Riada American School

K-4 History Scope and Sequence





Topic 1 - Living and Working Together in Families and Communities, Now and Long Ago
1.Understands family life now and in the past, and family life in various places long ago

Grades K-4 History

Standard 1.Understands family life now and in the past, and family life in various places long ago

Grades K-4 History

Standard 1 : Understands family life now and in the past, and family life in various places long ago

Reference code: BE,26;KE,32

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Knows his or her own name, gender, age, and place in family
Grades K-4 History 
 Standard 1.Understands family life now and in the past, and family life in various places long ago
  
TopicFamily and gender roles
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Knows his or her own name, gender, age, and place in family
   Vocabulary terms
A.  first name
B.  last name
C.  age
D.  gender
E.  family members
  Knowledge/skill statements
  1. Knows his or her first name   
  2. Knows his or her last name   
  3. Knows his or her gender   
  4. Knows his or her age   
  5. Knows his or her place in family   


Citation Log: BD(HSE,20;​MHE,2;​OE;​NZI,69)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the members of a family
Grades K-4 History 
 Standard 1.Understands family life now and in the past, and family life in various places long ago
  
TopicFamily and gender roles
   Level Pre-K (Grade Pre-K)
  Benchmark 2.Knows the members of a family
   Vocabulary terms
A.  family members
B.  father
C.  mother
D.  brother
E.  sister
F.  son
G.  daughter
H.  grandfather
I.  grandmother
  Knowledge/skill statements
  1. Knows there are specific names for different family members   
  2. Knows that families have different structures   
  3. Knows that family members have different roles   


Citation Log: BD(HSE,20;​DDE;​IE;​OE)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows similarities and differences among people (e.g., culture, language, gender, abilities)
Grades K-4 History 
 Standard 1.Understands family life now and in the past, and family life in various places long ago
  
TopicComparative analysis of culture and societies
   Level Pre-K (Grade Pre-K)
  Benchmark 3.Knows similarities and differences among people (e.g., culture, language, gender, abilities)
   Vocabulary terms
A.  similarities between people
B.  differences between people
  Knowledge/skill statements
  1. Recognizes similarities between people   
  2. Recognizes differences between people   
  3. Knows ways in which he or she is like others   
  4. Knows ways in which he or she is unique   
  5. Knows that people may differ by gender    
  6. Knows that people may differ by language   
  7. Knows that people may differ by culture   
  8. Knows that people have different abilities   


Citation Log: BD(HSE,20;​MHE,75,76;​DDE;​IE;​OE;​NZI,56)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Knows a family history through two generations (e.g., various family members and their connections)
Grades K-4 History 
 Standard 1.Understands family life now and in the past, and family life in various places long ago
  
TopicFamily life past and present
   Level I (Grade K-2)
  Benchmark 1.Knows a family history through two generations (e.g., various family members and their connections)
   Vocabulary terms
A.  family history
B.  generation
C.  family relationships
  Knowledge/skill statements
  1. Knows various family members through two generations   
  2. Knows the names of relationships between family members, such as grandparents   
  3. Knows how family members are related to each other   
  
McREL Activity(s)
   Family History


Citation Log: BD(BE,26;​KE,32,33)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands family life today and how it compares with family life in the recent past and family life long ago (e.g., roles, jobs, schooling experiences)
Grades K-4 History 
 Standard 1.Understands family life now and in the past, and family life in various places long ago
  
Topics1. Family life past and present; 2. Family and gender roles
   Level I (Grade K-2)
  Benchmark 2.Understands family life today and how it compares with family life in the recent past and family life long ago (e.g., roles, jobs, schooling experiences)
   Vocabulary terms
A.  family life today
B.  family life in the recent past
C.  family life long ago
  Knowledge/skill statements
  1. Knows that family members have different roles in the family   
  2. Knows family members’ roles today   
  3. Knows family members’ roles in the recent past   
  4. Knows family members’ roles long ago   
  5. Knows that the roles of family members have changed over time   
  6. Knows the types of jobs held by family members today   
  7. Knows the types of jobs held by family members in the recent past   
  8. Knows the types of jobs held by family members long ago   
  9. Knows that the types of jobs held by family members have changed over time   
  10. Knows the schooling experiences of family members today   
  11. Knows the schooling experiences of family members in the recent past   
  12. Knows the schooling experiences of family members long ago   
  13. Knows that the schooling experiences of family members have changed over time   


Citation Log: BC(BE,26;​KE,32,33)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows the cultural similarities and differences in clothes, homes, food, communication, technology, and cultural traditions between families now and in the past
Grades K-4 History 
 Standard 1.Understands family life now and in the past, and family life in various places long ago
  
Topics1. Family life past and present; 2. Science, technology, and society; 3. Comparative analysis of culture and societies
   Level I (Grade K-2)
  Benchmark 3.Knows the cultural similarities and differences in clothes, homes, food, communication, technology, and cultural traditions between families now and in the past
   Vocabulary terms
A.  family life today
B.  family life in the past
C.  cultural similarities
D.  cultural differences
E.  clothing now and in the past
F.  homes now and in the past
G.  food now and in the past
H.  communication methods now and in the past
I.  technology now and in the past
J.  cultural traditions now and in the past
  Knowledge/skill statements
  1. Knows types of clothing worn by families today   
  2. Knows types of clothing worn by families in the past   
  3. Knows similarities and differences in clothing worn by families today and in the past   
  4. Knows types of homes families live in today   
  5. Knows types of homes families lived in the past   
  6. Knows similarities and differences in homes of families now and in the past   
  7. Knows types of food consumed by families today   
  8. Knows types of food consumed by families in the past   
  9. Knows similarities and differences in food consumed by families now and in the past   
  10. Knows means of communication used by families today   
  11. Knows means of communication used by families in the past   
  12. Knows similarities and differences in means of communication used by families now and in the past   
  13. Knows types of technology used by families today   
  14. Knows types of technology used by families in the past   
  15. Knows similarities and differences in types of technology used by families now and in the past   
  16. Knows cultural traditions of families today   
  17. Knows cultural traditions of families in the past   
  18. Knows similarities and differences in cultural traditions of families now and in the past   


Citation Log: BC(BE,26;​KE,32,33)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands family life in a community of the past and life in a community of the present (e.g., roles, jobs, communication, technology, style of homes, transportation, schools, religious observances, cultural traditions)
Grades K-4 History 
 Standard 1.Understands family life now and in the past, and family life in various places long ago
  
TopicFamily life past and present
   Level I (Grade K-2)
  Benchmark 4.Understands family life in a community of the past and life in a community of the present (e.g., roles, jobs, communication, technology, style of homes, transportation, schools, religious observances, cultural traditions)
   Vocabulary terms
A.  family life today
B.  family life in the past
C.  communities today
D.  communities of the past
  Knowledge/skill statements
  1. Understands features of family life in the present   
  2. Understands features of family life in the past   
  3. Knows roles of men, women, and children in the past   
  4. Knows roles of men, women, and children in the present   
  5. Knows common jobs in the past   
  6. Knows common jobs in the present   
  7. Knows modes of communication in the past   
  8. Knows modes of communication in the present   
  9. Knows common technology in the past   
  10. Knows common technology in the present   
  11. Knows common styles of homes in the past   
  12. Knows common styles of homes in the present   
  13. Knows common modes of transportation in the past   
  14. Knows common modes of transportation in the present   
  15. Knows features of schools in the past   
  16. Knows features of schools in the present   
  17. Knows common religious observances in the past   
  18. Knows common religious observances in the present   
  19. Knows common cultural traditions of the past   
  20. Knows common cultural traditions in the present   


Citation Log: BC(BE,26;​KE,32,33)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands personal family or cultural heritage through stories, songs, and celebrations
Grades K-4 History 
 Standard 1.Understands family life now and in the past, and family life in various places long ago
  
Topics1. Transmission of family heritage and culture; 2. Celebrations, traditions, and customs
   Level I (Grade K-2)
  Benchmark 5.Understands personal family or cultural heritage through stories, songs, and celebrations
   Vocabulary terms
A.  family heritage
B.  cultural heritage
C.  family story
D.  cultural story
E.  family song
F.  cultural song
G.  family celebration
H.  cultural celebration
  Knowledge/skill statements
  1. Understands family heritage through stories   
  2. Understands family heritage through songs   
  3. Understands family heritage through celebrations   
  4. Understands cultural heritage through stories   
  5. Understands cultural heritage through songs   
  6. Understands cultural heritage through celebrations   


Citation Log: BD(BE,27;​KE,34)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Knows ways in which people share family beliefs and values (e.g., oral traditions, literature, songs, art, religion, community celebrations, mementos, food, language)
Grades K-4 History 
 Standard 1.Understands family life now and in the past, and family life in various places long ago
  
Topics1. Transmission of family heritage and culture; 2. Religion, belief systems, and values
   Level I (Grade K-2)
  Benchmark 6.Knows ways in which people share family beliefs and values (e.g., oral traditions, literature, songs, art, religion, community celebrations, mementos, food, language)
   Vocabulary terms
A.  family beliefs
B.  family values
C.  sharing family beliefs
D.  sharing family values
  Knowledge/skill statements
  1. Knows that people share family beliefs and values through oral tradition   
  2. Knows that people share family beliefs and values through literature   
  3. Knows that people share family beliefs and values through songs   
  4. Knows that people share family beliefs and values through art   
  5. Knows that people share family beliefs and values through religion   
  6. Knows that people share family beliefs and values through community celebrations   
  7. Knows that people share family beliefs and values through mementos   
  8. Knows that people share family beliefs and values through food   
  9. Knows that people share family beliefs and values through language   


Citation Log: BD(BE,27;​KE,34)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-4)
   1. Knows the ways that families long ago expressed and transmitted their beliefs and values through oral tradition, literature, songs, art, religion, community celebrations, mementos, food, and language (e.g., celebration of national holidays, religious observances, and ethnic and national traditions; visual arts and crafts; hymns, proverbs, and songs)  A 
Grades K-4 History 
 Standard 1.Understands family life now and in the past, and family life in various places long ago
  
Topics1. Transmission of family heritage and culture; 2. Cultural diffusion, adaptation, and interaction
   Level II (Grade 3-4)
  Benchmark 1.Knows the ways that families long ago expressed and transmitted their beliefs and values through oral tradition, literature, songs, art, religion, community celebrations, mementos, food, and language (e.g., celebration of national holidays, religious observances, and ethnic and national traditions; visual arts and crafts; hymns, proverbs, and songs)
   Vocabulary terms
A.  family life long ago
B.  transmission of beliefs
C.  transmission of values
D.  transmission of culture through oral tradition
E.  transmission of culture through songs
F.  transmission of culture through art
G.  transmission of culture through religion
H.  transmission of culture through community celebrations
I.  transmission of culture through mementos
J.  transmission of culture through food
K.  transmission of culture through language
  Knowledge/skill statements
  1. Knows that families long ago expressed and transmitted their beliefs and values through oral tradition   
  2. Knows that families long ago expressed and transmitted their beliefs and values through literature   
  3. Knows that families long ago expressed and transmitted their beliefs and values through songs, hymns, and proverbs   
  4. Knows that families long ago expressed and transmitted their beliefs and values through visual arts and crafts   
  5. Knows that families long ago expressed and transmitted their beliefs and values through religious observances   
  6. Knows that families long ago expressed and transmitted their beliefs and values through community celebrations, such as celebrations of national holidays   
  7. Knows that families long ago expressed and transmitted their beliefs and values through mementos  A   
  8. Knows that families long ago expressed and transmitted their beliefs and values through food   
  9. Knows that families long ago expressed and transmitted their beliefs and values through language   
  10. Knows that families long ago expressed and transmitted their beliefs and values through ethnic and national traditions   


 A  = Assessment items available

Citation Log: BD(BE,27;​KE,34)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands 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 their strength and determination that families drew upon and shared (e.g., families arriving together in America and living together in rural or urban settings, traditions brought from their cultural past)
Grades K-4 History 
 Standard 1.Understands family life now and in the past, and family life in various places long ago
  
Topics1. Roles and experiences of diverse groups; 2. Transmission of family heritage and culture
   Level II (Grade 3-4)
  Benchmark 2.Understands 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 their strength and determination that families drew upon and shared (e.g., families arriving together in America and living together in rural or urban settings, traditions brought from their cultural past)
   Vocabulary terms
A.  cultural dreams and ideals
B.  societal obstacles
C.  immigrants
D.  immigrants’ experiences
  Knowledge/skill statements
  1. Knows the kinds of dreams and ideals that immigrant families sought in America   
  2. Knows the kinds of problems immigrant families encountered in America   
  3. Knows sources of the strength and determination of immigrant families   
  4. Knows that families sometimes arrived in America with other immigrant families   
  5. Knows that families who came to America sometimes lived with other immigrant families in rural settings   
  6. Knows that families who came to America sometimes lived with other immigrant families in urban settings   
  7. Knows that immigrant families brought traditions from their cultural past to America   


Citation Log: BD(BE,27;​KE,34,35)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands daily life of a farm family from long ago (e.g., work, clothing, tools, food and food production in the early 1800’s)
Grades K-4 History 
 Standard 1.Understands family life now and in the past, and family life in various places long ago
  
Topics1. Family life past and present; 2. Daily life in the past
   Level II (Grade 3-4)
  Benchmark 3.Understands daily life of a farm family from long ago (e.g., work, clothing, tools, food and food production in the early 1800’s)
   Vocabulary terms
A.  farm life in the past
  Knowledge/skill statements
  1. Knows the daily work of a farm family in the early 1800’s   
  2. Knows the type of clothing worn by a farm family in the early 1800’s   
  3. Knows the tools used by a farm family in the early 1800’s   
  4. Knows the kinds of food consumed by a farm family in the early 1800’s   
  5. Knows the types of food produced by a farm family in the early 1800’s   


Citation Log: BD(KE,32,33;​NI,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
2.Understands the history of a local community and how communities in North America varied long ago

Grades K-4 History

Standard 2.Understands the history of a local community and how communities in North America varied long ago

Grades K-4 History

Standard 2 : Understands the history of a local community and how communities in North America varied long ago

Reference code: BE,27;KE,36

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate at this level
Grades K-4 History 
 Standard 2.Understands the history of a local community and how communities in North America varied long ago
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate at this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Understands changes in community life over time (e.g., changes in goods and services; changes in architecture and landscape; change in jobs, schooling, transportation, communication, religion, recreation)
Grades K-4 History 
 Standard 2.Understands the history of a local community and how communities in North America varied long ago
  
Topics1. History of the local community; 2. Historical change and continuity
   Level I (Grade K-2)
  Benchmark 1.Understands changes in community life over time (e.g., changes in goods and services; changes in architecture and landscape; change in jobs, schooling, transportation, communication, religion, recreation)
   Vocabulary terms
A.  community life
B.  changes in community life
  Knowledge/skill statements
  1. Knows that community life has changed over time   
  2. Knows that the types of goods and services available in the community have changed over time   
  3. Knows that the architecture and landscape of the community have changed over time   
  4. Knows that the types of jobs available in the community have changed over time   
  5. Knows that schooling in the community has changed over time   
  6. Knows that the means of transportation used in the community have changed over time   
  7. Knows that the means of communication used in the community have changed over time   
  8. Knows that the religions practiced in the community have changed over time   
  9. Knows that the types of recreation practiced in the community have changed over time   


