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Indiana Academic Standards for The History Museum

Kidsfirst Children's Museum
Kindegarten English/Language Arts Standards
READING: Literature

K.RL.1: Actively engage in group reading activities with purpose and understanding.

K.RL.2.4: Make predictions about what will happen in a story.

K.RL.4.1: With support, describe the relationship between illustrations and the story in which they appear.

READING: Nonfiction

K.RN.1: Actively engage in group reading activities with purpose and understanding.

K.RN.4.2: With support, identify basic similarities in and differences between two texts on the same topic.

READING: Vocabulary

K.RV.2.2: Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites).

K.RV.3.2: With support, ask and answer questions about unknown words in a nonfiction text.

SPEAKING AND LISTENING

K.SL.1: Listen actively and communicate effectively with a variety of audiences and for different purposes.

K.SL.2.1: Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups.

K.SL.2.4: Ask questions to seek help, get information, or clarify something that is not understood.

K.SL.3.2: Ask appropriate questions about what a speaker says.

Kindegarten Social Studies Standards
STANDARD 1: History

K.1.1: Compare children and families of today with those from the past.

K.1.2: Identify people, celebrations, commemorations, and holidays as a way of honoring people, heritage, and events.

K.1.3: Identify and order events that takes place in a sequence.

STANDARD 2: Civics and Government

K.2.1: Give examples of people who are community helpers and leaders and describe how they help us.

K.2.2: Identify and explain that the President of the United States is the leader of our country and that the American flag is a symbol of the United States.

STANDARD 3: Geography

K.3.1: Use words related to location, direction and distance, including here/there, over/under, left/right, above/below, forward/backward and between.

K.3.6: Identify and compare similarities and differences in families, classmates, neighbors and neighborhoods, and ethnic and cultural groups.

STANDARD 4: Economics

K.4.1: Explain that people work to earn money to buy the things they want and need.

K.4.2: Identify and describe different kinds of jobs that people do and the tools or equipment used in these jobs.

1st Grade English/Language Arts Standards
READING: Literature

1.RL.1: With support, read and comprehend literature that is grade-level appropriate.

1.RL.2.4: Make and confirm predictions about what will happen next in a story.

1.RL.3.2: Identify who is telling the story at various points in a text.

READING: Nonfiction

1.RN.1: With support, read and comprehend nonfiction that is grade-level appropriate.

1.RN.2.1: Ask and answer questions about key details to clarify and confirm understanding of a text.

1.RN.2.2: Retell main ideas and key details of a text.

READING: Vocabulary

1.RV.1: Use words, phrases, and strategies acquired through conversations, reading and being read to, and responding to literature and nonfiction texts to build and apply vocabulary.

1.RV.3.1: Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses (touch, hearing, sight, taste, smell).

1.RV.3.2: Ask and answer questions to help determine or clarify the meaning of words and phrases in a nonfiction text.

SPEAKING AND LISTENING

1.SL.2.3: Listen to others, take turns speaking about the topic, and add one’s own ideas in small group discussions or tasks.

1.SL.2.4: Ask questions to clarify information about topics and texts under discussion.

1.SL.3.2: Ask and answer questions about what a speaker says to clarify something that is not understood.

1.SL.4.2: Add drawings or other visual displays, such as pictures and objects, when sharing information to clarify ideas, thoughts, and feelings.

1st Grade Social Studies Standards
STANDARD 1: History

1.1.1: Compare the way individuals in the community lived in the past with the way they live in the present.

1.1.4: Identify local people from the past who have shown honesty, courage and responsibility.

1.1.5: Identify people and events observed in national celebrations and holidays.

1.1.9: Distinguish between historical fact and fiction in American folktales and legends that are part of American culture

STANDARD 2: Civics and Government

1.2.3: Describe ways that individual actions can contribute to the common good of the classroom or community.

STANDARD 3: Geography

1.3.1:Identify the cardinal directions (north, south, east and west) on maps and globes.

1.3.3: Identify and describe the relative locations* of places in the school setting.

1.3.4: Identify and describe physical features* and human features* of the local community including home, school and neighborhood.

1.3.9: Give examples of natural resources found locally and describe how people in the school and community use these resources.

STANDARD 4: Economics

1.4.1: Identify goods (tangible objects, such as food or toys, that can satisfy people’s wants and needs) that people use.

1.4.2: Identify services (actions that someone does for someone else) that people do for each other.

1.4.3: Compare and contrast different jobs people do to earn income.

1.4.6: Explain that people exchange goods and services to get the things they want and need.

2nd Grade English/Language Arts Standards
READING: Literature

2.RL.1: Read and comprehend a variety of literature within a range of complexity appropriate for grades 2-3. By the end of grade 2, students interact with texts proficiently and independently at the low end of the range and with scaffolding as needed at the high end.

2.RL.2.1: Ask and answer questions (e.g., who was the story about; why did an event happen; where did the story happen) to demonstrate understanding of main idea and key details in a text.

2.RL.2.2: Recount the beginning, middle, and ending of stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.

