History Standard Two - Grades 6-8

Sample Activities

Students might be asked to compare an autobiographical narrative with several historical assessments of the subject in order to analyze the credibility of the autobiography [Analysis].

After examining maps and accounts of westward migrations in the United States during the 19th century, students might create a map which shows the patterns and extent of those migrations on a decade by decade basis [Analysis].

This activity connects with Geography Standard One.

Students might read a series of letters or documents written by a significant historical personage and suggest possible motivations for writing the documents or the objectives toward which the documents were aimed (e.g., letters of Abigail Adams or Frederick Douglass; the letters of St. Paul, the philosophical writings of Confucius, Mencius, and Lao-T'ze) [Analysis; content]

This activity would complement attainment of the Civics standard if the individuals chosen expressed their opinions and beliefs about fundamental questions of policy, government, or citizenship.

After examining representative samples of poetry, folk-tales, dram, or literature from several different world civilizations (or from one society at different periods), students might analyze them for similarities in theme and structure [Analysis; content].

This activity lends itself to a greater theme of exploring the commonalties of different cultures, and it might be possible to have students bring from home examples from their own family traditions.

Students might examine the philosophy, literature, religion, and artwork of an ancient civilization and look for persistent themes and influences on the modern world (e.g., Greek ideas about democracy, Confucian philosophy, Roman laws, Muslim architecture) [Analysis; interpretation; content].

to History Standard Two.