Citation Log: BD(BE,27;​KE,36)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands the contributions and significance of historical figures of the community
Grades K-4 History 
 Standard 2.Understands the history of a local community and how communities in North America varied long ago
  
Topics1. History of the local community; 2. Role of individuals in history
   Level I (Grade K-2)
  Benchmark 2.Understands the contributions and significance of historical figures of the community
   Vocabulary terms
A.  local historical figures
  Knowledge/skill statements
  1. Knows historical figures of the community   
  2. Knows the contributions of historical figures of the community   
  3. Knows the significance of historical figures of the community   


Citation Log: BD(BE,27;​KE,36)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands the daily life and values of early Hawaiian or Native American cultures
Grades K-4 History 
 Standard 2.Understands the history of a local community and how communities in North America varied long ago
  
Topics1. North American communities of the past; 2. Daily life in the past
   Level I (Grade K-2)
  Benchmark 3.Understands the daily life and values of early Hawaiian or Native American cultures
   Vocabulary terms
A.  early Hawaiian cultures
B.  early Native American cultures
  Knowledge/skill statements
  1. Understands the daily life of early Hawaiian cultures   
  2. Understands the values of early Hawaiian cultures   
  3. Understands the daily life of early Native American cultures   
  4. Understands the values of early Native American cultures   


Citation Log: BD(BE,28;​KE,38;​NI,12,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands the daily life of a colonial community (e.g., Plymouth, Williamsburg, St. Augustine, San Antonio, Post Vincennes)
Grades K-4 History 
 Standard 2.Understands the history of a local community and how communities in North America varied long ago
  
Topics1. North American communities of the past; 2. Daily life in the past
   Level I (Grade K-2)
  Benchmark 4.Understands the daily life of a colonial community (e.g., Plymouth, Williamsburg, St. Augustine, San Antonio, Post Vincennes)
   Vocabulary terms
A.  daily colonial life
  Knowledge/skill statements
  1. Understands the daily life of the colonial community in Plymouth   
  2. Understands the daily life of the colonial community in Williamsburg   
  3. Understands the daily life of the colonial community in St. Augustine   
  4. Understands the daily life of the colonial community in San Antonio   
  5. Understands the daily life of the colonial community at Post Vincennes   


Citation Log: BD(BE,28;​KE,38;​NI,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands life in a pioneer farming community (e.g., the Old Northwest, the prairies, the Southwest, eastern Canada, the Far West)  A 
Grades K-4 History 
 Standard 2.Understands the history of a local community and how communities in North America varied long ago
  
Topics1. North American communities of the past; 2. Daily life in the past
   Level I (Grade K-2)
  Benchmark 5.Understands life in a pioneer farming community (e.g., the Old Northwest, the prairies, the Southwest, eastern Canada, the Far West)
   Vocabulary terms
A.  pioneer farming community
  Knowledge/skill statements
  1. Understands daily life in a pioneer farming community in the Old Northwest  A   
  2. Understands daily life in a pioneer farming community on the prairies   
  3. Understands daily life in a pioneer farming community in the Southwest   
  4. Understands daily life in a pioneer farming community in eastern Canada   
  5. Understands daily life in a pioneer farming community in the Far West   


 A  = Assessment items available

Citation Log: BD(BE,28;​KE,38;​NI,19)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-4)
   1. Knows of problems in the community's past, the different perspectives of those involved, the choices people had, and the solutions they chose
Grades K-4 History 
 Standard 2.Understands the history of a local community and how communities in North America varied long ago
  
TopicHistory of the local community
   Level II (Grade 3-4)
  Benchmark 1.Knows of problems in the community's past, the different perspectives of those involved, the choices people had, and the solutions they chose
   Vocabulary terms
A.  community problems
B.  community perspectives
C.  community solutions
  Knowledge/skill statements
  1. Knows of problems that the community has encountered in the past   
  2. Knows that community members offered different perspectives on problems the community encountered   
  3. Knows the choices community members had when the community encountered problems   
  4. Knows the solutions community members chose for the problems the community encountered   


Citation Log: BD(BE,27;​KE,36,37)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows geographical settings, economic activities, food, clothing, homes, crafts, and rituals of Native American societies long ago (e.g., Iroquois, Sioux, Hopi, Nez Perce, Inuit, Cherokee)  A 
Grades K-4 History 
 Standard 2.Understands the history of a local community and how communities in North America varied long ago
  
TopicNorth American communities of the past
   Level II (Grade 3-4)
  Benchmark 2.Knows geographical settings, economic activities, food, clothing, homes, crafts, and rituals of Native American societies long ago (e.g., Iroquois, Sioux, Hopi, Nez Perce, Inuit, Cherokee)
   Vocabulary terms
A.  geographical settings of early Native American societies
B.  economic activities of early Native American societies
C.  food of early Native American societies
D.  clothing of early Native American societies
E.  homes of early Native American societies
F.  crafts of early Native American societies
G.  rituals of early Native American societies
  Knowledge/skill statements
  1. Knows the geographical setting of the Iroquois   
  2. Knows the economic activities of the Iroquois   
  3. Knows the types of food consumed by the Iroquois  A   
  4. Knows the types of clothing worn by the Iroquois   
  5. Knows the types of homes that the Iroquois lived in    
  6. Knows the crafts of the Iroquois   
  7. Knows the rituals of the Iroquois   
  8. Knows the geographical setting of the Sioux   
  9. Knows the economic activities of the Sioux   
  10. Knows the types of food consumed by the Sioux   
  11. Knows the types of clothing worn by the Sioux   
  12. Knows the types of homes that the Sioux lived in    
  13. Knows the crafts of the Sioux   
  14. Knows the rituals of the Sioux   
  15. Knows the geographical setting of the Hopi   
  16. Knows the economic activities of the Hopi   
  17. Knows the types of food consumed by the Hopi   
  18. Knows the types of clothing worn by the Hopi   
  19. Knows the types of homes that the Hopi lived in   
  20. Knows the crafts of the Hopi   
  21. Knows the rituals of the Hopi   
  22. Knows the geographical setting of the Nez Perce   
  23. Knows the economic activities of the Nez Perce   
  24. Knows the types of food consumed by the Nez Perce   
  25. Knows the types of clothing worn by the Nez Perce   
  26. Knows the types of homes that the Nez Perce lived in   
  27. Knows the crafts of the Nez Perce   
  28. Knows the rituals of the Nez Perce   
  29. Knows the geographical setting of the Inuit   
  30. Knows the economic activities of the Inuit   
  31. Knows the types of food consumed by the Inuit   
  32. Knows the types of clothing worn by the Inuit   
  33. Knows the types of homes that the Inuit lived in   
  34. Knows the crafts of the Inuit   
  35. Knows the rituals of the Inuit   
  36. Knows the geographical setting of the Cherokee   
  37. Knows the economic activities of the Cherokee   
  38. Knows the types of food consumed by the Cherokee   
  39. Knows the types of clothing worn by the Cherokee   
  40. Knows the types of homes that the Cherokee lived in   
  41. Knows the crafts of the Cherokee   
  42. Knows the rituals of the Cherokee   


 A  = Assessment items available

Citation Log: BD(BE,28;​KE,38;​NI,12)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands the historical development and daily life of a colonial community (e.g., Plymouth, Williamsburg, St. Augustine, San Antonio, Post Vincennes)
Grades K-4 History 
 Standard 2.Understands the history of a local community and how communities in North America varied long ago
  
Topics1. North American communities of the past; 2. Daily life in the past
   Level II (Grade 3-4)
  Benchmark 3.Understands the historical development and daily life of a colonial community (e.g., Plymouth, Williamsburg, St. Augustine, San Antonio, Post Vincennes)
   Vocabulary terms
A.  historical development of a colonial community
B.  daily colonial life
  Knowledge/skill statements
  1. Understands the historical development of the colonial community in Plymouth   
  2. Understands daily life in the colonial community in Plymouth   
  3. Understands the historical development of the colonial community in Williamsburg   
  4. Understands daily life in the colonial community in Williamsburg   
  5. Understands the historical development of the colonial community in St. Augustine   
  6. Understands daily life in the colonial community in St. Augustine   
  7. Understands the historical development of the colonial community in San Antonio   
  8. Understands daily life in the colonial community in San Antonio   
  9. Understands the historical development of the colonial community in Post Vincennes   
  10. Understands daily life in the colonial community in Post Vincennes   


Citation Log: BD(BE,28;​KE,38;​NI,14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands the challenges and difficulties encountered by people in pioneer farming communities (e.g., the Old Northwest, the prairies, the Southwest, eastern Canada, the Far West)
Grades K-4 History 
 Standard 2.Understands the history of a local community and how communities in North America varied long ago
  
Topics1. North American communities of the past; 2. Daily life in the past
   Level II (Grade 3-4)
  Benchmark 4.Understands the challenges and difficulties encountered by people in pioneer farming communities (e.g., the Old Northwest, the prairies, the Southwest, eastern Canada, the Far West)
   Vocabulary terms
A.  challenges in pioneer farming communities
  Knowledge/skill statements
  1. Knows that pioneer farming communities in the Old Northwest encountered challenges and difficulties   
  2. Knows that pioneer farming communities on the prairies encountered challenges and difficulties   
  3. Knows that pioneer farming communities in the Southwest encountered challenges and difficulties   
  4. Knows that pioneer farming communities in eastern Canada encountered challenges and difficulties   
  5. Knows that pioneer farming communities in the Far West encountered challenges and difficulties   


Citation Log: BD(BE,28;​KE,38,39;​NI,19)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands how geographical features contributed to the establishment and growth of communities such as mining towns (e.g., Sacramento) and trading settlements (e.g., New Orleans, Vincennes, Astoria)  A 
Grades K-4 History 
 Standard 2.Understands the history of a local community and how communities in North America varied long ago
  
Topics1. North American communities of the past; 2. Impact of the environment on society
   Level II (Grade 3-4)
  Benchmark 5.Understands how geographical features contributed to the establishment and growth of communities such as mining towns (e.g., Sacramento) and trading settlements (e.g., New Orleans, Vincennes, Astoria)
   Vocabulary terms
A.  impact of geography on community growth
B.  mining town
C.  trading settlement
  Knowledge/skill statements
  1. Understands how geographical features contributed to the establishment of communities   A   
  2. Understands how geographical features contributed to the growth of communities    
  3. Understands that geographical features contributed to the establishment and growth of mining towns   
  4. Understands that geographical features contributed to the establishment and growth of trading settlements   
  5. Understands that geographical features contributed to the establishment and growth of Sacramento as a mining town   
  6. Understands that geographical features contributed to the establishment and growth of New Orleans as a trading settlement   
  7. Understands that geographical features contributed to the establishment and growth of Vincennes as a trading settlement    
  8. Understands that geographical features contributed to the establishment and growth of Astoria as a trading settlement   


 A  = Assessment items available

Citation Log: BD(BE,28;​KE,38,39)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands daily life of diverse ethnic groups in urban areas long ago (e.g., a free African American community in Philadelphia, an Italian community in New York, a Chinese community in San Francisco)
Grades K-4 History 
 Standard 2.Understands the history of a local community and how communities in North America varied long ago
  
Topics1. North American communities of the past; 2. Daily life in the past
   Level II (Grade 3-4)
  Benchmark 6.Understands daily life of diverse ethnic groups in urban areas long ago (e.g., a free African American community in Philadelphia, an Italian community in New York, a Chinese community in San Francisco)
   Vocabulary terms
A.  ethnic groups in urban areas
  Knowledge/skill statements
  1. Understands daily life of a free African American community in Philadelphia long ago   
  2. Understands daily life of an Italian community in New York City long ago   
  3. Understands daily life of a Chinese community in San Francisco long ago   


Citation Log: BD(BE,28;​KE,38,39;​NI,23)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Knows the history of the local community since its founding, the people who came, the changes they brought, and significant events over time
Grades K-4 History 
 Standard 2.Understands the history of a local community and how communities in North America varied long ago
  
TopicHistory of the local community
   Level II (Grade 3-4)
  Benchmark 7.Knows the history of the local community since its founding, the people who came, the changes they brought, and significant events over time
   Vocabulary terms
A.  local community history
B.  community’s founders
C.  significant local historical events
  Knowledge/skill statements
  1. Knows the history of the founding of the local community   
  2. Knows groups of people who settled in the local community over time   
  3. Knows changes brought to the local community by successive inhabitants   
  4. Knows significant events in the history of the local community   


Citation Log: BD(KE,36,37)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Understands changes in land use and economic activities in the local community since its founding (e.g., changes in technology, the work people did, transportation, local resources)
Grades K-4 History 
 Standard 2.Understands the history of a local community and how communities in North America varied long ago
  
Topics1. History of the local community; 2. Economic development and growth
   Level II (Grade 3-4)
  Benchmark 8.Understands changes in land use and economic activities in the local community since its founding (e.g., changes in technology, the work people did, transportation, local resources)
   Vocabulary terms
A.  changes in land use
B.  changes in economic activities
  Knowledge/skill statements
  1. Understands that the use of land in the local community has changed over time   
  2. Understands that economic activities in the community have changed over time   
  3. Understands that the use of technology in the local community has changed over time   
  4. Understands that the types of work local community members do have changed over time   
  5. Understands that means of transportation within the local community have changed over time   
  6. Understands that local resources have changed over time   


Citation Log: BD(KE,36,37)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
Topic 2 - The History of Students' Own State or Region
3.Understands the people, events, problems, and ideas that were significant in creating the history of their state

Grades K-4 History

Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state

Grades K-4 History

Standard 3 : Understands the people, events, problems, and ideas that were significant in creating the history of their state

Reference code: BE,29;KE,36

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate at this level
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate at this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Understands through legends, myths, and archaeological evidence the origins and culture of early Native Americans or Hawaiians who lived in the state or region
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
TopicIndigenous peoples of the state and region
   Level I (Grade K-2)
  Benchmark 1.Understands through legends, myths, and archaeological evidence the origins and culture of early Native Americans or Hawaiians who lived in the state or region
   Vocabulary terms
A.  legend
B.  myth
C.  archaeology
D.  origins of early Native Americans
E.  early Native American cultures
F.  origins of early Hawaiians
G.  early Hawaiian cultures
  Knowledge/skill statements
  1. Knows that a legend is a story that comes down from the past   
  2. Knows that a myth is a traditional story that often explains cultural practices or beliefs   
  3. Knows that archaeology provides physical evidence of the daily existence of past cultures   
  4. Knows that legends provide information about the origins of early Native Americans in the state or region   
  5. Knows that myths provide information about the origins of early Native Americans in the state or region   
  6. Knows that archaeological evidence provides information about the origins of early Native Americans in the state or region   
  7. Knows that legends provide information about the culture of early Native Americans in the state or region   
  8. Knows that myths provide information about the culture of early Native Americans in the state or region   
  9. Knows that archaeological evidence provides information about the culture of early Native Americans in the state or region   
  10. Knows that legends provide information about the origins of early Hawaiians   
  11. Knows that myths provide information about the origins of early Hawaiians   
  12. Knows that archaeological evidence provides information about the origins of early Hawaiians   
  13. Knows that legends provide information about the culture of early Hawaiians   
  14. Knows that myths provide information about the culture of early Hawaiians   
  15. Knows that archaeological evidence provides information about the culture of early Hawaiians   


