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Curriculum Frameworks

Plimoth Plantation and Curriculum Frameworks

With the advent of the Massachusetts Curriculum Frameworks museums are, perhaps more than ever, in a position to work closely with schools. As experts in their particular areas, museums can provide both a breadth and depth to topics that is difficult to achieve in the classroom. Visits to museums can be very stimulating and motivating to students, and provide an opportunity to not only acquire new knowledge but to practice skills (such as speaking, listening, reading and writing).

Listed below are specific details about how Plimoth Plantation fulfills the Massachusetts Curriculum Frameworks. Also listed are the national frameworks created by the National Center for History in our Schools to which our programs adhere.

Plimoth Plantation also offers foundation grants to public schools in need who wish to participate in field trips and/or classroom visits on a first-come, first-served basis. For further information, please contact Hannah Rossoff , Program Services Manager, (508) 746-1622 extension 8359 or e-mail her at programservices@plimoth.org .

 

Massachusetts Curriculum Frameworks

Colonial Pre-School Classroom Program Frameworks

Concepts, Skills and Learning Standards
History and Geography 2 – Use correctly works and phrases related to chronology and time.
History and Geography 5 – Tell or show what a map is and what a globe is.
Pre-K-K.1 Identify and describe the events or people celebrated during United States national holidays and why we celebrate them.
E. Thanksgiving
PreK-K.8 Give examples of different kinds of jobs that people do, including the work they do at home.

Life in 1627 Plimoth Classroom Program Frameworks

Grade 1
Concept, Skills and Learning Standards
History and Geography 1 – Identify temporal sequences such as days, weeks, months, years and seasons. Use correctly words and phrases related to time (now, in the past, in the future) and recognize the existence of changing historical periods (other times, other places).
Economics 9 – Give examples of products (goods) that people buy and use.
Economics 10 – Give examples of services that people do for each other.
1.5 – Give reasons for celebrating the events or people commemorated in national and Massachusetts holidays. On a calendar for the current year, identify the month for Thanksgiving…
1.6 – Give reasons for noting the days that mark the changes in seasons.
1.9 – Explain that Americans have a variety of different religious, community and family celebrations and customs and describe celebrations or customs held by members of the class and their families.

Grade 2
Concept, Skills and Learning Standards
History and Geography 1 – Use a calendar to identify days, weeks, months, years and seasons
History and Geography 2 – Use correctly words and phrases related to time (now, in the past, in the future), changing historical periods (other times, other places), and causation (because, reasons).
Economics 8 – Give examples of people in the…community who are both producers and consumers.
Economic 9 – Explain what buyers and sellers are and give examples of goods and services that are bought and sold in their community.
2.8 – With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today.

Grade 3
Concepts, Skills and Learning Standards
History and Geography 1 – Explain the meaning of time periods or dates in historical narratives (decade, century, 1600s, 1776) and use them correctly in speaking and writing
History and Geography 2 – Observe visual sources such as historic paintings, photographs or illustrations that accompany historical narratives and describe details such as clothing, setting or action.
History and Geography 3 – Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction and significance.
Civics and Government 6 – Give examples of why it is necessary for communities to have governments.
Economics 9 – Define specialization in jobs and businesses and give examples of specialized businesses in the community.
Economics 10 – Define barter, give examples of bartering…
3.2 – Identify the Wampanoags and their leaders at the time the Pilgrims arrived and describe their way of life.
3.3 - Identify who the Pilgrims were and explain why they left Europe to seek religious freedom: describe their journey and their early years in the Plymouth Colony.
A. the purpose of the Mayflower compact and its principles of self-governments
B. the challenges in settling in America
C. the events leading to the first Thanksgiving
3.4 - Explain how the Puritans and Pilgrims differed and identify early leaders in Massachusetts, such as John Winthrop; describe the daily life, education and work of the Puritans in the Massachusetts Bay Colony.
3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people live and how everyday life has changed. Draw on the services of the local historical society and local museums as needed.

