History (2015)

The candidate demonstrates proficiency in historical chronology.

• 1. A. – Analyze and explain key themes in the early history of the United States such as indigenous cultures, revolution, government, slavery, expansion, removal, and conflict.
• 1.B – Analyze and explain key themes in the 20th century of the United States such as the emergence of America as a world power, the struggle between the liberty associated with capitalism and equality associated with democracy, and tensions between different economic and political systems.
• 1.C – Analyze and explain developments in world history from 8000 BCE through 1450 C.E. including the rise and fall of civilizations and/or societies in two or more world regions.
  • 1.C.1 – Analyze and explain key themes such as emergence of agriculture, development of world religions, empires, and trade.
• 1.D – Analyze and explain unifying threads in world history from 1450 to the present such as colonization, global commerce, and challenges to democracy and human rights
• 1.E – Analyze and explain key themes and developments in Washington State history such as indigenous cultures; tribal sovereignty; regional settlement; labor movements; and economic and entrepreneurial trends.

The candidate demonstrates proficiency in interpretation of historical events.

• 2.A – Analyze multiple complex causes and effects of historical events.
  • 2.A.1 – Analyze and synthesize multiple interpretations and perspectives about historical events.
  • 2.A.2 – Analyze the role of individuals and groups in shaping historical events.

The candidate demonstrates proficiency in historical inquiry.

• 3.A – Utilize academic language and processes (e.g., claim, revision) necessary for inquiry-based learning in history.
  • 3.A.1 – Develop essential historical questions and learner-centered investigations.
  • 3.A.2 – Apply historical concepts and tools (e.g., causality, chronology, perspective).
  • 3.A.3 – Evaluate diverse sources and evidence (e.g., identification, sourcing, reliability).
  • 3.A.4 – Form and communicate conclusions.

Candidate demonstrates proficiency in using history to understand the present and inform choices for the future.

• 4.A – Critique historical analogies to understand the present and inform choices for the future.
  • 4.A.1 – Explain how the perspectives of people in the present shape interpretations of the past.

The candidate enables students to develop and apply essential history concepts and skills.

• 5.A – Create a learner-centered classroom environment that supports the development of deliberative and interpretive discussion skills.
  • 5.A.1 – Evaluate diverse viewpoints.
  • 5.A.2 – Utilize processes and roles appropriate for learning context.
  • 5.A.3 – Utilize appropriate formats (e.g., whole and small group discussion, seminar, deliberation).
• 5.B – Support the discussion of controversial issues by:
  • 5.B.1 – Teaching academic language such as historical evidence, opinion, reasoned argumentation, sentence frames.
  • 5.B.2 – Modeling behaviors such as respectful language and interactions, active listening, cultural competence.
• 5.C – Engages students in a process of school-community involvement (e.g., involving students within the community, integrating the resources of the community, and acknowledging the history of a place).
• 5.D – Supports inquiry and critical thinking through the skillful use of questioning.
• 5.E – Teaching students strategies to acquire information through:
  • 5.E.1 – Close, interpretive reading of informational texts, speaking, listening and writing skills that support a reasoned position.
  • 5.E.2 – Locating, acquiring, and evaluating information from multiple sources for a variety of purposes.
  • 5.E.3 – Using close, comparative reading of primary and secondary source materials appropriately.