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More SocStud Commencement Standards Commencement S1
Commencement S2 Commencement S3 Commencement S4 Commencement S5
Social Studies: Commencement
Standard One: History of the United States and New York
Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States.
Key Idea The study of New York State and United States history requires an analysis of the development of American culture, its diversity and multicultural context, and the ways people are unified by many values, practices, and traditions.
PI Students analyze the development of American culture, explaining how ideas, values, beliefs, and traditions have changed over time and how they unite all Americans.
    PI Students describe the evolution of American democratic values and beliefs as expressed in the Declaration of Independence, the New York State Constitution, the United State Constitution, the Bill of Rights, and other important historical documents.
    Key Idea Important ideas, social and cultural values, beliefs and traditions from New York State and United States history illustrate the connections and interactions of people and events across time and from a variety of perspectives
    PI Students discuss several schemes for periodizing the history of New York State and the United States.
      PI Students develop and test hypotheses about important events, eras, or issues in New York State and United States history, setting clear and valid criteria for judging the importance and significance of these events, eras, or issues.
      PI Students compare and contrast the experiences of different groups in the United States.
      PI Students examine how the Constitution, United States law, and the rights of citizenship provide a major unifying factor in bringing together Americans from diverse roots and traditions.
      PI Students analyze the United States involvement in foreign affairs and a willingness to engage in international politics, examining the ideas and traditions leading to these foreign policies.
      PI Students compare and contrast the values exhibited and foreign policies implemented by the United States and other nations over time with those expressed in the United Nations Charter and international law.
      Key Idea Study about the major social, political, economic, cultural, and religious developments in New York State and United States history involves learning about the important roles and contributions of individuals and groups.
      PI Students compare and contrast the experiences of different ethnic, national, and religious groups, including Native American Indians, in the United States, explaining their contributions to American society and culture.
      PI Students research and analyze the major themes and developments in New York State and United States history (e.g. colonization and settlement; Revolution and New national Period; immigration; expansion and reform era; Civil War and Reconstruction; the American labor movement; Great Depression; World Wars; contemporary United States).
      PI Students prepare essays and oral reports about the important social, political, economic, scientific, technological, and cultural developments, issues, and events from New York State and United States history.
        PI Students understand the interrelationships between world events and developments in New York State and the United States (e.g., causes for immigration, economic opportunities, human rights abuses, and tyranny versus freedom).
          Key Idea The skills of historical analysis include the ability to: explain the significance of historical evidence; weigh the importance, reliability, and validity of evidence; understand the concept of multiple causation; understand the importance of changing and competing interpretations of different historical developments.
          PI Students analyze historical narratives about key events in New York State and United States history to identify the facts and evaluate the authors' perspectives.
          PI Students consider different historians' analyses of the same event or development in United States history to understand how different viewpoints and/or frames of reference influence historical interpretations.
          PI Students evaluate the validity and creditability of historical interpretations of importance events or issues in New York State or United States history, revising interpretations as new information is learned and other interpretations are developed.
          Featured
           

          George Washington: Leadership in Victory and Defeat

          Guiding Questions

          What qualities made George Washington an effective general?

          How were the responsibilities of the Commander-in-Chief affected by conditions during the Revolutionary War?

          How did Washington's responses to these challenges demonstrate his ability to handle a wide range of problems?

          Learning Objectives

          After completing this lesson, students will be able to:

          -List qualities they believe made George Washington an effective military leader.

          -Discuss some difficulties Washington faced as Commander-in-Chief.

          -Discuss how Washington responded to the difficulties he faced as the leader of the Continental Army.

          -Give examples of Washington's leadership during one or more Revolutionary War battles.

           

          Note: This is Lesson Three of Curriculum Unit:
           What Made George Washington a Good Military Leader?

           

           

           

          		  
           
           
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