Academic Standards For History - State Board Of Education

2y ago
16 Views
2 Downloads
240.87 KB
18 Pages
Last View : 13d ago
Last Download : 2m ago
Upload by : Gia Hauser
Transcription

Academic Standards forHistoryPennsylvania Department of Education22 Pa. Code, Chapter 4, Appendix C (#006-275)Final Form-Annex AJuly 18, 2002

XXII. TABLE OF CONTENTSIntroduction . .XXIII.THE ACADEMIC STANDARDSHistorical Analysis and Skills Development .A. Chronological Thinking8.1.B. Historical ComprehensionC. Historical InterpretationD. Historical ResearchPennsylvania History . .A. Contributions of Individuals and GroupsB. Documents, Artifacts and Historical PlacesC. Influences of Continuity and ChangeD. Conflict and Cooperation Among Groups8.2.United States History . . .A. Contributions of Individuals and GroupsB. Documents, Artifacts and Historical Places8.3.C. Influences of Continuity and ChangeD. Conflict and Cooperation Among GroupsWorld History. A.B.C.D.8.4.Contributions of Individuals and GroupsDocuments, Artifacts and Historical PlacesInfluences of Continuity and ChangeConflict and Cooperation Among GroupsGlossary .XXIV.

XXIII. INTRODUCTIONThis document includes Academic Standards for History that describe what students should know and be able to do in four areas: 8.1.8.2.8.3.8.4.Historical Analysis and Skills DevelopmentPennsylvania HistoryUnited States HistoryWorld HistoryThe History Standards describe what students should know and be able to do at four grade levels (third, sixth, ninth and twelfth).They reflect an understanding of chronological events and the application of historical thinking skills in viewing the human record.These academic standards provide an organizing content for schools.The Academic Standards for History are grounded in the Public School Code of 1949 which directs “ study in the history andgovernment of that portion of America which has become the United States of America, and of the Commonwealth ofPennsylvania ” Chapter 4 - Academic Standards and Assessment in § 4.21 (relating to elementary education; primary andintermediate levels) reinforces the School Code by indicating that the history of the United States and the history of theCommonwealth must be taught once by the end of elementary school. In addition, § 4.22 (relating to middle level education) indicatesthat planned instruction in the history and cultures of the United States, the Commonwealth and world shall be provided. Chapter 4also states that planned instruction shall be provided in the history and cultures of the United States, the Commonwealth and world in§ 4.23 (relating to high school education.)To support the intent of the Public School Code and Chapter 4, this document creates four standard categories. The four standardcategories were designed to meld historical thinking (8.1. Historical Analysis and Skills Development) with historical understanding(8.2. Pennsylvania History, 8.3. United States History, and 8.4. World History) to describe what students should know and be able todo.Standard category 8.1. Historical Analysis and Skill Development provides the basis for learning the content within the other threestandard categories. The intent of the history standards is to instill in each student an ability to comprehend chronology, develophistorical comprehension, evaluate historical interpretation and to understand historical research. One should not view these standards

as a list of facts to recall, rather as stated in the opening phrase to the Pennsylvania, United States and World standard categories,“Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquirethe knowledge and skills needed to analyze the interaction of cultural, economic, geographic, political and social relations.”These standards provide a history framework to permit every school and teacher to create planned instruction. The content within thisdocument is general and does not represent a course or even a portion thereof. Every school is encouraged to move beyond thesestandards. These standards are merely a starting point for the study of history. Planned instruction to meet these standards is required;however, the methodology, resources and time are not recommended nor implied.History is a discipline that interprets and analyzes the past. It is a narrative--a story. In order to tell the story it is not sufficient tosimply recall facts; it is also necessary to understand the context of the time and place and to apply historical thinking skills. It is withthis concept established, that the content delineated in Pennsylvania, United States and World histories should be approached. Havingestablished the need to move beyond recall, it is the intent of these standards to give students throughout Pennsylvania a commoncultural literacy.Pennsylvania, United States, and World History standard categories use the same four standard statements to guide teachers indeveloping planned instruction. The four standard statements are: (A) Political and Cultural Contributions of Individuals and Groups;(B) Primary Documents, Material Artifacts and Historical Places; (C) How Continuity and Change Has Influenced History; (D)Conflict and Cooperation Among Social Groups and Organizations. The chart, Four Standard Statements within the AcademicStandards for History: An Overview outlines standard statements and descriptors.

