Indiana Educational Standards
Grade levels:
K | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | High school
Kindergarten
Science
K.1.1 Raise questions about the natural world.
K.3.1 Describe objects in terms of the materials they are made of, such as clay, cloth, paper, etc.
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.
K.5.1 Use shapes — such as circles, squares, rectangles, and triangles — to describe different objects.
K.6.1 Describe an object by saying how it is similar to or different from another object.
Social Studies
K.1.1 Compare people, objects, and events of today and long ago.
K.1.4 Identify and order events that take place in a sequence.
K.2.2 Give examples of rules in the classroom and school, and provide reasons for specific rules. [Field trip rules]
K.2.3 Identify symbols and traditions associated with being citizens of Indiana and the United States.
K.2.5 Identify and follow school rules to ensure order and safety. [Field trip rules]
K.3.1 Use words related to location, direction, and distance, including here/there, over/under, left/right, and up/down.
K.3.3 Describe people and places in the school and community.
K.3.4 Give examples of seasonal weather changes and describe how seasonal changes affect people and the environment.
K.3.5 Describe simple differences and similarities between ways people live in cities and on farms.
K.4.2 Identify different kinds of jobs that people do.
K.4.3 Explain why people in a community have different jobs.
K.4.4 Give examples of work activities that people do at home.
K.5.1 Identify ways in which people are alike and different.
Math
K.1.6 Count, recognize, represent, name, and order a number of objects (up to 10).
K.1.8 Use correctly the words one/many, none/some/all, more/less, and most/least.
K.3.1 Identify, sort, and classify objects by size, number, and other attributes. Identify objects that do not belong to a particular group.
K.4.1 Identify and describe common geometric objects: circle, triangle, square, rectangle, and cube.
K.4.3 Identify and use the terms: inside, outside, between, above, and below.
K.5.1 Make direct comparisons of the length, capacity, weight, and temperature of objects and recognize which object is shorter, longer, taller, lighter, heavier, warmer, cooler or holds more.
K.5.2 Understand concepts of time: morning, afternoon, evening, today, yesterday, tomorrow, week, month, and year. Understand that clocks and calendars are tools that measure time.
Language Arts
K.4.3 Write using pictures, letters, and words.
K.5.1 Draw pictures and write words for a specific reason.
K.7.1 Understand and follow one- and two-step spoken directions.
K.7.2 Share information and ideas, speaking in complete, coherent sentences.
K.7.3 Describe people, places, things (including their size, color, and shape), locations, and actions.
K.7.4 Recite short poems, rhymes, and songs.
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First Grade
Science
1.1.1 Observe, describe, draw, and sort objects carefully to learn about them.
1.1.2 Investigate and make observations to seek answers to questions about the world, such as “In what ways do animals move?”
1.1.3 Recognize that and demonstrate how people can learn much about plants and animals by observing them closely over a period of time. Recognize also that care must be taken to know the needs of living things and how to provide for them.
1.2.6 Describe and compare objects in terms of number, shape, texture, size, weight, color, and motion.
1.2.7 Write brief informational descriptions of a real object, person, place, or event using information from observations.
1.4.2 Observe and describe that there can be differences, such as size or markings, among the individuals within one kind of plant or animal group.
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.
Social Studies
1.1.1 Identify examples of things that have changed and things that have remained the same as students compare their lives with the lives of family members, such as parents and grandparents.
1.1.2 Compare past and present similarities and differences in daily life by using biographies, oral histories, and folklore.
1.1.6 Use terms related to time to order events sequentially that have occurred in the school.
1.2.3 Define and give examples of rules and laws. [Field trip rules]
1.2.4 Identify why rules and laws exist and describe the consequences of not having rules and laws. [Field trip rules]
1.3.2 Identify the cardinal directions (north, south, east, west) on maps and globes.
1.3.4 Identify physical features and human features in the geography of school and community.
1.3.5 Explain the effect of seasonal changes on plants, animals, and people.
1.3.8 Give examples of natural resources — such as water, trees, plants, and soil — and describe how people in the school and community use these resources.
1.4.1 Identify goods that people use.
1.4.2 Identify services that people do for each other.
1.4.3 Compare and contrast different jobs people do to earn income.
1.4.4 Describe how people in the school and community are both producers and consumers.
1.4.6 Explain that people exchange goods and services to get the things they want.
1.5.3 Give examples of how people show concern, respect each other, behave responsibly in a group, and resolve differences peacefully.
1.5.5 Compare similarities and differences in customs, foods, play, recreation, and celebrations of families in the community.
Math
1.4.1 Identify, describe, compare, sort, and draw triangles, rectangles, squares, and circles.
1.4.2 Identify triangles, rectangles, squares, and circles as the faces of three-dimensional objects.
1.4.4 Identify objects as two-dimensional or three-dimensional.
1.4.5 Give and follow directions for finding a place or object.
1.4.6 Arrange and describe objects in space by position and direction: near, far, under, over, up, down, behind, in front of, next to, to the left or right of.