2.RL.2.3: Describe how characters in a story respond to major events and how characters affect the plot.

2.RL.2.4: Make predictions about the content of text using prior knowledge of text features, explaining whether they were confirmed or not confirmed and why.

2.RL.3.1: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

2.RL.3.2: Acknowledge differences in the points of view of characters and identify dialogue as words spoken by characters, usually enclosed in quotation marks.

2.RL.4.1: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

2.RL.4.2: Compare and contrast versions of the same stories from different authors, time periods, or cultures from around the world.

READING: Nonfiction

2.RN.2.1: Ask and answer questions about the main idea and supporting facts and details in a text to confirm understanding.

2.RN.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, and steps in a process or procedure in a text.

2.RN.3.3 Identify what the author wants to answer, explain, or describe in the text.

2.RN.4.1: Describe how an author uses facts to support specific points in a text.

2.RL.2.4: Make predictions about the content of text using prior knowledge of text features, explaining whether they were confirmed or not confirmed and why.

READING: Vocabulary

2.RV.2.1: Use context clues (e.g., words and sentence clues) and text features (e.g., table of contents, headings) to determine the meanings of unknown words.

2.RV.3.1: Recognize that authors use words (e.g., regular beats, repeating lines, simile, alliteration, onomatopoeia, idioms) to provide rhythm and meaning in a story, poem, or song.

SPEAKING AND LISTENING

2.SL.2.1: Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups.

2.SL.2.3: Listen to others, take one’s turn in respectful ways, and speak one at a time about the topics and text under discussion.

2.SL.2.4: Ask for clarification and further explanation as needed about the topics and texts under discussion.

2.SL.3.1: Determine the purpose for listening (e.g., to obtain information, to enjoy humor) and paraphrase or describe key ideas or details from a text read aloud or information presented orally or through other media.

2.SL.3.2: Ask and answer questions about what a speaker says to clarify comprehension, gather information, or deepen understanding of a topic or issue.

2.SL.4.3: Give and follow multi-step directions.

2nd Grade Social Studies Standards
STANDARD 1: History

2.1.1: Identify when the local community was established and identify its founders and early settlers.

2.1.2: Explain changes in daily life in the community over time using maps, photographs, news stories, Web sites or video images.

2.1.3: Identify individuals who had a positive impact on the local community.

2.1.4: Identify and describe community celebrations, symbols and traditions and explain why they are important.

2.1.7: Read about and summarize historical community events using a variety of resources (the library, digital media, print media, electronic media, and community resources).

STANDARD 2: Civics and Government

2.2.3: Identify community leaders, such as the mayor and city council.

2.2.4: Describe how people of different ages, cultural backgrounds and traditions contribute to the community and how all citizens can respect these differences.

STANDARD 3: Geography

2.3.1: Use a compass to identify cardinal and intermediate directions and to locate places on maps and places in the classroom, school and community.

2.3.3: Compare neighborhoods in your community and explain how physical features of the community affect people living there.

2.3.4: Compare neighborhoods in your community with those in other parts of the world.

2.3.5: On a map, identify physical features of the local community.

2.3.6: Identify and describe cultural or human features on a map using map symbols.

2.3.8: Identify ways that recreational opportunities influence human activity in the community.

STANDARD 4: Economics

2.4.2: Identify productive resources used to produce goods and services in the community.

2.4.3: Identify community workers who provide goods and services for the rest of the community and explain how their jobs benefit people in the community.

2.4.4: Explain that a price is what people pay when they buy goods or services and what people receive when they sell goods or services.

2.4.5: Research goods and services produced in the local community and describe how people can be both producers and consumers.

2.4.6: Define opportunity cost and explain that because resources are limited in relation to people’s wants (scarcity), people must make choices as to how to use resources.

2.4.8: Explain why people trade for goods* and services* and explain how money makes trade easier.

3rd Grade English/Language Arts Standards
READING: Foundations

3.RF.5: Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.

READING: Literature

3.RL.2.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.RL.2.2: Retell folktales, fables, and tall tales from diverse cultures; identify the themes in these works.

3.RL.2.3: Describe characters in a story (e.g., their traits, motivations, or feelings) and explain how their actions contribute to the plot.

3.RL.3.2: Distinguish personal point of view from that of the narrator or those of the characters.

3.RL.4.1: Explain how specific aspects of a text’s illustrations contribute to what is conveyed by the words in a story (e.g., create mood, emphasize aspects of a character or setting).

3.RL.4.2 Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series).

READING: Nonfiction

3.RN.2.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.RN.2.2: Determine the main idea of a text; recount the key details and explain how they support the main idea.

3.RN.2.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in processes or procedures in a text, using words such as first, next, finally, because, problem, solution, same, and different.

3.RN.3.1: Apply knowledge of text features to locate information and gain meaning from a text (e.g., maps, illustrations, charts, font/format).

3.RN.3.2: Identify how a nonfiction text can be structured to indicate a problem and solution or to put events in chronological order.

READING: Speaking and Listening

3.SL.2.4: Ask questions to check understanding of information presented, stay on topic, and link comments to the remarks of others.

