California: 2nd-Grade Standards

Article Body

  • CA.2.1. Content Standard: People Who Make a Difference

    Students differentiate between things that happened long ago and things that happened yesterday.

    • 2.1.1. Performance Standard:

      Trace the history of a family through the use of primary and secondary sources, including artifacts, photographs, interviews, and documents.

    • 2.1.2. Performance Standard:

      Compare and contrast their daily lives with those of their parents, grandparents, and/ or guardians.

    • 2.1.3. Performance Standard:

      Place important events in their lives in the order in which they occurred (e.g., on a time line or storyboard).

  • CA.2.2. Content Standard: People Who Make a Difference

    Students demonstrate map skills by describing the absolute and relative locations of people, places, and environments.

    • 2.2.1. Performance Standard:

      Locate on a simple letter-number grid system the specific locations and geographic features in their neighborhood or community (e.g., map of the classroom, the school).

    • 2.2.2. Performance Standard: Label from memory a simple map of the North American continent, including the countries, oceans, Great Lakes, major rivers, and mountain ranges. Identify the essential map elements

      title, legend, directional indicator, scale, and date.

    • 2.2.3. Performance Standard:

      Locate on a map where their ancestors live( d), telling when the family moved to the local community and how and why they made the trip.

    • 2.2.4. Performance Standard:

      Compare and contrast basic land use in urban, suburban, and rural environments in California.

  • CA.2.3. Content Standard: People Who Make a Difference

    Students explain governmental institutions and practices in the United States and other countries.

    • 2.3.1. Performance Standard:

      Explain how the United States and other countries make laws, carry out laws, determine whether laws have been violated, and punish wrongdoers.

    • 2.3.2. Performance Standard:

      Describe the ways in which groups and nations interact with one another to try to resolve problems in such areas as trade, cultural contacts, treaties, diplomacy, and military force.

  • CA.2.4. Content Standard: People Who Make a Difference

    Students understand basic economic concepts and their individual roles in the economy and demonstrate basic economic reasoning skills.

    • 2.4.1. Performance Standard:

      Describe food production and consumption long ago and today, including the roles of farmers, processors, distributors, weather, and land and water resources.

    • 2.4.2. Performance Standard:

      Understand the role and interdependence of buyers (consumers) and sellers (producers) of goods and services.

    • 2.4.3. Performance Standard:

      Understand how limits on resources affect production and consumption (what to produce and what to consume).

  • CA.2.5. Content Standard: People Who Make a Difference

    Students understand the importance of individual action and character and explain how heroes from long ago and the recent past have made a difference in others' lives (e.g., from biographies of Abraham Lincoln, Louis Pasteur, Sitting Bull, George Washington Carver, Marie Curie, Albert Einstein, Golda Meir, Jackie Robinson, Sally Ride).

  • CA.K-5.HSS Content Standard: Historical and Social Sciences Analysis Skills

    The intellectual skills noted below are to be learned through, and applied to, the content standards for kindergarten through grade five. They are to be assessed only in conjunction with the content standards in kindergarten through grade five. In addition to the standards for kindergarten through grade five, students demonstrate the following intellectual, reasoning, reflection, and research skills.

    • K-5.CST. Performance Standard:

      Chronological and Spatial Thinking

      • K-5.1. Grade Level Expectation:

        Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines.

      • K-5.2. Grade Level Expectation:

        Students correctly apply terms related to time, including past, present, future, decade, century, and generation.

      • K-5.3. Grade Level Expectation:

        Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same.

      • K-5.4. Grade Level Expectation:

        Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations.

      • K-5.5. Grade Level Expectation:

        Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes) and analyze how relative advantages or disadvantages can change over time.

    • K-5.REPV. Performance Standard:

      Research, Evidence, and Point of View

      • K-5.1. Grade Level Expectation:

        Students differentiate between primary and secondary sources.

      • K-5.2. Grade Level Expectation:

        Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

      • K-5.3. Grade Level Expectation:

        Students distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events.

    • K-5.HI. Performance Standard:

      Historical Interpretation

      • K-5.1. Grade Level Expectation:

        Students summarize the key events of the era they are studying and explain the historical contexts of those events.

      • K-5.2. Grade Level Expectation:

        Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.

      • K-5.3. Grade Level Expectation:

        Students identify and interpret the multiple causes and effects of historical events.

