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Topic Three:
The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political Heritage
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STANDARD 5
The causes and nature of various movements of large groups of people into and within the United States, now, and long ago.
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| Standard 5A: Demonstrate understanding of the movements of large
groups of people into his or her own and other states in the United States now and long ago.
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Grade Level |
Therefore the student is able to: |
3-4 |
Draw upon data in historical maps, historical narratives, diaries, and other fiction or nonfiction accounts in
order to chart various movements (westward, northward, and eastward) in the United States.
[Obtain historical data] |
K-4 |
Gather data in order to describe the forced relocation of Native Americans and how their lives, rights, and territories were affected by European colonization and the expansion of the United States, including examples such as Spanish colonization in the Southwest, Tecumseh's resistance to Indian removal, Cherokee Trail of Tears, Black Hawk's War, and the movement of the Nez Perce.
[Obtain historical data] |
K-4 |
Draw upon data from charts, historical maps, nonfiction and fiction accounts, and interviews in order to describe "through their eyes" the experience of immigrant groups. Include information such as where they came from and why they left, travel experiences, ports of entry and immigration screening, and the opportunities and obstacles they encountered when they arrived in America.
[Appreciate historical perspectives] |
3-4 |
Identify reasons why groups such as freed African Americans, Mexican and Puerto Rican migrant workers, and Dust Bowl farm families migrated to various parts of the country.
[Consider multiple perspectives ] |
3-4 |
Analyze the experiences of those who moved from farm to city during the periods when cities grew rapidly in the United States.
[Read historical narratives imaginatively] |
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STANDARD 6
Regional folklore and culture contributions that helped to form our national heritage.
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| Standard 6A: The student understands folklore and other cultural contributions from various regions of the United States and how they help to form a national heritage. |
Grade Level |
Therefore the student is able to: |
K-4 |
Describe regional folk heroes, stories, or songs that have contributed to the development of the cultural history of the U.S.
[ Read historical narratives imaginatively] |
K-4 |
Draw upon a variety of stories, legends, songs, ballads, games, and tall tales in order to describe the environment, lifestyles, beliefs, and struggles of people in various regions of the country.
[ Read historical narratives imaginatively] |
3-4 |
Examine art, crafts, music, and language of people from a variety of regions long ago and describe their influence on the nation.
[Draw upon visual and other historical data ] |
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