ETSC: Technology & the EALRs - History
The student examines and understands major ideas, eras, themes, developments, turning points, chronology, and cause-&-effect relationships in U.S., world, and Washington History.
Using electronic reference materials, databases, chronology and simulation software, students will understand historical time, chronology, and causation. (Examples: use of CD's and on-line databases, as well as simulation software, to research and investigate cause-&-effect relationships of historical events; use of FileMaker Pro to group events and individuals by historical eras; use of Tom Snyder's TimeLiner software to create timelines that explain patterns of historical continuity and change;
Using electronic reference materials on CD's and the Internet, students will analyze the historical development of events, people, places, and patterns of life in the U.S., world and Washington State history. (Example: using a CD-ROM on the Civil War to identify and explain major issues, movements, people, and events in U.S. history)
Using CD-ROM's and the Internet, students will examine the influence of culture on U.S., world and Washington State history. (Examples: the use of Microsoft's Nations CD to examine the influence of Native Americans on U.S. history; the use of the Internet to research different cultures)
The student applies the methods of social science investigation to investigate, compare and contrast interpretations of historical events.
Using historical CD's and Internet sites, as well as video and interactive video-conferencing, students will investigate and research. (Examples: use of electronic encyclopedias on CD-ROM to locate and collect information in the form of text, graphics, animations and desktop video; use of the Internet to research topics; use of videotapes, laserdisks, satellite transmissions to investigate historical topics; use of interactive video-conferencing to obtain further information from an expert)
Using word processors, databases, spreadsheets and concept-mapping software, students will analyze historical information. (Examples: use of word processors to record information in a text format; use of databases and spreadsheets to organize, sort, filter and report on various categories of information; use of Inspiration to visually display information as it is compared and contrasted)
Using productivity software, students will synthesize information and reflect on findings. (Example: use of spreadsheet charts and graphs to interpret/synthesize info)
The student understands the origin and impact of ideas and technological developments on history and social change.
Using historical CD's and Internet sites, as well as video and interactive video-conferencing, as well as publishing and presentation software, students will explain the origin and impact of an idea on society. (Examples: the use of on-line resources to research the effect of land rights or free speech; the use of publishing software to create a quality report or a website about abolitionism; the use of video-conferencing to interactive with a Protestant minister and a Catholic priest to examine how Protestantism and Catholicism have conflicted with each other and shaped history)
Using timelining software, historical CD's and Internet sites, students will analyze how historical conditions shape ideas and how ideas change over time. (Examples: use of Tom Snyder's TimeLiner to track historical conditions of a period of time; use of electronic reference materials on CD and the Internet to research historical content)
Using timelining software, historical CD's and Internet sites, students understand how ideas and technological developments influence people, resources, and culture. (Examples: use of Tom Snyder's TimeLiner to technology advancements over a period of time, and the simultaneous changes in values, beliefs and attitudes; use of electronic reference materials on CD and the Internet to research technological developments)