Grade 4
Concepts, Skills and Learning Standards
Economics 6 – Define and give examples of natural resources in the United States
Economics 8 – Give examples of how the interaction of buyers and sellers influences the prices of goods and services in markets.
4.11 – Describe the climate, major physical features and major natural resources in each region of the U.S.
4.14 – Identify the five different European countries (France, Spain, England, Russia and the Netherlands) that influenced different regions of the present United States at the time the New World was being explored and describe how their influence can be traced to place names, architectural features and language
4.15 – Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of:
A. At least three indigenous peoples in different areas of the country
B. Major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers

Grade 5
Concepts, Skills and Learning Standards
History and Geography 1 – Identify different ways of dating historical narratives (17th century, seventeenth century, 1600s, colonial period)
History and Geography 2 – Interpret timelines of events studied
History and Geography 7 - Compare maps of the modern world with historical maps of the world before the Age of Exploration and describe the changes in 16th and 17th century maps of the world
Economics 14 – Give examples of how changes in supply and demand affected prices in colonial history (e.g. fur, lumber, fish and meat).
5.6 – Explain the early relationship of the English settlers to the indigenous peoples or Indians, in Northern America, including the differing views on ownership or use of the land and the conflicts between them (e.g. the Pequot and King Philip’s Wars in New England)
5.7 – Identify some of the major leaders and groups responsible for the founding of the original colonies in North America.
E. John Winthrop in Massachusetts
5.8 – Identify the links between the political principles and practices developed in ancient Greece and such political institutions and practices as written constitutions and town meeting of the Puritans.
5.9 – Explain the reasons that language, political institutions and political principles of what became the United States of America were largely shaped by English colonists even though other major European nations also explored the New World.
A. the relatively small number of colonists who came from other nations besides England
B. long experience with self-government
C. the high rates of literacy and education among the English colonial leaders
D. England’s strong economic, intellectual and military position.
5.10 - On a map of North America, identify the first 13 colonies and describe how regional differences in climate, types of farming, populations and sources of labor shaped their economies and societies through the 18th century.
5.11 – Explain the importance of maritime commerce in the development of the economy of colonial Massachusetts, using historical societies and museums as needed.
A. the fishing and ship building industries
B. trans-Atlantic trade
C. the port cities of ….Boston
5.14 – Explain the development of colonial governments and describe how these developments contributed to the Revolution
A. legislative bodies
B. town meetings
C. charter on individual freedom and rights

Grade 6
Concepts and Skills
Civics and Government 8 – Define what a nation is and give examples of the different ways nations are formed.
Economics 12 – Define supply and demand and describe how changes in supply and demand affect prices of specific products.

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The Journey to New Plymouth Classroom Program Frameworks

Grade 1
Concepts, Skills and Learning Standards
History and Geography 1 – Identify temporal sequences such as days, weeks, months, years and seasons. Use correctly words and phrases related to time (now, in the past, in the future) and recognize the existence of changing historical periods (other times, other places).
History and Geography 4 – Describe a map as a representation of a space, such as the classroom, the school, the neighborhood, town, city, state, country or world.
History and Geography 5 – Identify cardinal directions (north, south, east and west) and apply them to maps…
History and Geography 7 – Define and give examples of a continent, mountain, river, lake and ocean.
Economics 9 – Give examples of products (goods) that people buy and use.
Economics 10 – Give examples of services that people do for each other.
1.9 – Explain that Americans have a variety of different religious, community and family celebrations and customs and describe celebrations or customs held by members of the class and their families.

Grade 2
Concepts, Skills and Learning Standards
History and Geography 1 – Use a calendar to identify days, weeks, months, years and seasons
History and Geography 2 – Use correctly words and phrases related to time (now, in the past, in the future), changing historical periods (other times, other places), and causation (because, reasons).
History and Geography 5 – Read globes and maps and follow narrative accounts using them.
Economics 8 – Give examples of people in the…community who are both producers and consumers.
Economic 9 – Explain what buyers and sellers are and give examples of goods and services that are bought and sold in their community.
2.1 – On a map of the world, locate all of the continents.
2.3 – Locate the oceans of the world.
2.7 – On a map of the world, locate the continent, regions or and then the countries from which students, their parents , guardians , grandparents or other relatives or ancestors came. With the help of family members and the school librarian, describe traditional food, customs, sports and games and music of the place they came from.
2.8 – With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today.

