Arkansas

Ages 5–11 · 16 minutes · Geography

Ready to dig for diamonds? Come unearth some interesting Arkansas nuggets.

Bring your shovel down to Arkansas to dig in the only U.S. diamond mine! From the Ozarks, to honeybees, to chocolate gravy—Arkansas has it all!

No prior knowledge needed.

Part of

The 50 States

Standards alignment

Common Core State Standards

D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.
D2.Geo.2.K-2 — Individually and with others, students… Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.
D2.Geo.3.K-2 — Individually and with others, students… Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
D2.Geo.3.3-5 — Individually and with others, students… Use maps of different scales to describe the locations of cultural and environmental characteristics.

Alabama

SS10.5.13.2 — Locating on a map states, capitals, and important geographic features west of the Mississippi River

Alaska

1 — know that places have distinctive geographic characteristics;
1 — use maps and globes to locate places and regions;
L.VA.6 — Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college- and career-readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
SL.CC.2 — Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

Arizona

2.G1.1 — Use and construct maps, graphs, and other geographic representations of familiar and unfamiliar places in the world; and locate physical and human features. • Key physical features include but are not limited to seven continents, oceans, lakes, rivers, mountain ranges, coasts, seas, and deserts • Key human features include but are not limited to equator, hemispheres, North and South Pole, cities, states, countries, regions, and landmarks
1.H4.1 — Explain and explore origins of key American symbols, documents, landmarks, holidays, and leaders as well as their importance from the past to the present in our country. • Symbols include but are not limited to American flag, bald eagle, Statue of Liberty, White House, Washington Monument, Mount Rushmore, Liberty Bell, United States Capitol, and Arizona state symbols • Holidays include but are not limited to Columbus Day, Thanksgiving, Veterans Day, Memorial Day, Labor Day, Presidents Day, Martin Luther King Jr. Day, Independence Day, Constitution Day, and Arizona Statehood Day • Leaders include but are not limited to local and/or Tribal leaders, state leaders, and national leaders
2.G1.2 — Use maps, globes, and other simple geographic models to identify and explain cultural and environmental characteristics of places in the world based on stories shared. Arizona History and Social Science Standards modified 8/23/19 Page 19
2.G4.1 — Identify different physical and cultural regions in the world.

Arkansas

C.1.K.3 — Recognize state and national symbols and patriotic songs: • American flag • Star Spangled Banner* • Recitation of Pledge of Allegiance • Arkansas flag • Apple Blossom • Honey Bee • Mockingbird • Pine Tree
G.1.2.2 — Describe the physical and human characteristics of a place using geographic tools such as maps, globes, and charts.
H.1.2.5 — Explain state and national historical symbols and landmarks and the people and events associated with them.
C.1.1.4 — Describe state and national symbols and patriotic songs: • American flag • Flag etiquette • Star Spangled Banner • Recitation of Pledge of Allegiance • “Arkansas” by Eva Ware Barnett • White-Tailed Deer • Milk • Square Dance • Diamond

California

1.2.1 — Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.
3 — Students use a variety of maps and documents to identify physical and cultural features of neighborhoods, cities, states, and countries and to explain the historical migration of people, expansion and disintegration of empires, and the growth of economic systems.

Colorado

SS.1.2.1 — Use geographic terms and tools to describe places and spaces.
SS.1.4.2 — Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.
SS.2.2.1 — Use geographic terms and tools to locate and describe spatial patterns and places.
SC.K.3.2 — Plants and animals meet their needs in their habitats and impact one another; people can prepare for severe weather.
SS.2.4.2 — Explain the roles and characteristics of people who govern different communities.

Connecticut

GEO 2.6 — Identify cultural and environmental characteristics of a place/region.
GEO 2.2 — Use geographic representations to describe places and interactions that shape them.
GEO.K.3 — Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.

Delaware

G.1.4-5a — Students will demonstrate development of mental maps of Delaware and of the United States which include the relative location and characteristics of major physical features, political divisions, and human settlements. Grade 4
G.1.K-3a — Students will understand the nature and uses of maps, globes, and other geo-graphics. Grade K and Grade 3
K-3a — Students will use the concepts of place and region to explain simple patterns of connections between and among places across the country and the world. Grade 3
There are many different kinds of living things in any area, and they exist in different places on land and in water.