1.4.7 Identify geometric shapes and structures in the environment and specify their location.
1.5.6 Tell time to the nearest half-hour and relate time to events (before/after, shorter/longer).
Language Arts
1.5.1 Write brief narratives (stories) describing an experience.
1.5.2 Write brief expository (informational) descriptions of a real object, person, place, or event, using sensory details.
1.5.4 Use descriptive words when writing.
1.5.5 Write for different purposes and to a specific audience or person.
1.7.1 Listen attentively.
1.7.2 Ask questions for clarification and understanding.
1.7.3 Give, restate, and follow simple two-step directions.
1.7.4 Stay on the topic when speaking.
1.7.5 Use descriptive words when speaking about people, places, things, and events.
1.7.6 Recite poems, rhymes, songs, and stories.
1.7.7 Retell stories using basic story grammar and relating the sequence of story events by answering who, what, when, where, why, and how questions.
1.7.9 Provide descriptions with careful attention to sensory detail.
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Second Grade
Science
2.1.1 Manipulate an object to gain additional information about it.
2.2.5 Draw pictures and write brief descriptions that correctly portray key features of an object.
2.3.1 Investigate by observing and then describe that some events in nature have a repeating pattern, such as seasons, day and night, and migrations.
2.3.4 Investigate by observing and then describe how animals and plants sometimes cause changes in their surroundings.
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.
2.4.3 Observe and explain that plants and animals both need to take in water, animals need to take in food, and plants need light.
2.4.4 Recognize and explain that living things are found almost everywhere in the world and that there are somewhat different kinds in different places.
2.4.5 Recognize and explain that materials in nature, such as grass, twigs, sticks, and leaves, can be recycled and used again, sometimes in different forms, such as in birds’ nests.
2.4.8 Give examples of different roles people have in families and communities.
2.6.1 Investigate that most objects are made of parts.
Social Studies
2.1.1 Listen to historical stories and compare daily life in the past and present.
2.1.2 Identify changes that have occurred in the local or regional community.
2.1.3 Identify individuals who had an impact on the local or regional community.
2.3.1 Use cardinal and intermediate directions to locate places on maps and places in the classroom, school, and community.
2.3.4 Identify places that are nearby or related to the local community.
2.3.7 Use a variety of information resources to identify ways that the physical environment influences human activities in the community.
2.4.1 Define the three types of productive resources (human resources, natural resources, capital resources) and identify productive resources used to produce goods and services in the community.
2.4.2 Identify community workers who provide goods and services for the rest of the community and explain how their jobs benefit people in the community.
2.4.3 Explain that a price is what people pay when they buy a good or service and what people receive when they sell a good or service.
2.4.4 Research goods and services produced in the local community and describe how people may be both producers and consumers.
2.4.6 Define specialization and identify specialized jobs in the school and community.
2.4.7 Explain why people trade for goods and services and explain how money makes trade easier.
2.5.3 Compare the ways people learn traditions in different cultures.
2.5.4 Explain how changes in technology have influenced various traditions.
Math
2.4.5 Recognize geometric shapes and structures in the environment and specify their locations.
2.5.3 Decide which unit of length is most appropriate in a given situation.
2.5.9 Tell time to the nearest quarter hour, be able to tell five-minute intervals, and know the difference between a.m. and p.m.
2.5.11 Find the duration of intervals of time in hours.
Language Arts
2.5.1 Write brief narratives (stories) based on their experiences that:
- move through a logical sequence of events.
- describe the setting, characters, objects, and events in detail.
2.5.5 Use descriptive words when writing.
2.5.6 Write for different purposes and to a specific audience or person.
2.7.1 Determine the purpose or purposes of listening (such as to obtain information, to solve problems, or to enjoy).
2.7.2 Ask for clarification and explanation of stories and ideas.
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.
2.7.6 Speak clearly and at an appropriate pace for the type of communication (such as an informal discussion or a report to class).
2.7.7 Tell experiences in a logical order.
2.7.8 Retell stories, including characters, setting, and plot.
2.7.10 Recount experiences or present stories that:
- move through a logical sequence of events.
- describe story elements, including characters, plot, and setting.
2.7.11 Report on a topic with facts and details, drawing from several sources of information.
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Third Grade
Science
3.1.6 Give examples of how tools, such as automobiles, computers, and electric
motors, have affected the way we live.
3.1.8 Describe how discarded products contribute to the problem of waste disposal and that recycling can help solve this problem.
3.3.6 Describe ways human beings protect themselves from adverse weather conditions.
3.4.1 Demonstrate that a great variety of living things can be sorted into groups in many ways using various features, such as how they look, where they live, and how they act, to decide which things belong to which group.
3.4.4 Describe that almost all kinds of animals’ food can be traced back to plants.
3.4.6 Explain that people need water, food, air, waste removal, and a particular range of temperatures, just as other animals do.
3.5.5 Explain that one way to make sense of something is to think of how it relates to something more familiar.
3.6.1 Investigate how and describe that when parts are put together, they can do things that they could not do by themselves.