Citation Log: BD(BE,29;​KE,40,41)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows ways in which early explorers and settlers adapted to, used, and changed the environment of the state or region
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
Topics1. Explorers and settlers of the state and region; 2. Impact of society on the environment
   Level I (Grade K-2)
  Benchmark 2.Knows ways in which early explorers and settlers adapted to, used, and changed the environment of the state or region
   Vocabulary terms
A.  explorer
B.  settler
C.  early explorers’ impact on the environment
D.  early settlers’ impact on the environment
  Knowledge/skill statements
  1. Knows characteristics of the environment of the state or region   
  2. Knows how early explorers of the state or region adapted to the environment   
  3. Knows how early explorers of the state or region used the environment   
  4. Knows how early explorers of the state or region changed the environment   
  5. Knows how early settlers of the state or region adapted to the environment   
  6. Knows how early settlers of the state or region used the environment   
  7. Knows how early settlers of the state or region changed the environment   


Citation Log: BD(BE,29;​KE,41)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands the reasons different groups came to the state or region
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
Topics1. Immigration to the state and region; 2. Migration and settlement patterns
   Level I (Grade K-2)
  Benchmark 3.Understands the reasons different groups came to the state or region
   Vocabulary terms
A.  migration to state
B.  migration to region
C.  immigration to state
D.  immigration to region
  Knowledge/skill statements
  1. Knows that different groups immigrated to the state or region   
  2. Knows that different groups migrated to the state or region   


Citation Log: BD(BE,30;​KE,43)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands the different lives, plans, and dreams of the various racial and ethnic groups who lived in the state 100-200 years ago
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
Topics1. Immigration to the state and region; 2. Race and ethnicity
   Level I (Grade K-2)
  Benchmark 4.Understands the different lives, plans, and dreams of the various racial and ethnic groups who lived in the state 100-200 years ago
   Vocabulary terms
A.  racial groups
B.  ethnic groups
  Knowledge/skill statements
  1. Understands the lives of racial groups who lived in the state 100-200 years ago   
  2. Understands the plans of racial groups who lived in the state 100-200 years ago   
  3. Understands the dreams of racial groups who lived in the state 100-200 years ago   
  4. Understands the lives of ethnic groups who lived in the state 100-200 years ago   
  5. Understands the plans of ethnic groups who lived in the state 100-200 years ago   
  6. Understands the dreams of ethnic groups who lived in the state 100-200 years ago   


Citation Log: BD(BE,30;​KE,43)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands how symbols, slogans, and mottoes represent the state
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
Topics1. Significant ideas and events in the state’s history; 2. Symbols and historic landmarks
   Level I (Grade K-2)
  Benchmark 5.Understands how symbols, slogans, and mottoes represent the state
   Vocabulary terms
A.  state symbol
B.  state slogan
C.  state motto
  Knowledge/skill statements
  1. Knows the state’s symbol   
  2. Knows the state’s slogan   
  3. Knows the state’s motto   
  
McREL Activity(s)
   What’s Your State Symbol?


Citation Log: BD(BE,31;​KE,43,44)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Knows important buildings, statues, and monuments in the state's history
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
Topics1. Significant ideas and events in the state’s history; 2. Symbols and historic landmarks
   Level I (Grade K-2)
  Benchmark 6.Knows important buildings, statues, and monuments in the state's history
   Vocabulary terms
A.  historical building
B.  historical statue
C.  monument
D.  state history
  Knowledge/skill statements
  1. Knows buildings that are important in the state’s history   
  2. Knows statues that memorialize important persons or events in the state’s history   
  3. Knows monuments that memorialize important persons or events in the state’s history   


Citation Log: BD(BE,31;​KE,46)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-4)
   1. Understands differences between the lives of Native Americans or Hawaiians today and their lives 100 years ago
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
Topics1. Indigenous peoples of the state and region; 2. Comparative analysis of culture and societies
   Level II (Grade 3-4)
  Benchmark 1.Understands differences between the lives of Native Americans or Hawaiians today and their lives 100 years ago
   Vocabulary terms
A.  lives of Native Americans one hundred years ago
B.  lives of Native Americans today
C.  lives of Hawaiians one hundred years ago
D.  lives of Hawaiians today
  Knowledge/skill statements
  1. Knows how Native Americans in the state or region lived 100 years ago   
  2. Knows how Native Americans in the state or region live today   
  3. Understands that Native Americans in the state or region live differently today than they did 100 years ago   
  4. Knows how Hawaiians lived 100 years ago   
  5. Knows how Hawaiians live today   
  6. Understands that Hawaiians live differently today than they did 100 years ago   


Citation Log: BC(BE,29;​KE,40,41)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands geographic, economic, and religious reasons that brought the first explorers and settlers to the state or region, who they were, and where they settled
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
Topics1. Explorers and settlers of the state and region; 2. Religion, belief systems, and values; 3. Impact of the environment on society
   Level II (Grade 3-4)
  Benchmark 2.Understands geographic, economic, and religious reasons that brought the first explorers and settlers to the state or region, who they were, and where they settled
   Vocabulary terms
A.  geographic reasons for exploration
B.  geographic reasons for settlement
C.  economic reasons for exploration
D.  economic reasons for settlement
E.  religious reasons for exploration
F.  religious reasons for settlement
  Knowledge/skill statements
  1. Knows who the first explorers of the state or region were   
  2. Knows who the first settlers of the state or region were   
  3. Knows where the first settlers of the state or region settled   
  4. Knows that explorers came to the state or region for geographic reasons   
  5. Knows that explorers came to the state or region for economic reasons   
  6. Knows that explorers came to the state or region for religious reasons   
  7. Knows that settlers came to the state or region for geographic reasons   
  8. Knows that settlers came to the state or region for economic reasons   
  9. Knows that settlers came to the state or region for religious reasons   


Citation Log: BD(BE,29;​KE,41)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands the interactions that occurred between the Native Americans or Hawaiians and the first European, African, and Asian-Pacific explorers and settlers in the state or region
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
Topics1. Explorers and settlers of the state and region; 2. Cultural diffusion, adaptation, and interaction
   Level II (Grade 3-4)
  Benchmark 3.Understands the interactions that occurred between the Native Americans or Hawaiians and the first European, African, and Asian-Pacific explorers and settlers in the state or region
   Vocabulary terms
A.  interaction of cultures
D.  European settlers of a state
E.  African explorer
F.  African settler
G.  Asian-Pacific explorer
H.  Asian-Pacific settler
  Knowledge/skill statements
  1. Understands the interactions that occurred between Native Americans or Hawaiians and the first European explorers and settlers in the state or region   
  2. Understands the interactions that occurred between Native Americans or Hawaiians and the first Africans in the state or region   
  3. Understands the interactions that occurred between Native Americans or Hawaiians and the first Asian-Pacific explorers and settlers in the state or region   


Citation Log: BD(BE,29;​KE,41;​NI,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows about the first inhabitants who lived in the state or region, each successive group of arrivals and their countries (or origin), and significant changes that developed as a result of each group's arrival
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
Topics1. Immigration to the state and region; 2. Migration and settlement patterns
   Level II (Grade 3-4)
  Benchmark 4.Knows about the first inhabitants who lived in the state or region, each successive group of arrivals and their countries (or origin), and significant changes that developed as a result of each group's arrival
   Vocabulary terms
A.  first inhabitants of state
B.  first inhabitants of region
C.  successive inhabitants of state
D.  successive inhabitants of region
E.  immigration to state
F.  immigration to region
G.  migration to state
H.  migration to region
I.  changes in state due to immigration
J.  changes in state due to migration
K.  regional changes due to immigration
L.  regional changes due to migration
  Knowledge/skill statements
  1. Knows about the first inhabitants of the state or region    
  2. Knows about successive inhabitants of the state or region   
  3. Knows the countries of origin of successive inhabitants of the state or region   
  4. Knows about significant changes in the state or region that resulted from the arrival of new inhabitants   


Citation Log: BD(BE,30;​KE,43,44)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands the reasons recent immigrants came to the state or region, what their lives were like, and their experiences of adjustment (e.g., problems and opportunities experienced in housing, the workplace, and the community)
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
Topics1. Immigration to the state and region; 2. Migration and settlement patterns
   Level II (Grade 3-4)
  Benchmark 5.Understands the reasons recent immigrants came to the state or region, what their lives were like, and their experiences of adjustment (e.g., problems and opportunities experienced in housing, the workplace, and the community)
   Vocabulary terms
A.  recent immigrant to state
B.  recent immigrant to region
C.  reasons for immigration to state
D.  reasons for immigration to region
E.  experiences of recent immigrants
  Knowledge/skill statements
  1. Knows what countries recent immigrants to the state or region came from   
  2. Knows that recent immigrants have come to the state or region for a variety of reasons   
  3. Understands the daily life of recent immigrants to the state or region   
  4. Knows that immigrants to the state or region undergo a period of adjustment    
  5. Knows that recent immigrants to the state or region may experience problems in finding housing   
  6. Knows that recent immigrants to the state or region may find good housing opportunities   
  7. Knows that recent immigrants to the state or region may experience problems in locating employment   
  8. Knows that recent immigrants to the state or region may find good job opportunities   
  9. Knows that recent immigrants to the state or region may feel isolated within their community   
  10. Knows that recent immigrants to the state or region may be integrated into their community   
  
McREL Activity(s)
   The Welcome Wagon


Citation Log: BD(BE,30;​KE,43,44)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands patterns and changes in population over a period of time in a city or town in the state or region
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
Topics1. Immigration to the state and region; 2. Population density, distribution, and growth rates
   Level II (Grade 3-4)
  Benchmark 6.Understands patterns and changes in population over a period of time in a city or town in the state or region
   Vocabulary terms
A.  population patterns
B.  population changes
  Knowledge/skill statements
  1. Knows that the population of a city is the number of people who live in that city   
  2. Knows that the population of a town is the number of people who live in that town   
  3. Understands population patterns over time in a city or town in the state or region   
  4. Understands population changes over time in a city or town in the state or region   


Citation Log: BD(BE,30;​KE,43,44)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Knows the chronological order of major historical events that are part of the states's history, their significance and the impact on people then and now, and their relationship to the history of the nation
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
TopicSignificant ideas and events in the state’s history
   Level II (Grade 3-4)
  Benchmark 7.Knows the chronological order of major historical events that are part of the states's history, their significance and the impact on people then and now, and their relationship to the history of the nation
   Vocabulary terms
A.  state history
B.  state history in national context
  Knowledge/skill statements
  1. Knows the major historical events in the state’s history   
  2. Knows when the major historical events in the state’s history occurred   
  3. Understands why each major historical event in the state’s history was significant at the time it occurred   
  4. Understands the present-day significance of each major historical event in the state’s history   
  5. Understands the impact each major historical event in the state’s history had on people at the time it occurred   
  6. Understands the impact each major historical event in the state’s history has on people today   
  7. Understands the relationship between major historical events in the state’s history and the history of the United States   


Citation Log: BD(BE,30;​KE,45,46)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Understands major historical events and developments in the state or region that involved interaction among various groups
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
Topics1. Interaction among diverse groups in state history; 2. Cultural diffusion, adaptation, and interaction
   Level II (Grade 3-4)
  Benchmark 8.Understands major historical events and developments in the state or region that involved interaction among various groups
   Vocabulary terms
A.  state history
B.  regional history
C.  cultural interaction in state history
D.  cultural interaction in regional history
  Knowledge/skill statements
  1. Understands major historical events in the state that involved interaction among various groups   
  2. Understands major historical developments in the state that involved interaction among various groups   
  3. Understands major historical events in the region that involved interaction among various groups   
  4. Understands major historical developments in the region that involved interaction among various groups   


Citation Log: BD(BE,31;​KE,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   9. Understands the influence of geography on the history of the state or region, and issues and approaches to problems (e.g., land use, environmental problems)
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
TopicImpact of the environment on society
   Level II (Grade 3-4)
  Benchmark 9.Understands the influence of geography on the history of the state or region, and issues and approaches to problems (e.g., land use, environmental problems)
   Vocabulary terms
A.  influence of geography on state history
B.  influence of geography on regional history
  Knowledge/skill statements
  1. Understands that the geography of a state has influenced the state’s history   
  2. Understands that the geography of a region has influenced the region’s history   
  3. Knows about land use issues that the state or region has encountered   
  4. Knows how the state or region has approached land use issues   
  5. Knows about environmental problems that the state or region has encountered   
  6. Knows how the state or region has approached environmental problems   


Citation Log: BD(BE,31;​KE,45)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   10. Understands how the ideas of significant people affected the history of the state
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
Topics1. Significant ideas and events in the state’s history; 2. Role of individuals in history
   Level II (Grade 3-4)
  Benchmark 10.Understands how the ideas of significant people affected the history of the state
   Vocabulary terms
A.  ideas of significant people
B.  state history
  Knowledge/skill statements
  1. Knows significant people in the state’s history   
  2. Knows the ideas of significant people in the state’s history   
  3. Knows that the ideas of significant people affected the state’s history   


Citation Log: BD(BE,31;​KE,46;​NI,15)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   11. Understands the unique historical conditions that influenced the formation of the state and how statehood was granted
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
TopicSignificant ideas and events in the state’s history
   Level II (Grade 3-4)
  Benchmark 11.Understands the unique historical conditions that influenced the formation of the state and how statehood was granted
   Vocabulary terms
A.  formation of a state
B.  statehood
  Knowledge/skill statements
  1. Understands the history of the state’s formation   
  2. Understands how statehood was granted to the state   


Citation Log: BD(BE,31;​KE,46)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   12. Knows the origin of the names of places, rivers, cities, and counties, and knows the various cultural influences within a particular region
Grades K-4 History 
 Standard 3.Understands the people, events, problems, and ideas that were significant in creating the history of their state
  
Topics1. Significant ideas and events in the state’s history; 2. Cultural diffusion, adaptation, and interaction
   Level II (Grade 3-4)
  Benchmark 12.Knows the origin of the names of places, rivers, cities, and counties, and knows the various cultural influences within a particular region
   Vocabulary terms
A.  origins of place-names
B.  origins of river names
C.  origins of city names
D.  origins of county names
E.  cultural influences within a region
F.  cultural influences within a state
  Knowledge/skill statements
  1. Knows the origins of the names of rivers in the state or region   
  2. Knows the origins of the names of cities in the state or region   
  3. Knows the origins of the names of counties in the state or region   
  4. Knows that various cultures have influenced the state or region   


Citation Log: BD(KE,46)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
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
4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols

Grades K-4 History

Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols

Grades K-4 History

Standard 4 : Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols

Reference code: BE,32;KE,38

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate at this level
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate at this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Knows the English colonists who became revolutionary leaders and fought for independence from England (e.g., George Washington, Thomas Jefferson, Benjamin Franklin)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Formation of United States government; 2. Role of individuals in history
   Level I (Grade K-2)
  Benchmark 1.Knows the English colonists who became revolutionary leaders and fought for independence from England (e.g., George Washington, Thomas Jefferson, Benjamin Franklin)
   Vocabulary terms
A.  leaders of the American Revolution
B.  American independence from England
C.  American Revolution
  Knowledge/skill statements
  1. Knows that the American Revolution was fought to achieve America’s independence from England   
  2. Knows that the leaders of the American Revolution were English colonists   
  3. Knows that George Washington was the general who won the American Revolution   
  4. Knows that Thomas Jefferson was the primary author of the Declaration of Independence   
  5. Knows that Benjamin Franklin was one of the authors of the Declaration of Independence   


