YourStateStandards

Alaska K–6 social studies standards

Alaska writes its own social studies standards. They are published as Alaska Social Studies Standards, adopted 2024 and are not a version of a national framework. 398 of 437 are matched to a national standard.

Framework
Alaska Social Studies Standards
Adopted
2024
Source last checked
July 22, 2026
Read the official document

437 standards, kindergarten through 6th grade

  • acSS.K‐2.3.3K–2
    With support, identify sources that can be used to support specific opinions.
  • acSS.K‐2.4.1K–2
    Respectfully ask and answer questions.
  • acSS.K‐2.4.2K–2
    Differentiate their own opinion from others.
  • acSS.K‐2.4.3K–2
    Ask clarifying questions to better understand others’ opinions and perspectives.
  • acSS.K‐2.4.4K–2
    Present explanations using a variety of print, oral, and digital technologies.
  • acSS.K‐2.5.1K–2
    Identify problems or issues, as well as possible solutions, in classrooms, schools, and/or communities.
  • acSS.K‐2.5.2K–2
    Participate in deliberative and democratic procedures for classroom problem‐solving.
  • acSS.K‐2.5.3K–2
    Explain ways to individually or collaboratively address local or regional problems or issues.
  • K-2-1000.1005.1006K–2
    By the end of K: [standard not addressed at this grade]
  • K-2-1000.1009.1010K–2
    By the end of K: [standard not addressed at this grade]
  • K-2-1000.1012.1013K–2
    By the end of K: [standard not addressed at this grade]
  • K-2-1000.1012.1014K–2
    By the end of 1: [standard not addressed at this grade]
  • K-2-1000.1017.1018K–2
    By the end of K: [standard not addressed at this grade]
  • K-2-1000.1017.1019K–2
    By the end of 1: [standard not addressed at this grade]
  • K-2-1000.1021.1022K–2
    By the end of K: [standard not addressed at this grade]
  • K-2-1000.1021.1023K–2
    By the end of 1: [standard not addressed at this grade]
  • K-2-1009.1014.1015K–2
    By the end of K: [standard not addressed at this grade]
  • K-2-1009.1014.1016K–2
    By the end of 1: [standard not addressed at this grade]
  • K-2-1020.1021.1022K–2
    By the end of K: [standard not addressed at this grade]
  • K-2-1020.1021.1023K–2
    By the end of 1: [standard not addressed at this grade]
  • K-2-1026.1035.1036K–2
    By the end of K: [standard not addressed at this grade]
  • K-2-1034.1039.1040K–2
    By the end of K: [standard not addressed at this grade]
  • K-2-1034.1043.1044K–2
    By the end of K: [standard not addressed at this grade]
  • K-2-1034.1043.1045K–2
    By the end of 1: [standard not addressed at this grade]
  • K-2-1037.1046.1047K–2
    By the end of K: [standard not addressed at this grade]
  • K-2-1047.1052.1053K–2
    By the end of K: [standard not addressed at this grade]
  • K-2-1050.1055.1056K–2
    By the end of K: [standard not addressed at this grade]
  • K-2-1050.1055.1057K–2
    By the end of 1: SS.1.2.9.1 Explain that government systems determine the rules of a society.
  • K-2-1050.1055.1058K–2
    By the end of 2: SS.2.2.9.1 Describe the government systems in place in the students’ local community.
  • K-2-1059.1060.1061K–2
    By the end of K: [standard not addressed at this grade]
  • SS.1.1.8.1K–2
    By the end of 1: Summarize why rules may be needed to solve a problem.
  • SS.1.1.9.1K–2
    By the end of 1: Identify symbols used locally.
  • SS.1.1.10.1K–2
    By the end of 1: Identify some of the rights of American citizens and residents.
  • SS.1.1.11.1K–2
    By the end of 1: With support, explain the difference between producers and consumers.
  • SS.1.1.12.1K–2
    By the end of 1: Identify situations where goods are in high or low demand.
  • SS.1.1.13.1K–2
    By the end of 1: Examine decisions that people make about spending and saving money.
  • SS.1.1.14.1K–2
    By the end of 1: Explain that people need to trade for resources not found in their geographic region.
  • SS.1.1.15.1K–2
    By the end of 1: Identify different ways of acquiring what you need and want in Alaska.
  • SS.1.1.16.1K–2
    By the end of 1: Describe local weather and how it affects individuals and their activities.
  • SS.1.1.17.1K–2
    By the end of 1: Compare physical and cultural characteristics of the local community to another Alaskan community.
  • SS.1.1.18.1K–2
    By the end of 1: Design a map of the school and include a key, symbols, and a compass rose.
  • SS.1.1.19.1K–2
    By the end of 1: Identify people and goods that travel from the local community to another place.
  • SS.1.1.20.1K–2
    By the end of 1: Locate Alaska on a map of the United States and on a globe.
  • SS.1.1.21.1K–2
    By the end of 1: Describe an event from two different perspectives.
  • SS.1.1.22.1K–2
    By the end of 1: Review various types of historical documents.
  • SS.1.1.23.1K–2
    By the end of 1: Create a personal timeline to show events in a sequential manner.
  • SS.1.1.24.1K–2
    By the end of 1: Describe cause‐and‐ effect relationships based on an event in the classroom.
  • SS.1.1.25.1K–2
    By the end of 1: Provide examples of customs, practices, and traditions unique to local Alaska cultures.
  • SS.1.2.6.1K–2
    By the end of 1: Compare roles and responsibilities of self and others at home, at school, and in the local community.
  • SS.1.2.7.1K–2
    By the end of 1: Describe examples of equality and fairness.
  • SS.1.2.8.1K–2
    By the end of 1: Describe the connection between rules and consequences, and why they’re needed in a classroom or school.
  • SS.1.2.11.1K–2
    By the end of 1: Compare and contrast goods produced in the local community with those produced elsewhere.
  • SS.1.2.12.1K–2
    By the end of 1: Explain how and why households make choices between needs and wants.
