Social Studies
5.1.1 Give examples of early cultures and settlements that existed in North America prior to contact with Europeans. Example: Mississippian culture at Cahokia (600 – 1400 C.E.).
5.1.6 Explain the religious, political, and economic reasons for movement of people from Europe to the Americas and describe the impact of exploration and settlement by Europeans on American Indians.
5.1.7 Identify and discuss instances of both cooperation and conflict between Indians and European settlers, such as agriculture, trade, cultural exchanges, and military alliances, as well as later broken treaties, massacres, and conflicts over control of the land.
5.3.10 Read fiction and nonfiction stories about how American Indians and European settlers lived in early America and find examples of the various ways people adapted to and changed the environment.
5.5.1 Describe basic needs that individuals have in order to survive — such as the need for food, water, shelter, and safety — and give examples of how people in early America adapted to meet basic needs.
English/Language Arts
6.2.3 Connect and clarify main ideas by identifying their relationships to multiple sources and related topics. Example: Read about another culture in a magazine such as Cricket or National Geographic. Then, compare what was learned to descriptions of other peoples and cultures in other reading sources.
6.2.4 Clarify an understanding of texts by creating outlines, notes, diagrams, summaries, or reports. Example: Take notes while reading to create an outline or graphic organizer, such as a concept map, flow chart, or diagram, of the main ideas and supporting details from what is read. Read an informational book and summarize the main ideas.
6.4.5 Use note-taking skills.
Information Literacy
Standard 1: The student who is information literate accesses information efficiently and effectively.
Standard 2: The student who is information literate evaluates information critically and competently.
Standard 3: The student who is information literate uses information accurately and creatively.
Standard 4: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
Standard 5: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
Standard 9: The student who contributes positively to the learning community and to society is information literate and praticipates effectively in groups to pursue and generate information.