the save our history educator’s manual...1. understand the ideals of this nation as expressed in...

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The Save Our History Educator’s Manual

Curriculum Links to State History and Social Studies Standards in Alaska

The Save Our History lesson plans and activities focusing on “The American Revolution and Independence” are inclusive of NCSS Performance Standards and fulfill many of the objectives of National Standards for History guidelines as recommended by the National Council for History Education. In addition, the activities connect with many state history and social studies standards. The information below provides a guide for using these activities to achieve the recommendations of these performance and skill standards. For further standards matching, we recommend that you consult the curriculum goals outlined by your state or school district.

Elementary Lesson Plan The focus of these activities is on the American Revolution, its causes, leaders, major Battles, and the Declaration of Independence. Elementary Activity #1 A Story of Freedom – Celebrating Our Nation’s Birthday This activity has a primary level focus with a birthday celebration for Independence Day. Local celebration opportunities are also explored. GOVERNMENT AND CITIZENSHIP

B. A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation.

A student who meets the content standard should: 1. understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights; 2. recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion; 6. recognize the significance of diversity in the American political system;

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C. A student should develop the skills and processes of historical inquiry.

A student who meets the content standard should: 2. use historical perspective to solve problems, make decisions, and understand other traditions.

Elementary Activity #2 Getting the Picture This activity is appropriate for all elementary levels. The activity includes a focus on a summary of the story of the Declaration of Independence in addition to events and a

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timeline of this story. It also highlights important figures of the time, including Washington as leader and Jefferson as major author of the Declaration. Other significant features of this lesson include, Independence Hall, Thomas Paine and Common Sense, the Articles of Confederation, and the United States Constitution. GOVERNMENT AND CITIZENSHIP A. A student should know and understand how societies define authority, rights, and responsibilities through a governmental process. A student who meets the content standard should:

1. understand the necessity and purpose of government; 2. understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty;

B. A student should understand the constitutional foundations of the American political system and the democratic ideals of this nation. A student who meets the content standard should:

1. understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights;

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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;

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: 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; 4. recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns;


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A student who meets the content standard should: 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; 3. apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record;

Elementary Activity #3 What’s a Symbol of Early America? This primary level activity has as its focus our National Symbols of the Liberty Bell, the American Flag, and the Bald Eagle. This activity incorporates diversity studies through immigration and family histories. In addition, local historians and state symbols bring the focus to a local level. GOVERNMENT AND CITIZENSHIP


A student who meets the content standard should: 1. understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights; 2. recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion;

C. A student should understand the character of government of the state.

A student who meets the content standard should: 4. understand the importance of the historical and current roles of Alaska Native communities; 6. understand the importance of the multicultural nature of the state;

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A student who meets the content standard should: 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;


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A student who meets the content standard should: 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; 4. recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns;

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; 6. create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.

Elementary Activity #4 The Declaration of Independence – Living Ideals This intermediate and upper elementary activity asks students to search for examples of the Declaration of Independence in the local news within the use vocabulary, cartoons, articles, or editorials. It also addresses the government’s responsibility of helping us achieve these ideals. In addition, this activity clarifies reasons for a belief in these principles and its modern-day importance. GOVERNMENT AND CITIZENSHIP A. A student should know and understand how societies define authority, rights, and responsibilities through a governmental process. A student who meets the content standard should:

1. understand the necessity and purpose of government; 2. understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty;



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3. understand the United States Constitution, including separation of powers, the executive, legislative, and judicial branches of government, majority rule, and minority rights; 4. know how power is shared in the United States’ constitutional government at the federal, state, and local levels; 5. understand the importance of individuals, public opinion, media, political parties, associations, and groups in forming and carrying out public policy; 6. recognize the significance of diversity in the American political system; 7. distinguish between constitution-based ideals and the reality of American political and social life; 8. understand the place of law in the American political system; and 9. recognize the role of dissent in the American political system.

E. A student should have the knowledge and skills necessary to participate effectively as an informed and responsible citizen.