  • SS.1.2.13.1K–2
    By the end of 1: With support, describe the difference between public and private providers of goods and services in the local community.
  • SS.1.2.14.1K–2
    By the end of 1: Sort resources into categories based on location of origin.
  • SS.1.2.16.1K–2
    By the end of 2: Describe how human activities affect the cultural and environmental characteristics of the local region.
  • SS.1.2.17.1K–2
    By the end of 1: Describe how the consumption of products connects people in the local community to nearby communities.
  • SS.1.2.18.1K–2
    By the end of 1: Identify and name rivers, lakes, and mountains on a map of the local area.
  • SS.1.2.19.1K–2
    By the end of 1: Describe ways people in the local community use local environments to meet their daily needs.
  • SS.1.2.21.1K–2
    By the end of 1: Compare the student’s own account of an event to a peer’s account of the same event.
  • SS.1.2.23.1K–2
    By the end of 1: Illustrate how communities change over time.
  • SS.1.2.24.1K–2
    By the end of 1: Identify and explain likely reasons for an event in the classroom.
  • SS.1.3.6.1K–2
    By the end of 1: Explain the need for rules at home, at school, and in the community.
  • SS.1.3.7.1K–2
    By the end of 1: Demonstrate active listening and positive interactions with group members and at class meetings.
  • SS.1.3.8.1K–2
    By the end of 1: Identify ways that students can work together to improve the classroom environment over time.
  • SS.1.3.11.1K–2
    By the end of 1: Identify prices of products in a local market.
  • SS.1.3.16.1K–2
    By the end of 1: Identify cultural characteristics of the local community.
  • SS.1.3.17.1K–2
    By the end of 1: Describe types of natural disasters common to the local region.
  • SS.1.3.18.1K–2
    By the end of 1: Use maps of the local community to identify cultural and environmental characteristics.
  • SS.1.3.19.1K–2
    By the end of 1: Describe local economic activities.
  • SS.1.3.22.1K–2
    By the end of 1: With support, use historical sources to ask questions about events.
  • SS.1.3.23.1K–2
    By the end of 1: Ask questions about significant figures in local history.
  • SS.1.4.7.1K–2
    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.
  • SS.1.4.11.1K–2
    By the end of 1: Define income.
  • SS.1.5.6.1K–2
    By the end of 1: With support, describe how communities divide responsibilities to achieve common goals.
  • SS.2.1.6.1K–2
    By the end of 2: Identify local and state leaders and describe their roles and responsibilities.
  • SS.2.1.7.1K–2
    By the end of 2: Apply civic virtues when participating in school settings.
  • SS.2.1.8.1K–2
    By the end of 2: Explain how people can work together to make decisions in the classroom
  • SS.2.1.9.1K–2
    By the end of 2: Determine the meaning and importance of local and state symbols.
  • SS.2.1.10.1K–2
    By the end of 2: Describe the responsibility of participation in the democratic process and participate in a grade‐appropriate way.
  • SS.2.1.11.1K–2
    By the end of 2: Describe the skills and knowledge required to produce certain goods and services.
  • SS.2.1.12.1K–2
    By the end of 2: Define scarcity and explain how it affects decision‐ making.
  • SS.2.1.13.1K–2
    By the end of 2: Classify savings goals as short‐term or long‐term.
  • SS.2.1.14.1K–2
    By the end of 2: Explain why people in one country trade goods and services with people in other countries.
  • SS.2.1.15.1K–2
    By the end of 2: Explore and be able to explain traditional economic practices of the local region.
  • SS.2.1.16.1K–2
    By the end of 2: Explain how weather, climate, and other environmental characteristics affect people’s lives in the local region.
  • SS.2.1.17K–2
    By the end of 2: 1 Describe changes in the physical and cultural characteristics of regions outside of Alaska.
  • SS.2.1.18.1K–2
    By the end of 2: Construct maps, graphs, and other representations of locations in the local community.
  • SS.2.1.19.1K–2
    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.
  • SS.2.1.20.1K–2
    By the end of 2: Explain the geographical and cultural features that make Alaska distinct from other places.
  • SS.2.1.21.1K–2
    By the end of 2: Compare past and present perspectives on a situation, event, issue, or problem within the community.
  • SS.2.1.22.1K–2
    By the end of 2: Differentiate between primary and secondary sources.
  • SS.2.1.23.1K–2
    By the end of 2: Create and explain a chronological sequence of multiple events.
  • SS.2.1.24.1K–2
    By the end of 2: Generate possible reasons for an event or development in the local community’s past.
  • SS.2.1.25.1K–2
    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.
  • SS.2.2.6.1K–2
    By the end of 2: Recognize that government leaders are elected through a voting process and participate as appropriate.
  • SS.2.2.7.1K–2
    By the end of 2: Define democratic principles of equality, fairness, and respect.
  • SS.2.2.8.1K–2
    By the end of 2: Identify and explain how rules function in public settings.
  • SS.2.2.11.1K–2
    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.
  • SS.2.2.12.1K–2
    By the end of 2: Identify the costs and benefits of personal decisions to the community, and vice versa.
  • SS.2.2.13.1K–2
    By the end of 2: Identify examples of the goods and services that local governments provide.
  • SS.2.2.14.1K–2
    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.
  • SS.2.2.17.1K–2
    By the end of 2: Describe how the consumption of products connects people in Alaska to other places.
  • SS.2.2.18.1K–2
    By the end of 2: Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.
  • SS.2.2.19.1K–2
    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.
  • SS.2.2.21.1K–2
    By the end of 2: Evaluate different accounts of the same historical event in the local community.
  • SS.2.2.22.1K–2
    By the end of 2: Explain how historical sources can be used to study the local community’s past.
  • SS.2.2.23.1K–2
    By the end of 2: Compare life in the local community in the past to life in the local community today.
  • SS.2.2.24.1K–2
    By the end of 2: Analyze likely reasons for an event or development in the local community’s past and identify implausible options.
