CITIZENSHIP STRAND I:
AMERICAN HERITAGE
Items in the American Heritage strand ask questions related to the student’s understanding of chronology and historical relationships. Specific chronological events are provided as part of the test items. Items in this strand also examine various sources of information about historical topics. Some prior, but not extensive, knowledge of events and people is needed.
1. Demonstrate knowledge of and ability to think about the relationship among events:
(a) group significant individuals by broadly defined historical eras,
(b) utilize multiple-tier time lines.Items addressing this learning outcome refer to the significance of individuals or historical events in the context of other individuals or events and various time periods. Significance is not limited to famous individuals, but can reflect the contributions of ordinary people as well. Information about significant individuals is included as part of the test items.
The ability to identify broadly defined historical eras, as called for in la, is important for developing a sense of chronology using penodization. The criteria defining historical eras will be included as part of the test items. Students could be asked to examine a brief narrative, time line, or list of events and select individuals or groups of individuals that fit in a particular era. Students could also be asked to identify what era encompassed the activities of particular individuals or groups.
Some items for 1a and all of the items for 1b will require students to use multiple-tier time lines. A multiple-tier time line is a time line that utilizes two or more rows of events, each row representing a different set of subjects or topics occurring during the period under study. An example would be a time line that associated the reigns of French kings with advances in arts and sciences throughout France. Time lines use B.C. and/or A.D. dates.
Items for 1b could ask the students to place significant individuals or events on a time line. Students could be asked to identify which individuals and/or events would be appropriate to include on a given time line. Students could also be asked to explain connections between events on a time line.
2. Utilize a variety of resources to consider information from different perspectives about North America:
(a) identify the central idea an historical narrative attempts to address,
(b) inquire into the relative credibility of sources.Students need to know how to analyze information from a variety of sources. Source materials could include both primary and secondary materials. Primary materials consist of firsthand accounts created by people who were present at the time an event took place. Secondary materials are accounts created after an event has taken place by people who were not present at the time of the event.
Items for 2a require students to distinguish the main idea of a passage. Items for 2b require students to analyze the reliability of views contained in different statements or documents.
3. Identify significant individuals from the past in North America and explain their contributions to the cultural heritage of the United States.
As explained for the first student outcome, significance is not limited to famous individuals, but can reflect the contributions of ordinary people as well. Relevant information about significant individuals is included as part of the test items. Students will be provided passages containing information about people from North America. They could be asked to explain how specific individuals have affected the way in which the American people live today or to select a given contribution that is supported by the information provided.
4. Identify a significant individual from a region of the world other than North America and discuss cause-and-effect relationships surrounding a major event in the individual’s life.
Students are asked to identify cause-and-effect relationships by using information found 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. Relevant information about significant individuals is included as part of the test items.
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