Indiana State Standards & Conner Prairie Programs
August 2008
Social Studies
K.1.1 Compare children and families of today with those in the past. (Individuals, Society and Culture)
K.1.4 Identify and order events that take place in a sequence.
Example: Identify events in the school day as first, next, last, yesterday, today and tomorrow; place school events in order.
K.3.1 Use words related to location, direction and distance, including here/there, over/under, left/right, above/below, forward/backward and between.
Example: Give and follow simple navigational directions such as walk forward ten steps, turn right and walk between the desks.
K.3.5 Describe and give examples of seasonal weather changes and illustrate how weather affects people and the environment.
Example: In different seasons, people wear different kinds of clothing.
K.3.6 Identify and compare similarities and differences in families, classmates, neighbors and neighborhoods, and ethnic and cultural groups. (Individuals, Society and Culture)
Example: Use newspapers, yearbooks, local Web sites and photographs to show the similarities and differences in family customs and celebrations, clothing, houses, work, and cultural and ethnic heritage.
1.1.1 Compare the way individuals in the community lived in the past with the way they live in the present.
Example: Clothing, the use of technology,methods of transportation, entertainment and customs
1.1.2 Compare past and present similarities and differences in community life by using biographies, oral histories, folklore and video images.
Example: Compare the roles of men, women and children; ethnic and cultural groups; types of work; schools and education in the community; and recreation.
1.2.4 Describe ways that individual actions can contribute to the common good of the community. (Individuals, Society and Culture)
Example: Students help to keep the classroom and school clean by properly disposing of trash.
1.3.8 Compare cultural similarities and differences, such as family traditions and customs, and the traditional clothing and food of various ethnic and cultural groups found in Indiana. (Individuals, Society and Culture)
1.3.9 Give examples of natural resources found locally and describe how people in the school and community use these resources.
Example: Water is used for cooking and drinking; trees are used to make paper and provide shelter; and soil is used to grow plants which can provide food.
2.1.2 Explain changes in daily life in the community over time using maps, photographs, news stories, Web sites or video images. (Individuals, Society and Culture)
Example: Changes in architecture, business/industry, transportation, community buildings, work and use of leisure time
2.1.4 Identify and describe community celebrations, symbols and traditions and explain why they are important. (Individuals, Society and Culture)
Example: Local and regional festivals, city flags and seals, and community mottos
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. (Individuals, Society and Culture)
3.1.1 Identify and describe Native American Woodland Indians who lived in the region when European settlers arrived.
Example: Miami, Shawnee, Kickapoo, Algonquian, Delaware, Potawatomi and Wyandotte
3.1.2 Explain why and how the local community was established and identify its founders and early settlers
3.1.4 Give examples of people, events and developments that brought important changes to the regions of Indiana. (Individuals, Society and Culture)
Example: Developments in transportation, such as the building of canals, roads and railroads, connected communities and caused changes in population or industry.
3.1.6 Use a variety of community resources to gather information about the regional communities. (Individuals, Society and Culture)
Example: Libraries, museums, county historians, chambers of commerce, Web sites, and digital newspapers and archives
3.1.8 Write and illustrate descriptions of local communities and regions in Indiana past and present.
Example: Shawnee villages in Southern Indiana and Conner Prairie settlement
3.3.1 Use labels and symbols to locate and identify physical and political features on maps and globes. Label a map of the Midwest, identifying states, major rivers, lakes and the Great Lakes.
3.3.6 Explain the basic Earth/sun relationship*, including how it influences climate, and identify major climate regions of the United States.
3.3.9 Identify factors that make the region unique, including cultural diversity, industry, the arts and architecture. (Individuals, Society and Culture)
3.3.10 Use a variety of information resources* to identify regional environmental issues and examine the ways that people have tried to solve these problems
3.4.6 Identify different ways people save their income and explain advantages and disadvantages of each.
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. (Individuals, Society and Culture)
Example: Miami, Shawnee, Potawatomi and Lenape (Delaware)
4.1.3 Explain the importance of the Revolutionary War and other key events and people that influenced Indiana’s development.