3.SL.3.2: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

3rd Grade Social Studies Standards
STANDARD 1: History

3.1.1: Identify and describe Native American Woodland Indians who lived in the region when European settlers arrived.

3.1.2: Explain why and how the local community was established and identify its founders and early settlers.

3.1.3: Describe the role of the local community and other communities in the development of the state’s regions.

3.1.4: Give examples of people, events and developments that brought important changes to your community and the region where your community is located.

3.1.7: Distinguish between fact and fiction in historical accounts by comparing documentary sources on historical figures and events with fictional characters and events in stories.

3.1.8: Describe how your community has changed over time and how it has stayed the same.

3.1.9: Define immigration and explain how immigration enriches community.

STANDARD 2: Civics and Government

3.2.5: Explain the importance of being a responsible citizen* of your community, the state and the nation. Identify people in your community and the state who exhibit the characteristics of good citizenship.

STANDARD 3: Geography

3.3.3: Locate Indiana and other Midwestern states on maps using simple grid systems.

3.3.5: Explain that regions are areas that have similar physical and cultural characteristics. Identify Indiana and the local community as part of a specific region.

3.3.6: Compare and contrast the physical characteristics of Indiana to neighboring states using words, illustrations, maps, photographs, and other resources.

3.3.7: Compare the cultural characteristics of their community within communities in other parts of the world.

3.3.11: Describe how Native Americans and early settlers of Indiana adapted to and modified their environment to survive.

STANDARD 4: Economics

3.4.2: Give examples of goods and services provided by local business and industry.

3.4.3: Give examples of trade in the local community and explain how trade benefits both parties.

3.4.4: Define interdependence and give examples of how people in the local community depend on each other for goods and services.

3.4.5: List the characteristics of money and explain how money makes trade and the purchase of goods easier.

The Voyages Gallery
Kindegarten English/Language Arts Standards
READING: Literature

K.RL.4.1: With support, describe the relationship between illustrations and the story in which they appear.

READING: Nonfiction

K.RN.4.2: With support, identify basic similarities in and differences between two texts on the same topic.

READING: Vocabulary

K.RV.2.2: Identify and sort pictures of objects into categories (e.g., colors, shapes, opposites).

K.RV.3.2: With support, ask and answer questions about unknown words in a nonfiction text.

SPEAKING AND LISTENING

K.SL.2.1: Participate in collaborative conversations about grade-appropriate topics and texts with peers and adults in small and larger groups.

K.SL.2.4: Ask questions to seek help, get information, or clarify something that is not understood.

Kindegarten Social Studies Standards
STANDARD 1: History

K.1.1: Compare children and families of today with those from the past.

K.1.2: Identify people, celebrations, commemorations, and holidays as a way of honoring people, heritage, and events.

K.1.3: Identify and order events that takes place in a sequence.

STANDARD 2: Civics and Government

K.2.1: Give examples of people who are community helpers and leaders and describe how they help us.

STANDARD 3: Geography

K.3.1: Use words related to location, direction and distance, including here/there, over/under, left/right, above/below, forward/backward and between.

K.3.6: Identify and compare similarities and differences in families, classmates, neighbors and neighborhoods, and ethnic and cultural groups.

STANDARD 4: Economics

K.4.2: Identify and describe different kinds of jobs that people do and the tools or equipment used in these jobs.

1st Grade English/Language Arts Standards
READING: Literature

1.RL.3.2: Identify who is telling the story at various points in a text.

READING: Nonfiction

1.RN.2.1: Ask and answer questions about key details to clarify and confirm understanding of a text.

1.RN.2.2: Retell main ideas and key details of a text.

READING: Vocabulary

1.RV.3.1: Identify words and phrases in stories, poems, or songs that suggest feelings or appeal to the senses (touch, hearing, sight, taste, smell).

1.RV.3.2: Ask and answer questions to help determine or clarify the meaning of words and phrases in a nonfiction text.

SPEAKING AND LISTENING

1.SL.2.4: Ask questions to clarify information about topics and texts under discussion.

1.SL.4.2: Add drawings or other visual displays, such as pictures and objects, when sharing information to clarify ideas, thoughts, and feelings.

1st Grade Social Studies Standards
STANDARD 1: History

1.1.1: Compare the way individuals in the community lived in the past with the way they live in the present.

1.1.4: Identify local people from the past who have shown honesty, courage and responsibility.

1.1.5: Identify people and events observed in national celebrations and holidays.

STANDARD 2: Civics and Government

1.2.3: Describe ways that individual actions can contribute to the common good of the classroom or community.

STANDARD 3: Geography

1.3.4: Identify and describe physical features and human features of the local community including home, school and neighborhood.

1.3.9: Give examples of natural resources found locally and describe how people in the school and community use these resources.

STANDARD 4: Economics

1.4.1: Identify goods (tangible objects, such as food or toys, that can satisfy people’s wants and needs) that people use.

1.4.2: Identify services (actions that someone does for someone else) that people do for each other.

