Education Standards Alignment

Science and Nature at Cantigny Park

Biodiversity and Adaptations

Performance Expectations

Grade 3

3-LS1-1
Develop models to describe that organisms have unique and diverse life cycles, but all have in common birth, growth, reproduction, and death.

3-LS2-1
Construct an argument that some animals form groups that help members survive.

3-LS3-2
Use evidence to support the explanation that traits can be influences by the environment.

3-LS4-2
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

3-LS4-4
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Grade 4

4-LS1-1
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior and reproduction.

Grade 5

5-PS3-1
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

5-LS1-1
Support an argument that plants get the materials they need for growth chiefly from air and water.

5-LS2-1
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Connections to Engineering, Technology, and Applications in Science
3-5-ETS1-2 Engineering Design
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Influence on Science, Engineering, and Technology on Society and the Natural World
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Grades 6-8

Performance Expectations

MS-LS1-4
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth.]

MS-LS1-5
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS1-6
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

MS-LS2-1
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

MS-LS2-2
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

MS-LS2-3
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

MS-LS2-4
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

MS-LS2-5
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

Connections to Engineering, Technology, and Applications in Science
Students will be encouraged to ask questions and define problems, construct explanations and design solutions that incorporate STEM.

Biodiversity and Energy in Different Ecosystems

Performance Expectations

Grade 3

3-LS2-1
Construct an argument that some animals form groups that help members survive.

3-LS3-1
Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.

3-LS3-2
Use evidence to support the explanation that traits can be influences by the environment.

3-LS4-2
Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing.

3-LS4-3
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

3-LS4-4
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

Grade 4

4-LS1-1
Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior and reproduction.

Grade 5

5-PS3-1
Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

5-LS1-1
Support an argument that plants get the materials they need for growth chiefly from air and water.

5-LS2-1
Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

Connections to Engineering, Technology, and Applications in Science
Students will be encouraged to ask questions and define problems, construct explanations and design solutions that incorporate STEM.

3-5-ETS1-2 Engineering Design
Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Influence on Science, Engineering, and Technology on Society and the Natural World
3-5-ETS1-1
Define a simple design problem reflecting a need or a want that includes specified criteria for
success and constraints on materials, time, or cost.

Grades 6-8

Performance Expectations

MS-LS1-4
Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively. [Clarification Statement: Examples of behaviors that affect the probability of animal reproduction could include nest building to protect young from cold, herding of animals to protect young from predators, and vocalization of animals and colorful plumage to attract mates for breeding. Examples of animal behaviors that affect the probability of plant reproduction could include transferring pollen or seeds, and creating conditions for seed germination and growth.]

MS-LS1-5
Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

MS-LS1-6
Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

MS-LS2-1
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

MS-LS2-4
Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

MS-LS2-5
Evaluate competing design solutions for maintaining biodiversity and ecosystem services.

Connections to Engineering, Technology, and Applications in Science
Students will be encouraged to ask questions and define problems, construct explanations and design solutions.

Military History at the First Division Museum

First in War

Grade 4

ILSS.H.1.4 Explain connections among historical contexts and why individuals and groups differed in their perspectives during the historical period.

Grade 5

ILSS.H.3.5. Explain probable causes and effects of events and developments in U.S. history.
ILSS.H.1.5 Create and use a chronological sequence of related events to compare developments that happened at the same time.

Grades 6-8

ILSS.H.1.6-8.LC. Classify series of historical events and developments as examples of change and/or continuity.
ILSS.H.1.6-8.MdC. Analyze connections among events and developments in broader historical contexts.
ILSS.H.4.6-8.LC. Explain multiple causes and effects of historical events.

Grades 9-12

ILSS.H.2.9-12. Analyze change and continuity within and across historical eras.
ILSS.H.4.9-12. Analyze how people and institutions have reacted to environmental, scientific, and technological challenges.
ILSS.H.7.9-12. Identify the role of individuals, groups, and institutions in people’s struggle for safety, freedom, equality, and justice.
ILSS.H.10.9-12. Analyze the causes and effects of global conflicts and economic crisis.