Citation Log: BD(BE,32;​KE,48,49;​NE,16)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands how individuals have worked to achieve the liberties and equality promised in the principles of American democracy and to improve the lives of people from many groups (e.g., Rosa Parks, Martin Luther King, Jr.;Soujourner Truth; Cesar Chavez)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Values and principles of American democracy; 2. Role of individuals in history
   Level I (Grade K-2)
  Benchmark 2.Understands how individuals have worked to achieve the liberties and equality promised in the principles of American democracy and to improve the lives of people from many groups (e.g., Rosa Parks, Martin Luther King, Jr.;Soujourner Truth; Cesar Chavez)
   Vocabulary terms
A.  liberty
B.  equality
C.  principles of American democracy
  Knowledge/skill statements
  1. Knows that liberty and equality are among the main principles of American democracy   
  2. Knows that Rosa Park’s refusal to give up her bus seat to a white person led to the Montgomery Bus Boycott   
  3. Knows that Martin Luther King, Jr. was a leader of the civil rights movement   
  4. Knows that Cesar Chavez helped migrant farm workers gain better pay and better working conditions   
  4. Knows that Sojourner Truth was a former slave who advocated the abolition of slavery   


Citation Log: BD(BE,32;​KE,48,49;​NE,28,29)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands ways in which such fundamental values as fairness, protection of individual rights, and responsibility for the common good have been applied by different groups of people (e.g., students and personnel in the local school)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Values and principles of American democracy; 2. Religion, belief systems, and values
   Level I (Grade K-2)
  Benchmark 3.Understands ways in which such fundamental values as fairness, protection of individual rights, and responsibility for the common good have been applied by different groups of people (e.g., students and personnel in the local school)
   Vocabulary terms
A.  fundamental American values
B.  fairness
C.  protection of individual rights
D.  responsibility for the common good
  Knowledge/skill statements
  1. Understands that fairness is a fundamental American value   
  2. Understands that protection of individual rights is a fundamental American value   
  3. Understands that responsibility for the common good is a fundamental American value   


Citation Log: BD(BE,33;​KE,50)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows how different groups of people in the community have taken responsibility for the common good (e.g., the police department, the fire department, senior citizen home, soup kitchen)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
TopicRoles of ordinary people in American democracy
   Level I (Grade K-2)
  Benchmark 4.Knows how different groups of people in the community have taken responsibility for the common good (e.g., the police department, the fire department, senior citizen home, soup kitchen)
   Vocabulary terms
A.  responsibilities of community groups
B.  responsibility for the common good
  Knowledge/skill statements
  1. Knows that the police department protects the safety of the community   
  2. Knows that the fire department protects the community from fire   
  3. Knows that a senior citizen home serves elderly members of the community   
  4. Knows that a soup kitchen serves needy members of the community   


Citation Log: BD(BE,33;​KE,50)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands how important figures reacted to their times and why they were significant to the history of our democracy (e.g., George Washington; Thomas Jefferson; Abraham Lincoln; Soujourner Truth; Susan B. Anthony; Mary McLeod Bethune; Eleanor Roosevelt; Martin Luther King, Jr.)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Role of historic figures in American democracy; 2. Role of individuals in history
   Level I (Grade K-2)
  Benchmark 5.Understands how important figures reacted to their times and why they were significant to the history of our democracy (e.g., George Washington; Thomas Jefferson; Abraham Lincoln; Soujourner Truth; Susan B. Anthony; Mary McLeod Bethune; Eleanor Roosevelt; Martin Luther King, Jr.)
   Vocabulary terms
A.  history of American democracy
B.  important figures in American democracy
  Knowledge/skill statements
  1. Knows that George Washington is a significant figure in American history because he was the first president of the United States   
  2. Knows that Thomas Jefferson is a significant figure in American history because he was the primary author of the Declaration of Independence   
  3. Knows that Abraham Lincoln is a significant figure in American history because he was the president of the United States during the Civil War and declared the end of slavery in the Emancipation Proclamation   
  4. Knows that Sojourner Truth is a significant figure in American history because she fought for the abolition of slavery and for women’s rights   
  5. Knows that Susan B. Anthony is a significant figure in American history because she advocated the right of women to vote   
  6. Knows that Mary McLeod Bethune is a significant figure in American history because she was an early African American educator and civil rights leader   
  7. Knows that Eleanor Roosevelt is a significant figure in American democracy because she advocated many social causes, such as women’s rights and civil rights for African Americans   
  8. Knows that Martin Luther King, Jr. is a significant figure in American history because he was a leader of the civil rights movement   


Citation Log: BD(BE,33;​KE,51)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands the ways in which people in a variety of fields have advanced the cause of human rights, equality, and the common good (e.g., Frederick Douglass, Clara Barton, Elizabeth Blackwell, Jackie Robinson, Rosa Parks, Jonas Salk, Cesar Chavez)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Role of historic figures in American democracy; 2. Role of individuals in history; 3. Human and civil rights
   Level I (Grade K-2)
  Benchmark 6.Understands the ways in which people in a variety of fields have advanced the cause of human rights, equality, and the common good (e.g., Frederick Douglass, Clara Barton, Elizabeth Blackwell, Jackie Robinson, Rosa Parks, Jonas Salk, Cesar Chavez)
   Vocabulary terms
A.  human rights
B.  equality
C.  the common good
D.  individuals who struggle for human rights, equality, and the common good
  Knowledge/skill statements
  1. Knows that Frederick Douglass advanced the cause of human rights, equality, and the common good by advocating the abolition of slavery   
  2. Knows that Clara Barton advanced the cause of human rights, equality, and the common good by founding the American Red Cross   
  3. Knows that Elizabeth Blackwell advanced the cause of human rights, equality, and the common good by becoming the first female doctor in the United States   
  4. Knows that Jackie Robinson advanced the cause of human rights, equality, and the common good by becoming the first African American to play baseball in the major leagues   
  5. Knows that Rosa Parks advanced the cause of human rights, equality, and the common good by refusing to give up her bus seat to a white person, an act that led to the Montgomery Bus Boycott   
  6. Knows that Jonas Salk advanced the cause of human rights, equality, and the common good by discovering a vaccine for polio   
  7. Knows that Cesar Chavez advanced the cause of human rights, equality, and the common good by helping migrant farm workers gain better pay and working conditions   


Citation Log: BD(BE,33;​KE,51)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Understands the reasons that Americans celebrate certain national holidays (e.g., Martin Luther King, Jr. Day; the Fourth of July; Memorial Day)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Significant events for American democracy; 2. Celebrations, traditions, and customs
   Level I (Grade K-2)
  Benchmark 7.Understands the reasons that Americans celebrate certain national holidays (e.g., Martin Luther King, Jr. Day; the Fourth of July; Memorial Day)
   Vocabulary terms
A.  American national holidays
  Knowledge/skill statements
  1. Knows that Americans celebrate Martin Luther King, Jr. Day to commemorate the birthday of civil rights leader Martin Luther King, Jr.   
  2. Knows that Americans celebrate the Fourth of July to commemorate the formation of the United States   
  3. Knows that Americans celebrate Memorial Day to commemorate all who have died in wars in which the United States fought   


Citation Log: BD(BE,33;​KE,52;​NE,32)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Knows the history of American symbols (e.g., the eagle, the Liberty Bell, George Washington as the "father of our country," the national flag)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
TopicSymbols and historic landmarks
   Level I (Grade K-2)
  Benchmark 8.Knows the history of American symbols (e.g., the eagle, the Liberty Bell, George Washington as the "father of our country," the national flag)
   Vocabulary terms
A.  American symbols
  Knowledge/skill statements
  1. Knows that the eagle is an American symbol because it represents the freedom of the United States and because it is only found in North America   
  2. Knows that the Liberty Bell is an American symbol because it was rung to summon citizens to the first public reading of the Declaration of Independence   
  3. Knows that George Washington is considered the "father of our country" because he commanded the American army during the American Revolution and served as the first President of the United States   
  4. Knows that the national flag is an American symbol because it represents the thirteen original American colonies and the fifty states   


Citation Log: BD(BE,33;​KE,53)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   9. Knows why important buildings, statues, and monuments (e.g., the White House, Lincoln Memorial, Statue of Liberty, Ellis Island, Angel Island, Mt. Rushmore, veterans’ memorials) are associated with state and national history  A 
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
TopicSymbols and landmarks
   Level I (Grade K-2)
  Benchmark 9.Knows why important buildings, statues, and monuments (e.g., the White House, Lincoln Memorial, Statue of Liberty, Ellis Island, Angel Island, Mt. Rushmore, veterans’ memorials) are associated with state and national history
   Vocabulary terms
A.  historical building
B.  historical statue
C.  monument
  Knowledge/skill statements
  1. Knows that the White House is an important building in national history because it is the home of the president of the United States   
  2. Knows that the Lincoln Memorial is an important historical monument because it commemorates the leadership of President Abraham Lincoln   
  3. Knows that the Statue of Liberty is an important historical statue because it is a universal symbol of American freedom and democracy  A   
  4. Knows that Ellis Island is important to national history because it was the port of entry for many immigrants to the United States    
  5. Knows that Angel Island is important to national history because it was the port of entry for Asian immigrants to the United States   
  6. Knows that Mt. Rushmore is an important historical monument because it commemorates the leadership of Presidents George Washington, Thomas Jefferson, Abraham Lincoln, and Theodore Roosevelt   
  7. Knows that veterans’ memorials are important to state and national history because they commemorate the service of members of the American armed forces   


 A  = Assessment items available

Citation Log: BD(BE,33;​KE,53;​NE,32)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   10. Understands how people have helped newcomers get settled and learn the ways of the new country (e.g., family members, fraternal organizations, houses of worship)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
TopicImmigration and the immigrant experience
   Level I (Grade K-2)
  Benchmark 10.Understands how people have helped newcomers get settled and learn the ways of the new country (e.g., family members, fraternal organizations, houses of worship)
   Vocabulary terms
A.  immigrants
B.  assimilation of immigrants
  Knowledge/skill statements
  1. Knows that family members helped immigrants to the United States get settled in their new country   
  2. Knows that family members helped immigrants to the United States learn the ways of their new country   
  3. Knows that fraternal organizations helped immigrants to the United States get settled in their new country   
  4. Knows that fraternal organizations helped immigrants to the United States learn the ways of their new country   
  5. Knows that houses of worship helped immigrants to the United States get settled in their new country   
  6. Knows that houses of worship helped immigrants to the United States learn the ways of their new country   


Citation Log: BD(BE,33;​KE,50)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-4)
   1. Understands the basic ideas set forth in the Declaration of Independence and the U.S. Constitution, and the figures responsible for these documents  A 
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Formation of United States government; 2. Historic documents, treaties, and agreements
   Level II (Grade 3-4)
  Benchmark 1.Understands the basic ideas set forth in the Declaration of Independence and the U.S. Constitution, and the figures responsible for these documents
   Vocabulary terms
A.  Declaration of Independence
B.  U.S. Constitution
C.  authors of the Declaration of Independence
D.  authors of the U.S. Constitution
  Knowledge/skill statements
  1. Understands the basic ideas set forth in the Declaration of Independence   
  2. Understands the basic ideas set forth in the U.S. Constitution  A   
  3. Knows the authors of the Declaration of Independence   
  4. Knows the authors of the U.S. Constitution   


 A  = Assessment items available

Citation Log: BD(BE,32;​KE,49;​NE,16)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands the basic principles of American democracy; right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportunity and equal protection of the law; freedom of speech and religion; majority rule with protection for minority rights; and limitations on government, with power held by the people and delegated by them to those officials whom they elected to office
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Formation of United States government; 2. Influence of ideas on society
   Level II (Grade 3-4)
  Benchmark 2.Understands the basic principles of American democracy; right to life, liberty, and the pursuit of happiness; responsibility for the common good; equality of opportunity and equal protection of the law; freedom of speech and religion; majority rule with protection for minority rights; and limitations on government, with power held by the people and delegated by them to those officials whom they elected to office
   Vocabulary terms
A.  principles of American democracy
B.  right to life, liberty, and the pursuit of happiness
C.  responsibility for the common good
D.  equality of opportunity
E.  equal protection of the law
F.  freedom of speech
G.  freedom of religion
H.  majority rule
I.  minority rights
J.  limited government
K.  power by the people
L.  delegated power
M.  elected representative
  Knowledge/skill statements
  1. Knows that the right to life, liberty, and the pursuit of happiness is a basic principle of American democracy   
  2. Knows that responsibility for the common good is a basic principle of American democracy   
  3. Knows that equal opportunity for all is a basic principle of American democracy   
  4. Knows that equal protection of the law is a basic principle of American democracy   
  5. Knows that freedom of speech is a basic principle of American democracy   
  6. Knows that freedom of religion is a basic principle of American democracy   
  7. Knows that majority rule with protection for minority rights is a basic principle of American democracy   
  8. Knows that limited government is a basic principle of American democracy   
  9. Knows that the American people delegate their political power to elected officials   


Citation Log: BD(BE,32;​KE,49;​NE,16)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands how people over the last 200 years have continued to struggle to bring to all groups in American society the liberties and equality promised in the basic principles of American democracy (e.g., Sojourner Truth; Harriet Tubman; Frederick Douglass; W.E.B. DuBois; Booker T. Washington; Susan B. Anthony; Martin Luther King, Jr.; Rosa Parks; Cesar Chavez)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Formation of United States government; 2. Role of individuals in history
   Level II (Grade 3-4)
  Benchmark 3.Understands how people over the last 200 years have continued to struggle to bring to all groups in American society the liberties and equality promised in the basic principles of American democracy (e.g., Sojourner Truth; Harriet Tubman; Frederick Douglass; W.E.B. DuBois; Booker T. Washington; Susan B. Anthony; Martin Luther King, Jr.; Rosa Parks; Cesar Chavez)
   Vocabulary terms
A.  principles of American democracy
B.  liberty
C.  equality
  Knowledge/skill statements
  1. Knows that Sojourner Truth fought for the abolition of slavery and for women’s rights   
  2. Knows that Harriet Tubman helped slaves escape to freedom through the underground railroad   
  3. Knows that Frederick Douglass was the leading 19th century African American spokesman for the abolition of slavery   
  4. Knows that W.E.B. Dubois was an African American leader who advocated higher education for African Americans   
  5. Knows that Booker T. Washington was a former slave who founded an educational institution for African Americans   
  6. Knows that Susan B. Anthony advocated the right of women to vote   
  7. Knows that Martin Luther King, Jr. was a leader of the civil rights movement   
  8. Knows that Rosa Parks’ refusal to give up her bus seat to a white person led to the Montgomery Bus Boycott   
  9. Knows that Cesar Chavez organized the United Farm Workers to help migrant farm workers obtain better pay and working conditions   
  
