CITIZENSHIP STRAND I:
AMERICAN HERITAGE
Items in the American Heritage strand ask questions related to the student’s understanding of chronology. Specific chronological events are provided as part of the test items. Items in this strand also focus on the use of sources of information about historical subjects. Students do not need extensive prior knowledge about state, national, or world historical events to answer items in this strand.
1. Demonstrate knowledge of and ability to think about the relationship among events by:
(a) identifying sequence of events in history;
(b) grouping events by broad historical eras on a time line;
(c) recognizing that change occurs in history; or
(d) identifying cause-and-effect relationships.Items addressing this learning outcome refer to the significance of historical events in the context of other events and various time periods. The items can refer to a graphic time line. Students could be asked to examine a time line to locate needed information or they could be asked to indicate the placement of historical development on a time line. Time lines use A.D. dates or express time as a number of “years ago” (e.g., 1000 years ago).
The ability to identify the sequence of events, as called for in 1a, is important for identifying possible cause-and-effect relationships in history Students could be asked to examine a brief narrative or time line and determine where in the sequence a particular event occurred (first, second, or third). They could also be asked to identify an event that occurred at a particular time, based upon information provided in the item
When grouping events by broad historical eras on a time line, students have to examine specific information and/or the dates provided about events. The historical eras and the specific events are provided as part of the test items. Items for 1b could ask the students to identify in which of several eras on the time line an event falls. Students could be asked which of several events falls within a given historical era.
Items for 1c call for students to recognize change in history and to consider how historical developments have changed over time. Students could be provided with a listing of historical developments and asked to identify which development took place an approximate number of years ago. Students could also be asked to identify a development on a time line that caused a given change to occur, or to indicate how long the development took place.
Cause-and-effect relationships are the basis for items for 1d Students are asked to identify these relationships by using information found on a time line or in a narrative. Students could be asked to explain what a particular cause-and-effect relationship is or to select a given relationship that is supported by the information provided.
2. Identify and use sources of information about a given topic in the history of Ohio and the United States.
Students need to know how to obtain historical information from a variety of sources. Reference materials could include dictionaries, almanacs, encyclopedias, magazines, pamphlets, atlases, maps, or globes, as well as primary sources. Primary source information could include diary entries, letters, eyewitness newspaper accounts, or other documents prepared by persons participating in a particular event. Items could also refer to artifacts and to places such as museums and historical sites.
Students could be asked what type or title of reference material would be an appropriate source for a given topic. Students could also be presented with a particular type of reference material and asked what type of information could be found in the reference. The items for this learning outcome could present information about a topic in written or graphic form and ask students to use the information in answering a question.
3. Relate major events and individuals in state history to time periods in the history of the nation and the world.
Events in Ohio do not occur in isolation from developments in the nation and the world. This learning outcome requires students to examine specific information or the dates provided about historical developments in the state. Students are provided with time lines or brief descriptions.
The items could ask the students to identify in which national or world era a particular event falls. The historical eras, specific events, and names of people are provided as part of the item material. Students could also be asked to explain the meaning of information demonstrating a given historical relationship. Major developments in Ohio history between 1500 and 1900 A.D. will be the basis for items under this learning outcome. Extensive prior knowledge about events and individuals is not needed to answer the items for this outcome.
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