Alaska History Standards C-D

Alaska Department of Education & Early Development

Alaska History Standards C-D

A student should develop the skills and processes of historical inquiry.

A student who meets this standard should:

Primary level (ages 5 to 7)
Activities

Level 1 (ages 8 to 10)
Activities

(1) use appropriate technology to access, retrieve, organize, and present historical information;

Undertake a library and computer search for information on an aspect (e.g., clothing, housing, or farming) of colonial American life.

(2) use historical data from a variety of primary resources, including letters, diaries, oral accounts, archaeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers;

Gather and exhibit family history using photos and other family records.

Through visits to historic sites, visits with elders, and records from local newspapers develop a mural of the community's development.

(3) apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating to understand the historical record; and

Use the terms "tomorrow" and "yesterday" appropriately.

Investigate different methods of fishing in Alaska from precontact days to the present. Make a poster which illustrates the efficiency of each method.

(4) use historical perspective to solve problems, make decisions, and understand other traditions.

Draw upon written and visual sources describing the historical development and daily life of a colonial community. Create an historical narrative, mural, or dramatization of daily life in that place long ago.

History Standard C

A student should develop the skills and processes of historical inquiry.

A student who meets this standard should:

Level 2 (ages 12 to 14)
Activities

Level 3 (ages 16 to 18)
Activities

(1) use appropriate technology to access, retrieve, organize, and present historical information;

Present a family history through three generations on a computer-generated timeline, genealogical chart, or Hypercard stack.

Conduct a written, telephone, or computer interview with recent immigrants to discover why they came to the U.S., their expectations before arrival, and experiences since arrival.

(2) use historical data from a variety of primary resources, including letters, diaries, oral accounts, archaeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers;

Research the origins, uses, and workings of rudders, compasses, or astrolabes used in navigation and shipbuilding in Europe up to 1492. Prepare a poster or model to accompany a presentation on the technology and the changes it brought about.

From appropriate primary and secondary sources, trace an indigenous population's demographic changes brought about through immigration and invasion. Explain how these changes affected the society and its place in the world.

(3) apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating to understand the historical record; and

Use diaries, letters, and historical stories to give examples and construct a narrative showing how daily lives have been affected by war throughout history.

Explain the shared ideas and values of American political culture as set forth in basic documents such as the Declaration of Independence, U.S. Constitution (including the Bill of Rights), and as shaped by landmark U.S. Supreme Court decisions.

(4) use historical perspective to solve problems, make decisions, and understand other traditions.

Draw upon a variety of sources such as paintings, biographies of delegates, and narratives of the Constitutional Convention to construct a description of who the delegates were and why they were assembled in Philadelphia.

Interpret photography and historical narratives and stories dealing with westward expansion which depict the obstacles encountered by various immigrant groups and their struggles to overcome them.

Note: These activities are not state requirements or performance objectives, but rather examples of ways to interpret the standard's key elements; each district will determine its own benchmarks and develop its own set of activities.

History Standard D

A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner.

A student who meets this standard should:

Primary level (ages 5 to 7)

Activities

Level 1 (ages 8 to 10)

Activities

(1) understand that the student is important in history;

Have a multicultural lunch and share foods to gain an appreciation of cultural diversity within the classroom.

Interview a local leader who has made a change in the community. Learn how the person was able to succeed.

(2) be able to solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and evaluate the effectiveness of actions;

Identify a school problem. Research its history and present a plan of action to the school principal and parents' group.

(3) be able to define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others;

Learn the opinions of others about a classroom issue. Compare the opinions of classmates.

Write letters to the newspaper editor, local and state elected officials on a community problem.

(4) recognize and be able to demonstrate that various issues may require understanding of different positions, jobs and personal roles depending on place, time and context;

Record a story or prepare photo boards about a field trip. Compare with stories or photo boards of other students.

Interview at least three adults involved in a local issue and identify their positions.

(5) be able to base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others; and

Incorporate ideas from previous classes when developing classroom rules.