Although the standard statements are similar across grade levels and standard categories, the degree of comprehension, changes incontent and shifts in chronology differ. Although different grade levels outline different chronological periods within the standards, itis intended that the specified chronological eras be linked to past learnings and that all eras be linked to the present. Linking to pastlearnings and the present is important, but so is addressing the standard statements in more depth. Therefore the followingchronological time periods are established for the standard categories.Pennsylvania and United States nings to PresentBeginnings to 18241787 to 19141890 to PresentWorld HistoryGrades 1-3Grades 4-6Grades 7-9Grades 10-12Beginnings to PresentBeginnings to PresentBeginnings to 15001450 to PresentDistricts are encouraged to delineate each chronological period into less expansive historical eras within their planned instruction.The content listed in grade levels 1-3, 4-6, 7-9 and 10-12 should be age appropriate for the students in those grade levels and thereader should interpret each standard descriptor in that manner.The Academic Standards for History consist of four standard categories (designated as 8.1., 8.2., 8.3., and 8.4.). Each category hasfour standard statements (designated A, B, C, and D). Most standard statements have bulleted items known as standard descriptors.The standard descriptors are items within the document to illustrate and enhance the standard statement. The categories, statementsand descriptors are the regulations. The descriptors many times are followed by an “e.g.” The “e.g.’s” are examples to clarify whattype of information could be taught. These are suggestions and the choice of specific content is a local decision as is the method ofinstruction.History along with civics and government, economics and geography are identified as social studies in Chapter 4. This identification isconsistent with citizenship education in Chapter 49 and Chapter 354 (relating to certification of professional personnel; andpreparation of professional educators.) Based on these regulations, social studies/citizenship programs should include the four sets ofstandards as an entity in developing a scope and sequence for curriculum and planned instruction.A glossary is included to assist the reader in understanding terminology contained in the standards.

Four Standard Statements within the Academic Standards for History: An OverviewPolitical and Cultural Contributions of Individuals and Groups Inhabitants (cultures, subcultures, groups)Political Leaders (monarchs, governors, elected officials)Military Leaders (generals, noted military figures)Cultural and Commercial Leaders (entrepreneurs, corporate executives, artists, entertainers, writers)Innovators and Reformers (inventors, philosophers, religiousleaders, social change agents, improvers of technology)How Continuity and Change Have Influenced History Primary Documents, Material Artifacts and Historical Places Documents, Writings and Oral Traditions (government documents, letters and diaries, fiction and non-fiction works,newspapers and other media, folklore)Artifacts, Architecture and Historic Places (historic sites andplaces, museums and museum collections, official and popularcultural symbols, material culture)Belief Systems and Religions (ideas, beliefs, values)Commerce and Industry (jobs, trade, environmental change,labor systems, entertainment)Innovations (ideas, technology, methods and processes)Politics (political party systems, administration of government,rules, regulations and laws, political and judicial interpretation)Transportation (methods of moving people and goods over time,transportation routes, circulation systems)Settlement Patterns and Expansion (population density anddiversity, settlement types, land use, colonization)Social Organization (social structure, identification of socialgroups, families, groups and communities, education, schoolpopulation, suffrage, civil rights)Women’s Movement (changing roles of women, social andpolitical movements, breaking barriers, role models)Conflict and Cooperation Among Social Groups and Organizations Domestic Instability (political unrest, natural and man-madedisasters, genocide) Ethnic and Racial Relations (racism and xenophobia, ethnic andreligious prejudices, collective and individual actions)Immigration and Migration (causes of population shifts,xenophobia, intercultural activity)Labor Relations (strikes and collective bargaining, workingconditions over time, labor/management identity)Military Conflicts (causes, conduct and impact of militaryconflicts, wars and rebellions)Each standard statement above outlines its respective standard descriptors. Each standard descriptor suggests content that may beaddressed. These are not all encompassing and local planned instruction is not limited to these examples.