  • SS.2.3.6.1K–2
    By the end of 2: Explain the need for and purposes of rules in various settings inside and outside of school.
  • SS.2.3.7.1K–2
    By the end of 2: Practice different roles and responsibilities within a group and/or in the classroom.
  • SS.2.3.8.1K–2
    By the end of 2: Describe how people have tried to improve the local community over time.
  • SS.2.3.11.1K–2
    By the end of 2: Compare the prices of locally produced and non‐locally produced goods in local markets.
  • SS.2.3.13.1K–2
    By the end of 2: Describe local examples of capital goods and human capital.
  • SS.2.3.16.1K–2
    By the end of 2: Identify some cultural and environmental characteristics of the local community.
  • SS.2.3.17.1K–2
    By the end of 2: Analyze ways that a catastrophic disaster may affect people living in the local region.
  • SS.2.3.18.1K–2
    By the end of 2: Identify broad environmental and cultural characteristics of regions on a globe.
  • SS.2.3.19.1K–2
    By the end of 2: Explain the connections between the local physical environment and the economic activities found there.
  • SS.2.3.22.1K–2
    By the end of 2: Use a variety of sources to generate questions about events in the history of the local community.
  • SS.2.3.23.1K–2
    By the end of 2: Generate questions about, and describe how, specific individuals and groups have shaped local historical events.
  • SS.2.4.6.1K–2
    By the end of 2: Explain what governments are and some of their functions.
  • SS.2.4.7.1K–2
    By the end of 2: Defend the student’s own point of view on a topic with many differing perspectives.
  • SS.2.4.11.1K–2
    By the end of 2: Explain how and why people earn money.
  • SS.2.5.6.1K–2
    By the end of 2: Inspect how communities work together to fulfill roles of authority.
  • SS.2.5.11.1K–2
    By the end of 2: Describe examples of costs of production for local goods and services.
  • SS.2.6.11.1K–2
    By the end of 2: Participate in discussions about the role of banks in the local economy.
  • SS.K‐2.1.1K–2
    Construct a variety of questions about social studies topics with guidance from adults and/or peers.
  • SS.K‐2.1.2K–2
    Construct supporting questions to help answer compelling questions with guidance from adults and/or peers.
  • SS.K‐2.2.1K–2
    Interact with a variety of primary and secondary sources.
  • SS.K‐2.2.2K–2
    Gather facts from teacher‐curated sources to answer questions.
  • SS.K‐2.2.3K–2
    Determine whether a source is primarily fact or opinion.
  • SS.K‐2.3.1K–2
    With support, identify sources that address a specific topic.
  • SS.K‐2.3.2K–2
    With support, classify statements as facts or opinions.
  • SS.K.1.6.1K–2
    By the end of K: Identify leaders in the student’s life and describe their roles.
  • SS.K.1.8.1K–2
    By the end of K: Identify a problem that can be solved through sharing or compromise.
  • SS.K.1.9.1K–2
    By the end of K: Identify symbols used at home and school.
  • SS.K.1.11K–2
    By the end of K: 1 With support, identify examples of goods and services.
  • SS.K.1.12.1K–2
    By the end of K: With support, explain the difference between needs and wants.
  • SS.K.1.13.1K–2
    By the end of K: With support, explain why people save and provide examples from personal experience or literature.
  • SS.K.1.14.1K–2
    By the end of K: Describe goods that are produced in the local geographic region.
  • SS.K.1.15.1K–2
    By the end of K: Demonstrate how sharing and bartering are basic economic systems.
  • SS.K.1.16.1K–2
    By the end of K: With support, describe seasonal weather patterns in the local community.
  • SS.K.1.17.1K–2
    By the end of K: With support, participate in discussions about physical and cultural characteristics of the local community.
  • SS.K.1.18.1K–2
    By the end of K: With support, create a map of the classroom.
  • SS.K.1.19.1K–2
    By the end of K: With support, discuss how and why goods travel to the local community.
  • SS.K.1.20.1K–2
    By the end of K: Locate the local community on a map.
  • SS.K.1.21.1K–2
    By the end of K: Demonstrate the importance of listening to others’ points of view in the classroom and on the playground.
  • SS.K.1.22.1K–2
    By the end of K: Identify different types of documents.
  • SS.K.1.23.1K–2
    By the end of K: Demonstrate that a timeline represents a chronological sequence of events.
  • SS.K.1.24.1K–2
    By the end of K: Explain how the student’s own actions may affect others.
  • SS.K.1.25.1K–2
    By the end of K: Explore traditions of local cultural groups.
  • SS.K.2.6.1K–2
    By the end of K: Explain and provide examples of important roles of society.
  • SS.K.2.7.1K–2
    By the end of K: Demonstrate respect for people in the school community.
  • SS.K.2.8.1K–2
    By the end of K: Evaluate consequences of following or not following rules.
  • SS.K.2.11.1K–2
    By the end of K: Participate in discussions about goods and services in the local community.
  • SS.K.2.12.1K–2
    By the end of K: Explain why people have to make choices between needs and wants.
  • SS.K.2.17.1K–2
    By the end of K: With support, explain that products come from both local and distant places.
  • SS.K.2.18.1K–2
    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.
  • SS.K.2.19.1K–2
    By the end of K: Identify different types of communities.
  • SS.K.2.21.1K–2
    By the end of K: Describe an event from the student’s own perspective.
  • SS.K.2.23.1K–2
    By the end of K: Describe a past event.
  • SS.K.2.24.1K–2
    By the end of K: Describe a time when the student’s own actions affected others.
  • SS.K.3.6.1K–2
    By the end of K: Identify rules for different settings.
  • SS.K.3.7.1K–2
    By the end of K: Determine ways that people can have productive conversations and work together to make decisions.
  • SS.K.3.16.1K–2
    By the end of K: Name environmental characteristics of the area surrounding the school.
  • SS.K.3.17.1K–2
    By the end of K: Identify types of natural disasters.
