Pennsylvania Bulletin

PA Bulletin, Doc. No. 02-254e

[32 Pa.B. 905]

[Continued from previous Web Page]

8.3.  United States History

8.3.3.  GRADE 3 8.3.6.  GRADE 6 8.3.9.  GRADE 9 8.3.12.  GRADE 12

Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

D.  Identify conflict and cooperation among social groups and organizations in United States history.
*  Domestic Instability (e.g., impact on daily activities)
*  Ethnic and Racial Relations (e.g., treatment of minority groups in history)
*  Labor Relations (e.g., working conditions over time)
*  Immigration (e.g., diverse groups inhabiting the state)
*  Military Conflicts (e.g., impact of wars) D.  Identify and explain conflict and cooperation among social groups and organizations in United States history from Beginnings to 1824.
*  Domestic Instability (e.g., Salem Witch Trials, Shays Rebellion, religious persecution)
*  Ethnic and Racial Relations (e.g., cooperation between and among Native Americans and European settlers, slave uprisings, ''Colored'' troops in the Revolution)
*  Labor Relations (e.g., early union efforts, 10-hour day, women's role)
*  Immigration and Migration (e.g., western settlements, Louisiana Purchase, European immigration)
*  Military Conflicts (e.g., French and Indian War, American Revolutionary War, War of 1812) D.  Identify and analyze conflict and cooperation among social groups and organizations in United States history from 1787 to 1914.
*  Domestic Instability (e.g., wartime confiscation of private property, abolitionist movement, Reconstruction)
*  Ethnic and Racial Relations (e.g., Cherokee Trail of Tears, slavery and the Underground Railroad, draft riots)
*  Labor Relations (e.g., female and child labor, trade unionism, strike breakers)
*  Immigration and Migration (e.g., Manifest Destiny, eastern and southern European immigration, Chinese Exclusion Act)
*  Military Conflicts (e.g., Native American opposition to expansion and settlement, Civil War, Spanish-American War) D.  Identify and evaluate conflict and cooperation among social groups and organizations in United States history from 1890 to the Present.
*  Domestic Instability (e.g., Great Depression, assassination of political and social leaders, terrorist threats)
*  Ethnic and Racial Relations (e.g., internment camps for Japanese Americans, Montgomery Alabama Bus Boycott, land tensions with Native Americans)
*  Labor Relations (e.g., rise and decline of industrial unions, free trade agreements, imports impact on domestic employment)
*  Immigration and Migration (e.g., anti-immigrant attitudes, quota laws, westward and southward migration)
*  Military Conflicts (e.g., World War I, World War II, War on Terrorism)

Standard Category 8.1. Historical Analysis and Skills Development should be applied to the above standard statements and descriptors. Suggested chronology for grade levels 4-6, 7-9 and 10-12 focus on a particular century; however, instruction is encouraged that draws on prior or later events in history so that students may develop a seamless view of the world.

8.4.  World History

8.4.3.  GRADE 3 8.4.6.  GRADE 6 8.4.9.  GRADE 9 8.4.12.  GRADE 12

Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .

A.  Identify individuals and groups who have made significant political and cultural contributions to world history.
*  Africa (e.g., Nefertiti, Mansa Musa, Nelson Mandela)
*  Americas (e.g., Montezuma, Simon Bolivar, Fidel Castro)
*  Asia (e.g., Hammurabi, Mohandas Gandhi, Benazir Bhutto)
*  Europe (e.g., Julius Ceasar, Joan of Arc, Pope John Paul) A.  Identify and explain how individuals and groups made significant political and cultural contributions to world history.
*  Africa (e.g., Nelson Mandela, Desmond Tutu, F. W. de Klerk, Pieter Botha, African National Congress)
*  Americas (e.g., Pizarro, Atahualpa, Aztecs, Incas, Montezuma, Cortez)
*  Asia (e.g., Tokugawa Ieyasu, Toyotomi clan, shogun Iemitsu, Commodore Perry, daimyo)
*  Europe (e.g., Pope Leo X, John Calvin, John Wesley, Martin Luther, Ignatius of Loyola) A.  Analyze the significance of individuals and groups who made major political and cultural contributions to world history before 1500 C.E.
*  Political and Military Leaders (e.g., King Ashoka, Montezuma I, Ghenghis Khan, William the Conqueror)
*  Cultural and Commercial Leaders (e.g., Mansa Musa, Yak Pac, Cheng Ho, Marco Polo)
*  Innovators and Reformers (e.g., Erastostenes, Tupac Inka Yupenqui, Johannes Gutenberg)
A.  Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450 C.E.
*  Political and Military Leaders (e.g., Askia Daud, Simon Bolivar, Napoleon Bonaparte, Mao Zedong)
*  Cultural and Commercial Leaders (e.g., Achebe Chinua, Gabriel Garcia Marquiez, Akira Kurosa, Christopher Columbus)
*  Innovators and Reformers (e.g., Nelson Mandela, Louis-Joseph Papineau, Mohandas Gandhi, Alexander Fleming)

