Dreams of a Barefoot Boy: National Standards for History

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Curriculum Units: Dreams of a Barefoot Boy

NATIONAL STANDARDS FOR HISTORY

DWIGHT D. EISENHOWER: Dreams of a Barefoot Boy addresses the following national standards for history through its background material, primary sources, learning activities, and readings from At Ease: Stories I Tell to Friends. It is particularly supportive in developing an understanding of historical thinking.

National Standards for History: (K-4)

Standards in Historical Thinking:

Standard 1. Chronological Thinking
A. Distinguish between past, present, and future time.
B. Identify the temporal structure of a historical narrative or story.
C. Establish temporal order in constructing students' own historical narratives.
D. Measure and calculate calendar time.
E. Interpret data presented in time lines.
F. Create time lines.
G. Explain change and continuity over time.

Standard 2. Historical Comprehension A. Identify the author or source of the historical document or narrative.
B. Reconstruct the literal meaning of a historical passage.
C. Identify the central question(s) the historical narrative addresses.
D. Read historical narratives imaginatively.
E. Appreciate historical perspectives.
F. Draw upon data in historical maps.
H. Draw upon the visual data presented in photographs, paintings, cartoons, and architectural drawings.

Standard 3. Historical Analysis and Interpretation
A. Formulate questions to focus their inquiry or analysis
B. Compare and contrast differing sets of ideas, values, personalities, behaviors, and institutions.
E. Compare different stories about a historical figure, era, or event.
F. Analyze illustrations in historical stories.
G. Consider multiple perspectives.
H. Explain causes I analyzing historical actions.
I. Hypothesize influences of the past.

Standard 4. Historical Research Capabilities A. Formulate historical questions.
B. Obtain historical data.
C. Interrogate historical data.
D. Marshal needed knowledge of the time and place, and construct a story, explanation, or historical narrative.

Standard 5. Historical Issues-Analysis and Decision-Making A. Identify problems and dilemmas in the past.
B. Analyze the interests and values of the various people involved.
C. Identify causes of the problem or dilemma.
D. Propose alternative choices for addressing the problem.
E. Formulate a position or course of action on an issue.
F. Identify the solution chosen.
G. Evaluate the consequences of a decision.

Standards in History for Grades K-4:

Topic 1: Living and Working Together in Families and Communities, Now and Long Ago

Standard 1: Family life now and in the recent past; family life in various places long ago.

1A: The student understands family life now and in the recent past; family life in various places long ago.

Standard 2: The history of students' own local community and how communities in North America varied long ago.

2A: The student understands the history of his or her local community.

Topic 2: The History of Students' Own State or Region

Standard 3: The people, events, problems, and ideas that created the history of their state.

3B: The student understands the history of the first European, African, and/or Asian-Pacific explorers and settlers who came to his or her state or region.

Topic 3: The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to Its Cultural, Economic, and Political Heritage

Standard 4: How democratic values came to be, and how they have been exemplified by people, events, and symbols.

4B: The students understands ordinary people who have exemplified values and principles of American democracy.

Standard 5: The causes and nature of various movements of large groups of people into and within the United States, now, and long ago.
5A: The student understands the movements of large groups of people into his or her own and other states in the United States now and long ago.

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