All of our
programs have been reviewed to ensure their relevance to state and national standards.
(See School Program descriptions.) Below
are the ties to the Massachusetts Curriculum Frameworks standards. History and Social Science Grade 4 North
American Geography: Concepts and Skills: Observe and describe national historic
sites and describe their function and significance. (History) Give examples of
how the interaction of buyers and sellers influences the prices of goods and services
in markets. (Economics) Grade 4 Learning Standards: Regions of the United States:
Identify major immigrant groups that live in Massachusetts and where they now
live in large numbers (e.g., English, Irish, Italian, French Canadian, Armenian,
Greek, Portuguese, Haitians, and Vietnamese.) Grade 5 United States History,
Geography, Economics, and Government, 1500-1820 Concepts and Skills: Interpret
timelines of events studied. (History) Observe and identify details in cartoons,
photographs, charts, and graphs relating to a historical narrative. (History)
Grade 5 Learning Standards: Growth of the United States to 1820: Identify
the diverging economic issues that contributed to the onset of the Civil War.
Grades 8-12 Concepts and Skills: Show connections, causal and otherwise,
between particular historical events and ideas and larger social, economic, and
political trends and developments. (History, Economics) Interpret the past within
its own historical context rather than in terms of present day norms and values.
(History, Economics)
Distinguish intended from unintended consequences. (History,
Economics) Describe the role of buyers and sellers in determining the equilibrium
price, and use supply and demand to explain and predict changes in quantity and
price. (Economics) Describe how the earnings of workers are affected by the market
value of the product produced and worker skills. (Economics) Learning Standards
USI 26: Explain the importance of the Transportation Revolution of the 19th century
(the building of canals, railroads), including the stimulus it provided to the
growth of a market economy. USI 27: Explain the emergence and impact of
the textile industry in New England and industrial growth generally throughout
antebellum American.
a. the technological improvements and inventions that
contributed to industrial growth
b. the causes and impact of the wave of immigration
from Northern Europe to America in the 1840s and 1850s
c. the rise of a business
class of merchants and manufacturers
d. the roles of women in New England
textile factories USII.1 Explain the various causes of the Industrial Revolution:
a. Important technological and scientific advances
USII.2 Explain the
important consequences of the Industrial Revolution
a. the growth of big business
b. the expansion of cities
USII.3 Describe the causes of the immigration
of Southern and Eastern Europeans, and Chinese, Korean, and Japanese to America
in the late 19th and early 20th century, and describe the major roles of these
immigrants in the industrialization of America. English/Language Arts
Grades 5-6 Learning Standards: 1.3 Apply understanding of agreed-upon
rules and individual roles in order to make decisions. 9.4 Relate a literary work
to information about its setting. (if Lyddie) 13.15 Identify and use knowledge
of common organizational structures.
Grades 7-8 Learning Standards: 1.4 Know
and apply rules for formal discussions. 9.5 Relate a literary work to artifacts,
artistic creations, or historical sites of the period of its setting. (if Lyddie)
13.21 Recognize use of arguments for and against an issue. 13.22 Identify evidence
used to support an argument. | 