Four Standard Statements within the Academic Standards for History: An Overview
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Political and Cultural Contributions of Individuals and Groups
* Inhabitants (cultures, subcultures, groups)
* Political Leaders (monarchs, governors, elected officials)
* Military Leaders (generals, noted military figures)
* Cultural and Commercial Leaders (entrepreneurs, corporate executives, artists, entertainers, writers)
* Innovators and Reformers (inventors, philosophers, religious leaders, social change agents, improvers of technology) | How Continuity and Change Have Influenced
History
* Belief Systems and Religions (ideas, beliefs, values)
* Commerce and Industry (jobs, trade, environmental change, labor systems, entertainment)
* Innovations (ideas, technology, methods and processes)
* Politics (political party systems, administration of government, rules, regulations and laws, political and judicial interpretation)
* Transportation (methods of moving people and goods over time, transportation routes, circulation systems)
* Settlement Patterns and Expansion (population density and diversity, settlement types, land use, colonization)
* Social Organization (social structure, identification of social groups, families, groups and communities, education, school population, suffrage, civil rights)
* Women's Movement (changing roles of women, social and political movements, breaking barriers, role models)
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Primary Documents, Material Artifacts and
Historical Places
* Documents, Writings and Oral Traditions (government documents, letters and diaries, fiction and non-fiction works, newspapers and other media, folklore)
* Artifacts, Architecture and Historic Places (historic sites and places, museums and museum collections, official and popular cultural symbols, material culture) | Conflict and Cooperation Among Social Groups and Organizations
* Domestic Instability (political unrest, natural and man-made disasters, genocide)
* Ethnic and Racial Relations (racism and xenophobia, ethnic and religious prejudices, collective and individual actions)
* Immigration and Migration (causes of population shifts, xenophobia, intercultural activity)
* Labor Relations (strikes and collective bargaining, working conditions over time, labor/management identity)
* Military Conflicts (causes, conduct and impact of military conflicts, wars and rebellions)
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| Each standard statement outlines its respective standard descriptors. Each standard descriptor suggests content that may be addressed. These are not all encompassing and local planned instruction is not limited to these examples. |
| 8.1. Historical Analysis and Skills Development |
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| 8.1.3. GRADE 3 | 8.1.6. GRADE 6 | 8.1.9. GRADE 9 | 8.1.12. GRADE 12 |
| Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to . . . |
A. Understand chronological thinking and distinguish between past, present and future time.
* Calendar time
* Time lines
* Continuity and change
* Events (time and place) | A. Understand chronological thinking and distinguish between past, present and future time.
* Calendar time
* Time lines
* People and events in time
* Patterns of continuity and change
* Sequential order
* Context for events
| A. Analyze chronological thinking.
* Difference between past, present and future
* Sequential order of historical narrative
* Data presented in time lines
* Continuity and change
* Context for events
| A. Evaluate chronological thinking.
* Sequential order of historical narrative
* Continuity and change
* Context for events
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B. Develop an understanding of historical sources.
* Data in historical maps
* Visual data from maps and tables
* Mathematical data from graphs and tables
* Author or historical source
| B. Explain and analyze historical sources.
* Literal meaning of a historical passage
* Data in historical and contemporary maps, graphs and tables
* Author or historical source
* Multiple historical perspectives
* Visual evidence
* Mathematical data from graphs and tables | B. Analyze and interpret historical sources.
* Literal meaning of historical passages
* Data in historical and contemporary maps, graphs, and tables
* Different historical perspectives
* Data from maps, graphs and tables
* Visual data presented in historical evidence | B. Synthesize and evaluate historical sources.
* Literal meaning of historical passages
* Data in historical and contemporary maps, graphs and tables
* Different historical perspectives
* Data presented in maps, graphs and tables
* Visual data presented in historical evidence
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C. Understand fundamentals of historical interpretation.
* Difference between fact and opinion
* The existence of multiple points of view
* Illustrations in historical stories
* Cause and result | C. Explain the fundamentals of historical interpretation.
* Difference between fact and opinion
* Multiple points of view
* Illustrations in historical stories
* Cause and result
* Author or source of historical narratives | C. Analyze the fundamentals of historical interpretation.
* Fact versus opinion
* Reasons/causes for multiple points of view
* Illustrations in historical documents and stories
* Cause and result
* Author or source used to develop historical narratives
* Central issue | C. Evaluate historical interpretation of events.