1.4.3: Compare and contrast different jobs people do to earn income.

1.4.6: Explain that people exchange goods and services to get the things they want and need.

2nd Grade English/Language Arts Standards
READING: Literature

2.RL.2.1: Ask and answer questions (e.g., who was the story about; why did an event happen; where did the story happen) to demonstrate understanding of main idea and key details in a text.

2.RL.2.4: Make predictions about the content of text using prior knowledge of text features, explaining whether they were confirmed or not confirmed and why.

2.RL.4.2: Compare and contrast versions of the same stories from different authors, time periods, or cultures from around the world.

READING: Nonfiction

2.RN.2.3: Describe the connection between a series of historical events, scientific ideas or concepts, and steps in a process or procedure in a text.

2nd Grade Social Studies Standards
STANDARD 1: History

2.1.1: Identify when the local community was established and identify its founders and early settlers.

2.1.2: Explain changes in daily life in the community over time using maps, photographs, news stories, Web sites or video images.

2.1.3: Identify individuals who had a positive impact on the local community.

2.1.7: Read about and summarize historical community events using a variety of resources (the library, digital media, print media, electronic media, and community resources).

STANDARD 2: Civics and Government

2.2.2: Understand and explain why it is important for a community to have responsible government.

2.2.4: Describe how people of different ages, cultural backgrounds and traditions contribute to the community and how all citizens can respect these differences.

STANDARD 3: Geography

2.3.3: Compare neighborhoods in your community and explain how physical features of the community affect people living there.

2.3.4: Compare neighborhoods in your community with those in other parts of the world.

2.3.6: Identify and describe cultural or human features on a map using map symbols.

STANDARD 4: Economics

2.4.1: Define the three types of productive resources (human resources, natural resources and capital resources).

2.4.2: Identify productive resources used to produce goods and services in the community.

2.4.5: Research goods and services produced in the local community and describe how people can be both producers and consumers.

3rd Grade English/Language Arts Standards
READING: Literature

3.RL.2.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

READING: Nonfiction

3.RN.2.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

3.RN.2.3: Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in processes or procedures in a text, using words such as first, next, finally, because, problem, solution, same, and different.

3.RN.3.1: Apply knowledge of text features to locate information and gain meaning from a text (e.g., maps, illustrations, charts, font/format).

3rd Grade Social Studies Standards
STANDARD 1: History

3.1.1: Identify and describe Native American Woodland Indians who lived in the region when European settlers arrived.

3.1.2: Explain why and how the local community was established and identify its founders and early settlers.

3.1.3: Describe the role of the local community and other communities in the development of the state’s regions.

3.1.4: Give examples of people, events and developments that brought important changes to your community and the region where your community is located.

3.1.6: Use a variety of resources to gather information about your region’s communities; identify factors that make the region unique, including cultural diversity, industry, the arts and architecture.

3.1.7: Distinguish between fact and fiction in historical accounts by comparing documentary sources on historical figures and events with fictional characters and events in stories.

3.1.8: Describe how your community has changed over time and how it has stayed the same.

3.1.9: Define immigration and explain how immigration enriches community.

STANDARD 2: Civics and Government

3.2.1: Discuss the reasons governments are needed and identify specific goods and services that governments provide.

3.2.5: Explain the importance of being a responsible citizen of your community, the state and the nation. Identify people in your community and the state who exhibit the characteristics of good citizenship.

3.2.6: Explain the role citizens have in making decisions and rules within the community, state and nation such as participating in local and regional activities, voting in elections, running for office, and voicing opinions in a positive way.

STANDARD 3: Geography

3.3.5: Explain that regions are areas that have similar physical and cultural characteristics. Identify Indiana and the local community as part of a specific region.

3.3.6: Compare and contrast the physical characteristics of Indiana to neighboring states using words, illustrations, maps, photographs, and other resources.

3.3.9: Describe how climate and the physical characteristics of a region affect the vegetation and animal life living there.

3.3.11: Describe how Native Americans and early settlers of Indiana adapted to and modified their environment to survive.

3.3.13: Identify and describe how human systems and physical systems have impacted the local environment.

STANDARD 4: Economics

3.4.2: Give examples of goods and services provided by local business and industry.

3.4.3: Give examples of trade in the local community and explain how trade benefits both parties.

4th Grade English/Language Arts Standards
READING: Literature

4.RL.2.1: Refer to details and examples in a text when explaining what a text says explicitly and when drawing inferences from the text.

4.RL.3.2: Compare and contrast the point of view from which different stories are narrated, including the difference between first- and third-person narrations.

READING: Nonfiction

4.RN.2.1: Refer to details and examples in a text when explaining what a text says explicitly and when drawing inferences from the text.

4.RN.2.3: Explain the relationships between events, procedures, ideas, or concepts in a historical, scientific, or technical text, based on specific information in the text.

4.RN.3.1: Apply knowledge of text features to locate information and gain meaning from a text (e.g., charts, tables, graphs, headings, subheadings, font/format).

