Horn icon. This link bypasses navigation taking you directly to the contents of this page.

 

Inquiry Question

Historical Context

Maps

Readings

Images

Activities

Table of
Contents




Curriculum Standards for Social Studies
National Council for the Social Studies

The Battle of Horseshoe Bend: Collision of Cultures
relates to the following Social Studies Standards:

    Theme I: Culture

  • Standard B - The student explains how information and experiences may be interpreted by people from diverse cultural perspectives and frames of reference.
  • Standard E - The student articulates the implications of cultural diversity, as well as cohesion, within and across groups.

    Theme II: Time, Continuity and Change

  • Standard C - The student identifies and describes selected historical periods and patterns of change within and across cultures, such as the rise of civilizations, the development of transportation systems, the growth and breakdown of colonial systems, and others.
  • Standard D - The student identifies and uses processes important to reconstructing and reinterpreting the past, such as using a variety of sources, providing, validating, and weighing evidence for claims, checking credibility of sources, and searching for causality.
  • Standard E - The student develops critical sensitivities such as empathy and skepticism regarding attitudes, values, and behaviors of people in different historical contexts.
  • Standard F - The student uses knowledge of facts and concepts drawn from history, along with methods of historical inquiry, to inform decision-making about and action-taking on public issues.

    Theme III: People, Places, and Environment

  • Standard A - The student elaborates mental maps of locales, regions, and the world that demonstrate understanding of relative location, direction, size, and shape.
  • Standard B - The student creates, interprets, uses, and distinguishes various representations of the earth, such as maps, globes, and photographs.
  • Standard D - The student estimates distance, calculate scale, and distinguishes other geographic relationships such as population density and spatial distribution patterns.
  • Standard H - The student examines, interprets, and analyzes physical and cultural patterns and their interactions, such as land use, settlement patterns, cultural transmission of customs and ideas, and ecosystem changes.
  • Standard I - The student describes ways that historical events have been influenced by, and have influenced, physical and human geographic factors in local, regional, national, and global settings.

    Theme IV: Individual Development and Identity

  • Standard E - The student identifies and describes ways regional, ethnic, and national cultures influence individuals' daily lives.

    Theme VI: Power, Authority, and Governance

  • Standard B - The student describes the purpose of government and how its powers are acquired, used, and justified.
  • Standard C - The student analyzes and explains ideas and governmental mechanisms to meet needs and wants of citizens, regulate territory, manage conflict, and establish order and security.
  • Standard D - The student describes the ways nations and organizations respond to forces of unity and diversity affecting order and security.
  • Standard F - The student explains conditions, actions, and motivations that contribute to conflict and cooperation within and among nations.

 

Back to About This Lesson

Comments or Questions
Privacy & Disclaimer

TCP
National Park Service arrowhead with link to NPS website.