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Curriculum Standards
National Standards for History - Historical Thinking
Standard 3 - Historical Analysis and Interpretation
 | J-hypothesize the influence of the past |
National Standards for History - Content
| Era 4-2D-identify the various ways in which African Americans resisted the conditions of their enslavement. |
| Era 4-4A-analyze changing ideas about race |
| Era 10-2D-analyze how social change and renewed ethnic diversity has affected artistic expression and popular culture |
| Era 10-2E-evaluate the continuing grievances of racial and ethnic minorities and their recurrent reference to the nation's charter documents |
National Curriculum Standards for Social Studies (NCSS)
I-Culture
| Explain how information and experiences may be interpreted by people from diverse cultural perspectives and frames of reference |
| Articulate the implications of cultural diversity, as well as cohesion, within and across groups |
II-Time, Continuity, & Change
| Use knowledge of facts and concepts drawn from history...to inform decision-making about and action-taking on public issues |
IV-Individual Development and Identity
| Identify and describe ways regional, ethnic, and national cultures influence individuals' lives |
V-Individuals, Groups, & Institutions
| Analyze group and institutional influences on people, events, and elements of culture |
National English/Language Arts
| #7-Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience. |
National Visual Arts (Grades 5-8)
| Students select media, techniques, and processes; analyze what makes them effective or not effective in communicating ideas; and reflect upon the effectiveness of their choices |
| Students generalize about the effects of visual structures and functions and reflect upon these effects in their own work |
| Students select and use the qualities of structures and functions of art to improve communication of their ideas |
| Students integrate visual, spatial, and temporal concepts with content to communicate intended meaning in their artworks |
| Students use subjects, themes, and symbols that demonstrate knowledge of contexts, values, and aesthetics that communicate intended meaning in artworks |
Ohio Social Studies
Grade 5
| Compare the perspectives, practices, and products of various cultural groups in North America, including African Americans |
| Describe the experiences of African Americans under the institution of slavery
| | Use a problem-solving/decision-making process |
Grade 8
| Analyze the antebellum reform movements, including abolitionism |
| Explain causes of the Civil War, with emphasis on slavery, the extension of slavery into the territories and the role of abolitionists such as Frederick Douglass and John Brown |
| Describe and explain instances of stereotyping, prejudice, and discrimination in 18th and 19th century United States |
| Analyze the economic and geographic factors that contributed to the forced relocation and enslavement of Africans in North America |
| Trace the development of the United States as a pluralistic society consisting of diverse cultures, customs, and traditions |
| Show the relationship between participating in civic and political life and the attainment of individual and public goals, including ... Underground Railroad and abolitionist movement/abolition of slavery |
| Use evidence to support a position on a current issue with connections to events in United States before 1877 |
| Evaluate the role of historical figures in furthering and restricting the rights of individuals, including...Frederick Douglass and the abolitionist movement |
| Use research to identify different perspectives on a topic or issue |
| Trace historical events related to an issue or topic |
Ohio Arts
Grade 5
| Analyze current events that bring attention to artistic issues |
Grade 6
| Identify the impact that ... social events have had on the ideas expressed through arts forms |
| Use places where actual works of art are shared as resources and/or inspiration for individual and collaborative artistic expression |
| Use vocabulary that encompasses structural and technical aspects of the arts when discussing and analyzing artistic forms |
Grade 7
| Communicate information about an idea or event through one or more arts forms |
| Interpret an idea or event through one or more arts forms |
Grade 8
| Examine or investigate an historical event or period and compare multiple perspectives of it presented through the arts |
| Create art works, individually or collaboratively, discuss the sources (s) for ideas, and defend the artistic choices made |
| Explore reasons why subjects and ideas are re-interpreted through the arts in different cultures |
Kentucky Social Studies
Grade 5
| Examine the historical contributions of individuals and groups |
| Recognize the significance of important symbols, monuments...in the history of the United States |
Grade 8
| Examine the impact of significant individuals and groups in early United States history |
Kentucky Arts and Humanities
Grade 5
| Use a variety of media to produce two- and three-dimensional works of art |
Grade 7
| Use a variety of art media, processes, and subject matter to communicate ideas, feelings, and experiences |
Grade 8
| Analyze and interpret how culture, purpose, style, and history influence the way artists express ideas, thoughts, and feelings |
Cincinnati Public Schools Social Studies
Grades 6 and 8
| Examine and draw conclusions in oral, written, and graphic form about the impact of the contributions of various racial, ethnic, and religious groups. |
| Assess how the customs and traditions of...groups, especially African Americans, shaped American life |
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