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Indiana: 4th-Grade Standards

  • IN.1. Standard: History Students will trace the historical periods, places, people, events and movements that have led to the development of Indiana as a state.
    • 4.1.1. Proficiency Statement: Historical Knowledge American Indians and the Arrival of Europeans to 1770: Identify and compare the major early cultures that existed in the region that became Indiana prior to contact with Europeans. (Individuals, Society and Culture)
    • 4.1.2. Proficiency Statement: Historical Knowledge American Indians and the Arrival of Europeans to 1770: Identify and describe historic Native American Indian groups that lived in Indiana at the time of early European exploration, including ways these groups adapted to and interacted with the physical environment. (Individuals, Society and Culture)
    • 4.1.3. Proficiency Statement: Historical Knowledge The American Revolution and the Indiana Territory: 1770s to 1816: Explain the importance of the Revolutionary War and other key events and people that influenced Indiana's development.
    • 4.1.4. Proficiency Statement: Historical Knowledge The American Revolution and the Indiana Territory: 1770s to 1816: Summarize and explain the significance of key documents in Indiana's development from a United States territory to statehood.
    • 4.1.5. Proficiency Statement: Historical Knowledge Statehood: 1816 to 1851: Identify the causes of removal of Native American Indian groups in the state and their resettlement during the 1830s. (Individuals, Society and Culture)
    • 4.1.6. Proficiency Statement: Historical Knowledge Statehood: 1816 to 1851: Explain how key individuals and events influenced the early growth of and changes in Indiana.
    • 4.1.7. Proficiency Statement: Historical Knowledge The Civil War Era and Later Development: 1850 to 1900: Explain the roles of various individuals, groups and movements in the social conflicts leading to the Civil War. (Individuals, Society and Culture)
    • 4.1.8. Proficiency Statement: Historical Knowledge The Civil War Era and Later Development: 1850 to 1900: Summarize the impact of Abraham Lincoln's presidency on Indiana and describe the participation of Indiana citizens in the Civil War.
    • 4.1.9. Proficiency Statement: Historical Knowledge The Civil War Era and Later Development: 1850 to 1900: Give examples of Indiana's increasing agricultural, industrial, political and business development in the nineteenth century.
    • 4.1.10. Proficiency Statement: Historical Knowledge 1900 to 1950: Describe the participation of Indiana citizens in World War I and World War II.
    • 4.1.11. Proficiency Statement: Historical Knowledge 1900 to 1950: Identify and describe important events and movements that changed life in Indiana in the early twentieth century.
    • 4.1.12. Proficiency Statement: Historical Knowledge 1900 to 1950: Describe the transformation of Indiana through immigration and through developments in agriculture, industry and transportation. (Individuals, Society and Culture)
    • 4.1.13. Proficiency Statement: Historical Knowledge Contemporary Indiana: 1950 - Present: Identify and describe important events and movements that changed life in Indiana from the mid-twentieth century to the present.
    • 4.1.14. Proficiency Statement: Historical Knowledge Contemporary Indiana: 1950 - Present: Research Indiana's modern growth emphasizing manufacturing, new technologies, transportation and global connections.
    • 4.1.15. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Create and interpret timelines that show relationships among people, events, and movements in the history of Indiana. (Individuals, Society and Culture)
    • 4.1.16. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Distinguish fact from opinion and fact from fiction in historical documents and other information resources and identify the central question each narrative addresses.
    • 4.1.17. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Using primary and secondary sources and online source materials, construct a brief narrative about an event in Indiana history.
    • 4.1.18. Proficiency Statement: Chronological Thinking, Historical Comprehension, Analysis and Interpretation, Research Research and describe the contributions of important Indiana artists and writers to the state's cultural landscape. (Individuals, Society and Culture)
  • IN.2. Standard: Civics and Government Students will describe the components and characteristics of Indiana's constitutional form of government; explain the levels and three branches of Indiana's government; understand citizenship rights and responsibilities; investigate civic and political issues and problems; use inquiry and communication skills to report findings in charts, graphs, written and verbal forms; and demonstrate responsible citizenship by exercising civic virtues and participation skills.
    • 4.2.1. Proficiency Statement: Foundations of Government Explain the major purposes of Indiana's Constitution as stated in the Preamble.
    • 4.2.2. Proficiency Statement: Foundations of Government Describe individual rights, such as freedom of speech, freedom of religion and the right to public education that people have under Indiana's Bill of Rights (Article I of the Constitution).
