Alaska Standards and Key Elements for History

Alaska Department of Education & Early Development

Alaska Standards and Key Elements for History

(This chart can be used as a worksheet to consider the extent to which the district is currently addressing the standards.)

Standard

Key Element:
A student who meets this standard should be able to:

District Curriculum Notes

A. A student should understand that history is a record of human experiences that links the past to the present and the future.

(1) understand chronological frameworks for organizing historical thought and be able to place significant ideas, institutions, people and events within time sequences.

(2) know that the interpretation of history may change as new evidence is discovered.

(3) recognize different theories of history, be able to detect the weakness of broad generalization, and be able to evaluate the debates of historians.

(4) understand that history relies on the interpretation of evidence.

(5) understand that history is a narrative told in many voices and expresses various perspectives of historical experience.

(6) know that cultural elements, including language, literature, the arts, customs and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction.

(7) understand that history is dynamic and composed of key turning points.

(8) know that history is a bridge to understanding groups of people and an individualís relationship to society.

(9) understand that history is a fundamental connection which unifies all fields of human understanding and endeavor.

B. A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events.

(1) be able to comprehend the forces of change and continuity that shape human history through the following persistent organizing themes:

(a) the development of cultures, the emergence of civilizations, and the accomplishments and mistakes of social organizations;

(b) human communities and their relationships with climate, subsistence base, resources, geography and technology;

(c) the origin and impact of ideologies, religions and institutions upon human societies;

(d) the consequences of peace and violent conflict to societies and their cultures;

(e) major developments in societies as well as changing patterns related to class, ethnicity, race, and gender.

(2) understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world.

(3) recognize that historical understanding is relevant and valuable in the studentís life and for participating in local, state, national and global communities.

(4) recognize the importance of time, ideas, institutions, people, places, cultures and events in understanding larger historical patterns.

(5) be able to evaluate the influence of context upon historical understanding.

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

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

(2) use historical data from a variety of primary sources 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.

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

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

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

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

(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.

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

(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.

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

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

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Standard	Key Element: A student who meets this standard should be able to:	District Curriculum Notes
A. A student should understand that history is a record of human experiences that links the past to the present and the future.	(1) understand chronological frameworks for organizing historical thought and be able to place significant ideas, institutions, people and events within time sequences.
	(2) know that the interpretation of history may change as new evidence is discovered.
	(3) recognize different theories of history, be able to detect the weakness of broad generalization, and be able to evaluate the debates of historians.
	(4) understand that history relies on the interpretation of evidence.
	(5) understand that history is a narrative told in many voices and expresses various perspectives of historical experience.
	(6) know that cultural elements, including language, literature, the arts, customs and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction.
	(7) understand that history is dynamic and composed of key turning points.
	(8) know that history is a bridge to understanding groups of people and an individualís relationship to society.
	(9) understand that history is a fundamental connection which unifies all fields of human understanding and endeavor.
B. A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events.	(1) be able to comprehend the forces of change and continuity that shape human history through the following persistent organizing themes: (a) the development of cultures, the emergence of civilizations, and the accomplishments and mistakes of social organizations;
	(b) human communities and their relationships with climate, subsistence base, resources, geography and technology;
	(c) the origin and impact of ideologies, religions and institutions upon human societies;
	(d) the consequences of peace and violent conflict to societies and their cultures;
	(e) major developments in societies as well as changing patterns related to class, ethnicity, race, and gender.
	(2) understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world.
	(3) recognize that historical understanding is relevant and valuable in the studentís life and for participating in local, state, national and global communities.
	(4) recognize the importance of time, ideas, institutions, people, places, cultures and events in understanding larger historical patterns.
	(5) be able to evaluate the influence of context upon historical understanding.
C. A student should develop the skills and processes of historical inquiry.	(1) use appropriate technology to access, retrieve, organize, and present historical information.
	(2) use historical data from a variety of primary sources 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.
	(3) apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing and evaluating to understand the historical record.
	(4) use historical perspective to solve problems, make decisions and understand other traditions.
D. A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner.	(1) understand that the student is important in history.
	(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.
	(3) be able to define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others.
	(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.
	(5) be able to base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others.
	(6) be able to create new approaches to issues by incorporating history with other disciplines including economics, geography, literature, the arts, science and technology.