Social Studies Grades k-5

History – Historical Knowledge, Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research (General History – K – 2) :

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 K.1.1.a.1: Observe 1.1.1.a.1: Observe 2.1.1.a.1: Find or 3.1.1.a.1: Identify 4.1.1.a.1: Identify 5.1.1.a.1: Identify and tell about and tell about the match the name of Native American the major early groups of people children and way individuals in the local Woodland Indians cultures that who settled in North families of today the community lived community, the who lived in the existed in the America prior to and those from the in the past with the year it was region when region that became contact with past. way they live in the founded, and the European settlers prior to Europeans. present. arrived. contact with name of the Example: Miami, Europeans. founder. Shawnee, Kickapoo, Algonquian, Delaware, Potawatomi and Wyandotte. (http://www.conner prairie.org/Learn- And-Do/Indiana- History/America- 1800- 1860/Native- Americans-In- America.aspx)

K.1.2.a.1: Identify 1.1.2.a.1: With 2.1.2.a.1: Use 3.1.2.a.1: Identify 4.1.2.a.1: Identify 5.1.2.a.1: Examine people, guidance and maps, photographs, founders and early historic Native how early celebrations, support, observe news stories, settlers of the local American Indian European commemorations, and tell about past website or video to community. groups that lived in exploration of North and holidays as a and present view changes in Indiana at the time America began on way of honoring community life, daily life. of early European the east coast and through different exploration. people, heritage, expanded west. forms of media and and events. text.

K.1.3.a.1: Identify 1.1.3.a.1: Identify or 2.1.3.a.1: Identify 3.1.3.a.1: 4.1.3.a.1: Explain an order of events match American individuals who had Recognize the the importance of in a sequence that songs and symbols. a positive impact on development of the Revolutionary takes place in the the local your local War and other key sequence up to community. community and its events and people that influenced the three events. effect on the state’s development of regions. Indiana as a state. Example: Fort Wayne was an early trade center because of the convergence of three rivers in the area. Moving the state capitol to encouraged growth in the central region of Indiana. Social Studies Grades k-5

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 K.1.4.a.1: 1.1.4.a.1: Name a 2.1.4.a.1: Identify 3.1.4.a.1: Give 4.1.4.a.1: Identify Understand and local person from and name a examples of the year that name the days of the past who has community people, events and Indiana became a the week. shown honesty, celebration(s). developments that state. courage and brought important K.1.4.a.2: responsibility. changes to your Understand and community and the name the months of region where your the year. community is located.

Example: Developments in transportation, such as the building of canals, roads and railroads, connected communities and caused changes in population or industry.

1.1.5.a.1: Name a 2.1.5.a.1: Create a 3.1.5.a.1: Create 4.1.5.a.1: Identify 5.1.5.a.1: person and a three-event timeline simple timelines the reason for the Understand that national celebration in the school or that identify removal of Native groups of people or holiday. community. important events in American Indian settled together and various regions of groups in the state formed colonies in the state. during 1830’s. order to meet their needs.

1.1.6.a.1: Create a 2.1.6.a.1: Using a 3.1.6.a.1: Identify 4.1.6.a.1: Explain 5.1.6.a.1: Identify three event timeline classroom resources that make how key individuals that cooperation in the student's life. calendar, students your community and and events and conflict existed will label monthly region unique. influenced the early between Native school holidays, growth and American Indians holidays, and Example: Libraries, development of and colonists. community events. museums, county Indiana. historians, chambers of Commerce. Examples: 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. Social Studies Grades k-5

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 1.1.7.a.1: Use the 2.1.7.a.1: Attend or 3.1.7.a.1: Distinguish 4.1.7.a.1: Identify 5.1.7.a.1: Identify terms yesterday, observe historical between fact and the social conflicts that were 13 today and tomorrow community events fiction in a historical leading to the Civil original colonies in sequential order. using a variety of account. War. ruled by the British. resources (the library, digital Example: Compare Examples: Levi media, print media, fictional accounts of and Catherine electronic media, the exploits of George Coffin, abolition and and community Washington and John anti-slavery groups, resources). Chapman (Johnny The Underground Appleseed) with Railroad, and the historical accounts; Liberia colonization Compare a piece of historical fiction movement. about Abraham Lincoln or Harriet Tubman with a primary source. 3.1.8.a.1: Describe 4.1.8.a.1: how your community Recognize why has changed over time Abraham Lincoln’s and how it has stayed presidency was the same. important to Indiana. Example: Shawnee villages in 4.1.8.a.2: Describe Southern Indiana the participation of and Conner Prairie Indiana citizens in settlement. the Civil War.

