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Essential Academic
Learning Requirements in History
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History Essential Academic Learning Requirements:
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History
1. The student examines and understands
major ideas, eras, themes, developments, turning points, chronology, and
cause-and-effect relationships in U.S., world, and Washington State
history
To meet this standard, the student will:
1.1 understand historical time, chronology,
and causation
how events occur in time and place, are sequenced chronologically, and
impact future events
1.2 analyze the historical development of
events, people, places, and patterns of life in U.S., world, and
Washington State history
1.3 examine the influence of culture on
U.S., world, and Washington State history
2. The student applies the methods of
social science investigation to investigate, compare and contrast
interpretations of historical events.
To meet this standard, the student will:
2.1 investigate and research
use sources of information such as historical documents, eyewitness
accounts, photos, works of art, letters, and artifacts to investigate
and understand historic occurrences
2.2 analyze historical information
evaluate different interpretations of major events in U.S., world, and
Washington State history
2.3 synthesize information and reflect on
findings
3. The student understands the origin
and impact of ideas and technological developments on history and social
change.
To meet this standard, the student will:
3.1 explain the origin and impact of an
idea on society
for example, free speech, rule of law, or separation of church and
state
3.2 analyze how historical conditions shape
the emergence of ideas and how ideas change over time
3.3 understand how ideas and technological
developments influence people, resources, and culture
1. The student examines and understands
major ideas, eras, themes, developments, turning points, chronology, and
cause-and-effect relationships in U.S., world, and Washington State
history.
To meet this standard, the student will:
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Benchmark 1 - TBD |
Benchmark 2 - TBD |
Benchmark 3 - TBD |
| 1.1
understand historical time, chronology, and causation |
| group
personal, local, and state events by broadly defined historical eras
and place in proper sequence on a time line |
group events and
individuals by broadly defined historical eras and develop related
time lines |
group events and
individuals by broadly defined historical eras and use time lines to
explain patterns of historical continuity and change in the historical
succession of related events |
| use broad
categories of time (years, decades, and centuries) |
measure time by millennia
and calculate calendar time BC and AD |
 measure time
by millennia and calculate calendar time BC and AD |
| investigate
cause and effect relationships of historical events |
rank the importance of
causal factors for given events including the possibility of the
accidental as a causal factor in history |
work forward from an
initiating event to its outcome recognizing cause and effect, multiple
causation, or the accidental as factors in history |
| 1.2
analyze the historical development of events, people, places, and
patterns of life in U.S., world, and Washington State history |
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| describe
life in the early U.S. both before and after European contact, for
example, land and people before Columbus, exploration, and discovery |
identify and explain
major issues, movements, people, and events in U.S. history from
beginnings to 1877 with particular emphasis on change and continuity,
for example, revolution, the emergence of sectional differences,
and the Civil War |
*
identify and analyze major issues, movements, people, and events in
U.S. history from 1870 to the present with particular emphasis on
growth and conflict, for example, industrialization, the civil
rights movement, and the information age |
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| investigate
and describe basic elements of civilization and their
interrelationship by studying selected civilization from around the
world |
compare and contrast
turning points, major ideas, and people in civilizations drawn from
different continents |
analyze the historical
development of civilizations drawn from different continents with
regard to turning points, ideas, people, places, and patterns of life |
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| explain major
events and identify important people in the history of the Pacific
Northwest and investigate the influence of geography on the history of
the region |
interpret events, issues,
and developments in Washington State history and their impact on
people then and now |
analyze the historical
development of Washington State history and government including the
Washington State Constitution |
* The Commission on Student Learning
realizes that the U.S. history content contained in the shaded area is not
traditionally taught until the 11th grade. At this time, decisions pending
on several issues, including the Certificate of Mastery, Goal II
assessment, and State Board of Education requirements for high school
graduation, may influence this section of the document in the future.
However, the content was included to both align with the legislation,
which states that successful mastery of the knowledge and core concepts of
history should occur by about age 16, and to include the full continuum of
U.S. history in what is a comprehensive learning document.