4.RN.3.2: Describe the organizational structure (e.g., chronological, problem-solution, comparison/contrast, procedural, cause/effect, sequential, description) of events, ideas, concepts, or information in a text or part of a text.

4.RN.4.1: Distinguish between fact and opinion; explain how an author uses reasons and evidence to support a statement or position (claim) in a text.

SPEAKING AND LISTENING

4.SL.2.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others’ ideas and expressing personal ideas clearly.

4.SL.2.2: Explore ideas under discussion by drawing on readings and other information.

4.SL.2.4: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

4th Grade Social Studies Standards
STANDARD 1: History

4.1.1: Identify and compare the major early cultures that existed in the region that became Indiana prior to contact with Europeans.

4.1.2: Identify and describe historic Native American Indian groups that lived in Indiana at the time of early European exploration, including ways these groups adapted to and interacted with the physical environment.

4.1.5: Identify and explain the causes of the removal of Native American Indian groups in the state and their resettlement during the 1830s

4.1.6: Explain how key individuals and events influenced the early growth and development of Indiana.

4.1.7: Explain the roles of various individuals, groups, and movements in the social conflicts leading to the Civil War.

4.1.9: Give examples of Indiana’s increasing agricultural, industrial, political and business development in the nineteenth century.

4.1.10: Describe the participation of Indiana citizens in World War I and World War II.

4.1.11: Identify and describe important events and movements that changed life in Indiana in the early twentieth century.

4.1.12: Describe the transformation of Indiana through immigration and through developments in agriculture, industry and transportation.

4.1.13: Identify and describe important events and movements that changed life in Indiana from the mid- twentieth century to the present.

4.1.16: Identify different opinions in historical documents and other information resources and identify the central question each narrative addresses.

STANDARD 2: Civics and Government

None

STANDARD 3: Geography

4.3.2: Estimate distances between two places on a map when referring to relative locations.

4.3.4: Map and describe the physical regions of Indiana and identify major natural resources and crop regions.

4.3.5: Explain how glaciers shaped Indiana’s landscape and environment.

4.3.8: Identify the challenges in the physical landscape of Indiana to early settlers and modern day economic development.

4.3.9: Explain the importance of major transportation routes, including rivers, in the exploration, settlement and growth of Indiana and in the state’s location as a crossroad of America.

4.3.10: Identify immigration patterns and describe the impact diverse ethnic and cultural groups has had and has on Indiana.

4.3.13: Read and interpret texts (written, graphs, maps, timelines, etc.) to answer geographic questions about Indiana in the past and present.

STANDARD 4: Economics

4.4.1: Give examples of the kinds of goods and services produced in Indiana in different historical periods.

4.4.2: Define productivity and provide examples of how productivity has changed in Indiana during the past 100 years.

4.4.3: Explain how both parties can benefit from trade and give examples of how people in Indiana engaged in trade in different time periods.

4.4.5: Describe Indiana’s emerging global connections.

4.4.6: List the functions of money and compare and contrast things that have been used as money in the past in Indiana, the United States and the world.

4.4.7: Identify entrepreneurs who have influenced Indiana and the local community.

5th Grade English/Language Arts Standards
READING: Nonfiction

5.RN.2.2: Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

5.RN.2.3: Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

5.RN.3.2: Compare and contrast the organizational structure of events, ideas, concepts, or information in two or more texts.

SPEAKING AND LISTENING

5.SL.2.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others’ ideas and expressing personal ideas clearly.

5th Grade Social Studies Standards
STANDARD 1: History

5.1.1: Identify and describe early cultures and settlements that existed in North America prior to contact with Europeans.

5.1.2: Examine accounts of early European explorations of North America including major land and water routes, reasons for exploration and the impact the exploration had.

5.1.3: Compare and contrast historic Indian groups of the West, Southwest, Northwest, Arctic and sub-Arctic, Great Plains, and Eastern Woodlands regions at the beginning of European exploration in the late fifteenth and sixteenth centuries.

5.1.6: Identify and explain instances of both cooperation and conflict that existed between Native American Indians and colonists.

5.1.20: Using primary and secondary sources to examine an historical account about an issue of the time, reconstruct the literal meaning of the passages by identifying who was involved, what happened, where it happened, what events led to these developments and what consequences or outcomes followed.

STANDARD 2: Civics and Government

None

STANDARD 3: Geography

5.3.2: Identify and describe cultural and physical regions of the United States

5.3.4: Identify Native American Indian and colonial settlements on maps and explain the reasons for the locations of these places.

5.3.7: Identify major sources of accessible fresh water and describe the impact of access on the local and regional communities.

5.3.8: Explain how the Spanish, British and French colonists altered the character and use of land in early America.

5.3.9: Identify the major manufacturing and agricultural regions in colonial America and summarize the ways that agriculture and manufacturing changed between 1600 and 1800.

5.3.10: Using historical maps and other geographic representations/texts (written, maps, graphs, timelines, etc.) locate and explain the conflict over the use of land by Native American Indians and the European colonists.