3.6.2 Investigate how and describe that something may not work if some of its parts are missing.
Social Studies
3.1.1 Describe American Indian groups who lived in the region when European settlers arrived.
3.1.2 Explain why and how the local community was established and identify founders and early settlers.
3.1.3 Describe the role of specific communities in the development of the region.
3.1.4 Give examples of people, events, and developments that brought important changes to the local community or region.
3.1.7 Use a variety of community resources — such as libraries, museums, and county historians — to gather information about the local community.
3.3.5 Explain how climate affects the vegetation and animal life of a region and describe the physical characteristics that relate to form an ecosystem.
3.3.7 Use a variety of information resources to identify local environmental issues and examine the ways that people have tried to solve these problems.
Example: Research how the community gets its water today compared with how early settlers got their water.
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 easier.
3.4.7 Explain that buyers and sellers interact to determine the prices of goods and services in markets.
3.5.1 Give examples of how the local community is made up of many individuals, as well as many different groups.
3.5.4 Identify factors that make the local community unique, including how the community is enriched through foods, crafts, customs, languages, music, visual arts, architecture, dance, and drama representing various cultures.
3.5.5 Use community resources — such as museums, libraries, historic buildings, and other landmarks — to gather cultural information about the community.
Math
3.1.14 Identify whether everyday events are certain, likely, unlikely, or impossible.
3.4.2 Identify right angles in shapes and objects and decide whether other angles are greater or less than a right angle.
3.4.10 Recognize geometric shapes and their properties in the environment and specify their locations.
3.5.9 Tell time to the nearest minute and find how much time has elapsed.
3.5.11 Use play or real money to decide whether there is enough money to make a purchase.
Language Arts
3.5.1 Write narratives (stories) that:
- provide a context within which an action takes place.
- include details to develop the plot.
3.5.2 Write descriptive pieces about people, places, things, or experiences that:
- develop a unified main idea.
- use details to support the main idea.
3.5.5 Write for different purposes and to a specific audience or person.
3.7.1 Retell, paraphrase, and explain what a speaker has said.
3.7.2 Connect and relate experiences and ideas to those of a speaker.
3.7.3 Answer questions completely and appropriately.
3.7.5 Organize ideas chronologically (in the order that they happened) or around major points of information.
3.7.11 Distinguish between the speaker’s opinions and verifiable facts.
3.7.14 Make descriptive presentations that use concrete sensory details to set forth and support unified impressions of people, places, things, or experiences.
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Fourth Grade
Science
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.
4.1.8 Recognize and explain that any invention may lead to other inventions.
4.4.3 Observe and describe that organisms interact with one another in various ways, such as providing food, pollination, and seed dispersal.
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.
4.6.1 Demonstrate that in an object consisting of many parts, the parts usually influence or interact with one another.
Social Studies
4.1.2 Identify and describe historic Indian groups that lived in the region that became Indiana at the time of early European exploration and settlement...
4.1.5 Describe the removal of Indian groups from Indiana...
4.1.6 Explain how key individuals and events influenced the early growth of the new state of Indiana. [William Conner]
4.1.9 Give examples of Indiana’s increasing agricultural, industrial, and business development in the nineteenth century.
4.1.14 Distinguish fact from opinion and fact from fiction in historical documents and other…resources.
4.1.15 Using primary source and secondary source materials, generate questions, seek answers, and write brief comments about an event in Indiana history.
4.2.8 Use a variety of information resources to research and write brief comments about a position or course of action on a public issue relating to Indiana’s past or present.
4.3.8 Create a map tracing the routes and methods of travel used by settlers to reach Indiana and identify ways in which settlers have changed the landscape in Indiana over the past 200 years.
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 why both parties benefit from voluntary trade and give examples of how people in Indiana engaged in trade in different time periods.
4.4.4 Explain that prices change as a result of changes in supply and demand for specific products.
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.
4.5.2 Identify the different types of social groups to which people belong and the functions these groups perform.
4.5.3 Define the term cultural group, and give examples of the challenges faced by diverse cultural groups in Indiana history.
4.5.5 Give examples of the impacts of science and technology on the migration and settlement patterns of various groups.
Math
4.5.3 Know and use formulas for finding the perimeters of rectangles and squares.
4.5.4 Know and use formulas for finding the areas of rectangles and squares.
4.5.5 Estimate and calculate the area of rectangular shapes using appropriate units, such as sq. centimeter (cm2), sq. meter (m2), sq. inch (in2), or sq. yard (yd2).
4.5.9 Add time intervals involving hours and minutes.
4.5.10 Determine the amount of change from a purchase.
4.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
4.7.4 Use a variety of methods, such as words, numbers, symbols, charts, graphs, tables, diagrams, tools, and models to solve problems, justify arguments, and make conjectures.
4.7.8 Make precise calculations and check the validity of the results in the context of the problem.
Language Arts
4.4.4 Use common organizational structures for providing information in writing, such as chronological order, cause and effect, or similarity and difference, and posing and answering a question.
