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.
