THE TRANSCONTINENTAL RAILROAD
National Council for the Social Studies Standards
(Executive
Summary)
I.
Culture: Social Studies programs should include experiences that provide
for the study of culture and cultural diversity.
II.
Time, continuity and change: Social Studies programs should include
experiences that provide for the study of the ways human beings view themselves
in and over time.
III.
People, places, and Environments: Social Studies programs should include
experiences that provide for the study of people, places, and environments.
IV.
Individual Development and Identity: Social studies programs should
include experiences that provide for the study of individual development and
identity.
V.
Individuals, Groups and Institutions: ...
for the study of interactions among individuals, groups, and
institutions.
VI.
Production, Distribution and Consumption: ... for the study of how people
organize for the production, distribution, and consumption of goods and
services.
VII.
Science, Technology, and Society: ...
for the study of relationships among science, technology and society.
VIII.
Global Connections: for the
study of global connections and interdependence.
1.
Understands that scarcity of productive resources requires choices that generate
opportunity costs
6.
Understands the roles government plays in the United States economy
1.
Understands the characteristics and uses of maps, globes, and other geographic
tools and technologies
2.
Knows the location of places, geographic features, and patterns of the
environment
3.
Understands the characteristics and uses of spatial organization of Earth's
surface
4.
Understands the physical and human characteristics of place
5.
Understands the concept of regions
6.
Understands that culture and experience influence people's perceptions of places
and regions
9.
Understands the nature, distribution and migration of human populations on
Earth's surface
10.
Understands the nature and complexity of Earth's cultural mosaics
11.
Understands the patterns and networks of economic interdependence on Earth's
surface
12.
Understands the patterns of human settlement and their causes
13.
Understands the forces of cooperation and conflict that shape the divisions of
Earth's surface
14.
Understands how human actions modify the physical environment
15.
Understands how physical systems affect human systems
16.
Understands the changes that occur in the meaning, use, distribution and
importance of resources
17.
Understands how geography is used to interpret the past
18.
Understands global development and environmental issues
6.
Transportation
a. Transportation was very important for Iowa's
early pioneers. Not only was it important for people coming to Iowa, but after
arriving, people relied on transportation for their livelihoods.
b. The major means of commercial transportation -
steamboat, stagecoach, and railroad - developed significantly during the 19th
century.
c. Each of these means of transportation had
positive and negative aspects, and each helped Iowa develop economically.
d. The railroad was the most important form of
transportation for 19th-century Iowa. It was faster and more dependable than any
other form of transportation. It greatly assisted new settlers coming to the
state and also aided in the development of new industry.
Era
6 - The Development of the Industrial United States (1870-1900)
16.
Understands how the rise of corporations, heavy industry, and mechanized
farming transformed American society
17.
Understands massive immigration after 1870 and how new social patterns,
conflicts, and ideas of national unity developed amid growing cultural diversity
18.
Understands the rise of the American labor movement and how political
issues reflected social and economic changes
19. Understands federal Indian policy and United States foreign policy after the Civil War
1.DEMONSTRATES ABILITY TO ENHANCE ACADEMIC PERFORMANCE AND SUPPORT FOR AND IMPLEMENTATION OF THE SCHOOL DISTRICT'S STUDENT ACHIEVEMENT GOALS. The teacher:
a.
Provides evidence of student learning to students, families, and staff.
b.
Implements strategies supporting student, building, and district goals
c.
Uses student performance data as a guide for decision-making.
d.
Accepts and demonstrates responsibility for creating a classroom culture that
supports the learning of every student.
e.
Creates an environment of mutual respect, rapport, and fairness.
f.
Participates in and contributes to a school culture that focuses on improved
student learning.
g.
Communicates with students, families, colleagues, and communities effectively
and accurately.
2. DEMONSTRATES COMPETENCE IN CONTENT KNOWLEDGE APPROPRIATE TO THE TEACHING POSITION. The teacher:
a.
Understands and uses key concepts, underlying themes, relationships, and
different perspectives related to the content area.
b.
