• A 1901 sketch of Theodore Roosevelt taking the oath of office in Buffalo, NY.

    Theodore Roosevelt Inaugural

    National Historic Site New York

Reporting History Curriculum Links

NY State Standards

for Reporting History

The following list includes social studies and English language arts standards related to a guided visit to the Theodore Roosevelt Inaugural Site. Pre & Post-visit lesson plans list relevant standards separately.

SOCIAL STUDIES

Standard 1: 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 and New York.

1.1 The study of New YorkState 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.

Students:

• know the roots of American culture, its development from many different traditions, and the ways many people from a variety of groups and backgrounds played a role in creating it.

• understand the basic ideals of American democracy as explained in the Declaration of Independence and the Constitution and other important documents.

• explain those values, practices, and traditions that unite all Americans.

For example:

compare the characters and events described in historical fiction with primary sources such as historic sites themselves; artifacts of the time found in museums and at state historic sites; journals, diaries, and photographs of the historical figures in stories; and news articles and other records from the period in order to judge the historical accuracy and determine the variety of perspectives included in the story.

1.3 Study about the major social, political, economic, cultural, and religious developments in New YorkState and United States history involves learning about the important roles and contributions of individuals and groups.

Students:

• gather and organize information about the important accomplishments of individuals and groups, including Native American Indians, living in their neighborhoods and communities.

• classify information by type of activity: social, political, economic, technological, scientific, cultural, or religious.

• identify individuals who have helped to strengthen democracy in the United States and throughout the world.

This is evident, for example, when students:

· listen to and participate in classroom debates and discussions of important events and people in U. S. history and New York history, and examine more than one viewpoint on some events and people.

· discuss heroes, why some people are heroes, and why some individuals might be heroes to certain groups and not to others.

1.4 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.

Students:

• consider different interpretations of key events and/or issues in history and understand the differences in these accounts.

• explore different experiences, beliefs, otives, and traditions of people living in their neighborhoods, communities, and State.

• view historic events through the eyes of those who were there, as shown in their art, writings, music, and artifacts.

This is evident, for example, when students:

· read historical narratives, literature, and many kinds of documents and investigate building, tools, clothing, and artwork to explore key events and/or issues in the history of their city, community, neighborhood, state, and nation; summarize the main ideas evident in the source and identify the purpose or point of view from which the source was created; discuss how interpretations or perspectives develop and change as new information is learned.

· visit historic sites, museums, libraries, and memorials to gather information about important events that affected their neighborhoods, communities, or region.

· explore the literature, oral traditions, drama, art, architecture, music, dance, and other primary sources of a particular historic period.

Standard 3: Geography

3.1 Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.

Standard 4: Economics

4.2 Economics requires the development and application of the skills needed to make informed and well-reasoned economic decisions in daily and national life.

Students:

• collect economic information from textbooks, standard references, newspapers, periodicals, and other primary and secondary sources.

• make hypotheses about economic issues and problems, testing, refining, and eliminating hypotheses and developing new ones when necessary. This is evident, for example, when students:

collect and discuss newspaper articles about economic issues and problems affecting their community, region, or the State.

Standard 5: Civics, Citizenship & Government

5.1 The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by people across time and place regarding power, authority, governance, and law.

Students:

• know the meaning of key terms and concepts related to government, including democracy, power, citizenship, nation-state, and justice.

• explain the probable consequences of the absence of government and rules.

• describe the basic purposes of government and the importance of civic life.

5.2 The state and federal governments established by the Constitutions of the United States and the State of New York embody basic civic values (such as justice, honesty, self-discipline, due process, equality, majority rule with respect for minority rights, and respect for self, others, and property), principles, and practices and establish a system of shared and limited government.

Students:

•understand the basic civil values that are the foundation of American constitutional democracy.

5.3 Central to civics and citizenship is an understanding of the roles of the citizen within American constitutional democracy and the scope of a citizen’s rights and responsibilities.

• examine what it means to be a good citizen in the classroom, school, home, and community.

• identify and describe the rules and responsibilities students have at home, in the classroom, and at school.

• understand that effective, informed citizenship is a duty of each citizen, demonstrated by jury service, voting, and community service.

ENGLISH LANGUAGE ARTS STANDARDS

READING

Standard 1: Students will:

· read, write, listen, and speak for information and understanding.

· make inferences and draw conclusions on the basis of information from the text, with assistance.

· collect and interpret data, facts, and ideas from unfamiliar texts.

· compare and contrast information on one topic from two different sources

Standard 3: Students will:

· read, write, listen, and speak for critical analysis and evaluation.

· use opinions and reactions of teachers and classmates to evaluate personal interpretation of ideas, information, and experience

· recognize how language and illustrations are used to persuade in printed and filmed advertisements and in texts, such as letters to the editor

WRITING

Standard 1: Students will:

· read, write, listen, and speak for information and understanding.

· take notes to record data, facts, and ideas both by following teacher direction and by writing independently.

LISTENING

Standard 1: Students will:

· read, write, listen, and speak for information and understanding.

· acquire information and/or understand procedures.

· identify a main idea, essential details, and supporting details.

· determine a sequence of steps given.

· identify a conclusion that summarizes the main idea.

· interpret information by drawing upon prior knowledge and experience.

SPEAKING

Standard 1: Students will:

· read, write, listen, and speak for information and understanding.

· ask clarifying questions.

· summarize.

· state a main idea with supporting examples and details.

· explain a line of reasoning.

· present a short oral report, using a variety of sources.

- speak loudly enough to be heard by the audience.

- use gestures appropriate to convey meaning.

Standard 4: Students will:

· read, write, listen, and speak for social interaction.

· respect the age, gender, position, and cultural traditions of the listener when speaking.

· use the rules of conversation, such as avoid interrupting and respond respectfully.

Did You Know?

Theodore Roosevelt as a boy

As a boy, Theodore Roosevelt watched Abraham Lincoln's funeral parade pass through the streets of New York City in 1865. More...