A Correlation of. To the. Alaska Content and Performance Standards for History

Transcription

1 A Correlation of 2016 To the

2 A Correlation of, to the HISTORY A. A student should understand that history is a record of human experiences that links the past to the present and the future. A student who meets the content standard should: 1) understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences; SE/TE: Analyze Timeline, 132, 475; Sequence Events, 37, 208, 356, 470, 517, 587; Identify Patterns, 138, 150, 245, 295, 339, 348, 356, 394, 410, 416, 541, 573; Identify Steps in a Process, 383, 391, 537; 21 st Century Skills: Sequence, 684; Read Charts, Graphs, and Tables, ) know that the interpretation of history may change as new evidence is discovered; SE/TE: Topic 4 Assessment (5. Evaluate Impact of Nineteenth Amendment), 209; Topic 6 Assessment (15. Describe Positive and Negative Impacts of Art), 328; Topic 8 Assessment (5. Describe Effect of HUAC Investigations), 444; Topic 13 Assessment (11. Analyze Illegal Immigration), 638; (12. Identify Consequences of Affirmative Action), 638 3) recognize different theories of history, detect the weakness of broad generalization, and evaluate the debates of historians; SE/TE: Evaluate Arguments, 191, 229, 238, 313, 405, 430; 21 st Century Skills: Analyze Primary and Secondary Sources, ; Compare Viewpoints, ; Identify Bias, 705; Evaluate Existing Arguments, 706; Consider and Counter Opposing Arguments, 707; Participate in a Discussion or Debate, Write About the Essential Question, 44, 73, 118, 152, 210, 276, 328, 396, 445, 485, 519, 564, 604, 638 Topic 12 Assessment (14. Identify Issues Across Political Spectrum), 604; Topic 13 Assessment (15. Discuss Social Security and Medicare Solvency), 638 2

3 A Correlation of, to the 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; SE/TE: Topic Assessment, 43 44, 72 73, , , , , , , , , , , , ; 21 st Century Skills: Analyze Primary and Secondary Sources, ; Compare Viewpoints, ; Identify Bias, 705; Evaluate Existing Arguments, 706; Consider and Counter Opposing Arguments, 707 SE/TE: Compare Points of View, 34, 90, 143, 186, 199, 305, 326, 422, 454, 470, 531, 613, 621, 636; Determine Point of View, 42, 97, 146, 170, 297, 351, 496, 502, 509, 541; Evaluate Arguments, 191, 229, 238, 313, 405, 430; Evaluate Sources, 266, 369 SE/TE: New Ways of Life, ; American Indians Under Pressure, ; Women Gain Rights, ; An Unsettled Society, ; The Roaring Twenties, ; The Harlem Renaissance, ; Culture During the Depression, ; Mass Culture in the 1950s, ; The Counterculture of the 1960s, ; Americans Look to the Future, ; Primary Sources: Two Poems by Langston Hughes, 674 Topic 2 Assessment (15. Describe How Art Reflects History), 118; Topic 4 Assessment (2. Analyze Social Gospel), 209; Topic 5 Assessment (15. Describe Impacts of Harlem Renaissance), 276; Topic 6 Assessment (15. Describe Positive and Negative Impacts of Art), 328 3

4 A Correlation of, to the 7) understand that history is dynamic and composed of key turning points; SE/TE: Essential Question, 2, 46, 74, 102, 154, 212, 278, 330, 398, 446, 486, 520, 566, 606; Enduring Understandings, 3, 47, 75, 121, 155, 213, 279, 331, 399, 447, 487, 521, 607 Topic 5 Assessment (4. Explain World War I As Turning Point), 275; Topic 7 Assessment (2. Explain 1943 as a Turning Point in World War II), 395; Topic 8 Assessment (3. Explain 1957 As Turning Point), 444; Topic 13 Assessment (9. Explain 2008 As Turning Point), 637 8) know that history is a bridge to understanding groups of people and an individual s relationship to society; and SE/TE: The Organized Labor Movement, 91 97; The New Immigrants, ; Progressive Drive Reform, ; Women Gain Rights, ; Reformers in the White House, ; Social Issues of the 1950s, ; The Civil Rights Movement Strengthens, ; The Movement Surges Forward, ; Successes and Setbacks, ; Kennedy s Reforms, ; Reform Under Johnson, ; The Antiwar Movement, 503z509; The Counterculture of the 1960s, ; The Women s Rights Movement, ; Expanding the Push for Equality, ; The Environmental Movement, Topic 4 Assessment (3. Evaluate Impact of Progressive Political Reforms), 209; (5. Evaluate Impact of Nineteenth Amendment), 209; Topic 9 Assessment (4. Evaluate Methods of Expanding Right to Participate in Democratic Process), 484; (6. Identify Role of Rosa Parks in Nonviolent Protest), 485; (13. Trace Historical Development of Political Equality), 485; Topic 11 Assessment (3. Identify and Analyze Title IX), 563; (7. Identify Roles in Managing the Environment), 563 9) understand that history is a fundamental connection that unifies all fields of human understanding and endeavor. SE/TE: Essential Question, 2, 46, 74, 102, 154, 212, 278, 330, 398, 446, 486, 520, 566, 606; Write About the Essential Question, 44, 73, 118, 152, 210, 276, 328, 396, 445, 485, 519, 564, 604, 638 4