Grade 3
Concepts, Skills and Learning Standards
History and Geography 1 – Explain the meaning of time periods or dates in historical narratives (decade, century, 1600s, 1776) and use them correctly in speaking and writing
History and Geography 2 – Observe visual sources such as historic paintings, photographs or illustrations that accompany historical narratives and describe details such as clothing, setting or action.
History and Geography 3 – Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction and significance.
History and Geography 5 – Describe the difference between a contemporary map of their city or town and the map of their city or town in the 18th, 19th, or early 20th century.
Civics and Government 6 – Give examples of why it is necessary for communities to have governments.
Economics 10 – Define barter, give examples of bartering…
3.2 – Identify the Wampanoags and their leaders at the time the Pilgrims arrived and describe their way of life.
3.3 - Identify who the Pilgrims were and explain why they left Europe to seek religious freedom: describe their journey and their early years in the Plymouth Colony.
D. the purpose of the Mayflower compact and its principles of self-governments
E. the challenges in settling in America
F. the events leading to the first Thanksgiving
3.4 - Explain how the Puritans and Pilgrims differed and identify early leaders in Massachusetts, such as John Winthrop; describe the daily life, education and work of the Puritans in the Massachusetts Bay Colony.
3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people live and how everyday life has changed. Draw on the services of the local historical society and local museums as needed.

Grade 4
Concepts, Skills and Learning Standards
History and Geography 1 – Use map and globe skills to determine absolute locations (latitude and longitude) of places studied.
Economics 6 – Define and give examples of natural resources in the United States
Economics 7 – Give examples of limited and unlimited resources and explain how scarcity compels people and communities to make choices about goods and services, giving up some things to get other things.
Economics 8 – Give examples of how the interaction of buyers and sellers influences the prices of goods and services in markets.
4.14 – Identify the five different European countries (France, Spain, England, Russia and the Netherlands) that influenced different regions of the present United States at the time the New World was being explored and describe how their influence can be traced to place names, architectural features and language
4.15 – Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of:
C. At least three indigenous peoples in different areas of the country
D. Major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers

Grade 5
Concepts, Skills and Learning Standards
History and Geography 1 – Identify different ways of dating historical narratives (17th century, seventeenth century, 1600s, colonial period)
History and Geography 2 – Interpret timelines of events studied
History and Geography 4 – Use maps and globes to identify absolute locations
History and Geography 7 - Compare maps of the modern world with historical maps of the world before the Age of Exploration and describe the changes in 16th and 17th century maps of the world
Economics 14 – Give examples of how changes in supply and demand affected prices in colonial history (e.g. fur, lumber, fish and meat).
5.6 – Explain the early relationship of the English settlers to the indigenous peoples or Indians, in Northern America, including the differing views on ownership or use of the land and the conflicts between them (e.g. the Pequot and King Philip’s Wars in New England)
5.7 – Identify some of the major leaders and groups responsible for the founding of the original colonies in North America.
F. John Winthrop in Massachusetts
5.8 – Identify the links between the political principles and practices developed in ancient Greece and such political institutions and practices as written constitutions and town meeting of the Puritans.
5.9 – Explain the reasons that language, political institutions and political principles of what became the United States of America were largely shaped by English colonists even though other major European nations also explored the New World.
E. the relatively small number of colonists who came from other nations besides England
F. long experience with self-government
G. the high rates of literacy and education among the English colonial leaders
H. England’s strong economic, intellectual and military position.

Grade 6
Concepts and Skills
Civics and Government 8 – Define what a nation is and give examples of the different ways nations are formed.
Economics 12 – Define supply and demand and describe how changes in supply and demand affect prices of specific products.