McREL Activity(s)
   Rich with Freedom


Citation Log: BD(BE,32;​KE,49;​NI,21,25,28)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Understands the accomplishments of ordinary people in historical situations and how each struggled for individual rights or for the common good (e.g., James Armistead, Sybil Ludington, Nathan Beman, Lydia Darragh, Betty Zane)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Roles of ordinary people in American democracy; 2. Role of individuals in history
   Level II (Grade 3-4)
  Benchmark 4.Understands the accomplishments of ordinary people in historical situations and how each struggled for individual rights or for the common good (e.g., James Armistead, Sybil Ludington, Nathan Beman, Lydia Darragh, Betty Zane)
   Vocabulary terms
A.  historical accomplishments of ordinary people
B.  individual rights
C.  the common good
  Knowledge/skill statements
  1. Knows that ordinary Americans have had roles in historical situations   
  2. Knows that ordinary Americans have struggled for individual rights   
  3. Knows that ordinary Americans have struggled for the common good   
  4. Knows that James Armistead was a slave who served as a spy during the American Revolution   
  5. Knows that Sybil Ludington alerted American militiamen of the approach of the British during the American Revolution   
  6. Knows that Nathan Beman guided Ethan Allen and the Green Mountain Boys at Fort Ticonderoga   
  7. Knows that Lydia Darragh warned American troops of an impending British attack during the American Revolution   
  8. Knows that Betty Zane crossed through enemy fire to bring gunpowder to American settlers who were under attack from Indians and British soldiers   


Citation Log: BD(BE,33;​KE,50)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands how people in the local community have displayed courage in helping the common good (e.g., volunteering in unique situations including earthquakes, floods, and fires)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
TopicRoles of ordinary people in American democracy
   Level II (Grade 3-4)
  Benchmark 5.Understands how people in the local community have displayed courage in helping the common good (e.g., volunteering in unique situations including earthquakes, floods, and fires)
   Vocabulary terms
A.  community members
B.  the common good
C.  volunteerism
  Knowledge/skill statements
  1. Knows that community members work for the common good of their community   
  2. Knows that community members work for the common good of their community by volunteering during natural disasters   


Citation Log: BD(BE,33;​KE,51)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands historical figures who believed in the fundamental democratic values (e.g., justice, truth, equality, the rights of the individual, responsibility for the common good, voting rights) and the significance of these people both in their historical context and today
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Role of historic figures in American democracy; 2. Influence of ideas on society
   Level II (Grade 3-4)
  Benchmark 6.Understands historical figures who believed in the fundamental democratic values (e.g., justice, truth, equality, the rights of the individual, responsibility for the common good, voting rights) and the significance of these people both in their historical context and today
   Vocabulary terms
A.  historical figure
B.  fundamental democratic values
  Knowledge/skill statements
  1. Knows that justice is a fundamental democratic value   
  2. Knows that truth is a fundamental democratic value   
  3. Knows that equality is a fundamental democratic value   
  4. Knows that protection for individual rights is a fundamental democratic value   
  5. Knows that responsibility for the common good is a fundamental democratic value   
  6. Knows that the right to vote is a fundamental democratic value   
  7. Understands the significance of historical figures who upheld fundamental democratic values in their historical context   
  8. Understands the significance of historical figures who upheld fundamental democratic values today   


Citation Log: BD(BE,33;​KE,51,52)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Understands how historical figures in the U.S. and in other parts of the world have advanced the rights of individuals and promoted the common good, and the character traits that made them successful (e.g., persistence, problem solving, moral responsibility, respect for others)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Role of historic figures in American democracy; 2. Role of individuals in history
   Level II (Grade 3-4)
  Benchmark 7.Understands how historical figures in the U.S. and in other parts of the world have advanced the rights of individuals and promoted the common good, and the character traits that made them successful (e.g., persistence, problem solving, moral responsibility, respect for others)
   Vocabulary terms
A.  historical figure
B.  individual rights
C.  the common good
D.  character traits of an individual
  Knowledge/skill statements
  1. Knows that historical figures in the United States have advanced the rights of individuals   
  2. Knows that historical figures in the United States have promoted the common good   
  3. Knows that historical figures around the world have advanced the rights of individuals   
  4. Knows that historical figures around the world have promoted the common good   
  5. Knows that historical figures often possess certain character traits that make them successful in their mission   
  6. Knows that persistence is a character trait possessed by many historical figures   
  7. Knows that problem solving ability is a skill possessed by many historical figures   
  8. Knows that a sense of moral responsibility is a character trait possessed by many historical figures   
  9. Knows that many historical figures have shown respect for others   


Citation Log: BD(BE,33;​KE,51,52)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Understands the historical events and democratic values commemorated by major national holidays (e.g., Martin Luther King, Jr. Day; Presidents’ Day; Memorial Day; the Fourth of July; Labor Day; Veterans’ Day; Thanksgiving)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Significant events for American democracy; 2. Celebrations, traditions, and customs
   Level II (Grade 3-4)
  Benchmark 8.Understands the historical events and democratic values commemorated by major national holidays (e.g., Martin Luther King, Jr. Day; Presidents’ Day; Memorial Day; the Fourth of July; Labor Day; Veterans’ Day; Thanksgiving)
   Vocabulary terms
A.  commemorations of historical events
B.  commemorations of democratic values
  Knowledge/skill statements
  1. Knows that Americans celebrate national holidays to commemorate historical events   
  2. Knows that Americans celebrate national holidays to commemorate democratic values   
  3. Knows that Americans celebrate Martin Luther King, Jr. Day to commemorate Martin Luther King, Jr.’s leadership of the civil rights movement   
  4. Knows that Americans celebrate Presidents’ Day to commemorate the birthdays of Presidents George Washington and Abraham Lincoln   
  5. Knows that Americans celebrate Memorial Day to commemorate those who died in wars in which the United States fought   
  6. Knows that Americans celebrate the Fourth of July to commemorate the formation of the United States   
  7. Knows that Americans celebrate Labor Day to commemorate the contributions of all American workers   
  8. Knows that Americans celebrate Veterans’ Day to commemorate the service of the men and women who were members of the armed forces   
  9. Knows that Americans celebrate Thanksgiving to commemorate the harvest feast held by the Pilgrims   


Citation Log: BD(BE,33;​KE,52,53;​NE,32)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   9. Knows the history of events and the historic figures responsible for such historical documents as the Mayflower Compact, the Declaration of Independence, the U.S. Constitution, the Bill of Rights, and the Emancipation Proclamation
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Significant events for American democracy; 2. Historic documents, treaties, and agreements
   Level II (Grade 3-4)
  Benchmark 9.Knows the history of events and the historic figures responsible for such historical documents as the Mayflower Compact, the Declaration of Independence, the U.S. Constitution, the Bill of Rights, and the Emancipation Proclamation
   Vocabulary terms
A.  historical document
B.  Emancipation Proclamation
C.  U.S. Constitution
D.  Mayflower Compact
E.  Declaration of Independence
F.  Bill of Rights
  Knowledge/skill statements
  1. Knows the history of the events that led to the Mayflower Compact   
  2. Knows the historic figures responsible for the Mayflower Compact   
  3. Knows the history of the events that led to the Declaration of Independence   
  4. Knows the historic figures responsible for the Declaration of Independence   
  5. Knows the history of the events that led to the U.S. Constitution   
  6. Knows the historic figures responsible for the U.S. Constitution   
  7. Knows the history of the events that led to the Bill of Rights   
  8. Knows the historic figures responsible for the Bill of Rights   
  9. Knows the history of the events that led to the Emancipation Proclamation   
  10. Knows the historic figures responsible for the Emancipation Proclamation   


Citation Log: BD(BE,33;​KE,52,53)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   10. Knows the Pledge of Allegiance and patriotic songs, poems, and sayings that were written long ago, and understands their significance
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
TopicSymbols and historic landmarks
   Level II (Grade 3-4)
  Benchmark 10.Knows the Pledge of Allegiance and patriotic songs, poems, and sayings that were written long ago, and understands their significance
   Vocabulary terms
A.  Pledge of Allegiance
B.  patriotic song
C.  patriotic poem
D.  patriotic saying
  Knowledge/skill statements
  1. Knows the words of the Pledge of Allegiance   
  2. Knows the significance of the Pledge of Allegiance   
  3. Knows patriotic songs that were written long ago   
  4. Knows the significance of patriotic songs that were written long ago   
  5. Knows patriotic poems that were written long ago   
  6. Knows the significance of patriotic poems that were written long ago   
  7. Knows patriotic sayings that were written long ago   
  8. Knows the significance of patriotic sayings that were written long ago   


Citation Log: BD(BE,34;​KE,53,54;​NI,32)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   11. Understands how songs, symbols, and slogans demonstrate freedom of expression and the role of protest in a democracy (e.g., the Boston Tea Party, the abolition of slavery, women's suffrage, labor movements, the civil rights movement)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Symbols and historic landmarks; 2. Values and principles of American democracy
   Level II (Grade 3-4)
  Benchmark 11.Understands how songs, symbols, and slogans demonstrate freedom of expression and the role of protest in a democracy (e.g., the Boston Tea Party, the abolition of slavery, women's suffrage, labor movements, the civil rights movement)
   Vocabulary terms
A.  protest in a democracy
B.  freedom of expression
C.  protest songs
D.  symbols of protest
E.  protest slogans
  Knowledge/skill statements
  1. Knows that freedom of expression is a basic principle of American democracy   
  2. Knows that songs are a means of expression   
  3. Knows that symbols are a means of expression   
  4. Knows that slogans are a means of expression   
  5. Understands the role of protest in American democracy   


Citation Log: BD(BE,34;​KE,53,54)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   12. Understands why Americans and those who led them (e.g., George Washington, Benjamin Franklin, and Thomas Jefferson) went to war to win independence from England
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Formation of United States government; 2. Role of individuals in history
   Level II (Grade 3-4)
  Benchmark 12.Understands why Americans and those who led them (e.g., George Washington, Benjamin Franklin, and Thomas Jefferson) went to war to win independence from England
   Vocabulary terms
A.  reasons for American Revolution
  Knowledge/skill statements
  1. Knows that the American Revolution was fought to win America’s independence from England   
  2. Knows that George Washington was the general who led American forces to victory in the American Revolution   
  3. Knows that Benjamin Franklin was one of the authors of the Declaration of Independence   
  4. Knows that Thomas Jefferson was the primary author of the Declaration of Independence   


Citation Log: BD(KE,48,49;​NE,15-16)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   13. Understands how ordinary people have worked to contribute money and ideas to create or enhance our national symbols (e.g., French school children who raised money for the Statue of Liberty, Lee Iaccoca's work to restore Ellis Island)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Symbols and historic landmarks; 2. Roles of ordinary people in American democracy
   Level II (Grade 3-4)
  Benchmark 13.Understands how ordinary people have worked to contribute money and ideas to create or enhance our national symbols (e.g., French school children who raised money for the Statue of Liberty, Lee Iaccoca's work to restore Ellis Island)
   Vocabulary terms
A.  contributions of ordinary people
B.  national symbol
  Knowledge/skill statements
  1. Knows that ordinary people have contributed money and ideas to create national symbols   
  2. Knows that ordinary people have contributed money and ideas to enhance national symbols   
  3. Knows that French schoolchildren raised money for the Statue of Liberty   
  4. Knows that Lee Iaccoca raised money to restore Ellis Island   


Citation Log: BD(KE,54)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   14. Understands how people have helped make the community a better place to live (e.g., working to preserve the environment, helping the homeless, restoring houses in low-income areas)
Grades K-4 History 
 Standard 4.Understands how democratic values came to be, and how they have been exemplified by people, events, and symbols
  
Topics1. Roles of ordinary people in American democracy; 2. Roles and experiences of diverse groups
   Level II (Grade 3-4)
  Benchmark 14.Understands how people have helped make the community a better place to live (e.g., working to preserve the environment, helping the homeless, restoring houses in low-income areas)
   Vocabulary terms
A.  community improvement
  Knowledge/skill statements
  1. Knows that community members work to improve their community   
  2. Knows that community members work to preserve their community’s environment    
  3. Knows that community members help homeless persons in their community   
  4. Knows that community members restore houses in low-income areas of their community   


Citation Log: BD(KE,51)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
Topic 4 - The History of Peoples of Many Cultures Around the World
5.Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago

Grades K-4 History

Standard 5.Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago

Grades K-4 History

Standard 5 : Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago

Reference code: BE,34;KE,55

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate at this level
Grades K-4 History 
 Standard 5.Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate at this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Understands what life was like for children and families "on the trail" when they moved from one part of the U.S. to another
Grades K-4 History 
 Standard 5.Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago
  
Topics1. Migration of different groups into and within the United States; 2. Migration and settlement patterns; 3. Family life past and present
   Level I (Grade K-2)
  Benchmark 1.Understands what life was like for children and families "on the trail" when they moved from one part of the U.S. to another
   Vocabulary terms
A.  family life in the past
B.  family life "on the trail"
  Knowledge/skill statements
  1. Understands what life was like for children "on the trail" when their families moved from one part of the United States to another   
  2. Understands what life was like for the parents of families "on the trail" who moved from one part of the United States to another   


Citation Log: BD(KE,55)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-4)
   1. Knows the various movements (westward, northward, and eastward) of large groups of people in the history of the U.S.
Grades K-4 History 
 Standard 5.Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago
  
Topics1. Migration of different groups into and within the United States; 2. Migration and settlement patterns
   Level II (Grade 3-4)
  Benchmark 1.Knows the various movements (westward, northward, and eastward) of large groups of people in the history of the U.S.
   Vocabulary terms
A.  migration westward in the U.S.
B.  migration northward in the U.S.
C.  migration eastward in the U.S.
  Knowledge/skill statements
  1. Knows that large groups of people have moved westward at various times in the history of the United States   
  2. Knows that large groups of people have moved northward at various times in the history of the United States   
  3. Knows that large groups of people have moved eastward at various times in the history of the United States   


Citation Log: BD(BE,34;​KE,55)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows about the forced relocation of Native Americans and how their lives, rights, and territories were affected by European colonization and expansion of the U.S. (e.g., Spanish colonization of the Southwest, Tecumseh’s resistance to Indian removal, the Cherokee Trail of Tears, Black Hawk’s War, the movement of the Nez Perce)
Grades K-4 History 
 Standard 5.Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago
  
Topics1. Migration of different groups into and within the United States; 2. Migration and settlement patterns
   Level II (Grade 3-4)
  Benchmark 2.Knows about the forced relocation of Native Americans and how their lives, rights, and territories were affected by European colonization and expansion of the U.S. (e.g., Spanish colonization of the Southwest, Tecumseh’s resistance to Indian removal, the Cherokee Trail of Tears, Black Hawk’s War, the movement of the Nez Perce)
   Vocabulary terms
A.  forced relocation of Native Americans
B.  rights of Native Americans
C.  Native American territories
D.  European colonization and expansion in America
E.  Indian removal
F.  resistance to Indian removal
  Knowledge/skill statements
  1. Knows that many Native Americans were forcibly relocated by the federal government   
  2. Knows that the lives, rights, and territories of Native Americans were affected by European colonization   
  3. Knows that the lives, rights, and territories of Native Americans were affected by the expansion of the United States   
  4. Knows that the Spanish colonization of the Southwest affected the lives, rights, and territories of Native Americans   
  4. Knows that the Trail of Tears refers to the Cherokee’s forced journey westward   
  5. Knows that Tecumseh was a Native American chief who attempted to organize Native American resistance to Indian removal   
  6. Knows that Black Hawk’s War was fought by Native Americans to resist forced removal by the federal government   
  7. Knows that the Nez Perce were forcibly relocated by the federal government   


Citation Log: BD(BE,34;​KE,55;​NE, 15,23)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands the experience of immigrant groups (e.g., where they came from, why they left, travel experiences, ports of entry and immigration screening, the opportunities and obstacles they encountered when they arrived; changes that occurred when they moved to the United States)  A 
Grades K-4 History 
 Standard 5.Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago
  