Examples: Indiana’s volunteer soldiers, the Twenty-eighth Regiment of the United States Colored Troops, Camp Morton, John Hunt Morgan, The Battle of Corydon, Lew Wallace, Benjamin Harrison, and women and children on the home front. Social Studies Grades k-5

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 3.1.9.a.1: Define 4.1.9.a.1: List 5.1.9.a.1: immigration. examples of Understand that •We are a nation of Indiana’s Colonists fought the immigrants; we have agricultural, American been heavily industrial, political Revolution against influenced by and business the British and won immigration since development in the independence. before the nineteenth century. Revolutionary War Examples: Growth •E pluribus unum (out of railroads and of many, one) urban centers, such http://greatseal.com/m as Indianapolis, ottoes/unum.html South Bend, Ellis Island was Evansville, Fort opened (January 1, Wayne and Gary; 1892) during the President Benjamin administration of Harrison; President Benjamin expansion of the Harrison (Indiana’s educational system only President) and universities; http://www.history.com the growth of labor /topics/ellis- unions; and the island start of Eli Lilly’s pharmaceutical business

4.1.10.a.1: 5.1.10.a.1: Identify Describe the that the Declaration participation of of Independence Indiana citizens in lists the reasons the World War I and colonists wanted World War II. independence.

4.1.11.a.1: Identify 5.1.11.a.1: Identify the cause and one major British effect of the leader (King important events George III) and one that changed life in major American Indiana in the early leader (George twentieth century. Washington) of the American Examples: Revolutionary War. Women’s suffrage, the Great Depression, World War I, African- American migration from the South and World War II. Social Studies Grades k-5

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 4.1.12.a.1: Describe how immigration changed Indiana.

Examples: The impact of improved farming methods on Indiana agriculture; the development of Indiana’s automobile industry such as the Studebaker and the Duesenberg; the glass industry; the Ball Brothers; the growth of the steel industry in northern Indiana; and immigrant influence on cities and coal mining regions of the state. 4.1.13.a.1: 5.1.13.a.1: Identify Organize important contributions of events that women and changed life in minorities during Indiana in the mid- the American twentieth century to Revolution. the present. Examples: The civil rights movement and school integration in Indiana; Indiana’s participation in the Korean War; Asian and Hispanic immigration; and growth in advanced manufacturing and the life sciences industry. Social Studies Grades k-5

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 4.1.14.a.1: Identify 5.1.14.a.1: Identify areas of modern that winning the growth in Indiana. American Examples: Use Revolution resulted Indiana government in independence for Web sites and the United States. other online resources to learn about the development of the interstate highway system, establishment of ports in Indiana, aerospace engineering, and pharmaceutical and high-tech industries

4.1.15.a.1: Create 5.1.15.a.1: Identify simple timelines that American rights that show important are outlined in the events in the United States . Constitution. Examples: Immigration patterns such as the settlement of the French and Germans, and automobile manufacturing 5.1.16.a.1: Identify the Bills of Rights as the first 10 amendments to the US Constitution.