Duty First

Grades 4-5 Inquiry Skills

ILSS.IS.1.3-5. Develop essential questions and explain the importance of the questions to self and others.
ILSS.IS.2.3-5. Create supporting questions to help answer essential questions in an inquiry.
ILSS.IS.3.3-5. Determine sources representing multiple points of view that will assist in answering essential questions.
ILSS.IS.4.3-5. Gather relevant information and distinguish among fact and opinion to determine credibility or multiple sources.
ILSS.IS.5.3-5. Develop claims using evidence from multiple sources to answer essential questions.

Grade 5 History

ILSS.H.2.5- Use information about a historical source – including the maker, date, place of origin, intended audience, and purpose- to judge the extent to which the source is useful for studying a particular topic.
ILSS.H.3.5. Explain probable causes and effects of events and developments in U.S. history.

Grades 6-8 Inquiry Skills

ILSS.IS.1.6-8. Create essential questions to help guide inquiry about a topic.
ILSS.IS.2.6-8. Ask essential questions that will lead to independent research.
ILSS.IS.3.6-8. Determine sources representing multiple points of view that will assist in organizing a research plan.
ILSS.IS.4.6-8. Gather relevant information from credible sources and determine whether they support each other.
ILSS.IS.5.6-8. Develop claims and counterclaims while pointing out the strengths and limitations of both.

Grades 6-8

ILSS.H.1.6-8.LC. Classify series of historical events and developments as examples of change and/or continuity.
ILSS.H.1.6-8.MdC. Analyze connections among events and developments in broader historical contexts.
ILSS.H.2.6-8.MdC. Analyze multiple factors that influenced the perspectives of people during different historical eras.
ILSS.H.4.6-8.LC. Explain multiple causes and effects of historical events.
ILSS.CV.1.6-8.LC. Identify roles played by citizens (examples: voters, jurors, taxpayers, military, protesters, and office-holders)

Grades 9-12 Inquiry Skills

ILSS.IS.1.9-12. Address essential questions that reflect an enduring issue in the field.
ILSS.IS.2.9-12. Explaining how supporting question contribute to an inquiry.
ILSS.IS.3.9-12. Develop new supporting and essential questions through investigation, collaboration, and using diverse sources.
ILSS.IS.4.9-12. Gather and evaluate information from multiple sources while considering the origin, credibility, point of view, authority, structure, context, and corroborative value of the sources.
ILSS.IS.5.9-12. Identify evidence that draws information from multiple sources to revise or strengthen claims.

Grades 9-12

ILSS.H.7.9-12. Identify the role of individuals, groups, and institutions in people’s struggle for safety, freedom, equality, and justice.
ILSS.H.8.9-12. Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
ILSS.CV.1.9-12. Distinguish the rights, roles, powers, and responsibilities of individuals and institutions in the political system.

Tank Tech

Grade 4

CC.SL.4. 2. Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CC.SL.4.3. Identify the reasons and evidence a speaker provides to support particular points.

Grade 5

ILSS.H.3.5. Explain probable causes and effects of events and developments in U.S. history.
CC.SL.5.2. Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
CC.SL.5.3. Summarize the points a speaker makes and explain how each claim is supported by reasons and evidence.

Grades 6-8

ILSS.H.1.6-8.LC. Classify series of historical events or developments as examples of change and/or continuity.
ILSS.H.1.6-8.Mdc. Analyze connections among events and developments in broader historical contexts.
ILSS.H.4.6-8.MC. Organize applicable evidence into a coherent argument about the past.
CC.SL.4. Present claims and findings emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. (Students have opportunity to practice skills according to grade and ability level.)

Grades 9-12

ILSS.H.1.9-12. Evaluate how historical developments were shaped by time and place as well as broader historical contexts.
ILSS.H.2.9-12. Analyze change and continuity within and across historical eras.
ILSS.H.4.9-12. Analyze how people and institutions have reacted to environmental, scientific, and technological challenges.
CC.SL.4. Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (Students have opportunity to practice skills according to grade and ability level.)

Artifact Adventure

Grades 6-8

ILSS.H.1.6-8.LC. Classify series of historical events and developments as examples of change and/or continuity.
CC.RH.6-8.4. Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
CC.RH.6-8.7. Integrate visual information (e.g. in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.

Grades 9-12

ILSS.G.1.9-12. Use maps, satellite images, and photographs to display and explain the spatial patterns of physical, cultural political, economic, and environmental characteristics.
ILSS.H.2.9-12. Analyze change and continuity within and across historical eras.
CC.RH.9-10.4. Determine the meaning of words and phrases s they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies.