Example: George Rogers Clark and the Fall of Vincennes (1779), development of the Northwest Territory, Indiana becoming a U.S. Territory, Chief Little Turtle, Tecumseh, Tenskwatawa (the Prophet), William Henry Harrison, and the Battle of Tippecanoe (1811)
4.1.6 Explain how key individuals and events influenced the early growth of and changes in Indiana.
Example: Indiana’s first governor, Jonathan Jennings; Robert Owen and the New Harmony settlement; moving the state capitol from Corydon to Indianapolis; development of roads and canals in Indiana; and the Indiana Constitution of 1851
4.2.6 Define and provide examples of civic virtues* in a democracy.
Example: Individual responsibility, self-discipline/self-governance, civility, respect for the rights and dignity of all individuals, honesty, respect for the law, courage, compassion, patriotism, fairness and commitment to the common good
4.3.6 Describe Indiana’s landforms (lithosphere*), water features (hydrosphere*), and plants and animals (biosphere*).
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.
4.3.11 Create maps of Indiana at different times in history showing regions and major physical and cultural features; give examples of how people in Indiana have modified their environment over time
4.4.1 Give examples of the kinds of goods* and services* produced in Indiana in different historical periods.
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.
5.1.6 Identify and discuss instances of both cooperation and conflict between Native American Indians and European settlers, such as agriculture, trade, cultural exchanges and military alliances, as well as later broken treaties, massacres and conflicts over control of the land. (Individuals, Society and Culture)
5.3.11 Describe adaptation and how Native American Indians and colonists adapted to variations in the physical environment.
Example: Plains people’s dependence on bison; dependence on fishing by people living in the Northeast and Pacific Northwest; choice of building materials and style of construction such as sod houses, longhouses and dugouts
5.4.7 Predict the effect of changes in supply* and demand* on price.
6.1.21 Analyze cause-and-effect relationships, keeping in mind multiple causations, including the importance of individuals, ideas, human interests, beliefs and chance in history. (Individuals, Society and Culture)
6.3.4 Describe and compare major cultural characteristics* of regions in Europe and the Western Hemisphere.
Example: Portuguese language, Futebol and Carnival in Brazil, bilingualism, the celebration of the Queen’s birthday, and recognition of aboriginal values and cultures in Canada, and Russian language and architecture
* physical characteristics: natural features, such as land and water forms, climate, natural vegetation and native wildlife
* cultural characteristics: learned behavior of people, which includes their belief systems and languages, their social relationships, their institutions and organizations, and their material goods such as food, clothing, buildings, tools and machines
6.3.14 Explain and give examples of how nature has impacted the physical environment and human populations in specific areas of Europe and the Americas.
Example: Hurricanes, earthquakes, floods and drought
6.4.1 Give examples of how trade related to key developments in the history of Europe and the Americas.
Example: The growth of trading towns and cities in medieval Europe led to money economies, competition to expand world trade led to European voyages of trade and exploration, and Olmec trade in Mesoamerica led to colonization and the diffusion of art.
7.4.2 Identify economic connections between the local community and the countries of Africa, Asia or the Southwest Pacific
8.1.1 Identify major Native American Indian groups of eastern North America and describe early conflict and cooperation with European settlers and the influence the two cultures had on each other. (Individuals, Society and Culture)
Example: Mohawk, Iroquois, Huron and Ottawa; French and Native American Indian alliances; French and Indian War; British alliances with Native American Indians; settler encroachment on Native American Indian lands; and Native American Indian participation in the Revolutionary War
8.1.6 Identify the steps in the implementation of the federal government under the United States Constitution, including the First and Second Congresses of the United States (1789–1792).
8.1.28 Recognize historical perspective and evaluate alternative courses of action by describing the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms.
Example: Use Internet-based documents and digital archival collections from museums and libraries to compare views of slavery in slave narratives, northern and southern newspapers, and present-day accounts of the era.
8.3.9 Analyze human and physical factors that have influenced migration and settlement patterns and relate them to the economic development of the United States.
