This
information has been taken directly from the Accelerate
U - Standards and Resource Guides (with approval) from the K-12
Education, NEW YORK STATE EDUCATION DEPARTMENT site. No information
in this document has been changed.
Learning
Standards for Social Studies at Three Levels
Standard 1: History
of the United States and New York - Elementary
Students will use a variety
of intellectual skills to demonstrate their understanding of major
ideas, eras, themes, developments, and turning points in the history
of the United States and New York.
1. The study of New York State and United States
history requires an analysis of the development of American culture,
its diversity and multicultural context, and the ways people are unified
by many values, practices, and traditions.
Students:
- know the roots of American culture, its
development from many different traditions, and the ways many
people from a variety of groups and backgrounds played a role
in creating it
- understand the basic ideals of America democracy
as explained in the Declaration of independence and the Constitution
and other important documents
- explain those values, practices, and traditions
that unite all Americans.
This is evident, for example, when students:
- read stories about the early days of American
society and discuss the way of life of those times
- discuss how basic ideals of American democracy
are shown in such speeches as Lincoln's Gettysburg Address and
Martin Luther King's "I Have a Dream" speech
- explain ways that families long ago expressed
and transmitted their beliefs and values through oral traditions,
literature, songs, art, religion, community celebrations, mementos,
food, and language (Taken from National Standards for History
for Grades K-4)
compare the characters and events described in
historical fiction with primary sources such as historic sites themselves;
artifacts of the time found in museums and at state historic sites;
journals, diaries, and photographs of the historical figures in
stories; and news articles and other records from the period in
order to judge the historical accuracy and determine the variety
of perspectives included in the story. (Adapted from National
Standards for History for Grades K-4).
2. Important ideas, social and cultural values,
beliefs, and traditions from New York State and United States history
illustrate the connections and interactions of people and events across
time and from a variety of perspectives.
Students:
- gather and organize information about the
traditions transmitted by various groups living in their neighborhood
and community
- recognize how traditions and practices were
passed from one generation to the next
- distinguish between near and distant past
and interpret simple timelines.
This is evident, for example, when students:
- conduct interviews with family members,
collect family memorabilia such as letters, diaries, stories,
photographs, and keepsakes; classify information by type of activity:
social, political, economic, cultural, or religious; discuss how
traditions and practices were passed from one generation to the
next; determine the extent to which the traditions and practices
are shared by other members of the class
- study the history and traditions of their
neighborhood, and local communities. Consider the school and school
community by describing who attends school (diversity, demographic.);
the histories of their schools and school communities (then and
now); what was taught; and rights, rules, and responsibilities
(then and now).
- research the neighborhood or local community,
considering location and the significance of its location; its
demographics (e.g., ethnicity, languages, religions, levels of
education, age groups); the history of why it was settled, when
and by whom; economic patterns and changes in employment; social
and cultural life; and government and politics
create personal and family timelines to distinguish
between near and distant past and identify family origins; interpret
simple timelines by recognizing correct chronological order of major
events such as Native American settlement of North America, Columbus's
voyage in 1492, the American Revolution, writing the Constitution,
the presidency of Abraham Lincoln, World War I, and the beginning
of space exploration.
3. Study about the major social, political,
economic, cultural, and religious developments in New York State and
United States history involves leaning about the important roles and
contributions of individuals and groups.
Students:
- gather and organize information about the
important accomplishments of individuals and groups, including
Native American Indians, living in their neighborhoods and communities
- classify information by type of activity:
social, political, economic, technological, scientific, cultural,
or religious
- identify individuals who have helped to
strengthen democracy in the United States and throughout the world.
This is evident, for example, when students:
- listen to and participate in classroom debates
and discussions of important events and people in U. S. history
and New York history, and examine more than one viewpoint on some
events and people
- discuss heroes, why some people are heroes
and why some individuals might be heroes to certain groups and
not to others
- conduct a historical case study about an
important environmental concern affecting their city's or neighborhood's
water supply, housing accommodations, or transportation system,
and examine competing views on the issues
investigate the importance of scientific and
technological inventions such as the compass, steam engine, internal
combustion engine, and computer chip.
4. The skills of historical analysis include
the ability to: explain the significance of historical evidence weigh
the importance, reliability and validity of evidence; understand the
concept of multiple causation; understand the importance of changing
and competing interpretations of different historical developments.
Students:
- consider different interpretations of key
events and/or issues in history and understand the differences
in these accounts
- explore different experiences, beliefs,
motives, and traditions of people living in their neighborhoods,
communities, and State
- view historic events through the eyes of
those who were there, as shown in their art, writings, music,
and artifacts.
This is evident, for example, when students:
- read historical narratives, literature,
and many kinds of documents and investigate building , tools,
clothing, and artwork to explore key events and/or issues in the
history of their city, community, neighborhood, state, and nation;
summarize the main ideas evident in the source and identify the
purpose or point of view from which the source was created; discuss
how interpretations or perspective develop and change as new information
is learned. (Based on National Standards for History Grades
K-4)
- visit historic sites, museums, libraries,
and memorials to gather information about important events that
affected their neighborhoods, communities, or region
explore the literature, oral traditions, drama,
art, architecture, music, dance, and other primary sources of a
particular historic period.
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