5 A Correlation of, to the B. A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events. A student who meets the content standard should: 1) comprehend the forces of change and continuity that shape human history through the following persistent organizing themes: a. the development of culture, the emergence of civilizations, and the accomplishments and mistakes of social organizations; SE/TE: An Unsettled Society, ; The Roaring Twenties, ; The Harlem Renaissance, ; Culture During the Depression, ; Mass Culture in the 1950s, ; The Counterculture of the 1960s, ; Americans Look to the Future, ; Primary Sources: Two Poems by Langston Hughes, 674 Topic 2 Assessment (15. Describe How Art Reflects History), 118; Topic 4 Assessment (2. Analyze Social Gospel), 209; Topic 5 Assessment (15. Describe Impacts of Harlem Renaissance), 276; Topic 6 Assessment (15. Describe Positive and Negative Impacts of Art), 328; Topic 8 Assessment (4. Describe Reflections of U.S. History in Films), 444; Topic 11 Assessment (2. Describe Positive and Negative Impacts of Rock Music), 563; Topic 13 Assessment (16. Identify Global Impact of American Culture), 638 b. human communities and their relationships with climate, subsistence base, resources, geography, and technology; SE/TE: The West Is Transformed, ; Farm Issues and Populism, ; Rural America Struggles with Poverty, ; Reforming Agriculture, 303; Creating the TVA, 303; Water for the Expanding West, 309; Conservation Efforts Produce Mixed Results, 320; Americans Migrate to the Sunbelt, Topic 11 Assessment (11. Analyze Sunbelt Migration), 564; (13. Describe OPEC Oil Embargo), 564; Topic 12 Assessment (2. Analyze Causes and Effects of Changing Demographics), 603; Topic 13 Assessment (4. Analyze Impact of Geographic Factors on the Dust Bowl), 327 5

6 A Correlation of, to the c. the origin and impact of ideologies, religions, and institutions upon human societies; SE/TE: Economic Causes of Imperialism, ; Farm Issues and Populism, ; Communism, 402, 403, , 410, , 489, , 515, 542, , 589, 592; Totalitarianism, , 339, 512, 519; Isolationism, 187, 214, 237, 339, 348, 393, 400, 402; Imperialism, 187, , 196, 210, 214, 389; International Cooperation, 388 Topic 4 Assessment (14. Evaluate Acquisition of the Philippines), 210; (17. Describe Economic Effects of the Spanish-American War), 210; Topic 7 Assessment (1. Identify Aggression), 395; (2. Explain 1943 as a Turning Point in World War II), 395 d. the consequences of peace and violent conflict to societies and their cultures; and SE/TE: World War I, ; World War II, , , , , , , , ; Cold War and Korean War, , , , ; The Vietnam War, , , ; The Cold War Ends, ; A New Era in Foreign Policy, ; Terror Attacks, Topic 5 Assessment (1. Identify Causes of World War I), 275; (3. Analyze Issues of U.S. Involvement in World War I), 275; Topic 7 Assessment (2. Explain 1943 as a Turning Point in World War II), 395; (9. Describe Support for Israel), 395; (13. Evaluate Participation in International Treaties and Organizations), 396; Topic 8 Assessment (1. Describe Berlin Airlift), 444; Topic 10 Assessment (1. Describe Cuban Missile Crisis), 518; (3. Explain Reasons for U.S. Foreign Involvement), 518; (4. Describe Impact of Gulf of Tonkin Resolution), 518; (11. Analyze Vietnamization), 519; Topic 11 Assessment (15. Describe Camp David Accords), 564; Topic 13 Assessment (4. Describe U.S. Involvement in World Affairs), 637 6

