Common Planner
K–12 Standards

Grade 3 through 5 History Standards

Other Alaska Social Studies sets

Perspectives

  • 1

    Explain why individuals and groups during the same historical period differed in their perspectives. SS.3‐5.21.1

    1. 3

      By the end of 3: Reflect upon why individuals and groups in Alaska differ in their perspectives of events in the state’s history.SS.3.1.21.1

    2. 4

      By the end of 4: Recognize the multiple individual and group perspectives relating to important or major events in history.SS.4.1.21.1

    3. 5

      By the end of 5: Summarize the perspectives of multiple individuals and/or groups when considering one or more major events in early U.S. history.SS.5.1.21.1

  • 2

    Explain connections among historical contexts and people’s perspectives at the time.SS.3‐5.21.2

    1. 3

      By the end of 3: Explain how the events of Alaska history contributed to the differing perspectives of Indigenous and non‐Indigenous peoples.SS.3.2.21.1

    2. 4

      By the end of 4: Explain how the events of U.S. history contributed to the differing perspectives of Indigenous and non‐Indigenous peoples across the United States, including Alaska Native groups.SS.4.2.21.1

    3. 5

      By the end of 5: Analyze connections among historical context and people’s perspectives in the American colonies.SS.5.2.21.1

  • 3

    Describe how people’s perspectives shaped the historical sources they created.SS.3‐5.21.3

    1. 3

      By the end of 3: Describe how people’s perspectives shaped the historical sources they created in Alaska. SS.3.3.21.1

    2. 4

      By the end of 4: Describe how people’s perspectives, both Indigenous and non‐Indigenous, shaped the historical sources they created.SS.4.3.21.1

    3. 5

      By the end of 5: Compare how people’s perspectives shaped the historical sources they created, including the foundational documents of the United States.SS.5.3.21.1

Historical Sources and EvidenceSS.3‐5.22

  • 1

    Summarize how different kinds of historical sources are used to explain events in the past.SS.3‐5.22.1

    1. 3

      By the end of 3: Use a variety of primary and secondary sources to explain significant historical events in Alaska.SS.3.1.22.1

    2. 4

      By the end of 4: Use a variety of primary and secondary sources to summarize key events in history from cultural regions across the United States.SS.4.1.22.1

    3. 5

      By the end of 5: Comparing and contrasting a variety of primary and secondary sources, analyze significant historical events in the United States.SS.5.1.22.1

  • 2

    Compare information provided by different historical sources about the past.SS.3‐5.22.2

    1. 3

      By the end of 3: Gather information from multiple historical sources about major events in Alaska’s history.SS.3.2.22.1

    2. 4

      By the end of 4: Gather different kinds of historical sources and summarize how they are used to explain events in the past.SS.4.2.22.1

    3. 5

      By the end of 5: Gather and compare information provided by different historical sources about early American history.SS.5.2.22.1

  • 3

    Generate questions about multiple historical sources and their relationships to particular historical events and developments.SS.3‐5.22.3

    1. 3

      By the end of 3: Generate questions about multiple historical sources surrounding a single historical event or development in Alaska’s history.SS.3.3.22.1

    2. 4

      By the end of 4: Analyze the relationships between multiple historical sources surrounding a single event or development in U.S. history.SS.4.3.22.1

    3. 5

      By the end of 5: Formulate questions about multiple historical sources and their relationships to particular historical events and developments in U.S. history.SS.5.3.22.1

  • 4

    Infer the intended audience and purpose of a historical source from information within the source itself.SS.3‐5.22.4

    1. 3

      By the end of 3: Describe the purpose of an Alaska historical document.SS.3.4.22.1

    2. 4

      By the end of 4: Infer the intended audience of a historical source.SS.4.4.22.1

    3. 5

      By the end of 5: Using an early American historical source, infer the audience and purpose of the document.SS.5.4.22.1

  • 5

    Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose, to judge the extent to which the source is useful for studying a particular topic.SS.3‐5.22.5

    1. 3

      By the end of 3: Identify the maker, date, and place of origin of sources about a historical topic.SS.3.5.22.1