  • SS.K.3.19.1K–2
    By the end of K: With support, describe the physical environment of the local community.
  • SS.K.3.22.1K–2
    By the end of K: With support, engage with historical sources.
  • SS.K.3.23.1K–2
    By the end of K: Ask questions about local and school history.
  • SS.K.4.7.1K–2
    By the end of K: Identify the student's own point of view on a topic.
  • SS.K.4.11.1K–2
    By the end of K: Participate in discussions about how people work to support their families.
  • SS.K.5.6.1K–2
    By the end of K: Participate in a discussion of how communities work to accomplish common tasks.
  • 3-5-1000.10000.110003–5
    By the end of 3: [standard not addressed at this grade]
  • 3-5-1000.14000.150003–5
    By the end of 3: [standard not addressed at this grade]
  • 3-5-1000.18000.190003–5
    By the end of 3: [standard not addressed at this grade]
  • 3-5-1000.22000.230003–5
    By the end of 3: [standard not addressed at this grade]
  • 3-5-1000.22000.240003–5
    By the end of 4: [standard not addressed at this grade]
  • 3-5-1000.26000.270003–5
    By the end of 3: [standard not addressed at this grade]
  • 3-5-1000.26000.280003–5
    By the end of 4: [standard not addressed at this grade]
  • 3-5-1047.1056.10573–5
    By the end of 3: [standard not addressed at this grade]
  • 3-5-1047.1056.10583–5
    By the end of 4: [standard not addressed at this grade]
  • SS.3‐5.1.13–5
    Construct compelling questions and explain the importance of the questions to self and others.
  • SS.3‐5.1.23–5
    Categorize questions according to the social studies disciplines.
  • SS.3‐5.1.33–5
    Create supporting questions to help answer compelling questions.
  • SS.3‐5.1.43–5
    Explain how supporting questions help answer compelling questions.
  • SS.3‐5.2.13–5
    Determine whether a source is primarily fact or opinion.
  • SS.3‐5.2.23–5
    Determine whether a source is primary or secondary.
  • SS.3‐5.2.33–5
    Gather relevant information from multiple credible sources to address compelling questions or research.
  • SS.3‐5.3.13–5
    Cite evidence that supports a response to supporting or compelling questions.
  • SS.3‐5.3.23–5
    Develop claims in response to compelling questions and identify specific evidence that supports the claims.
  • SS.3‐5.3.33–5
    Develop claims in response to compelling questions and identify evidence that draws information from multiple perspectives and sources in response to a compelling question.
  • SS.3‐5.4.13–5
    Clearly communicate opinions and the underlying facts supporting them.
  • SS.3‐5.4.23–5
    Respectfully ask and answer questions about the opinions shared by others and the underlying facts supporting them.
  • SS.3‐5.4.33–5
    Critique the motives behind different perspectives.
  • SS.3‐5.4.43–5
    Present opinions and explanations using a variety of print, oral, and digital technologies.
  • SS.3‐5.7.23–5
    Identify core civic virtues and democratic principles that guide government, society, and communities.
  • SS.3‐5.7.33–5
    Use deliberative processes when making decisions or reaching judgments as a group.
  • SS.3‐5.7.43–5
    Identify the beliefs, experiences, perspectives, and values that underlie their own and others’ points of view about civic issues.
  • SS.3.1.6.13–5
    By the end of 3: Describe the responsibilities and powers of local, Tribal, and state leaders across branches of government.
  • SS.3.1.7.13–5
    By the end of 3: Describe how civic virtues can be applied in school settings.
  • SS.3.1.8.13–5
    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.
  • SS.3.1.9.13–5
    By the end of 3: Explore and describe various government structures within Alaska.
  • SS.3.1.10.13–5
    By the end of 3: Describe and define the rights, roles, and responsibilities of residents of Alaska.
  • SS.3.1.11.13–5
    By the end of 3: Define and provide examples of human capital, physical capital, and natural resources in Alaska.
  • SS.3.1.12.13–5
    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.
  • SS.3.1.13.13–5
    By the end of 3: With support, generate a list of scenarios that may include borrowing money.
  • SS.3.1.14.13–5
    By the end of 3: Explain how trade contributed to economic interdependence among Indigenous groups throughout Alaska’s history.
  • SS.3.1.15.13–5
    By the end of 3: Analyze how various Alaska Native groups use and have used several natural resources to meet their needs.
  • SS.3.1.16.13–5
    By the end of 3: Discuss how culture influences the way people modify and adapt to their environments in Alaska.
  • SS.3.1.17.13–5
    By the end of 3: Describe why environmental characteristics vary among different regions in Alaska.
  • SS.3.1.18.13–5
    By the end of 3: Make maps of Alaska and accurately represent its northern position relative to the contiguous United States.
  • SS.3.1.19.13–5
    By the end of 3: Describe how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas within Alaska.
  • SS.3.1.20.13–5
    Identify and explain the relationship between the resources found in Alaska and becoming a state.
  • SS.3.1.20.23–5
    Describe how the Alaska Native population came to Alaska.
  • SS.3.1.21.13–5
    By the end of 3: Reflect upon why individuals and groups in Alaska differ in their perspectives of events in the state’s history.
  • SS.3.1.22.13–5
    By the end of 3: Use a variety of primary and secondary sources to explain significant historical events in Alaska.
  • SS.3.1.23.13–5
    By the end of 3: Create timelines to show how events of Alaska history can be organized into time periods/eras.
  • SS.3.1.24.13–5
    By the end of 3: Identify and describe probable causes and effects of events and developments in Alaska history.
  • SS.3.1.25.13–5
    By the end of 3: Explore the cultures of Alaska, including why and how Indigenous and non‐Indigenous groups first came to Alaska.
  • SS.3.2.6.13–5
    By the end of 3: List ways that people participate in democracy.
  • SS.3.2.7.13–5
    By the end of 3: Recall core civic virtues that guide communities in Alaska.