4.4.5 Quote or paraphrase information sources, citing them appropriately.
4.5.1 Write narratives (stories) that:
- include ideas, observations, or memories of an event or experience.
- provide a context to allow the reader to imagine the world of the event or experience.
- use concrete sensory details.
4.5.6 Write for different purposes (information, persuasion) and to a specific audience or person.
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.
4.7.4 Give precise directions and instructions.
4.7.6 Use traditional structures for conveying information, including cause and effect, similarity and difference, and posing and answering a question.
4.7.8 Use details, examples, anecdotes, or experiences to explain or clarify information.
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Fifth Grade
Science
5.1.5 Explain that technology extends the ability of people to make positive and/or negative changes in the world.
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.
5.3.8 Investigate, observe, and describe that heating and cooling cause changes in the properties of materials, such as water turning into steam by boiling and water turning into ice by freezing. Notice that many kinds of changes occur faster at higher temperatures.
5.3.10 Investigate that some materials conduct heat much better than others, and poor conductors can reduce heat loss.
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.
5.4.7 Explain that living things, such as plants and animals, differ in their characteristics, and that sometimes these differences can give members of these groups (plants and animals) an advantage in surviving and reproducing.
5.5.3 Classify objects in terms of simple figures and solids.
5.5.4 Compare shapes in terms of concepts, such as parallel and perpendicular, congruence, and symmetry.
Social Studies
5.1.2 Examine accounts of early European explorations of North America, such as the Vikings’ explorations and settlements in Greenland and North America, including accounts of interactions and conflicts between those early European explorers and Indians.
5.1.3 Identify and compare 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 Explain the religious, political, and economic reasons for movement of people from Europe to the Americas and describe the impact of exploration and settlement by Europeans on American Indians.
5.1.7 Identify and discuss instances of both cooperation and conflict between 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.
5.3.3 Compare the locations of cities today with American Indian and colonial settlements and suggest reasons for the locations of these places, such as near bodies of water, on a lowland, along a transportation route, and near natural resources or sources of power.
5.3.7 Describe the major ways that land was used by American Indians and colonists in each region and explain how land use changed in the past and continues to change.
5.3.8 Identify the major manufacturing and agricultural regions in colonial America and cite ways that agriculture and manufacturing have changed in the past and continue to change.
5.4.3 Trace the development of technology and the impact of major inventions on business productivity during the early development of the United States.
5.4.6 Predict the effect of changes in supply and demand on price.
5.4.7 Analyze how the causes and effects of changes in price of certain goods and services had significant influence on events in United States history.
- The price of beaver pelts
5.5.1 Describe basic needs that individuals have in order to survive — such as the need for food, water, shelter, and safety — and give examples of how people in early America adapted* to meet basic needs.
Math
5.5.2 Solve problems involving perimeters and areas of rectangles, triangles, parallelograms, and trapezoids, using appropriate units.
5.5.7 Add and subtract with money in decimal notation.
5.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, sequencing and prioritizing information, and observing patterns.
5.7.2 Decide when and how to break a problem into simpler parts.
5.7.7 Make precise calculations and check the validity of the results in the context
of the problem.
Language Arts
5.4.5 Use note-taking skills.
5.5.1 Write narratives (stories) that:
- establish a plot, point of view, setting, and conflict.
- show, rather than tell, the events of the story.
5.5.3 Write research reports about important ideas, issues, or events by using the following guidelines:
- Frame questions that direct the investigation.
- Establish a main idea or topic.
- Develop the topic with simple facts, details, examples, and explanations.
- Use a variety of information sources, including firsthand interviews, reference materials, and electronic resources, to locate information for the report.
5.5.6 Write for different purposes and to a specific audience or person, adjusting tone and style as appropriate.
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.
5.7.3 Make inferences or draw conclusions based on an oral report.
5.7.7 Identify, analyze, and critique persuasive techniques, including promises, dares, flattery, and generalities; identify faulty reasoning used in oral presentations and media messages.
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Sixth Grade
Science
6.1.9 Explain how technologies can influence all living things.
6.3.12 Describe ways human beings protect themselves from adverse weather conditions.
6.3.16 Explain that human activities, such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and farming intensively, have changed the capacity of the environment to support some life forms.
6.4.8 Explain that in all environments, such as freshwater, marine, forest, desert, grassland, mountain, and others, organisms with similar needs may compete with one another for resources, including food, space, water, air, and shelter. Note that in any environment, the growth and survival of organisms depend on the physical conditions.
6.4.9 Recognize and explain that two types of organisms may interact in a competitive or cooperative relationship, such as producer/consumer, predator/prey, or parasite/host.
6.4.13 Give examples of how human beings use technology to match or exceed many of the abilities of other species.
Social Studies
6.1.18 Recognize historical perspectives in fiction and nonfiction stories by identifying the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms.
6.1.19 Analyze cause-and-effect relationships, keeping in mind multiple causation, including the importance of individuals, ideas, human interests, beliefs, and chance in history.
