D2L Corporation
2022-02-28T09:47:27-05:00
2022-02-28T09:47:27-05:00
D2L Corporation
Alaska Content Standards: History
The State Board of Education & Early Development adopted into regulation Content Standards listed on the following pages. Content Standards are broad statements of what students should know and be able to do as a result of their public school experience.
2011-03-02
2006
H.A
Content Standard
A student should understand that history is a record of human experiences that links the past to the present and the future.
H.A.1
understand chronological frameworks for organizing historical thought and place significant ideas, institutions, people, and events within time sequences;
H.A.2
know that the interpretation of history may change as new evidence is discovered;
H.A.3
recognize different theories of history, detect the weakness of broad generalization, and evaluate the debates of historians;
H.A.4
understand that history relies on the interpretation of evidence;
H.A.5
understand that history is a narrative told in many voices and expresses various perspectives of historical experience;
H.A.6
know that cultural elements, including language, literature, the arts, customs, and belief systems, reflect the ideas and attitudes of a specific time and know how the cultural elements influence human interaction;
H.A.7
understand that history is dynamic and composed of key turning points;
H.A.8
know that history is a bridge to understanding groups of people and an individual's relationship to society; and
H.A.9
understand that history is a fundamental connection that unifies all fields of human understanding and endeavor.
H.B
Content Standard
A student should understand historical themes through factual knowledge of time, places, ideas, institutions, cultures, people, and events.
H.B.1
comprehend the forces of change and continuity that shape human history through the following persistent organizing themes:
H.B.1.a
the development of culture, the emergence of civilizations, and the accomplishments and mistakes of social organizations;
H.B.1.b
human communities and their relationships with climate, subsistence base, resources, geography, and technology;
H.B.1.c
the origin and impact of ideologies, religions, and institutions upon human societies;
H.B.1.d
the consequences of peace and violent conflict to societies and their cultures; and
H.B.1.e
major developments in societies as well as changing patterns related to class, ethnicity, race, and gender;
H.B.2
understand the people and the political, geographic, economic, cultural, social, and environmental events that have shaped the history of the state, the United States, and the world;
H.B.3
recognize that historical understanding is relevant and valuable in the student's life and for participating in local, state, national, and global communities;
H.B.4
recognize the importance of time, ideas, institutions, people, places, cultures, and events in understanding large historical patterns; and
H.B.5
evaluate the influence of context upon historical understanding.
H.C
Content Standard
A student should develop the skills and processes of historical inquiry.
H.C.1
use appropriate technology to access, retrieve, organize, and present historical information;
H.C.2
use historical data from a variety of primary resources, including letters, diaries, oral accounts, archeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers;
H.C.3
apply thinking skills, including classifying, interpreting, analyzing, summarizing, synthesizing, and evaluating, to understand the historical record; and
H.C.4
use historical perspective to solve problems, make decisions, and understand other traditions.
H.D
Content Standard
A student should be able to integrate historical knowledge with historical skill to effectively participate as a citizen and as a lifelong learner.
H.D.1
understand that the student is important in history;
H.D.2
solve problems by using history to identify issues and problems, generate potential solutions, assess the merits of options, act, and evaluate the effectiveness of actions;
H.D.3
define a personal position on issues while understanding the historical aspects of the positions and roles assumed by others;
H.D.4
recognize and demonstrate that various issues may require an understanding of different positions, jobs, and personal roles depending on place, time, and context;
H.D.5
base personal citizenship action on reasoned historical judgment with recognition of responsibility for self and others; and
H.D.6
create new approaches to issues by incorporating history with other disciplines, including economics, geography, literature, the arts, science, and technology.
AH.HI.1
Content Standard
The student demonstrates an understanding of the methods of documenting history by planning and developing history projects, utilizing research tools such as: interviewing protocols, oral history, historical context, pre-interview research, primary sources, secondary sources, proper citation, corroboration, and cause and effect of historical events.
AH.PPE
The student demonstrates an understanding of the interaction between people and their physical environment by:
AH.PPE.1
comparing and contrasting geographic regions of Alaska.
AH.PPE.2
using texts/sources to analyze the similarities and differences in the cultural attributes (e.g., language, hunting and gathering practices, art, music/dance, beliefs, worldview), movement, interactions, and settlement of Alaska Native peoples.
AH.PPE.3
using texts/sources to analyze the effect of the historical contributions and/or influences of significant individuals, groups and local, regional, statewide, international organizations.
AH.PPE.4
describing how Alaska's strategic location played an important role in military buildup and explaining the interrelated social and economic impacts.
AH.PPE.5
comparing and contrasting the differing perspectives between rural and urban areas.
AH.PPE.6
analyzing patterns of movement and settlement.