5.3.11: Describe adaptation and how Native American Indians and colonists adapted to variations in the physical environment.

5.3.12: Describe and analyze how specific physical features influenced historical events and movements.

STANDARD 4: Economics

5.4.1: Describe the economic activities within and among Native American Indian cultures prior to contact with Europeans. Examine the economic incentives that helped motivate European exploration and colonization.

5.4.2: Summarize a market economy and give examples of how the colonial and early American economy exhibited these characteristics.

5.4.4: Describe the impact of technological developments and major inventions on business productivity during the early development of the United States.

5.4.8: Analyze how the causes and effects of changes in price of certain goods and services had significant influence on events in United States history.

6th Grade English/Language Arts Standards
READING: Nonfiction

6.RN.2.1: Cite textual evidence to support analysis of what a text says explicitly as well as inferences drawn from the text.

6.RN.2.2: Determine how a central idea of a text is conveyed through particular details; provide an objective summary of the text.

6.RN.2.3: Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).

6.RN.4.1: Trace and evaluate the argument and specific claims in a text, distinguishing claims that the author supports with reasons and evidence from claims that are not supported.

6.RN.4.2: Integrate information presented in different media or formats (e.g., visually, quantitatively, verbally) to demonstrate a coherent understanding of a topic or issue.

SPEAKING AND LISTENING

6.SL.2.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly.

6th Grade Social Studies Standards
STANDARD 1: History

6.1.10: Examine and explain the outcomes of European colonization on the Americas and the rest of the world.

6.1.11: Compare and contrast Spanish, Portuguese, French, and British colonies in the Americas.

6.1.14: Describe the origins, developments and innovations of the Industrial Revolution and explain the impact these changes brought about.

6.1.15: Describe the impact of industrialization and urbanization on the lives of individuals and on trade and cultural exchange between Europe and the Americas and the rest of the world.

6.1.21: Differentiate between fact and interpretation in historical accounts and explain the meaning of historical passages by identifying who was involved, what happened, where it happened, and relating them to outcomes that followed and gaps in the historical record.

STANDARD 2: Civics and Government

None

STANDARD 3: Geography

6.3.5: Give examples and describe the formation of important river deltas, mountains and bodies of water in Europe and the Americas.

6.3.10: Explain the ways cultural diffusion, invention, and innovation change culture.

STANDARD 4: Economics

6.4.1: Give examples of how trade related to key developments in the history of Europe and the Americas.

6.4.2: Analyze how countries of Europe and the Americas have been influenced by trade in different historical periods.

7th Grade English/Language Arts Standards
READING: Nonfiction

7.RN.2.1:Cite several pieces of textual evidence to support analysis of what a text says explicitly as well as inferences drawn from the text.

7.RN.3.3: Determine an author’s perspective or purpose in a text, and analyze how the author distinguishes his or her position from the positions of others.

SPEAKING AND LISTENING

7.SL.2.2: Investigate and reflect on ideas under discussion by identifying specific evidence from materials under study and other resources.

7.SL.3.1: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

7th Grade Social Studies Standards
STANDARD 1: History

7.1.2: Describe, compare, and contrast the historical origins, central beliefs and spread of major religions.

7.1.10: Analyze worldwide voyages of exploration and discovery by considering multiple perspectives of various people in the past by demonstrating their differing motives, beliefs, interests, hopes, and fears.

7.1.16: Analyze cause-and-effect relationships, bearing in mind multiple causation in the role of individuals, beliefs and chance in history.

STANDARD 2: Civics and Government

None

STANDARD 3: Geography

None

STANDARD 4: Economics

None

8th Grade English/Language Arts Standards
READING: Literature

8.RL.2.1: Cite the textual evidence that most strongly supports an analysis of what a text says explicitly as well as inferences drawn from the text.

READING: Nonfiction

8.RN.2.1: Cite the textual evidence that most strongly supports an analysis of what a text says explicitly as well as inferences drawn from the text.

8.RN.2.3: Analyze how a text makes connections and distinctions among individuals, events, and ideas.

8.RN.4.2: Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea.

SPEAKING AND LISTENING

8.SL.2.2: Examine, analyze, and reflect on ideas under discussion by identifying specific evidence from materials under study and other resources.

8.SL.2.3: Follow rules for considerate discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

8.SL.3.1: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

8th Grade Social Studies Standards
STANDARD 1: History

8.1.1: Identify the major Native American Indian groups of eastern North America and describe early conflict and cooperation between European settlers and these Native American groups.

8.1.2: Compare and contrast reasons for British, French, Spanish and Dutch colonization in the New World.

8.1.11: Compare and contrast the ways of life in the northern and southern states, including the growth of towns and cities and the growth of industry in the North and the growing dependence on slavery and the production of cotton in the South.

8.1.17: Explain relationships and conflict between settlers and Native Americans on the frontier.

8.1.20: Give examples of how immigration affected American culture in the decades before and the Civil War, including growth of industrial sites in the North; religious differences; tensions between middle-class and working-class people, particularly in the Northeast; and intensification of cultural differences between the North and the South.