* Impact of opinions on the perception of facts
* Issues and problems in the past
* Multiple points of view
* Illustrations in historical stories and sources
* Connection of cause and result
* Author or source of historical narratives' points of view
* Central issue
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D. Understand historical research.
* Event (time and place)
* Facts, folklore and fiction
* Formation of historical question
* Primary sources
* Secondary sources
* Conclusions (e.g., storytelling, role playing, diorama) | D. Describe and explain historical research.
* Historical events (time and place)
* Facts, folklore and fiction
* Historical questions
* Primary sources
* Secondary sources
* Conclusions (e.g., simulations, group projects, skits and plays)
| D. Analyze and interpret historical research.
* Historical event (time and place)
* Facts, folklore and fiction
* Historical questions
* Primary sources
* Secondary sources
* Conclusions (e.g., History Day projects, mock trials, speeches)
* Credibility of evidence | D. Synthesize historical research.
* Historical event (time and place)
* Facts, folklore and fiction
* Historical questions
* Primary sources
* Secondary sources
* Conclusions (e.g., Senior Projects, research papers, debates)
* Credibility of evidence
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| Historical Analysis and Skill Development are learned through and applied to the standards statements and their descriptors for 8.2. Pennsylvania History, 8.3. United States History and 8.4. World History. |
| 8.2. Pennsylvania History |
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| 8.2.3. GRADE 3 | 8.2.6. GRADE 6 | 8.2.9. GRADE 9 | 8.2.12. GRADE 12 |
| Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . . |
A. Understand the political and cultural contributions of individuals and groups to Pennsylvania history.
* William Penn
* Benjamin Franklin
* Pennsylvanians impacting American Culture (e.g., John Chapman, Richard Allen, Betsy Ross, Mary Ludwig Hayes, Rachel Carson, Elizabeth Jane Cochran, Marian Anderson)
* Local historical figures in municipalities and counties. | A. Identify and explain the political and cultural contributions of individuals and groups to Pennsylvania history from Beginnings to 1824.
* Inhabitants (e.g., Native Americans, Europeans, Africans)
* Military Leaders (e.g., Anthony Wayne, Oliver H. Perry, John Muhlenberg)
* Political Leaders (e.g., William Penn, Hannah Penn, Benjamin Franklin)
* Cultural and Commercial Leaders (e.g., Robert Morris, John Bartram, Albert Gallatin)
* Innovators and Reformers (e.g., Society of Friends, Richard Allen, Sybilla Masters) | A. Analyze the political and cultural contributions of individuals and groups to Pennsylvania history from 1787 to 1914.
* Political Leaders (e.g., James Buchanan, Thaddeus Stevens, Andrew Curtin)
* Military Leaders (e.g., George Meade, George McClellan, John Hartranft)
* Cultural and Commercial Leaders (e.g., John J. Audubon, Rebecca Webb Lukens, Stephen Foster)
* Innovators and Reformers (e.g., George Westinghouse, Edwin Drake, Lucretia Mott) | A. Evaluate the political and cultural contributions of individuals and groups to Pennsylvania history from 1890 to Present.
* Political Leaders (e.g., Gifford Pinchot, Genevieve Blatt, K. Leroy Irvis)
* Military Leaders (e.g., Tasker H. Bliss, Henry ''Hap'' Arnold, George C. Marshall)
* Cultural and Commercial Leaders (e.g., Milton Hershey, Marian Anderson, Fred Rogers)
* Innovators and Reformers (e.g., Frank Conrad, Rachel Carson, Joseph Rothrock)
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B. Identify and describe primary documents, material artifacts and historic sites important in Pennsylvania history.
* Documents, Writings and Oral Traditions (e.g., Penn's Charter, Pennsylvania ''Declaration of Rights')
* Artifacts, Architecture and Historic Places (e.g., Local historical sites, museum collections, Independence Hall)
* Liberty Bell
* Official Commonwealth symbols (e.g., tree, bird, dog, insect) | B. Identify and explain primary documents, material artifacts and historic sites important in Pennsylvania history from Beginnings to 1824.
* Documents, Writings and Oral Traditions (e.g., Charter of Privileges, The Gradual Abolition of Slavery Act of 1780, Letters from a Pennsylvania Farmer)
* Artifacts, Architecture and Historic Places (e.g., Conestoga Wagon, Pennsylvania rifle, Brig Niagara) | B. Identify and analyze primary documents, material artifacts and historic sites important in Pennsylvania history from 1787 to 1914.