6.3.13 Analyze and give examples of the consequences of human impact on the physical environment and evaluate ways in which technology influences human capacity to modify the physical environment.
6.3.15 Give examples of how land and water forms, climate, and natural vegetation have influenced historical trends and developments in Europe and the Western Hemisphere.
6.3.16 Identify environmental issues that affect Europe and the Americas. Examine contrasting perspectives on these problems and explain how human-induced changes in the physical environment in one place cause changes in another place.
6.4.1 Give examples of how trade related to key developments in the history of Europe and the Americas.
6.5.2 Distinguish between material and nonmaterial aspects of culture.
6.5.3 Explain that cultures change in three ways: cultural diffusion, invention, and innovation.
6.5.5 Identify examples of inventions and technological innovations that have brought about cultural change in Europe and the Americas and examine their impact.
6.5.9 Examine artifacts, including documents, from other cultures to determine their use and significance.
Math
6.5.1 Select and apply appropriate standard units and tools to measure length, area, volume, weight, time, temperature, and the size of angles.
6.5.4 Understand the concept of the constant p as the ratio of the circumference to the diameter of a circle. Develop and use the formulas for the circumference and area of a circle.
6.5.5 Know common estimates of p (3.14, ) and use these values to estimate and calculate the circumference and the area of circles. Compare with actual measurements.
6.5.10 Add, subtract, multiply, and divide with money in decimal notation.
6.7.1 Analyze problems by identifying relationships, telling relevant from irrelevant information, identifying missing information, sequencing and prioritizing information, and observing patterns.
6.7.9 Make precise calculations and check the validity of the results in the context of the problem.
Language Arts
6.4.4 Use a variety of effective organizational patterns, including comparison and contrast, organization by categories, and arrangement by order of importance or climactic order.
6.4.5 Use note-taking skills.
6.5.3 Write research reports that:
- pose relevant questions that can be answered in the report.
- support the main idea or ideas with facts, details, examples, and explanations from multiple authoritative sources, such as speakers, newspapers and magazines, reference books, and online information searches.
- include a bibliography.
6.5.7 Write for different purposes and to a specific audience or person, adjusting tone and style as necessary.
6.7.1 Relate the speaker’s verbal communication (such as word choice, pitch, feeling, and tone) to the nonverbal message (such as posture and gesture).
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.
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Seventh Grade
Language Arts
7.4.3 Support all statements and claims with anecdotes (first-person accounts), descriptions, facts and statistics, and specific examples.
7.4.4 Use strategies of note-taking, outlining, and summarizing to impose structure on composition drafts.
7.4.5 Identify topics; ask and evaluate questions; and develop ideas leading to inquiry, investigation, and research.
7.7.1 Ask questions to elicit information, including evidence to support the speaker’s claims and conclusions.
7.7.2 Determine the speaker’s attitude toward the subject.
Math
7.2.1 Solve addition, subtraction, multiplication, and division problems that use integers, fractions, decimals, and combinations of the four operations.
7.2.2 Calculate the percentage increase and decrease of a quantity.
7.6.1 Analyze, interpret, and display data in appropriate bar, line, and circle graphs and stem-and-leaf plots* and justify the choice of display.
Science
7.1.4 Describe that different explanations can be given for the same evidence, and it is not always possible to tell which one is correct without further inquiry.
7.1.8 Explain that technologies often have drawbacks as well as benefits. Consider a technology, such as the use of pesticides, which helps some organisms but may hurt others, either deliberately or inadvertently.
7.1.9 Explain how societies influence what types of technology are developed and used in fields such as agriculture, manufacturing, sanitation, medicine, warfare, transportation, information processing, and communication.
7.1.10 Identify ways that technology has strongly influenced the course of history and continues to do so.
7.3.14 Explain that energy in the form of heat is almost always one of the products of an energy trans-formation, such as in the examples of exploding stars, biological growth, the operation of machines, and the motion of people.
7.3.16 Recognize and explain that different ways of obtaining, transforming, and distributing energy have different environmental consequences.
7.4.2 Describe that all organisms, including the human species*, are part of and depend on two main interconnected global food webs*, the ocean food web and the land food web.
7.4.6 Explain how food provides the fuel and the building material for all organisms.
7.4.7 Describe how plants use the energy from light to make sugars from carbon dioxide and water to produce food that can be used immediately or stored for later use.
7.4.8 Describe how organisms that eat plants break down the plant structures to produce the materials and energy that they need to survive, and in turn, how they are consumed by other organisms.
7.4.9 Understand and explain that as any population of organisms grows, it is held in check by one or more environmental factors. These factors could result in depletion of food or nesting sites and/or increased loss to increased numbers of predators or parasites. Give examples of some consequences of this.
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.
7.6.1 Understand and explain that throughout history, people have created explanations for disease. Note that some held that disease had spiritual causes, but that the most persistent biological theory over the centuries was that illness resulted from an imbalance in the body fluids. Realize that the introduction of germ theory by Louis Pasteur and others in the nineteenth century led to the modern understanding of how many diseases are caused by microorganisms, such as bacteria, viruses, yeasts, and parasites.