8.1.21: Give examples of the changing role of women, minorities, and immigrants in the northern, southern and western parts of the United States in the mid-nineteenth century, and examine possible causes for these changes.

8.1.22: Describe the abolitionist movement and identify figures and organizations involved in the debate over slavery, including leaders of the Underground Railroad.

8.1.23: Analyze the influence of early individual social reformers and movements such as the abolitionist, feminist and social reform movements.

8.1.24: Analyze the causes and effects of events leading to the Civil War, and evaluate the impact issues such as states’ rights and slavery had in developing America’s sectional conflict.

8.1.25: Identify the factors and individuals which influenced the outcome of the Civil War and explain the significance of each.

8.1.30: Using primary and secondary sources, analyze an issue confronting the United States from colonial times through the Reconstruction period.

STANDARD 2: Civics and Government

8.2.3: Examine ways that the national government affects the everyday lives of people of the United States.

STANDARD 3: Geography

8.3.1: Read maps to interpret symbols and determine the land forms and human features that represent physical and cultural characteristics of regions in the United States.

8.3.3: Identify and locate the major climate regions in the United States and describe the characteristics of these regions.

8.3.5: Identify the agricultural regions of the United States and be able to give explanations for how the land was used and developed during the growth of the United States.

8.3.6: Using maps identify changes influenced by growth, economic development and human migration in the United States.

8.3.8: Analyze human and physical factors that have influenced migration and settlement patterns and relate them to the economic development of the United States.

STANDARD 4: Economics

8.4.2: Identify and explain the four types of economic systems (traditional, command, market, and mixed); evaluate how the characteristics of a market economy have affected the economic and labor development of the United States.

8.4.4: Analyze contributions of entrepreneurs and inventors in the development of the United States economy to 1877.

8.4.5: Relate how new technology and inventions brought about changes in labor productivity in the United States in the eighteenth and nineteenth centuries.

8.4.8: Explain and evaluate examples of domestic and international interdependence throughout United States history.

8.4.10: Compare and contrast job skills needed in different time periods in United States history.

The Oliver Mansion
3rd Grade English/Language Arts Standards
SPEAKING AND LISTENING

3.SL.1: Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

3.SL.2.3: Demonstrate knowledge and use of agreed-upon rules for discussions and identify and serve in roles for small group discussions or projects.

3.SL.2.4: Ask questions to check understanding of information presented, stay on topic, and link comments to the remarks of others.

3.SL.3.1: Retell, paraphrase, and explain the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively (e.g., charts and graphs), and orally.

3.SL.3.2: Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.

3rd Grade Social Studies Standards
STANDARD 1: History

3.1.4: Give examples of people, events and developments that brought important changes to your community and the region where your community is located.

3.1.6: Use a variety of resources to gather information about your region’s communities; identify factors that make the region unique, including cultural diversity, industry, the arts and architecture.

3.1.7: Distinguish between fact and fiction in historical accounts by comparing documentary sources on historical figures and events with fictional characters and events in stories.

3.1.8: Describe how your community has changed over time and how it has stayed the same.

3.1.9: Define immigration and explain how immigration enriches community.

STANDARD 2: Civics and Government

3.2.5: Explain the importance of being a responsible citizen of your community, the state and the nation. Identify people in your community and the state who exhibit the characteristics of good citizenship.

STANDARD 3: Geography

3.3.5: Explain that regions are areas that have similar physical and cultural characteristics. Identify Indiana and the local community as part of a specific region.

3.3.7: Compare the cultural characteristics of their community within communities in other parts of the world.

3.3.13: Identify and describe how human systems and physical systems have impacted the local environment.

STANDARD 4: Economics

3.4.2: Give examples of goods and services provided by local business and industry.

3.4.3: Give examples of trade in the local community and explain how trade benefits both parties.

3.4.4: Define interdependence and give examples of how people in the local community depend on each other for goods and services.

3.4.8 : Gather data from a variety of resources about changes that have had an economic impact on your community.

4th Grade English/Language Arts Standards
SPEAKING AND LISTENING

4.SL.2.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others’ ideas and expressing personal ideas clearly.

4.SL.2.3: Demonstrate knowledge and use of agreed-upon rules for discussions and carry out assigned roles.

4.SL.2.4: Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others.

4.SL.2.5: Review the key ideas expressed and explain personal ideas in reference to the discussion.

4.SL.3.1: Summarize major ideas and supportive evidence from text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.

4.SL.3.2: Identify and use evidence a speaker provides to support particular points.

4th Grade Social Studies Standards
STANDARD 1: History

4.1.6: Explain how key individuals and events influenced the early growth and development of Indiana.

4.1.9: Give examples of Indiana’s increasing agricultural, industrial, political and business development in the nineteenth century.

4.1.10: Describe the participation of Indiana citizens in World War I and World War II.

4.1.11: Identify and describe important events and movements that changed life in Indiana in the early twentieth century.

4.1.12: Describe the transformation of Indiana through immigration and through developments in agriculture, industry and transportation.

