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This guide provides K-12 teachers with digitized primary sources and information on teaching with primary sources in their classrooms.

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Mapping State Standards to Digital Collections

Selecting appropriate primary sources for use in K-12 classrooms can be aided by mapping to the Arkansas State Social Studies Curriculum Framework. Below, you will find links to PDFs of the frameworks for various grade levels, as well as suggestions for specific goals from the framework that might benefit from the inclusion of primary sources in your teaching.

Social Studies Curriculum Framework, grades K-8

Social Studies Curriculum Framework, grades K-4
Students learn through social studies lenses that begin by focusing on the narrower and more manageable viewpoint of self and personal experience, expanding to community, state, nation, and ultimately to a broader world view.

Goals you might consider using primary sources for:

C.1.2.1 Identify founding documents of the United States (e.g., U.S. Constitution, Bill of Rights) D2.Civ.3.3-5
C.3.K.2 Discuss ways people improve communities D2.Civ.12.K-2

Social Studies Curriculum Framework, grades 5-6
The Grade 5 history strand focuses on U.S. History from the beginnings through the Revolutionary Period; whereas, the Grade 6 history strand focuses on World History from the beginnings through the middle of the first millennium. The history strand in Grades 5-6 is organized chronologically using the Eras and time periods from The National Center for History in the Schools (NCHS). The civics/government, economics, and geography strands correlate to the historic eras.

Goals you might consider using primary sources for:

H.12.5.8 Analyze the Revolutionary movement from multiple perspectives using primary and secondary sources (e.g., loyalists, patriots, Native Americans, slaves) D2.Civ.2.3-5; D2.His.1, 3, 4, 14, 16.3-5; D4.7.3-5
H.12.5.10 Evaluate how individuals and groups influenced the American Revolutionary movement (e.g., Thomas Paine, Benjamin Franklin, Patrick Henry, George Washington, Thomas Jefferson, King George III, Sons and Daughters of Liberty) D2.His.3, 4, 14, 16.3.5
H.13.6.1 Compare hunter-gatherer and agrarian societies (e.g., tools, shelter, diet, use of fire, cave paintings, artifacts, clothing, rituals, daily life, gender roles) D2.His.1, 2, 3.6-8
H.13.6.11 Analyze the rise and contributions of major empires and civilizations of the world using a variety of sources (e.g., decimal, art, literature, Code of Justinian, Li Bo, Al Bakir) • African kingdoms • Byzantine Empire • Muslim empires • Tang China • Maya D2.His.3, 4.6-8

Social Studies Curriculum Framework, grade 7
As students study the continents and regions across the globe, they will learn about the historic, cultural, economic, and political development as well as interconnections that occur in both human and physical systems of each area. Creating maps and other geographic representations promotes the inquiry process and can be useful in making decisions and solving problems.

Goals you might consider using primary sources for:

WST.1.7.4 Analyze how environmental and cultural characteristics of places and regions have changed over time
HS.5.7.1 Examine the variations of populations in different places and regions using demographics
HS.6.7.1 Examine the cultural characteristics of various regions (e.g., celebrations, language, child-rearing, clothing, food, beliefs, behaviors)

Social Studies Curriculum Framework, grade 8
Grade 8 Social Studies has an emphasis on United States history from 1801 expansion and reform to 1900 industrial America. The desired outcome of this course is for students to develop an understanding of the cause-and-effect relationship between events, recognize patterns of interactions, and understand the impact of events in the United States within an interconnected world.

Goals you might consider using primary sources for:

Era4.1.8.2 Analyze the development of regional tensions prior to the Civil War using a variety of primary and secondary sources (e.g., Industrial Revolution, expansion of slavery, immigration, westward movement)
Era4.1.8.5 Evaluate actual and proposed laws as a means of addressing the issue of slavery prior to the Civil War (e.g., Fugitive Slave Act, Kansas-Nebraska Act, Missouri Compromise, Compromise of 1850)
Era5.2.8.1 Develop historical arguments and explanations of causes of the Civil War using a variety of sources from multiple perspectives (e.g., federal government vs. state’s rights, sectionalism, cultural differences between the North and South, abolitionism)
Era6.3.8.4 Examine government policies and laws that addressed the escalating labor conflicts and the rise of labor unions using primary and secondary sources
Era6.3.8.6 Evaluate federal Indian policy, westward expansion, and the resulting struggles from a variety of perspectives using multiple sources

Social Studies Curriculum Framework: Arkansas History, grades 7-8
Arkansas History Grades 7-8 is an in-depth and rigorous study of civics/government, economics, geography, and history of the state. The format of this course encourages teachers to incorporate the social, cultural, and geographic information particular to their locality when developing district curriculum.

Goals you might consider using primary sources for:

G.2.AH.7-8.2 Analyze relationships between the geography of Arkansas and economic development over time (e.g., tourism, agriculture)
H.7.AH.7-8.6 Investigate social, economic, and political effects of World War I and World War II on various segments of the population in Arkansas
H.7.AH.7-8.8 Analyze social, economic, and political effects of the Civil Rights Movement on various regions in Arkansas from multiple perspectives (e.g., integration, state legislation)

Social Studies Curriculum Framework, grades 9-12

Social Studies Curriculum Framework: Arkansas History, grades 9-12
Arkansas History Grades 9-12 provides a study of the history of Arkansas. The course addresses the geographic features and economics of the state, focusing on political, social, religious, military, scientific, and cultural developments that have occurred over time. The course work for Arkansas History Grades 9-12 is organized historically and chronologically, making it more rigorous than Arkansas History Grades 7-8, which is organized geographically and regionally. Arkansas History Grades 9-12 references the Encyclopedia of Arkansas eras and time periods to organize the strands and content standards.