    • 4.2.3. Proficiency Statement: Functions of Government Identify and explain the major responsibilities of the legislative, executive and judicial branches of state government as written in the Indiana Constitution.
    • 4.2.4. Proficiency Statement: Functions of Government Identify major state offices, the duties and powers associated with them, and how they are chosen, such as by election or appointment.
    • 4.2.5. Proficiency Statement: Roles of Citizens Give examples of how citizens can participate in their state government and explain the right and responsibility of voting.
    • 4.2.6. Proficiency Statement: Roles of Citizens Define and provide examples of civic virtues in a democracy.
    • 4.2.7. Proficiency Statement: Roles of Citizens Use a variety of information resources to take a position or recommend a course of action on a public issue relating to Indiana's past or present.
  • IN.3. Standard: Geography Students will explain how the Earth/sun relationship influences the climate of Indiana; identify the components of Earth's physical systems; describe the major physical and cultural characteristics of Indiana; give examples of how people have adapted to and modified their environment, past and present; and identify regions of Indiana.
    • 4.3.1. Proficiency Statement: The World in Spatial Terms Use latitude and longitude to identify physical and human features of Indiana.
    • 4.3.2. Proficiency Statement: The World in Spatial Terms Estimate distances between two places on a map, using a scale of miles, and use cardinal and intermediate directions when referring to relative location.
    • 4.3.3. Proficiency Statement: Places and Regions Locate Indiana on a map as one of the 50 United States. Identify and describe the location of the state capital, major cities and rivers in Indiana, and place these on a blank map of the state.
    • 4.3.4. Proficiency Statement: Places and Regions Map and describe the physical regions of Indiana and identify major natural resources and crop regions.
    • 4.3.5. Proficiency Statement: Physical Systems Explain how glaciers shaped Indiana's landscape and environment.
    • 4.3.6. Proficiency Statement: Physical Systems Describe Indiana's landforms (lithosphere), water features (hydrosphere), and plants and animals (biosphere).
    • 4.3.7. Proficiency Statement: Physical Systems Explain the effect of the Earth/sun relationship on the climate of Indiana.
    • 4.3.8. Proficiency Statement: Physical Systems Identify the challenges in the physical landscape of Indiana to early settlers and modern day economic development. (Individuals, Society and Culture)
    • 4.3.9. Proficiency Statement: Human Systems Explain the importance of major transportation routes, including rivers, in the exploration, settlement and growth of Indiana and in the state's location as a crossroad of America.
    • 4.3.10. Proficiency Statement: Human Systems Identify immigration patterns and describe the impact diverse ethnic and cultural groups have had on Indiana. (Individuals, Society and Culture)
    • 4.3.11. Proficiency Statement: Environment and Society Create maps of Indiana at different times in history showing regions and major physical and cultural features; give examples of how people in Indiana have modified their environment over time.
    • 4.3.12. Proficiency Statement: Environment and Society Read and interpret thematic maps - such as transportation, population and products - to acquire information about Indiana in the present and the past.
  • IN.4. Standard: Economics Students will study and compare the characteristics of Indiana's changing economy in the past and present.
    • 4.4.1. Proficiency Statement: Give examples of the kinds of goods and services produced in Indiana in different historical periods.
    • 4.4.2. Proficiency Statement: Define productivity and provide examples of how productivity has changed in Indiana during the past 100 years.
    • 4.4.3. Proficiency Statement: Explain how both parties can benefit from trade and give examples of how people in Indiana engaged in trade in different time periods.
    • 4.4.4. Proficiency Statement: Explain that prices change as a result of changes in supply and demand for specific products.
    • 4.4.5. Proficiency Statement: Describe Indiana's emerging global connections.
    • 4.4.6. Proficiency Statement: List the functions of money and compare and contrast things that have been used as money in the past in Indiana, the United States and the world.
    • 4.4.7. Proficiency Statement: Identify entrepreneurs who have influenced Indiana and the local community.
    • 4.4.8. Proficiency Statement: Define profit and describe how profit is an incentive for entrepreneurs.
    • 4.4.9. Proficiency Statement: Identify important goods and services provided by state and local governments by giving examples of how state and local tax revenues are used.
    • 4.4.10. Proficiency Statement: Explain how people save, and develop a savings plan in order to make a future purchase.
 
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