Elementary Artifact Adventure

Grade 4

CC.RI.4.1. Refer to details and examples in text when explaining what the text says explicitly and when drawing inferences from the text.
CC.RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

Grade 5

CC.RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
CC.RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

WWII Home Front USA

Grade 4

ILSS.CV.2.4. Explain how a democracy relies on people’s responsible participation, and draw implications for how individuals should participate.
CC.RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgably.

Grade 5

ILSS.CV.4.5. Explain how policies are developed to address public problems.
ILSS.H.2.5. Use information about a historical source-including the maker, date, place or origin, intended audience, and purpose-to judge the extent to which the source is useful for studying a particular topic.
CC.RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

History and Civics at the Robert R. McCormick House

Kitty Medill: A Woman on the Home Front During the American Civil War

Standards: 4thgrade: 

Inquiry Skills:
Determining Helpful Sources
SS.IS.3.3-5: Determine sources representing multiple points of view that will assist in answering essential questions.
Gathering and Evaluating Sources
SS.IS.4.3-5.: Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources.

Civics Standards:
Participation and Deliberation: Applying Civic Virtues and Democratic Processes
SS.CV.3.4: Identify core civic virtues (such as honesty, mutual respect, cooperation, and attentiveness to multiple perspectives) and democratic principles (such as equality, freedom, liberty, and respect for individual rights) that guide our state and nation.

History Standards:
SS.H.1.4: Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.
Historical Sources and Evidence
SS.H.2.4: Using artifacts and primary sources, investigate how individuals contributed to and the founding and development of Illinois.

Standards:  5th grade:

Inquiry Skills:
Determining Helpful Sources
SS.IS.3.3-5: Determine sources representing multiple points of view that will assist in answering essential questions.
Gathering and Evaluating Sources
SS.IS.4.3-5.: Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources.
Critiquing Conclusions
SS.IS.7.3-5: Identify a range of local problems and some ways in which people are trying to address these problems.

Civics Standards:
Processes, Rules, and Laws
SS.CV.4.5: Explain how policies are developed to address public problems.

Historical Sources and Evidence:
SS.H.2.5: Use information about a historical source-including the maker, date, place of origin, intended audience, and purpose-to judge the extent to which the source is useful for studying a particular topic.

Standards: 6-8th grade:

Inquiry Skills:
Gathering and Evaluating Sources:
SS.IS.4.6-8.MdC: Determine the credibility of sources based upon their origin, authority and context.
SS.IS.4.6-8.MC: Gather relevant information from credible sources and determine whether they support each other.
Communicating Conclusions and Taking Informed Action
SS.IS.8.6-8.LC: Analyze how a problem can manifest itself and the challenges and opportunities faced by those trying to address it.

Civics Standards:
SS.CV.3.6-8.LC, MdC, MC: Compare the means by which individuals and groups change societies, promote the common good, and protect rights.

Geography Standards:
SS.G3.6-8.MdC: Explain how changes in transportation and communication influence the spatial connections among human settlements and affect the spread of ideas and culture.

History Standards:
SS.H.2.6-8.MC: Analyze how people’s perspectives influenced what information is available in the historical sources they created.
SS.H.3.6-8.MdC: Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
SS.H.4.6-8.MC: Organize applicable evidence into a coherent argument about the past.

Standards 9-12th grade:

Inquiry Skills:
Gathering and Evaluating Sources
SS.IS.4.9-12: Gather and evaluate information from multiple sources while considering the origin, credibility, point of view, authority, structure, context, and corroborative value of the sources.
Developing Claims and Using Evidence
SS.IS.5.9-12: Identify evidence that draws information from multiple sources to revise or strengthen claims.

Civics Standards:
Participation and Deliberation: Applying Civic Virtues and Democratic Principles
SS.CV.5.9-12: Analyze the impact of personal interest and diverse perspectives on the application of civic dispositions, democratic principles, constitutional rights, and human rights.

Geography Standards:
SS.G.12.9-12: Evaluate how competition for scarce natural resources contributes to conflict and cooperation within and among countries.

History Standards:
SS.H.3.9-12: Evaluate the methods utilized by people and institutions to promote change.
SS.H.8.9-12: Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.H.11.9-12: Analyze multiple and complex causes and effects of events in the past. 