7.6.4 Understand and describe that changes in health practices have resulted from the acceptance of the germ theory of disease. Realize that before germ theory, illness was treated by appeals to supernatural powers or by attempts to adjust body fluids through induced vomiting or bleeding. Note that the modern approach emphasizes sanitation, the safe handling of food and water, the pasteurization of milk, quarantine, and aseptic surgical techniques to keep germs out of the body; vaccinations to strengthen the body’s immune system against subsequent infection by the same kind of microorganisms; and antibiotics and other chemicals and processes to destroy microorganisms.
Social Studies
7.1.20 Form and respond to historical questions and use a variety of information resources* to find and evaluate historical data on the people, places, events, and developments that have played a part in the history of Africa, Asia, and the Southwest Pacific.
7.4.2 Identify economic connections between the local community and the countries of Africa, Asia, or the Southwest Pacific.
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Eighth Grade
Language Arts
8.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.
8.4.2 Create compositions that have a clear message, a coherent thesis (a statement of position on the topic), and end with a clear and well-supported conclusion.
8.4.3 Support theses or conclusions with analogies (comparisons), paraphrases, quotations, opinions from experts, and similar devices.
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.
8.7.10 Deliver narrative (story) presentations, such as biographical or autobiographical information that:
relate a clear incident, event, or situation, using well-chosen details.
reveal the significance of the incident, event, or situation.
use narrative and descriptive strategies to support the presentation, including relevant dialogue, specific action, physical description, background description, and comparison or contrast of characters.
Science
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.
8.1.7 Explain why technology issues are rarely simple and one-sided because contending groups may have different values and priorities.
8.1.8 Explain that humans help shape the future by generating knowledge, developing new technologies, and communicating ideas to others.
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.
8.3.11 Describe how groups of elements can be classified based on similar properties, including highly reactive metals*, less reactive metals, highly reactive nonmetals*, less reactive nonmetals, and some almost completely nonreactive gases.
8.3.13 Explain that energy cannot be created or destroyed but only changed from one form into another.
8.3.14 Describe how heat* can be transferred through materials by the collision of atoms, or across space by radiation*, or if the material is fluid, by convection* currents that are set up in it that aid the transfer of heat.
8.3.15 Identify different forms of energy that exist in nature.
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.
8.4.4 Describe how matter is transferred from one organism to another repeatedly and between organisms and their physical environment.
8.4.5 Explain that energy can be transferred from one form to another in living things.
8.4.6 Describe how animals get their energy from oxidizing their food and releasing some of this energy as heat.
8.7.6 Recognize that and describe how symmetry may determine properties of many objects, such as molecules, crystals, organisms, and designed structures.
8.7.7 Illustrate how things, such as seasons or body temperature, occur in cycles.
Social Studies
8.1.1 Describe major Indian groups of eastern North America, including early conflict with European settlers.
8.1.15 Explain the concept of Manifest Destiny and its relationship to the westward movement of settlers and territorial expansion, including the purchase of Florida (1819), the annexation of Texas (1845), the acquisition of the Oregon Territory (1846), and territorial acquisition resulting from the Mexican War (1846–1848).
8.1.16 Describe the abolition of slavery in the northern states, conflict and compromises associated with westward expansion of slavery, such as the Missouri Compromise (1820), and the continued resistance to slavery by African Americans.
8.1.17 Identify the key ideas of Jacksonian democracy and explain their influence on political participation, political parties, and constitutional government.
8.1.18 Analyze different interests and points of view of individuals and groups involved in the abolitionist, feminist, and social reform movements and in sectional conflicts.
8.1.20 Explain the influence of individuals on key events and developments of the early United States.
Example: Thomas Jefferson, Robert Fulton, Meriwether Lewis, William Clark, Sacajewea, Daniel Boone, Little Turtle, Tecumseh, Black Hawk, John Marshall, James Madison, Dolley Madison, Andrew Jackson, John C. Calhoun, Henry Clay, Daniel Webster, James Polk, Elizabeth Cady Stanton, William Lloyd Garrison, Frederick Douglass, Horace Mann, Dorothea Dix, and Lucretia Mott.
8.1.27 Recognize historical perspective by identifying the historical context in which events unfolded and by avoiding evaluation of the past solely in terms of present-day norms.
8.1.28 Identify, evaluate, and distinguish fact from opinion in a variety of information resources*; differentiate between historical facts and interpretations, recognizing that the facts the historian reports reflects his or her judgment of what is most significant about the past.
8.1.30 Form historical research questions and seek responses by analyzing primary resources — such as autobiographies, diaries, maps, photographs, letters, and government documents — and secondary resources, such as biographies and other nonfiction books and articles on the history of the United States.
8.3.5 Identify the agricultural regions of the United States and be able to give reasons for the type of land use during different historical periods.
8.3.7 Analyze geographic factors that have influenced migration and settlement patterns and relate them to the economic development of the United States.
