"Filling the Pail:" US History Standards

U.S. HISTORY STANDARDS EXERCISE.  As you can see in the Bring History Alive text, there is no shortage of specific teaching points.  The challenge will be developing effective means of processing and transmitting this knowledge.  Here the work will be divided up over the following topics. 

DIRECTIONS.  In your one-page write up you will not only 1) address the specific issue assigned to you, but also 2) detail how you went about collecting this material to prepare yourself to teach this specific standard in a knowledgeable fashion and 3) why this issue matters.  Bring it alive as you present this to your group members. Effective teaching requires content knowledge of the subject matter.  The California State Board of Education has detailed specific teaching objectives that embrace the general US History Standards (as included in the "Bring History Alive" text) as well as the specific California history standards.  You can take a look at all of these online at http://www.cde.ca.gov/be/st/ss/hstmain.asp   This History Journal assignment explores ways of navigating these standards, and bring them to life in the classroom.

Here is an example of how to proceed.  This is from Era 3: Revolution and the New Nation, point III. section A (page 80) and the specific point is:
>Examine the importance of Shays's Rebellion in the decision to call for a convention to amend the Articles of Confederation.  Draw evidence from a variety of sources including historical fiction such as The Winter Hero by Christopher Collier and James Collier.

The first step is identifying the key terms which are in bold here.  Now the next step is making sure you understand what is being asked.  It is assumed that the Shays' Rebellion is important and that it plays a role in the calling of a convention to discuss amending the Articles of Confederation.  Finally, we are asked to incorporate insights from a historical novel.  Now work in reverse:  what are the weak spots in the Articles that something like Shays's Rebellion exposed that lead for a call for convention to make amendments?  Now the digging begins, and you are much luckier today than yesteryear because of the internet.  Now be careful--anyone can post anything on the internet so double-check your sources.  Research the key terms and in a paragraph or so make these connections.

The tasks are assigned below by group roles. 

Team Captain:  from Era 1 in Bring History Alive
Stated standard:  Analyze the immediate and long-term significance of the Columbian Exchange by developing historical arguments on such questions as:  How did the exchange of food such as maize affect population growth in Europe?  What effect did it have on Native Americans and Africans in the Americas?
Context:  The standard is trying to get one to take into consideration larger ramifications of "Columbian Exchange"  of which there is much that is written.  Explore what that is, and the standard is then asking you to practice responsible judgment.  How does this relate to the larger issue of whether Columbus brought more good or bad things?


Recorder: from Era 2 in Bring History Alive
Stated standard: Compare how Native Americans and European societies in North America were influenced by one another.  In what ways were these changes beneficial?  In what ways were they harmful?
Context:  This standard is trying to get one to approach matters via a two-way street, using multiple perspectives.  Explore these early encounters to familiarize yourself with some of early voices.   How does this relate to the larger issue of whether Columbus brought more good or bad things?


Encourager:  from Era 3 in Bring History Alive
Stated standard:  Create historical arguments or narratives explaining at least one reason why the English Parliament felt it was justified in taxing the colonies to help pay for a war fought in their defense and at least one reason why the colonists, claiming their rights as Englishmen, challenged the legitimacy of the new taxes as "taxation without representation."
Context:  This standard is trying to get one to approach matters via a two-way street, using multiple perspectives.  American "Patriots" framed the conflict around the issue of liberty (e.g., Patrick Henry's line "Give me liberty, or give me death!")  How did the British in England and English sympathizers (known then as Tories and today moreso as Loyalists) see it instead?


Reflector/Devil's Advocate: from Era 4 in Bring History Alive
Stated standard:  Explain how Noah Webster helped promote American culture?  Who were other leaders in establishing a distinct American identity?
Context:  This standard is getting one to identify the key elements contributed by Noah Webster in the development of American culture.  He is synonymous with his dictionary, so the assumption is that language is a central part of America's development.  What others do you believe contributed in a significant way--besides language--to the promotion of American culture?  What is your criteria?



Spokesperson:  from Era 6 in Bring History Alive
Stated standard:  Examine the efforts of individuals who worked to assist immigrants such as Jane Addams and Frances Xavier Cabrini.  How did they help immigrants?  To what extent did individual assistance programs promote assimilation?
Context:  This standard is getting one to identify the central contributions of people like Addams and Cabrini to the challenges confronted by immigrants to this country.  What were those?  What made Addams and Cabrini ordinary or extraordinary in this?  Did their programs encourage or discourage "E Pluribus Unum--Out of Many One?"