  • SS.3.2.8.13–5
    By the end of 3: Describe how Alaska’s laws are created and changed at multiple organizational levels.
  • SS.3.2.11.13–5
    By the end of 3: Explain what it means for an individual and/or business to specialize and/or trade.
  • SS.3.2.12.13–5
    By the end of 3: With support, generate a list of factors that influence the way people make a particular decision.
  • SS.3.2.13.13–5
    By the end of 3: Define unemployment and explain why the number of unemployed individuals in a given area may increase or decrease.
  • SS.3.2.14.13–5
    By the end of 3: Explain how geography, natural resources, climate, and available labor contributed to the exploitation of resources in Alaska.
  • SS.3.2.16.13–5
    By the end of 3: Discuss how the cultural and environmental characteristics of Alaska change over time.
  • SS.3.2.17.13–5
    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.
  • SS.3.2.18.13–5
    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.
  • SS.3.2.19.13–5
    By the end of 3: Describe how human settlements and movements relate to the locations and use of various natural resources in Alaska.
  • SS.3.2.21.13–5
    By the end of 3: Explain how the events of Alaska history contributed to the differing perspectives of Indigenous and non‐Indigenous peoples.
  • SS.3.2.22.13–5
    By the end of 3: Gather information from multiple historical sources about major events in Alaska’s history.
  • SS.3.2.23.13–5
    By the end of 3: Explain how life in various eras of Alaska history compares to life today.
  • SS.3.2.24.13–5
    By the end of 3: Identify and gather relevant evidence in support of a claim about an event in Alaska history.
  • SS.3.3.6.13–5
    By the end of 3: Identify key documents on which local and state laws are based and where to find them.
  • SS.3.3.7.13–5
    By the end of 3: Discuss the importance of having processes for making decisions as a group.
  • SS.3.3.8.13–5
    By the end of 3: Identify and participate in ways that people can influence the local community and organize solutions through action.
  • SS.3.3.13.13–5
    By the end of 3: Explain the ways in which Alaska’s government pays for the goods and services it provides.
  • SS.3.3.16.13–5
    By the end of 3: Describe how environmental and cultural characteristics influence population distribution in Alaska.
  • SS.3.3.17.13–5
    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.).
  • SS.3.3.18.13–5
    By the end of 3: Use maps of different scales to describe the locations of cultural and environmental characteristics in Alaska.
  • SS.3.3.19.13–5
    By the end of 3: Discuss the effects of catastrophic environmental and technological events on human settlements and migration in Alaska.
  • SS.3.3.21.13–5
    By the end of 3: Describe how people’s perspectives shaped the historical sources they created in Alaska.
  • SS.3.3.22.13–5
    By the end of 3: Generate questions about multiple historical sources surrounding a single historical event or development in Alaska’s history.
  • SS.3.3.23.13–5
    By the end of 3: Generate questions about individuals and groups who have shaped Alaska history.
  • SS.3.4.6.13–5
    By the end of 3: Describe how rules can create responsibilities.
  • SS.3.4.7.13–5
    By the end of 3: Identify the beliefs and values that underlie one’s own point of view about civic issues in Alaska.
  • SS.3.4.8.13–5
    By the end of 3: Illustrate historical and contemporary means of changing society in Alaska.
  • SS.3.4.13.13–5
    By the end of 3: Define and illustrate examples of capital goods and human capital.
  • SS.3.4.18.13–5
    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.
  • SS.3.4.22.13–5
    By the end of 3: Describe the purpose of an Alaska historical document.
  • SS.3.5.6.13–5
    By the end of 3: Explain the origins, functions, and structure of state and Tribal governments in Alaska.
  • SS.3.5.22.13–5
    By the end of 3: Identify the maker, date, and place of origin of sources about a historical topic.
  • SS.3.6.6.13–5
    By the end of 3: Describe ways in which people benefit from working together in families, households, and voluntary organizations.
  • SS.4.1.6.13–5
    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.
  • SS.4.1.7.13–5
    By the end of 4: Demonstrate civic virtues in school settings.
  • SS.4.1.8.13–5
    By the end of 4: Describe procedures for making decisions at the federal level in the United States, including the impact individuals can have.
  • SS.4.1.9.13–5
    By the end of 4: Examine Indigenous land ownership, rights, and acknowledgment in Alaska and other areas.
  • SS.4.1.10.13–5
    By the end of 4: Examine Indigenous land ownership, rights, and acknowledgment in Alaska and in other areas.
  • SS.4.1.11.13–5
    By the end of 4: Compare examples of human capital, physical capital, and natural resources in various U.S. regions.
  • SS.4.1.12.13–5
    By the end of 4: Explain how scarcity and abundance require a person to determine the benefits and costs of a particular choice.
  • SS.4.1.13.13–5
    By the end of 4: Explain that interest is the price of using someone else’s money.
  • SS.4.1.14.13–5
    By the end of 4: Explain how trade contributes to economic interdependence among regions of the United States.
  • SS.4.1.15.13–5
    By the end of 4: Explore the significance of various industries in Alaska.
  • SS.4.1.16.13–5
    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.
  • SS.4.1.17.13–5
    By the end of 4: Discuss why environmental characteristics vary among different world regions.
  • SS.4.1.18.13–5
    By the end of 4: Construct maps and other graphic representations of the various regions around the world.
  • SS.4.1.19.13–5
    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.
  • SS.4.1.20.13–5
    Identify how each region of Alaska has grown through various economic activities.
  • SS.4.1.20.23–5
    Explain how the ge5ographic resources of Alaska led to the state’s economic development.
  • SS.4.1.21.13–5
    By the end of 4: Recognize the multiple individual and group perspectives relating to important or major events in history.
  • SS.4.1.22.13–5
    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.
  • SS.4.1.23.13–5
    By the end of 4: Use a timeline or other representation of related events to compare developments that happened at the same time.
  • SS.4.1.24.13–5
    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.
  • SS.4.1.25.13–5
    By the end of 4: Explain how national and global events impact Alaska, both in the past and present.