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Colonial Traveling Workshops Classroom Program Frameworks

Grade 2
Learning Standards
2.7 – On a map of the world, locate the continent, regions or and then the countries from which students, their parents , guardians , grandparents or other relatives or ancestors came. With the help of family members and the school librarian, describe traditional food, customs, sports and games and music of the place they came from.

Grade 3
Concepts, Skills and Learning Standards
History and Geography 2 – Observe visual sources such as historic paintings, photographs or illustrations that accompany historical narratives and describe details such as clothing, setting or action.
History and Geography 3 – Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction and significance.
3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people live and how everyday life has changed. Draw on the services of the local historical society and local museums as needed.

Grade 8-12
Concepts and Skills
History and Geography 8 – Interpret the past within its own historical context rather than in terms of present-day norms and values.

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Colonial Overnight Program Frameworks

Grade 1
Concepts and Skills
History and Geography 1 – Identify temporal sequences such as days, weeks, months, years and seasons. Use correctly words and phrases related to time (now, in the past, in the future) and recognize the existence of changing historical periods (other times, other places).

Grade 2
Concepts, Skills and Learning Standards
History and Geography 2 – Use correctly words and phrases related to time (now, in the past, in the future), changing historical periods (other times, other places), and causation (because, reasons).
2.7 – On a map of the world, locate the continent, regions or and then the countries from which students, their parents, guardians, grandparents or other relatives or ancestors came. With the help of family members and the school librarian, describe traditional food, customs, sports and games and music of the place they came from.

Grade 3
Concepts, Skills and Learning Standards
History and Geography 1 – Explain the meaning of time periods or dates in historical narratives (decade, century, 1600s, 1776) and use them correctly in speaking and writing
History and Geography 2 – Observe visual sources such as historic paintings, photographs or illustrations that accompany historical narratives and describe details such as clothing, setting or action.
History and Geography 3 – Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction and significance.
3.3 - Identify who the Pilgrims were and explain why they left Europe to seek religious freedom: describe their journey and their early years in the Plymouth Colony.
A. the purpose of the Mayflower compact and its principles of self-governments
B. the challenges in settling in America
C. the events leading to the first Thanksgiving
3.4 - Explain how the Puritans and Pilgrims differed and identify early leaders in Massachusetts, such as John Winthrop; describe the daily life, education and work of the Puritans in the Massachusetts Bay Colony.
3.12 Explain how objects or artifacts of everyday life in the past tell us how ordinary people live and how everyday life has changed. Draw on the services of the local historical society and local museums as needed.

Grade 4
Learning Standards
4.14 – Identify the five different European countries (France, Spain, England, Russia and the Netherlands) that influenced different regions of the present United States at the time the New World was being explored and describe how their influence can be traced to place names, architectural features and language
4.15 – Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of:
A. At least three indigenous peoples in different areas of the country
B. Major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers

Grade 5
Concepts, Skills and Learning Standards
Economics 14 - Give examples of how changes in supply and demand affected prices in colonial history (e.g. fur, lumber, fish and meat)
5.6 – Explain the early relationship of the English settlers to the indigenous peoples or Indians, in Northern America, including the differing views on ownership or use of the land and the conflicts between them (e.g. the Pequot and King Philip’s Wars in New England)
5.7 – Identify some of the major leaders and groups responsible for the founding of the original colonies in North America.
E. John Winthrop in Massachusetts
Economics 14 – Give examples of how changes in supply and demand affected prices in colonial history (e.g. fur, lumber, fish and meat).

Grades 8-12
Concepts and Skills
History and Geography 8 – Interpret the past within its own historical context rather than in terms of present-day norms and values
History and Geography 10 – Distinguish historical fact from opinion.

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Wampanoag Program Frameworks for Wampanoag Classroom Visits, Field Trip Enhancements and Wampanoag Overnights

Grade 1
Learning Standards
1.6 – Give reasons for noting the days that mark the changes in seasons.
1.8 – After reading or listening to stories about famous Americans of different ethnic groups, faiths and historical periods describe their qualities or distinctive traits.

Grade 3
Learning Standards
3.2 – Identify the Wampanoags and their leaders at the time the Pilgrims arrived and describe their way of life.

