Historic Charlton Park's educational programming is intended to augment State of Michigan curriculum standards. Select your grade below to review the specific expectations addressed. Please direct additional questions to the Programming Coordinator at eduprogram@charltonpark.org or 269-945-3775.
Kindergarten
Historic Charlton Park strives to create a hands-on experience for kindergarteners, enabling them to place history within their own lived
experience. By cooking in a kitchen without electricity, learning in a one-room schoolhouse, dipping candles or touring the general store,
students are able to make real-world comparisons between how they live and life in the late 1800s.
Bristol Inn:
Students participate in a variety of household chores and take a tour of the house, experiencing a taste of everyday life in the late 1800s, early 1900s. Students will prepare soup for lunch on the woodstove, churn butter, and learn about the stagecoach stop once operated from the Bristol Inn.
- H2.0.1 Distinguish among past, present, and future.
- H2.0.3 Describe ways people learn about the past.
- G1.0.1 Recognize that maps and globes represent places.
- G1.0.2 Use directions or positional words to identify significant locations in the classroom.
- G2.0.1 Identify and describe places in the immediate environment.
- G5.0.1 Describe ways in which the environment provides for basic human needs and wants (food, shelter, clothing).
- C1.0.1 Identify and explain reasons for rules at home and in school.
- E1.0.1 Describe economic wants they have experienced.
- E1.0.3 Recognize situations in which people trade.
Lee School:
Students receive a short grade-level appropriate lesson, using slates and readers to complete their tasks, comparing and contrasting
their school experience with those of students in a one-room schoolhouse.
- H2.0.1 Distinguish among past, present, and future.
- H2.0.3 Describe ways people learn about the past.
- G1.0.2 Use directions or positional words to identify significant locations in the classroom.
- G2.0.1 Identify and describe places in the immediate environment.
- C1.0.1 Identify and explain reasons for rules at home and in school.
- C2.0.1 Identify the American flag as an important symbol of the United States.
- C2.0.2 Explain why people do not have the right to do whatever they want.
- P3.1.1 Identify classroom issues.
Township Hall:
Students learn about township government, its development and role in collective decision making. Students also get the opportunity to learn about early lighting practices and make candles to take home.
- P4.2 Assess options for individuals and groups to plan and conduct activities intended to advance views on matters of public policy.
- H2.0.1 Distinguish among past, present, and future.
- H2.0.3 Describe ways people learn about the past
- G1.0.2 Use directions or positional words to identify significant locations in the classroom.
- G2.0.1 Identify and describe places in the immediate environment.
- G5.0.1 Describe ways in which the environment provides for basic human needs and wants (food, shelter, clothing).
- C2.0.2 Explain why people do not have the right to do whatever they want.
- C2.0.3 Describe fair ways for groups to make decisions.
General Store:
Students learn about the economic and social role of the General Store in small farming communities, exploring the historic merchandise of the store and systems of bartering and trade.
- G1.0.2 Use directions or positional words to identify significant locations in the classroom.
- G2.0.1 Identify and describe places in the immediate environment.
- E1.0.1 Describe economic wants they have experienced.
- E1.0.2 Distinguish between goods and services.
- E1.0.3 Recognize situations in which people trade.
First Grade
Through the process of interacting with artifacts and knowledgeable presenters in the Historic Village, students have the opportunity to
experience history first hand. First graders will see how families and schools operated historically, by cooking in a kitchen without electricity, learning in a one-room schoolhouse, dipping candles or touring the general store. In participating in this experience, students will be able to make meaningful comparisons between their life now and the experience of their historical peers at home and at school.
Bristol Inn:
Students participate in a variety of household chores and take a tour of the house, experiencing a taste of everyday life in the late
1800s, early 1900s. Students will prepare soup for lunch on the woodstove, churn butter, and learn about the stagecoach stop once
operated from the Bristol Inn.
- H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events.
- H2.0.3 Use historical sources to draw possible conclusions about family or school life in the past.
- H2.0.4 Compare life today with life in the past using the criteria of family, school, jobs, or communication.
- G1.0.2 Describe places using absolute location or relative location.
- G4.0.1 Use components of culture (foods, language, religion, traditions) to describe diversity in family life.
- G5.0.1 Describe ways in which people are part of, modify, and adapt their physical environments.
- G5.0.2 Describe ways in which the physical environment in a place or region affects people’s lives.
- C1.0.1 Explain the need for rules and purposes of rules.
- C5.0.1 Describe some responsibilities people have at home and school.
