Social Science - State Goal 16: Understand events, trends ...



STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Why This Goal Is Important: George Santayana said "those who cannot remember the past are condemned to repeat it." In a broader sense, students who can examine and analyze the events of the past have a powerful tool for understanding the events of today and the future. They develop an understanding of how people, nations, actions and interactions have led to today's realities. In the process, they can better define their own roles as participating citizens.

Historical eras

Local, State and United States History (US)

• Early history in the Americas to 1620

• Colonial history and settlement to 1763

• The American Revolution and early national period to 1820s

• National expansion from 1815 to 1850

• The Civil War and Reconstruction from 1850 to 1877

• Development of the industrial United States from 1865 to 1914

• The emergence of the United States as a world power from 1890 to 1920

• Prosperity, depression, the New Deal and World War II from 1920 to 1945

• Post World War II and the Cold War from 1945 to 1968

• Contemporary United States from 1968 to present

World History (W)

• Prehistory to 2000 BCE

• Early civilizations, nonwestern empires, and tropical civilizations

• The rise of pastoral peoples to 1000 BCE

• Classical civilizations from 1000 BCE to 500 CE

• Fragmentation and interaction of civilizations from 500 to 1100 CE

• Centralization of power in different regions from 1000 to 1500 CE

• Early modern world from 1450 to 1800

• Global unrest, change and revolution from 1750 to 1850

• Global encounters and imperialism and their effects from 1850 to 1914

• The twentieth century to 1945

• The contemporary world from 1945 to the present

A. Apply the skills of historical analysis and interpretation.

|Early Elementary |Late Elementary |Middle/Junior High School |Early High School |Late High School |

|16.A.1a Explain the |16.A.2a Read historical |16.A.3a Describe how |16.A.4a Analyze and report |16.A.5a Analyze historical |

|difference between past, |stories and determine events |historians use models for |historical events to determine|and contemporary developments |

|present and future time; place|which influenced their |organizing historical |cause-and-effect |using methods of historical |

|themselves in time. |writing. |interpretation (e.g., |relationships. |inquiry (pose questions, |

| | |biographies, political events,| |collect and analyze data, make|

| | |issues and conflicts). | |and support inferences with |

| | | | |evidence, report findings). |

|16.A.1b Ask historical |16.A.2b Compare different |16.A.3b Make inferences about|16.A.4b Compare competing |16.A.5b Explain the tentative|

|questions and seek out answers|stories about a historical |historical events and eras |historical interpretations of |nature of historical |

|from historical sources (e.g.,|figure or event and analyze |using historical maps and |an event. |interpretations. |

|myths, biographies, stories, |differences in the portrayals |other historical sources. | | |

|old photographs, artwork, |and perspectives they present.| | | |

|other visual or electronic | | | | |

|sources). | | | | |

|16.A.1c Describe how people |16.A.2c Ask questions and |16.A.3c Identify the | | |

|in different times and places |seek answers by collecting and|differences between historical| | |

|viewed the world in different |analyzing data from historic |fact and interpretation. | | |

|ways. |documents, images and other | | | |

| |literary and non-literary | | | |

| |sources. | | | |

B. Understand the development of significant political events.

|Early Elementary |Late Elementary |Middle/Junior High School |Early High School |Late High School |

|16.B.1a (US) Identify key |16.B.2a (US) Describe how |16.B.3a (US) Describe how |16.B.4 (US) Identify |16.B.5a (US) Describe how |

|individuals and events in the |the European colonies in North|different groups competed for |political ideas that have |modern political positions are|

|development of the local |America developed politically.|power within the colonies and |dominated United States |affected by differences in |

|community (e.g., Founders | |how that competition led to |historical eras (e.g., |ideologies and viewpoints that|

|days, names of parks, streets,| |the development of political |Federalist, Jacksonian, |have developed over time |

|public buildings). | |institutions during the early |Progressivist, New Deal, New |(e.g., political parties’ |

| | |national period. |Conservative). |positions on government |

| | | | |intervention in the economy). |

|16.B.1b (US) Explain why |16.B.2b (US) Identify major |16.B.3b (US) Explain how and | |16.B.5b (US) Analyze how |

|individuals, groups, issues |causes of the American |why the colonies fought for | |United States political |

|and events are celebrated with|Revolution and describe the |their independence and how the| |history has been influenced by|

|local, state or national |consequences of the Revolution|colonists’ ideas are reflected| |the nation’s economic, social |

|holidays or days of |through the early national |in the Declaration of | |and environmental history. |