A student who meets the content standard should: 1. know the important characteristics of citizenship; 2. recognize that it is important for citizens to fulfill their public responsibilities; 3. exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting;

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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;


A student who meets the content standard should: 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; 3. apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record;


A student who meets the content standard should:

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1. understand that the student is important in history; 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; 3. define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others; 4. recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context; 5. base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others; and 6. create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.

Elementary activity #5 What Was Happening Here? This activity is appropriate for all elementary grade levels and focuses on local history with a visit from a local historian. While comparing and contrasting the local community with the same community 200 years ago in addition to building a timeline, this activity helps you take a look at your community and state, now and then. State history is researched through a who, what, when, where, why, and how graphic organizer.

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A student who meets the content standard should: 1. understand the various forms of the state's local governments and the agencies and commissions that influence students' lives and property; 2. accept responsibility for protecting and enhancing the quality of life in the state through the political and governmental processes; 3. understand the Constitution of Alaska and Sec. 4 of the Alaska Statehood Act, which is known as the Statehood Compact; 4. understand the importance of the historical and current roles of Alaska Native communities; 6. understand the importance of the multicultural nature of the state; 8. identify the roles of and relationships among the federal, tribal, and state governments and understand the responsibilities and limits of the roles and relationships.



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6. recognize the value of community service; and 7. implement ways of solving problems and resolving conflict.

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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; 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; 7. understand that history is dynamic and composed of key turning points; 8. know that history is a bridge to understanding groups of people and an individual's relationship to society;


A student who meets the content standard should: 1. comprehend the forces of change and continuity that shape human history 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; 3. recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns; and 4. evaluate the influence of context upon historical understanding.


A student who meets the content standard should: 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; 3. apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record; and

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4. use historical perspective to solve problems, make decisions, and understand other traditions.


A student who meets the content standard should: 1. understand that the student is important in history; 3. recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context; 5. create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.

Middle School Lesson Plan The focus of these activities is on the American Revolution, its causes, leaders, major Battles, important dates in history, and the Declaration of Independence.

Middle School Activity #1 Loyalist, Patriot, or Undecided? This activity takes the multiple perspectives of the colonists of the time, and asks the students to be the voice of either a Patriot (those favoring war, often called Rebels), Loyalist (those who remained loyal to Britain, often called Tories or King’s Men), or an undecided colonist. The students need to research their home country and think about the consequences of this war and then relate to some of these crucial decisions. This activity speaks to the differences between a Representative government rather than a monarch and many of the colonists’ desire for independence. The lesson calls for the students to imagine you are “caught in the middle” for various reasons, research, take a stand, and then to defend this choice. In addition, this activity looks at timely issues at a local level. GOVERNMENT AND CITIZENSHIP A. A student should know and understand how societies define authority, rights, and responsibilities through a governmental process. A student who meets the content standard should:

1. understand the necessity and purpose of government; 2. understand the meaning of fundamental ideas, including equality, authority, power, freedom, justice, privacy, property, responsibility, and sovereignty; 3. understand how nations organize their governments; and 4. compare and contrast how different societies have governed themselves over time and in different places.


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A student who meets the content standard should: 1. understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights; 2. recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion; 5. understand the importance of individuals, public opinion, media, political parties, associations, and groups in forming and carrying out public policy; 6. recognize the significance of diversity in the American political system; 7. distinguish between constitution-based ideals and the reality of American political and social life; 8. understand the place of law in the American political system; and 9. recognize the role of dissent in the American political system.


A student who meets the content standard should: 1. know the important characteristics of citizenship; 2. recognize that it is important for citizens to fulfill their public responsibilities; 3. exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting; 4. establish, explain, and apply criteria useful in evaluating rules and laws; 5. establish, explain, and apply criteria useful in selecting political leaders; 6. recognize the value of community service; and 7. implement ways of solving problems and resolving conflict.