8.1. Historical Analysis and Skills Development8.1.3. GRADE 38.1.6. GRADE 68.1.9. GRADE 98.1.12. GRADE 12Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to. . .A. Analyze chronological thinking.A. Understand chronological thinking andA. Evaluate chronological thinking.A. Understand chronological thinking and Difference between past,distinguish between past, present anddistinguish between past, present andpresent and future Sequential order of historicalfuture time.future time.narrative Sequential order of historical Calendar time Calendar timenarrative Continuity and change Time lines Time lines Data presented in time lines Context for events Continuity and change People and events in time Continuity and change Events (time and place) Patterns of continuity and change Context for events Sequential orderB. Synthesize and evaluate historicalB. Analyze and interpret historical Context for eventssources.sources.B. Develop an understanding of historical Literal meaning of historicalB. Explain and analyze historical sources. Literal meaning of historicalsources.passagespassages Literal meaning of a historical Data in historical maps Data in historical and contemporarypassage Data in historical and Visual data from maps and tablesmaps, graphs and tablescontemporary maps, graphs, Data in historical and Mathematical data from graphs and Different historical perspectivesand tablescontemporary maps, graphs andtables Data presented in maps, graphs andtables Different historical Author or historical sourcetablesperspectives Author or historical source Visual data presented in historical Data from maps, graphs and Multiple historical perspectivesevidencetables Visual evidence Visual data presented in Mathematical data from graphsC. Evaluate historical interpretation ofhistorical evidenceand tablesevents.C. Understand fundamentals of historical Impact of opinions on theC.AnalyzethefundamentalsofC. Explain the fundamentals of historicalinterpretation.perceptionof factshistoricalinterpretation.interpretation. Difference between fact and opinion Issuesandproblems in the past Factversusopinion Difference between fact and The existence of multiple points of Multiple points of view Reasons/causes for multipleopinionviewpoints of view Illustrations in historical stories and Multiple points of view Illustrations in historical storiessources Illustrationsinhistorical Illustrations in historical stories Causes and resultsdocumentsandstories Connections between causes and Causes and resultsresults Causesandresults Author or source of historical Author or source of historical Author or source used tonarrativesnarratives’ points of viewdevelop historical narratives Central issue Central issue

D. Understand historical research. Event (time and place) Facts, folklore and fiction Formation of a historical question Primary sources Secondary sources Conclusions (e.g., storytelling, roleplaying, diorama)D. Describe and explain historicalresearch. Historical events (time and place) Facts, folklore and fiction Historical questions Primary sources Secondary sources Conclusions (e.g., simulations,group projects, skits and plays)D. Analyze and interpret historicalresearch. Historical event (time andplace) Facts, folklore and fiction Historical questions Primary sources Secondary sources Conclusions (e.g., History Dayprojects, mock trials, speeches) Credibility of evidenceD. Synthesize historical research. Historical event (time and place) Facts, folklore and fiction Historical questions Primary sources Secondary sources Conclusions (e.g., Senior Projects,research papers, debates) Credibility of evidenceHistorical Analysis and Skill Development are learned through and applied to the standards statements and their descriptors for8.2. Pennsylvania History, 8.3. United States History and 8.4. World History.

