures for making decisions at the federal level in the United States, including the impact individuals can have.

By the end of 4: Examine Indigenous land ownership, rights, and acknowledgment in Alaska and other areas.

By the end of 4: Examine Indigenous land ownership, rights, and acknowledgment in Alaska and in other areas.

By the end of 4: Compare examples of human capital, physical capital, and natural resources in various U.S. regions.

By the end of 4: Explain how scarcity and abundance require a person to determine the benefits and costs of a particular choice.

By the end of 4: Explain that interest is the price of using someone else’s money.

By the end of 4: Explain how trade contributes to economic interdependence among regions of the United States.

By the end of 4: Explore the significance of various industries in Alaska.

By the end of 4: Explain how culture influences the way people modify and adapt to their environments in each region of the United States.

By the end of 4: Discuss why environmental characteristics vary among different world regions.

By the end of 4: Construct maps and other graphic representations of the various regions around the world.

By the end of 4: Discuss how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas in and among the regions of the United States.

Identify how each region of Alaska has grown through various economic activities.

Explain how the ge5ographic resources of Alaska led to the state’s economic development.

By the end of 4: Recognize the multiple individual and group perspectives relating to important or major events in history.

By the end of 4: Use a variety of primary and secondary sources to summarize key events in history from cultural regions across the United States.

By the end of 4: Use a timeline or other representation of related events to compare developments that happened at the same time.

By the end of 4: Describe and explain probable causes and effects of an event or development in the United States, including its effect on Alaska.

By the end of 4: Explain how national and global events impact Alaska, both in the past and present.

By the end of 4: Explain how democracies rely on responsible participation.

By the end of 4: Determine core civic virtues and democratic principles that guide society in Alaska and the United States.

By the end of 4: Explain how laws are created at the federal level in the United States, including how change is brought forth by voting in government elections.

By the end of 4: Provide examples, within and outside of Alaska, of individuals and businesses that specialize and trade.

By the end of 4: Define positive and negative incentives.

By the end of 4: Determine the difference between inflation and deflation.

By the end of 4: Explain how geography, natural resources, climate, and available labor contribute to the interconnected regional economies of the United States.

By the end of 4: Explain how the cultural and environmental characteristics of the United States change over time.

By the end of 4: Discuss how the spatial patterns of economic activities in parts of the world have changed over time because of interactions with nearby and distant places.

By the end of 4: Use maps, artwork, and other representations to examine relationships between the locations of places in the world and their environmental characteristics.

By the end of 4: Discuss how human settlements and movements relate to the locations and use of various natural resources in the United States.

By the end of 4: Explain how the events of U.S. history contributed to the differing perspectives of Indigenous and non‐Indigenous peoples across the United States, including Alaska Native groups.

By the end of 4: Gather different kinds of historical sources and summarize how they are used to explain events in the past.

By the end of 4: Compare similarities and differences between a historic local cultural practice and a historic cultural practice from another region of the United States.

By the end of 4: Gather evidence from multiple sources to support a claim about how contributions made by various cultural and ethnic groups have shaped the history of Alaska and the United States.

By the end of 4: Identify key civic documents at the local, state, and national levels, and describe their central principles.

By the end of 4: With teacher guidance, create a process for group decision‐ making.

By the end of 4: Explain the role of money in making exchange easier.

By the end of 4: Describe how people and businesses support federal government services through taxation.

By the end of 4: Discuss how environmental and cultural characteristics influence population distribution in the United States.

By the end of 4: Discuss how natural and human‐made catastrophic events in one region of the world affect people living in other regions of the world.

By the end of 4: Explain the effects of catastrophic environmental and technological events on human settlements and migration in and among the regions of the United States.

By the end of 4: Describe how people’s perspectives, both Indigenous and non‐Indigenous, shaped the historical sources they created.

By the end of 4: Analyze the relationships between multiple historical sources surrounding a single event or development in U.S. history.

By the end of 4: Generate questions about individuals and groups who have shaped history across the United States.

By the end of 4: Explain how groups of people make rules to create responsibilities.

By the end of 4: Recognize the beliefs, experiences, perspectives, and values that underlie another person’s point of view about a civic issue.

By the end of 4: Illustrate historical and contemporary means of changing society in various regions of the United States.

By the end of 4: Explain the relationship between investment in human capital, productivity, and future incomes using Indigenous and non‐ Indigenous examples from across the United States.

By the end of 4: Explain the importance of improving capital goods and human capital over time.

By the end of 4: Infer the intended audience of a historical source.

By the end of 4: Describe the origins, functions, and structure of municipal and state governments in the United States.

By the end of 4: Determine how profits influence sellers in markets.

By the end of 4: Use information about the maker, date, and place of origin of a source to determine whether a source is useful for studying a particular historical topic.

By the end of 4: Describe ways in which people benefit from and are challenged by working together in workplaces.

By the end of 5: Distinguish the responsibilities and powers of government officials at various levels and branches of government in the early days of American democracy.

By the end of 5: Apply civic virtues and democratic principles in school settings.

By the end of 5: Analyze and compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society.

By the end of 5: Compare and contrast the three branches of national government along with their impact on Alaska.

By the end of 5: Describe the rights, roles, and responsibilities of U.S. citizens and explain basic principles of American democracy.

By the end of 5: Compare and contrast past and current examples of human capital, physical capital, and natural resources and how they were/are used to produce goods and services.

By the end of 5: Analyze the benefits and costs of personal choices that any person in U.S. history may have considered in order to meet their needs and wants.

By the end of 5: Explain what interest rates are and how they work.

By the end of 5: Explain how trade leads to increasing economic interdependence among countries.

By the end of 5: Examine economic systems that have impacted Alaskans throughout the state’s history.

By the end of 5: Analyze how culture influences the way people modified and adapted to their environments in the early American colonies.

By the end of 5: Explain why environmental characteristics vary among different regions in the United States.

By the end of 5: Create various types of maps and other graphic representations of each U.S. region.

By the end of 5: Explain how cultural and environmental characteristics affected the distribution and movement of people, goods, and ideas in the early American colonies.

By the end of 5: Analyze how Alaska has been a strategic position for the United States.

By the end of 5: Summarize the perspectives of multiple individuals and/or groups when considering one or more major events in early U.S. history.

By the end of 5: Comparing and contrasting a variety of primary and secondary sources, analyze significant historical events in the United States.

By the end of 5: Create and use a chronological sequence of related events to compare developments that happened at the same time in early U.S. history.

By the end of 5: Analyze and explain probable causes and effects of events and developments in early American history.

By the end of 5: Explore inequality throughout the history of Alaska and its connection to current issues.