Uses knowledge of student development to make learning experiences in the
content area meaningful and accessible for every student.
c.
Relates ideas and information within and across content areas.
d.
Understands and uses instructional strategies that are appropriate to the
content area.
3.
DEMONSTRATES COMPETENCE IN PLANNING AND PREPARING FOR INSTRUCTION. The teacher:
a.
Uses student achievement data, local standards and the district curriculum in
planning for instruction.
b.
Sets and communicates high expectations for social, behavioral, and academic
success of all students.
c.
Uses student developmental needs, background, and interests in planning for
instruction.
d.
Selects strategies to engage all students in learning.
e.
Uses available resources, including technologies, in the development and
sequencing of instruction.
4. USES STRATEGIES TO DELIVER INSTRUCTION THAT MEETS THE MULTIPLE LEARNING NEEDS OF STUDENTS. The teacher:
a.
Aligns classroom instruction with local standards and district curriculum.
b.
Uses research-based instructional strategies that address the full range of
cognitive levels.
c.
Demonstrates flexibility and responsiveness in adjusting instruction to meet
student needs.
d.
Engages students in varied experiences that meet diverse needs and promote
social, emotional, and academic growth.
e.
Connects students' prior knowledge, life experiences, and interests in the
instructional process.
f.
Uses available resources, including technologies, in the delivery of
instruction.
5.
USES A VARIETY OF METHODS TO MONITOR STUDENT LEARNING. The teacher:
a.
Aligns classroom assessment with instruction.
b.
Communicates assessment criteria and standards to all students and parents.
c.
Understands and uses the results of multiple assessments to guide planning and
instruction.
d.
Guides students in goal setting and assessing their own learning.
e.
Provides substantive, timely, and constructive feedback to students and parents.
f.
Works with other staff and building and district leadership in analysis of
student progress.
6.
DEMONSTRATES COMPETENCE IN CLASSROOM MANAGEMENT. The teacher:
a. Creates a learning community that encourages positive social interaction, active engagement, and self-regulation for every student.
b.
Establishes, communicates, models and maintains standards of responsible student
behavior.
c.
Develops and implements classroom procedures and routines that support high
expectations for learning.
d.
Uses instructional time effectively to maximize student achievement.
e.
Creates a safe and purposeful learning environment.
7.
ENGAGES IN PROFESSIONAL GROWTH. The teacher:
a.
Demonstrates habits and skills of continuous inquiry and learning.
b.
Works collaboratively to improve professional practice and student learning.
c.
Applies research, knowledge, and skills from professional development
opportunities to improve practice.
8.
FULFILLS PROFESSIONAL RESPONSIBILITIES ESTABLISHED BY THE SCHOOL DISTRICT. The
teacher:
d.
Demonstrates an understanding of and respect for all learners and staff.
e.
Collaborates with students, families, colleagues, and communities to enhance
student learning.
Other
Professional Standards:
Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
Students are proficient in the use of technology.
Social, ethical, and human issues
Students understand the ethical, cultural, and societal issues related to technology.
Students practice responsible use of technology systems, information, and software.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology-enhanced models, prepare publications, and produce other creative works.
Technology communications tools
Students use telecommunications to collaborate, publish, and interact with peers, experts, and other audiences.
Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
Technology problem-solving and decision-making tools
Students use technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving problems in the real world.
Information
Literacy
Standard
1: The
student who is information literate accesses information efficiently and
effectively.
Standard
2: The
student who is information literate evaluates information critically and
competently.
Standard
3: The
student who is information literate uses information accurately and creatively.
Independent
Learning
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
Social
Responsibility
Standard
7: The
student who contributes positively to the learning community and to society is
information literate and recognizes the importance of information to a
democratic society.
Standard
8: The
student who contributes positively to the learning community and to society is
information literate and practices ethical behavior in regard to information and
information technology.
Standard
9: The
student who contributes positively to the learning community and to society is
information literate and participates effectively in groups to pursue and
generate information.