8.2 Pennsylvania History8.2.3. GRADE 38.2.6. GRADE 68.2.9. GRADE 98.2.12. GRADE 12Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed toanalyze cultural, economic, geographic, political and social relations to. . .A. Understand the political and culturalcontributions of individuals and groupsto Pennsylvania history. William Penn Benjamin Franklin Pennsylvanians impactingAmerican Culture (e.g., JohnChapman, Richard Allen, BetsyRoss, Mary Ludwig Hayes, RachelCarson, Elizabeth Jane Cochran,Marian Anderson) Local historical figures inmunicipalities and counties.B. Identify and describe primarydocuments, material artifacts andhistoric sites important in Pennsylvaniahistory. Documents, Writings and OralTraditions (e.g., Penn’s Charter,Pennsylvania “Declaration ofRights”) Artifacts, Architecture andHistoric Places (e.g., Localhistorical sites, museumcollections, Independence Hall) Liberty Bell Official Commonwealth symbols(e.g., tree, bird, dog, insect)A. Identify and explain the political andcultural contributions of individualsand groups to Pennsylvania historyfrom Beginnings to 1824. Inhabitants (e.g., NativeAmericans, Europeans, Africans) Military Leaders (e.g., AnthonyWayne, Oliver H. Perry, JohnMuhlenberg) Political Leaders (e.g., WilliamPenn, Hannah Penn, BenjaminFranklin) Cultural and Commercial Leaders(e.g., Robert Morris, John Bartram,Albert Gallatin) Innovators and Reformers(e.g., Society of Friends, RichardAllen, Sybilla Masters)A. Analyze the political and culturalcontributions of individuals and groupsto Pennsylvania history from 1787 to1914. Political Leaders (e.g., JamesBuchanan, Thaddeus Stevens,Andrew Curtin) Military Leaders (e.g., GeorgeMeade, George McClellan, JohnHartranft) Cultural and Commercial Leaders(e.g., John J. Audubon, RebeccaWebb Lukens, Stephen Foster) Innovators and Reformers(e.g., George Westinghouse, EdwinDrake, Lucretia Mott)A. Evaluate the political and culturalcontributions of individuals andgroups to Pennsylvania history from1890 to Present. Political Leaders (e.g., GiffordPinchot, Genevieve Blatt, K.Leroy Irvis) Military Leaders (e.g., TaskerH. Bliss, Henry “Hap” Arnold,George C. Marshall) Cultural and CommercialLeaders (e.g., Milton Hershey,Marian Anderson, Fred Rogers) Innovators and Reformers(e.g., Frank Conrad, RachelCarson, Joseph Rothrock)B. Identify and explain primarydocuments, material artifacts andhistoric sites important in Pennsylvaniahistory from Beginnings to 1824. Documents, Writings and OralTraditions (e.g., Charter ofPrivileges, The Gradual Abolitionof Slavery Act of 1780, Lettersfrom a Pennsylvania Farmer) Artifacts, Architecture andHistoric Places (e.g., ConestogaWagon, Pennsylvania rifle, BrigNiagara)B. Identify and analyze primarydocuments, material artifacts andhistoric sites important in Pennsylvaniahistory from 1787 to 1914. Documents, Writings and OralTraditions (e.g., PennsylvaniaConstitutions of 1838 and 1874,The “Gettysburg Address”, ThePittsburgh Survey) Artifacts, Architecture andHistoric Places (e.g., Gettysburg,Eckley Miners’ Village, Drake’sWell)B. Identify and evaluate primarydocuments, material artifacts andhistoric sites important inPennsylvania history from 1890 toPresent. Documents, Writings and OralTraditions (e.g., Constitution of1968, Silent Spring by RachelCarson, Pennsylvania historicalmarkers) Artifacts, Architecture andHistoric Places (e.g., 28thDivision Shrine, Fallingwater,Levittown, Allegheny Ridgeheritage corridor)

C. Identify and describe how continuityand change have influencedPennsylvania history. Belief Systems and Religions(e.g., Native Americans, earlysettlers, contemporary religions) Commerce and Industry (e.g.,jobs, trade, environmental change) Innovations (e.g., technology,ideas, processes) Politics (e.g., rules, regulations,laws) Settlement Patterns (e.g., farms,towns, rural communities, cities) Social Organization(e.g., relationships of individuals,families, groups, communities;ability to be educated) Transportation (e.g., methods ofmoving people and goods overtime) Women’s Movement (e.g.,changes in roles and rights overtime)C. Identify and explain how continuityand change have influencedPennsylvania history from theBeginnings to 1824. Belief Systems and Religions(e.g., Native Americans, Quakers) Commerce and Industry (e.g., ironproduction, sailing, fur trade) Innovations (e.g., steam boat,Conestoga Wagon) Politics (e.g., The Mason-DixonLine, Pennsylvania’s acquisitionand detachment of the “lower threecounties,” movements of Statecapital) Settlement Patterns (e.g., nativesettlements, Westward expansion,development of towns) Social Organization (e.g., tradeand development of cash economy,African Methodist EpiscopalChurch founded, schools in thecolony) Transportation (e.g., trade routes,turnpikes, post roads) Women’s Movement (e.g., votingqualifications, role models)C. Identify and analyze how continuityand change have influencedPennsylvania history from the 1787 to1914. Belief Systems and Religions(e.g., Ephrata Cloister, Harmonists,Amish, immigrant influences) Commerce and Industry(e.g., mining coal, producing iron,harvesting timber) Innovations (e.g., John Roebling’ssteel cable, steel-tipped plow,improved techniques for makingiron, steel and glass) Politics (e.g., Fugitive Slave Actreaction, canal system legislation,The Free School Act of 1834) Settlement Patterns (e.g., farmsand growth of urban centers) Social Organization (e.g., thePhiladelphia Centennial Expositionof 1876, prohibition of racialdiscrimination in schools) Transportation (e.g., canals,National Road, Thompson’sHorseshoe Curve) Women’s Movement (e.g., workof the Equal Rights League ofPennsylvania)C. Identify and evaluate how continuityand change have influencedPennsylvania history from the 1890sto Present. Belief Systems and Religions(e.g., Buddhism, Christianity,Hinduism, Islam, Judaism) Commerce and Industry (e.g.,work of defense industries, riseand decline of the steel industry,increase of service industries) Innovations (e.g., polio vaccine,air pollution examined, nuclearpower plants) Politics (e.g., Great Depressionspecial legislative session,creation of the state income tax) Settlement Patterns (e.g.,growth and decline of cities, coaltowns, Pittsburgh Renaissance) Social Organization (e.g.,creation of the State SoilConservation Commission, FirstAmendment challenges toeducation, social services) Transportation (e.g.,Pennsylvania Turnpike,Interstate highways, internationalairports) Women’s Movement (e.g.,League of Women Voters,Commission on Women)