B.  Identify historic sites and material artifacts important to world history.
*  Africa (e.g., Pyramids, treasures of Tutankhamen, Nefertari's sculpture)
*  Americas (e.g., Olmec ritualistic centers, Mayan pyramids, arrowheads)
*  Asia (e.g., Code of Hammurabi, Ziggurat at Ur, canals)
*  Europe (e.g., ancient megaliths, Arc de Triomphe, Acropolis) B.  Identify and explain important documents, material artifacts and historic sites in world history.
*  Africa (e.g., Prohibition of Marriages Act, prison on Robben Island)
*  Americas (e.g., Tenochtitlan, Aztec masks)
*  Asia (e.g., samurai sword, Commodore Perry's Black Ships)
*  Europe (e.g., Luther's Ninety-Five Theses, Wittenberg Castle Church) B.  Analyze historical documents, material artifacts and historic sites important to world history before 1500 C.E.
*  Documents, Writings and Oral Traditions (e.g., Rosetta Stone, Aztec glyph writing, Dead Sea Scrolls, Magna Carta)
*  Artifacts, Architecture and Historic Places (e.g., Ethiopian rock churches, Mayan pyramids, Nok terra cotta figures, megaliths at Stonehenge)
*  Historic districts (e.g., Memphis and its Necropolis, Sanctuary of Machu Picchu, Old City of Jerusalem and its Walls, Centre of Rome and the Holy See) B.  Evaluate historical documents, material artifacts and historic sites important to world history since 1450 C.E.
*  Documents, Writings and Oral Traditions (e.g., Declaration of the International Conference on Sanctions Against South Africa; Monroe Doctrine, Communist Manifesto, Luther's Ninety-five Theses)
*  Artifacts, Architecture and Historic Places (e.g., Robben Island, New York Trade Center, Hiroshima Ground Zero Memorial, Nazi concentration camps)
*  Historic districts (e.g., Timbuktu, Centre of Mexico City and Xochimilco, Taj Mahal and Gardens, Kremlin and Red Square)

C.  Compare similarities and differences between earliest civilizations and life today. (e.g., Africa, Egypt; Asia, Babylonia; Americas, Olmec; Europe, Neolithic settlements). C.  Identify and explain how continuity and change has affected belief systems, commerce and industry, innovations, settlement patterns, social organizations, transportation and women's roles in world history.
*  Africa (e.g., Apartheid)
*  Americas (e.g., European conquest)
*  Asia (e.g., Japanese society prior to the Meiji Restoration)
*  Europe (e.g., Impact of the Great Schism and Reformation)
C.  Analyze how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women before 1500 C.E.
*  Africa
*  Americas
*  Asia
*  Europe
C.  Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450 C.E.
*  Africa
*  Americas
*  Asia
*  Europe

D.  Identify how conflict and cooperation among social groups and organizations affected world history.
*  Domestic Instability (e.g., political, economic and geographic impact on normal activities)
*  Labor Relations (e.g., working conditions over time)
*  Racial and Ethnic Relations (e.g., treatment of various ethnic and racial groups in history)
*  Immigration and migration (e.g., diverse groups inhabiting a territory)
*  Military Conflicts (e.g., impact of wars) D.  Explain how conflict and cooperation among social groups and organizations affected world history
*  Africa (e.g., imperialism)
*  Americas (e.g., European diseases)
*  Asia (e.g., trade routes)
*  Europe (e.g., Counter reformation) D.  Analyze how conflict and cooperation among social groups and organizations impacted world history through 1500 C.E. in Africa, Americas, Asia and Europe
*  Domestic Instability
*  Ethnic and Racial Relations
*  Labor Relations
*  Immigration and Migration
*  Military Conflicts D.  Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 C.E. to Present in Africa, Americas, Asia and Europe.
*  Domestic Instability
*  Ethnic and Racial Relations
*  Labor Relations
*  Immigration and Migration
*  Military Conflicts

Standard Category 8.1. Historical Analysis and Skills Development should be applied to the above standard statements and descriptors. Suggested chronology in organizing the content for grade levels 7-9 and 10-12 use the 15th century as the dividing point; however, instruction is encouraged that draws on prior and later events in history so that students may develop a seamless view of the world.