4.1.17.a.1: Identify an event in Indiana history. Examples: The first Indianapolis 500 mile race in 1911, The 1811, The River Flood of 1913 and the 1965 Palm Sunday tornadoes Social Studies Grades k-5

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 4.1.18.a.1: Classify 5.1.18.a.1: Interpret important Indiana timelines showing artists and writers. events that occur in Examples: a sequence of time Painters: T.C. (first, next, and Steele, the Hoosier last). Group and Robert Indiana; Authors: James Whitcomb Riley and Gene Stratton Porter; Musicians: Cole Porter, Hoagy Carmichael, Wes Montgomery, Joshua Bell and John Mellencamp; Other entertainers: Red Skelton and David Letterman. 5.1.19.a.1: Read fiction and nonfiction stories about conflicts among and between groups of people at different stages in the formation of the United States. 5.1.20.a.1: Examine a historical account about an issue between 1610- 1800. 5.1.21.a.1: Examine a historical account about an issue of the Founding Era of the United States.

5.1.22.a.1: Identify important types of early American traditional arts and crafts. Social Studies Grades k-5

Civics and Government:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 3.2.1.a.1: Identify 4.2.1.a.1: Identify 5.2.1.a.1: Identify specific goods and the Preamble of the Preamble as the services that Indiana’s introduction to the governments Constitution. United States provide. Constitution.

3.2.1.a.2: List reasons governments are needed. Example: Governments provide community services such as fire and police protection, trash and snow removal, and safe drinking water.

3.2.2.a.1: Identify 4.2.2.a.1: Identify 5.2.2.a.1: Define the fundamental that individual rights limited government. democratic are freedom of (*limited principles. speech, freedom of government: the Example: The right religion and the powers of to life, liberty and right to public government are the pursuit of specified and Education. happiness limited, usually by a written constitution, in order to protect individual rights.)

3.2.3.a.1: Identify 4.2.3.a.1: Identify 5.2.3.a.1: Give how local and state the three branches examples and government officials of the Indiana explain how the are selected. government and British colonies in explain the America developed functions of each. government practices. 3.2.4.a.1: Identify 4.2.4.a.1: Identify 5.2.4.a.1: Identify that the United major state elected and explain the type States has three offices and of government in levels of appointed offices. the United States of government (local, America. state and national). Social Studies Grades k-5

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 3.2.5.a.1: Identify 4.2.5.a.1: Identify 5.2.5.a.1: Identify people who are rights and that individual rights good citizens in responsibilities of are guaranteed by your community, voting. the Bill of Rights. the state, or the nation. Example: Being respectful, trustworthy, practicing tolerance and working with others to solve problems •citizen: someone with rights and responsibilities in a particular community, city, state or country •citizenship: the act of practicing one’s rights and responsibilities as a member of a community, state or nation.

3.2.6.a.1: List ways 4.2.6.a.1: List and 5.2.6.a.1: Describe citizens make define examples of that Americans vote decisions and rules civic virtues. for government within the Examples: leaders during community, state or Individual elections. nation. responsibility, self- Example: discipline/self- participating in local governance, civility, and regional respect for the activities, voting in rights and dignity of elections, running all individuals, for office, and honesty, respect for voicing opinions in the law, courage, a positive compassion, way. patriotism, fairness and commitment to the common good * civic virtues: behaviors that contribute to the healthy functioning of a democracy.

3.2.7.a.1: 4.2.7.a.1: Identify 5.2.7.a.1: Identify Demonstrate an historic or current the three branches understanding of events that relate to of the United States local, state and Indiana’s past or government and regional leaders present. explain the and community functions of each. issues. Social Studies Grades k-5

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 5.2.8.a.1: Describe that Americans have the responsibility to vote and participate in government.

5.2.9.a.1: Explain ways by which citizens may effectively voice opinions, monitor government, and bring about change in government including voting and participation in the election process.

5.2.10.a.1: Use a variety of information resources* to identify contemporary issues that involve civic responsibility, individual rights and the common good. (* information resources: print media, such as books, magazines and newspapers; electronic media, such as radio, television, Web sites and databases; and community resources, such as individuals and organization.) Social Studies Grades k-5

Geography:

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 3.3.1.a.1: Use 4.3.1.a.1: Use 5.3.1.a.1: labels and symbols latitude and Demonstrate that to locate and longitude to identify places can be identify physical and physical and human precisely political features on features of Indiana. located where maps and/or Examples: latitude and globes. transportation longitude lines intersect, and that routes and bodies location can be of water (lakes and stated in terms of rivers). degrees.