      • K-5.4. Grade Level Expectation:

        Students conduct cost-benefit analyses of historical and current events.

California: 1st-Grade Standards

Article Body

  • CA.1.1. Content Standard: A Child's Place in Time and Space

    Students describe the rights and individual responsibilities of citizenship.

    • 1.1.1. Performance Standard:

      Understand the rule-making process in a direct democracy (everyone votes on the rules) and in a representative democracy (an elected group of people make the rules), giving examples of both systems in their classroom, school, and community.

    • 1.1.2. Performance Standard:

      Understand the elements of fair play and good sportsmanship, respect for the rights and opinions of others, and respect for rules by which we live, including the meaning of the 'Golden Rule.'

  • CA.1.2. Content Standard: A Child's Place in Time and Space

    Students compare and contrast the absolute and relative locations of places and people and describe the physical and/ or human characteristics of places.

    • 1.2.1. Performance Standard:

      Locate on maps and globes their local community, California, the United States, the seven continents, and the four oceans.

    • 1.2.2. Performance Standard:

      Compare the information that can be derived from a three-dimensional model to the information that can be derived from a picture of the same location.

    • 1.2.3. Performance Standard:

      Construct a simple map, using cardinal directions and map symbols.

    • 1.2.4. Performance Standard:

      Describe how location, weather, and physical environment affect the way people live, including the effects on their food, clothing, shelter, transportation, and recreation.

  • CA.1.3. Content Standard: A Child's Place in Time and Space

    Students know and understand the symbols, icons, and traditions of the United States that provide continuity and a sense of community across time.

    • 1.3.1. Performance Standard:

      Recite the Pledge of Allegiance and sing songs that express American ideals (e.g., 'My Country 'Tis of Thee').

    • 1.3.2. Performance Standard:

      Understand the significance of our national holidays and the heroism and achievements of the people associated with them.

    • 1.3.3. Performance Standard:

      Identify American symbols, landmarks, and essential documents, such as the flag, bald eagle, Statue of Liberty, U.S. Constitution, and Declaration of Independence, and know the people and events associated with them.

  • CA.1.4. Content Standard: A Child's Place in Time and Space

    Students compare and contrast everyday life in different times and places around the world and recognize that some aspects of people, places, and things change over time while others stay the same.

    • 1.4.1. Performance Standard:

      Examine the structure of schools and communities in the past.

    • 1.4.2. Performance Standard:

      Study transportation methods of earlier days.

    • 1.4.3. Performance Standard:

      Recognize similarities and differences of earlier generations in such areas as work (inside and outside the home), dress, manners, stories, games, and festivals, drawing from biographies, oral histories, and folklore.

  • CA.1.5. Content Standard: A Child's Place in Time and Space

    Students describe the human characteristics of familiar places and the varied backgrounds of American citizens and residents in those places.

    • 1.5.1. Performance Standard:

      Recognize the ways in which they are all part of the same community, sharing principles, goals, and traditions despite their varied ancestry; the forms of diversity in their school and community; and the benefits and challenges of a diverse population.

    • 1.5.2. Performance Standard:

      Understand the ways in which American Indians and immigrants have helped define Californian and American culture.

    • 1.5.3. Performance Standard:

      Compare the beliefs, customs, ceremonies, traditions, and social practices of the varied cultures, drawing from folklore.

  • CA.1.6. Content Standard: A Child's Place in Time and Space

    Students understand basic economic concepts and the role of individual choice in a free-market economy.

    • 1.6.1. Performance Standard:

      Understand the concept of exchange and the use of money to purchase goods and services.

    • 1.6.2. Performance Standard:

      Identify the specialized work that people do to manufacture, transport, and market goods and services and the contributions of those who work in the home.

  • CA.K-5.HSS Content Standard: Historical and Social Sciences Analysis Skills

    The intellectual skills noted below are to be learned through, and applied to, the content standards for kindergarten through grade five. They are to be assessed only in conjunction with the content standards in kindergarten through grade five. In addition to the standards for kindergarten through grade five, students demonstrate the following intellectual, reasoning, reflection, and research skills.

    • K-5.CST. Performance Standard:

      Chronological and Spatial Thinking

      • K-5.1. Grade Level Expectation:

        Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines.

      • K-5.2. Grade Level Expectation:

        Students correctly apply terms related to time, including past, present, future, decade, century, and generation.

