Topic 1: Living and Working Together in Families and Communities, Now and Long Ago

  1. Standard 1
  2. Standard 2

STANDARD 1

Family life now and in the recent past; family life in various places long ago.

Standard 1A

The student understands family life now and in the recent past; family life in various places long ago.

GRADE LEVEL THEREFORE THE STUDENT IS ABLE TO
K-4 Investigate a family history for at least two generations, identifying various members and their connections in order to construct a timeline. (Teachers should help students understand that families are people from whom they receive love and support. Understanding that many students are raised in nontraditional family structures–i.e., single-parent families, foster homes, guardians raising children–teachers must be sensitive and protect family privacy.) [Establish temporal order]
K-4 From data gathered through family artifacts, photos, and interviews with older relatives and/or other people who play a significant part in a student’s life, draw possible conclusions about roles, jobs, schooling experiences, and other aspects of family life in the recent past. [Draw upon historical and visual data]
K-4 For various cultures represented in the classroom, compare and contrast family life now with family life over time and between various cultures and consider such things as communication, technology, homes, transportation, recreation, school and cultural traditions. [Distinguish between past and present]
K-4 Examine and formulate questions about early records, diaries, family photographs, artifacts, and architectural drawings obtained through a local newspaper or historical society in order to describe family life in their local community or state long ago. [Formulate historical questions]
K-4 Compare and contrast family life now with family life in the local community or state long ago by considering such things as roles, jobs, communication, technology, style of homes, transportation, schools, religious observances, and cultural traditions. [Compare and contrast]

Standard 1B

The student understands the different ways people of diverse racial, religious, and ethnic groups, and of various national origins have transmitted their beliefs and values.

GRADE LEVEL THEREFORE THE STUDENT IS ABLE TO
K-4 Explain the ways that families long ago expressed and transmitted their beliefs and values through oral traditions, literature, songs, art, religion, community celebrations, mementos, food, and language. [Obtain historical data]
3-4 Compare the dreams and ideals that people from various groups have sought, some of the problems they encountered in realizing their dreams, and the sources of strength and determination that families drew upon and shared. [Compare and contrast]

STANDARD 2

The history of students’ own local community and how communities in North America varied long ago.

Standard 2A

The student understands the history of his or her local community.

GRADE LEVEL THEREFORE THE STUDENT IS ABLE TO
K-4 Create a historical narrative about the history of his or her local community from data gathered from local residents, records found in early newspapers, historical documents and photographs, and artifacts and other data found in local museums and historical societies. [Construct a historical narrative]
K-4 From resources that are available in the local community, record changes that have occurred in goods and services over time. [Establish temporal order]
K-4 Describe local community life long ago, including jobs, schooling, transportation, communication, religious observances, and recreation. [Obtain historical data]
3-4 interpretationet population data from historical and current maps, charts, graphs, and census tables in order to make generalizations about the changing size and makeup of the local community. [Interrogate the data]
K-4 Examine local architecture and landscape to compare changes in function and appearance over time. [Draw upon visual data]
K-4 Identify historical figures in the local community and explain their contributions and significance. [Assess the importance of the individual in history]
3-4 Identify a problem in the community’s past, analyzing the different perspectives of those involved, and evaluate choices people had and the solution they chose. [Identify issues and problems in the past]

Standard 2B

The student understands how communities in North America varied long ago.

GRADE LEVEL THEREFORE THE STUDENT IS ABLE TO
K-4 Compare and contrast the different ways in which early Hawaiian and Native American peoples such as the Iroquois, the Sioux, the Hopi, the Nez Perce, the Inuit, and the Cherokee adapted to their various environments and created their patterns of community life long ago. [Compare and contrast differing sets of ideas]
K-4 Draw upon written and visual sources and describe the historical development and daily life of a colonial community such as Plymouth, Williamsburg, St. Augustine, San Antonio, and Fort Vincennes, in order to create a historical narrative, mural, or dramatization of daily life in that place long ago. [Construct a historical narrative]
K-4 Describe the challenges and difficulties encountered by people in a pioneer farming community such as those found in the Old Northwest (e.g., Ohio), the prairies, the Southwest (e.g., Santa Fe), eastern Canada (e.g., Quebec), and the Far West (e.g., Salt Lake City). [Read historical narratives imaginatively]
3-4 Draw upon maps and stories in order to identify geographical factors that led to the establishment and growth of communities such as mining towns (Sacramento) and trading settlements (New Orleans, Vincennes, and Astoria). [Draw upon historical maps and read historical narratives imaginatively]
3-4 Describe and compare daily life in ethnically diverse urban communities long ago, such as a free African American community in Philadelphia, an Italian community in New York, or a Chinese community in San Francisco. [Draw upon visual data and read historical narratives imaginatively]