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 Note:
Each
of the benchmarks listed below are for the later
elementary level.
Social
Studies:
Strand
I. Historical Perspective
2. Place
major events in the development of their local
community and the state of Michigan in chronological
order.
Strand
II: Geographic Perspective
Content
Standard 1: All students will describe, compare,
and explain the locations and characteristics of
places, cultures, and settlements. (People, Places
and Cultures)
2. Locate
and describe diverse kinds of communities and
explain the reasons for their characteristics
and locations.
Content
Standard 2: All students will describe, compare,
and explain the locations and characteristics of
ecosystems, resources, human adaptation, environmental
impact, and the interrelationships among them. (Human/Environment
Interaction)
3. Describe
the major physical patterns, ecosystems, resources,
and land uses of the state, region, and country
and explain the processes that created them.
4. Explain how various people and cultures have
adapted to and modified the environment.
Content
Standard 3: All students will describe, compare,
and explain the locations and characteristics of
economic activities, trade, political activities,
migration, information flow, and the interrelationships
among them. (Location, Movement and Connections)
1. Describe
major kinds of economic activity and explain the
factors influencing their location.
2. Describe
the causes, consequences, routes and movement
of major migration to the United States.
3. Explain how transportation and communication
link people and communities.
4. Describe some of the major movements of goods,
people, jobs and information within Michigan and
the
United States and explain the reasons for the
movements.
Content
Standard 4: All students will describe and compare
characteristics of ecosystems, states, regions,
countries, major world regions, and patterns and
explain the processes that created them. (Regions,
Patterns and Processes)
1. Draw
sketch maps of the community, region, and nation.
3. Describe
the geography of Michigan at major times in its
history and explain the reasons for its change.
4. Describe
the physical, economic, and cultural geography
of contemporary Michigan and its causes, advantages,
and disadvantages.
5. Describe the Great Lakes ecosystem, and explain
physical and human processes that act upon them.
Strand
IV: Economic Perspective
Content
Standard 2: All students will explain and demonstrate
how businesses confront scarcity and choice when
organizing, producing, and using resources, and
when supplying the marketplace. (Business Choices)
3. Examine
the historical and contemporary role a major industry
has played in the state of Michigan and the United
States.
Content
Standard 5: All students will describe how trade
generates economic development and
interdependence and analyze the resulting challenges
and benefits for individuals, producers, and
government. (Trade)
3. Describe
how businesses are involved in trade as producers,
distributors, importers, and exporters.
Strand
V: Inquiry
Content
Standard 1: All students will acquire information
from books, maps, newspapers, data sets and other
sources, organize and present the information in
maps, graphs, charts and timelines, interpret the
meaning and significance of information, and use
a variety of electronic technologies to assist in
accessing and managing information. (Information
Processing)
1. Locate
information about local, state and national communities
using a variety of traditional sources, electronic
technologies, and direct observations.
2. Organize
social science information to make maps, graphs
and tables.
3. Interpret social science information about
local, state, and national communities from maps,
graphs, and charts.
Content
Standard 2: All students will conduct investigations
by formulating a clear statement of a question,
gathering and organizing information from a variety
of sources, analyzing and interpreting information,
formulating and testing hypotheses, reporting results
both orally and in writing, and making use of appropriate
technology. (Conducting Investigations)
1. Pose
a social science question about Michigan or the
United States.
2. Gather
and analyze information using appropriate information
technologies to answer the question posed.
3. Construct
an answer to the question posed and support their
answer with evidence.
Language
Arts:
Content
Standard 3: All students will focus on meaning and
communication as they listen, speak, view, read,
and write in personal, social, occupational, and
civic contexts.
1. Integrate
listening, speaking, viewing, reading, and writing
skills for multiple purposes and in varied contexts.
An example is using all the language arts to prepare
and present a unit project on a selected state
or country.
3. Read
and write fluently, speak confidently, listen
and interact appropriately, view knowledgeably,
and represent creatively.
Content
Standard 11: All students will define and investigate
important issues and problems using a variety of
resources, including technology, to explore and
create texts.
2. Identify
and use the kinds of resources that are most useful
and most readily available for the particular
questions or topics they wish to investigate.
Examples include knowledgeable people, field trips,
tables of contents, indexes, glossaries, icons/
headings, hypertext, storage addresses, CDROM/
laser disks, electronic mail, and library catalogue
databases.
3. Organize
and analyze information to draw conclusions and
implications based on their investigation of an
issue or problem.
4. Using multiple media, develop and present a
short presentation to communicate conclusions
based on the investigation of an issue or problem.
Examples include charts, posters, transparencies,
audio tapes, videos, and diagrams.
Technology:
Content
Standard 2: All students will use technologies to
input, retrieve, organize, manipulate, evaluate,
and communicate information.
1. Interpret,
analyze and evaluate information with the assistance
of technology (voice, data, video, graphics, etc).
2. Use
search strategies to locate and retrieve information
electronically.
3. Retrieve and communicate information using
a technological system (voice, data, video, graphics,
etc).
4. Evaluate
information received through technologies.
Content
Standard 3: All students will apply appropriate
technologies to critical thinking, creative expression,
and decision making skills.
4. Use
technologies to organize thoughts in a logical
process (voice, data, video, graphics, etc).
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