Identify questions historians ask in examining the past in Michigan.

Explain how historians use primary and secondary sources to answer questions about the past.

Describe the casual relationships between three events in Michigan's past.

Draw upon traditional stories and/or teachings of Indigenous Peoples who lived and continue to live in Michigan in order to [...]

Use informational text and visual data to compare how Indigenous Peoples and non-Indigenous Peoples in the early history of Michigan [...]

Use a variety of sources to describe interactions that occurred between Indigenous Peoples and the first European explorers and settlers [...]

Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements [...]

Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan (pre-statehood).

Describe how Michigan attained statehood.

Create a timeline to sequence and describe major eras and events in early Michigan history.

Use cardinal directions (north, south, east, west) to describe the relative locations of significant places in the immediate environment.

Use thematic maps to identify and describe the physical and human characteristics of Michigan.

Use a world map to describe North America in relation to the equator and other continents and oceans, and Michigan [...]

Use a variety of visual materials and data sources to describe ways in which Michigan can be divided into regions.

Describe different regions to which Michigan belongs.

Describe major kinds of economic activity in Michigan today, such as agriculture, forestry, manufacturing, services and tourism, and research and [...]

Describe diverse groups that have migrated into a region of Michigan and reasons why they came (push/pull factors).

Illustrate connections between the visual arts and other curriculum through student artwork.

Demonstrate control and safe use of a variety of art tools with environmental awareness.

Describe, discuss, and model the elements of art and principles of design to communicate ideas.

Select, present, and evaluate personal artwork.

Apply materials and techniques to problem solve in the creation of art.

Create a composition using the elements of art and principles of design to communicate ideas.

Examine how artists turn ideas into visual solutions.

Combine ideas, symbols, and experiences that express and communicate meaning.

Create artwork that aesthetically and creatively conveys an idea.

Design artwork using computers and electronic media to create original works of art.

Compare the elements of art used in personal artwork.

Examine how art expresses cultural traditions.

Highlight social trends that influence our emotional reactions to art.

Select a piece of personal artwork, critique it using art terminology, and make revisions.

Discuss how personal experiences influence the creation of art.

Examine customs or traditions celebrated by different communities.

Describe the materials and art forms used by particular cultures.

Recognize how the available materials and processes in a particular time or place can influence the art that is created.

Describe how art can be found in various environments.

Investigate and identify careers related to artists who work in specific media.

Investigate collaboration across art disciplines.

Observe and identify similarities and differences in the meanings of common vocabulary used in the various 3rd grade arts.

Observe and identify cross-curricular connections within the 3rd grade curriculum.

Discuss the various rationales for using music in daily experiences.

Identify and describe different characters though vocal expression.

Dramatize real and non-real characters with prompting and side-coaching.

Illustrate characters, environments, and situations that support the creation of a classroom dramatization.

Paraphrase dialogue from a story to show different interpretations.

Manipulate simple scenery, costumes, sound, and props in the dramatic process.

Infer from a text, characters and setting in stories.

Analyze elements of dramatic structure for successful classroom dramatization.

Respond to and build upon ideas of others' personal preferences for stage design.

Collaborate to extend and add on to improvised stories.