4.1.13: Identify and describe important events and movements that changed life in Indiana from the mid- twentieth century to the present.

4.1.14: Research Indiana’s modern growth emphasizing manufacturing, new technologies, transportation and global connections.

STANDARD 2: Civics and Government

4.2.6: Define and provide examples of civic virtues in a democracy.

STANDARD 3: Geography

4.3.8: Identify the challenges in the physical landscape of Indiana to early settlers and modern day economic development.

4.3.10: Identify immigration patterns and describe the impact diverse ethnic and cultural groups has had and has on Indiana.

4.3.11: Examine Indiana’s international relationships with states and regions in other parts of the world.

STANDARD 4: Economics

4.4.1: Give examples of the kinds of goods and services produced in Indiana in different historical periods.

4.4.2: Define productivity and provide examples of how productivity has changed in Indiana during the past 100 years.

4.4.7: Identify entrepreneurs* who have influenced Indiana and the local community.

5th Grade English/Language Arts Standards
SPEAKING AND LISTENING

5.SL.2.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others’ ideas and expressing personal ideas clearly.

5.SL.2.3: Establish and follow agreed-upon rules for discussion.

5.SL.2.4: Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.

5.SL.2.5: Review the key ideas expressed and draw conclusions in reference to information and knowledge gained from the discussions.

5th Grade Social Studies Standards
STANDARD 1: History

None

STANDARD 2: Civics and Government

None

STANDARD 3: Geography

5.3.7: Identify major sources of accessible fresh water and describe the impact of access on the local and regional communities.

5.3.9: Identify the major manufacturing and agricultural regions in colonial America and summarize the ways that agriculture and manufacturing changed between 1600 and 1800.

STANDARD 4: Economics

5.4.4: Describe the impact of technological developments and major inventions on business productivity during the early development of the United States.

5.4.5: Explain how education and training, specialization and investment in capital resources increase productivity.

5.4.6: Use economic reasoning to explain why certain careers are more common in one region than in another and how specialization results in more interdependence.

6th Grade English/Language Arts Standards
SPEAKING AND LISTENING

6.SL.1: Listen actively and adjust the use of spoken language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

6.SL.2.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly.

6.SL.2.3: Follow rules for considerate discussions, set specific goals and deadlines, and define individual roles as needed.

6.SL.2.4: Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.

6.SL.2.5: Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.

6.SL.3.1: Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

6.SL.3.2: Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.

6th Grade Social Studies Standards
STANDARD 1: History

6.1.14: Describe the origins, developments and innovations of the Industrial Revolution and explain the impact these changes brought about.

6.1.15: Describe the impact of industrialization and urbanization on the lives of individuals and on trade and cultural exchange between Europe and the Americas and the rest of the world.

6.1.23: Identify issues related to an historical event in Europe or the Americas and give basic arguments for and against that issue utilizing the perspectives, interests and values of those involved.

STANDARD 2: Civics and Government

None

STANDARD 3: Geography

6.3.10: Explain the ways cultural diffusion, invention, and innovation change culture.

6.3.12 : Compare the distribution and evaluate the importance of natural resources such as natural gas, oil, forests, uranium, minerals, coal, seafood and water in Europe and the Americas.

STANDARD 4: Economics

6.4.7: Identify economic connections between the local community and the countries of Europe or the Americas and identify job skills needed to be successful in the workplace.

7th Grade English/Language Arts Standards
SPEAKING AND LISTENING

7.SL.2.3: Follow rules for considerate discussions, track progress toward specific goals and deadlines, and define individual roles as needed.

7.SL.2.4: Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.

7.SL.3.1: Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.

6th Grade Social Studies Standards
STANDARD 1: History

None

STANDARD 2: Civics and Government

None

STANDARD 3: Geography

None

STANDARD 4: Economics

None

8th Grade English/Language Arts Standards
SPEAKING AND LISTENING

8.SL.2.1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics, texts, and issues, building on others’ ideas and expressing personal ideas clearly.

8.SL.2.3: Follow rules for considerate discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

8.SL.2.4: Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.

8.SL.3.1: Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation.

8.SL.3.2: Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced.

8th Grade Social Studies Standards
STANDARD 1: History

8.1.28: Recognize historical perspective and evaluate alternative courses of action by describing the historical context in which events unfolded.

8.1.29: Differentiate between facts and historical interpretations of events, recognizing that the historian’s narrative reflects his or her judgment about the significance of particular facts.

STANDARD 2: Civics and Government

None

STANDARD 3: Geography

8.3.5: Identify the agricultural regions of the United States and be able to give explanations for how the land was used and developed during the growth of the United States.

8.3.8: Analyze human and physical factors that have influenced migration and settlement patterns and relate them to the economic development of the United States.

STANDARD 4: Economics

8.4.4: Analyze contributions of entrepreneurs and inventors in the development of the United States economy to 1877.

8.4.5: Relate how new technology and inventions brought about changes in labor productivity in the United States in the eighteenth and nineteenth centuries.

8.4.10: Compare and contrast job skills needed in different time periods in United States history.

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