Grade 4
Concepts, Skills and Learning Standards
Economics 6 – Define and give examples of natural resources in the United States
Economics 7 – Give examples of limited and unlimited resources and explain how scarcity compels people and communities to make choices about goods and services, giving up some things to get other things.
4.11 – Describe the climate, major physical features and major natural resources in each region of the U.S.
4.15 – Describe the diverse nature of the American people by identifying the distinctive contributions to American culture of:
E. At least three indigenous peoples in different areas of the country
F. Major European immigrant groups who have come to America, locating their countries of origin and where they tended to settle in large numbers

Grade 5
Learning Standards
5.6 – Explain the early relationship of the English settlers to the indigenous peoples or Indians, in Northern America, including the differing views on ownership or use of the land and the conflicts between them (e.g. the Pequot and King Philip’s Wars in New England)

Grades 8-12
Concepts and Skills
History and Geography 7 – Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic and political trends and developments.
History and Geography 8 – Interpret the past within its own historical context rather than in terms of present-day norms and values
History and Geography 9 – Distinguish intended from unintended consequences.
History and Geography 10 – Distinguish historical fact from opinion.

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Other Curriculum Frameworks that are applicable to Plimoth Plantations Educational Programs

English Language Curriculum Frameworks
16.7 - Compare traditional literature from different cultures. (grade 5-6)
16.10 - Identify and analyze similarities and differences in mythologies from different cultures. (grade 7-8)

Arts Curriculum Frameworks
Dance 1.3 - Identify and demonstrate accuracy in moving to a musical beat and responding to changes in tempo (prek-4)
Dance 1.6 – Demonstrate partner skills of copying, leading, following and mirror imaging. (prek-4)
Dance 1.7 – Demonstrate ability to work in a group to learn and perform sequences of movement and simple dances.(prek-4)
Dance 4.1 – Describe the role of traditional and nontraditional dances and the circumstances and settings in which these dances would be performed.(prek-4)
Dance 5.1 – Observe dances from a variety of cultures and describe movements (prek-4)

Music 1.3 - Sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods.(prek-4)
Music 1.4 – Sing ostinatos, partner songs, rounds and simple two part songs with and without accompaniment. (prek-4)
Music 1.8 – Sing music representing diverse genres and cultures…(grades 4-8)
Music 5.2 – Listen to and describe aural examples of music of various styles, genres, cultural and historical periods, identifying expressive qualities, instrumentation and cultural and/or geographical context. (prek-4)

Theatre 1.1 – Read, listen to and tell stories from a variety of cultures, genres and styles (prek-4)

Mathematics Curriculum Frameworks
KN.1 – Count by ones to at least 20.
KN.2 – Match quantities up to at least 10 with numerals and words
KN.3 – Identify positions of objects in sequences (e.g. first, second) up to fifth.

Science and Technology/Engineering Curriculum Frameworks
Life Sciences 1 – Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air and water. (prek-2)
Life Science 13 – Give examples of ways in which organisms interact and have different functions within an ecosystem that enable the ecosystem to survive.(grades 6-8)
Technology/Engineering 1.1 – Identify and describe characteristics of natural materials (e.g. wood, cotton, fur, wool)… (prek-2)
Technology/Engineering 1.2 – Identify and explain some possible uses for natural materials (e.g. wood, cotton, fur and wool)…(prek-2)
Technology/Engineering 2.1 – Identify tools and simple machines used for a specific purpose, e.g. ramp, wheel, pulley, lever. (prek-2)
Technology/Engineering 2.2 – Describe how human beings use parts of the body as tools (e.g. teeth for cutting, hands for grasping and catching), and compare their use with the ways in which animals use those parts of their bodies. (prek-2)
Technology/Engineering 2.1 – Identify a problem that reflects the need for shelter, storage, or convenience. (grade 3-5)
Technology/Engineering 6.1 – Identify and compare examples of transportation systems and devices that operate on each of the following: land, air, water and space. (grades 6-8)

