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Topic One:
Living and Working Together in Families and Communities, Now and Long Ago
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STANDARD 2
The history of students' own local community and how communities in North America varied long ago.
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| Standard 2A: The student understands the history of his or her local community. |
Grade Level |
Therefore the student is able to: |
K-4 |
Create a historical narrative about the history of his or her local community from data gathered from local residents, records found in early newspapers, historical documents and photographs, and artifacts and other data found in local museums and historical societies. [Construct a historical narrative] |
K-4 |
From resources that are available in the local community, record changes that have occurred in goods and services over time. [Establish temporal order] |
K-4 |
Describe local community life long ago, including jobs, schooling, transportation, communication, religious observances, and recreation. [Obtain historical data] |
3-4 |
Interpret population data from historical and current maps, charts, graphs, and census tables in order to make generalizations about the changing size and makeup of the local community. [Interrogate the data] |
K-4 |
Examine local architecture and landscape to compare changes in function and appearance over time. [Draw upon visual data] |
K-4 |
Identify historical figures in the local community and explain their contributions and significance. [Assess the importance of the individual in history] |
3-4 |
Identify a problem in the community’s past, analyzing the different perspectives of those involved, and evaluate choices people had and the solution they chose. [Identify issues and problems in the past] |
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| Standard 2B: The student understands how communities in North America varied long ago. |
Grade Level |
Therefore the student is able to: |
K-4 |
Compare and contrast the different ways in which early Hawaiian and Native American peoples such as the Iroquois, the Sioux, the Hopi, the Nez Perce, the Inuit, and the Cherokee adapted to their various environments and created their patterns of community life long ago. [Compare and contrast differing sets of ideas] |
K-4 |
Draw upon written and visual sources and describe the historical development and daily life of a colonial community such as Plymouth, Williamsburg, St. Augustine, San Antonio, and Fort Vincennes, in order to create a historical narrative, mural, or dramatization of daily life in that place long ago. [Construct a historical narrative] |
K-4 |
Describe the challenges and difficulties encountered by people in a pioneer farming community such as those found in the Old Northwest (e.g., Ohio), the prairies, the Southwest (e.g., Santa Fe), eastern Canada (e.g., Quebec), and the Far West (e.g., Salt Lake City). [Read historical narratives imaginatively] |
3-4 |
Draw upon maps and stories in order to identify geographical factors that led to the establishment and growth of communities such as mining towns (Sacramento) and trading settlements (New Orleans, Vincennes, and Astoria). [Draw upon historical maps and read historical narratives imaginatively] |
3-4 |
Describe and compare daily life in ethnically diverse urban communities long ago, such as a free African American community in Philadelphia, an Italian community in New York, or a Chinese community in San Francisco. [Draw upon visual data and read historical narratives imaginatively] |
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