education standards

Range of Reading and Level of Text Complexity: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Range of Reading and Level of Text Complexity: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2-3 text complexity band independently and proficiently.

Range of Reading and Complexity of Text: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 4-5 text complexity band proficiently, with scaffolding as necessary at the high end of the range.

Range of Reading and Complexity of Text: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4-5 text complexity band independently and proficiently.

Craft and Structure: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science.

Evaluate social and political systems in different contexts, times, and places, that promote civic virtues and enact democratic principles.

Compare life in specific historical time periods to life today.

Classify series of historical events and developments as examples of change and/or continuity.

Compare life in the past to life today.

Generate questions about individuals and groups who have shaped significant historical changes and continuities.

Use questions generated about individuals and groups to analyze why they, and the developments they shaped, are seen as historically significant.

Generate questions about individuals and groups who have shaped a significant historical change.

Explain why individuals and groups during the same historical period differed in their perspectives.

Analyze multiple factors that influenced the perspectives of people during different historical eras.

Compare perspectives of people in the past to those of people in the present.

Describe how people's perspectives shaped the historical sources they created.

Analyze how people's perspectives influenced what information is available in the historical sources they created.

Compare different accounts of the same historical event.

Analyze connections among events and developments in broader historical contexts.

Classify series of historical events and developments as examples of change and/or continuity.

Analyze change and continuity in historical eras.

Generate questions about individuals and groups who have shaped significant historical changes and continuities.

Generate questions about individuals and groups who have shaped a significant historical change.

Explain why individuals and groups during the same historical period differed in their perspectives.

Analyze multiple factors that influenced the perspectives of people during different historical eras.

Analyze complex and interacting factors that influenced the perspectives of people during different historical eras.

Explain connections among historical contexts and people's perspectives at the time.

Analyze how historical contexts shaped and continue to shape people's perspectives.

Compare different accounts of the same historical event.

Summarize how different kinds of historical sources are used to explain events in the past.

Classify the kinds of historical sources used in a secondary interpretation.

Identify different kinds of historical sources.