  • SS.4.2.6.13–5
    By the end of 4: Explain how democracies rely on responsible participation.
  • SS.4.2.7.13–5
    By the end of 4: Determine core civic virtues and democratic principles that guide society in Alaska and the United States.
  • SS.4.2.8.13–5
    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.
  • SS.4.2.11.13–5
    By the end of 4: Provide examples, within and outside of Alaska, of individuals and businesses that specialize and trade.
  • SS.4.2.12.13–5
    By the end of 4: Define positive and negative incentives.
  • SS.4.2.13.13–5
    By the end of 4: Determine the difference between inflation and deflation.
  • SS.4.2.14.13–5
    By the end of 4: Explain how geography, natural resources, climate, and available labor contribute to the interconnected regional economies of the United States.
  • SS.4.2.16.13–5
    By the end of 4: Explain how the cultural and environmental characteristics of the United States change over time.
  • SS.4.2.17.13–5
    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.
  • SS.4.2.18.13–5
    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.
  • SS.4.2.19.13–5
    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.
  • SS.4.2.21.13–5
    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.
  • SS.4.2.22.13–5
    By the end of 4: Gather different kinds of historical sources and summarize how they are used to explain events in the past.
  • SS.4.2.23.13–5
    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.
  • SS.4.2.24.13–5
    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.
  • SS.4.3.6.13–5
    By the end of 4: Identify key civic documents at the local, state, and national levels, and describe their central principles.
  • SS.4.3.7.13–5
    By the end of 4: With teacher guidance, create a process for group decision‐ making.
  • SS.4.3.11.13–5
    By the end of 4: Explain the role of money in making exchange easier.
  • SS.4.3.13.13–5
    By the end of 4: Describe how people and businesses support federal government services through taxation.
  • SS.4.3.16.13–5
    By the end of 4: Discuss how environmental and cultural characteristics influence population distribution in the United States.
  • SS.4.3.17.13–5
    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.
  • SS.4.3.19.13–5
    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.
  • SS.4.3.21.13–5
    By the end of 4: Describe how people’s perspectives, both Indigenous and non‐Indigenous, shaped the historical sources they created.
  • SS.4.3.22.13–5
    By the end of 4: Analyze the relationships between multiple historical sources surrounding a single event or development in U.S. history.
  • SS.4.3.23.13–5
    By the end of 4: Generate questions about individuals and groups who have shaped history across the United States.
  • SS.4.4.6.13–5
    By the end of 4: Explain how groups of people make rules to create responsibilities.
  • SS.4.4.7.13–5
    By the end of 4: Recognize the beliefs, experiences, perspectives, and values that underlie another person’s point of view about a civic issue.
  • SS.4.4.8.13–5
    By the end of 4: Illustrate historical and contemporary means of changing society in various regions of the United States.
  • SS.4.4.11.13–5
    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.
  • SS.4.4.13.13–5
    By the end of 4: Explain the importance of improving capital goods and human capital over time.
  • SS.4.4.22.13–5
    By the end of 4: Infer the intended audience of a historical source.
  • SS.4.5.6.13–5
    By the end of 4: Describe the origins, functions, and structure of municipal and state governments in the United States.
  • SS.4.5.11.13–5
    By the end of 4: Determine how profits influence sellers in markets.
  • SS.4.5.22.13–5
    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.
  • SS.4.6.6.13–5
    By the end of 4: Describe ways in which people benefit from and are challenged by working together in workplaces.
  • SS.5.1.6.13–5
    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.
  • SS.5.1.7.13–5
    By the end of 5: Apply civic virtues and democratic principles in school settings.
  • SS.5.1.8.13–5
    By the end of 5: Analyze and compare procedures for making decisions in a variety of settings, including classroom, school, government, and/or society.
  • SS.5.1.9.13–5
    By the end of 5: Compare and contrast the three branches of national government along with their impact on Alaska.
  • SS.5.1.10.13–5
    By the end of 5: Describe the rights, roles, and responsibilities of U.S. citizens and explain basic principles of American democracy.
  • SS.5.1.11.13–5
    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.
  • SS.5.1.12.13–5
    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.
  • SS.5.1.13.13–5
    By the end of 5: Explain what interest rates are and how they work.
  • SS.5.1.14.13–5
    By the end of 5: Explain how trade leads to increasing economic interdependence among countries.
  • SS.5.1.15.13–5
    By the end of 5: Examine economic systems that have impacted Alaskans throughout the state’s history.
  • SS.5.1.16.13–5
    By the end of 5: Analyze how culture influences the way people modified and adapted to their environments in the early American colonies.
  • SS.5.1.17.13–5
    By the end of 5: Explain why environmental characteristics vary among different regions in the United States.
  • SS.5.1.18.13–5
    By the end of 5: Create various types of maps and other graphic representations of each U.S. region.
  • SS.5.1.19.13–5
    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.
  • SS.5.1.20.13–5
    By the end of 5: Analyze how Alaska has been a strategic position for the United States.
  • SS.5.1.21.13–5
    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.
  • SS.5.1.22.13–5
    By the end of 5: Comparing and contrasting a variety of primary and secondary sources, analyze significant historical events in the United States.
  • SS.5.1.23.13–5
    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.
  • SS.5.1.24.13–5
    By the end of 5: Analyze and explain probable causes and effects of events and developments in early American history.
  • SS.5.1.25.13–5
    By the end of 5: Explore inequality throughout the history of Alaska and its connection to current issues.
  • SS.5.2.6.13–5
    By the end of 5: Assess the importance of participation in democracy.
  • SS.5.2.7.13–5
    By the end of 5: Distinguish core civic virtues and democratic principles that guide government, society, and communities.
  • SS.5.2.8.13–5
    By the end of 5: Evaluate how rules and laws change society and how people change rules and laws.
  • SS.5.2.11.13–5
    By the end of 5: Summarize multiple reasons why individuals and businesses throughout U.S. history have specialized or traded.