3.3.2.a.1: Label a 4.3.2.a.1: Identify 5.3.2.a.1: Identify map of the Midwest, the legend on a that there are identifying states, map. different cultural and major rivers, lakes physical regions of and the Great 4.3.2.a.2: Estimate the United States. Lakes. distances between two places on a map, using the legend. 3.3.3.a.1: Locate 4.3.3.a.1: Locate 5.3.3.a.1: Use a Indiana and other Indiana on a map map to identify the Midwestern states as one of the 50 United States, the on a United States United States. state of Indiana and map. its capital. 4.3.3.a.2: Identify the location of the state capital, major cities and rivers in Indiana. 3.3.4.a.1: Identify 4.3.4.a.1: Identify 5.3.4.a.1: Locate the northern, and locate the Native American southern, eastern natural resources Indian and colonial and western on a map of settlements on hemispheres; Indiana. maps. cardinal directions. Social Studies Grades k-5

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 3.3.5.a.1: List 4.3.5.a.1: 5.3.5.a.1: Locate physical and Demonstrate how the continental cultural glaciers shaped divide in the United characteristics of Indiana’s landscape States on a map. your community. and environment. Identify Indiana and the local community as part of a specific region. Example: *cultural characteristics: human features, such as population, communication and transportation networks, religion and customs, and how people make a living or build homes and other structures. 3.3.6.a.1: Compare 4.3.6.a.1: 5.3.6.a.1: Identify and contrast the Categorize that the United physical Indiana’s landforms, States is made up of characteristics of water features, and different climate Indiana to plants and animals. regions. neighboring states using words, illustrations, maps, photographs, and other resources. Example: States touching the Great Lakes are part of the Great Lakes Region. The same states are also considered part of the Midwest because of their location relative to other states.

3.3.7.a.1: Compare 5.3.7.a.1: Identify and contrast cultural why it is important characteristics of for community to their community have access to within communities fresh water. in other parts of the world. 3.3.8.a.1: Label the 5.3.8.a.1: Identify major climate how people change regions of the the land to meet the United States. needs of the individual or 3.3.8.a.2: Define community. characteristics of climate regions. Social Studies Grades k-5

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 3.3.9.a.1: Describe 4.3.9.a.1: Explain 5.3.9.a.1: how climate affects how Indiana Summarize the plants and animals. became the ways that Example: Growing crossroads of agriculture and seasons, types of America. manufacturing crops grown, and changed between animal hibernation 1600 and 1800. and migration. 3.3.10.a.1: Interpret 4.3.10.a.1: Identify 5.3.10.a.1: Explain on a map rural, where immigrants the conflict over the urban and suburban settled in Indiana. use of land by areas of the state. Native American Example: Identify Indians and the patterns of rural, European colonists urban and suburban using historical development, maps and other including population geographic demographics. representation/texts. *written, maps, graphs, timelines, etc.

3.3.11.a.1: 5.3.11.a.1: Describe Compare how how people adapt to Native Americans variations in the and early settlers of environment Indiana adapted to (changing housing, and modified their clothing, jobs, environment to agricultural survive. practices, etc.) in order to meet their needs.

3.3.12.a.1: Identify 4.3.12.a.1: Identify 5.3.12.a.1: Describe regional different physical how specific environmental features on varying physical features issues. historical maps of influenced historical Indiana. events and 3.3.12.a.2: List Example: state movements. ways that people capitals, rivers, have tried to solve lakes, reservoir these environmental issues. 3.3.13.a.1: List 4.3.13.a.1: Read examples of human and interpret texts systems and (written, graphs, physical systems maps, timelines, that have impacted etc.) to answer the local geographic environment. questions Example: List about Indiana in the examples of past and present. changes in land use in the local Community. Social Studies Grades k-5