|recognition (e.g., Lincoln’s |period, including the roles of|Independence and the United | | |

|Birthday, Martin Luther King’s|George Washington, Thomas |States Constitution. | | |

|Birthday, Pulaski Day, Fourth |Jefferson and Benjamin | | | |

|of July, Memorial Day, Labor |Franklin. | | | |

|Day, Veterans’ Day, | | | | |

|Thanksgiving). | | | | |

| |16.B.2c (US) Identify |16.B.3c (US) Describe the | | |

| |presidential elections that |way the Constitution has | | |

| |were pivotal in the formation |changed over time as a result | | |

| |of modern political parties. |of amendments and Supreme | | |

| | |Court decisions. | | |

| |16.B.2d (US) Identify major |16.B.3d (US) Describe ways in| | |

| |political events and leaders |which the United States | | |

| |within the United States |developed as a world political| | |

| |historical eras since the |power. | | |

| |adoption of the Constitution, | | | |

| |including the westward | | | |

| |expansion, Louisiana Purchase,| | | |

| |Civil War, and 20th century | | | |

| |wars as well as the roles of | | | |

| |Thomas Jefferson, Abraham | | | |

| |Lincoln, Woodrow Wilson, and | | | |

| |Franklin D. Roosevelt. | | | |

|16.B.1 (W) Explain the |16.B.2a (W) Describe the |16.B.3a (W) Compare the |16.B.4a (W) Identify |16.B.5a (W) Analyze worldwide|

|contributions of individuals |historical development of |political characteristics of |political ideas that began |consequences of isolated |

|and groups who are featured in|monarchies, oligarchies and |Greek and Roman civilizations |during the Renaissance and the|political events, including |

|biographies, legends, folklore|city-states in ancient |with non-Western |Enlightenment and that persist|the events triggering the |

|and traditions. |civilizations. |civilizations, including the |today (e.g., church/state |Napoleonic Wars and World Wars|

| | |early Han dynasty and Gupta |relationships). |I and II. |

| | |empire, between 500 BCE and | | |

| | |500 CE. | | |

| |16.B.2b (W) Describe the |16.B.3b (W) Identify causes |16.B.4b (W) Identify |16.B.5b (W) Describe how |

| |origins of Western political |and effects of the decline of |political ideas from the early|tensions in the modern world |

| |ideas and institutions (e.g. |the Roman empire and other |modern historical era to the |are affected by different |

| |Greek democracy, Roman |major world political events |present which have had |political ideologies including|

| |republic, Magna Carta and |(e.g., rise of the Islamic |worldwide impact (e.g., |democracy and totalitarianism.|

| |Common Law, the |empire, rise and decline of |nationalism/Sun Yat-Sen, | |

| |Enlightenment). |the T’ang dynasty, |non-violence/Ghandi, | |

| | |establishment of the kingdom |independence/Kenyatta). | |

| | |of Ghana) between 500 CE and | | |

| | |1500 CE. | | |

| | |16.B.3c (W) Identify causes | |16.B.5c (W) Analyze the |

| | |and effects of European | |relationship of an issue in |

| | |feudalism and the emergence of| |world political history to the|

| | |nation states between 500 CE | |related aspects of world |

| | |and 1500 CE. | |economic, social and |

| | | | |environmental history. |

| | |16.B.3d (W) Describe | | |

| | |political effects of European | | |

| | |exploration and expansion on | | |

| | |the Americas, Asia, and Africa| | |

| | |after 1500 CE. | | |

C. Understand the development of economic systems.

|Early Elementary |Late Elementary |Middle/Junior High School |Early High School |Late High School |

|16.C.1a (US) Describe how |16.C.2a (US) Describe how |16.C.3a (US) Describe |16.C.4a (US) Explain how |16.C.5a (US) Analyze how and |

|Native American people in |slavery and indentured |economic motivations that |trade patterns developed |why the role of the United |

|Illinois engaged in economic |servitude influenced the early|attracted Europeans and others|between the Americas and the |States in the world economy |

|activities with other tribes |economy of the United States. |to the Americas, 1500-1750. |rest of the global economy, |has changed since World War |

|and traders in the region | | |1500 - 1840. |II. |

|prior to the Black Hawk War. | | | | |

|16.C.1b (US) Explain how the |16.C.2b (US) Explain how |16.C.3b (US) Explain |16.C.4b (US) Analyze the |16.C.5b (US) Analyze the |

