In the early nineteenth century, lighthouses in the United States were considered inferior to tho
Grade Range: 4-12
Resource Type(s): Reference Materials, Primary Sources, Reference Materials
Date Posted: 5/27/2009
Students will learn how commerce on the Great Lakes, canals and rivers played an important role in the development of the country in this section of On the Water: Stories from Maritime America, an online exhibition. The country's vast system of rivers and lakes has helped people settle the land and create communities. Students will also explore the realities of life and work on the inland waterways of the United States, and the professions and technologies that developed to safely navigate the perils of these vital waterways.
Historical Thinking Standards (Grades K-4)
Standards in History (Grades K-4)
United States History Standards (Grades 5-12)
2: How the industrial revolution, increasing immigration, the rapid expansion of slavery, and the westward movement changed the lives of Americans and led toward regional tensions
2: How the New Deal addressed the Great Depression, transformed American federalism, and initiated the welfare state
3: The causes and course of World War II, the character of the war at home and abroad, and its reshaping of the U.S. role in world affairs
World History Standards (Grades 5-12)
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.