Historical Sources and Evidence:
SS.H.2.5: Use information about a historical source-including the maker, date, place of origin, intended audience, and purpose-to judge the extent to which the source is useful for studying a particular topic.

William Medill:  Abolitionist and Union Soldier

Standards:  4thgrade: 

Inquiry Skills:
Determining Helpful Sources
SS.IS.3.3-5: Determine sources representing multiple points of view that will assist in answering essential questions.
Gathering and Evaluating Sources
SS.IS.4.3-5.: Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources. 

Civics Standards:
Civics and Political Institutions
SS.CV.1.4: Distinguish the responsibilities and powers of government officials at the local, state, and national levels.

Geography Standards:
Geographic Representations: Spatial Views of the World
SS.G.1.4: Construct and interpret maps of Illinois and the United States using various media. 

Economics and Financial Literacy Standards:
Financial Literacy
SS.EC.FL.3.4: Analyze how spending choices are influenced by price as well as many other factors (e.g. advertising, peer pressure, options).
SS.EC.FL. 4.4: Explain that income can be saved, spent on good and services, or used to pay taxes. 

History Standards:
SS.H.1.4: Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.
Historical Sources and Evidence
SS.H.2.4: Using artifacts and primary sources, investigate how individuals contributed to and the founding and development of Illinois.

Standards: 5th Grade:

Inquiry Skills:
Determining Helpful Sources
SS.IS.3.3-5: Determine sources representing multiple points of view that will assist in answering essential questions.
Gathering and Evaluating Sources
SS.IS.4.3-5.: Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources.
Critiquing Conclusions
SS.IS.7.3-5: Identify a range of local problems and some ways in which people are trying to address these problems.

Civics Standards:
Civic and Political Institutions
SS.CV.1.5: Distinguish the responsibilities and powers of government official at various levels and branches of government and in different times and places. 

Standards: 6-8th grade:

Inquiry Skills:
Gathering and Evaluating Sources:
SS.IS.4.6-8.MdC: Determine the credibility of sources based upon their origin, authority and context.
SS.IS.4.6-8.MC: Gather relevant information from credible sources and determine whether they support each other.
Communicating Conclusions and Taking Informed Action
SS.IS.8.6-8.LC: Analyze how a problem can manifest itself and the challenges and opportunities faced by those trying to address it.

Civics Standards:
SS.CV.1.6-8.LC:  Identify roles played by citizens (examples: voters, jurors,taxpayers, military, protesters, and office holders).
SS.CV.3.6-8.LC, MdC, MC: Compare the means by which individuals and groups change societies, promote the common good, and protect rights.
SS.CV.4.6-8.LC: Explain the connection between interests and perspectives, civic virtues, and democratic principles when addressing issues in government and society.

Geography Standards:
SS.G3.6-8.MdC: Explain how changes in transportation and communication influence the spatial connections among human settlements and affect the spread of ideas and culture.

History Standards:
SS.H.2.6-8.MC: Analyze how people’s perspectives influenced what information is available in the historical sources they created.
SS.H.3.6-8.MdC: Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
SS.H.4.6-8.MC: Organize applicable evidence into a coherent argument about the past.

Standards 9-12th grade:

Inquiry Skills:
Gathering and Evaluating Sources
SS.IS.4.9-12: Gather and evaluate information from multiple sources while considering the origin, credibility, point of view, authority, structure, context, and corroborative value of the sources.
Developing Claims and Using Evidence
SS.IS.5.9-12: Identify evidence that draws information from multiple sources to revise or strengthen claims.

Civics Standards:
Participation and Deliberation: Applying Civic Virtues and Democratic Principles
SS.CV.5.9-12: Analyze the impact of personal interest and diverse perspectives on the application of civic dispositions, democratic principles, constitutional rights, and human rights.

Geography Standards:
SS.G.12.9-12: Evaluate how competition for scarce natural resources contributes to conflict an cooperation within and among countries.

History Standards:
SS.H.3.9-12: Evaluate the methods utilized by people and institutions to promote change.
SS.H.4.9-12:  Analyze how people and instutions have reacted to environmental, scientific, and technological changes.
SS.H.11.9-12: Analyze multiple and complex causes and effects of events in the past.

Historical Sources and Evidence:
SS.H.2.5: Use information about a historical source-including the maker, date, place of origin, intended audience, and purpose-to judge the extent to which the source is useful for studying a particular topic.
Causation and Argumentation
SS.H.11.9-12:  Analyze multiple and complex causes and effects of events in the past.

