Indiana State Standards & Conner Prairie Programs
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