Goals you might consider using primary sources for:

Era1.1.AH.9-12.2 Analyze the impact of European explorers on native populations and the environment from multiple perspectives
Era3.3.AH.9-12.1 Analyze causes and effects of the secession of Arkansas from the Union using a variety of primary and secondary sources (e.g., state leaders, cooperationists, Secession Convention)
Era3.3.AH.9-12.2 Research social, economic, and political effects of the Civil War on citizens in various regions from multiple perspectives (e.g., cause and effect of resource scarcity, civil unrest, changes in Southern way of life, lack of government, shifts in leadership and power, dual governments)
Era4.4.AH.9-12.3 Evaluate effects of World War I on Arkansans using a variety of primary and secondary sources
Era5.5.AH.9-12.1 Analyze the social, economic, and political effects of World War II on Arkansas using a variety of primary and secondary sources (e.g., homefront, war bonds, rationing, relocation camps, prisoner of war camps, missile silos, ammunition depots)

Social Studies Curriculum Framework: United States History Since 1890, grades 9-12
The desired outcome of this course is for students to develop an understanding of the cause-and-effect relationship between past and present events, recognize patterns of interactions, and understand the impact of events in the United States within an interconnected world. United States History Since 1890 examines the emergence of the United States as a world power to the present. Students will examine the political, economic, geographic, social, and cultural development of the United States of America from the late nineteenth century into the twenty-first century. United States History Since 1890 references the eras and time periods from The National Center for History in the Schools.

Goals you might consider using primary sources for:

Era7.1.USH.2 Evaluate social, economic, and political motives for and impact of the involvement of the United States in World War I using multiple primary and secondary sources
Era7.1.USH.6 Evaluate credibility and limitations of primary and secondary sources representing multiple perspectives about the changing role of the United States in the world from 1890-1930
Era7.2.USH.6 Construct historical arguments and explanations about the long-term impact of social, economic, political, and cultural changes that occurred during the 1920s utilizing evidence from a variety of primary and secondary sources
Era8.4.USH.6 Evaluate the credibility and limitations of primary and secondary sources representing multiple perspectives on the social and economic effects of World War II on the American people

Social Studies Curriculum Framework: World History Since 1450, grades 9-12
World History 9-12 provides an in-depth study of the history of human society from Era 6: Emergence of First Global Age 1450-1770 to Era 9: Contemporary World since 1945. World History is designed to assist students in understanding the human condition, how people and countries of the world have become increasingly interconnected across time and space, and the ways different people view the same event or issue from a variety of perspectives. This course develops an understanding of the historical roots of current world issues, especially as they pertain to international/global relations. It requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. Knowledge of past achievements and failures of different peoples and nations provides citizens of the 21st century with a broader context within which to address the many issues facing our nation and the world. World History references the eras and time periods from The National Center for History in the Schools.

Goals you might consider using primary sources for:

Era6.1.WH.4 Evaluate the roles of science and technology on the transformation of the first global age by examining multiple sources and perspectives
Era6.1.WH.8 Evaluate the credibility and the limitations of primary and secondary sources representing multiple perspectives
Era7.2.WH.2 Analyze the social, economic, and political ideas that influenced the 18th and 19th century revolutions
Era7.2.WH.5 Compare the social and economic impact of different labor systems in the Age of Revolutions from multiple perspectives using primary and secondary sources
Era7.2.WH.9 Evaluate the credibility and the limitations of primary and secondary sources representing multiple perspectives
Era7.2.WH.10 Construct historical arguments or explanations about global changes caused directly or indirectly by economic and political revolutions, using primary and secondary sources

Social Studies Curriculum Framework: African American History, grades 11-12
African American History examines the contributions African Americans have made to the history of the United States. This course is designed to assist students in understanding issues and events from multiple perspectives. This course develops an understanding of the historical roots of African American culture, especially as it pertains to social, economic, and political interactions within the broader context of United States history. It requires an analysis of important ideas, social and cultural values, beliefs, and traditions. Knowledge of past achievements provides citizens of the 21st century with a broader context within which to address the many issues facing the United States.

Goals you might consider using primary sources for:

CP.1.AAH.2 Analyze migration patterns, both voluntary and involuntary, from Africa to the Americas using a variety of geographic representations
CP.1.AAH.3 Analyze adaptations in African American culture using a variety of sources from multiple perspectives (e.g., language, religion, music, art, food)
RE.2.AAH.3 Evaluate social, economic, and political roles of African American men and women during the expansion of the early United States using a variety of sources
CD.3.AAH.2 Examine regional perspectives toward the political rights of African American men and women between 1820 and 1877
CD.3.AAH.3 Analyze the responses of free and enslaved African American men and women to regional social, economic, and political conditions during the Civil War and Reconstruction Era

Last Updated: Sep 16, 2024 10:19 AM
URL: https://uark.libguides.com/resourcesforteachers

Subjects: Arkansas, Education, History, Special Collections

Tags: education, history, k-8, primary sources, special collections