|economy of the students’ local|individuals, including John |relationships among the |impact of westward expansion |relationship between an issue |

|community has changed over |Deere, Thomas Edison, Robert |American economy and slavery, |on the United States economy. |in United States economic |

|time. |McCormack, George Washington |immigration, | |history and the related |

| |Carver and Henry Ford, |industrialization, labor and | |aspects of political, social |

| |contributed to economic change|urbanization, 1700-present. | |and environmental history. |

| |through ideas, inventions and | | | |

| |entrepreneurship. | | | |

| |16.C.2c (US) Describe |16.C.3c (US) Describe how |16.C.4c (US) Describe how | |

| |significant economic events |economic developments and |American economic institutions| |

| |including industrialization, |government policies after 1865|were shaped by industrialists,| |

| |immigration, the Great |affected the country’s |union leaders and groups | |

| |Depression, the shift to a |economic institutions |including Southern migrants, | |

| |service economy and the rise |including corporations, banks |Dust Bowl refugees, | |

| |of technology that influenced |and organized labor. |agricultural workers from | |

| |history from the industrial | |Mexico and female workers | |

| |development era to the | |since 1914. | |

| |present. | | | |

|16.C.1a (W) Identify how |16.C.2a (W) Describe the |16.C.3a (W) Describe major |16.C.4a (W) Describe the |16.C.5a (W) Explain how |

|people and groups in the past |economic consequences of the |economic trends from 1000 to |growing dominance of American |industrial capitalism became |

|made economic choices (e.g., |first agricultural revolution,|1500 CE including long |and European capitalism and |the dominant economic model in|

|crops to plant, products to |4000 BCE-1000 BCE. |distance trade, banking, |their institutions after 1500.|the world. |

|make, products to trade) to | |specialization of labor, | | |

|survive and improve their | |commercialization, | | |

|lives. | |urbanization and technological| | |

| | |and scientific progress. | | |

|16.C.1b (W) Explain how trade|16.C.2b (W) Describe the |16.C.3b (W) Describe the |16.C.4b (W) Compare socialism|16.C.5b (W) Describe how |

|among people brought an |basic economic systems of the |economic systems and trade |and communism in Europe, |historical trends in |

|exchange of ideas, technology |world’s great civilizations |patterns of North America, |America, Asia and Africa after|population, urbanization, |

|and language. |including Mesopotamia, Egypt, |South America and Mesoamerica |1815 CE. |economic development and |

| |Aegean/Mediterranean and Asian|before the encounter with the | |technological advancements |

| |civilizations, 1000 BCE - 500 |Europeans. | |have caused change in world |

| |CE. | | |economic systems. |

| |16.C.2c (W) Describe basic |16.C.3c (W) Describe the |16.C.4c (W) Describe the |16.C.5c (W) Analyze the |

| |economic changes that led to |impact of technology (e.g., |impact of key |relationship between an issue |

| |and resulted from the manorial|weaponry, transportation, |individuals/ideas from 1500 - |in world economic history and |

| |agricultural system, the |printing press, microchips) in|present, including Adam Smith,|the related aspects of |

| |industrial revolution, the |different parts of the world, |Karl Marx and John Maynard |political, social and |

| |rise of the capitalism and the|1500 - present. |Keynes. |environmental history. |

| |information/communication | | | |

| |revolution. | | | |

| | | |16.C.4d (W) Describe how the | |

| | | |maturing economies of Western | |

| | | |Europe and Japan led to | |

| | | |colonialism and imperialism. | |

D. Understand Illinois, United States and world social history.

|Early Elementary |Late Elementary |Middle/Junior High School |Early High School |Late High School |

|16.D.1 (US) Describe key |16.D.2a (US) Describe the |16.D.3a (US) Describe |16.D.4a (US) Describe the |16.D.5 (US) Analyze the |

|figures and organizations |various individual motives for|characteristics of different |immediate and long-range |relationship between an issue |

|(e.g., fraternal/civic |settling in colonial America. |kinds of communities in |social impacts of slavery. |in United States social |

|organizations, public service | |various sections of America | |history and the related |

|groups, community leaders) in | |during the colonial/frontier | |aspects of political, economic|

|the social history of the | |periods and the 19th century. | |and environmental history. |

|local community. | | | | |

| |16.D.2b (US) Describe the |16.D.3b (US) Describe |16.D.4b (US) Describe | |

| |ways in which participation in|characteristics of different |unintended social consequences| |

| |the westward movement affected|kinds of families in America |of political events in United | |