      • K-5.3. Grade Level Expectation:

        Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same.

      • K-5.4. Grade Level Expectation:

        Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations.

      • K-5.5. Grade Level Expectation:

        Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes) and analyze how relative advantages or disadvantages can change over time.

    • K-5.REPV. Performance Standard:

      Research, Evidence, and Point of View

      • K-5.1. Grade Level Expectation:

        Students differentiate between primary and secondary sources.

      • K-5.2. Grade Level Expectation:

        Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

      • K-5.3. Grade Level Expectation:

        Students distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events.

    • K-5.HI. Performance Standard:

      Historical Interpretation

      • K-5.1. Grade Level Expectation:

        Students summarize the key events of the era they are studying and explain the historical contexts of those events.

      • K-5.2. Grade Level Expectation:

        Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.

      • K-5.3. Grade Level Expectation:

        Students identify and interpret the multiple causes and effects of historical events.

      • K-5.4. Grade Level Expectation:

        Students conduct cost-benefit analyses of historical and current events.

California: Kindergarten Standards

Article Body

  • CA.K.1. Content Standard: Learning and Working Now and Long Ago

    Students understand that being a good citizen involves acting in certain ways.

    • K.1.1. Performance Standard:

      Follow rules, such as sharing and taking turns, and know the consequences of breaking them.

    • K.1.2. Performance Standard:

      Learn examples of honesty, courage, determination, individual responsibility, and patriotism in American and world history from stories and folklore.

    • K.1.3. Performance Standard:

      Know beliefs and related behaviors of characters in stories from times past and understand the consequences of the characters' actions.

  • CA.K.2. Content Standard: Learning and Working Now and Long Ago

    Students recognize national and state symbols and icons such as the national and state flags, the bald eagle, and the Statue of Liberty.

  • CA.K.3. Content Standard: Learning and Working Now and Long Ago

    Students match simple descriptions of work that people do and the names of related jobs at the school, in the local community, and from historical accounts.

  • CA.K.4. Content Standard: Learning and Working Now and Long Ago

    Students compare and contrast the locations of people, places, and environments and describe their characteristics.

    • K.4.1. Performance Standard:

      Determine the relative locations of objects using the terms near/far, left/right, and behind/in front.

    • K.4.2. Performance Standard:

      Distinguish between land and water on maps and globes and locate general areas referenced in historical legends and stories.

    • K.4.3. Performance Standard:

      Identify traffic symbols and map symbols (e.g., those for land, water, roads, cities).

    • K.4.4. Performance Standard:

      Construct maps and models of neighborhoods, incorporating such structures as police and fire stations, airports, banks, hospitals, supermarkets, harbors, schools, homes, places of worship, and transportation lines.

    • K.4.5. Performance Standard:

      Demonstrate familiarity with the school's layout, environs, and the jobs people do there.

  • CA.K.5. Content Standard: Learning and Working Now and Long Ago

    Students put events in temporal order using a calendar, placing days, weeks, and months in proper order.

  • CA.K.6. Content Standard: Learning and Working Now and Long Ago

    Students understand that history relates to events, people, and places of other times.

    • K.6.1. Performance Standard:

      Identify the purposes of, and the people and events honored in, commemorative holidays, including the human struggles that were the basis for the events (e.g., Thanksgiving, Independence Day, Washington's and Lincoln's Birthdays, Martin Luther King Jr. Day, Memorial Day, Labor Day, Columbus Day, Veterans Day).

    • K.6.2. Performance Standard:

      Know the triumphs in American legends and historical accounts through the stories of such people as Pocahontas, George Washington, Booker T. Washington, Daniel Boone, and Benjamin Franklin.

    • K.6.3. Performance Standard:

      Understand how people lived in earlier times and how their lives would be different today (e.g., getting water from a well, growing food, making clothing, having fun, forming organizations, living by rules and laws).

  • CA.K-5.HSS Content Standard: Historical and Social Sciences Analysis Skills

    The intellectual skills noted below are to be learned through, and applied to, the content standards for kindergarten through grade five. They are to be assessed only in conjunction with the content standards in kindergarten through grade five. In addition to the standards for kindergarten through grade five, students demonstrate the following intellectual, reasoning, reflection, and research skills.