  • SS.5.2.12.13–5
    By the end of 5: Identify positive and negative incentives that influence the decisions people make.
  • SS.5.2.13.13–5
    By the end of 5: Investigate ways that inflation, deflation, and unemployment have impacted the
  • SS.5.2.14.13–5
    By the end of 5: Explain the effects of increasing economic interdependence on different groups within participating nations.
  • SS.5.2.16.13–5
    By the end of 5: Analyze how the cultural and environmental characteristics of the early American colonies changed over time.
  • SS.5.2.17.13–5
    By the end of 5: Explain how the spatial patterns of economic activities in the United States change over time because of interactions within the United States and between the United States and other countries.
  • SS.5.2.18.13–5
    By the end of 5: Use maps, satellite images, photographs, and other representations to analyze relationships between the locations of places and regions in the United States and their environmental characteristics.
  • SS.5.2.19.13–5
    By the end of 5: Explain how human settlements and movements related to the locations and use of various natural resources in the early American colonies.
  • SS.5.2.21.13–5
    By the end of 5: Analyze connections among historical context and people’s perspectives in the American colonies.
  • SS.5.2.22.13–5
    By the end of 5: Gather and compare information provided by different historical sources about early American history.
  • SS.5.2.23.13–5
    By the end of 5: Analyze life in early American time periods as it compares to life today.
  • SS.5.2.24.13–5
    By the end of 5: Use evidence from multiple sources to develop a claim about how individuals and groups shaped early American history.
  • SS.5.3.6.13–5
    By the end of 5: Identify and explain the importance of key national documents and determine their impact on governance.
  • SS.5.3.7.13–5
    By the end of 5: Use deliberative processes when making decisions or reaching judgments as a group.
  • SS.5.3.8.13–5
    By the end of 5: Research problems or issues and propose solutions using the appropriate public process.
  • SS.5.3.11.13–5
    By the end of 5: Examine the differences between the current exchange system and the exchange system in place within the American colonies.
  • SS.5.3.13.13–5
    By the end of 5: Compare the British taxation policies in Colonial America to the current taxation practices in the United States.
  • SS.5.3.16.13–5
    By the end of 5: Examine how environmental and cultural characteristics influenced population distribution in the early American colonies.
  • SS.5.3.17.13–5
    By the end of 5: Explain how natural and human‐made catastrophic events in one region of the United States affect people living in other regions.
  • SS.5.3.18.13–5
    By the end of 5: Use maps of different scales to examine the locations of cultural and environmental characteristics in the early American colonies.
  • SS.5.3.19.13–5
    By the end of 5: Analyze the effects of catastrophic environmental and political events on human settlements and migration in the early American colonies.
  • SS.5.3.21.13–5
    By the end of 5: Compare how people’s perspectives shaped the historical sources they created, including the foundational documents of the United States.
  • SS.5.3.22.13–5
    By the end of 5: Formulate questions about multiple historical sources and their relationships to particular historical events and developments in U.S. history.
  • SS.5.3.23.13–5
    By the end of 5: Generate questions about individuals and groups who shaped significant historical changes and continuities in early American history.
  • SS.5.3.24.13–5
    By the end of 5: Summarize the central claim in a secondary work of early American history.
  • SS.5.4.6.13–5
    By the end of 5: Explain how groups of people make rules to create responsibilities and protect freedoms.
  • SS.5.4.7.13–5
    By the end of 5: Examine the beliefs, experiences, perspectives, and values that underlie one’s own and others’ points of view about civic issues.
  • SS.5.4.8.13–5
    By the end of 5: Summarize the historical origins of relevant rules and laws, and the formal and informal factors that shape(d) public policy.
  • SS.5.4.11.13–5
    By the end of 5: Explain the relationship between investment in human capital, productivity, and future incomes using examples from throughout U.S. history.
  • SS.5.4.13.13–5
    By the end of 5: Describe ways that past and present peoples of the United States have utilized improved capital goods and human capital to increase productivity.
  • SS.5.4.22.13–5
    By the end of 5: Using an early American historical source, infer the audience and purpose of the document.
  • SS.5.5.6.13–5
    By the end of 5: Investigate the origins, functions, and structure of the U.S. federal government.
  • SS.5.5.11.13–5
    By the end of 5: Explain how profits influenced sellers in early American markets.
  • SS.5.5.22.13–5
    By the end of 5: Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose, to judge the extent to which the source is useful for studying a particular historical topic.
  • SS.5.6.6.13–5
    By the end of 5: Describe ways in which people benefit from and are challenged by working together through government.
  • SS.5.6.11.13–5
    By the end of 5: Identify examples of external benefits and costs.
  • SS.5.7.11.13–5
    By the end of 5: Describe the role of other financial institutions in an economy.
  • SS.6‐8.1.16
    Formulate clear and focused questions that require investigation about a variety of topics.
  • SS.6‐8.1.26
    Use curiosity and interests to develop questions that explore disciplinary concepts.
  • SS.6‐8.1.36
    Develop inquiries that address real‐world problems.
  • SS.6‐8.1.46
    Analyze complex issues from multiple perspectives.
  • SS.6‐8.2.16
    Differentiate between reliable and unreliable sources.
  • SS.6‐8.2.26
    Evaluate sources of information by examining origin, author, context, and content.
  • SS.6‐8.2.36
    Determine between primary sources produced during the time period being studied and secondary sources written from multiple perspectives.
  • SS.6‐8.3.16
    Cite primary and secondary sources to support a well‐ constructed argument.
  • SS.6‐8.3.26
    Formulate evidence‐based claims that acknowledge multiple perspectives and counterarguments.
  • SS.6‐8.3.36
    Utilize evidence to construct arguments that address historical events and societal changes.
  • SS.6‐8.4.16
    Evaluate the significance of historical events by considering their impact on the development of societies and cultures.
  • SS.6‐8.4.26
    Synthesize evidence to draw conclusions about cause‐and‐ effect relationships, patterns, and trends.