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National Curriculum Frameworks

created by the National Center for History in our Schools

History Standards for Grades K-4
Topic 1: Living and Working Together in Families and Communities, Now and Long Ago
Standard 1A: The student understands family life now and in the recent past; family life in various places long ago.
Grades K-4: For various cultures represented in the classroom, compare and contrast family life now with family life over time and between various cultures and consider such things as communication, technology, homes, transportation, recreation, school and cultural traditions. [Distinguish between past and present]
Grades K-4: Examine and formulate questions about early records, diaries, family photographs, artifacts, and architectural drawings obtained through a local newspaper or historical society in order to describe family life in their local community or state long ago. [Formulate historical questions]
Grades K-4: Compare and contrast family life now with family life in the local community or state long ago by considering such things as roles, jobs, communication, technology, style of homes, transportation, schools, religious observances, and cultural traditions. [Compare and contrast]

Standard 1B: The student understands the different ways people of diverse racial, religious and ethnic groups, and of various national origins have transmitted their beliefs and values.
Grades K-4: Explain the ways that families long ago expressed and transmitted their beliefs and values through oral traditions, literature, songs, art, religion, community celebrations, mementos, food, and language. [Obtain historical data]
Grades 3-4: Compare the dreams and ideals that people from various groups have sought, some of the problems they encountered in realizing their dreams, and the sources of strength and determination that families drew upon and shared. [Compare and contrast]

Standard 2A: The student understands the history of his or her local community.
Grades K-4: Create a historical narrative about the history of his or her local community from data gathered from local residents, records found in early newspapers, historical documents and photographs, and artifacts and other data found in local museums and historical societies. [Construct a historical narrative]
Grades K-4: From resources that are available in the local community, record changes that have occurred in goods and services over time. [Establish temporal order]
Grades K-4: Describe local community life long ago, including jobs, schooling, transportation, communication, religious observances, and recreation. [Obtain historical data]
Grades K-4: Identify historical figures in the local community and explain their contributions and significance. [Assess the importance of the individual in history]
Grades 3-4: Identify a problem in the community’s past, analyzing the different perspectives of those involved, and evaluate choices people had and the solution they chose. [Identify issues and problems in the past]

Standard 2B: The student understands how communities in North America varied long ago.
Grades K-4: Compare and contrast the different ways in which early Hawaiian and Native American peoples such as the Iroquois, the Sioux, the Hopi, the Nez Perce, the Inuit, and the Cherokee adapted to their various environments and created their patterns of community life long ago. [Compare and contrast differing sets of ideas]
Grades K-4: Draw upon written and visual sources and describe the historical development and daily life of a colonial community such as Plymouth, Williamsburg, St. Augustine, San Antonio, and Fort Vincennes, in order to create a historical narrative, mural, or dramatization of daily life in that place long ago. [Construct a historical narrative]

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 region.
Grades K-4: Draw upon data in paintings and artifacts to hypothesize about the culture of the early Hawaiians or Native Americans who are known to have lived in the state or region, e.g., the Anasazi of the Southwest, the Makah of the Northwest coast, the Eskimos/Inupiat of Alaska, the Creeks of the Southeast, the Mississippians (Cahokia), or the Mound Builders. [Formulate historical questions]
Grades K-4: Draw upon legends and myths of the Native Americans or Hawaiians who lived in students’ state or region in order to describe personal accounts of their history. [Read historical narratives imaginatively]
Grades 3-4: Compare and contrast how Native American or Hawaiian life today differs from the life of these same groups over 100 years ago. [Compare and contrast differing sets of ideas]

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.
Grades 3-4: Gather data in order to analyze geographic, economic, and religious reasons that brought the first explorers and settlers to the state or region. [Obtain historical data]
Grades 3-4: Reconstruct in timelines the order of early explorations and settlements including explorers, early settlements, and cities. [Establish temporal order]
Grades K-4: Examine visual data in order to describe ways in which early settlers adapted to, utilized, and changed the environment. [Draw upon visual data]
Grades 3-4: Analyze some of the interactions that occurred between the Native Americans or Hawaiians and the first European, African, and Asian-Pacific explorers and settlers in the students’ state or region. [Read historical narratives imaginatively]
Grades K-4: Use a variety of sources to construct a historical narrative about daily life in the early settlements of the student’s state or region. [Obtain historical data]