7 A Correlation of, to the e. major developments in societies as well as changing patterns related to class, ethnicity, race, and gender; SE/TE: The Organized Labor Movement, 91 97; Progressive Drive Reform, ; Women Gain Rights, ; Reformers in the White House, ; The Civil Rights Movement Strengthens, ; The Movement Surges Forward, ; Successes and Setbacks, ; Kennedy s Reforms, ; Reform Under Johnson, ; The Women s Rights Movement, ; Expanding the Push for Equality, Topic 4 Assessment (3. Evaluate Impact of Progressive Political Reforms), 209; (5. Evaluate Impact of Nineteenth Amendment), 209; Topic 9 Assessment (4. Evaluate Methods of Expanding Right to Participate in Democratic Process), 484; (6. Identify Role of Rosa Parks in Nonviolent Protest), 485; (13. Trace Historical Development of Political Equality), 485; Topic 11 Assessment (3. Identify and Analyze Title IX), 563; (7. Identify Roles in Managing the Environment), 563 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 student s life and for participating in local, state, national, and global communities; SE/TE: Topic Assessment, 43 44, 72 73, , , , , , , , , , , , ; Section Assessment, 10, 17, 26, 34, 42, 54, 62, 71, 84, 90, 97, 104, 110, 116, 129, 138, 143, 150, 163, 170, 175, 191, 199, 208, 222, 229, 238, 245, 251, 260, 268, 274, 287, 295, 305, 313, 321, 326, 339, 348, 356, 364, 372, 381, 387, 394, 405, 410, 416, 422, 430, 437, 443, 454, 461, 470, 476, 483, 496, 502, 509, 517, 525, 531, 537, 541, 552, 562, 573, 581, 587, 595, 602, 613, 621, 627, 636 SE/TE: Write About the Essential Question, 44, 73, 118, 152, 210, 276, 328, 396, 445, 485, 519, 564, 604, 638; Express Problems Clearly, 62, 97, 338, 367, 509, 590, 595; Make Decisions, 222; 21 st Century Skills: Being an Informed Citizen, ; Political Participation, 712; Voting, 713; Serving on a Jury, ; Paying Taxes,

8 A Correlation of, to the 4) recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns; and SE/TE: The Organized Labor Movement, 91 97; The New Immigrants, ; Progressive Drive Reform, ; Women Gain Rights, ; Reformers in the White House, ; Social Issues of the 1950s, ; The Civil Rights Movement Strengthens, ; The Movement Surges Forward, ; Successes and Setbacks, ; Kennedy s Reforms, ; Reform Under Johnson, ; The Antiwar Movement, 503z509; The Counterculture of the 1960s, ; The Women s Rights Movement, ; Expanding the Push for Equality, ; The Environmental Movement, Topic 4 Assessment (3. Evaluate Impact of Progressive Political Reforms), 209; (5. Evaluate Impact of Nineteenth Amendment), 209; Topic 9 Assessment (4. Evaluate Methods of Expanding Right to Participate in Democratic Process), 484; (6. Identify Role of Rosa Parks in Nonviolent Protest), 485; (13. Trace Historical Development of Political Equality), 485; Topic 11 Assessment (3. Identify and Analyze Title IX), 563; (7. Identify Roles in Managing the Environment), 563 5) evaluate the influence of context upon historical understanding. SE/TE: Compare Points of View, 34, 90, 143, 186, 199, 305, 326, 422, 454, 470, 531, 613, 621, 636; Determine Point of View, 42, 97, 146, 170, 297, 351, 496, 502, 509, 541; Analyze Political Cartoons, 15, 52, 56, 89, 102, 149, 157, 179, 181, 197, 219, 248, 297, 304, 313, 338, 345, 370, 411, 511; Primary Sources within Text (examples), 81, 109, 206, 235, 273, 281, 319, 377, 441, 493, 535, 559; Primary Sources, ; 21 st Century Skills: Analyze Primary and Secondary Sources, ; Compare Viewpoints, ; Identify Bias, 705; Evaluate Existing Arguments, 706; Consider and Counter Opposing Arguments, 707 8