    • K-5.CST. Performance Standard:

      Chronological and Spatial Thinking

      • K-5.1. Grade Level Expectation:

        Students place key events and people of the historical era they are studying in a chronological sequence and within a spatial context; they interpret time lines.

      • K-5.2. Grade Level Expectation:

        Students correctly apply terms related to time, including past, present, future, decade, century, and generation.

      • K-5.3. Grade Level Expectation:

        Students explain how the present is connected to the past, identifying both similarities and differences between the two, and how some things change over time and some things stay the same.

      • K-5.4. Grade Level Expectation:

        Students use map and globe skills to determine the absolute locations of places and interpret information available through a map's or globe's legend, scale, and symbolic representations.

      • K-5.5. Grade Level Expectation:

        Students judge the significance of the relative location of a place (e.g., proximity to a harbor, on trade routes) and analyze how relative advantages or disadvantages can change over time.

    • K-5.REPV. Performance Standard:

      Research, Evidence, and Point of View

      • K-5.1. Grade Level Expectation:

        Students differentiate between primary and secondary sources.

      • K-5.2. Grade Level Expectation:

        Students pose relevant questions about events they encounter in historical documents, eyewitness accounts, oral histories, letters, diaries, artifacts, photographs, maps, artworks, and architecture.

      • K-5.3. Grade Level Expectation:

        Students distinguish fact from fiction by comparing documentary sources on historical figures and events with fictionalized characters and events.

    • K-5.HI. Performance Standard:

      Historical Interpretation

      • K-5.1. Grade Level Expectation:

        Students summarize the key events of the era they are studying and explain the historical contexts of those events.

      • K-5.2. Grade Level Expectation:

        Students identify the human and physical characteristics of the places they are studying and explain how those features form the unique character of those places.

      • K-5.3. Grade Level Expectation:

        Students identify and interpret the multiple causes and effects of historical events.

      • K-5.4. Grade Level Expectation:

        Students conduct cost-benefit analyses of historical and current events.

California

Does the state assess history/social studies?
Yes
How are state history/social studies assessments used? (graduation/promotion; accountability; diagnostic)
Accountability
Is a course in U.S. history required for high school graduation?
Yes
Grades Tested
8, 10, 11
What kind of questions are on the test?
Multiple Choice
Is world history a component of state-level social studies assessment at any grade level?
Yes
Is a course in world history required for high school graduation?
Yes
Is historical thinking addressed in standards?
Yes

West Contra Costa Unified School District Teaching American History

Abstract

This district on the northeast corner of the San Francisco Bay area includes five cities and six unincorporated areas. One-third of the ethnically and linguistically diverse students are limited English proficient, and the area faces many social and economic challenges—lack of funding for history professional development being one. Teachers will attend a 10-day summer institute, four days of follow-up activities and a three-part historian lecture and book study series. Ongoing support will happen in online discussions and monthly meetings where teachers will have opportunities to collaborate on lesson study, share resources and discuss problems and successes. Participants will attend the California Council for the Social Studies conferences, where they will learn and present. Two 3-year cohorts of 34 teachers each, one for Grades 8 and 11 and one for Grade 5, will give priority to teachers from underperforming schools. A master's cohort of 15 teachers will pursue the higher degree, and all history teachers will participate in the lecture and book series. As they study the content for the grades they teach, project teachers will be exploring themes that take them deeper into political, cultural and economic turning points and help them understand local connections to national history. Teachers will learn historical inquiry skills and content-related teaching strategies, such as the use of primary documents, artifacts, firsthand accounts, illustrations and site visits—all intended to translate freshly mastered content into classroom lessons. Project-generated materials will be reviewed, shared through meetings and conferences and posted on three Web sites that reach local, state and national audiences.

America on the World Stage in Solano County

Abstract

This California county is halfway between San Francisco and Sacramento, and its population reflects the state's economic and ethnic diversity. Lack of teacher preparation to teach history is reflected in disappointing student performance. Activities will include four scholar seminars each year; these will provide insight into the history and examine primary source documents. After each seminar, teachers will participate in a history lab to consider how to apply the content in ways that engage students. The Year 1 cadre will include 30 elementary teachers; although they will be encouraged to stay for the full grant period, it is likely that many spaces will open up for middle and high school teachers in Years 2 through 5. Project content will focus on intensive reading of recent scholarship, considering its emphasis on how the United States has always depended on transactions with other nations for ideas, commodities and populations. As teachers learn to use lesson study in Year 1, they will produce one lesson each; thereafter, teachers will work in teams to develop curriculum kits that include a background essay, a multiday historical investigation that requires analysis of primary sources, a student assessment and related rubric, samples of student work, reflection on teaching the lesson and an annotated bibliography. The 10 best lessons each year will be published online and presented at the annual showcase, the 20 best lessons of the project will be presented at its summative conference, and the 30 best presenters among the teachers will go on a study and exchange trip to Washington, D.C., and Virginia.