Florida

SS.3.G.2.5 — Identify natural and man-made landmarks in the United States, Canada, Mexico, and the Caribbean.
SC.4.L.17.4 — Recognize ways plants and animals, including humans, can impact the environment.
SS.3.G.2.4 — Describe the physical features of the United States, Canada, Mexico, and the Caribbean.
SS.5.G.1.6 — Locate and identify states, capitals, and United States Territories on a map.
SS.3.G.2.2 — Identify the five regions of the United States.

Georgia

S2L1.c — Construct an explanation of an animal's role in dispersing seeds or in the pollination of plants.

Hawaii

Plants depend on animals for pollination or to move their seeds around.
SS.1.2.14.3 — Investigate cultural and environmental characteristics of your community
SS.2.3.13.4 — Describe major geographic features of places using maps, photos, and other geographic representations
Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
SS.2.1.6.1 — Investigate school, community, and national leaders and their responsibilities

Idaho

5.SS.2.1.2 — Identify the regions of the United States and their resources.
5.SS.2.1.4 — Name and locate the 50 States and their Capitals, and U.S. Territories.

Illinois

LS2.A-P2 — Plants depend on animals for pollination or to move their seeds around.
SS.2.G.1 — With guidance and support, use print and digital maps, globes and other simple geographic models to identify cultural and environmental characteristics of places.
SS.3.G.1 — Use print and digital maps, globes, and other simple geographic models to identify topographic and other graphic representations of both familiar and unfamiliar locations.

Indiana

5.G.2 — Use maps and globes to locate states, capitals, major cities, major rivers, the Great Lakes, and mountain ranges in the United States. (E)
3.C.3 — Explain that the United States has three levels of government (i.e., local, state, and national), and that each level has special duties and responsibilities. (E)

Iowa

SS.K.14. — Compare environmental characteristics in Iowa with other places.
Evaluate Human Environment Interaction
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.

Kansas

Benchmark 3.3.1 — The student will recognize and evaluate how societies are shaped by the identities, beliefs, and practices of individuals and groups.
Standard 3.3 — Societies are shaped by the identities, beliefs, and practices of individuals and groups.
Benchmark 4.5.1 — The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.

Kentucky

2.G.GR.1 — Examine geographic features of places in North America, using a variety of geographic data, including maps, photos and other geographic tools.
K.G.KGE.1 — Identify physical and environmental characteristics of communities.

Louisiana

3.20 — Describe the geographic features of places in the United States.
2.21 — Describe geographic features and physical characteristics of places in the United States and the world, including mountains, hills, plains, deserts, coasts, islands, peninsulas, lakes, oceans, and rivers.
3.21 — Interpret geographic features of the United States using a variety of tools such as different types of maps and photos.
3.28 — Describe how the regions of the United States vary culturally and economically.

Maine

SL.3.K.a — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
F2 — Identifying the major regions of the Earth and their major physical features and political boundaries using a variety of geographic tools including digital tools and resources. *
L.5.1.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).

Massachusetts

4.T4b.1 — On a political map of the United States, locate the states and the national capital city in the Southeast, and the U.S. territories in the Caribbean; add to the timeline the admission dates for states in the Southeast (listed alphabetically: Alabama-1819, Arkansas-1836, Delaware-1787, Florida-1845, Georgia-1788, Kentucky-1792, Louisiana-1812, Maryland-1788, Mississippi-1817, North Carolina-1789, South Carolina-1788, Tennessee-1796, Virginia-1788, West Virginia-1863); territories Puerto Rico, and the United States Virgin Islands.
4.T1.2 — On a political map of North America, locate Canada and its provinces, Mexico and its states, the nations of the Caribbean, and the United States of America and its states; explain the meaning of the terms continent, country, nation, county, state, province, and city.

Michigan

4–G1.0.3 — Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.
4–G2.0.2 — Locate and describe human and physical characteristics of major U.S. regions and compare them to the Great Lakes region.
4–G1.0.1 — Identify questions geographers ask in examining the United States.
4–G2.0.1 — Describe ways in which the United States can be divided into different regions.