- E1.0.1 Distinguish between producers and consumers of goods and services.
- E1.0.2 Describe ways in which families consume goods and services.
- E1.0.3 Using examples, explain why people cannot have everything they want (scarcity) and describe how people respond (choice).
- E1.0.5 Describe ways in which people earn money.
Lee School:
Students receive a short grade-level appropriate lesson, using slates and readers to complete their tasks, comparing and contrasting
their school experience with those of students in a one-room schoolhouse.
- H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events.
- H2.0.3 Use historical sources to draw possible conclusions about family or school life in the past.
- H2.0.4 Compare life today with life in the past using the criteria of family, school, jobs, or communication.
- H2.0.6 Compare life today with life in the past using criteria of family, schools, jobs or communication.
- G1.0.2 Describe places using absolute location or relative location.
- G2.0.2 Describe the unifying characteristics and boundaries of different school regions.
- G5.0.1 Describe ways in which people are part of, modify, and adapt to their physical environments.
- G5.0.2 Describe ways in which the physical environment in a place or region affects people’s lives.
- C1.0.1 Explain the need for rules and purposes of rules.
- C1.0.2 Give examples of the use of power with authority and power without authority of school.
- C2.0.1 Explain fair ways to make decisions and resolve conflicts in the school community.
- C2.0.2 Identify important symbols of the United States and what they represent.
- C5.0.1 Describe some responsibilities people have at home and school.
- E1.0.3 Using examples, explain why people cannot have everything they want (scarcity) and describe how people respond (choice).
Township Hall:
Students learn about township government, its development and role in collective decision making. Students also get the opportunity to learn about early lighting practices and make candles to take home.
- H2.0.1 Demonstrate chronological thinking by distinguishing among past, present, and future using family or school events.
- H2.0.3 Use historical sources to draw possible conclusions about family or school life in the past.
- H2.0.4 Compare life today with life in the past using the criteria of family, school, jobs, or communication.
- H2.0.6 Compare life today with life in the past using criteria of family, schools, jobs or communication.
- H2.0.5 Identify the events or people celebrated during U.S. national holidays and why we celebrate them.
- G1.0.2 Describe places using absolute or relative location.
- G4.0.1 Use components of culture to describe diversity in family life.
- G5.0.1 Describe ways in which people are part of, modify, and adapt to their physical environments.
- G5.0.2 Describe ways in which the physical environment in a place or region affects people’s lives.
- C1.0.1 Explain the need for rules and purposes of rules.
- C2.0.1 Explain fair ways to make decisions and resolve conflicts in the school community.
- C5.0.1 Describe some responsibilities people have at home and at school.
- C5.0.2 Explain important rights and how, when, and where members of American society demonstrate their responsibilities by actively participating in civic life.
Second Grade
By providing hands-on historic experiences, Historic Charlton Park enables students to make meaningful comparisons between their lives and life in a small farming community over 100 years ago. Students will cook in a kitchen without electricity, learn in a one-room schoolhouse, dip candles or tour the general store. By experiencing how families, schools and businesses operated at that time, students will be able to better evaluate the changes in their communities.
Bristol Inn:
Students participate in a variety of household chores and take a tour of the house, experiencing a taste of everyday life in the late 1800s, early 1900s. Students will prepare soup for lunch on the woodstove, churn butter, and learn about the stagecoach stop once operated from the Bristol Inn.
- H2.0.1 Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local community event.
- H2.0.4 Describe changes in the local community over time.
- H2.0.5 Describe how community members responded to a problem in the past.
- H2.0.6 Construct a historical narrative about the history of the local community from a variety of sources.
- G1.0.2 Use maps to describe the spatial organization of the local community by applying concepts including relative location, and using distance, direction, and scale.
- G1.0.3 Use maps to describe the location of the local community within the state of Michigan in relation to other significant places in the state.
- G2.0.2 Describe how the local community is part of a larger region.
- G4.0.1 Describe land use in the community.
- G4.0.4 Describe the means people create for moving people, goods, and ideas within the local community.
- E1.0.1 Identify the opportunity cost involved in a consumer decision.
- E1.0.3 Describe how business in the local community meet economic wants of customers.
- E1.0.4 Use examples to show that people cannot produce everything they want (specialization) and depend on trade with others to meet their wants (interdependence).
Lee School:
Students receive a short grade-level appropriate lesson, using slates and readers to complete their tasks, comparing and contrasting their school experience with those of students in a one-room schoolhouse.
