Standards+for+Learning

** Grade 1 **
Elementary students will address the following Indiana Academic Standards for social studies.

//The Home, School and Neighborhoods// //Students in Grade 1 examine changes in their own communities over time and explore the way people live and work together. They begin to understand their rights and responsibilities as citizens as they interact with home, school and nearby environments.//

1.1.3 Identify American songs and symbols and discuss their origins. 1.1.5 Identify people and events observed in national celebrations and holidays.
 * Standard 1**
 * History**

1.1.9 Use the library and other information resources* to find information that answers questions about history.
 * Chronological Thinking, Historical Analysis and Interpretation, Research**

Standards for the 21st-Century Learner in Action:
__Skills__ 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.5 Connect learning to community issues.

__Dispositions in Action__ 1.2.3 Demonstrate creativity by using multiple resources and formats.

__Responsibilities__ 2.3.1 Connect understanding to the real world.

**Grade 10**
High School students will address the following Indiana Academic Standards for Modern European and Classical Languages.

//Learners examine, experience, and reflect on the relationships among the practices, products, and perspectives of the cultures studied.//
 * Standard 4**
 * CULTURES**: //Develop awareness of other cultures//

10.4.1 Investigate and report on basic family and social practices of the target cultures. 10.4.2 Describe products, perspectives, and symbols of the target cultures in simple terms. 10.4.3 Describe factors that influence practices, products, and perspectives. 10.4.4 Describe contributions from other cultures. 10.4.5 Identify elements that shape cultural identity in the target cultures.

//Learners use the target language to expand their knowledge of and make connections among multiple content areas.//
 * Standard 5**
 * CONNECTIONS**: //Make connections to other content areas//

10.5.1 Investigate and report on objects and concepts from other content areas. 10.5.2 Integrate content area concepts and skills through relevant activities.

//Learners strengthen language proficiency and cultural knowledge by using current digital media and authentic resources.//
 * Standard 6**
 * CONNECTIONS**: //Access and connect information through various media//

10.6.1 Use digital media and culturally authentic resources to build vocabulary, improve reading ability, and encourage cultural awareness. Examples: Electronic dictionaries, language websites, TV programs, etc. 10.6.2 Use digital media and culturally authentic resources to study target cultures. Examples: Video clips, advertisements, etc.

Standards for the 21st-Century Learner in Action:
__Skills__ 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriateness for needs, importance, and social and cultural context. 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry. 1.1.9 Collaborate with others to broaden and deepen understanding. 2.1.1 Continue an inquiry-based research process by applying critical thinking skills (analysis, synthesis, evaluation, organization) to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge. 2.1.2 Organize knowledge so that it is useful. 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world situations, and further investigations. 2.1.4 Use technology and other information tools to analyze and organize information. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. 3.1.5 Connect learning to community issues. 3.1.6 Use information and technology ethically and responsibly. 4.1.1 Read widely and fluently to make connections with self, the world, and previous reading. 4.1.5 Connect ideas to own interests and previous knowledge and experience.

__Dispositions in Action__ 1.2.3 Demonstrate creativity by using multiple resources and formats. 3.2.1 Demonstrate leadership and confidence by presenting ideas to others in both formal and informal situations. 3.2.3 Demonstrate teamwork by working productively with others.

__Responsibilities__ 1.3.1 Respect copyright/intellectual property rights of creators and producers. 1.3.2 Seek divergent perspectives during information gathering and assessment. 2.3.1 Connect understanding to the real world. 3.3.4 Create products that apply to authentic real-world contexts.