School Administrative District #4
Unity of purpose
CORE CURRICULUM: SCOPE AND SEQUENCE
Department: Social Studies
CONTENT STANDARD: GEOGRAPHY
The study of geography involves understanding the relationships among people and environments. Students learn how to construct and interpret maps and how to use globes and other geographic tools to locate and derive information about people, places, regions, and environments. In an integrated way, students study people and the physical characteristics and processes of the earth's surface to understand causes and effects, ecosystems, human behavior, patterns of population, inter-dependence, resources, cooperation and conflict and the process by which these are shaped by economic, political, and cultural systems. All students are expected to (1) know how to construct and interpret maps and use globes and other geographic tools to locate and derive information about people, places, regions, and environments; (2) understand and analyze the relationships between people and their physical environments; (3) develop an under-standing of ethnic, gender, socio-economic, religious, and political differences among people; (4) understand that cultural diversity can be both a boon and a bane to society; and (5) understand that cultural change is evolutionary and somewhat predictable.
Performance Indicators: The learner will·
|
Kindergarten |
1. Review and extend prior learning
2. Compare and contrast the relative location of people, places, and things by
á Placing objects, using the terms near/far, up/down, left/right, behind/in front
á Locating land and water on a map
á Using north, east, south, and west to locate objects in the classroom
3. Demonstrate an initial understanding that a map is the representation of actual places
4. Demonstrate an initial understanding of symbols
á Community symbols (e.g., traffic signs, traffic lights)
á Map symbols (e.g., legend references to land, water)
5. Describe the human and physical characteristics of the immediate environment
á Describe what makes people alike and what makes them different
á Describe what makes one family different from another
6. Identify the town and state in which he/she lives
|
Grade 1 |
1. Review and extend prior learning
2. Use simple maps and globes to locate
á Areas referenced in historically based legends and stories
á Maine
á The
3. Construct and use maps and other visuals to describe geographic location, direction, size, and shape
á Construct and use a simple pictorial map of his/her classroom or the schoolyard
á Incorporate cardinal direction and map symbols
4. Demonstrate an initial understanding of how climate, location, and physical surroundings affect the way people live
5. Describe the human and physical characteristics of the immediate environment
á Observe, discuss, and record the human and physical characteristics of his/her home and school
6. Identify the street/road on which he/she lives
|
Grade 2 |
1. Review and extend prior learning
2. Identify symbols
á Community symbols (e.g., street and highway markers)
á Map symbols (e.g., roads and cities)
3. Use simple maps and globes to locate
á His/her town
á Northern and Southern hemispheres
á Equator
4. Construct and use maps and other visuals to describe geographic location, direction, size, and shape
á Label a map of his/her town with familiar locations
á Construct a simple map of the North American continent, including essential map elements (e.g., title, key, directional indicator, date)
5. Describe
the
á Maine
á The other New England states
á Other
regions within the
á Major geographical features
á Towns/cities
á Rivers
á Lakes
á Mountains
á Oceans
6. Describe the human and physical characteristics of the immediate environment
á Describe the human and physical characteristics of the community
7. Explain ways in which communities reflect the backgrounds of their inhabitants
á Describe the makeup of his/her community (e.g., nationalities, religious preferences, cultural aspects of ancestors)
|
Grade 3 |
1. Review and extend prior learning
2. Construct
and compare maps of Maine, the
á Identify the physical characteristics of various regions of the world
3. Demonstrate an initial understanding of the differences between parallels of latitude and meridians of longitude, and the use of the equator and prime meridian to identify
á The Northern, Southern, Eastern, and Western hemispheres
á The Tropic of Cancer and the Tropic of Capricorn
á The Arctic Circle and the Antarctic Circle
á The locations of places being studied
4. Use simple maps and globes to locate
á The seven continents
á Africa
á Antarctica
á Asia
á
á Europe
á North America
á South America
á The four major oceans
á Atlantic
á Arctic
á Indian
á Pacific
5. Locate cities of the world and discuss why they emerged in the particular region in which they are located
á Cities in Europe (i.e., London, Paris) and, as time and resources permit
á Cities in Asia (i.e., Tokoyo, Bejing) and, as time and resources permit
á Cities in Africa (i.e., Cairo, Johannesburg) and, as time and resources permit
á Cities in Latin America (i.e., Mexico City, Rio de Janero) and, as time and resources permit
6. Use a variety of materials and geographic tools to explain how the physical environment supports and constrains human activities
á Investigate population density and the reasons why some areas are more populated than others
á Explain how the physical characteristics of an area support and constrain human activities (e.g., a town built beside a river, on a mountain, on the seacoast, etc.)
|
Grade 4 |
1. Review and extend prior learning
2. Identify common characteristics of given geographic features
á Land, including but not limited to
á Canyons
á Capes
á Coast lines
á Continents
á Deltas
á Divides
á Flood plains
á Hills
á Islands
á Isthmuses
á Mountains
á Peninsulas
á Plains
á Plateaus
á Swamps
á Valleys
á Water, including but not limited to
á Bays
á Canals
á Fiords
á Gulfs
á Harbors
á Lakes
á Marshes
á Oceans
á Ponds
á Rivers
á Seas
á Sounds
á Straits
á Streams
3. Construct
and compare maps of Maine, the
á Given a map of a region of the world, draw conclusions about climate, culture, etc.
