GIS + GPS = Illinois State Standards

Illinois Social Studies #16 History

The following information should be helpful to exploring the relationships to GIS, GPS and the state standards. The world of geography is a very encompassing subject. Besides geography, when looking at the standards below, try to relate them to other subject areas as well.

STATE GOAL 16: Understand events, trends, individuals and movements shaping the history of Illinois, the United States and other nations.

Illinois Social Studies Standards covered below --> ( 16A, 16C, & 16E).

Why This Goal Is Important: George Santayana said "those who cannot remember the past are condemned to repeat it." In a broader sense, students who can examine and analyze the events of the past have a powerful tool for understanding the events of today and the future. They develop an understanding of how people, nations, actions and interactions have led to today's realities. In the process, they can better define their own roles as participating citizens.

Learning Standard	16A. Apply the skills of historical analysis and interpretation.
Early Elementary	16.A.1b Ask historical questions and seek out answers from historical sources (e.g., myths, biographies, stories, old photographs, artwork, other visual or electronic sources).
Late Elementary	16.A.2c Ask questions and seek answers by collecting and analyzing data from historic documents, images and other literary and non-literary sources.
Middle & Junior High School	16.A.3b Make inferences about historical events and eras using historical maps and other historical
Early High School	16.A.4a Analyze and report historical events to determine cause-and-effect relationships.
Late High School	16.A.5a Analyze historical and contemporary developments using methods of historical inquiry (pose questions, collect and analyze data, make and support inferences with evidence, report findings).
Learning Standard	16C. Understand the development of economic systems.
Early Elementary	16.C.1b (US) Explain how the economy of the students' local community has changed over time.
Late Elementary	16.C.2a (US) Describe how slavery and indentured servitude influenced the early economy of the United States
Middle & Junior High School	16.C.3b (US) Explain relationships among the American economy and slavery, immigration, industrialization, labor and urbanization, 1700-present.
Early High School	16.C.4b (US) Analyze the impact of westward expansion on the United States economy.
Early High School	16.C.4c (US) Describe how American economic institutions were shaped by industrialists, union leaders and groups including Southern migrants, Dust Bowl refugees, agricultural workers from Mexico and female workers since 1914.
Late High School	16.C.5b (US) Analyze the relationship between an issue in United States economic history and the related aspects of political, social and environmental history.
Learning Standard	16E. Understand Illinois, United States and world environmental history.
Early Elementary	16.E.1 (US) Describe how the local environment has changed over time.
Late Elementary	16.E.2a (US) Identify environmental factors that drew settlers to the state and region.
Late Elementary	16.E.2b (US) Identify individuals and events in the development of the conservation movement including John Muir, Theodore Roosevelt and the creation of the National Park System.
Late Elementary	16.E.2c (US) Describe environmental factors that influenced the development of transportation and trade in Illinois.
Middle & Junior High School	16.E.3a (US) Describe how early settlers in Illinois and the United States adapted to, used and changed the environment prior to 1818.
Middle & Junior High School	16.E.3b (US) Describe how the largely rural population of the United States adapted, used and changed the environment after 1818.
Middle & Junior High School	16.E.3c (US) Describe the impact of urbanization and suburbanization, 1850 - present, on the environment.
Early High School	16.E.4a (US) Describe the causes and effects of conservation and environmental movements in the United States, 1900 - present.
Early High School	16.E.4b (US) Describe different and sometimes competing views, as substantiated by scientific fact, that people in North America have historically held towards the environment (e.g., private and public land ownership and use, resource use vs. preservation).
Late High School	16.E.5a (US) Analyze positive and negative aspects of human effects on the environment in the United States including damming rivers, fencing prairies and building cities.
Late High School	16.E.5b (US) Analyze the relationship between an issue in United States environmental history and the related aspects of political, economic and social history.

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