Minnesota

4.3.2.3.1 — Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico. For example: Physical characteristics—landforms (Rocky Mountains), ecosystems (forest), bodies of water (Mississippi River, Hudson Bay), soil, vegetation, weather and climate. Human characteristics— structures (Statue of Liberty), bridges (Golden Gate Bridge), canals (Erie Canal), cities, political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs.
4.3.2.4.1 — Name and locate states and territories, major cities and state capitals in the United States.
0.1.2.2.1 — Describe symbols, songs and traditions that identify our nation and state. For example: American Flag, bald eagle, White House, Statue of Liberty, Pledge of Allegiance, Minnesota state flag.
2.3.1.1.3 — Use maps, photos or other geographic tools to identify and locate major landmarks or major physical features of the United States. For example: Physical features—the Atlantic Coast, Rocky Mountains, Mississippi River, Lake Superior. Landmarks—Statue of Liberty, Angel Island, Gateway Arch in St. Louis, Mount Rushmore, Crazy Horse Memorial.

Mississippi

5.10.2 — Identify and label each of the 50 states on a map.
K.H.1.1 — Define symbols and customs (e.g., school mascot, community logo, Mississippi state flag, United States flag, American eagle, etc.).
L.K.1B.1 — Develop and use models to exemplify how animals use their body parts to (a) obtain food and other resources, (b) protect themselves, and (c) move from place to place.

Missouri

4.EG.5.B.a — Name and locate specific regions, states, capitals, river systems and mountain ranges in the United States based on historical or current topics.
4.EG.5.C.a — Identify and compare physical characteristics of specific regions within the nation.

Montana

SS.G.5.1 — identify and label US regions, territories, states and their capitals/major cities;
SS.E.1.2 — describe goods and products that are produced in local regions.
SS.G.3.3 — identify landforms and other physical characteristics of the Americas.
SS.G.K — The geography content standard for kindergarten is that each student will use maps, and other representations, to describe place characteristics.

Nebraska

SS 5.3.1 — Explore where (spatial) and why people, places, and environments are organized in the United States.
SS 5.3.1.a — Use maps and atlases to locate major human and physical features in the United States.
SS 5.3.2.b — Identify and classify regions and places within the United States using physical and human features.

New Hampshire

SS.GE.2.1.3 — Identify major physical and human features in the United States and on Earth, e.g., cities, oceans, or continents. (Themes: C: People, Places and Environment, G: Science, Technology, and Society)
SS.GE.2.2.1 — Explore the physical and human characteristics of place, e.g., roads, schools or mountains. (Themes: C: People, Places and Environment, E: Cultural Development, Interaction, and Change, G: Science, Technology, and Society)
SS.GE.2.2.2 — Recognize that areas of the Earth's surface share unifying geographic characteristics, e.g., towns, deserts or woodlands. (Themes: C: People, Places and Environment)
SS.GE.4.2.1 — Describe the physical and human characteristics of places, e.g., land forms or where people live. (Themes: C: People, Places and Environment, E: Cultural Development, Interaction, and Change, G: Science, Technology, and Society)
SS.GE.4.3.4 — Recognize the components and distribution of ecosystems, e.g., the location of certain plants and animals or the food chain. (Themes: C: People, Places and Environment)

New Jersey

6.1.2.Geo.SV.1 — Use maps to identify physical features (e.g., continents, oceans, rivers, lakes, mountains).
6.1.5.CivicsPI.5 — Explain how government functions at the local, county, and state level.
6.1.5.GeoSV.4 — Use a variety of geographic representations to describe the similarities and differences between places in New Jersey, the United States and the world (e.g., maps, data visualizations, graphs, diagrams, aerial and other photographs, GPS).

New Mexico

1.18 — Use a variety of maps to locate specific places and identify major landforms, bodies of water, and other places of significance around the United States.
K.10 — Identify the local, state, and national symbols (e.g., flag, bird, song).
5.27 — Using a map, identify and locate the 50 states in the United States and know the capitals of each state along with the surrounding U.S. territories.
5.25 — Demonstrate how the states are organized, including time zones and the regions of the United States.

New York

K.6 — Maps and globes are representations of Earth’s surface that are used to locate and better understand places and regions.
K.6b — Places and regions can be located on a map or globe, using geographic vocabulary.
3.1 — Geographic regions have unifying characteristics and can be studied using a variety of tools.

North Carolina

K.G.1.1 — Use maps, globes, and/or digital representations to locate places in the classroom, school, community, and around the world.
K.G.2.1 — Explain ways people around the world use natural resources.
LS.K.1.2 — Use models to exemplify how animals use their body parts to obtain food and other resources, protect themselves, and move from place to place.

North Dakota

5.C.4 — Use grade-appropriate, conversational, general academic, and domain-specific words and phrases.
5.R.1 — Comprehend information during and after listening to a grade-level text.

