![]() Socratic Seminar-Students will reconvene as a class. (Of course, this is predicated on the assumption that students have already learned the causes and early events of the Cold War.) This should take anywhere from 30-45 minutes. Each group will examine their documents, discuss the important information contained in each source, and come up with 3-5 (instructor’s discretion on number) well-thought questions about the consequences of a US reaction to North Korea’s invasion of South Korea. Primary resources should be provided by the teacher. Small Group Activity-Students will be divided into groups of 3-5 to examine the primary resources. history to develop a credible interpretation of the event, evaluating on its meaning (e.g., uses provided primary and secondary sources to interpret a historical-based conclusion). ![]() (A) uses primary and secondary sources about an event in U.S. (A) develops historical questions on a specific topic in United States history and analyzes the evidence in primary source documents to speculate on the answers.ģ. (A) analyzes a theme in United States history to explain patterns of continuity and change over time.Ģ. the use of tools of social science inquiry (such as surveys, statistics, maps, documents)īenchmark 3- The student uses a working knowledge and understanding of individuals, groups, ideas, developments, and turning points in the era of the Cold War (1945-1990).Ī) evaluates the foreign policies of Truman and Eisenhower during the Cold War (e.g., establishment of the United Nations, containment, NATO, Truman Doctrine,īenchmark 5- The student engages in historical thinking skills.ġ. Principles and processes of governance systemsħ. Continuity and change in the history of Missouri, the United States and the worldģ. STANDARD 5: Students understand political institutions and theories that have developed and changed over time.ĥ.2 Students know how various systems of government have developed and functioned throughout historyĥ.3 Students know how political power has been acquired, maintained, used, and/or lost throughout history.ĥ.4 Students know the history of relationships among different political powers and the development of international relations.Ģ. STANDARD 2: Students know how to use the processes and resources of historical inquiry.Ģ.1 Students know how to formulate questions and hypotheses regarding what happened in the past and to obtain and analyze historical data to answer questions and test hypotheses.Ģ.2 Students know how to interpret and evaluate primary and secondary sources of historical information. STANDARD 1: Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships.ġ.1 Students know the general chronological order of events and people in history.ġ.3 Students use chronology to examine and explain historical relationships. National History Day Workshops from the National ArchivesĬOLORADO MODEL CONTENT STANDARDS FOR HISTORY.Electing Our Presidents Teacher Workshop.Collection Policy and Donating Materials.An Ordinary Man, His Extraordinary Journey.
0 Comments
Leave a Reply. |