D. Identify and describe conflict andcooperation among social groups andorganizations in Pennsylvania history. Domestic Instability (e.g.,political, economic and geographicimpact on daily activities) Ethnic and Racial Relations(e.g., treatment of various ethnicand racial groups in history) Labor Relations (e.g., workingconditions over time) Immigration (e.g., diverse groupsinhabiting the state) Military Conflicts (e.g., strugglefor control)D. Identify and explain conflict andcooperation among social groups andorganizations in Pennsylvania historyfrom Beginnings to 1824. Domestic Instability (e.g.,religious diversity, toleration andconflicts, incursion of the Iroquois) Ethnic and Racial Relations(e.g., Penn’s Treaties with Indians,the Underground Railroad, theabolition of slavery) Labor Relations (e.g., indenturedservants, working conditions) Immigration (e.g., Germans, Irish) Military Conflicts (e.g., Dutch,Swedish and English struggle forcontrol of land, WyomingMassacre, The Whiskey Rebellion)D. Identify and analyze conflict andcooperation among social groups andorganizations in Pennsylvania historyfrom 1787 to 1914. Domestic Instability (e.g., impactof war, 1889 Johnstown Flood) Ethnic and Racial Relations(e.g., Christiana riots,disenfranchisement and restorationof suffrage for African-Americans,Carlisle Indian School) Labor Relations (e.g., NationalTrade Union, the “MollyMaguires,” Homestead steel strike) Immigration (e.g., Anti-Irish Riotof 1844, new waves of immigrants) Military Conflicts (e.g., Battle ofLake Erie, the Mexican War, theCivil War)D. Identify and evaluate conflict andcooperation among social groupsand organizations in Pennsylvaniahistory from 1890 to Present. Domestic Instability (e.g., TheGreat Depression, Three-MileIsland nuclear accident, floods of1936, 1972 and 1977) Ethnic and Racial Relations(e.g., segregation, desegregation,racial profiling) Labor Relations (e.g., strikes,work stoppages, collectivebargaining) Immigration (e.g., increasedimmigration from Europe,migration of African-Americansfrom the South, influx ofHispanic and Asian peoples) Military Conflicts (e.g., WorldWar I, World War II, PersianGulf War)Standard Category 8.1. Historical Analysis and Skills Development should be applied to the above standard statements and descriptors. Suggested chronology for gradelevels 4-6, 7-9 and 10-12 focus on a particular century; however, instruction is encouraged that draws on prior and later events in history so that students may develop aseamless view of the world.

