National Standards

The K-4 history standards to which this project is most closely aligned include standard 3 within topic 2 - the history of students’ own state or region.

Standard 3A: The student understands the history of indigenous peoples who first lived in his or her state or region.

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Standard 3B: The student understands the history of the first European, African and/or Asian-Pacific explorers and settlers who came to his or her state or region.

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X

Standard 3C: The student understands the various other groups from regions throughout the world who came into the his or her own state or region over the long-ago and recent past.

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Standard 3D The student understands the interactions among all these groups throughout the history of his or her state.

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Standard 3E The student understands the ideas that were significant in the development of the state and that helped to forge its unique identity.

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The history standards for grades 5-12 for which this project is most closely aligned include Chapter 3 - United States History.

Era 1: Three Worlds Meet (Beginnings to 1620)

Standard 2: How early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples.

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X

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Era 4: Expansion and Reform (1801-1861)

Standard 1: United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans.

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X

Era 6: The Development of the Industrial United States (1870-1900)

Standard 1: How the rise of corporations, heavy industry, and mechanized farming transformed the American people.

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X

X

Era 7: The Emergence of Modern America (1890-1930)

Standard 3: How the United States changed from the end of World War I to the eve of the Great Depression.

X

Era 10: Contemporary United States (1968-present)

Standard 2: Economic, social, and cultural developments in contemporary United States.

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Grades 3-5: Knows the composition and properties of soils (e.g., components of soil such as weathered rock, living organisms, products of plants and animals; properties of soil such as color, texture, capacity to retain water, ability to support plant growth).

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Grades 3-5: Knows how features on the Earth's surface are constantly changed by a combination of slow and rapid processes (e.g., weathering, erosion, and deposition of sediment caused by waves, wind, water, and ice; sudden changes in the landscape caused by landslides, volcanic eruptions, and earthquakes).

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Grades 6-8: Knows components of soil and other factors that influence soil texture, fertility, and resistance to erosion (e.g., plant roots and debris, bacteria, fungi, worms, rodents).

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Grades 6-8: Knows how land forms are created through a combination of constructive and destructive forces (e.g., constructive forces such as crustal deformation, volcanic eruptions, and deposition of sediment; destructive forces such as weathering and erosion).

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Grades 3-5: Knows that an organism's patterns of behavior are related to the nature of that organism's environment (e.g., kinds and numbers of other organisms present, availability of food and resources, physical characteristics of the environment).

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Grades 3-5: Knows that changes in the environment can have different effects on different (e.g., some organisms move in, others move out; some organisms survive and reproduce, others die).

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Grades 3-5: Knows that all organisms (including humans) cause changes in their environments, and these changes can be beneficial or detrimental.

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Grades 6-8: Knows ways in which species interact and depend on one another in an ecosystem (e.g., producer/consumer, predator/prey, parasite/host, relationships that are mutually beneficial or competitive).

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Grades 6-8: Knows factors that affect the number and types of organisms an ecosystem can support (e.g., available resources; abiotic factors such as quantity of light and water, range of temperatures, and soil composition; disease; competition from other organisms within the ecosystem; predation).

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Grades 6-8: Knows relationships that exist among organisms in food chains and food webs.

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The K-4 history standards to which this project is most closely aligned include standard 3 within topic 2 - the history of students’ own state or region.

Standard 3A: The student understands the history of indigenous peoples who first lived in his or her state or region.

X

X

Standard 3B: The student understands the history of the first European, African and/or Asian-Pacific explorers and settlers who came to his or her state or region.

X

X

Standard 3C: The student understands the various other groups from regions throughout the world who came into the his or her own state or region over the long-ago and recent past.

X

X

X

Standard 3D The student understands the interactions among all these groups throughout the history of his or her state.

X

X

X

Standard 3E The student understands the ideas that were significant in the development of the state and that helped to forge its unique identity.

X

X

X

X

The history standards for grades 5-12 for which this project is most closely aligned include Chapter 3 - United States History.

Era 1: Three Worlds Meet (Beginnings to 1620)

Standard 2: How early European exploration and colonization resulted in cultural and ecological interactions among previously unconnected peoples.

X

X

X

Era 4: Expansion and Reform (1801-1861)

Standard 1: United States territorial expansion between 1801 and 1861, and how it affected relations with external powers and Native Americans.

X

X

Era 6: The Development of the Industrial United States (1870-1900)

Standard 1: How the rise of corporations, heavy industry, and mechanized farming transformed the American people.

X

X

X

Era 7: The Emergence of Modern America (1890-1930)

Standard 3: How the United States changed from the end of World War I to the eve of the Great Depression.

X

Era 10: Contemporary United States (1968-present)

Standard 2: Economic, social, and cultural developments in contemporary United States.

X

Standard 1: The student who is information literate accesses information efficiently and effectively.

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Standard 2: The student who is information literate evaluates information critically and competently.

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Standard 3: The student who is information literate uses information accurately and creatively.

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Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.

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Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

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Previews text (e.g., skims material; uses pictures, textual clues, and text format)

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Establishes and adjusts purposes for reading (e.g., to understand, interpret, enjoy, solve problems, predict outcomes, answer a specific question, form an opinion, skim for facts; to discover models for own writing)

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Uses a variety of strategies to extend reading vocabulary (e.g., uses definition, restatement, example, comparison and contrast to verify word meanings)

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Uses phonetic and structural analysis techniques, syntactic structure, and semantic context to decode unknown words (e.g., vowel patterns, complex word families, syllabication, root words, affixes)

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Use a variety of context clues to decode unknown words (e.g., draws on earlier reading, reads ahead)

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