Social Studies: History -
Essential Academic Learning Requirement 1
(Continued)
|
Benchmark 1 - TBD |
Benchmark 2 - TBD |
Benchmark 3 - TBD |
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1.3 examine the influence of culture on
U.S., world, and Washington State history |
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describe the contributions of people of various cultural groups to the
development of the local community and Washington State, for
example, native peoples, colonists, pioneers, and immigrants |
examine the historical development of different cultures with regard
to cultural elements such as art, literature, and music, customs
and traditions, how people made a living, governments, philosophical
and religious ideas, and social developments and discuss how these
elements have impacted history |
examine and discuss historical contributions to U.S. society of
various individuals and groups from different cultural, racial, and
linguistic backgrounds |
2. The student applies the methods of
social science investigation to investigate, compare and contrast
interpretations of historical events.
To meet this standard, the student will:
|
Benchmark 1 - TBD |
Benchmark 2 - TBD |
Benchmark 3 - TBD |
| 2.1
investigate and research |
| ask questions
to identify a problem from the past |
identify
social issues and define problems to pose historical questions |
determine
components of a historical problem |
| locate,
gather, and process information from a variety of primary and
secondary sources, including photographs, drawings, artifacts, oral
accounts, and documents |
locate
sources of information and obtain information from a variety of
sources including graphs, charts, tables, maps, diagrams, texts,
photographs, documents, and interviews |
investigate a
topic using electronic technology, library resources, and human
resources from the community |
| 2.2
analyze historical information |
| organize and
record information |
organize and
record information |
organize and
record information |
| compare and
contrast information from different historical sources |
distinguish
fact from judgment and opinion; recognize stereotype; compare and
contrast historical information |
separate fact
from conjecture; discern bias; separate relevant from irrelevant
information in persuasive materials; distinguish verifiable
information |
| 2.3
synthesize information and reflect on findings |
| express
findings; explain why interpretations of the same historical event can
differ |
interpret and
synthesize information; express findings |
evaluate
information and develop a statement of the significance of the
findings; defend own analysis |
| examine
earlier steps in the investigative process and propose improvements to
the process used |
propose
alternative ways of analyzing and interpreting findings |
reason
logically; compare and contrast differing perspectives; argue both for
and against a position |
3. The student understands the origin
and impact of ideas and technological developments on history and social
change.
To meet this standard, the student will:
|
Benchmark 1 - TBD |
Benchmark 2 - TBD |
Benchmark 3 - TBD |
| 3.1
explain the origin and impact of an idea on society |
| explain how
an idea has affected the way people live such as land rights, free
speech, and the separation of church and state |
explain the
origins and development of an idea in history, for example,
Puritanism, "separate spheres" for men and women, and abolitionism |
examine how
ideas have conflicted with each other such as democracy vs.
communism, individual freedom vs. the common good, and Catholicism vs.
Protestantism |
| 3.2
analyze how historical conditions shape ideas and how ideas change
over time |
| explain how
historical conditions have shaped ideas, for example, ideas about
property rights and religious ideas |
describe how
the meaning of ideas can change over time, for example, ideas about
equality, welfare, and democracy |
compare the
meaning of ideas in different places and cultures, for example,
ideas about spirituality, progress, and governance |
| 3.3
understand how ideas and technological developments influence people,
resources, and culture |
| describe
instances in which changes in values, beliefs, and attitudes have
resulted from new technology such as conservation of resources or
ideas about the universe |
interpret how
ideas and attitudes have been shaped by changing technologies such
as the printing press, atomic energy, and genetic discoveries |
analyze and
evaluate how technological developments have changed people's ideas
about the natural world such as relationship to the land, family
life, and natural resources |
| describe how
ideas and technological developments have affected people, resources,
and cultures, for example, map-making, telescopes, and agricultural
practices |
assess the
impact of ideas and technological developments on society and culture,
for example, railroads, power looms, and steam engines |
evaluate the
consequences of ideas and technological developments on the human and
natural world, for example, atomic energy, penicillin, and
irrigation |
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