Example: Growth of communities due to the development of the railroad, development of the west coast due to ocean ports and discovery of important mineral resources; the presence of a major waterway influences economic development and the workers who are attracted to that development
* primary source: developed by people who experienced the events being studied (i.e., autobiographies, diaries, letters and governmental documents)
* secondary source: developed by people who have researched events but did not experience them directly (i.e., articles, biographies, Internet resources and nonfiction books)
WG.4.3 Hypothesize about the impact of push factors* and pull factors* on human migration in selected regions and about changes in these factors over time. (Economics; Government; History; Individuals, Society and Culture) USH.1.2 Explain major themes in the early history of the United States. (Economics, Government)
Example: Federalism, sectionalism and nationalism; expansion; states’ rights; and the political and economic difficulties encountered by Americans and Native American Indians such as slavery; and liberty versus order
USH.1.3 Describe controversies pertaining to slavery, abolitionism, Dred Scott v. Sanford (1856) and social reform movements. (Government, Economics)
Example: Temperance movement and women’s movement
Science
K.3.1 Describe objects in terms of the materials they are made of, such as clay, cloth, paper, etc
K.4.1 Give examples of plants and animals
K.4.2 Observe plants and animals, describing how they are alike and how they are different in the way they look and in the things they do
1.1.2 Investigate and make observations to seek answers to questions about the world, such as “In what ways do animals move?”
1.4.1 Identify when stories give attributes to plants and animals, such as the ability to speak, that they really do not have.
1.4.3 Observe and explain that animals eat plants or other animals for food.
1.4.4 Explain that most living things need water, food, and air.
1.5.3 Observe and describe similar patterns, such as shapes, designs, and events that may show up in nature, such as honeycombs, sunflowers, or shells. See similar patterns in the things people make, such as quilts, baskets, or pottery.
1.6.1 Observe and describe that models, such as toys, are like the real things in some ways but different in others.
2.3.5 Investigate that things can be done to materials — such as freezing, mixing, cutting, heating, or wetting — to change some of their properties. Observe that not all materials respond in the same way.
2.3.6 Discuss how people use electricity or burn fuels, such as wood, oil, coal, or natural gas, to cook their food and warm their houses.
2.4.1 Observe and identify different external features of plants and animals and describe how these features help them live in different environments.
3.1.6 Give examples of how tools, such as automobiles, computers, and electric motors, have affected the way we live.
3.2.2 Measure and mix dry and liquid materials in prescribed amounts, following reasonable safety precautions.
3.2.5 Construct something used for performing a task out of paper, cardboard, wood, plastic, metal, or existing objects
3.3.1 Observe and describe the apparent motion of the sun and moon over a time span of one day.
3.3.6 Describe ways human beings protect themselves from adverse weather conditions.
3.4.6 Explain that people need water, food, air, waste removal, and a particular range of temperatures, just as other animals do.
3.6.1 Investigate how and describe that when parts are put together, they can do things that they could not do by themselves.
4.1.7 Discuss and give examples of how technology, such as computers and medicines, has improved the lives of many people, although the benefits are not equally available to all.
4.3.8 Explain that the rotation of Earth on its axis every 24 hours produces the night-and-day cycle.
4.3.11 Investigate, observe, and explain that things that give off light often also give off heat*.
4.4.4 Observe and describe that some source of energy is needed for all organisms to stay alive and grow.
4.4.8 Know and explain that artifacts and preserved remains provide some evidence of the physical characteristics and possible behavior of human beings who lived a very long time ago.
4.6.4 Observe and describe that some features of things may stay the same even when other features change.
4.7.1 Ask thoughtful questions and respond orally to relevant questions with appropriate elaboration.
4.7.2 Summarize major ideas and supporting evidence presented in spoken Presentations
4.7.16 Distinguish between the speaker’s opinions and verifiable facts.
5.1.7 Give examples of materials not present in nature, such as cloth, plastic, and concrete, that have become available because of science and technology.