- H2.0.1 Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local community events.
- H2.0.4 Describe changes in the local community over time.
- H2.0.5 Describe how community members responded to a problem in the past.
- H2.0.6 Construct a historical narrative about the history of the local community from a variety of sources.
- G4.0.2 Describe the means people create for moving people, goods, and ideas within the local community.
- C5.0.2 Distinguish between personal and civic responsibilities and explain why they are important in community life.
Township Hall:
Students learn about township government, its development and role in collective decision making. Students also get the opportunity to learn about early lighting practices and make candles to take home.
- H2.0.1 Demonstrate chronological thinking by distinguishing among years and decades using a timeline of local community events.
- H2.0.4 Describe changes in the local community over time.
- H2.0.5 Describe how community members responded to a problem in the past.
- G1.0.2 Use maps to describe the spatial organization of the local community by applying concepts including relative location, and using distance, direction, and scale.
- G1.0.3 Use maps to describe the location of the local community within the state of Michigan in relation to other significant places in the state.
- G2.0.2 Describe how the local community is part of a larger region.
- G4.0.1 Describe land use in the community.
- C1.0.1 Explain why people form governments.
- C2.0.1 Explain how local governments balance individual rights with the common good to solve local community problems.
- C3.0.1 Give examples of how local governments make, enforce, and interpret laws (ordinances) in the local community.
- C3.0.2 Use examples to describe how local government affects the lives of people in a community.
- C3.0.3 Identify services commonly provided by local governments.
- C5.0. 1 Identify ways in which people participate in community decisions.
- E1.0.3 Describe the natural, human, and capital resources needed for production of a good or service in a community.
- E1.0.4 Use examples to show that people cannot produce everything they want (specialization) and depend on trade with others to meet their wants (interdependence).
- P3.1.1 Identify public issues in the local community that influence people’s daily lives.
Third Grade
Students have the opportunity to experience and examine early Michigan history in person, participating in activities such as cooking in a kitchen without electricity, learning in a one-room schoolhouse, dipping candles, or touring the general store. Through these experiences, students are able to examine history in person to better create a historical narrative of daily life in small Michigan farming communities.
Bristol Inn:
Students participate in a variety of household chores and take a tour of the house, experiencing a taste of everyday life in the late 1800s, early 1900s. Students will prepare soup for lunch on the woodstove, churn butter, and learn about the stagecoach stop once operated from the Bristol Inn.
- H3.0.1 Identify questions historians ask in examining the past in Michigan.
- H3.0.2 Explain how historians use primary and secondary sources to answer questions about the past.
- H3.0.5 Use informational text and visual data to compare how Indigenous Peoples and non-Indigenous Peoples in the early history of Michigan interacted with, adapted to, used, and/or modified their environments.
- H3.0.6 Use a variety of sources to describe interactions that occurred between Indigenous Peoples and the first European explorers and settlers in Michigan.
- H3.0.7 Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements of Michigan (pre-statehood).
- G1.0.1 Use cardinal directions (north, south, east, west) to describe the relative locations of significant places in the immediate environment.
- G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of Michigan.
- G4.0.2 Describe diverse groups that have migrated into a region of Michigan and reasons why they came (push/pull factors).
- G5.0.1 Describe how people are a part of, adapt to, use, and modify the physical environment of Michigan.
- E1.0.1 Using a Michigan example, explain how scarcity, choice, and opportunity cost affect what is produced and consumed.
- E1.0.3 Analyze how Michigan’s location and natural resources influenced its economic development.
Lee School:
Students receive a short grade-level appropriate lesson, using slates and readers to complete their tasks, comparing and contrasting their school experience with those of students in a one-room schoolhouse.
- H3.0.1 Identify questions historians ask in examining the past in Michigan.
- H3.0.2 Explain how historians use primary and secondary sources to answer questions about the past.
- H3.0.7 Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements of Michigan (pre-statehood).
- G5.0.1 Describe how people are a part of, adapt to, use, and modify the physical environment of Michigan.
- C5.0.1 Identify and explain rights and responsibilities of citizenship.
- E1.0.1 Using a Michigan example, explain how scarcity, choice, and opportunity cost affect what is produced and consumed.
- E1.0.2 Identify incentives that influence economic decisions people make in Michigan.
- P3.1.1 Identify public issues in Michigan that influence the daily lives of its citizens.
Township Hall:
Students learn about township government, its development and role in collective decision making. Students also get the opportunity to learn about early lighting practices and make candles to take home.