Ruth Hanna McCormick:  An Illinois Lady Fighting for Suffrage

Standards:  4thgrade: 

Inquiry Skills:
Determining Helpful Sources
SS.IS.3.3-5: Determine sources representing multiple points of view that will assist in answering essential questions.
Gathering and Evaluating Sources
SS.IS.4.3-5.: Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources. 

Civics Standards:
Participation and Deliberation: Applying Civic Virtues and Democratic Processes
SS.CV.3.4: Identify core civic virtues (such as honesty, mutual respect, cooperation, and attentiveness to multiple perspectives) and democratic principles (such as equality, freedom, liberty, and respect for individual rights) that guide our state and nation.
Processes, Rules and Laws
SS.CV.4.4: Explain how rules and laws change society and how people change rules and laws in Illinois. 

History Standards:
SS.H.1.4: Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.
Historical Sources and Evidence
SS.H.2.4: Using artifacts and primary sources, investigate how individuals contributed to and the founding and development of Illinois. 

Standards:  5th grade:

Inquiry Skills:

Determining Helpful Sources
SS.IS.3.3-5: Determine sources representing multiple points of view that will assist in answering essential questions.
Gathering and Evaluating Sources
SS.IS.4.3-5.: Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources.
Critiquing Conclusions
SS.IS.7.3-5: Identify a range of local problems and some ways in which people are trying to address these problems.

Civics Standards:
Civics and Political Institutions:
SS.CV.2.5:  Examine the orgins and purposes of rules, laws, and key U.S. Constutional provisions.
SS.CV.2.6-8.LC: Describe the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.

Historical Sources and Evidence:
SS.H.2.5: Use information about a historical source-including the maker, date, place of origin, intended audience, and purpose-to judge the extent to which the source is useful for studying a particular topic.

Standards: 6-8th grade:

Inquiry Skills:
Gathering and Evaluating Sources:
SS.IS.4.6-8.MdC: Determine the credibility of sources based upon their origin, authority and context.
SS.IS.4.6-8.MC: Gather relevant information from credible sources and determine whether they support each other.
Communicating Conclusions and Taking Informed Action
SS.IS.8.6-8.LC: Analyze how a problem can manifest itself and the challenges and opportunities faced by those trying to address it.

Civics Standards:
SS.CV.3.6-8.LC, MdC, MC: Compare the means by which individuals and groups change societies, promote the common good, and protect rights.

Geography Standards:
SS.G3.6-8.MdC: Explain how changes in transportation and communication influence the spatial connections among human settlements and affect the spread of ideas and culture.

History Standards:
SS.H.2.6-8.MC: Analyze how people’s perspectives influenced what information is available in the historical sources they created.
SS.H.3.6-8.MdC: Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
SS.H.4.6-8.MC: Organize applicable evidence into a coherent argument about the past. 

Standards 9-12th grade:

Inquiry Skills:
Gathering and Evaluating Sources
SS.IS.4.9-12: Gather and evaluate information from multiple sources while considering the origin, credibility, point of view, authority, structure, context, and corroborative value of the sources.
Developing Claims and Using Evidence
SS.IS.5.9-12: Identify evidence that draws information from multiple sources to revise or strengthen claims.

Civics Standards:
Participation and Deliberation: Applying Civic Virtues and Democratic Principles
SS.CV.5.9-12: Analyze the impact of personal interest and diverse perspectives on the application of civic dispositions, democratic principles, constitutional rights, and human rights.
SS.CV.6.9-12: Describe how political parties, the media, and public interest groups both influence and reflect social and political interests.

Geography Standards:
SS.G.12.9-12: Evaluate how competition for scarce natural resources contributes to conflict and cooperation within and among countries.

History Standards:
SS.H.3.9-12: Evaluate the methods utilized by people and institutions to promote change.
SS.H.8.9-12: Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.H.11.9-12: Analyze multiple and complex causes and effects of events in the past.

Historical Sources and Evidence:
SS.H.2.5: Use information about a historical source-including the maker, date, place of origin, intended audience, and purpose-to judge the extent to which the source is useful for studying a particular topic.