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Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 3.4.1.a.1: Identify 4.4.1.a.1: 5.4.1.a.1: Describe scarcity, productive Categorize goods the economic resources and and services activities with opportunity cost in produced in in and among the local Indiana in different Native American community. historical periods. Indian cultures prior to contact with •Scarcity: the idea * goods: tangible that resources are Europeans. objects, such as limited in relation to food or toys, that people’s wants •Productive can satisfy people’s Resources: wants and needs human resources, * services: actions natural resources, that someone does and capital for someone else, resources used to such as dental care produce goods and or trash removal. services •Opportunity cost: term used in economics, to mean the value of the best alternative that would have been chosen instead. For example, if a city decides to build a hospital on some vacant land, the opportunity cost is the other things that might have been done with that same land instead. Social Studies Grades k-5

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 3.4.2.a.1: Give 4.4.2.a.1: Define 5.4.2.a.1: Define examples of goods productivity. market economy and services * productivity: the and give an provided by local amount of goods example of how business and and services colonial and early industry. produced in a Americans traded. * market economy: period of time An economic divided by the system where productive decision about resources used. what to produce, how to produce, and to whom to allocate goods and services are made primarily by individuals and businesses. In a market economy, prices are determined by the interaction of consumers and producers in markets.

3.4.3.a.1: 4.4.3.a.1: Define 5.4.3.a.1: List Understand trade is trade and its different types of the exchange of benefits. trade barriers*. goods and * trade: the (* trade barriers: services. voluntary exchange policies that hinder 3.4.3.a.2: Give of goods or trade such as examples of trade services. tariffs, quotas or in the local embargos.) community and explain how trade benefits both parties. 4.4.4.a.1: Define 5.4.4.a.1: Describe supply and that society is demand. impacted when * supply: what people invent producers are and/or change willing and able to goods. sell at various prices * demand: what consumers are willing and able to buy at various prices Social Studies Grades k-5

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 3.4.5.a.1: List the 4.4.5.a.1: Identify 5.4.5.a.1: Explain characteristics of Indiana’s why it is important money and explain international to have education how money makes companies. and training trade and the Examples: Identify to increase purchase of goods international productivity. easier. companies in (*productivity: the •Characteristics Indiana, such as amount of goods of money: scarce Toyota, Chrysler and services (not easily found), produced in a (Fiat), Honda, durable, easy to period of time Roche Diagnostics, carry and easy to divided by the divide. and Indiana productive companies that resources used.) have an international presence such as Biomet, Eli Lilly and Cummins Engine.

3.4.6.a.1: Explain 4.4.6.a.1: List the 5.4.6.a.1: Explain that buyers and functions of money. why certain careers sellers interact to functions of are more common determine the money: helps in one region than prices of goods and people trade, in another. services in measures the value markets. of items, facilitates saving. 3.4.7.a.1: List 4.4.7.a.1: Define 5.4.7.a.1: Explain wants and needs an entrepreneur how supply and when making and give an demand impact the choices as example of an buying and selling consumers and Indiana of different items. producers. entrepreneur. (*supply: what Example: When a Examples: The producers are family is deciding to willing and able to Studebaker make a purchase, sell at various they have to brothers, Madam prices) compare the C.J. Walker, (*demand: what benefits and cost of Eli Lilly and Marie consumers are the purchase. Webster willing and able to * entrepreneur: a buy at various person who takes a prices) risk to start a business. 3.4.8.a.1: List 4.4.8.a.1: Define 5.4.8.a.1: Compare changes that have profit. and contrast how had an (economic) * profit: revenues the prices of goods impact on your from selling a good or services impact community. or service minus what people buy. Example: Invite a the costs of * goods: tangible community leader producing the good objects, such as to discuss the food or toys, that or service. decision to can satisfy people’s build a bigger wants *services: baseball park in the actions that community. someone does for someone else, such as dental care or trash removal. Social Studies Grades k-5

Kindergarten Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 3.4.9.a.1: Identify 4.4.9.a.1: Identify 5.4.9.a.1: Classify different ways goods and services different ways people save their in the state and people plan how to income. local government. save and spend Example: Home their money. “piggy bank,” savings accounts, etc. 4.4.10.a.1: Explain how people save, develop a savings plan, and create a budget in order to make a future purchase.

Color Key Purple – High Priority Blue – Medium Priority Gray – Lesser Priority