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ERIC Number: ED483178
Record Type: Non-Journal
Publication Date: 2004-Jun
Pages: 32
Abstractor: ERIC
Reference Count: 17
ISBN: N/A
ISSN: N/A
Exemplary History Benchmarks Among the Seven States in the Central Region.
Kendall, John S.; Rode, Lisa; Snyder, Chris
Mid Continent Research for Education and Learning
This publication provides a list of history standards and benchmarks embodying content that is highly valued nationally and in the Central Region states (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming). It is intended to assist curriculum directors, social studies coordinators, and others who seek to identify important history content and focus classroom instruction on the most important content. A previous McREL study synthesized the history content present in documents from a handful of states that were highly rated by reputable national organizations, specifically, the American Federation of Teachers and the Fordham Foundation. The resulting list of exemplary content was used as the reference document for the present study. The history content in state standards documents for the seven-state Central Region was compared against this list to identify content that was highly valued nationally and commonly found among the seven states. Three benchmarks were found to be common to all seven states in the preliminary analysis, while 86 of the 201 benchmarks were common among five, six or seven states. Overall, of the exemplary benchmarks from the 2000 study, 43 percent were found in at least five of the seven states. These benchmarks appeared across all history sub-disciplines. This report presents the benchmarks in grade ranges that reflect the structure of the 2000 study. It also includes a list of highly valued standards and benchmarks that were rarely found in the state standards documents in the Central Region.
Publication Type: Reports - General
Education Level: Elementary Secondary Education
Audience: Teachers; Practitioners
Language: English
Sponsor: U.S. Department of Education, Institute for Education Sciences.
Authoring Institution: Mid Continent Research for Education and Learning