| |families and communities. |during the colonial/frontier |States history (e.g., Civil | |

| | |periods and the 19th century. |War/emancipation, National | |

| | | |Defense Highway Act/decline of| |

| | | |inner cities, Vietnam | |

| | | |War/anti-government activity).| |

| |16.D.2c (US) Describe the | | | |

| |influence of key individuals | | | |

| |and groups, including Susan B.| | | |

| |Anthony/suffrage and Martin | | | |

| |Luther King, Jr./civil rights,| | | |

| |in the historical eras of | | | |

| |Illinois and the United | | | |

| |States. | | | |

|16.D.1 (W) Identify how |16.D.2 (W) Describe the |16.D.3 (W) Identify the |16.D.4 (W) Identify |16.D.5 (W) Analyze the |

|customs and traditions from |various roles of men, women |origins and analyze |significant events and |relationship between an issue |

|around the world influence the|and children in the family, at|consequences of events that |developments since 1500 that |in world social history and |

|local community. |work, and in the community in |have shaped world social |altered world social history |the related aspects of |

| |various time periods and |history including famines, |in ways that persist today |political, economic and |

| |places (e.g., ancient Rome, |migrations, plagues, slave |including colonization, |environmental history. |

| |Medieval Europe, ancient |trading. |Protestant Reformation, | |

| |China, Sub-Saharan Africa). | |industrialization, the rise of| |

| | | |technology and human rights | |

| | | |movements. | |

E. Understand Illinois, United States and world environmental history.

|Early Elementary |Late Elementary |Middle/Junior High School |Early High School |Late High School |

|16.E.1 (US) Describe how the |16.E.2a (US) Identify |16.E.3a (US) Describe how |16.E.4a (US) Describe the |16.E.5a (US) Analyze positive|

|local environment has changed |environmental factors that |early settlers in Illinois and|causes and effects of |and negative aspects of human |

|over time. |drew settlers to the state and|the United States adapted to, |conservation and environmental|effects on the environment in |

| |region. |used and changed the |movements in the United |the United States including |

| | |environment prior to 1818. |States, 1900 - present. |damming rivers, fencing |

| | | | |prairies and building cities. |

| |16.E.2b (US) Identify |16.E.3b (US) Describe how the|16.E.4b (US) Describe |16.E.5b (US) Analyze the |

| |individuals and events in the |largely rural population of |different and sometimes |relationship between an issue |

| |development of the |the United States adapted, |competing views, as |in United States environmental|

| |conservation movement |used and changed the |substantiated by scientific |history and the related |

| |including John Muir, Theodore |environment after 1818. |fact, that people in North |aspects of political, economic|

| |Roosevelt and the creation of | |America have historically held|and social history. |

| |the National Park System. | |towards the environment (e.g.,| |

| | | |private and public land | |

| | | |ownership and use, resource | |

| | | |use vs. preservation). | |

| |16.E.2c (US) Describe |16.E.3c (US) Describe the | | |

| |environmental factors that |impact of urbanization and | | |

| |influenced the development of |suburbanization, 1850 - | | |

| |transportation and trade in |present, on the environment. | | |

| |Illinois. | | | |

|16.E.1 (W) Compare depictions|16.E.2a (W) Describe how |16.E.3a (W) Describe how the |16.E.4a (W) Describe how |16.E.5a (W) Analyze how |

|of the natural environment |people in hunting and |people of the Huang He, |cultural encounters among |technological and scientific |

|that are found in myths, |gathering and early pastoral |Tigris-Euphrates, Nile and |peoples of the world (e.g., |developments have affected |

|legends, folklore and |societies adapted to their |Indus river valleys shaped |Colombian exchange, opening of|human productivity, human |

|traditions. |respective environments. |their environments during the |China and Japan to external |comfort and the environment. |

| | |agricultural revolution, 4000 |trade, building of Suez canal)| |

| | |- 1000 BCE. |affected the environment, 1500| |

| | | |- present. | |

| |16.E.2b (W) Identify |16.E.3b (W) Explain how |16.E.4b (W) Describe how |16.E.5b (W) Analyze the |

| |individuals and their |expanded European and Asian |migration has altered the |relationship between an issue |

| |inventions (e.g., Watt/steam |contacts affected the |world’s environment since |in world environmental history|

| |engine, Nobel/TNT, |environment of both |1450. |and the related aspects of |

| |Edison/electric light) which |continents, 1000 BCE - 1500 | |political, economic and social|

| |influenced world environmental|CE. | |history. |

| |history. | | | |

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