8.3.8 Develop maps showing the distribution of natural resources — such as forests, water sources, and wildlife — in the United States at the beginning of the nineteenth century and give examples of how people exploited these resources as the country became more industrialized and people moved westward.
8.3.9 Identify ways people modified the physical environment as the United States developed and the types of problems that resulted.
8.4.6 Relate technological change and inventions to changes in labor productivity in the United States in the eighteenth and nineteenth centuries.
8.4.11 Compare and contrast job skills needed in different time periods in United States history and use a variety of information resources* to research jobs and careers.
8.5.4 Trace the development of the American educational system, including the work of Horace Mann in the public schools movement (1830s to 1850s), and describe the differences in educational opportunities for girls and women, African Americans, and students in rural areas.
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High School
Language Arts
9.4.2 Establish a coherent thesis that conveys a clear perspective on the subject and maintain a consistent tone and focus throughout the piece of writing.
9.4.3 Use precise language, action verbs, sensory details, and appropriate modifiers.
9.4.4 Use writing to formulate clear research questions and to compile information from primary and secondary print or Internet sources.
9.4.6 Synthesize information from multiple sources, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
9.7.1 Summarize a speaker’s purpose and point of view and ask questions concerning the speaker’s content, delivery, and attitude toward the subject.
9.7.10 Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.
9.7.11 Evaluate the clarity, quality, effectiveness, and general coherence of a speaker’s important points, arguments, evidence, organization of ideas, delivery, choice of words, and use of language.
9.7.16 Apply appropriate interviewing techniques:
- prepare and ask relevant questions.
- make notes of responses.
- use language that conveys maturity, sensitivity, and respect.
- respond correctly and effectively to questions.
- demonstrate knowledge of the subject or organization.
- compile and report responses.
- evaluate the effectiveness of the interview.
10.2.1 Analyze the structure and format of various informational documents and explain how authors use the features to achieve their purposes.
10.4.3 Use precise language, action verbs, sensory details, appropriate modifiers, and the active (I will always remember my first trip to the city) rather than the passive voice (My first trip to the city will always be remembered).
10.4.4 Use clear research questions and suitable research methods, including texts, electronic resources, and personal interviews, to compile and present evidence from primary and secondary print or Internet sources.
10.4.5 Develop main ideas within the body of the composition through supporting evidence, such as scenarios, commonly held beliefs, hypotheses, and definitions.
10.4.6 Synthesize information from multiple sources. Identify complexities and inconsistencies in the information and the different perspectives found in each medium, including almanacs, microfiche, news sources, in-depth field studies, speeches, journals, technical documents, and Internet sources.
10.7.1 Summarize a speaker’s purpose and point of view and ask questions concerning the speaker’s content, delivery, and attitude toward the subject.
10.7.10 Assess how language and delivery affect the mood and tone of the oral communication and make an impact on the audience.
10.7.11 Evaluate the clarity, quality, effectiveness, and general coherence of a speaker’s important points, arguments, evidence, organization of ideas, delivery, choice of words, and use of language.
10.7.16 Apply appropriate interviewing techniques:
- prepare and ask relevant questions.
- make notes of responses.
- use language that conveys maturity, sensitivity, and respect.
- respond correctly and effectively to questions.
- demonstrate knowledge of the subject or organization.
- compile and report responses.
- evaluate the effectiveness of the interview.
11.4.7 Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources.
11.4.8 Use systematic strategies to organize and record information, such as anecdotal scripting or annotated bibliographies.
11.5.4 Write historical investigation reports that:
- use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument.
- analyze several historical records of a single event, examining critical relationships between elements of the topic.
- explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation.
- include information from all relevant perspectives and take into consideration the validity and reliability of sources.
- include a formal bibliography.
11.7.1 Summarize a speaker’s purpose and point of view and ask questions to draw interpretations of the speaker’s content and attitude toward the subject.
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.
11.7.17 Deliver oral reports on historical investigations that:
- use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic).
- analyze several historical records of a single event, examining each perspective on the event.
- describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation.
- include information on all relevant perspectives and consider the validity (accuracy and truthfulness) and reliability (consistency) of sources.
12.4.7 Develop presentations using clear research questions and creative and critical research strategies, such as conducting field studies, interviews, and experiments; researching oral histories; and using Internet sources.
12.4.8 Use systematic strategies to organize and record information, such as anecdotal scripting or creating annotated bibliographies.
12.5.4 Write historical investigation reports that:
- use exposition, narration, description, argumentation, or some combination of rhetorical strategies to support the main argument.
- analyze several historical records of a single event, examining critical relationships between elements of the topic.
- explain the perceived reason or reasons for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation.
- include information from all relevant perspectives and take into consideration the validity and reliability of sources.
- include a formal bibliography.
12.7.1 Summarize a speaker’s purpose and point of view, discuss, and ask questions to draw interpretations of the speaker’s content and attitude toward the subject.
12.7.12 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.
12.7.17 Deliver oral reports on historical investigations that:
- use exposition, narration, description, persuasion, or some combination of those to support the thesis (the position on the topic).
