Connections

For this project I selected two grades. It is my hope to actually use this project for a class that has both fourth and fifth graders.. I selected these standards based on the students creating the assignment themselves.
Content Standard Connections: Grade 4 and Grade 5.
Content standards from the Indiana Academic Standards that relate to the Study of the Haida People:
Grade 4: Language Arts
Standard 2READING: Comprehension and Analysis of Nonfiction and Informational Text
Structural Features of Informational and Technical Materials
4.2.1 Use the organization of informational text to strengthen comprehension.Example: Read informational texts that are organized by comparing and contrasting ideas, by discussing causes for and effects of events, or by sequential order and use this organization to understand what is read. Use graphic organizers, such as webs, flow charts, concept maps, or Venn diagrams to show the organization of the text.
4.2.2 Use appropriate strategies when reading for different purposes. Example: Read and take notes on an informational text that will be used for a report. Skim a text to locate specific information. Use graphic organizers to show the relationship of ideas in the text.
Standard 4WRITING: Processes and Features
Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.
Organization and Focus
4.4.1 Discuss ideas for writing. Find ideas for writing in conversations with others and in books, magazines, newspapers, school textbooks, or on the Internet. Keep a list or notebook of ideas.
Research Process and Technology
4.4.5 Quote or paraphrase information sources, citing them appropriately.
4.4.6 Locate information in reference texts by using organizational features, such as prefaces and appendixes.
4.4.7 Use multiple reference materials and online information (the Internet) as aids to writing.
4.4.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.
4.4.9 Use a computer to draft, revise, and publish writing, demonstrating basic keyboarding skills and familiarity with common computer terminology.
Evaluation and Revision
4.4.10 Review, evaluate, and revise writing for meaning and clarity.
4.4.11 Proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.
4.4.12 Revise writing by combining and moving sentences and paragraphs to improve the focus and progression of ideas.
Research Application
4.5.3 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
· includes information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors).
· demonstrates that information that has been gathered has been summarized.
· organizes information by categorizing it into multiple categories (such as solid, liquid, and gas or reduce, reuse, and recycle) or includes information gained through observation.

Grade 5: Social Studies: Standard 5Individuals, Society, and Culture
Students will identify individuals and groups that have contributed to the development of the United States, investigate the way that individuals and groups cooperate to adapt to the environment and resolve conflicts, and examine the challenges faced and the contributions made by various cultural groups to American society.
Historical Knowledge:
5.5.1 Identify and compare historic Indian groups of the West, Southwest, Northwest, Arctic and sub-Arctic, Great Plains, and Eastern Woodlands regions at the beginning of European exploration in the late fifteenth and sixteenth centuries.
5.5.2 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.
5.5.4 Compare significant examples of visual arts, crafts, music, architecture, and literature from early United States history and illustrate how each reflects the times and cultural background of the historical period.
5.5.5 Analyze traditional arts, including folk tales and narratives that depict the experiences of ethnic, racial, and religious groups in different regions of the United States.





Standard 2READING: Comprehension and Analysis of Nonfiction and Informational Text
Structural Features of Informational and Technical Materials
5.2.1 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding.
5.2.2 Analyze text that is organized in sequential or chronological order.
Analysis of Grade-Level-Appropriate Nonfiction and Informational Text
5.2.3 Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas.
5.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
Standard 5WRITING: Applications (Different Types of Writing and Their Characteristics)
Research Application
5.5.3 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
· uses information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors).
· demonstrates that information that has been gathered has been summarized.
· organizes information by categorizing and sequencing.


AASL standards:
The following are standards that will be meet by one developing the project for the Haida Way.
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.

Independent Learning
Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
(taken from Information by the ALA page 8 and 9)
As you can see, I have many standards!