* Documents, Writings and Oral Traditions (e.g., Pennsylvania Constitutions of 1838 and 1874, The ''Gettysburg Address,'' The Pittsburgh Survey)
* Artifacts, Architecture and Historic Places (e.g., Gettysburg, Eckley Miners' Village, Drake's Well) | B. Identify and evaluate primary documents, material artifacts and historic sites important in Pennsylvania history from 1890 to Present.
* Documents, Writings and Oral Traditions (e.g., Constitution of 1968, Silent Spring by Rachel Carson, Pennsylvania historical markers)
* Artifacts, Architecture and Historic Places (e.g., 28th Division Shrine, Fallingwater, Levittown, Allegheny Ridge heritage corridor)
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C. Identify and describe how continuity and change have influenced Pennsylvania history.
* Belief Systems and Religions (e.g., Native Americans, early settlers, contemporary religions)
* Commerce and Industry (e.g., jobs, trade, environmental change)
* Innovations (e.g., technology, ideas, processes)
* Politics (e.g., rules, regulations, laws)
* Settlement Patterns (e.g., farms, towns, rural communities, cities)
* Social Organization (e.g., relationships of individuals, families, groups, communities; ability to be educated)
* Transportation (e.g., methods of moving people and goods over time)
* Women's Movement (e.g., changes in roles and rights over time) | C. Identify and explain how continuity and change have influenced Pennsylvania history from the Beginnings to 1824.
* Belief Systems and Religions (e.g., Native Americans, Quakers)
* Commerce and Industry (e.g., iron production, sailing, fur trade)
* Innovations (e.g., steam boat, Conestoga Wagon)
* Politics (e.g., The Mason-Dixon Line, Pennsylvania's acquisition and detachment of the ''lower three counties,'' movements of State capital)
* Settlement Patterns (e.g., native settlements, Westward expansion, development of towns)
* Social Organization (e.g., trade and development of cash economy, AME Church founded, schools in the colony)
* Transportation (e.g., trade routes, turnpikes, post roads)
* Women's Movement (e.g., voting qualifications, role models) | C. Identify and analyze how continuity and change have influenced Pennsylvania history from 1787 to 1914.
* Belief Systems and Religions (e.g., Ephrata Cloister, Harmonists, Amish, immigrant influences)
* Commerce and Industry (e.g., mining coal, producing iron, harvesting timber)
* Innovations (e.g., John Roebling's steel cable, steel-tipped plow, improved techniques for making iron, steel and glass)
* Politics (e.g., Fugitive Slave Act reaction, canal system legislation, The Free School Act of 1834)
* Settlement Patterns (e.g., farms and growth of urban centers)
* Social Organization (e.g., the Philadelphia Centennial Exposition of 1876, prohibition of racial discrimination in schools)
* Transportation (e.g., canals, National Road, Thompson's Horseshoe Curve)
* Women's Movement (e.g., work of the Equal Rights League of Pennsylvania) | C. Identify and evaluate how continuity and change have influenced Pennsylvania history from the 1890s to Present.
* Belief Systems and Religions (e.g., Buddhism, Christianity, Hinduism, Islam, Judaism)
* Commerce and Industry (e.g., work of defense industries, rise and decline of the steel industry, increase of service industries)
* Innovations (e.g., polio vaccine, air pollution examined, nuclear power plants)
* Politics (e.g., Great Depression special legislative session, creation of the state income tax)
* Settlement Patterns (e.g., growth and decline of cities, coal towns, Pittsburgh Renaissance)
* Social Organization (e.g., creation of the State Soil Conservation Commission, First Amendment challenges to education, social services)
* Transportation (e.g., Pennsylvania Turnpike, Interstate highways, international airports)
* Women's Movement (e.g., League of Women Voters, Commission for Women)
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D. Identify and describe conflict and cooperation among social groups and organizations in Pennsylvania history.
* Domestic Instability (e.g., political, economic and geographic impact on daily activities)
* Ethnic and Racial Relations (e.g., treatment of various ethnic and racial groups in history)
* Labor Relations (e.g., working conditions, over time)
* Immigration (e.g., diverse groups inhabiting the state)
* Military Conflicts (e.g., impact of wars) | D. Identify and explain conflict and cooperation among social groups and organizations in Pennsylvania history from Beginnings to 1824.