- analyze several historical records of a single event, examining each perspective on the event.
- describe similarities and differences between research sources, using information derived from primary and secondary sources to support the presentation.
- include information on all relevant perspectives and consider the validity (accuracy and truthfulness) and reliability (consistency) of sources.
Science
B.1.41 Recognize that and describe how human beings are part of Earth’s ecosystems. Note that human activities can, deliberately or inadvertently, alter the equilibrium in ecosystems.
B.1.43 Understand that and describe how organisms are influenced by a particular combination of living and nonliving components of the environment.
B.1.44 Describe the flow of matter, nutrients, and energy within ecosystems.
B.1.45 Recognize that and describe how the physical or chemical environment may influence the rate, extent, and nature of the way organisms develop within ecosystems.
Social Studies – United States History
USH.1.2 Explain major themes in the early national history of the United States.
Example: Conflicts between American Indians and European settlers, the westward movement, Manifest Destiny and national expansion, sectionalism, nationalism, controversies over the expansion of slavery, abolitionism, and social reform movements.
USH.1.3 Review and summarize key events and developments in the following periods of United States history: Founding the Republic (1775–1801), Expansion and Reform (1801–1861), Civil War and Reconstruction (1850–1877).
USH.1.8 Identify issues pertaining to slavery, sectionalism, and nationalism before the Civil War and analyze the interests, perspectives, and points of view of those involved in the issue. (Civics and Government; Individuals, Society, and Culture)
USH.2.1 Identify and explain the importance of key events, people, and groups associated with industrialization and its impact on urbanization, immigration, farmers, the labor movement, social reform, and government regulation. (Economics; Civics and Government; Individuals, Society, and Culture)
USH.2.6 Explain various perspectives on federal government policy about American Indians and migration of settlers to western territories. (Civics and Government; Geography; Individuals, Society, and Culture)
USH.2.8 Construct and explain a timeline of major technological inventions during the second half of the nineteenth century.
USH.2.12 Investigate historical data from a variety of sources and perspectives about historical issues involving African Americans, Asian Americans, Hispanic Americans, and American Indians. (Individuals, Society, and Culture)
USH.9.2 Locate and use sources found at local and state libraries, archival collections, museums, historic sites, and electronic sites.
Social Studies – Sociology
S.2.1 Define the key components of a culture, such as knowledge, language and communication, customs, values, norms, and physical objects. (Geography; History)
S.2.6 Identify the factors that promote cultural diversity within the United States. (Economics; Civics and Government; Geography; History)
S.2.8 Compare and contrast different types of societies, such as hunting and gathering, agrarian, industrial, and post-industrial. (Economics; History)
S.3.2 Explain how roles and role expectations can lead to role conflict. (History)
Example: Roles of men and women; age; racial and/or ethnic groups within different societies.
S.3.3 Examine and analyze various points of view relating to historical and current events. (History)
S.3.4 Determine a cause-and-effect relationship among historical events, themes, and concepts in United States and world history as they relate to sociology. (Economics; History)
S.5.5 Investigate stereotypes of the various United States subcultures, such as “American Indian,” “American cowboys,” “teenagers,” “Americans,” “gangs,” and “hippies,” from a world perspective. (History)
S.5.7 Interpret the factors that influence change in social norms over time. (History)
S.5.8 Use various resources to interpret information about cultural life in the United States and other world cultures, both in the past and today. (History)
Social Studies – World Geography
WG.1.5 Ask geographic questions* and obtain answers from a variety of sources, such as books, atlases, and other written materials; statistical source material; fieldwork and interviews; remote sensing; word processing; and GIS. Reach conclusions and give oral, written, graphic, and cartographic expression to conclusions.
WG.2.2 Categorize characteristics of places in terms of whether they are physical (natural) or cultural (human). Know and apply the sub-categories of physical and cultural characteristics when describing any given place.
WG.2.3 Give examples of how places and regions change over time.
WG.4.3 Hypothesize about the impact of push/pull factors on human migration in selected regions and about the changes in these factors over time. (Economics; Civics and Government; History; Individuals, Society, and Culture)
WG.4.17 Explain how different points of view influence policies relating to the use and management of Earth’s resources. (Economics; Civics and Government; Individuals, Society, and Culture)
WG.5.1 Identify human-caused threats to the world’s environment: atmospheric and surface pollution, deforestation, desertification, salinization, over-fishing, urban sprawl, and species extinction. Map the worldwide occurrence of each of these phenomena. (Economics; Civics and Government; Individuals, Society, and Culture)
WG.5.4 Evaluate ways in which technology has expanded the capability of humans to modify the physical environment and the ability of humans to mitigate the effect of natural disasters. (Individuals, Society, and Culture)
WG.5.7 Evaluate how and why the ability of Earth to feed its people has changed over time. (Economics; Civics and Government; History; Individuals, Society, and Culture)
WG.5.7 Evaluate how and why the ability of Earth to feed its people has changed over time. (Economics; Civics and Government; History; Individuals, Society, and Culture)
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