Ohio

1.5 — Places are distinctive because of their physical characteristics (land forms and bodies of water) and human characteristics (structures built by people).
3.5 — Daily life is influenced by the agriculture, industry and natural resources in different communities.
2.6 — The work that people do is impacted by the distinctive human and physical characteristics in the place where they live.

Oklahoma

Plants depend on animals for pollination or to move their seeds. (2.LS2.2)
4.3.2 — Examine the characteristics of culture, including the distribution and complexity of the regions of the United States. A. Identify the characteristics of culture (language, customs, beliefs, food, clothing, shelter) and compare the cultural characteristics of different regions of the United States. B. Explain how the characteristics of culture affect the ways in which people live.
4.4.2 — Describe the patterns and networks of economic interdependence among regions of the United States. A. Identify and locate on a map the major cities of the United States, including their relative location to natural resources and transportation routes. B. Identify the major economic activities of each region of the United States by comparing how people satisfy their basic needs through the production of goods and services. C. Describe the relative location of natural resources, such as fossil fuels, minerals and soils, and their relationship to each region’s major economic activities, including agriculture, manufacturing, transportation, energy, and services.
Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. (1.LS1.1)
4.2.1 — Use maps and other geographic representations (such as globes and graphs), tools, and technologies to acquire, process, and report information from a spatial perspective. A. Use and describe various elements of maps, including keys/legends, scale, cardinal, and intermediate directions. B. Interpret aerial photographs, satellite images and thematic maps to locate and identify physical and human features of the United States and North America. C. Use latitude and longitude to identify the location of physical and human features of the United States.

Oregon

2.LS4.1 — Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]
K.9 — Identify, compare, and contrast pictures, maps, and globes.
K.SL.4 — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
1.11 — Identify, affirm, respect, and explain the diverse cultural heritage, songs, symbols, and celebrations of my community and the diverse social and ethnic groups in Oregon and the United States of America.

Pennsylvania

7.1.3.B — Identify and locate places and regions.
7.2.3.A — Identify the physical characteristics of places and regions.
7.3.3.B — Identify the human characteristics of places and regions by their cultural characteristics.
7.3.3.D — Identify the human characteristics of places and regions by their economic activities.
7.3.3.E — Identify the human characteristics of places and regions by their political activities.

Rhode Island

SS3.3.1 — Geography and environment in the Southeast Explain the geography and environment in the Southeastern region of the United States
SS3.3.2 — States and territories in the Southeast Explain the states and territories that make up the Southeastern region including their admittance or incorporation to the United States and their identities
SS3.1.3 — States and territories Explain what states and territories are and their locations within the United States
SS3.3.4 — The Southeastern region today Argue how the geography and environment of the Southeastern region contributed to its social, cultural, and economic development

South Carolina

2.G.3 — Explain how the distribution of human features, physical features, and natural resources within the U. S changes over time and impacts economic activity. This indicator was developed to encourage inquiry into how rivers, lakes, mountains, and other land features affect economic activity. This indicator also prompts students to explore how different geographic areas support different activities in different times due the availability of resources.
3.1.3.PR — Identify the spatial hierarchy of political and physical geographic features. This indicator prompts students to inquire about spatial hierarchies (i.e. scale) to understand connections between Earth's systems. Political features include cities, states, and countries. Physical features include forests, mountains, oceans, and rivers.
3.2.2.ER — Identify and analyze the ways people interact with the physical environment in different regions of the state, the country, and the world.This indicator prompts students to inquire about a variety of geographic landforms, water bodies, and climate patterns around the world and how humans interact with them, including population distribution and settlement patterns.
2.G.2 — Describe and compare various landforms over time within the U.S. through the use of primary and secondary sources. This indicator was developed to encourage inquiry into using historic images, maps, narratives, texts, or video, to investigate and compare different landforms around the U.S.

South Dakota

3.C.1.1 — Research and explain the meaning behind South Dakota’s symbols
3.G.1.2 — Locate the seven continents, four oceans, and major physical features and regions of the United States on a map or globe
K.G.1.1 — Recognize that maps and globes represent places
Determining if plants need sunlight and water to grow. Explaining the role of animals in the dispersion of seeds and pollination in plants.