The Transatlantic Slave Trade, Abolition, and Joseph Medill 

Standards:  4thgrade: 

Inquiry Skills:
Determining Helpful Sources
SS.IS.3.3-5: Determine sources representing multiple points of view that will assist in answering essential questions.
Gathering and Evaluating Sources
SS.IS.4.3-5.: Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources. 

Civics Standards:
Civics and Political Institutions
SS.CV.1.4: Distinguish the responsibilities and powers of government officials at the local, state, and national levels.

History Standards:
SS.H.1.4: Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.
Historical Sources and Evidence
SS.H.2.4: Using artifacts and primary sources, investigate how individuals contributed to and the founding and development of Illinois. 

Standards:  5th Grade:

Inquiry Skills:
Determining Helpful Sources
SS.IS.3.3-5: Determine sources representing multiple points of view that will assist in answering essential questions.
Gathering and Evaluating Sources
SS.IS.4.3-5.: Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources.
Critiquing Conclusions
SS.IS.7.3-5: Identify a range of local problems and some ways in which people are trying to address these problems.

Civics Standards:
Civic and Political Institutions
SS.CV.1.5: Distinguish the responsibilities and powers of government official at various levels and branches of government and in different times and places. 

Standards: 6-8th grade:

Inquiry Skills:
Gathering and Evaluating Sources:
SS.IS.4.6-8.MdC: Determine the credibility of sources based upon their origin, authority and context.
SS.IS.4.6-8.MC: Gather relevant information from credible sources and determine whether they support each other.
Communicating Conclusions and Taking Informed Action
SS.IS.8.6-8.LC: Analyze how a problem can manifest itself and the challenges and opportunities faced by those trying to address it.

Civics Standards:
SS.CV.1.6-8.LC:  Identify roles played by citizens (examples: voters, jurors,taxpayers, military, protesters, and office holders).
SS.CV.3.6-8.LC, MdC, MC: Compare the means by which individuals and groups change societies, promote the common good, and protect rights.
SS.CV.4.6-8.LC: Explain the connection between interests and perspectives, civic virtues, and democratic principles when addressing issues in government and society.

History Standards:
SS.H.2.6-8.MC: Analyze how people’s perspectives influenced what information is available in the historical sources they created.
SS.H.3.6-8.MdC: Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
SS.H.4.6-8.MC: Organize applicable evidence into a coherent argument about the past.

Standards 9-12th grade:

Inquiry Skills:
Gathering and Evaluating Sources
SS.IS.4.9-12: Gather and evaluate information from multiple sources while considering the origin, credibility, point of view, authority, structure, context, and corroborative value of the sources.
Developing Claims and Using Evidence
SS.IS.5.9-12: Identify evidence that draws information from multiple sources to revise or strengthen claims.

Civics Standards:
Participation and Deliberation: Applying Civic Virtues and Democratic Principles
SS.CV.5.9-12: Analyze the impact of personal interest and diverse perspectives on the application of civic dispositions, democratic principles, constitutional rights, and human rights.

History Standards:
SS.H.3.9-12: Evaluate the methods utilized by people and institutions to promote change.
SS.H.7.9-12: Identify the role of individuals, groups, and institutions in people’s struggle for safety, freedom, equality, and justice.
SS.H.8.9-12: Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically under represented groups.
SS.H.11.9-12: Analyze multiple and complex causes and effects of events in the past.

Historical Sources and Evidence:
SS.H.2.5: Use information about a historical source-including the maker, date, place of origin, intended audience, and purpose-to judge the extent to which the source is useful for studying a particular topic.
Causation and Argumentation:
SS.H.11.9-12:  Analyze multiple and complex causes and effects of events in the past.

The Founding Fathers, the First Amendment, and a Revolution

Standards:  4thgrade: 

Inquiry Skills:
Determining Helpful Sources
SS.IS.3.3-5: Determine sources representing multiple points of view that will assist in answering essential questions.
Gathering and Evaluating Sources
SS.IS.4.3-5.: Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources. 

Civics Standards:
Participation and Deliberation: Applying Civic Virtues and Democratic Processes
SS.CV.3.4: Identify core civic virtues (such as honesty, mutual respect, cooperation, and attentiveness to multiple perspectives) and democratic principles (such as equality, freedom, liberty, and respect for individual rights) that guide our state and nation.
Processes, Rules and LawsSS.CV.4.4: Explain how rules and laws change society and how people change rules and laws in Illinois

History Standards:
SS.H.1.4: Explain connections among historical contexts and why individuals and groups differed in their perspectives during the same historical period.
Historical Sources and Evidence
SS.H.2.4: Using artifacts and primary sources, investigate how individuals contributed to and the founding and development of Illinois. 