8.3. United States History8.3.3. GRADE 38.3.6. GRADE 68.3.9. GRADE 98.3.12. GRADE 12Pennsylvania’s public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed toanalyze cultural, economic, geographic, political and social relations to. . .A. Identify contributions of individualsand groups to United States history. George Washington Thomas Jefferson Abraham Lincoln Theodore Roosevelt Franklin D. Roosevelt Individuals who are role models(e.g., Abigail Adams, Sacajawea,Frederick Douglass, Clara Barton,Jackie Robinson, Rosa Parks,Archbishop Patrick Flores, JamieEscalante, Sally Ride, TigerWoods, Cal Ripken, Jr., SammySosa)A. Identify and explain the political andcultural contributions of individualsand groups to United States historyfrom Beginnings to 1824. Native Americans, Africans andEuropeans Political Leaders (e.g., JohnAdams, Thomas Jefferson, JohnMarshall) Military Leaders (e.g. GeorgeWashington, Meriwether Lewis,Henry Knox) Cultural and Commercial Leaders(e.g., Paul Revere, PhyllisWheatley, John Rolfe) Innovators and Reformers(e.g., Ann Hutchinson, RogerWilliams, Junipero Serra)A. Identify and analyze the political andcultural contributions of individualsand groups to United States historyfrom 1787 to 1914. Political Leaders (e.g., DanielWebster, Abraham Lincoln,Andrew Johnson) Military Leaders (e.g., AndrewJackson, Robert E. Lee, Ulysses S.Grant) Cultural and Commercial Leaders(e.g., Jane Addams, Jacob Riis,Booker T. Washington) Innovators and Reformers(e.g., Alexander G. Bell, Frances E.Willard, Frederick Douglass)A. Identify and evaluate the politicaland cultural contributions ofindividuals and groups to UnitedStates history from 1890 to Present. Political Leaders (e.g.,Theodore Roosevelt, WoodrowWilson, Franklin D. Roosevelt) Military Leaders (e.g., JohnPershing, Douglas MacArthur,Dwight D. Eisenhower) Cultural and CommercialLeaders (e.g., Abby AldrichRockefeller, Langston Hughes,Alan Greenspan) Innovators and Reformers(e.g., Wilbur and Orville Wright,John L. Lewis, Reverend Dr.Martin Luther King)B. Identify and describe primarydocuments, material artifacts andhistoric sites important in UnitedStates history. Documents (e.g., Declaration ofIndependence, U.S. Constitution,Bill of Rights) Writings and Communications(e.g., Pledge of Allegiance, famousquotations and sayings) Historic Places (e.g., The WhiteHouse, Mount Rushmore, Statue ofLiberty)B. Identify and explain primarydocuments, material artifacts andhistoric sites important in UnitedStates history from Beginnings to1824. Documents (e.g., MayflowerCompact, Northwest Ordinance,Washington’s Farewell Address) 18th Century Writings andCommunications (e.g., Paine’sCommon Sense; Franklin’s “Join,or die,” Henry’s “Give me libertyor give me death”)B. Identify and analyze primarydocuments, material artifacts andhistoric sites important in UnitedStates history from 1787 to 1914. Documents (e.g., Fugitive SlaveLaw, Treaty of Guadalupe Hidalgo,Emancipation Proclamation) 19th Century Writings andCommunications (e.g., Stowe’sUncle Tom’s Cabin, Brown’s“Washed by Blood,” Key’s “StarSpangled Banner”) Historic Places (e.g., The Alamo,B. Identify and evaluate primarydocuments, material artifacts andhistoric sites important in UnitedStates history from 1890 to Present. Documents (e.g., Treaty ofVersailles, North Atlantic Treaty,Neutrality Acts) 20th Century Writings andCommunication (e.g., Coolidge’s“The Business of America isBusiness,” King’s “I Have ADream,” Armstrong’s “OneSmall Step for Man”)

