Michigan Curriculum Framework
Note: Each of the benchmarks listed below are for the later elementary level.
Social Studies
Strand I. Historical Perspective3. Place major events in the early history of the United States 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)
3. Locate and describe the major places, cultures, and communities of the nation and compare their characteristics.

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.
2. Describe places, cultures, and communities in the United States and compare them with those in other regions and
6. Describe the geography of major United States regions, compare the regions, and explain the processes that created 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.


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).