Standards:  5th grade:

Inquiry Skills:
Determining Helpful Sources
SS.IS.3.3-5: Determine sources representing multiple points of view that will assist in answering essential questions.
Gathering and Evaluating Sources
SS.IS.4.3-5.: Gather relevant information and distinguish among fact and opinion to determine credibility of multiple sources.
Critiquing Conclusions
SS.IS.7.3-5: Identify a range of local problems and some ways in which people are trying to address these problems.

Civics Standards:
Civics and Political Institutions:
SS.CV.2.5:  Examine the orgins and purposes of rules, laws, and key U.S. Constutional provisions.
SS.CV.2.6-8.LC: Describe the origins, purposes, and impact of constitutions, laws, treaties, and international agreements.

Historical Sources and Evidence:
SS.H.2.5: Use information about a historical source-including the maker, date, place of origin, intended audience, and purpose-to judge the extent to which the source is useful for studying a particular topic.

Standards: 6-8th grade:

Inquiry Skills:
Gathering and Evaluating Sources:
SS.IS.4.6-8.MdC: Determine the credibility of sources based upon their origin, authority and context.
SS.IS.4.6-8.MC: Gather relevant information from credible sources and determine whether they support each other.
Communicating Conclusions and Taking Informed Action
SS.IS.8.6-8.LC: Analyze how a problem can manifest itself and the challenges and opportunities faced by those trying to address it.

Civics Standards:
SS.CV.3.6-8.LC, MdC, MC: Compare the means by which individuals and groups change societies, promote the common good, and protect rights.

History Standards:
SS.H.2.6-8.MC: Analyze how people’s perspectives influenced what information is available in the historical sources they created.
SS.H.3.6-8.MdC: Detect possible limitations in the historical record based on evidence collected from different kinds of historical sources.
SS.H.4.6-8.MC: Organize applicable evidence into a coherent argument about the past.

Standards 9-12th grade:

Inquiry Skills:
Gathering and Evaluating Sources
SS.IS.4.9-12: Gather and evaluate information from multiple sources while considering the origin, credibility, point of view, authority, structure, context, and corroborative value of the sources.
Developing Claims and Using Evidence
SS.IS.5.9-12: Identify evidence that draws information from multiple sources to revise or strengthen claims.

Civics Standards:
Participation and Deliberation: Applying Civic Virtues and Democratic Principles
SS.CV.5.9-12: Analyze the impact of personal interest and diverse perspectives on the application of civic dispositions, democratic principles, constitutional rights, and human rights.
SS.CV.6.9-12: Describe how political parties, the media, and public interest groups both influence and reflect social and political interests.

History Standards:
SS.H.3.9-12: Evaluate the methods utilized by people and institutions to promote change.
SS.H.8.9-12: Analyze key historical events and contributions of individuals through a variety of perspectives, including those of historically underrepresented groups.
SS.H.11.9-12: Analyze multiple and complex causes and effects of events in the past.

Historical Sources and Evidence:
SS.H.2.5: Use information about a historical source-including the maker, date, place of origin, intended audience, and purpose-to judge the extent to which the source is useful for studying a particular topic.

McCormick House Virtual Tour: 45 Minutes

Reading Standards

CCSS.ELA-LITERACY.CCRA.R.1
Read closely to determine what the texts say explicitly and to make logical inferences from; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

CCSS.ELA-LITERACY.CCRA.R.6
Assess how point of view or purpose shapes the content and style of the text.

CCSS.ELA-LITERACY.CCRRA.R.7
Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

Social Studies and Civics Standards
Participation and Deliberation: Applying Civic Virtues and Democratic Processes
SS.CV.1.6-8.MC
Evaluate the powers and responsibilities of citizens, political parties, interest groups, and the media.
SS.H.2.6-8.MdC
Analyze multiple factors that influenced the perspectives of people during different historical eras.
Gathering and Evaluating Sources
SS.IS.4.9-12
Gather and evaluate information from multiple sources while considering the origin, credibility, point of view, authority, structure, context, and corroborative value of the sources