The Flag of the United StatesC. Identify important changes in UnitedStates history (e.g., Belief Systems andReligions, Commerce and Industry,Innovations, Politics, SettlementPatterns and Expansion, SocialOrganization, Transportation,Women’s Movement). Historic Places (e.g., CahokiaMounds, Spanish Missions,Jamestown)C. Explain how continuity and change hasinfluenced United States history fromBeginnings to 1824. Belief Systems and Religions(e.g., impact on daily life, colonialgovernment established religions,communal sects) Commerce and Industry (e.g., furtrade, development of cash crops) Innovations (e.g., cotton gin,Whitney; wooden clock, Banneker;stove, Franklin) Politics (e.g., Hamilton’s defenseof John Peter Zenger, The GreatCompromise, Marbury v. Madison) Settlement Patterns (e.g., frontiersettlements, slave plantationsociety, growth of cities) Social Organization(e.g., community structure on thefrontier, cultural and languagebarriers) Transportation and Trade(e.g., methods of overland travel,water transportation, NationalRoad) Women’s Movement (e.g., rolesand changing status of women,Margaret Brent’s vote, soldierDeborah Sampson)Underground Railroad sites, ErieCanal)C. Analyze how continuity and changehas influenced United States historyfrom 1787 to 1914. Belief Systems and Religions(e.g., 19th century trends andmovements) Commerce and Industry(e.g., growth of manufacturingindustries, economic nationalism) Innovations (e.g., BrooklynBridge, refrigerated shipping,telephone) Politics (e.g., election of 1860,impeachment of Andrew Johnson,Jim Crow laws) Settlement Patterns and Expansion(e.g., Manifest Destiny, successivewaves of immigrants, purchase ofAlaska and Hawaii) Social Organization (e.g., socialclass differences, women’s rightsand antislavery movement,education reforms) Transportation and Trade(e.g., Pony Express, telegraph,Transcontinental Railroad) Women’s Movement (e.g., roles inthe Civil War, medical college forwomen, Seneca Falls Conference) Historic Places (e.g., EllisIsland, Pearl Harbor, LosAlamos)C. Evaluate how continuity and changehas influenced United States historyfrom 1890 to Present. Belief Systems and Religions(e.g., 20th century movements,religions of recent immigrants) Commerce and Industry(e.g., corporations,conglomerates, multinationalcorporations) Innovations (e.g., the TinLizzie, radio, World Wide Web) Politics (e.g., New Deallegislation, Brown v. Topeka,isolationist/non-isolationistdebate) Settlement Patterns (e.g.,suburbs, large urban centers,decline of city population) Social Organization(e.g., compulsory school laws,court decisions expandingindividual rights, technologicalimpact) Transportation and Tra

8.2. Pennsylvania History 8.3. United States History 8.4. World History The History Standards describe what students should know and be able to do at four grade levels (third, sixth, ninth and twelfth). They reflect an understanding of chronological events and the application o

Related Documents:

Bruksanvisning för bilstereo . Bruksanvisning for bilstereo . Instrukcja obsługi samochodowego odtwarzacza stereo . Operating Instructions for Car Stereo . 610-104 . SV . Bruksanvisning i original

10 tips och tricks för att lyckas med ert sap-projekt 20 SAPSANYTT 2/2015 De flesta projektledare känner säkert till Cobb’s paradox. Martin Cobb verkade som CIO för sekretariatet för Treasury Board of Canada 1995 då han ställde frågan

service i Norge och Finland drivs inom ramen för ett enskilt företag (NRK. 1 och Yleisradio), fin ns det i Sverige tre: Ett för tv (Sveriges Television , SVT ), ett för radio (Sveriges Radio , SR ) och ett för utbildnings program (Sveriges Utbildningsradio, UR, vilket till följd av sin begränsade storlek inte återfinns bland de 25 största

Hotell För hotell anges de tre klasserna A/B, C och D. Det betyder att den "normala" standarden C är acceptabel men att motiven för en högre standard är starka. Ljudklass C motsvarar de tidigare normkraven för hotell, ljudklass A/B motsvarar kraven för moderna hotell med hög standard och ljudklass D kan användas vid

LÄS NOGGRANT FÖLJANDE VILLKOR FÖR APPLE DEVELOPER PROGRAM LICENCE . Apple Developer Program License Agreement Syfte Du vill använda Apple-mjukvara (enligt definitionen nedan) för att utveckla en eller flera Applikationer (enligt definitionen nedan) för Apple-märkta produkter. . Applikationer som utvecklas för iOS-produkter, Apple .

och krav. Maskinerna skriver ut upp till fyra tum breda etiketter med direkt termoteknik och termotransferteknik och är lämpliga för en lång rad användningsområden på vertikala marknader. TD-seriens professionella etikettskrivare för . skrivbordet. Brothers nya avancerade 4-tums etikettskrivare för skrivbordet är effektiva och enkla att

Den kanadensiska språkvetaren Jim Cummins har visat i sin forskning från år 1979 att det kan ta 1 till 3 år för att lära sig ett vardagsspråk och mellan 5 till 7 år för att behärska ett akademiskt språk.4 Han införde två begrepp för att beskriva elevernas språkliga kompetens: BI

**Godkänd av MAN för upp till 120 000 km och Mercedes Benz, Volvo och Renault för upp till 100 000 km i enlighet med deras specifikationer. Faktiskt oljebyte beror på motortyp, körförhållanden, servicehistorik, OBD och bränslekvalitet. Se alltid tillverkarens instruktionsbok. Art.Nr. 159CAC Art.Nr. 159CAA Art.Nr. 159CAB Art.Nr. 217B1B