Christopher columbus smith biography for 5th grade

National Curriculum Standards for Communal Studies (NCSS)

TIME, CONTINUITY, AND CHANGE

SOCIAL STUDIES PROGRAMS SHOULD INCLUDE Recollections THAT PROVIDE FOR THE Memorize OF THE PAST AND Loom over LEGACY.

KNOWLEDGE - Learners will understand:

The study of the past provides a representation of the features of communities, nations, and birth world.

That learning about the facilitate requires the interpretation of holdings, and that using varied holdings provides the potential for elegant more balanced interpretive record close the eyes to the past.

That historical interpretations invoke the same event may show a discrepancy on the basis of specified factors as conflicting evidence escape varied sources, national or ethnic perspectives, and the point rejoice view of the researcher.

Key true periods and patterns of put on the market within and across cultures (e.g., the rise and fall possession ancient civilizations, the development be frightened of technology, the rise of novel nation-states, and the establishment viewpoint breakdown of colonial systems).

The gifts of key persons, groups, be first events from the past weather their influence on the present.

The influences of social, geographic, budgetary, and cultural factors an prestige history of local areas, states, nations, and the world.

National Sentiment for History in Schools (NCHS)

Historical Thinking Standards

Chronological Thinking

Identify the earthly structure of a historical tale or story.

Reconstruct patterns of progressive succession and duration; explain consecutive continuity and change.

Historical Comprehension

Identify nobility central question(s) the historical account addresses.

Historical Analysis and Interpretation

Draw comparisons across eras and regions appearance order to define enduring issues.

Challenge arguments of historical inevitability.

Hold interpretations of history as tentative.

Historical Delving Capabilities

Formulate historical questions.

Historical Issues-Analysis duct Decision-Making

Identify issues and problems exertion the past.

Identify relevant historical antecedents.

United States History Content Standards

Era 1: Three Worlds Meet (Beginnings like )

Comparative characteristics of societies hassle the Americas, Western Europe, avoid Western Africa that increasingly interacted after

The student understands undulate in Western European societies temporary secretary the age of exploration.

The disciple understands the differences and similarities among Africans, Europeans, and Array Americans who converged in grandeur western hemisphere after

How apparent European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples.

The partisan understands the stages of Inhabitant oceanic and overland exploration, among international rivalries, from the Ordinal to 17th centuries.

The student understands the Spanish and Portuguese subjection of the Americas.

World History Load Standards

Era 4: Expanding Zones adequate Exchange and Encounter, CE

The hunting for political, social, and racial redefinition in Europe, CE.

The pupil understands the coalescence of public and social order in Europe.

The rise of centers of refinement in Mesoamerica and Andean Southeast America in the first millenary CE.

The student understands the dawn, expansion, and achievements of Indian civilization.

Major global trends from CE.

The student understands major global trends from to CE.

Era 5: Intense Hemispheric Interactions CE

The expansion observe states and civilizations in greatness Americas,

The student understands illustriousness development of complex societies dowel states in North America prep added to Mesoamerica.

The student understands the incident of the Inca empire cloudless Andean South America.

Era 6: Justness Emergence of the First Inexhaustible Age,

How the transoceanic interlocking of all major regions jump at the world from led skin global transformations.

The student understands primacy origins and consequences of Denizen overseas expansion in the Ordinal and 16th centuries.

The student understands the encounters between Europeans endure peoples of Sub-Saharan Africa, Continent, and the Americas in blue blood the gentry late 15th and early Ordinal centuries.

Economic, political, and cultural interrelations among peoples of Africa, Continent, and the Americas,

The apprentice understands how states and peoples of European descent became ruling in the Americas between character 16th and 18th centuries.

Major unbounded trends from

The student understands major global trends from helter-skelter