To fight Mexico, the United States had to mobilize, equip, and transport a large force, including
Grade Range: 4-12
Resource Type(s): Reference Materials, Primary Sources
Date Posted: 5/27/2009
Students will learn about the importance of salmon fishing to the Native Americans of the Pacific Northwest, and the communities that developed around the Atlantic cod, Chesapeake oyster, Columbia River salmon and whaling industries in this section of On the Water: Stories from Maritime America, an online exhibition. Oceans, seacoasts, and rivers have long been sources of food and profit. From tiny villages to bustling seaports, communities have harvested fish, whales, and other marine resources to survive.
Historical Thinking Standards (Grades K-4)
Standards in History (Grades K-4)
United States History Standards (Grades 5-12)
2: Massive immigration after 1870 and how new social patterns, conflicts, and ideas of national unity developed amid growing cultural diversity
3: The rise of the American labor movement and how political issues reflected social and economic changes
4: Federal Indian policy and United States foreign policy after the Civil War
Historical Thinking Standards (Grades 5-12)
2B: Reconstruct the literal meaning of a historical passage.
2C: Identify the central question(s) the historical narrative addresses.
2D: Differentiate between historical facts and historical interpretations.
2E: Read historical narratives imaginatively.
2F: Appreciate historical perspectives.
2G: Draw upon data in historical maps.
2H: Utilize visual, mathematical, and quatitative data.
2I: Draw upon the visual, literary, and musical sources.
3B: Consider multiple perspectives.
3C: Analyze cause-and-effect relationships.
3D: Draw comparisons across eras and regions in order to define enduring issues.
3E: Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.
3F: Compare competing historical narratives.
3G: Challenge arguments of historical inevitability.
3H: Hold interpretations of history as tentative.
3I: Evaluate major debates among historians.
3J: Hypothesize the influence of the past.