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.
F. Reconstruct patterns of historical succession and duration; create time lines.
G. Explain change and continuity over time.

E. Draw upon data in historical maps.
F. Utilize data presented in charts, tables, pie and bar graphs, flow charts, Venn diagrams, and other graphic organizers.
G. Draw upon visual and literary sources.

A. Identify the author or source of the historical document or narrative.
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.
G. Compare competing historical narratives.
H. Hold interpretations of history as tentative.
J. Hypothesize influences on the past.

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

A. Identify issues and problems in the past.
B. Compare the interests and values of the various people involved.

As a result of activities in grades K-8, all students should develop
· Abilities necessary to do scientific inquiry
· Understanding about scientific inquiry

As a result of activities in grades K-8, all students should develop understanding of
· Characteristics and changes in populations
· Types of resources
· Changes in environments
· Science and technology in local challenges

Teachers of science guide and facilitate learning. In doing this, teachers
· Focus and support inquiries while interacting with students.
· Orchestrate discourse among students about scientific ideas.
· Encourage and model the skills of scientific inquiry, as well as the curiosity, openness to new ideas and data, and skepticism that characterize science.

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