HISTORY


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; 5. understand that history is a narrative told in many voices and expresses various perspectives of historical experience; 7. understand that history is dynamic and composed of key turning points; 8. know that history is a bridge to understanding groups of people and an individual's relationship to society; and 9. understand that history is a fundamental connection that unifies all fields of human understanding and endeavor.


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A student who meets the content standard should: 1. comprehend the forces of change and continuity that shape human history; 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; 4. recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns;


A student who meets the content standard should: 1. use appropriate technology to access, retrieve, organize, and present historical information; 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; 3. apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record; and 4. use historical perspective to solve problems, make decisions, and understand other traditions.


A student who meets the content standard should: 1. understand that the student is important in history; 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; 3. define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others; 4. recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context; 5. base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others; and 6. create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.

Middle School Activity #2 The Declaration of Independence – Living Ideals This activity asks students to search for examples of the Declaration of Independence in the local news within the use vocabulary, cartoons, articles, or editorials. The students take a point/counter-point position to learn all sides of these issues. The lesson also

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addresses the government’s responsibility of helping us achieve these ideals and our responsibility through the “consent of the governed”. In addition, this activity clarifies reasons for a belief in these founding principles and their modern-day importance. Finally, this lesson allows the students to further explore, compare, and contrast constitutions and founding documents of other nations with ours. GOVERNMENT AND CITIZENSHIP A. A student should know and understand how societies define authority, rights, and responsibilities through a governmental process. A student who meets the content standard should:



A student who meets the content standard should: 1. understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights; 2. recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion; 3. understand the United States Constitution, including separation of powers, the executive, legislative, and judicial branches of government, majority rule, and minority rights; 4. know how power is shared in the United States’ constitutional government at the federal, state, and local levels; 5. understand the importance of individuals, public opinion, media, political parties, associations, and groups in forming and carrying out public policy; 6. recognize the significance of diversity in the American political system; 7. distinguish between constitution-based ideals and the reality of American political and social life; 8. understand the place of law in the American political system; and 9. recognize the role of dissent in the American political system.



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1. know the important characteristics of citizenship; 2. recognize that it is important for citizens to fulfill their public responsibilities; 3. exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting; 4. establish, explain, and apply criteria useful in evaluating rules and laws; 5. establish, explain, and apply criteria useful in selecting political leaders; 6. recognize the value of community service; and 7. implement ways of solving problems and resolving conflict.

HISTORY


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; 3. recognize different theories of history, detect the weakness of broad generalization, and evaluate the debates of historians; 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; 8. know that history is a bridge to understanding groups of people and an individual's relationship to society; and 9. understand that history is a fundamental connection that unifies all fields of human understanding and endeavor.


A student who meets the content standard should: 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; 4. recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns; and 5. evaluate the influence of context upon historical understanding.



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1. use appropriate technology to access, retrieve, organize, and present historical information; 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; 3. apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record; and 4. use historical perspective to solve problems, make decisions, and understand other traditions.


A student who meets the content standard should: 1. understand that the student is important in history; 3. define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others; recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context; 5. base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others;

Middle School Activity #3 What Would Jefferson Say? This activity’s focus is an interview with Thomas Jefferson. Students need prior knowledge through research to be able to ask meaningful questions and then to follow up by summarizing, recoding, and transcribing these questions with responses.

GOVERNMENT AND CITIZENSHIP A. A student should know and understand how societies define authority, rights, and responsibilities through a governmental process. A student who meets the content standard should:




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1. understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights; 2. recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion;


A student who meets the content standard should: 1. know the important characteristics of citizenship; 2. recognize that it is important for citizens to fulfill their public responsibilities; 3. exercise political participation by discussing public issues, building consensus, 4. becoming involved in political parties and political campaigns, and voting; 5. establish, explain, and apply criteria useful in evaluating rules and laws; 6. establish, explain, and apply criteria useful in selecting political leaders;

HISTORY


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; 5. understand that history is a narrative told in many voices and expresses various perspectives of historical experience; 9. understand that history is a fundamental connection that unifies all fields of human understanding and endeavor.



