| New York State Learning Standards |
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More Social Studies Elementary Standards
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| Social Studies:
Elementary
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Standard 2:
World History Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives. |
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| Key Idea | Establishing time frames, exploring different periodizations, examining themes across time and within cultures, and focusing on important turning points in world history help organize the study of world cultures and civilizations. | ||
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Students distinguish between past, present, and future time periods. |
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Students develop timelines that display important events and eras from world history. |
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Students measure and understand the meaning of calendar time in terms of years, decades, centuries, and millennia, using BC and AD as reference points. |
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Students compare important events and accomplishments from different time periods in world history. |
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| Key Idea | Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups. | ||
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Students gather and present information about important developments from world history. |
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Students understand how the terms social, political, economic, and cultural can be used to describe human activities or practices. |
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Students understand the roles and contributions of individuals and groups to social, political, economic, cultural, scientific, technological, and religious practices and activities. |
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| Key Idea | The skills of historical analysis include the ability to investigate differing and competing interpretations of the theories of history, hypothesize about why interpretations change over time, explain the importance of historical evidence, and understand the concepts of change and continuity over time. | ||
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Students consider different interpretations of key events and developments in world history and understand the differences in these accounts. |
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Students view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts. |
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Students explore the lifestyles, beliefs, traditions, rules and laws, and social/cultural needs and wants of people during different periods in history and in different parts of the world. |
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| Key Idea | The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions. This study also examines the human condition and the connections and interactions of people across time and space and the ways different people view the same event or issue from a variety of perspectives. | ||
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Students study about different world cultures and civilizations focusing on their accomplishments, contributions, values, beliefs, and traditions. |
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Students explore narrative accounts of important events from world history to learn about different accounts of the past to begin to understand how interpretations and perspectives develop. |
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Students read historical narratives, myths, legends, biographies, and autobiographies to learn about how historical figures lived, their motivations, hopes, fears, strengths, and weaknesses. |
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