• Skip to primary navigation
  • Skip to main content
  • Skip to primary sidebar
  • Skip to footer

Professional Educator Standards Board

A-Z Topic Index

facebook logoteal twitter iconyoutube logo
  • Home
  • Educator pathways
    • Alternative routes to teacher certification
      • Alternative routes descriptions
      • Find an alternative route program
    • Becoming an educator
      • Find a preparation program
      • Find an endorsement offering
    • Recruiting Washington Teachers (RWT)
      • RWT curriculum and resources
      • RWT reports
    • Educators of the deaf and visually impaired
  • Workforce
    • Assignment
      • Educational staff associate
      • Teacher
    • Developing current educators
      • Certification standards and renewal
      • Clock hours
      • Educator retooling conditional loan scholarship
      • Endorsements
      • Pipeline for paraeducators conditional loan scholarship
      • Professional growth plans (PGPs)
    • District workforce data
    • Educator shortage
    • Human resources support
  • Preparation programs
    • Approval
      • Become a new program
      • Change an approved program
      • Course approval
      • Offer an endorsement
    • Review
      • 27-month review
      • Annual reporting
      • Program review by educator role
    • Standards and requirements
      • Educator assessments
      • Endorsement competencies
      • Field placement plans
      • Instructional topic requirements
      • PGP for program completion
      • Program standards
      • Role standards
  • Paraeducator program
    • District implementation
      • District reimbursement
    • Minimum employment requirements
    • Program components
  • Resources & reports
    • Reports
      • Braille competency reports
      • Educator assessment system report
      • Educator shortage report
      • Grow Your Own teachers report
      • Testing barriers in Washington State report
      • The potential of micro-credentials in Washington state report
    • Data portal
    • Handouts
    • Online learning
  • Innovation to policy
    • Equity initiatives
    • “Grow Your Own” Initiative
    • Innovation archive
    • Legislative priorities
    • Workgroups
      • Advancing equity workgroup
      • Case-by-case exceptions
      • Credentialing for educators of the blind and visually impaired
      • Credentialing for educators of the deaf
      • CTE program review
      • Educator assessment system
      • Educator professional growth
      • Paraeducator Board subcommittees
      • Professional educator collaborative
      • Professional practice
      • Standards, approval, and review committee
    • Grants & pilots
      • Advancing equity grant
      • Alternative routes block grant
      • Collaborative schools for innovation and success
      • Educational service district alternative routes grant
      • “Grow Your Own” Pilot Program
      • Micro-credential pilot grant
      • Multiple measures pilot for the edTPA
      • Recruiting Washington Teachers – Bilingual Educators Initiative
      • Recruiting Washington Teachers grant
      • Teaching Equity Grant
  • About us
    • Contact us
    • COVID-19 resources
    • Meet our Executive Director
    • News
    • PESB and Paraeducator Board rule making
    • Strategic plan
    • About the Professional Educator Standards Board
      • Board member resources
      • PESB members
    • About the Paraeducator Board
      • Board member resources
      • Paraeducator Board members
    • Board meetings
      • Previous Paraeducator Board meetings and materials
      • Previous PESB meetings and materials
You are here: Home / Preparation programs / Standards and requirements / Endorsement competencies / History (2015)

History (2015)

The candidate understands historical thinking as a process of chronological reasoning which includes knowing and examining issues of causality, connections, significance, and context with the goal of developing credible explanations of historical events and developments (including local, state, tribal, national, regional, world) based on reasoned interpretation of evidence.

1.0 Historical Chronology

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.

 

2.0 Historical Interpretation

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.

 

3.0 Historical Inquiry

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.

 

4.0 Using History

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.

 

5.0 History Pedagogy

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.

Primary Sidebar

  • Preparation programs
    • Approval
      • Become a new program
      • Change an approved program
      • Course approval
      • Offer an endorsement
    • Review
      • 27-month review
      • Annual reporting
        • Data administrators
      • Program review by educator role
        • Principal indicators
        • Teacher indicators
    • Standards and requirements
      • Educator assessments
        • Assessments resource hub
        • Basic Skills
          • WEST-B exemptions and equivalent assessments
        • Content knowledge
          • WEST-E/NES equivalent tests
        • Performance
          • edTPA coordinators
          • edTPA policy
      • Endorsement competencies
        • National standards and competencies adoption
      • Field placement plans
      • Instructional topic requirements
        • Issues of abuse
        • Paraeducator supervision and support
        • Since Time Immemorial (STI)
        • Social Emotional Learning (SEL)
        • Teacher and Principal Evaluation Program (TPEP)
      • PGP for program completion
      • Program standards
        • PEAB
      • Role standards

Footer

Seal of the state of Washington

Professional Educator Standards Board

Old Capitol Building
600 Washington Street SE
Olympia, WA 98504-7236

PESB@k12.wa.us
Paraboard@k12.wa.us

(360) 725-6275

STAY UPDATED

Sign up with your email address to receive news and event information.

Copyright © 2021 · Staff Intranet