XXIV.  GLOSSARY

Archive: A place where public records are kept.

Artifact: Any object made by human work or skill.

Beginnings: A demarcation of time designating studies to commence with the written historical record.

Central issue: The primary concern from which other problems or matters are derived. An example is today's world migration flows are a central issue from which other concerns such as terrorist threats may arise.

Chronology: The science of measuring time and of dating events. Examples include BCE (before the common era) and CE (common era). Another reference to chronology is CA, around the time, circa.

Conflict: The opposition of persons or groups that gives rise to dramatic action. Such actions could include the use of force as in combat.

Culture: The skills and arts of a given people in a given period of time or a civilization.

Document: Anything written or printed used to record or prove something.

Historical evidence: Something that makes something else noticeable, obvious or evident.

Historical passage: An article or section of a longer work that has importance to the past.

Innovation: The introduction of something new; an idea, method or devise.

Interpretation: Explanation or to reply to a situation in order to make sense of it (e.g., a time period, an individual's actions).

Legends: A story coming down from the past, one popularly regarded as historical although not verifiable.

Memorial: An object or ceremony serving as a remembrance for a person, group, day, site or event.

Monument: A physical or symbolic memorial established to keep alive the memory of a person.

Museum: A historical display in a building, room, etc. for exhibiting artistic, historical or scientific objects.

Present: A demarcation of time designating studies to the current year.

Opinion: A belief based not on certainty but on what seems to be true or probable.

Strike: A work stoppage by employees organized against the management of a business entity.

Timelines: A measure of a period during which something exists or happens; usually displayed in chronological order on a graph or linear lines.

War: A conflict in which two or more nations or two or more entities inside a nation are at odds.

Xenophobia: An intense fear or dislike of groups unknown or not within one's experience including the group's customs and culture.

[Pa.B. Doc. No. 02-254. Filed for public inspection February 15, 2002, 9:00 a.m.]