* Domestic Instability (e.g., religious diversity, toleration and conflicts, incursion of the Iroquois)
* Ethnic and Racial Relations (e.g., Penn's Treaties with Indians, the Underground Railroad, the abolition of slavery)
* Labor Relations (e.g., indentured servants, working conditions)
* Immigration (e.g., Germans, Irish)
* Military Conflicts (e.g., Dutch, Swedish and English struggle for control of land, Wyoming Massacre, The Whiskey Rebellion) | D. Identify and analyze conflict and cooperation among social groups and organizations in Pennsylvania history from 1787 to 1914.
* Domestic Instability (e.g., impact of war, 1889 Johnstown Flood)
* Ethnic and Racial Relations (e.g., Christiana riots, disenfranchisement and restoration of the suffrage for African-Americans, Carlisle Indian School)
* Labor Relations (e.g., National Trade Union, The ''Molly Maguires,'' Homestead steel strike)
* Immigration (e.g., Anti-Irish Riot of 1844, new waves of immigrants)
* Military Conflicts (e.g., Battle of Lake Erie, the Mexican War, the Civil War) | D. Identify and evaluate conflict and cooperation among social groups and organizations in Pennsylvania history from 1890 to Present.
* Domestic Instability (e.g., The Great Depression, Three-Mile Island nuclear accident, floods of 1936, 1972 and 1977)
* Ethnic and Racial Relations (e.g., segregation, desegregation, racial profiling)
* Labor Relations (e.g., strikes, work stoppages, collective bargaining)
* Immigration (e.g., increased immigration from Europe, migration of African-Americans from the South, influx of Hispanic and Asian peoples)
* Military Conflicts (e.g., World War I, World War II, Persian Gulf War)
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| Standard Category 8.1. Historical Analysis and Skills Development should be applied to the above standard statements and descriptors. Suggested chronology for grade levels 4-6, 7-9 and 10-12 focus on a particular century; however, instruction is encouraged that draws on prior and later events in history so that students may develop a seamless view of the world. |
| 8.3. United States History |
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| 8.3.3. GRADE 3 | 8.3.6. GRADE 6 | 8.3.9. GRADE 9 | 8.3.12. GRADE 12 |
| Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . . |
A. Identify contributions of individuals and groups to United States history.
* George Washington
* Thomas Jefferson
* Abraham Lincoln
* Theodore Roosevelt
* Franklin D. Roosevelt
* Individuals who are role models (e.g., Abigail Adams, Sacajawea, Frederick Douglass, Clara Barton, Jackie Robinson, Rosa Parks, Archbishop Patrick Flores, Jamie Escalante, Sally Ride, Tiger Woods, Cal Ripken, Jr., Sammy Sosa) | A. Identify and explain the political and cultural contributions of individuals and groups to United States history from Beginnings to 1815.
* Native Americans, Africans and Europeans
* Political Leaders (e.g., John Adams, Thomas Jefferson, John Marshall)
* Military Leaders (e.g. George Washington, Meriwether Lewis, Henry Knox)
* Cultural and Commercial Leaders (e.g., Paul Revere, Phyllis Wheatley, John Rolfe)
* Innovators and Reformers (e.g., Ann Hutchinson, Roger Williams, Junipero Serra) | A. Identify and analyze the political and cultural contributions of individuals and groups to United States history from 1787 to 1914.
* Political Leaders (e.g., Daniel Webster, Abraham Lincoln, Andrew Johnson)
* Military Leaders (e.g., Andrew Jackson, Robert E. Lee, Ulysses S. Grant)
* Cultural and Commercial Leaders (e.g., Jane Addams, Jacob Riis, Booker T. Washington)
* Innovators and Reformers (e.g., Alexander G. Bell, Frances E. Willard, Frederick Douglass) | A. Identify and evaluate the political and cultural contributions of individuals and groups to United States history from 1890 to Present.
* Political Leaders (e.g., Theodore Roosevelt, Woodrow Wilson, Franklin D. Roosevelt)
* Military Leaders (e.g., John Pershing, Douglas MacArthur, Dwight D. Eisenhower)
* Cultural and Commerical Leaders (e.g., Abby Aldrich Rockefeller, Langston Hughes, Alan Greenspan)
* Innovators and Reformers (e.g., Wilbur and Orville Wright, John L. Lewis, Reverend Dr. Martin Luther King)
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B. Identify and describe primary documents, material artifacts and historic sites important in United States history.