  • SS.6‐8.4.36
    Reflect on the connection of historical knowledge to contemporary challenges, fostering an understanding of how the past informs the present.
  • SS.6‐8.5.16
    Express ideas clearly and concisely in both written and verbal forms.
  • SS.6‐8.5.26
    Actively engage in discussions, asking clarifying questions and responding thoughtfully.
  • SS.6‐8.5.36
    Articulate and defend viewpoints in respectful discussions.
  • SS.6‐8.5.46
    Collaborate with others to find common ground and propose solutions to civic issues.
  • SS.6.1.16.16
    Demonstrate an understanding of how humans impact their environment.
  • SS.6.1.16.26
    Analyze the impact of natural disasters and human‐induced hazards on human populations.
  • SS.6.1.16.36
    Evaluate the human response to current and historical disasters, both human‐made and natural.
  • SS.6.1.17.16
    Examine the causes of historical and continuing conflicts in Alaska.
  • SS.6.1.17.26
    Analyze how the geography of Alaska’s regions influences the conflicts and alliances that arise during war.
  • SS.6.1.17.36
    Evaluate the impact of war on Alaska’s ecosystems, resources, and landscapes, recognizing the environmental changes caused by military activities.
  • SS.6.1.18.16
    Define absolute and relative location using real‐world examples.
  • SS.6.1.18.26
    Draft and utilize a variety of maps to communicate information.
  • SS.6.1.18.36
    Construct and interpret latitudinal and longitudinal representations of absolute locations using X and Y axes.
  • SS.6.1.18.46
    Demonstrate an understanding of the defining characteristics and placement of the physical regions of Alaska.
  • SS.6.1.19.16
    Examine the distribution of human populations over time, including population density, migration trends, and urbanization.
  • SS.6.1.20.16
    Identify the characteristics of the local physical environment and its impact on inhabitants.
  • SS.6.1.20.26
    Demonstrate an understanding of the interactions between the earth, sun, moon, tides, and seasons both locally and globally.
  • SS.6.2.14.16
    Identify historical and contemporary populations that have migrated to Alaska in the past 200 years.
  • SS.6.2.14.26
    Examine the narratives, experiences, and impacts of various immigrant groups who have inhabited Alaska.
  • SS.6.2.14.36
    Engage in discussions of factors that could lead to future immigration to Alaska.
  • SS.6.2.16.16
    Describe characteristics of historical and current human populations and determine how they vary by location.
  • SS.6.2.19.16
    Investigate complex and diverse characteristics of human cultures across time and place, using multiple sources of information.
  • SS.6.2.19.26
    Describe the characteristics of civilizations using real‐world examples.
  • SS.6.2.21.16
    Research Alaska Native groups through examination of oral histories, primary sources, and contributions over time.
  • SS.6.2.21.26
    Explain the connection between culture and geography.
  • SS.6.2.22.16
    Examine multiple explanations for how people came to Alaska.
  • SS.6.2.22.26
    Investigate how the climate and physical features of Alaska influenced migration and settlement.
  • SS.6.2.23.16
    Identify the factors that led to initial Russian and European contact.
  • SS.6.2.23.26
    Evaluate the immediate and long‐term effects of colonization on Alaska Native groups.
  • SS.6.3.11.16
    Analyze the impact of subsistence, barter, sharing, and cash economies in the lives of Alaska’s residents.
  • SS.6.3.13.16
    Analyze how Alaska’s resources impact national supply and demand.
  • SS.6.3.15.16
    Explain how local, Tribal, and state government agencies work to sustain resources and promote economic development in Alaska.
  • SS.6.3.16.16
    Evaluate how historical perspectives, ways of knowing, values, and current practices of Alaska Natives influence land, water, and resource uses.
  • SS.6.3.16.26
    Explain how Alaska’s geographic location and resources have affected the state and the world.
  • SS.6.3.16.36
    Analyze and evaluate the impact of past management of Alaska’s resources.
  • SS.6.3.16.46
    Formulate clear and focused questions about future resource use in Alaska.
  • SS.6.3.16.56
    Collaborate to create a plan for future preservation or use of Alaska’s resources.
  • SS.6.3.16.66
    Evaluate how resource extraction in Alaska impacts government, economics, environment, and populations, identifying both positives and negatives.
  • SS.6.3.16.76
    Evaluate changes that occur in the meaning, use, distribution, and importance of resources over time due to forces of cooperation and conflict.
  • SS.6.3.16.86
    Discuss how the resources of Alaska shaped the history of different regions.
  • SS.6.3.18.16
    Create maps of Alaska that show how physical characteristics have influenced where and how humans have settled.
  • SS.6.4.6.16
    Examine the major components and roles of local, Tribal, and state governments.
  • SS.6.4.7.16
    Describe the roles of political, civil, and economic organizations in shaping people’s lives.
  • SS.6.4.7.26
    Distinguish the powers and responsibilities of residents, citizens, political parties, interest groups, and the media in a variety of governmental and nongovernmental contexts.
  • SS.6.4.8.16
    Evaluate and compare procedures for making decisions at the Tribal, local, state, and national levels.
  • SS.6.4.8.26
    Assess specific rules and laws (both actual and proposed) as means of addressing public concerns.
  • SS.6.4.8.36
    Identify the interconnectivity of local, Tribal, and state processes, rules, and laws.
  • SS.6.4.9.16
    Describe essential characteristics of Alaska’s local, Tribal, and state governments and their roles both locally and statewide.
  • SS.6.4.9.26
    Identify key components of political relationships between the federal government and Alaska Native groups.
  • SS.6.4.10.16
    Describe the roles and responsibilities of people in the United States.
  • SS.6.4.12.16
    Investigate methods of personal finance.
  • SS.6.4.12.26
    Devise a plan for making informed financial decisions.
  • SS.6.4.12.36
    Define cost‐benefit analysis, trade‐offs, and opportunity costs.
  • SS.6.4.12.46
    Investigate how choices impact personal financial security.

Alaska’s other subjects