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

 


 


Topic: Symbols and historic landmarks 

Grades K-4 History

 Standard 3.  Understands the people, events, problems, and ideas that were significant in creating the history of their state
  Level I (Grade K-2)
   Benchmark 5.Understands how symbols, slogans, and mottoes represent the state
    Knowledge/skill statements
     1.Knows the state’s symbol
     2.Knows the state’s slogan
     3.Knows the state’s motto
   Benchmark 6.Knows important buildings, statues, and monuments in the state's history
    Knowledge/skill statements
     1.Knows buildings that are important in the state’s history
     2.Knows statues that memorialize important persons or events in the state’s history
     3.Knows monuments that memorialize important persons or events in the state’s history
 Standard 4.  Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  Level I (Grade K-2)
   Benchmark 8.Knows the history of American symbols (e.g., the eagle, the Liberty Bell, George Washington as the "father of our country," the national flag)
    Knowledge/skill statements
     1.Knows that the eagle is an American symbol because it represents the freedom of the United States and because it is only found in North America
     2.Knows that the Liberty Bell is an American symbol because it was rung to summon citizens to the first public reading of the Declaration of Independence
     3.Knows that George Washington is considered the "father of our country" because he commanded the American army during the American Revolution and served as the first President of the United States
     4.Knows that the national flag is an American symbol because it represents the thirteen original American colonies and the fifty states
  Level II (Grade 3-4)
   Benchmark 10.Knows the Pledge of Allegiance and patriotic songs, poems, and sayings that were written long ago, and understands their significance
    Knowledge/skill statements
     1.Knows the words of the Pledge of Allegiance
     2.Knows the significance of the Pledge of Allegiance
     3.Knows patriotic songs that were written long ago
     4.Knows the significance of patriotic songs that were written long ago
     5.Knows patriotic poems that were written long ago
     6.Knows the significance of patriotic poems that were written long ago
     7.Knows patriotic sayings that were written long ago
     8.Knows the significance of patriotic sayings that were written long ago
   Benchmark 11.Understands how songs, symbols, and slogans demonstrate freedom of expression and the role of protest in a democracy (e.g., the Boston Tea Party, the abolition of slavery, women's suffrage, labor movements, the civil rights movement)
    Knowledge/skill statements
     1.Knows that freedom of expression is a basic principle of American democracy
     2.Knows that songs are a means of expression
     3.Knows that symbols are a means of expression
     4.Knows that slogans are a means of expression
     5.Understands the role of protest in American democracy
   Benchmark 13.Understands how ordinary people have worked to contribute money and ideas to create or enhance our national symbols (e.g., French school children who raised money for the Statue of Liberty, Lee Iaccoca's work to restore Ellis Island)
    Knowledge/skill statements
     1.Knows that ordinary people have contributed money and ideas to create national symbols
     2.Knows that ordinary people have contributed money and ideas to enhance national symbols
     3.Knows that French schoolchildren raised money for the Statue of Liberty
     4.Knows that Lee Iaccoca raised money to restore Ellis Island
 Standard 6.  Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage
  Level I (Grade K-2)
   Benchmark 1.Knows regional folk heroes, stories, or songs that have contributed to the development of the cultural history of the U.S. (e.g., Pecos Bill, Brer Rabbit, Paul Bunyan, Davey Crockett, John Henry, Joe Magarac)
    Knowledge/skill statements
     1.Knows that Pecos Bill is a regional folk hero whose story has contributed to the development of the cultural history of the United States
     2.Knows that the regional folk story of Brer Rabbit has contributed to the development of the cultural history of the United States
     3.Knows that Paul Bunyan is a regional folk hero whose story has contributed to the development of the cultural history of the United States
     4.Knows that Davey Crockett is a regional folk hero whose story has contributed to the development of the cultural history of the United States
     5.Knows that John Henry is a regional folk hero whose story has contributed to the development of the cultural history of the United States
     6.Knows that Joe Magarac is a regional folk hero whose story has contributed to the development of the cultural history of the United States
  Level II (Grade 3-4)
   Benchmark 2.Understands how stories, legends, songs, ballads, games, and tall tales describe the environment, lifestyles, beliefs, and struggles of people in various regions of the country
    Knowledge/skill statements
     1.Understands how stories, legends, and tall tales describe the environment of various regions of the country
     2.Understands how stories, legends, and tall tales describe the lifestyles of people in various regions of the country
     3.Understands how stories, legends, and tall tales describe the beliefs of people in various regions of the country
     4.Understands how stories, legends, and tall tales describe the struggles of people in various regions of the country
     5.Understands how songs and ballads describe the environment of various regions of the country
     6.Understands how songs and ballads describe the lifestyles of people in various regions of the country
     7.Understands how songs and ballads describe the beliefs of people in various regions of the country
     8.Understands how songs and ballads describe the struggles of people in various regions of the country
     9.Understands how games describe the environment of various regions of the country
     10.Understands how games describe the lifestyles of people in various regions of the country
     11.Understands how games describe the beliefs of people in various regions of the country
     12.Understands how games describe the struggles of people in various regions of the country