- H3.0.1 Identify questions historians ask in examining the past in Michigan.
- H3.0.2 Explain how historians use primary and secondary sources to answer questions about the past.
- H3.0.7 Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements of Michigan (pre-statehood).
- G1.0.2 Use thematic maps to identify and describe the physical and human characteristics of Michigan.
- C1.0.1 Give an example of how Michigan state government fulfills one of the purposes of government.
- C2.0.1 Describe how the Michigan state government reflects the principle of representative government.
- C3.0.1 Distinguish between the roles of tribal, state, and local governments.
- C5.0.1 Identify and explain rights and responsibilities of citizenship.
- E1.0.1 Using a Michigan example, explain how scarcity, choice, and opportunity cost affect what is produced and consumed.
- E1.0.2 Identify incentives that influence economic decisions people make in Michigan.
- P3.1.1 Identify public issues in Michigan that influence the daily lives of its citizens.
General Store:
Students learn about the economic and social role of the General Store in small farming communities, exploring the historic merchandise of the store and systems of bartering and trade.
- H3.0.1 Identify questions historians ask in examining the past in Michigan.
- H3.0.2 Explain how historians use primary and secondary sources to answer questions about the past.
- H3.0.7 Use a variety of primary and secondary sources to construct a historical narrative about daily life in the early settlements of Michigan (pre-statehood).
- H3.0.8 Use case studies or stories to describe how the ideas or actions of individuals affected the history of Michigan (pre-statehood).
- G5.0.1 Describe how people are a part of, adapt to, use, and modify the physical environment of Michigan.
- E1.0.1 Using a Michigan example, explain how scarcity, choice, and opportunity cost affect what is produced and consumed.
- E1.0.2 Identify incentives that influence economic decisions people make in Michigan.
- E1.0.3 Analyze how Michigan’s location and natural resources influenced its economic development.
- E1.0.4 Describe how entrepreneurs combine natural, human, and capital resources to produce goods and services in Michigan.
- E2.0.1 Using a Michigan example, explain how specialization leads to increased interdependence.
Fourth Grade
Focusing on life in a small farming community in the late 1800s, early 1900s Historic Charlton Park offers fourth graders a chance to experience history first hand through a series of hands-on learning activities. Through the process of cooking in a kitchen without electricity, dipping candles, learning in a one-room school house or touring the General Store, students are able to interact with historic artifacts and knowledgeable presenters to experience the evolution of history first-hand.
Bristol Inn:
Students participate in a variety of household chores and take a tour of the house, experiencing everyday life in the late 1800s, early 1900s. Students will prepare soup for lunch on the woodstove, churn butter, and learn about the stagecoach stop once operated from the Bristol Inn.
- H3.0.1 Use primary and secondary sources to explain how migration and immigration affected and continue to affect the growth of Michigan.
- H3.0.4 Describe how the relationship between the location of natural resources and the location of industries (after 1837) affected and continue to affect the location and growth of Michigan cities
- H3.0.5 Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same activity or a related activity in the past.
- G4.0.3 Describe some of the movements of resources, goods, people, and information to, from, or within the United States, and explain the reasons for the movements.
- E1.0.4 Explain how price affects decisions about purchasing goods and services.
Lee School:
Students receive a short grade-level appropriate lesson, using slates and readers to complete their tasks, comparing and contrasting their school experience with those of students in a one-room schoolhouse.
- C5.0.1 Explain the responsibilities of members of American society.
- C5.0.3 Describe ways in which people can work together to promote the values and principles of American democracy.
- E1.0.4 Explain how price affects decisions about purchasing goods and services.
- P3.1.1 Identify public issues in the United States that influence the daily lives of its citizens.
Township Hall:
Students learn about township government, its development and role in collective decision making. Students also get the opportunity
to learn about early lighting practices and make candles to take home.
- H3.0.1 Use historical inquiry questions to investigate the development of Michigan’s major economic activities from statehood to present.
- H3.0.5 Use visual data and informational text or primary accounts to compare a major Michigan economic activity today with that same activity or a related activity in the past.
- G4.0.2 Describe the impact of immigration to the United States on the cultural development of different places or regions of the United States.
- C5.0.1 Explain the responsibilities of members of American society.
- C5.0.3 Describe ways in which people can work together to promote the values and principles of American democracy.
- E1.0.4 Explain how price affects decisions about purchasing goods and services.
- P3.1.1 Identify public issues in the United States that influence the daily lives of its citizens.
