Learning About the World

Social Studies


History

Goal 1: Children develop concepts about the passage of time, how the past has been interpreted, and the ability to connect the past with the present.

By the end of each age group or grade level, most children will have met prior age group or grade level standards in this domain.

Infants Through Older Toddlers

Infants

(0-12 Months)

  1. Notice daily routines
  2. Respond to changes in daily routines

Young Toddlers

(9-18 Months)

  1. Adapt to some changes in daily routines
  2. Participate in imitative play of simple actions observed in the recent past (e.g., feeding doll)

Older Toddlers

(18-36 Months)

  1. Demonstrate through imitative play events observed in the past (e.g., going shopping)
  2. Follow routines with simple sequence of events practiced in the past (e.g., wash hands before snack)
Younger Preschoolers Through Kindergartners

Younger Preschoolers

(36-48 months)

  1. Relate a personal story from the past with assistance (e.g., When I was a baby…”
  2. Use concepts of yesterday, tomorrow, a long time ago with assistance
  3. Describe sequence of simple routines (e.g., flush toilet then wash hands) with reminders

Older Preschoolers

(48-60 months)

  1. Differentiate between past, present, and future
  2. Describe events that happened in the past (e.g., family or personal history)
  3. Explain how people live and what they do changes over time
  4. Use concepts of before, after, yesterday, tomorrow with good accuracy
  5. Describe sequence of routines (e.g., getting ready to go outside) practiced in the past with good accuracy

Kindergartners

  1. Differentiate between past, present, and future
  2. Identify objects from long ago and today
  3. Connect the past with the present by describing the way family life has changed and stayed the same over time
  4. Identify how events and people have shaped their families
  5. Investigate the different ways that humans interpret history by: (1) collecting information about the past by interviewing a parent or grandparent, and (2) differentiating among fact, opinion, and interpretation when sharing stories or retelling events
  6. Place events from own lives in correct sequence
  7. Demonstrate understanding of past, present, and future by constructing a timeline of events in own lives
  8. Differentiate between broad categories of time (e.g., yesterday, today, tomorrow, long ago)
  9. Identify an important event in their lives
First Graders Through Third Graders

First Graders

  1. Connect the past with the present by classifying objects from long ago and today (e.g., sorting pictures or objects into two groups: “long ago” and “today”)
  2. Connect the past with the present by describing ways that school life has both changed and stayed the same over time (e.g., a one-room schoolhouse vs. modern schools)
  3. Identify how events and people have shaped their schools or towns (e.g., How does life change when one moves to a different town?)
  4. Collect information about the past (e.g., through interviews, photos and artifacts)
  5. Differentiate among fact, opinion, and interpretation of classroom situations, stories, and other media
  6. Place events that occurred within the school or community setting in their correct sequence
  7. Construct a time line of events in the history of their own or another family, or of the school or community
  8. Measure calendar time by days, weeks, and months (e.g., How old are you?)
  9. Identify an important event in their lives and/or schools, and discuss changes that resulted (e.g., after the new baby arrived, I had to share a bedroom with my sister)

Second Graders

  1. Connect the past with the present by classifying objects from long ago and today (e.g., sorting pictures or objects into two groups: “long ago” and “today”)
  2. Connect the past with the present by describing ways that school life has both changed and stayed the same over time (e.g., a one-room schoolhouse vs. modern schools)
  3. Identify how events and people have shaped their schools or towns (e.g., How does life change when one moves to a different town?)
  4. Collect information about the past (e.g., through interviews, photos and artifacts)
  5. Differentiate among fact, opinion, and interpretation of classroom situations, stories, and other media
  6. Place events that occurred within the school or community setting in their correct sequence
  7. Construct a time line of events in the history of their own or another family, or of the school or community
  8. Measure calendar time by days, weeks, and months (e.g., How old are you?)
  9. Identify an important event in their lives and/or schools, and discuss changes that resulted (e.g., after the new baby arrived, I had to share a bedroom with my sister)

Third Graders

  1. Explain differences between historic and present day objects in Vermont, and identifying how the use of the object and the object itself changed over time
  2. Describe ways that life in the community and Vermont has both changed and stayed the same over time
  3. Examine how events, people, problems and ideas have shaped the community and Vermont
  4. Identify and use various sources for reconstructing the past (e.g., documents, letters, diaries, photos)
  5. Differentiate among fact, opinion, and interpretation in various events
  6. Group historical events by broadly defined eras in the history of their local community and state
  7. Construct time lines of significant historical developments in the community and state, identifying the dates at which each occurred.
  8. Interpret data presented in time lines
  9. Measure calendar time by days, weeks, months, years, decades, and centuries (e.g., How old is your town?).
  10. Make predictions and/or decisions based on an understanding of the past and the present
  11. Identify an important event in their communities and/or Vermont, and describe a cause and an effect of that event (e.g., Excessive rain caused the flood of 1927)

Vermont Agency of Education
Secretary Daniel M. French
219 North Main Street, Suite 402
Barre, VT 05641

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