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8.4. World History
8.4.3. GRADE 3	8.4.6. GRADE 6	8.4.9. GRADE 9	8.4.12. GRADE 12
Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .
A. Identify individuals and groups who have made significant political and cultural contributions to world history. * Africa (e.g., Nefertiti, Mansa Musa, Nelson Mandela) * Americas (e.g., Montezuma, Simon Bolivar, Fidel Castro) * Asia (e.g., Hammurabi, Mohandas Gandhi, Benazir Bhutto) * Europe (e.g., Julius Ceasar, Joan of Arc, Pope John Paul)	A. Identify and explain how individuals and groups made significant political and cultural contributions to world history. * Africa (e.g., Nelson Mandela, Desmond Tutu, F. W. de Klerk, Pieter Botha, African National Congress) * Americas (e.g., Pizarro, Atahualpa, Aztecs, Incas, Montezuma, Cortez) * Asia (e.g., Tokugawa Ieyasu, Toyotomi clan, shogun Iemitsu, Commodore Perry, daimyo) * Europe (e.g., Pope Leo X, John Calvin, John Wesley, Martin Luther, Ignatius of Loyola)	A. Analyze the significance of individuals and groups who made major political and cultural contributions to world history before 1500 C.E. * Political and Military Leaders (e.g., King Ashoka, Montezuma I, Ghenghis Khan, William the Conqueror) * Cultural and Commercial Leaders (e.g., Mansa Musa, Yak Pac, Cheng Ho, Marco Polo) * Innovators and Reformers (e.g., Erastostenes, Tupac Inka Yupenqui, Johannes Gutenberg)	A. Evaluate the significance of individuals and groups who made major political and cultural contributions to world history since 1450 C.E. * Political and Military Leaders (e.g., Askia Daud, Simon Bolivar, Napoleon Bonaparte, Mao Zedong) * Cultural and Commercial Leaders (e.g., Achebe Chinua, Gabriel Garcia Marquiez, Akira Kurosa, Christopher Columbus) * Innovators and Reformers (e.g., Nelson Mandela, Louis-Joseph Papineau, Mohandas Gandhi, Alexander Fleming)
B. Identify historic sites and material artifacts important to world history. * Africa (e.g., Pyramids, treasures of Tutankhamen, Nefertari's sculpture) * Americas (e.g., Olmec ritualistic centers, Mayan pyramids, arrowheads) * Asia (e.g., Code of Hammurabi, Ziggurat at Ur, canals) * Europe (e.g., ancient megaliths, Arc de Triomphe, Acropolis)	B. Identify and explain important documents, material artifacts and historic sites in world history. * Africa (e.g., Prohibition of Marriages Act, prison on Robben Island) * Americas (e.g., Tenochtitlan, Aztec masks) * Asia (e.g., samurai sword, Commodore Perry's Black Ships) * Europe (e.g., Luther's Ninety-Five Theses, Wittenberg Castle Church)	B. Analyze historical documents, material artifacts and historic sites important to world history before 1500 C.E. * Documents, Writings and Oral Traditions (e.g., Rosetta Stone, Aztec glyph writing, Dead Sea Scrolls, Magna Carta) * Artifacts, Architecture and Historic Places (e.g., Ethiopian rock churches, Mayan pyramids, Nok terra cotta figures, megaliths at Stonehenge) * Historic districts (e.g., Memphis and its Necropolis, Sanctuary of Machu Picchu, Old City of Jerusalem and its Walls, Centre of Rome and the Holy See)	B. Evaluate historical documents, material artifacts and historic sites important to world history since 1450 C.E. * Documents, Writings and Oral Traditions (e.g., Declaration of the International Conference on Sanctions Against South Africa; Monroe Doctrine, Communist Manifesto, Luther's Ninety-five Theses) * Artifacts, Architecture and Historic Places (e.g., Robben Island, New York Trade Center, Hiroshima Ground Zero Memorial, Nazi concentration camps) * Historic districts (e.g., Timbuktu, Centre of Mexico City and Xochimilco, Taj Mahal and Gardens, Kremlin and Red Square)
C. Compare similarities and differences between earliest civilizations and life today. (e.g., Africa, Egypt; Asia, Babylonia; Americas, Olmec; Europe, Neolithic settlements).	C. Identify and explain how continuity and change has affected belief systems, commerce and industry, innovations, settlement patterns, social organizations, transportation and women's roles in world history. * Africa (e.g., Apartheid) * Americas (e.g., European conquest) * Asia (e.g., Japanese society prior to the Meiji Restoration) * Europe (e.g., Impact of the Great Schism and Reformation)	C. Analyze how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women before 1500 C.E. * Africa * Americas * Asia * Europe	C. Evaluate how continuity and change throughout history has impacted belief systems and religions, commerce and industry, innovations, settlement patterns, social organization, transportation and roles of women since 1450 C.E. * Africa * Americas * Asia * Europe
D. Identify how conflict and cooperation among social groups and organizations affected world history. * Domestic Instability (e.g., political, economic and geographic impact on normal activities) * Labor Relations (e.g., working conditions over time) * Racial and Ethnic Relations (e.g., treatment of various ethnic and racial groups in history) * Immigration and migration (e.g., diverse groups inhabiting a territory) * Military Conflicts (e.g., impact of wars)	D. Explain how conflict and cooperation among social groups and organizations affected world history * Africa (e.g., imperialism) * Americas (e.g., European diseases) * Asia (e.g., trade routes) * Europe (e.g., Counter reformation)	D. Analyze how conflict and cooperation among social groups and organizations impacted world history through 1500 C.E. in Africa, Americas, Asia and Europe * Domestic Instability * Ethnic and Racial Relations * Labor Relations * Immigration and Migration * Military Conflicts	D. Evaluate how conflict and cooperation among social groups and organizations impacted world history from 1450 C.E. to Present in Africa, Americas, Asia and Europe. * Domestic Instability * Ethnic and Racial Relations * Labor Relations * Immigration and Migration * Military Conflicts
Standard Category 8.1. Historical Analysis and Skills Development should be applied to the above standard statements and descriptors. Suggested chronology in organizing the content for grade levels 7-9 and 10-12 use the 15th century as the dividing point; however, instruction is encouraged that draws on prior and later events in history so that students may develop a seamless view of the world.