5.2.1 Multiply and divide whole numbers* mentally, on paper, and with a calculator.
5.4.4 Explain that in any particular environment, some kinds of plants and animals survive well, some do not survive as well, and some cannot survive at all.
5.4.5 Explain how changes in an organism’s habitat are sometimes beneficial and sometimes harmful.
6.4.1 Explain that one of the most general distinctions among organisms is between green plants, which use sunlight to make their own food, and animals, which consume energy-rich foods.
6.4.13 Give examples of how human beings use technology to match or exceed many of the abilities of other species.
7.4.10 Describe how technologies having to do with food production, sanitation, and disease prevention have dramatically changed how people live and work and have resulted in changes in factors that affect the growth of human population.
8.1.1 Recognize that and describe how scientific knowledge is subject to modification as new information challenges prevailing theories and as a new theory* leads to looking at old observations in a new way.
8.3.6 Understand and explain that the benefits of Earth’s resources, such as fresh water, air, soil, and trees, are finite and can be reduced by using them wastefully or by deliberately or accidentally destroying them.
8.4.3 Recognize and describe that new varieties of cultivated plants, such as corn and apples, and domestic animals, such as dogs and horses, have resulted from selective breeding for particular traits.
* ecosystem: a group of organisms in an area that interact with one another, together with their nonliving environment
* gene: basic unit of heredity
Language Arts
K.3.1 Distinguish fantasy from reality.
Example: Listen to The Day Jimmy’s Boa Ate the Wash, Trinka Hakes Noble’s story about a class field trip to a farm, and Farming, Gail Gibbons’ nonfiction book about farming. Tell how these two books are different
K.7.1 Understand and follow one- and two-step spoken directions.
K.7.4 Recite short poems, rhymes, and songs.
1.7.3 Give, restate, and follow simple two-step directions.
1.7.6 Recite poems, rhymes, songs, and stories
2.7.3 Paraphrase (restate in own words) information that has been shared orally by others.
2.7.4 Give and follow three- and four-step oral directions.
2.7.13 Recite poems, rhymes, songs, and stories.
3.7.1 Retell, paraphrase, and explain what a speaker has said.
3.7.15 Follow three- and four-step oral directions.
4.7.1 Ask thoughtful questions and respond orally to relevant questions with appropriate elaboration.
4.7.2 Summarize major ideas and supporting evidence presented in spoken presentations.
4.7.16 Distinguish between the speaker’s opinions and verifiable facts
5.7.1 Ask questions that seek information not already discussed.
5.7.2 Interpret a speaker’s verbal and nonverbal messages, purposes, and Perspectives
6.7.2 Identify the tone, mood, and emotion conveyed in the oral communication.
6.7.3 Restate and carry out multiple-step oral instructions and directions.
6.7.15 Ask questions that seek information not already discussed.
7.7.1 Ask questions to elicit information, including evidence to support the speaker’s claims and conclusions.
8.7.1 Paraphrase (restate) a speaker’s purpose and point of view and ask questions concerning the speaker’s content, delivery, and attitude toward the subject.
8.7.8 Evaluate the credibility of a speaker, including whether the speaker has hidden agendas or presents slanted or biased material.
11.7.12 Critique a speaker’s use of words and language in relation to the purpose of an oral communication and the impact the words may have on the audience.
Math
4.5.10 Determine the amount of change from a purchase.
Example: You buy a chocolate bar priced at $1.75. How much change do you get if you pay for it with a five-dollar bill
8.2.1 Add, subtract, multiply, and divide rational numbers (integers*, fractions, and terminating decimals) in multi-step problems.
Example: -3.4 + 2.8 × 5.75 = ?, 1 4
5 + - 3
8 × 2 9
2 = ?, 81.04 ÷ 17.4 – 2.79 =?.
MUSIC
2.9.2 Discover the role of music from earlier periods in history such as the music of Native Americans and its relationship to other elements in the society.
3.9.2 Explore music of other cultures through live or recorded authentic performances and the role of music and musicians related to the cultures and times.
4.9.4 Explore music of other cultures through live or recorded authentic performances and the role of music and musicians related to the cultures and times