Standard 3C: The student understands the various other groups from regions throughout the world who came into his or her own state or region over the long-ago and recent past.
Grades 3-4: Develop a timeline on their state or region and identify the first inhabitants who lived there, each successive group of arrivals, and significant changes that developed over the history of their state or region. [Establish temporal order]
Grades K-4: Use a variety of visual data, fiction and nonfiction sources, and speakers to identify the groups that have come into the state or region and to generate ideas about why they came. [Obtain historical data]
Grades 3-4: Describe the problems, including prejudice and intolerance, as well as the opportunities that various groups who have lived in their state or region have experienced in housing, the workplace, and the community. [Appreciate historical perspectives]
Grades 3-4: Draw upon historical narratives to examine the sources of strength and determination, such as family, church, synagogue, community, or fraternal organizations that various groups drew upon in attempts to overcome problems during this period. [Consider multiple perspectives]

Standard 3D: The student understands the interactions among all these groups throughout the history of his or her state.
Grades 3-4: List in chronological order the major historical events that are part of the state’s history. [Establish temporal order]
Grades 3-4: Analyze the significance of major events in the state’s history, their impact on people then and now, and their relationship to the history of the nation. [Analyze cause-and-effect relationships]
Grades 3-4: Examine various written accounts in order to identify and describe regional or state examples of major historical events and developments that involved interaction among various groups (e.g., the Alamo, the Underground Railroad, the building of the Transcontinental Railroad, and the California Gold Rush). [Consider multiple perspectives]
Grades 3-4: Investigate the influence of geography on the history of the state or region and identify issues and approaches to problems such as land use and environmental problems. [Reconstruct the literal meaning of a historical passage]

Topic 3: The History of the United States: Democratic Principles and Values and the People from Many Cultures Who Contributed to its Cultural, Economic and Political Heritage
Standard 4D: The student understands events that celebrate and exemplify fundamental values and principles of American democracy.
Grades K-4: Describe the history of holidays, such as the birthday of Martin Luther King Jr., Presidents’ Day, Memorial Day, the Fourth of July, Labor Day, Veterans’ Day and Thanksgiving, that celebrate the core democratic values and principles of this nation. [Demonstrate and explain the influence of ideas]
Grades 3-4: Describe the history of events, such as the signing of the Mayflower Compact and the Declaration of Independence, and the writing of the Constitution, the Bill of Rights, and the Emancipation Proclamation. [Demonstrate and explain the influence of ideas and beliefs]

Standard 6A: The student understands folklore and other cultural contributions from various regions of the United States and how they help to form a national heritage.
Grades K-4: Draw upon a variety of stories, legends, songs, ballads, games, and tall tales in order to describe the environment, lifestyles, beliefs, and struggles of people in various regions of the country. [Read historical narratives imaginatively]
Grades 3-4: Examine art, crafts, music, and language of people from a variety of regions long ago and describe their influence on the nation. [Draw upon visual and other historical data]

Topic 4: The History of Peoples of Many Cultures Around the World
Standard 7A: The student understands the cultures and historical developments of selected societies in such places as Africa, the Americas, Asia and Europe.
Grades 3-4: Investigate the ways historians learn about the past if there are no written records. [Compare records from the past]
Grades K-4: Compare and contrast various aspects of family life, structures, and roles in different cultures and in many eras with students’ own family lives. [Compare and contrast]
Grades K-4: Analyze the dance, music, and arts of various cultures around the world to draw conclusions about the history, daily life, and beliefs of the people in history. [Draw upon visual data]

Standard 8C: The student understands changes in communication and their effects.
Grades K-4: Compare and contrast ways people communicate with each other now and long ago, and list in chronological order technological developments that facilitated communication. [Establish temporal order]
Grades 3-4: Illustrate the origins and changes in methods of writing over time and describe how the changes made communication between people more effective. [Obtain historical data]