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A student who meets the content standard should: 1. understand that the student is important in history; 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; 3. define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others;

Middle School Activity #4 What Do You Mean – The Declaration of Independence? This activity involves rich research in primary and secondary sources. As an outcome of this research, students will understand the meaning of independence and define many other unfamiliar words. Following this research, they will be able to list ideals and give reasons for a separation from Great Britain. They will also research for grievances and be able to list examples of these wrongs in order of importance. Finally, they will also be able to list ways the colonists tried to avoid seeking independence from Britain. Language Arts skills will be used to discuss the language and imagery Jefferson used in the Declaration of Independence. GOVERNMENT AND CITIZENSHIP A. A student should know and understand how societies define authority, rights, and responsibilities through a governmental process. A student who meets the content standard should:




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A student who meets the content standard should: 1. know the important characteristics of citizenship; 2. recognize that it is important for citizens to fulfill their public responsibilities; 3. exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting; 4. establish, explain, and apply criteria useful in evaluating rules and laws; 7. implement ways of solving problems and resolving conflict.

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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:

the development of culture, the emergence of civilizations, and the accomplishments and mistakes of social organizations; human communities and their relationships with climate, subsistence base, resources, geography, and technology; the origin and impact of ideologies, religions, and institutions upon human societies; the consequences of peace and violent conflict to societies and their cultures; major developments in societies as well as changing patterns related to class, ethnicity, race, and gender;

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; 4. recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns; and 5. evaluate the influence of context upon historical understanding.


A student who meets the content standard should: 1. use appropriate technology to access, retrieve, organize, and present historical information;

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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; 3. apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record; and 4. use historical perspective to solve problems, make decisions, and understand other traditions.

Middle School Activity #5 What Was Happening Here? This activity asks, “What was happening in various parts of the United States?” Which states were in the middle of the revolution and which were controlled by other nations? Was the effect on your state “revolutionary”? While comparing and contrasting their own state with the research of how it may have been 200 years ago, this activity takes a look at your state, now and then. In addition to building a timeline, state history is researched through a who, what, when, where, why, and how graphic organizer. This research is compiled by students to create and compose a variety of top ten songs that encompass contemporary and traditional patriotic ideals and symbols. GOVERNMENT AND CITIZENSHIP





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6. recognize the value of community service; and 7. implement ways of solving problems and resolving conflict.

HISTORY






A student who meets the content standard should: 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; 3. apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record; and 4. use historical perspective to solve problems, make decisions, and understand other traditions.

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A student who meets the content standard should: 1. understand that the student is important in history; 3. recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context; 5. create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.

High School Lesson Plan The focus of these activities is on the American Revolution, its causes, leaders, major Battles, important dates in history, and the Declaration of Independence, and the causes and effects of the conflict waged by the thirteen colonies against Great Britain. High School Activity #1 The Declaration of Independence – Living Ideals This activity asks students to search for examples of the Declaration of Independence in the local news within the use vocabulary, cartoons, articles, or editorials. The students take a point/counter-point position to learn all sides of these issues. The lesson also addresses the government’s responsibility of helping us achieve these ideals and our responsibility through the “consent of the governed”. In addition, this activity clarifies reasons for a belief in these founding principles and their modern-day importance. Finally, this lesson allows the students to further explore, compare, and contrast constitutions and founding documents of other nations with ours. GOVERNMENT AND CITIZENSHIP A. A student should know and understand how societies define authority, rights, and responsibilities through a governmental process. A student who meets the content standard should:



A student who meets the content standard should: 1. understand the ideals of this nation as expressed in the Declaration of Independence, the United States Constitution, and the Bill of Rights;

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2. recognize American heritage and culture, including the republican form of government, capitalism, free enterprise system, patriotism, strong family units, and freedom of religion; 3. understand the United States Constitution, including separation of powers, the executive, legislative, and judicial branches of government, majority rule, and minority rights; 4. know how power is shared in the United States’ constitutional government at the federal, state, and local levels; 5. understand the importance of individuals, public opinion, media, political parties, associations, and groups in forming and carrying out public policy; 6. recognize the significance of diversity in the American political system; 7. distinguish between constitution-based ideals and the reality of American political and social life; 8. understand the place of law in the American political system; and 9. recognize the role of dissent in the American political system.