Tennessee

3.09 — Identify and locate the fifty states of the U.S.
2.18 — Analyze how the location of regions affects the way people live, including their: food, clothing, shelter, transportation, and recreation.
SSP.06 — Develop geographic awareness by: • Identifying geographic symbols on maps and globes • Understanding relationships between people, places, and resources
1.01 — Describe the cultural aspects of a place, including a student’s community and state.

Texas

1.4B — locate and explore the community, Texas, and the United States on maps and globes.
1.5A — identify and describe the physical characteristics of place such as landforms, bodies of water, Earth's resources, and weather; and
1.5B — identify and describe how geographic location influences the human characteristics of place such as shelter, clothing, food, and activities.
2.11D — identify symbols such as state and national birds and flowers and Uncle Sam; and
1.10A — investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;

Utah

K.2.3.b — Recognize state and national symbols (e.g., state and national flags, bald eagle, seagull, Statue of Liberty).
1.3.1.d — Identify the United States on a variety of maps and on a globe.
K.3.1.b — Identify and describe physical features (e.g., mountain/hill, lake/ocean, river, road/highway).

Vermont

D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.
D2.Geo.2.K-2 — Individually and with others, students… Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.
D2.Geo.3.K-2 — Individually and with others, students… Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.

Virginia

2.11.b — The student will apply history and social science skills to develop geographic mapping skills using world maps and globes by identifying major rivers, mountain ranges, lakes, and other physical features in the United States.
Skill.2.b — The student will apply history and social science skills to the content by applying geographic skills to identify and understand geographic features and connections.
USI.1.c — The student will apply history and social science skills to understand the geography of North America by locating the 50 states.
4.2.c — Plants and animals have different structures and processes for creating offspring.

Washington

G1.3.2 — Investigate the physical, political, and cultural characteristics of places, regions, and people in North America, including the location of the fifty states within the regions of the United States.
G1.3.1 — Examine and use maps and globes to understand the regions of North America in the past and present.
G2.2.1 — Identify some common and unique cultural and environmental characteristics of specific places.

Washington, D.C.

1.17 — Identify key political features of each region on a map, to include, local neighborhoods, wards, Washington, DC, the United States and North America.
1.19 — Locate and explain physical features on maps.

West Virginia

Use maps, graphs, photographs, and other representations to describe places.
SS.3.19 — Compare and contrast regions of the United States in regard to plant and animal life, landforms, climate and human interactions with the environment.
SS.5.17 — Compare and contrast the various regions of the United States; locate each of the fifty United States and correlate them with their regions.
SS.3.13 — Distinguish between a continent, country, state and capital.

Wisconsin

SS.Geog1.b.1-2 — Identify physical and human characteristics of a place using maps, graphs, photographs, and other representations.
SS.PS1.a.K-1 — Describe symbols, songs, and traditions that identify our state and country. Assess the importance of rules and laws at home, in school, and in the community.
Plants depend on water and light to grow. Plants depend on animals for pollination or to move their seeds around.
SS.Geog4.a.2 — Categorize characteristics of the local community (e.g., weather and climate, population, landforms, vegetation, culture, industry). Describe how certain places have meanings that distinguish them from other places. (e.g., shopping mall, park, places of worship).
SS.Geog5.b.2 — Identify natural resources (e.g., fertile soil, forests, mining) of a place and provide examples of how those resources are used.

Wyoming

SS2.1.2 — Identify the symbols and traditional practices, including those of Indigenous Tribes of Wyoming (e.g. Arapaho and Shoshone flags, songs, and pledges), that honor patriotism in the United States.
SS2.5.1 — Spatial Use a map, globe, and mental mapping to identify familiar areas and simple patterns and create maps using various media. 2-ESS2-2
SS2.5.3 — Human Place and Movement Use the human features of a community to describe what makes that community unique (e.g., cultural, language, religion, food, clothing, political, economic, population, and types of jobs in an area) and why others move to or from that place. RL.1.2, RL.2.3 RI.1.3, Rl.2.2, RI.2.10 W.K.2, W.K.7 W.1.1, W.1.7 W.2.1 W.2.7 SL.K.4, SL.1.4, SL.2.2 K-2-ETS1-1
SS5.5.2 — Physical Place and Region Explain how physical features, patterns, and systems impact different regions and how these features may help us generalize and compare areas within the reservation, state, nation, or world. RL.3.2, RL.4.7, RL.4.9 RI.3.3, RI.4.3, RI.5.3 W.3.2, W.3.7, W.4.2.b W.5.2.b W.5.7 SL.3.4