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History Standards for Grades 5-12
Era 1: Three Worlds Meet (Beginnings to 1620)
Standard 1A: The student understands the patterns of change in indigenous societies in the Americas up to the Columbian voyages.
Grades 5-12: Draw upon data provided by archaeologists and geologists to explain the origins and migration from Asia to the Americas and contrast them with Native Americans' own beliefs concerning their origins in the Americas. [Compare and contrast different sets of ideas]
Grades 9-12: Explain the common elements of Native American societies such as gender roles, family organization, religion, and values and compare their diversity in languages, shelter, labor systems, political structures, and economic organization. [Analyze multiple causation]

Standard 1B: The student understands changes in Western European societies in the age of exploration.
Grades 5-12: Appraise aspects of European society, such as family organization, gender roles, property holding, education and literacy, linguistic diversity, and religion. [Identify historical antecedents]

Standard 1D: The student understands the differences and similarities among African, European and Native Americans who converged in the western hemisphere after 1492.
Grades 5-12: Compare political systems, including concepts of political authority, civic values, and the organization and practice of government. [Compare and contrast different political systems]
Grades 5-12: Compare social organizations, including population levels, urbanization, family structure, and modes of communication. [Compare and contrast different social organizations]
Grades 5-12: Compare economic systems, including systems of labor, trade, concepts of property, and exploitation of natural resources. [Compare and contrast different economic institutions]
Grades 5-12: Compare dominant ideas and values including religious belief and practice, gender roles, and attitudes toward nature. [Compare and contrast the influence of ideas]

Era 2: Colonization and Settlement (1585-1763)
Standard 1A: The student understands how diverse immigrants affected the formation of European colonies.
Grades 5-12: Analyze the religious, political, and economic motives of free immigrants from different parts of Europe who came to North America and the Caribbean. [Consider multiple causation]
Grades 5-12: Evaluate the opportunities for European immigrants, free and indentured, in North America and the Caribbean and the difficulties they encountered. [Compare competing historical narratives]
Grades 9-12: Compare the social composition of English, French, and Dutch settlers in the 17th and 18th centuries. [Interrogate historical data]

Standard 1B: The student understands the European struggle for control of North America.
Grades 7-12: Analyze relationships between Native Americans and Spanish, English, French, and Dutch settlers. [Compare and contrast different sets of ideas]
Grades 5-12: Compare how English settlers interacted with Native Americans in New England, mid-Atlantic, Chesapeake, and lower South colonies. [Consider multiple perspectives]
Grades 7-12: Analyze how various Native American societies changed as a result of the expanding European settlements and how they influenced European societies. [Examine the influence of ideas and interests]

Standard 2A: The student understands the roots of representative government and how political rights were defined.
Grades 5-12: Compare how early colonies were established and governed. [Compare and contrast differing sets of ideas]

Standard 2B: The student understands religious diversity in the colonies and how ideas about religious freedom evolved.
Grades 9-12: Describe religious groups in colonial America and the role of religion in their communities. [Consider multiple perspectives]
Grades 5-12: Explain how Puritanism shaped New England communities and how it changed during the 17th century. [Compare and contrast differing sets of ideas]

Standard 2C: The student understands social and cultural change in British America.
Grades 5-12: Explain how and why family and community life differed in various regions of colonial North America. [Consider multiple perspectives]
Grades 9-12: Analyze women's property rights before and after marriage in the colonial period. [Interrogate historical data]
Grades 9-12: Explore the seeds of public education in the New England colonies and explain how literacy and education differed between New England and southern colonies. [Compare and contrast differing sets of ideas]

Standard 3A: The student understands colonial economic life and labor systems in the Americas.
Grades 7-12: Explain mercantilism and evaluate how it influenced patterns of economic activity. [Analyze cause-and-effect relationships]

Standard 3B: The student understands economic life and the development of labor systems in English colonies.
Grades 5-12: Explain how environmental and human factors accounted for differences in the economies that developed in the colonies of New England, mid-Atlantic, Chesapeake, and lower South. [Compare and contrast different sets of ideas]

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Education Programs

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