* Documents (e.g., Declaration of Independence, U.S. Constitution, Bill of Rights)
* Writings and Communications (e.g., Pledge of Allegiance, famous quotations and sayings)
* Historic Places (e.g., The White House, Mount Rushmore, Statue of Liberty)
* The Flag of the United States | B. Identify and explain primary documents, material artifacts and historic sites important in United States history from Beginnings to 1824.
* Documents (e.g., Mayflower Compact, Northwest Ordinance, Washington's Farewell Address)
* 18th Century Writings and Communications (e.g., Paine's Common Sense; Franklin's ''Join, or DIE,'' Henry's ''Give me liberty or give me death'')
* Historic Places (e.g., Cahokia Mounds, Spanish Missions, Jamestown) | B. Identify and analyze primary documents, material artifacts and historic sites important in United States history from 1787 to 1914.
* Documents (e.g., Fugitive Slave Law, Treaty of Guadalupe Hidalgo, Emancipation Proclamation)
* 19th Century Writings and Communications (e.g., Stowe's Uncle Tom's Cabin, Brown's ''Washed by Blood,'' Key's Star Spangled Banner)
* Historic Places (e.g., The Alamo, Underground Railroad sites, Erie Canal) | B. Identify and evaluate primary documents, material artifacts and historic sites important in United States history from 1890 to Present.
* Documents (e.g., Treaty of Versailles, North Atlantic Treaty, Neutrality Acts)
* 20th Century Writings and Communication (e.g., Coolidge's ''The Business of America is Business,'' King's ''I Have A Dream,'' Armstrong's ''One Small Step for Man'')
* Historic Places (e.g., Ellis Island, Pearl Harbor, Los Alamos)
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C. Identify important changes in United States history (e.g., Belief Systems and Religions, Commerce and Industry, Innovations, Politics, Settlement Patterns and Expansion, Social Organization, Transportation, Women's Movement) | C. Explain how continuity and change has influenced United States history from Beginnings to 1824.
* Belief Systems and Religions (e.g., impact on daily life, colonial government established religions, communal sects)
* Commerce and Industry (e.g., fur trade, development of cash crops)
* Innovations (e.g., cotton gin, Whitney; wooden clock, Banneker; stove, Franklin)
* Politics (e.g., Hamilton's defense of John Peter Zenger, The Great Compromise, Marbury v. Madison)
* Settlement Patterns (e.g., frontier settlements, slave plantation society, growth of cities)
* Social Organization (e.g., community structure on the frontier, cultural and language barriers)
* Transportation and Trade (e.g., methods of overland travel, water transportation, National Road)
* Women's Movement (e.g., roles and changing status of women, Margaret Brent's vote, soldier Deborah Sampson) | C. Analyze how continuity and change has influenced United States history from 1787 to 1914.
* Belief Systems and Religions (e.g., 19th century trends and movements)
* Commerce and Industry (e.g., growth of manufacturing industries, economic nationalism)
* Innovations (e.g., Brooklyn Bridge, refrigerated shipping, telephone)
* Politics (e.g., election of 1860, impeachment of Andrew Johnson, Jim Crow Laws)
* Settlement Patterns and Expansion (e.g., Manifest Destiny, successive waves of immigrants, purchase of Alaska and Hawaii)
* Social Organization (e.g., social class differences, women's rights and antislavery movement, education reforms)
* Transportation and Trade (e.g., Pony Express, telegraph, Transcontinental Railroad)
* Women's Movement (e.g., roles in the Civil War, medical college for women, Seneca Falls Conference) | C. Evaluate how continuity and change has influenced United States history from 1890 to Present.
* Belief Systems and Religions (e.g., 20th century movements, religions of recent immigrants)
* (Commerce and Industry (e.g., corporations, conglomerates, multinational corporations)
* Innovations (e.g., The Tin Lizzie, radio, World Wide Web)
* Politics (e.g., New Deal legislation, Brown v. Topeka, isolationist/non-isolationist debate)
* Settlement Patterns (e.g., suburbs, large urban centers, decline of city population)
* Social Organization (e.g., compulsory school laws, court decisions expanding individual rights, technological impact)
* Transportation and Trade (e.g., expansion and decline of railroads, increased mobility, internet)
* Women's Movement (e.g., right to vote, women in the war effort, Women's Peace Party) |
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