Topics1. Migration of different groups into and within the United States; 2. Migration and settlement patterns
   Level II (Grade 3-4)
  Benchmark 3.Understands the experience of immigrant groups (e.g., where they came from, why they left, travel experiences, ports of entry and immigration screening, the opportunities and obstacles they encountered when they arrived; changes that occurred when they moved to the United States)
   Vocabulary terms
A.  immigrant group
C.  immigrants’ experiences
  Knowledge/skill statements
  1. Knows the origins of various groups who immigrated to the United States   
  2. Knows why various immigrant groups left their countries of origin   
  3. Understands the travel experiences of immigrant groups   
  4. Knows the ports of entry for immigrant groups   A   
  5. Understands the process of immigration screening   
  6. Understands the opportunities immigrant groups encountered when they arrived in the United States   
  7. Understands the obstacles immigrant groups encountered when they arrived in the United States   


 A  = Assessment items available

Citation Log: BD(BE,34;​KE,55;​NE,23)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows the reasons why various groups (e.g., freed African Americans, Mexican and Puerto Rican migrant workers, Dust Bowl farm families) migrated to different parts of the U.S.
Grades K-4 History 
 Standard 5.Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago
  
Topics1. Migration of different groups into and within the United States; 2. Migration and settlement patterns; 3. Roles and experiences of diverse groups
   Level II (Grade 3-4)
  Benchmark 4.Knows the reasons why various groups (e.g., freed African Americans, Mexican and Puerto Rican migrant workers, Dust Bowl farm families) migrated to different parts of the U.S.
   Vocabulary terms
A.  migration
B.  reasons for migration
  Knowledge/skill statements
  1. Knows why freed African Americans migrated to certain parts of the United States   
  2. Knows why Mexican migrant workers migrated to certain parts of the United States   
  3. Knows why Puerto Rican migrant workers migrated to certain parts of the United States   
  4. Knows why Dust Bowl farm families migrated to certain parts of the United States   


Citation Log: BD(BE,34;​KE,55)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Understands the experiences of those who moved from farm to city during the periods when cities grew
Grades K-4 History 
 Standard 5.Understands the causes and nature of movements of large groups of people into and within the United States, now and long ago
  
Topics1. Migration of different groups into and within the United States; 2. Migration and settlement patterns
   Level II (Grade 3-4)
  Benchmark 5.Understands the experiences of those who moved from farm to city during the periods when cities grew
   Vocabulary terms
A.  migration from farms to cities
B.  urban growth
  Knowledge/skill statements
  1. Understands that many people moved from away from farms to cities during the period when cities grew   


Citation Log: BD(BE,34;​KE,55)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
6.Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage

Grades K-4 History

Standard 6.Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage

Grades K-4 History

Standard 6 : Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage

Reference code: BE,35;KE,57

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate at this level
Grades K-4 History 
 Standard 6.Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate at this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Knows regional folk heroes, stories, or songs that have contributed to the development of the cultural history of the U.S. (e.g., Pecos Bill, Brer Rabbit, Paul Bunyan, Davey Crockett, John Henry, Joe Magarac)
Grades K-4 History 
 Standard 6.Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage
  
Topics1. Cultural contributions from various regions of the United States; 2. Celebrations, traditions, and customs; 3. Symbols and historic landmarks
   Level I (Grade K-2)
  Benchmark 1.Knows regional folk heroes, stories, or songs that have contributed to the development of the cultural history of the U.S. (e.g., Pecos Bill, Brer Rabbit, Paul Bunyan, Davey Crockett, John Henry, Joe Magarac)
   Vocabulary terms
A.  regional folk hero
B.  regional folk story
C.  regional folk song
D.  cultural history of the U.S.
  Knowledge/skill statements
  1. Knows that Pecos Bill is a regional folk hero whose story has contributed to the development of the cultural history of the United States   
  2. Knows that the regional folk story of Brer Rabbit has contributed to the development of the cultural history of the United States   
  3. Knows that Paul Bunyan is a regional folk hero whose story has contributed to the development of the cultural history of the United States   
  4. Knows that Davey Crockett is a regional folk hero whose story has contributed to the development of the cultural history of the United States   
  5. Knows that John Henry is a regional folk hero whose story has contributed to the development of the cultural history of the United States   
  6. Knows that Joe Magarac is a regional folk hero whose story has contributed to the development of the cultural history of the United States   


Citation Log: BD(BE,35;​KE,57;​NE,32)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the differences between toys and games children played long ago and the toys and games of today
Grades K-4 History 
 Standard 6.Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage
  
Topics1. Cultural contributions from various regions of the United States; 2. Celebrations, traditions, and customs
   Level I (Grade K-2)
  Benchmark 2.Knows the differences between toys and games children played long ago and the toys and games of today
   Vocabulary terms
A.  toys and games of the past
B.  toys and games today
E.  children in the past
F.  children today
  Knowledge/skill statements
  1. Knows toys used by children long ago   
  2. Knows toys used by children today   
  3. Knows that children’s toys today are different from those used by children long ago   
  4. Knows games played by children long ago   
  5. Knows games played by children today   
  6. Knows that children’s games today are different from those played by children long ago   


Citation Log: BD(KE,57)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-4)
   1. Understands how regional folk heroes and other popular figures have contributed to the cultural history of the U.S. (e.g., frontiersmen such as Daniel Boone, cowboys, mountain men such as Jedediah Smith, American Indian Chiefs including Geronimo, and outlaws such as Billy the Kid)
Grades K-4 History 
 Standard 6.Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage
  
Topics1. Cultural contributions from various regions of the United States; 2. Role of individuals in history
   Level II (Grade 3-4)
  Benchmark 1.Understands how regional folk heroes and other popular figures have contributed to the cultural history of the U.S. (e.g., frontiersmen such as Daniel Boone, cowboys, mountain men such as Jedediah Smith, American Indian Chiefs including Geronimo, and outlaws such as Billy the Kid)
   Vocabulary terms
A.  regional folk hero
B.  cultural history of the U.S.
  Knowledge/skill statements
  1. Knows that the tales of regional folk heroes and other popular figures have contributed to the cultural history of the United States   
  2. Understands how tales of frontiersmen such as Daniel Boone have contributed to the cultural history of the United States   
  3. Understands how tales of cowboys have contributed to the cultural history of the United States   
  4. Understands how tales of mountain men such as Jedediah Smith have contributed to the cultural history of the United States   
  5. Understands how tales of American Indian Chiefs such as Geronimo have contributed to the cultural history of the United States   
  6. Understands how tales of outlaws such as Billy the Kid have contributed to the cultural history of the United States   


Citation Log: BD(BE,35;​KE,57,58)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands how stories, legends, songs, ballads, games, and tall tales describe the environment, lifestyles, beliefs, and struggles of people in various regions of the country
Grades K-4 History 
 Standard 6.Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage
  
Topics1. Cultural contributions from various regions of the United States; 2. Symbols and historic landmarks
   Level II (Grade 3-4)
  Benchmark 2.Understands how stories, legends, songs, ballads, games, and tall tales describe the environment, lifestyles, beliefs, and struggles of people in various regions of the country
   Vocabulary terms
A.  regional song
B.  regional legend
C.  regional story
D.  regional ballad
E.  regional game
F.  regional tall tale
G.  regional environment
H.  regional lifestyle
I.  regional beliefs
J.  regional struggles
  Knowledge/skill statements
  1. Understands how stories, legends, and tall tales describe the environment of various regions of the country   
  2. Understands how stories, legends, and tall tales describe the lifestyles of people in various regions of the country   
  3. Understands how stories, legends, and tall tales describe the beliefs of people in various regions of the country   
  4. Understands how stories, legends, and tall tales describe the struggles of people in various regions of the country   
  5. Understands how songs and ballads describe the environment of various regions of the country   
  6. Understands how songs and ballads describe the lifestyles of people in various regions of the country   
  7. Understands how songs and ballads describe the beliefs of people in various regions of the country   
  8. Understands how songs and ballads describe the struggles of people in various regions of the country   
  9. Understands how games describe the environment of various regions of the country   
  10. Understands how games describe the lifestyles of people in various regions of the country   
  11. Understands how games describe the beliefs of people in various regions of the country   
  12. Understands how games describe the struggles of people in various regions of the country   


Citation Log: BD(BE,35;​KE,57,58)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands how arts, crafts, music, and language of people from a variety of regions long ago influenced the nation
Grades K-4 History 
 Standard 6.Understands the folklore and other cultural contributions from various regions of the United States and how they helped to form a national heritage
  
Topics1. Cultural contributions from various regions of the United States; 2. Art in culture/society
   Level II (Grade 3-4)
  Benchmark 3.Understands how arts, crafts, music, and language of people from a variety of regions long ago influenced the nation
   Vocabulary terms
A.  regional arts and crafts
B.  regional music
C.  regional language
D.  influence of regional culture on the U.S.
  Knowledge/skill statements
  1. Understands how the arts and crafts of people from a variety of regions long ago influenced the nation   
  2. Understands how the music of people from a variety of regions long ago influenced the nation   
  3. Understands how the language of people from a variety of regions long ago influenced the nation   


Citation Log: BD(BE,35;​KE,57,58)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
7.Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe

Grades K-4 History

Standard 7.Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe

Grades K-4 History

Standard 7 : Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe

Reference code: BE,36;KE,60

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate at this level
Grades K-4 History 
 Standard 7.Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate at this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Understands the main ideas found in folktales, stories of great heroism, fables, legends, and myths from around the world that reflect the beliefs and ways of living of various cultures in times past
Grades K-4 History 
 Standard 7.Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
  
Topics1. Diversity of cultures; 2. Literary and artistic developments; 3. Religion, belief systems, and values
   Level I (Grade K-2)
  Benchmark 1.Understands the main ideas found in folktales, stories of great heroism, fables, legends, and myths from around the world that reflect the beliefs and ways of living of various cultures in times past
   Vocabulary terms
A.  folktale
B.  story
C.  fable
D.  legend
E.  myth
F.  cultural beliefs
  Knowledge/skill statements
  1. Understands that folktales reflect the beliefs of various cultures in the past   
  2. Understands that folktales reflect the ways of living of various cultures in the past   
  3. Understands that stories of great heroism reflect the beliefs of various cultures in the past   
  4. Understands that stories of great heroism reflect ways of living of various cultures in the past   
  5. Understands that fables reflect the beliefs of various cultures in the past   
  6. Understands that fables reflect ways of living of various cultures in the past   
  7. Understands that legends reflect the beliefs of various cultures in the past   
  8. Understands that legends reflect ways of living of various cultures in the past   
  9. Understands that myths reflect the beliefs of various cultures in the past   
  10. Understands the myths reflect ways of living of various cultures in the past   
  
McREL Activity(s)
   Tales From Around the World


Citation Log: BD(BE,36;​KE,61)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the holidays and ceremonies of different societies (e.g., Christmas celebrations in Scandinavia, Germany, or England; Cinco de Mayo; the Chinese New Year; the Japanese tea ceremony; harvest and spring festivals)
Grades K-4 History 
 Standard 7.Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
  
Topics1. Diversity of cultures; 2. Celebrations, traditions, and customs
   Level I (Grade K-2)
  Benchmark 2.Knows the holidays and ceremonies of different societies (e.g., Christmas celebrations in Scandinavia, Germany, or England; Cinco de Mayo; the Chinese New Year; the Japanese tea ceremony; harvest and spring festivals)
   Vocabulary terms
A.  holidays around the world
B.  ceremonies around the world
  Knowledge/skill statements
  1. Knows how Christmas is celebrated in Scandinavia   
  2. Knows how Christmas is celebrated in Germany   
  3. Knows how Christmas is celebrated in England   
  4. Knows that Cinco de Mayo is a celebration of Mexican independence from Spain   
  5. Knows that the Chinese New Year is celebrated    
  6. Knows that the tea ceremony is a significant custom in Japan   
  7. Knows that different societies hold festivals to celebrate the harvest   
  8. Knows that different societies hold festivals to celebrate the arrival of spring   


Citation Log: BD(BE,36;​KE,61)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands the daily life, history, and beliefs of a country as reflected in dance, music, or the other art forms (such as paintings, sculptures, and masks)
Grades K-4 History 
 Standard 7.Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
  
Topics1. Diversity of cultures; 2. Art in culture/society
   Level I (Grade K-2)
  Benchmark 3.Understands the daily life, history, and beliefs of a country as reflected in dance, music, or the other art forms (such as paintings, sculptures, and masks)
   Vocabulary terms
A.  daily life in other countries
B.  history of other countries
C.  belief systems of other countries
D.  dance forms around the world
E.  music around the world
F.  art forms around the world
  Knowledge/skill statements
  1. Understands that dance can reflect the daily life of a country   
  2. Understands that dance can reflect the history of a country   
  3. Understands that dance can reflect the beliefs of a country   
  4. Understands that music can reflect the daily life of a country   
  5. Understands that music can reflect the history of a country   
  6. Understands that music can reflect the beliefs of a country   
  7. Understands that art forms such as paintings, sculptures, and masks can reflect the daily life of a country   
  8. Understands that art forms such as paintings, sculptures, and masks can reflect the history of a country   
  9. Understands that art forms such as paintings, sculptures, and masks can reflect the beliefs of a country   


Citation Log: BD(BE,36;​KE,61)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows the journeys of Marco Polo and Christopher Columbus, the routes they took, and what happened as a result of their travels
Grades K-4 History 
 Standard 7.Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
  
Topics1. Significant human migrations of the world; 2. Migration and settlement patterns
   Level I (Grade K-2)
  Benchmark 4.Knows the journeys of Marco Polo and Christopher Columbus, the routes they took, and what happened as a result of their travels
   Vocabulary terms
A.  journeys of Marco Polo
B.  journeys of Christopher Columbus
  Knowledge/skill statements
  1. Knows the journeys taken by Marco Polo   
  2. Knows the journeys taken by Christopher Columbus   
  3. Knows the routes taken by Marco Polo on his journeys   
  4. Knows the routes taken by Christopher Columbus on his journeys   
  5. Knows the outcomes of Marco Polo’s journeys   
  6. Knows the outcomes of Christopher Columbus’ journeys   


Citation Log: BD(BE,37;​KE,62;​NI,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-4)
   1. Understands how historians learn about the past if there are no written records  A 
Grades K-4 History 
 Standard 7.Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
  
TopicHistorical analysis and interpretations
   Level II (Grade 3-4)
  Benchmark 1.Understands how historians learn about the past if there are no written records
   Vocabulary terms
A.  historian
B.  written record
  Knowledge/skill statements
  1. Knows that historians can learn about the past even in the absence of written records  A   


 A  = Assessment items available

Citation Log: BD(BE,36;​KE,60)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the effects geography has had on the different aspects of societies (e.g., the development of urban centers, food, clothing, industry, agriculture, shelter, trade)
Grades K-4 History 
 Standard 7.Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
  
Topics1. Impact of the environment on society; 2. Diversity of cultures
   Level II (Grade 3-4)
  Benchmark 2.Knows the effects geography has had on the different aspects of societies (e.g., the development of urban centers, food, clothing, industry, agriculture, shelter, trade)
   Vocabulary terms
A.  geography’s effect on society
  Knowledge/skill statements
  1. Knows the effects that geography has had on the development of urban centers in different societies   
  2. Knows the effects that geography has had on the types of food eaten in different societies   
  3. Knows the effects that geography has had on the kind of clothing worn in different societies   
  4. Knows the effects that geography has had on industry in different societies   
  5. Knows the effects that geography has had on agriculture in different societies   
  6. Knows the effects that geography has had on the types of shelter used in different societies   
  7. Knows the effects that geography has had on trade in different societies   


