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OUSD K-12 History / Social Studies Standards

9th-12th GRADE HISTORICAL THINKING STANDARDS
Part 1 | Part 2

OUSD Historical Thinking Standards Overview : Part 1 | Part 2 | Part 3 | Terminology
OUSD Historical Thinking Sample Assignments : Grade 10 | Grade 11 | Grade 12
OUSD Historical Thinking Model Lesson : Grade 10 | Grade 11 | Grade 12

3.
Diversity :
Multiple Perspectives
What students should
be able to do:

1) Students examine beliefs, values, and conditions of life of a variety of different people from different times and places.

2) Students imaginatively place themselves in the position of others in different circumstances - today or in the past - and explain what things would look like from those other people's positions. They explain differences between two or more participants' views of a particular event. They tell a story incorporating the views of mul-tiple characters. They understand that the meaning of a story or history changes, depending upon which participant's viewpoint is placed at the center.

3) Students understand the importance of considering the actions and perspectives of all of those involved in a particular event. They discuss how a person's circumstances were connected to how they viewed the world (e.g. a person who lived in the desert valued water highly; an enslaved person saw being able to travel as part of the meaning of freedom).

4) Students do not dismiss others because they are different. They value diversity; they value the attempt to understand why others act as they do.

5) Students understand that it is not sufficient to "imagine" multiple perspectives. They seek and are able to interpret evidence of various historical actors' views and perspectives in order to construct histori-cal accounts. They understand that it is difficult to understand others' assumptions and values without superimposing one's own.

4.
Historical
Interpretation

What students should
be able to do:

1) Students understand that different interpretations of the same events may be the result of different questions being asked, or different sources being used, or different perspectives of the authors.

2) Students understand that historical interpretations have changed over time.

3) Students describe the strengths and weaknesses of different historical interpretations, based on their authors' use of evidence and their inclusion of multiple perspectives.

4) Students explain why different groups interpret and use history indifferent ways.

5) Students use multiple primary and secondary sources to construct a narrative of a historical event.

5 .
Determining Historical/
Geographical Significance

What students should
be able to do:

1) Students explain how certain events and decision's had consequences for others. They evaluate the consequences as positive or negative (or a combination of the two).

2) Students show the connections, causal and otherwise, between particular historical events and larger social, economic, and political trends and developments.

3) Students justify their own judgments of the historical significance-of particular events or people.

4) Students distinguish between the significant and trivial details, in relation to a particular historical development or account.

5) Students understand that different historical events, people, and trends may have different significance for different groups or indi-viduals.

6) Students understand the significance of place in people's lives and in shaping historical events.

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