Make posters, campaign, and vote in student council elections.

(6) be able to create new approaches to issues by incorporating history with other disciplines including economics, geography, literature, the arts, science, and technology.

Use a number line to record temperatures inside and outside and do periodical reviews of the changes.

Make a poster on an issue of importance to the school or community. Incorporate historical information in the poster.

History Standard D

A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner.

A student who meets this standard should:

Level 2 (ages 12 to 14)

Activities

Level 3 (ages 16 to 18)

Activities

(1) understand that the student is important in history;

Visit the local museum or historical society and identify how historical information and artifacts are collected and catalogued.

Do an internship with a local museum, historical society, local government, government agency, or consumer advocacy group.

(2) be able to solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and evaluate the effectiveness of actions;

Research and debate a local issue such as options for economic development or use of local resources. Document findings and share with local officials.

Analyze causes and effects of a war. Suggest alternative approaches which might have avoided armed conflict.

(3) be able to define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others;

Attend and give testimony on a local issue at a school board meeting or local civic meeting.

Examine a current national or international issue and debate its historical origins. Draft a position paper and send it to the appropriate leaders.

(4) recognize and be able to demonstrate that various issues may require understanding of different positions, jobs and personal roles depending on place, time and context;

Conduct a survey to ascertain public opinion or hold a mock election on a current issue. Publish the results in the school or local newspaper.

Role play different characters and positions in an historical conflict. Imagine and describe alternative historic outcomes.

(5) be able to base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others; and

Investigate and analyze the voting record of a candidate or office holder.

Research the history of a local problem. Prepare a plan of action. Present the plan to the appropriate officials to initiate action to resolve the problem.

(6) be able to create new approaches to issues by incorporating history with other disciplines including economics, geography, literature, the arts, science, and technology.

Make a poster detailing positions taken in a comparable historical and contemporary issue (e.g., slavery and Civil Rights; welfare in the 1930s and today; 19th and late 20 century Indian policy).

Prepare a presentation on a country at a particular point in history (e.g., at the time of Napoleon, Peter the Great, Louis XIV, Hirohito) that integrates the fine arts and literature as well as the social studies.

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*A student should develop the skills and processes of historical inquiry.*
*A student who meets this standard should:*	Primary level (ages 5 to 7) Activities	Level 1 (ages 8 to 10) Activities
(1) use appropriate technology to access, retrieve, organize, and present historical information;		Undertake a library and computer search for information on an aspect (e.g., clothing, housing, or farming) of colonial American life.
(2) use historical data from a variety of primary resources, including letters, diaries, oral accounts, archaeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers;	Gather and exhibit family history using photos and other family records.	Through visits to historic sites, visits with elders, and records from local newspapers develop a mural of the community's development.
(3) apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating to understand the historical record; and	Use the terms "tomorrow" and "yesterday" appropriately.	Investigate different methods of fishing in Alaska from precontact days to the present. Make a poster which illustrates the efficiency of each method.
(4) use historical perspective to solve problems, make decisions, and understand other traditions.		Draw upon written and visual sources describing the historical development and daily life of a colonial community. Create an historical narrative, mural, or dramatization of daily life in that place long ago.

*A student should develop the skills and processes of historical inquiry.*
*A student who meets this standard should:*	Level 2 (ages 12 to 14) Activities	Level 3 (ages 16 to 18) Activities
(1) use appropriate technology to access, retrieve, organize, and present historical information;	Present a family history through three generations on a computer-generated timeline, genealogical chart, or Hypercard stack.	Conduct a written, telephone, or computer interview with recent immigrants to discover why they came to the U.S., their expectations before arrival, and experiences since arrival.
(2) use historical data from a variety of primary resources, including letters, diaries, oral accounts, archaeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers;	Research the origins, uses, and workings of rudders, compasses, or astrolabes used in navigation and shipbuilding in Europe up to 1492. Prepare a poster or model to accompany a presentation on the technology and the changes it brought about.	From appropriate primary and secondary sources, trace an indigenous population's demographic changes brought about through immigration and invasion. Explain how these changes affected the society and its place in the world.
(3) apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating to understand the historical record; and	Use diaries, letters, and historical stories to give examples and construct a narrative showing how daily lives have been affected by war throughout history.	Explain the shared ideas and values of American political culture as set forth in basic documents such as the Declaration of Independence, U.S. Constitution (including the Bill of Rights), and as shaped by landmark U.S. Supreme Court decisions.
(4) use historical perspective to solve problems, make decisions, and understand other traditions.	Draw upon a variety of sources such as paintings, biographies of delegates, and narratives of the Constitutional Convention to construct a description of who the delegates were and why they were assembled in Philadelphia.	Interpret photography and historical narratives and stories dealing with westward expansion which depict the obstacles encountered by various immigrant groups and their struggles to overcome them.

