Standards Database Logo
Home | Browse | Search | Purpose | History | Process | Acknowledgment| Reference

 


 


Topic: Historical viewpoints and perspectives 

Historical Understanding

 Standard 2.  Understands the historical perspective
  Level II (Grade 5-6)
   Benchmark 1.Knows how to view the past in terms of the norms and values of the time
    Knowledge/skill statements
     1.Knows how to view the past in terms of the norms of the time period
     2.Knows how to view the past in terms of the values of the time period
  Level IV (Grade 9-12)
   Benchmark 7.Knows how to avoid seizing upon particular lessons of history as cures for present ills
    Knowledge/skill statements
     1.Knows why particular lessons of history might not be applicable to present circumstances
     2.Knows how careful analysis helps to avoid applying the lessons of history inappropriately to present circumstances
   Benchmark 11.Knows how to perceive past events with historical empathy
    Knowledge/skill statements
     1.Knows that understanding the perspective of the time is one way to perceive past events with historical empathy
     2.Knows why it is important to perceive past events with historical empathy

United States History

 Standard 6.  Understands the causes of the American Revolution, the ideas and interests involved in shaping the revolutionary movement, and reasons for the American victory
  Level IV (Grade 9-12)
   Benchmark 8.Understands the arguments of advocates and opponents of slavery from different regions of the country during the revolutionary period (e.g., how pro-slavery Americans justified their defense of slavery with their espousal of inalienable rights to freedom, how enslaved African Americans employed revolutionary ideals to obtain their freedom)
    Knowledge/skill statements
     1.Understands the arguments of advocates of slavery from different regions of the country during the revolutionary period
     2.Understands the arguments of opponents of slavery from different regions of the country during the revolutionary period
     3.Understands how pro-slavery Americans justified their defense of slavery with their espousal of inalienable rights to freedom
     4.Understands how enslaved African Americans employed revolutionary ideals to obtain their freedom
 Standard 12.  Understands the sources and character of cultural, religious, and social reform movements in the antebellum period
  Level III (Grade 7-8)
   Benchmark 1.Understands perspectives that influenced slavery in the antebellum period (e.g., changing ideas about race, the reception of proslavery and antislavery ideologies in the North and South, arguments used to defend slavery in the 18th and 19th centuries)
    Knowledge/skill statements
     1.Understands the changing ideas about race in the antebellum period
     2.Understands the reception of proslavery ideologies in the North
     3.Understands the reception of proslavery ideologies in the South
     4.Understands the reception of antislavery ideologies in the North
     5.Understands the reception of antislavery ideologies in the South
     6.Understands arguments used to defend slavery in the 18th century
     7.Understands arguments used to defend slavery in the 19th century
 Standard 15.  Understands how various reconstruction plans succeeded or failed
  Level IV (Grade 9-12)
   Benchmark 6.Understands different perspectives of Reconstruction (e.g., Reconstruction as an expression of social democratization and perfectionism, Reconstruction as a revolution)
    Knowledge/skill statements
     1.Understands the perspective of Reconstruction as an expression of social democratization
     2.Understands the perspective of Reconstruction as an expression of social perfectionism
     3.Understands the perspective of Reconstruction as a revolution
 Standard 20.  Understands how Progressives and others addressed problems of industrial capitalism, urbanization, and political corruption
  Level II (Grade 5-6)
   Benchmark 3.Understands issues and perspectives of different groups during the Progressive era (e.g., African Americans and their alternative programs; women, Native Americans, organized workers)
    Knowledge/skill statements
     1.Understands issues of different groups during the Progressive era
     2.Understands the perspectives of different groups during the Progressive era
     3.Understands African Americans and their alternative programs during the Progressive era
     4.Understands women’s groups during the Progressive era
     5.Understands Native American groups during the Progressive era
     6.Understands organized worker’s groups during the Progressive era

World History

 Standard 26.  Understands how the transoceanic interlinking of all major regions of the world between 1450 and 1600 led to global transformations
  Level III (Grade 7-8)
   Benchmark 1.Understands the impact of the exploratory and commercial expeditions in the 15th and 16th centuries (e.g., the motives and short-term significance of the Portuguese and Spanish military and commercial expeditions to Sub-Saharan Africa, Asia, and the Americas; technologies that advanced international, seaborne trade in the latter part of the century; the connotations of the words "conquest," "exchange," and "discovery" used to describe Columbus' travels to North America and his encounters with indigenous populations)
    Knowledge/skill statements
     6.Understands the connotations of the words "conquest," "exchange," and "discovery" used to describe Columbus’ travels to North America and his encounters with indigenous populations