AH.PPE.7
using texts/sources to explain the political, social, cultural, economic, geographic, and historic characteristics of the student's community or region.
AH.CPD
The student demonstrates an understanding of the discovery, impact, and role of natural resources by:
AH.CPD.1
identifying patterns of growth, transformation, competition, and boom and bust, in response to use of natural resources (e.g., supply and demand of fur, minerals, and whaling).
AH.CPD.2
using texts/source to draw conclusions about the role of the federal government in natural resource development and land management (e.g., jurisdiction, authority, agencies, programs, policies).
AH.CPD.3
using texts/sources to draw conclusions about the significance of natural resources (e.g., fisheries, timber, Swanson River oil discovery, "sustained yield" in the Alaska Constitution) in Alaska's development and in the statehood movement.
AH.CPD.4
describing the federal government's construction and maintenance of Alaska's infrastructure (e.g., transportation, communication, public health system, education).
AH.CPD.5
using texts/sources to analyze the multiple perspectives in the continuing debate between conservation and development of resources.
AH.CPD.6
describing the formation of Alaska Native Corporations and their impact on Alaska's economy.
AH.CPD.7
explaining the creation and implementation of the Permanent Fund and how it has impacted the state.
AH.ICGP
The student demonstrates an understanding of the historical rights and responsibilities of Alaskans by:
AH.ICGP.1
identifying and summarizing the structures, functions, and transformation of various attributes (e.g., leadership, decision-making, social and political organization) of traditional Alaska Native governance.
AH.ICGP.2
using texts/sources to analyze the impacts of the relationships between Alaska Natives and Russians (i.e., Russian Orthodox Church, early fur traders, Russian American Companies, enslavement, and Creoles).
AH.ICGP.3
explaining and analyzing tribal and western concepts of land ownership and how acting upon those concepts contributes to changes in land use, control, and ownership.
AH.ICGP.4
explaining Alaskans' quest for self-determination (i.e., full rights as U.S. citizens) through the statehood movement.
AH.ICGP.5
explaining the impacts of military actions (e.g., Naval bombardment of Angoon, Aleut internment, military expeditions) relative to Native communities.
AH.ICGP.6
using texts/sources to analyze how the military population and its activities, including administrative, policing, defense, mapping, communication, and construction, have impacted communities.
AH.ICGP.7
describing the historical basis of federal recognition of tribes, their inherent and delegated powers, the ongoing nature and diversity of tribal governance, and the plenary power of Congress.
AH.ICGP.8
describing how Alaskans, particularly the Native people, challenge the status quo to gain recognition of their civil rights (e.g., appeals to the Russian government, Ward Cove Packing Co. Case, Molly Hootch, anti-discrimination acts, women's suffrage).
AH.ICGP.9
exploring the federal government's influence on settlements in Alaska (e.g., Matanuska Colny, Anchorage, Adak, Tok, Hydaburg) by establishment of post offices, military facilities, schools, courts, and railroads.
AH.ICGP.10
identifying the role of Alaska Native individuals and groups in actively proposing and promoting federal legislation and policies (e.g., William Paul, Tanana Chiefs, ANB, ANS)
AH.ICGP.11
exploring federal policies and legislation (e.g., Alaska Citizenship Act, Tlingit- Haida Jurisdictional Act, Indian Citizenship Act of 1924, Alaska Reorganization Act, ANCSA) that recognized Native rights.
AH.ICGP.12
using texts/sources to analyze the evolution of self-government through an examination of organic documents (i.e., Treaty of Cession, Organic Act, Territorial Act, Alaska State Constitution, Statehood Act).
AH.CC
The student demonstrates an understanding of the chronology of Alaska history by:
AH.CC.1
using texts/sources to recognize and explain the interrelationships among Alaska, national, and international events and developments (e.g., international interest, trade, commerce).
AH.CC.2
describing how policies and practices of nonnatives (e.g., missionaries, miners, Alaska Commercial Company merchants) influenced Alaska Natives.
AH.CC.3
describing how the roles and responsibilities in Alaska Native societies have been continuously influenced by changes in technology, economic practices, and social interactions.
AH.CC.4
giving correct and incorrect examples to explain subsistence as a way of life.
AH.CC.5
defining, describing, and illustrating the economic, political, and social characteristics of the major periods, their key turning points (e.g., implementation of Prudhoe Bay pipeline, Molly Hootch case, ANCSA, ANILCA, ANWR, natural and manmade disasters, establishment of Alaska Native Corporations) and how they interrelate.
AH.CC.6
explaining the historical context and the legal foundations (e.g., Alaska Constitution, ANCSA, MMPA, ANILCA, Katie John case) pertinent to subsistence.
AH.CC.7
comparing and contrasting the perspectives of sport, commercial, and subsistence users on policies regarding fish and game management.