North State History Teachers' Learning Collaborative

Abstract

The three rural California counties involved in this project often combine resources to provide teacher professional development, and this project will build teachers' content knowledge and help them learn to think like historians. Annual activities will include two symposia, during which historians and teachers will explore content, primary sources and lesson study practices. Four live, online seminars will bring scholars and teachers together to discuss historical questions. With support from content experts, teams of like-grade teachers will use lesson study to develop lessons based on the content. The year will end with a summer field study that augments the scholarly studies, and the next year will begin with a late-summer institute focused on scholarship and pedagogy. Each year, 35 teachers will participate, and increasing stipends will encourage multiple years of training. Years 1 to 3 will address eras taught by secondary teachers, and Years 4 and 5 will present content tied to elementary standards, but teachers will be welcome to join as openings are available. Working with teachers of different levels will encourage thinking about cross-grade connections. Teachers will explore California's gateways to the national narrative during field visits to San Francisco and Los Angeles. Historians and scholars will introduce historical thinking skills, such as deconstructing primary sources, and will help teachers see unifying themes in the state's history standards. The project model of blended in-person and online activities is designed to ensure advance preparation and active participation, while directing the focus to improved teaching practice; ongoing formative assessment will help project leaders adjust activities if necessary.

Foundations

Abstract

Given a high number of English Language Learners and California's emphasis on English language arts, this project chose an overall focus on integrating history into language arts. For five days in the summer, historians will present history content. For four days during the school year, a history educator and a technology specialist will present teaching strategies and Web 2.0 technologies. Teachers will also work with a university professor to research commercial teaching materials, using CICERO, History Alive! and other materials in their classrooms. They will analyze and review the software, print and online products, including games and simulations, to benefit other history teachers. A core group of 38 teachers&#8212two from each elementary school—will stay through the full five years, spending at least 13 hours a year mentoring a teacher outside the project. In keeping with elementary history standards, the project will address the foundations and founding documents of the United States. Content literacy will be developed by helping teachers build prior knowledge, apply structured note-taking, analyze images and evaluate historical materials. Specific pedagogical approaches will include Binary Paideia and historical thinking skills, and strategies will include bracketing history, E.S.P. (considering the economic, social and political aspects of events), analyzing primary sources and others. This project aims to be on the cutting edge of the "Facebook approach" to teaching American history; that is, it will use Facebook, Twitter, blogs and discussion threads as important communication and dissemination tools. A project Web site will host all lesson plans, reviews of history teaching materials and other products as freely available resources.

21st Century Scholars of American History

Abstract

Located in southeastern California, these districts serve a population that is more than half Hispanic. Nearly one-fourth of students are English language learners, 60 percent qualify for reduced-price meals and nine percent receive special education services. Each year, teachers will participate in nine full-day workshops, six evening book discussions, lesson study training sessions and field study at a local historic site. They will have two summer institute opportunities: (1) 20 teachers will attend a 5-day trip to historic sites; and (2) all teachers can apply to attend a workshop sponsored by an external provider, such as Gilder Lehrman or the National Endowment for the Humanities, and have their costs covered. In addition, networking and discussions will be supported by an online professional learning community. Two separate cohorts of 75 teachers (25 from each grade) will participate in an intensive 2-year program. From each cohort, 30 will be selected to receive another year of history coaching training; these 60 content leaders will provide on-site support to colleagues to sustain the project's impact. Training from historians and education specialists will deepen content knowledge and content-related teaching skills (e.g., using primary sources, thinking maps, source analysis, historiography). In addition, teachers will learn to develop digital documentaries and use student assessment data to guide instruction. This combination of skills and knowledge will enhance capacity to think like historians and to teach American history in engaging, interactive ways. Best practices, lessons and materials will be shared through conference presentations and on three Web sites to reach local, state and national teacher audiences.

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