Challenge Trail Guide


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Learning Goals


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Challenge: The Order of Things


Learning Goals:

Students will:

  • Choose a topic for research related to the sequence of events that surrounded an event or issue in Iowa history.
  • Write a research question related to the sequence of events that surrounded the event or issue.
  • Research the people, places and sequence of events related to the research question.
  • Use primary and secondary sources related to the sequence of events.
  • Reconstruct the order of events that occurred in the past.
  • Analyze the information uncovered during the research.
  • Hypothesize about how history may have turned out differently if decisions made during the time had been different.
  • Evaluate decisions made during the time.
  • Publish information about the sequence of events as they relate to the research question posed by the student.
  • Reflect on learnings after completing "The Order of Things."

"The Order of Things" addresses the following Standards in Historical Thinking:

Standard 1: The student thinks chronologically.
Therefore, the student is able to:

  • Establish temporal order in constructing their own historical narratives.
  • Reconstruct patterns of historical succession and duration.
  • Identify when events occurred and in what order. Then examine the relationships among those events, or explain the historical causality.
  • Determine how things might have worked out if one of those events was different or hadn't happened at all.


Standard 4: The student conducts historical research.
Therefore, the student is able to:

  • Formulate historical questions.
  • Obtain historical data from a variety of sources.
  • Interrogate historical data.
  • Identify the gaps in the available records and marshal contextual knowledge and perspectives of the time and place.
  • Employ quantitative analysis.
  • Support interpretations with historical evidence

More information about Historical Thinking standards can be found at The National Center for History in the Schools, UCLA.

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