Citation Log: BD(BE,36;​KE,60)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Understands various aspects of family life, structures, and roles in different cultures and in many eras (e.g., medieval families, matrilineal families in Africa, extended families in China)
Grades K-4 History 
 Standard 7.Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
  
Topics1. Diversity of cultures; 2. Family life past and present; 3. Family and gender roles
   Level II (Grade 3-4)
  Benchmark 3.Understands various aspects of family life, structures, and roles in different cultures and in many eras (e.g., medieval families, matrilineal families in Africa, extended families in China)
   Vocabulary terms
A.  family life in different cultures
B.  family life in different eras
C.  family structure in different cultures
D.  family structure in different eras
E.  family roles in different cultures
F.  family roles in different eras
  Knowledge/skill statements
  1. Understands family life in medieval families   
  2. Understands the structure of medieval families   
  3. Understands the roles of family members in medieval families   
  4. Understands family life in matrilineal families in Africa   
  5. Understands the structure of matrilineal families in Africa   
  6. Understands the roles of family members in matrilineal families in Africa   
  7. Understands family life in extended families in China   
  8. Understands the structure of extended families in China   
  9. Understands the roles of family members in extended families in China   


Citation Log: BD(BE,36;​KE,60,61;​NI,12-13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows about life in urban areas and communities of various cultures of the world at various times in their history (e.g., Rome, Tenochtitl n, Timbuktu, a medieval European city)
Grades K-4 History 
 Standard 7.Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
  
Topics1. Diversity of cultures; 2. Urban growth and development
   Level II (Grade 3-4)
  Benchmark 4.Knows about life in urban areas and communities of various cultures of the world at various times in their history (e.g., Rome, Tenochtitl n, Timbuktu, a medieval European city)
   Vocabulary terms
A.  life in urban areas throughout time
  Knowledge/skill statements
  1. Knows about life in Rome at various times in its history   
  2. Knows about life in Tenochtitlan at various times in its history   
  3. Knows about life in Timbuktu at various times in its history   
  4. Knows about life in a medieval European city at various times in its history   


Citation Log: BD(BE,36;​KE,60,61)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Knows significant historical achievements of various cultures of the world (e.g., the Hanging Gardens of Babylon, the Taj Mahal in India, pyramids in Egypt, temples in ancient Greece, bridges and aqueducts in ancient Rome)
Grades K-4 History 
 Standard 7.Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
  
Topics1. Diversity of cultures; 2. Science, technology, and society; 3. Art in culture/society
   Level II (Grade 3-4)
  Benchmark 5.Knows significant historical achievements of various cultures of the world (e.g., the Hanging Gardens of Babylon, the Taj Mahal in India, pyramids in Egypt, temples in ancient Greece, bridges and aqueducts in ancient Rome)
   Vocabulary terms
A.  cultural achievements
  Knowledge/skill statements
  1. Knows that the construction of the Hanging Gardens of Babylon was a significant historical achievement   
  2. Knows that the construction of the Taj Mahal in India was a significant historical accomplishment   
  3. Knows that the construction of the pyramids in Egypt was a significant historical accomplishment   
  4. Knows that the construction of temples in ancient Greece was a significant historical accomplishment   
  5. Knows that the construction of bridges and aqueducts in ancient Rome was a significant historical accomplishment   


Citation Log: BD(BE,36;​KE,60,61)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Knows about the migrations of large groups in the past and recently (e.g., Native American ancestors across the Bering land bridge; the Bantu migrations in Africa; the movement of Europeans and Africans to the Western Hemisphere; the exodus of Vietnamese boat people, Haitians, and Cubans)
Grades K-4 History 
 Standard 7.Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
  
Topics1. Significant human migrations of the world; 2. Migration and settlement patterns
   Level II (Grade 3-4)
  Benchmark 6.Knows about the migrations of large groups in the past and recently (e.g., Native American ancestors across the Bering land bridge; the Bantu migrations in Africa; the movement of Europeans and Africans to the Western Hemisphere; the exodus of Vietnamese boat people, Haitians, and Cubans)
   Vocabulary terms
A.  migration of large groups in the past
B.  recent migration of large groups
  Knowledge/skill statements
  1. Knows about the migration of Native American ancestors across the Bering land bridge   
  2. Knows about the Bantu migrations in Africa   
  3. Knows about the movement of Europeans to the Western Hemisphere   
  4. Knows about the movement of Africans to the Western Hemisphere   
  5. Knows about the exodus of Vietnamese boat people   
  6. Knows about the exodus of Haitians   
  7. Knows about the exodus of Cubans   


Citation Log: BD(BE,37;​KE,62;​NI,13-14)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Knows about European explorers of the 15th and 16th centuries, their reasons for exploring, the information gained from their journeys, and what happened as a result of their travels (e.g., Christopher Columbus, Marco Polo, Eric the Red, Zheng He, Ferdinand Magellan, Vasco de Gama, Jacques Cartier)
Grades K-4 History 
 Standard 7.Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
  
Topics1. Expansion, exploration, and conquest; 2. Significant human migrations of the world
   Level II (Grade 3-4)
  Benchmark 7.Knows about European explorers of the 15th and 16th centuries, their reasons for exploring, the information gained from their journeys, and what happened as a result of their travels (e.g., Christopher Columbus, Marco Polo, Eric the Red, Zheng He, Ferdinand Magellan, Vasco de Gama, Jacques Cartier)
   Vocabulary terms
A.  European explorer
B.  15th century exploration
C.  16th century exploration
  Knowledge/skill statements
  1. Knows Christopher Columbus’ reasons for exploring   
  2. Knows information that was gained from Christopher Columbus’ journeys   
  3. Knows events that resulted from Christopher Columbus’ travels   
  4. Knows Marco Polo’s reasons for exploring   
  5. Knows information that was gained from Marco Polo’s journeys   
  6. Knows events that resulted from Marco Polo’s travels   
  7. Knows Eric the Red’s reasons for exploring   
  8. Knows information that was gained from Eric the Red’s journeys   
  9. Knows events that resulted from Eric the Red’s travels   
  10. Knows Zheng He’s reasons for exploring   
  11. Knows information that was gained from Zheng He’s journeys   
  12. Knows events that resulted from Zheng He’s travels   
  13. Knows Ferdinand Magellan’s reasons for exploring   
  14. Knows information that was gained from Ferdinand Magellan’s journeys   
  15. Knows events that resulted from Ferdinand Magellan’s travels    
  16. Knows Vasco de Gama’s reasons for exploring   
  17. Knows information that was gained from Vasco de Gama’s journeys   
  18. Knows events that resulted from Vasco de Gama’s travels   
  19. Knows Jacques Cartier’s reasons for exploring   
  20. Knows information that was gained from Jacques Cartier’s journeys   
  21. Knows events that resulted from Jacques Cartier’s travels   


Citation Log: BD(BE,37;​KE,62,63;​NE,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Knows about the various crops, foods, and animals that were transported from the Western Hemisphere and from the Eastern Hemisphere as a result of the "Columbian Exchange" (e.g., tomato, corn, cassava, potato; horse, cattle, sugar cane)
Grades K-4 History 
 Standard 7.Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
  
Topics1. Significant human migrations of the world; 2. Cultural diffusion, adaptation, and interaction; 3. Expansion, exploration, and conquest
   Level II (Grade 3-4)
  Benchmark 8.Knows about the various crops, foods, and animals that were transported from the Western Hemisphere and from the Eastern Hemisphere as a result of the "Columbian Exchange" (e.g., tomato, corn, cassava, potato; horse, cattle, sugar cane)
   Vocabulary terms
A.  Columbian Exchange
B.  crops of the Columbian Exchange
C.  foods of the Columbian Exchange
D.  animals of the Columbian Exchange
  Knowledge/skill statements
  1. Knows that the tomato, corn, cassava, and the potato are crops that were transported from the Western Hemisphere as a result of the "Columbian Exchange"   
  2. Knows that horse and cattle were transported from the Eastern Hemisphere as a result of the "Columbian Exchange"   
  3. Knows that sugar cane was transported from the Eastern Hemisphere as a result of the "Columbian Exchange"   


Citation Log: BD(BE,37;​KE,62,63;​NE,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   9. Understands the different perspectives and major arguments surrounding the Columbian encounter
Grades K-4 History 
 Standard 7.Understands selected attributes and historical developments of societies in Africa, the Americas, Asia, and Europe
  
Topics1. Significant human migrations of the world; 2. Expansion, exploration, and conquest; 3. Historical analysis and interpretations
   Level II (Grade 3-4)
  Benchmark 9.Understands the different perspectives and major arguments surrounding the Columbian encounter
   Vocabulary terms
B.  Columbian encounter
  Knowledge/skill statements
  1. Understands the different perspectives held by various groups on the Columbian encounter   
  2. Understands the major arguments surrounding the Columbian encounter   


Citation Log: BD(KE,63)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
    

 A  = Assessment items available
8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them

Grades K-4 History

Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them

Grades K-4 History

Standard 8 : Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them

Reference code: BE,37;KE,64

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level Pre-K (Grade Pre-K)
   1. Not appropriate at this level
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topic
   Level Pre-K (Grade Pre-K)
  Benchmark 1.Not appropriate at this level
    


Citation Log: (none)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level I (Grade K-2)
   1. Understands differences between hunters and gatherers and people who cultivated plants and raised domesticated animals for food (e.g., in family life, the amounts of land necessary for support, ability to acquire surplus food for storage and trading)
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Comparative analysis of culture and societies; 2. Hunter-gatherer, agrarian, and pastoral communities; 3. Farming and agriculture
   Level I (Grade K-2)
  Benchmark 1.Understands differences between hunters and gatherers and people who cultivated plants and raised domesticated animals for food (e.g., in family life, the amounts of land necessary for support, ability to acquire surplus food for storage and trading)
   Vocabulary terms
A.  hunters and gatherers
B.  cultivation of plants
C.  domestication of animals
  Knowledge/skill statements
  1. Understands family life in hunting and gathering societies   
  2. Understands how much land was needed to support hunting and gathering societies   
  3. Understands that hunting and gathering societies were not able to acquire surplus food for storage and trade   
  4. Understands family life in societies that cultivate plants and raise domesticated animals for food   
  5. Understands how much land was needed to support societies that cultivated plants and raised domesticated animals for food   
  6. Understands that societies that cultivated plants and raised domesticated animals for food were able to acquire surplus food for storage and trade   


Citation Log: BD(BE,37;​KE,64)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Knows the accomplishments of major scientists and inventors (e.g., George Washington Carver, Galileo, Marie Curie, Louis Pasteur, Alexander Graham Bell)
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Significant scientists and inventors and their technological innovations; 2. Science, technology, and society
   Level I (Grade K-2)
  Benchmark 2.Knows the accomplishments of major scientists and inventors (e.g., George Washington Carver, Galileo, Marie Curie, Louis Pasteur, Alexander Graham Bell)
   Vocabulary terms
A.  significant scientists
B.  significant inventors
  Knowledge/skill statements
  1. Knows that George Washington Carver was an agricultural scientist who discovered many uses for the peanut   
  2. Knows that Galileo was forced to renounce his belief that the earth revolved around the sun   
  3. Knows that Marie Curie discovered the element radium   
  4. Knows that Louis Pasteur developed pasteurization, a method of killing bacteria in fluids   
  5. Knows that Alexander Graham Bell invented the telephone   


Citation Log: BD(BE,38;​KE,64;​NE,24)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows basic information about marine transportation (e.g., the technology and activities of people along the Erie Canal)
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Changes in transportation over time; 2. Science, technology, and society; 3. Transportation and communication networks
   Level I (Grade K-2)
  Benchmark 3.Knows basic information about marine transportation (e.g., the technology and activities of people along the Erie Canal)
   Vocabulary terms
A.  marine transportation
  Knowledge/skill statements
  1. Understands the technology of the Erie Canal   
  2. Understands the activities of people along the Erie Canal   


Citation Log: BD(BE,38;​KE,66)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows the ways people communicate with each other now and long ago, and the technological developments that facilitated communication (e.g., speaking by gestures, transmitting stories orally, pictographs, hieroglyphics, different alphabets, writing by hand, printing techniques, the invention of the telegraph and telephone, satellite transmission of messages)
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Changes in communication over time; 2. Science, technology, and society; 3. Transportation and communication networks
   Level I (Grade K-2)
  Benchmark 4.Knows the ways people communicate with each other now and long ago, and the technological developments that facilitated communication (e.g., speaking by gestures, transmitting stories orally, pictographs, hieroglyphics, different alphabets, writing by hand, printing techniques, the invention of the telegraph and telephone, satellite transmission of messages)
   Vocabulary terms
A.  communication in the present
B.  communication in the past
C.  technological developments in communication
  Knowledge/skill statements
  1. Knows that people communicated with each other in the past by speaking by gestures   
  2. Knows that people communicated with each other in the past by transmitting stories orally   
  3. Knows that people communicated with each other in the past through pictographs   
  4. Knows that people communicated with each other in the past through hieroglyphics   
  5. Knows that people communicate with each other through different alphabets   
  6. Knows that people communicate with each other by writing by hand   
  7. Knows that people communicate with each other by using printing techniques   
  8. Knows that people have communicated with each other by telegraph   
  9. Knows that people communicate with each other by telephone   
  10. Knows that people communicate with each other by satellite transmission of messages   
  11. Knows that the invention of the telegraph facilitated communication between people   
  12. Knows that the invention of the telephone facilitated communication between people   


Citation Log: BD(BE,38;​KE,67;​NI,24)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Knows various systems of long-distance communication and their effects (e.g., runners, the "talking drums" of Africa, smoke signals of Native Americans, the pony express, the telegraph, telephones, satellite systems)
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Changes in communication over time; 2. Science, technology, and society; 3. Transportation and communication networks
   Level I (Grade K-2)
  Benchmark 5.Knows various systems of long-distance communication and their effects (e.g., runners, the "talking drums" of Africa, smoke signals of Native Americans, the pony express, the telegraph, telephones, satellite systems)
   Vocabulary terms
A.  long-distance communication systems
  Knowledge/skill statements
  1. Knows that runners have been used as a system of long-distance communication   
  2. Knows the effects of using runners as a system of long-distance communication   
  3. Knows that "talking drums" have been used in Africa as a system of long-distance communication   
  4. Knows the effects of using "talking drums" as a system of long-distance communication   
  5. Knows that Native Americans used smoke signals as a system of long-distance communication   
  6. Knows the effects of using smoke signals as a system of long-distance communication   
  7. Knows that the pony express was a system of long-distance communication   
  8. Knows the effects of the pony express as a system of long-distance communication   
  9. Knows that the telegraph is a system of long-distance communication   
  10. Knows the effects of using the telegraph as a system of long-distance communication   
  11. Knows that telephones are used as a system of long-distance communication   
  12. Knows the effects of using telephones as a system of long-distance communication   
  13. Knows that satellite systems are systems of long-distance communication   
  14. Knows the effects of the use of satellite systems as systems of long-distance communication   


