Standard 1. Chronological Thinking

A. Distinguish between past, present, and future time.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
G. Explain change and continuity over time.

Standard 2. Historical Comprehension

A. Reconstruct the literal meaning of a historical passage.
B. Identify the central question(s) the historical narrative addresses.
C. Read historical narratives imaginatively.
D. Evidence historical perspectives.
F. Utilize data presented in charts, tables, pie and bar graphs, flow charts, Venn diagrams, and other graphic organizers.
G. Draw upon the visual and literary sources.

Standard 3. Historical Analysis and Interpretation

B. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions.
C. Differentiate between historical facts and historical interpretations.
D. Consider multiple perspectives.
E. Analyze cause-and-effect relationships and multiple causation.
F. Challenge arguments of historical inevitability.
J. Hypothesize influences on the past.

Standard 4. Historical Research Capabilities

A. Formulate historical questions.
C. Interrogate historical data.
D. Marshal contextual knowledge of time and place, and construct a sound historical interpretation.

Standard 5. Historical Issues-Analysis and Decision-Making

A. Identify issues and problems in the past.
B. Compare the interests and values of the various people involved.
D. Evaluate alternative courses of action.

National Science Educational Standards

Content Standard F:
As a result of activities in grades 5-8, all students should develop understanding of

· Personal health
· Populations, resources, and environments
· Natural hazards
· Risks and benefits
· Science and technology in society

National Geography Standards

Geography Standard 4: Places and Regions
By the end of the fourth grade, the student knows and understands

· The physical characteristics of places
· The human characteristics of places
· How physical and human processed together shape places

By the end of the eighth grade, the student knows and understands

· How different physical processes shape places
· How different human groups alter places in distinctive ways
· The role of technology in shaping the characteristics of places

Geography Standard 13: Human Systems
By the end of the fourth grade, the student knows and understands

· The types of territorial units
· The extent and characteristics of political, social, and economic units at different scales (local to global)
· How people divide Earth's surface
· How cooperation and conflict affect places in the local community

By the end of the eighth grade, the student knows and understands

· The multiple territorial divisions of the student's own world
· How cooperation and conflict among people contribute to political divisions of Earth's surface
· How cooperation and conflict among people contribute to economic and social divisions of Earth's surface

Geography Standard 14: Environment and Society
By the end of the fourth grade, the student knows and understands

· How people depend on the physical environment
· How people modify the physical environment
· That the physical environment can both accommodate and be endangered by human activities

· The consequences of human modification of the physical environment
· How human modifications of the physical environment in one place often leads to changes in other places.
· The role of technology in the human modification of the physical environment.

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