9 A Correlation of, to the C. A student should develop the skills and processes of historical inquiry. A student who meets the content standard should: 1) use appropriate technology to access, retrieve, organize, and present historical information; SE/TE: mystory Video, 47, 75, 121, 155, 213, 279, 331, 399, 447, 487, 521, 567, 607; Interactive Flipped Video (examples), 4, 11, 18, 27, 122, 130, 139, 144, 156, 165, 171, 176, 322, 332, 340, 349, 358, 365, 373, 382, 388, 400, 406, 411, 417, 423, 431, 438, 574, 582, 588, 596, 608, 614, 622, 628 Topic 3 Assessment (10. Use Historical Inquiry), 152; Topic 7 Assessment (13. Evaluate Participation in International Treaties and Organizations), 396; Topic 8 Assessment (4. Describe Reflections of U.S. History in Films), 444 2) use historical data from a variety of primary resources, including letters, diaries, oral accounts, archeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers; SE/TE: Analyze Maps (examples), 5, 7, 10, 18, 19, 20, 25, 26, 33, 53, 80, 123, 125, 131, 133, 150, 168, 180, 183, 194, 195, 201, 203, 204, 303, 355, 363, 375, 377, 378, 384, 415, 560, 572, 585, 591, 593, 594, 609, 615; Analyze Images, 49, 177; Analyze Political Cartoons, 15, 52, 56, 89, 102, 149, 157, 179, 181, 197, 219, 248, 297, 304, 313, 338, 345, 370, 411, 511; United States Constitution, ; Declaration of Independence, ; Primary Sources, ; 21 st Century Skills: Analyze Primary and Secondary Sources, ; Compare Viewpoints, ; Identify Bias, 705; Evaluate Existing Arguments, 706; Consider and Counter Opposing Arguments, 707 3) apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record; and SE/TE: Classify, 251, 354, 387; Interpret, 20, 50, 54, 71, 90, 143, 147, 341, 359, 387; Analyze Information (graphics), 12,51, 54, 60, 65, 66, 160, 163, 172, 182, 184, 196, 198, 205, 222, 469, 475, 478, 517, 569, 592, 621, 632; Summarize, 10, 49, 54, 59, 60, 62, 71, 90, 104, 129, 138, 143, 150, 163, 170, 175, 191, 199, 202, 208, 274, 287, 344, 366, 381, 385, 405, 410, 419, 422, 430, 437, 454, 461, 476, 483, 537, 562; Synthesize, 71, 372, 381; 21 st Century Skills,

10 A Correlation of, to the 4) use historical perspective to solve problems, make decisions, and understand other traditions. SE/TE: Make Decisions, 222; Express Problems Clearly, 62, 97, 338, 367, 509, 590, 595; Support a Point of View with Evidence, 17, 97, 129, 321, 437, 494; Support Ideas with Evidence, 54, 84, 430, 437, 443, 621; Support Ideas with Examples, 90, 110, 138, 339, 348, 356, 422, 443; 21 st Century Skills: Solve Problems, 710; Make Decisions, 711 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 the content standard should: 1) understand that the student is important in history; SE/TE: Write About the Essential Question, 44, 73, 118, 152, 210, 276, 328, 396, 445, 485, 519, 564, 604, 638 2) 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; SE/TE: Express Problems Clearly, 62, 97, 338, 367, 509, 590, 595; Evaluate Arguments, 191, 229, 238, 313, 405, 430; 21 st Century Skills: Evaluate Existing Arguments, 706; Consider and Counter Opposing Arguments, 707; Participate in a Discussion or Debate, ; Solve Problems, 710; Make Decisions, 711; Being an Informed Citizen, ; Political Participation, 712; Voting, 713; Serving on a Jury, ) define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others; SE/TE: Support a Point of View with Evidence, 17, 97, 129, 321, 437, 494; Support Ideas with Evidence, 54, 84, 430, 437, 443, 621; Support Ideas with Examples, 90, 110, 138, 339, 348, 356, 422, 443; 21 st Century Skills: Identify Bias, 705; Evaluate Existing Arguments, 706; Consider and Counter Opposing Arguments, 707; Participate in a Discussion or Debate, ; Give an Effective Presentation, 708; Write an Essay,

11 A Correlation of, to the 4) recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context; SE/TE: Compare Points of View, 34, 90, 143, 186, 199, 305, 326, 422, 454, 470, 531, 613, 621, 636; Determine Point of View, 42, 97, 146, 170, 297, 351, 496, 502, 509, 541; Evaluate Arguments, 191, 229, 238, 313, 405, 430 Topic 4 Assessment (3. Evaluate Impact of Progressive Political Reforms), 209; (5. Evaluate Impact of Nineteenth Amendment), 209; Topic 9 Assessment (4. Evaluate Methods of Expanding Right to Participate in Democratic Process), 484; (6. Identify Role of Rosa Parks in Nonviolent Protest), 485; (13. Trace Historical Development of Political Equality), 485; Topic 11 Assessment (3. Identify and Analyze Title IX), 563; (7. Identify Roles in Managing the Environment), 563 5) base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others; and SE/TE: 21 st Century Skills: Being an Informed Citizen, ; Political Participation, 712; Voting, 713; Serving on a Jury, ; Paying Taxes, Topic 9 Assessment (14. Identify Roles in Managing Environment), 485; Topic 11 Assessment (7. Identify Roles in Managing the Environment), 563; Topic 12 Assessment (11. Evaluate Pros and Cons), 604; (14. Identify Issues Across Political Spectrum), 604; (15. Describe Effects of Political Scandals), 604 6) create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology. SE/TE: Express Problems Clearly, 62, 97, 338, 367, 509, 590, 595; Make Decisions, 222; 21 st Century Skills: Evaluate Existing Arguments, 706; Consider and Counter Opposing Arguments, 707; Participate in a Discussion or Debate, ; Give an Effective Presentation, 708; Write an Essay, 709; Solve Problems, 710; Make Decisions,