8.3. United States History
8.3.3. GRADE 3	8.3.6. GRADE 6	8.3.9. GRADE 9	8.3.12. GRADE 12
Pennsylvania's public schools shall teach, challenge and support every student to realize his or her maximum potential and to acquire the knowledge and skills needed to analyze cultural, economic, geographic, political and social relations to . . .
D. Identify conflict and cooperation among social groups and organizations in United States history. * Domestic Instability (e.g., impact on daily activities) * Ethnic and Racial Relations (e.g., treatment of minority groups in history) * Labor Relations (e.g., working conditions over time) * Immigration (e.g., diverse groups inhabiting the state) * Military Conflicts (e.g., impact of wars)	D. Identify and explain conflict and cooperation among social groups and organizations in United States history from Beginnings to 1824. * Domestic Instability (e.g., Salem Witch Trials, Shays Rebellion, religious persecution) * Ethnic and Racial Relations (e.g., cooperation between and among Native Americans and European settlers, slave uprisings, ''Colored'' troops in the Revolution) * Labor Relations (e.g., early union efforts, 10-hour day, women's role) * Immigration and Migration (e.g., western settlements, Louisiana Purchase, European immigration) * Military Conflicts (e.g., French and Indian War, American Revolutionary War, War of 1812)	D. Identify and analyze conflict and cooperation among social groups and organizations in United States history from 1787 to 1914. * Domestic Instability (e.g., wartime confiscation of private property, abolitionist movement, Reconstruction) * Ethnic and Racial Relations (e.g., Cherokee Trail of Tears, slavery and the Underground Railroad, draft riots) * Labor Relations (e.g., female and child labor, trade unionism, strike breakers) * Immigration and Migration (e.g., Manifest Destiny, eastern and southern European immigration, Chinese Exclusion Act) * Military Conflicts (e.g., Native American opposition to expansion and settlement, Civil War, Spanish-American War)	D. Identify and evaluate conflict and cooperation among social groups and organizations in United States history from 1890 to the Present. * Domestic Instability (e.g., Great Depression, assassination of political and social leaders, terrorist threats) * Ethnic and Racial Relations (e.g., internment camps for Japanese Americans, Montgomery Alabama Bus Boycott, land tensions with Native Americans) * Labor Relations (e.g., rise and decline of industrial unions, free trade agreements, imports impact on domestic employment) * Immigration and Migration (e.g., anti-immigrant attitudes, quota laws, westward and southward migration) * Military Conflicts (e.g., World War I, World War II, War on Terrorism)
Standard Category 8.1. Historical Analysis and Skills Development should be applied to the above standard statements and descriptors. Suggested chronology for grade levels 4-6, 7-9 and 10-12 focus on a particular century; however, instruction is encouraged that draws on prior or later events in history so that students may develop a seamless view of the world.

Archive:	A place where public records are kept.
Artifact:	Any object made by human work or skill.
Beginnings:	A demarcation of time designating studies to commence with the written historical record.
Central issue:	The primary concern from which other problems or matters are derived. An example is today's world migration flows are a central issue from which other concerns such as terrorist threats may arise.
Chronology:	The science of measuring time and of dating events. Examples include BCE (before the common era) and CE (common era). Another reference to chronology is CA, around the time, circa.
Conflict:	The opposition of persons or groups that gives rise to dramatic action. Such actions could include the use of force as in combat.
Culture:	The skills and arts of a given people in a given period of time or a civilization.
Document:	Anything written or printed used to record or prove something.
Historical evidence:	Something that makes something else noticeable, obvious or evident.
Historical passage:	An article or section of a longer work that has importance to the past.
Innovation:	The introduction of something new; an idea, method or devise.
Interpretation:	Explanation or to reply to a situation in order to make sense of it (e.g., a time period, an individual's actions).
Legends:	A story coming down from the past, one popularly regarded as historical although not verifiable.
Memorial:	An object or ceremony serving as a remembrance for a person, group, day, site or event.
Monument:	A physical or symbolic memorial established to keep alive the memory of a person.
Museum:	A historical display in a building, room, etc. for exhibiting artistic, historical or scientific objects.
Present:	A demarcation of time designating studies to the current year.
Opinion:	A belief based not on certainty but on what seems to be true or probable.
Strike:	A work stoppage by employees organized against the management of a business entity.
Timelines:	A measure of a period during which something exists or happens; usually displayed in chronological order on a graph or linear lines.
War:	A conflict in which two or more nations or two or more entities inside a nation are at odds.
Xenophobia:	An intense fear or dislike of groups unknown or not within one's experience including the group's customs and culture.