Citation Log: BD(BE,38;​KE,67)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands differences in the methods of travel from various times in human history and the advantages and disadvantages of each (e.g., the use of animals such as horses and camels; nonmotorized vehicles such as chariots and hot air balloons; motorized vehicles such as railroads, automobiles, and airplanes; modern space advancements)
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Changes in transportation over time; 2. Science, technology, and society; 3. Transportation and communication networks
   Level I (Grade K-2)
  Benchmark 6.Understands differences in the methods of travel from various times in human history and the advantages and disadvantages of each (e.g., the use of animals such as horses and camels; nonmotorized vehicles such as chariots and hot air balloons; motorized vehicles such as railroads, automobiles, and airplanes; modern space advancements)
   Vocabulary terms
A.  methods of travel
  Knowledge/skill statements
  1. Knows that animals such as horses and camels have been used as a method of travel   
  2. Understands the advantages and disadvantages of using animals such as horses and camels as a method of travel   
  3. Knows that nonmotorized vehicles such as chariots and hot air balloons have been used as a method of travel   
  4. Understands the advantages and disadvantages of using nonmotorized vehicles such as chariots and hot air balloons as a method of travel   
  5. Knows that motorized vehicles such as railroads, automobiles, and airplanes are used today as a method of travel   
  6. Understands the advantages and disadvantages of using motorized vehicles such as railroads, automobiles, and airplanes as a method of travel   
  7. Knows that modern space advancements have allowed travel in space   
  8. Understands the advantages and disadvantages of space travel   


Citation Log: BD(BI,38;​KE,66;​NI,20,24,29)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
  Level II (Grade 3-4)
   1. Knows about the development of the wheel and its early uses in ancient societies
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Changes in transportation over time; 2. Science, technology, and society
   Level II (Grade 3-4)
  Benchmark 1.Knows about the development of the wheel and its early uses in ancient societies
   Vocabulary terms
A.  development of the wheel
B.  use of the wheel in ancient societies
  Knowledge/skill statements
  1. Knows how the wheel was developed   
  2. Knows how ancient societies used the wheel   


Citation Log: BD(BE,37;​KE,64)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   2. Understands the development and the influence of basic tools on work and behavior
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
TopicScience, technology, and society
   Level II (Grade 3-4)
  Benchmark 2.Understands the development and the influence of basic tools on work and behavior
   Vocabulary terms
A.  development of tools
B.  influence of tools on work
C.  influence of tools on behavior
  Knowledge/skill statements
  1. Understands the development of basic tools   
  2. Understands the influence of basic tools on work   
  3. Understands the influence of basic tools on behavior   


Citation Log: BD(BE,37;​KE,64)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   3. Knows various technological developments to control fire, water, wind, and soil, and to utilize natural resources (e.g., trees, coal, oil, gas) in order to satisfy basic human needs for food, water, clothing, and shelter
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Science, technology, and society; 2. Significant scientists and inventors and their technological innovations
   Level II (Grade 3-4)
  Benchmark 3.Knows various technological developments to control fire, water, wind, and soil, and to utilize natural resources (e.g., trees, coal, oil, gas) in order to satisfy basic human needs for food, water, clothing, and shelter
   Vocabulary terms
A.  technologies that control nature
B.  use of natural resources
C.  basic human needs
  Knowledge/skill statements
  1. Knows technological developments for controlling fire   
  2. Knows technological developments for controlling water   
  3. Knows technological developments for controlling wind   
  4. Knows technological developments for controlling soil   
  5. Knows technological developments that aid in the use of natural resources   
  6. Knows technological developments that aid in the use of trees as a natural resource   
  7. Knows technological developments that aid in the use of coal as a natural resource   
  8. Knows technological developments that aid in the use of oil and gas as natural resources   
  9. Understands that some technological developments allow humans to control nature   
  10. Understands that some technological developments allow humans to utilize natural resources to satisfy basic human needs   


Citation Log: BD(BE,37;​KE,64)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   4. Knows about technological inventions and developments that evolved during the 19th century and the influence of these changes on the lives of workers
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Science, technology, and society; 2. Significant scientists and inventors and their technological innovations
   Level II (Grade 3-4)
  Benchmark 4.Knows about technological inventions and developments that evolved during the 19th century and the influence of these changes on the lives of workers
   Vocabulary terms
A.  19th century technological inventions
B.  19th century technological developments
C.  influence of technology on workers’ lives
  Knowledge/skill statements
  1. Knows about 19th century technological inventions   
  2. Knows about 19th century technological developments   
  3. Knows about the influence of 19th century technological inventions on the lives of workers   
  4. Knows about the influence of 19th century technological developments on the lives of workers   


Citation Log: BD(BE,37;​KE,64;​NE,20,24)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   5. Knows the different forms of transportation and their developments over time
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Changes in transportation over time; 2. Transportation and communication networks; 3. Science, technology, and society
   Level II (Grade 3-4)
  Benchmark 5.Knows the different forms of transportation and their developments over time
   Vocabulary terms
A.  forms of transportation
B.  transportation development over time
  Knowledge/skill statements
  1. Knows that there are different forms of transportation   
  2. Knows that different forms of transportation have developed over time   


Citation Log: BD(BE,38;​KE,66;​NI,20,24,29)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   6. Understands the development in marine vessels constructed by people from ancient times until today (e.g., early dugout Phoenician ships, Native American canoes, the Portuguese caravel, the Chinese vessels used by Zheng He, the Arab dhow, the Norse long ships, currachs used in the British Isles, square riggers, aircraft carriers, submarines, bathyscaphs)
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Changes in transportation over time; 2. Transportation and communication networks; 3. Science, technology, and society
   Level II (Grade 3-4)
  Benchmark 6.Understands the development in marine vessels constructed by people from ancient times until today (e.g., early dugout Phoenician ships, Native American canoes, the Portuguese caravel, the Chinese vessels used by Zheng He, the Arab dhow, the Norse long ships, currachs used in the British Isles, square riggers, aircraft carriers, submarines, bathyscaphs)
   Vocabulary terms
A.  development of marine vessels
B.  ancient marine vessels
C.  modern marine vessels
  Knowledge/skill statements
  1. Understands that marine vessels have developed over time   
  2. Understands that early dugout Phoenician ships were a type of marine vessel   
  3. Understands that the Native American canoe was a type of marine vessel   
  4. Understands that the Portuguese caravel was a type of marine vessel   
  5. Understands that the Chinese vessels used by Zheng He were a type of marine vessel   
  6. Understands that the Arab dhow was a type of marine vessel   
  7. Understands that the Norse long ships were a type of marine vessel   
  8. Understands that currachs used in the British Isles are a type of marine vessel   
  9. Understands that a square rigger is a type of marine vessel   
  10. Understands that an aircraft carrier is a type of marine vessel   
  11. Understands that a submarine is a type of marine vessel   
  12. Understands that a bathyscaph is a type of marine vessel   


Citation Log: BD(BE,38;​KE,66;​NI,13)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   7. Understands the development of extensive road systems (e.g., the Roman system of roads; the trade routes by camel caravan linking East Asia, Southwest Asia, and Africa during the ancient and early Middle Ages; the network of roads and highways of the Inca in Peru; the interstate highway system), the travel and communication difficulties encountered by people over vast expanses of territory, and the social and economic effects of these developments
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Changes in transportation over time; 2. Transportation and communication networks; 3. Science, technology, and society
   Level II (Grade 3-4)
  Benchmark 7.Understands the development of extensive road systems (e.g., the Roman system of roads; the trade routes by camel caravan linking East Asia, Southwest Asia, and Africa during the ancient and early Middle Ages; the network of roads and highways of the Inca in Peru; the interstate highway system), the travel and communication difficulties encountered by people over vast expanses of territory, and the social and economic effects of these developments
   Vocabulary terms
A.  development of road systems
  Knowledge/skill statements
  1. Understands the development of extensive road systems in different time periods   
  2. Understands the development of the Roman system of roads   
  3. Understands the development of the trade routes by camel caravan linking East Asia, Southwest Asia, and Africa during the ancient and early Middle Ages   
  4. Understands the development of the Incan network of roads and highways in Peru   
  5. Understands the development of the modern interstate highway system   
  6. Understands travel difficulties encountered by people over vast expanses of territory   
  7. Understands communication difficulties encountered by people over vast expanses of territory   
  8. Understands the social effects of the development of extensive road systems   
  9. Understands the economic effects of the development of extensive road systems   


Citation Log: BD(BE,38;​KE,66,67)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   8. Knows the developments in rail transportation beginning in the 19th century and the effects of national systems of railroad transport on the lives of people
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Changes in transportation over time; 2. Transportation and communication networks; 3. Science, technology, and society
   Level II (Grade 3-4)
  Benchmark 8.Knows the developments in rail transportation beginning in the 19th century and the effects of national systems of railroad transport on the lives of people
   Vocabulary terms
A.  development of rail transportation
B.  19th century rail transportation
C.  national railroad systems
  Knowledge/skill statements
  1. Knows that rail transportation was developed in the 19th century   
  2. Knows the developments in rail transportation since its origin   
  3. Understands the effects of national railroad systems on people’s lives   


Citation Log: BD(BE,38;​KE,66;​NI,20)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   9. Understands the design and development of aircraft and rocketry, and the people involved
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Changes in transportation over time; 2. Science, technology, and society
   Level II (Grade 3-4)
  Benchmark 9.Understands the design and development of aircraft and rocketry, and the people involved
   Vocabulary terms
A.  aircraft
B.  rocketry
  Knowledge/skill statements
  1. Understands the design of aircraft   
  2. Understands the development of aircraft   
  3. Knows the people involved in the design and development of aircraft   
  4. Understands the design of rocketry   
  5. Understands the development of rocketry   
  6. Knows the people involved in the design and development of rocketry   


Citation Log: BD(BE,38;​KE,66;​NE,24,29)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   10. Knows about people who have made significant contributions in the field of transportation (e.g., Henry Ford, Amelia Earhart, John Glenn, Sally Ride)
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Changes in transportation over time; 2. Science, technology, and society; 3. Significant scientists and inventors and their technological innovations
   Level II (Grade 3-4)
  Benchmark 10.Knows about people who have made significant contributions in the field of transportation (e.g., Henry Ford, Amelia Earhart, John Glenn, Sally Ride)
   Vocabulary terms
A.  field of transportation
B.  significant individuals in the field of transportation
  Knowledge/skill statements
  1. Knows that Henry Ford made a significant contribution in the field of transportation by initiating the mass production of automobiles   
  2. Knows that Amelia Earhart made a significant contribution in the field of transportation by being the first woman to fly an airplane across the Atlantic Ocean   
  3. Knows that John Glenn made a significant contribution in the field of transportation by being the first American to orbit the Earth   
  4. Knows that Sally Ride made a significant contribution in the field of transportation by being the first American woman astronaut   


Citation Log: BD(BE,38;​KE,66,67;​NE,24)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   11. Understands the origins and changes in methods of writing over time and how the changes made communications between people more effective (e.g., pictographs, cuneiform, hieroglyphics, alphabets)
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Changes in communication over time; 2. Science, technology, and society
   Level II (Grade 3-4)
  Benchmark 11.Understands the origins and changes in methods of writing over time and how the changes made communications between people more effective (e.g., pictographs, cuneiform, hieroglyphics, alphabets)
   Vocabulary terms
A.  origins of writing methods
B.  changes in methods of writing
  Knowledge/skill statements
  1. Understands the origins of various methods of writing   
  2. Understands that methods of writing have changed over time   
  3. Understands how changes in methods of writing have made communications between people more effective   
  4. Knows that pictographs are a method of writing   
  5. Knows that cuneiform is a method of writing   
  6. Knows that hieroglyphics are a method of writing   
  7. Knows that alphabets are a method of writing   


Citation Log: BD(BE,38;​KE,67,68)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   12. Understands the significance of the printing press, the computer, and electronic developments in communication and their impact on the spread of ideas
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Changes in communication over time; 2. Science, technology, and society
   Level II (Grade 3-4)
  Benchmark 12.Understands the significance of the printing press, the computer, and electronic developments in communication and their impact on the spread of ideas
   Vocabulary terms
A.  printing press
B.  computer
C.  electronic developments in communication
D.  spread of ideas
  Knowledge/skill statements
  1. Understands the significance of the printing press   
  2. Understands the impact of the printing press on the spread of ideas   
  3. Understands the significance of the computer   
  4. Understands the impact of the computer on the spread of ideas   
  5. Understands the significance of electronic developments in communication   
  6. Understands the impact of electronic developments in communication on the spread of ideas   


Citation Log: BD(BE,38;​KE,67,68)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   13. Knows about people who have made significant contributions in the field of communications (e.g., the inventors of the telegraph, telephone, the Braille alphabet, radio, television, the computer, satellite communication)
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Changes in communication over time; 2. Science, technology, and society; 3. Significant scientists and inventors and their technological innovations
   Level II (Grade 3-4)
  Benchmark 13.Knows about people who have made significant contributions in the field of communications (e.g., the inventors of the telegraph, telephone, the Braille alphabet, radio, television, the computer, satellite communication)
   Vocabulary terms
A.  field of communications
B.  significant individuals in the field of communications
  Knowledge/skill statements
  1. Knows the inventor of the telegraph   
  2. Knows the inventor of the telephone   
  3. Knows the inventor of the Braille alphabet   
  4. Knows the inventor of the radio   
  5. Knows the inventor of the television   
  6. Knows the inventor of the computer   
  7. Knows the inventor of satellite communication   


Citation Log: BD(BE,38;​KE,67,68;​NI,24)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document
   14. Knows the significant scientific and technological achievements of various historical societies (e.g., the invention of paper in China, Mayan calendars, mummification in Egypt, astronomical discoveries in the Moslem world, the invention of the steam engine in England)
Grades K-4 History 
 Standard 8.Understands major discoveries in science and technology, some of their social and economic effects, and the major scientists and inventors responsible for them
  
Topics1. Science, technology, and society; 2. Significant scientists and inventors and their technological innovations
   Level II (Grade 3-4)
  Benchmark 14.Knows the significant scientific and technological achievements of various historical societies (e.g., the invention of paper in China, Mayan calendars, mummification in Egypt, astronomical discoveries in the Moslem world, the invention of the steam engine in England)
   Vocabulary terms
A.  significant scientific achievements of history
B.  significant technological achievements of history
  Knowledge/skill statements
  1. Knows that the invention of paper in China was a significant technological achievement   
  2. Knows that the Mayan calendar was a significant scientific achievement   
  3. Knows that mummification in Egypt was a significant scientific achievement   
  4. Knows that astronomical discoveries in the Moslem world were a significant scientific achievement   
  5. Knows that the invention of the steam engine in England was a significant technological achievement   


Citation Log: BD(KE,65)
Citation reference
BD = benchmark, declarative
BP = benchmark, procedural
BC = benchmark, contextual

1st letter/number of each code in parentheses:
B   NCHS: Basic Edition
DD   Department of Defense: Prekindergarten Social Studies Standards
HS   Head Start: Child Outcomes Framework
I   IDOE: The Foundations for Young Children to the Indiana Academic Standards
K   NCHS: K-4 History, expanded edition
MH   McGraw-Hill: Pre-Kindergarten Standards: Guidelines for Teaching and Learning
N   NAEP: Provisional Item Specifications
NZ   New Zealand Ministry of Education: Early Childhood Curriculum
O   OSDE: Oklahoma Developmental Learning Skills for Four-Year-Olds

2nd letter code :
E = Explicitly stated in document
I = Implicit in document

Number:
Page number of the cited document