Standard 1: History of the United States and New York

Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.

Key Idea 1

The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multi-cultural context, and the ways people are unified by many values, practices, and traditions.

Performance Indicators (Benchmarks)

Elementary Level Students:

• know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it
• understand the basic ideals of America democracy as explained in the Declaration of Independence and the Constitution and other important documents
• explain those values, practices, and traditions that unite all Americans

Middle Level Students:

• explore the meaning of American culture by identifying the key ideas, beliefs, and patterns of behavior, and traditions that help define it and unite all Americans
• interpret the ideas, values, and beliefs contained in the Declaration of Independence and the New York State Constitution and United States Constitution, Bill of Rights,and other important historical documents

Commencement Level Students:

• analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed over time and how they unite all Americans
• describe the evolution of American democratic values and beliefs as expressed in the Declaration of Independence, the New York State Constitution, the United States Constitution, the Bill of Rights, and other important historical documents

Key Idea 2

Important ideas, social and cultural values, beliefs, and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives.

Performance Indicators (Benchmarks)

Elementary Level Students:

• gather and organize information about the traditions transmitted by various groups living in their neighborhood and community
• recognize how traditions and practices were passed from one generation to the next
• distinguish between near and distant past and interpret simple timelines

Middle Level Students 

• describe the reasons for periodizing history in different ways
• investigate key turning points in New York State and United States history and explain why these events or developments are significant
• understand the relationship between the relative importance of United States domestic and foreign policies over time
• analyze the role played by the United States in international politics, past and present

Commencement Level Students:

• discuss several schemes for periodizing the history of New York State and the United States
• develop and test hypotheses about important events, eras, or issues in New York State and United States history, setting clear and valid criteria for judging the importance and significance of these events, eras, or issues
• compare and contrast the experiences of different groups in the United States
• examine how the Constitution, United States law, and the rights of citizenship provide a major unifying factor in bringing together Americans from diverse roots and traditions
• analyze the United States involvement in foreign affairs and a willingness to engage in international politics, examining the ideas and traditions leading to these foreign policies
• compare and contrast the value, exhibited and foreign policies implemented by the United States and other nations over time with those expressed in the United Nations Charter and international law

Key Idea 3

Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves leaning about the important roles and contributions of individuals and groups.

Performance Indicators (Benchmarks)

Elementary Level Students:

• gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities
• classify information by type of activity: social, political, economic, technological, scientific, cultural, or religious
• identify individuals who have helped to strengthen democracy in the United States and throughout the world

Middle Level Students:

• complete well-documented and historically accurate case studies about individuals and groups who represent different ethnic, national, and religious groups, including Native American Indians, in New York State and the United States at different times and in different locations
• gather and organize information about the important achievements and contributions of individuals and groups living in New York State and the United States
• describe how ordinary people and famous historic figures in the local community, State, and the United States have advanced the fundamental democratic values, beliefs, and traditions expressed in the Declaration of Independence, the New York State and United States Constitutions, the Bill of Rights, and other important historic documents
• classify major developments into categories such as social, political, economic, geographic, technological, scientific, cultural, or religious

Commencement Level Students:

• compare and contrast the experiences of different ethnic, national, and religious groups, including Native American Indians. In the United States, explaining their contributions to American society and culture
• research and analyze the major themes and developments in New York State and United States history (e.g. colonization and settlement; Revolution and New National Period; immigration; expansion and reform era; Civil War and Reconstruction; The American labor movement; Great Depression; World Wars; contemporary United States)
• prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history
• understand the interrelationships between world events and developments in New York State and the United States (e.g., causes for immigration, economic opportunities, human rights abuses, and tyranny versus freedom)

Key Idea 4

The skills of historical analysis include the ability to: explain the significance of historical evidence weigh the importance, reliability and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.

Performance Indicators (Benchmarks)

Elementary Level Students:

• consider different interpretations of key events and/or issues in history and understand the differences in these accounts
• explore different experiences, beliefs, motives, and traditions of people living in their neighborhoods, communities, and State
• view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts

Middle Level Students:

• consider the sources of historic documents, narratives, or artifacts and evaluate their reliability
• understand how different experiences, beliefs, values, traditions, and motives cause individuals and groups to interpret historic events and issues from different perspectives
• compare and contrast different interpretations of key events and issues in New York State and United States history and explain reasons for these different accounts
• describe historic events through the eyes and experiences of those who were there. (Taken from National Standards History for Grades K-4)

Commencement Level Students:

• analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the authors’ perspectives
• consider different historians’ analyses of the same event or developmnt in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations
• evaluate the validity and credibility of historical interpretations of important events or issues in New York State or United States history, revising these interpretations as new information is learned and other interpretations are developed. (Adapted from National Standards for United States History)