*A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner.*
*A student who meets this standard should:*	*Primary level (ages 5 to 7)* *Activities*	*Level 1 (ages 8 to 10)* *Activities*
(1) understand that the student is important in history;	Have a multicultural lunch and share foods to gain an appreciation of cultural diversity within the classroom.	Interview a local leader who has made a change in the community. Learn how the person was able to succeed.
(2) be able to solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and evaluate the effectiveness of actions;		Identify a school problem. Research its history and present a plan of action to the school principal and parents' group.
(3) be able to define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others;	Learn the opinions of others about a classroom issue. Compare the opinions of classmates.	Write letters to the newspaper editor, local and state elected officials on a community problem.
(4) recognize and be able to demonstrate that various issues may require understanding of different positions, jobs and personal roles depending on place, time and context;	Record a story or prepare photo boards about a field trip. Compare with stories or photo boards of other students.	Interview at least three adults involved in a local issue and identify their positions.
(5) be able to base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others; and	Incorporate ideas from previous classes when developing classroom rules.	Make posters, campaign, and vote in student council elections.
(6) be able to create new approaches to issues by incorporating history with other disciplines including economics, geography, literature, the arts, science, and technology.	Use a number line to record temperatures inside and outside and do periodical reviews of the changes.	Make a poster on an issue of importance to the school or community. Incorporate historical information in the poster.

*A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner.*
*A student who meets this standard should:*	*Level 2 (ages 12 to 14)* *Activities*	*Level 3 (ages 16 to 18)* *Activities*
(1) understand that the student is important in history;	Visit the local museum or historical society and identify how historical information and artifacts are collected and catalogued.	Do an internship with a local museum, historical society, local government, government agency, or consumer advocacy group.
(2) be able to solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and evaluate the effectiveness of actions;	Research and debate a local issue such as options for economic development or use of local resources. Document findings and share with local officials.	Analyze causes and effects of a war. Suggest alternative approaches which might have avoided armed conflict.
(3) be able to define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others;	Attend and give testimony on a local issue at a school board meeting or local civic meeting.	Examine a current national or international issue and debate its historical origins. Draft a position paper and send it to the appropriate leaders.
(4) recognize and be able to demonstrate that various issues may require understanding of different positions, jobs and personal roles depending on place, time and context;	Conduct a survey to ascertain public opinion or hold a mock election on a current issue. Publish the results in the school or local newspaper.	Role play different characters and positions in an historical conflict. Imagine and describe alternative historic outcomes.
(5) be able to base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others; and	Investigate and analyze the voting record of a candidate or office holder.	Research the history of a local problem. Prepare a plan of action. Present the plan to the appropriate officials to initiate action to resolve the problem.
(6) be able to create new approaches to issues by incorporating history with other disciplines including economics, geography, literature, the arts, science, and technology.	Make a poster detailing positions taken in a comparable historical and contemporary issue (e.g., slavery and Civil Rights; welfare in the 1930s and today; 19th and late 20 century Indian policy).	Prepare a presentation on a country at a particular point in history (e.g., at the time of Napoleon, Peter the Great, Louis XIV, Hirohito) that integrates the fine arts and literature as well as the social studies.