A student who meets the content standard should: 1. know the important characteristics of citizenship; 2. recognize that it is important for citizens to fulfill their public responsibilities; 3. exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting; 4. establish, explain, and apply criteria useful in evaluating rules and laws; 5. establish, explain, and apply criteria useful in selecting political leaders; 6. recognize the value of community service; and 7. implement ways of solving problems and resolving conflict.

HISTORY


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; 3. recognize different theories of history, detect the weakness of broad generalization, and evaluate the debates of historians; 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;

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8. know that history is a bridge to understanding groups of people and an individual's relationship to society; and 9. understand that history is a fundamental connection that unifies all fields of human understanding and endeavor.


A student who meets the content standard should: 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; 4. recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns; and 5. evaluate the influence of context upon historical understanding.




A student who meets the content standard should: 1. understand that the student is important in history; 3. define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others; recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context; 5. base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others;

High School Activity #2 What Was Happening Here? Using multiple perspectives based on geography, personal identity, and political party, this activity asks, “What was happening in various parts of the United States?” Which

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states were in the middle of the revolution and which were controlled by other nations? Was the effect on your state “revolutionary”? While comparing and contrasting the students’ own state through local area primary documents and the research of how it may have been 200 years ago, this activity takes a look at this state, now and then. In addition to building a timeline with the use of power point technology, state history research is compiled by students in various compositional forms such as map creation, describing a fictional character and explaining his/her point of view, storybook creation and sharing, and write or perform a play based on this community during this period in history. Students can then reach out to a local community center, senior care center, or veteran’s home to share this knowledge. GOVERNMENT AND CITIZENSHIP




A student who meets the content standard should: 1. know the important characteristics of citizenship; 2. recognize that it is important for citizens to fulfill their public responsibilities; 3. exercise political participation by discussing public issues, building consensus, becoming involved in political parties and political campaigns, and voting; 6. recognize the value of community service; and 7. implement ways of solving problems and resolving conflict.

HISTORY


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A student who meets the content standard should: 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; 3. apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record; and 4. use historical perspective to solve problems, make decisions, and understand other traditions.


A student who meets the content standard should: 1. understand that the student is important in history; 3. recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context;

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5. create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.

High School Activity #3 The Original Rough “Draught”? The focus is to compare and contrast various versions and sections of each draft of the Declaration of Independence, from the earliest version through the final conclusion. GOVERNMENT AND CITIZENSHIP A. A student should know and understand how societies define authority, rights, and responsibilities through a governmental process. A student who meets the content standard should:




HISTORY


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; 3. recognize different theories of history, detect the weakness of broad generalization, and evaluate the debates of historians; 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;

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8. know that history is a bridge to understanding groups of people and an individual's relationship to society; and 9. understand that history is a fundamental connection that unifies all fields of human understanding and endeavor.




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;




A student who meets the content standard should: 6. create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.

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High School Activity #4 Timeline of a Revolution The focus of this activity is to chronologically arrange and present the events of this time in history through the creation of a timeline. Students might also use analytical skills to see this Revolutionary War as a rebellion, a civil war, or a world war.

HISTORY


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; 2. know that the interpretation of history may change as new evidence is discovered; 3. recognize different theories of history, detect the weakness of broad generalization, and evaluate the debates of historians; 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; 7. understand that history is dynamic and composed of key turning points; 8. know that history is a bridge to understanding groups of people and an individual's relationship to society; and 9. understand that history is a fundamental connection that unifies all fields of human understanding and endeavor.




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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; 4. recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns; and 5. evaluate the influence of context upon historical understanding.




A student who meets the content standard should: 1. understand that the student is important in history; 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; 3. define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others; 4. recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context; 5. base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others; and 6. create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.

the save our history educator’s manual...1. understand the ideals of this nation as expressed in...

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