    2. 4

      By the end of 4: Use information about the maker, date, and place of origin of a source to determine whether a source is useful for studying a particular historical topic.SS.4.5.22.1

    3. 5

      By the end of 5: Use information about a historical source, including the maker, date, place of origin, intended audience, and purpose, to judge the extent to which the source is useful for studying a particular historical topic.SS.5.5.22.1

Change, Continuity, and ContextSS.3‐5.23

  • 1

    Create and use a chronological sequence of related events to compare developments that happened at the same time. SS.3‐5.23.1

    1. 3

      By the end of 3: Create timelines to show how events of Alaska history can be organized into time periods/eras.SS.3.1.23.1

    2. 4

      By the end of 4: Use a timeline or other representation of related events to compare developments that happened at the same time.SS.4.1.23.1

    3. 5

      By the end of 5: Create and use a chronological sequence of related events to compare developments that happened at the same time in early U.S. history.SS.5.1.23.1

  • 2

    Compare life in specific historical time periods to life today.SS.3‐5.23.2

    1. 3

      By the end of 3: Explain how life in various eras of Alaska history compares to life today.SS.3.2.23.1

    2. 4

      By the end of 4: Compare similarities and differences between a historic local cultural practice and a historic cultural practice from another region of the United States. SS.4.2.23.1

    3. 5

      By the end of 5: Analyze life in early American time periods as it compares to life today. SS.5.2.23.1

  • 3

    Generate questions about individuals and groups who have shaped significant historical changes and continuities.SS.3‐5.23.3

    1. 3

      By the end of 3: Generate questions about individuals and groups who have shaped Alaska history.SS.3.3.23.1

    2. 4

      By the end of 4: Generate questions about individuals and groups who have shaped history across the United States.SS.4.3.23.1

    3. 5

      By the end of 5: Generate questions about individuals and groups who shaped significant historical changes and continuities in early American history.SS.5.3.23.1

Historical ThinkingSS.3‐5.24

  • 1

    Explain probable causes and effects of events and developments.SS.3‐5.24.1

    1. 3

      By the end of 3: Identify and describe probable causes and effects of events and developments in Alaska history.SS.3.1.24.1

    2. 4

      By the end of 4: Describe and explain probable causes and effects of an event or development in the United States, including its effect on Alaska.SS.4.1.24.1

    3. 5

      By the end of 5: Analyze and explain probable causes and effects of events and developments in early American history.SS.5.1.24.1

  • 2

    Use evidence to develop a claim about the past.SS.3‐5.24.2

    1. 3

      By the end of 3: Identify and gather relevant evidence in support of a claim about an event in Alaska history.SS.3.2.24.1

    2. 4

      By the end of 4: Gather evidence from multiple sources to support a claim about how contributions made by various cultural and ethnic groups have shaped the history of Alaska and the United States.SS.4.2.24.1

    3. 5

      By the end of 5: Use evidence from multiple sources to develop a claim about how individuals and groups shaped early American history.SS.5.2.24.1

  • 3

    Summarize the central claim in a secondary work of history.SS.3‐5.24.3

    1. 3

      By the end of 3: [standard not addressed at this grade]

    2. 4

      By the end of 4: [standard not addressed at this grade]

    3. 5

      By the end of 5: Summarize the central claim in a secondary work of early American history.SS.5.3.24.1

Alaskan HistorySS.3‐5.25

  • 1

    Explore Alaska’s past and connect it to the present.SS.3‐5.25.1

    1. 3

      By the end of 3: Explore the cultures of Alaska, including why and how Indigenous and non‐Indigenous groups first came to Alaska.SS.3.1.25.1

    2. 4

      By the end of 4: Explain how national and global events impact Alaska, both in the past and present.SS.4.1.25.1

    3. 5

      By the end of 5: Explore inequality throughout the history of Alaska and its connection to current issues.SS.5.1.25.1

Frequently asked questions

What grade levels do these standards cover?
Grade 3, Grade 4, and Grade 5
Where can I read the official document?
Alaska Social Studies Standards

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Keep exploring Social Studies standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

More Alaska Social Studies sets

Social Studies