4. Locate from memory the elements of physical geography
á Major fresh-water bodies (in Maine)
á Lakes
á Moosehead
á Sebago
á Sebec
á Rivers
á Androscoggin
á Kennebec
á Penobscot
á Piscataquis
á Saco
á Major islands (in Maine)
á Mt. Desert Island
á Major mountain ranges and mountains (in Maine)
á Mountain ranges
á Appalachian (Longfellow Mountains)
á Mountains
á Cadillac
á Katahdin
á Major countries and major cities within those countries
á North America
á
á Maine
á Augusta
á Bangor
á Portland
5. Use
maps to compare the geography of his/her local community with that of other
communities in Maine, the
6. Name the sixteen counties of Maine and associate the principal resources of the state with those counties most famous for producing them (e.g., potatoes with Aroostook County, blueberries with Washington County, etc.)
7. Locate cities of the world and discuss why they emerged in the particular region in which they are located
á Choose a city in Maine and
á Explain its growth and economic expansion
á Explain its history and geography
8. Explain ways in which communities reflect the backgrounds of their inhabitants
á Discuss how local communities across the state are shaped by different backgrounds and how holidays celebrated, types of food eaten, kinds of churches, etc. reflect those backgrounds
9. Use a variety of materials and geographic tools to explain how the physical environment supports and constrains human activities
á Explain why certain areas of Maine are more populated than others
á Compare and contrast two different population areas in Maine
á Explain how the founders of a settlement in Maine might have evaluated a site, in terms of its resources and environmental characteristics, relative to their needs
|
Grade 5 |
1. Review and extend prior learning
2. Differentiate between relative location (i.e., using direction, reference to neighboring places and geographic formations) and absolute location (i.e., using the grid system)
3. Use maps, tables, graphs, and charts to classify regions with common characteristics
á Land
á Water
4. Locate from memory the elements of physical geography
á Continental land masses
á Africa
á Antarctica
á Asia
á
á Europe
á North America
á South America
á Ocean basins
á Atlantic
á Arctic
á Indian
á Pacific
á Major salt-water bodies
á Great Salt Lake
á Major fresh-water bodies
á Lakes
á Champlain
á Erie
á Huron
á Michigan
á Ontario
á Superior
á Rivers
á Mississippi
á Rio Grande
á Major islands
á Aleutian Islands
á Hawaiian Islands
á Long Island
á Major mountain ranges and mountains
á Mountain ranges
á Appalachians
á Rockies
á Sierra Nevadas
á Mountains
á McKinley
á Washington
á Major deserts
á Mojave
á Major countries and major cities within those countries
á North America
á
á Washington, D.C.
á All fifty states and their capitals
5. Associate the elements of physical geography with a particular geographic region when that region becomes the focus of a discussion, including but not limited to
á Major salt-water bodies
á Chesapeake Bay
á Major fresh-water bodies
á Rivers
á Hudson
á Missouri
á Ohio
á Major countries and major cities within those countries
á North America
á
á Appomattox
á Chicago
á Gettysburg
á Jamestown
á New Orleans
á New York City
á Philadelphia
á St. Augustine
á Valley Forge
á Yorktown
6. Differentiate among various kinds of maps
á Historical
á Physical
á Political
á Road and city
á Thematic
á Climate
á Population
á Product
á Topographic
7. Visualize the globe and construct maps of the world and its sub-regions to identify patterns of human settlement, major physical features, and political divisions
á Read,
construct, and draw conclusions from
8. Demonstrate
an understanding of
á Identify
the geographic regions of the
á Identify
and describe two different criteria used to define regions within the
9. Analyze how technology shapes the physical and human characteristics of places and regions
á Analyze
how technology has shaped towns and cities of the
10. Explain patterns of migration throughout the world
á Describe
how major events in
11. Explain how cultures differ in their use of similar environments and resources
á Identify some of the cultural differences that caused turmoil between Native Americans and Europeans
12. Demonstrate an understanding of how society changes as a consequence of concentrated settlement
á Identify how a city emerged as a result of westward migration
|
Grade 6 |
1. Review and extend prior learning
2. Distinguish between parallels of latitude and meridians of longitude, and use the equator and prime meridian to identify
á The Northern, Southern, Eastern, and Western hemispheres
á The Tropic of Cancer and the Tropic of Capricorn
á The Arctic Circle and the Antarctic Circle
á The locations of places being studied
3. Locate from memory the elements of physical geography
á Major fresh-water bodies
á Rivers
á Euphrates
á Nile
á Tigris
á Canals
á Suez
á Major islands
á Corsica
á Crete
á
á Newfoundland
á Prince Edward
á Sardinia
á Sicily
á Major mountain ranges and mountains
á Mountains
á Sinai
á Vesuvius
á Major countries and major cities within those countries
á
á Ottawa
á All provinces and their capitals
4. Associate the elements of physical geography with a particular geographic region when that region becomes the focus of a discussion, including but not limited to
á Major salt-water bodies
á Aegean Sea
á Gulf of St. Lawrence
á Hudson Bay
á Major countries and major cities within those countries
á Africa
á
á Cairo
á Europe
á
á Athens
á
á Rome
á Middle East
á
á Baghdad
á
á Jerusalem
á
á Beirut
á
á Damascus
á North America
á
á Calgary
á Dawson
á Montreal
á St. John
á Saskatoon
á Vancouver
5. Visualize the globe and construct maps of the world and its sub-regions to identify patterns of human settlement, major physical features, and political divisions
á Construct a comprehensive map of an ancient civilization, noting those geographic features which contributed to its development
á Construct
a political/physical map of
6. Analyze how technology shapes the physical and human characteristics of places and regions
á Describe the impact of a specific technological advance upon the physical and human characteristics of a particular region of the ancient world
á Describe
the impact of a specific technological advance upon the physical and human
characteristics of
7. Demonstrate an understanding of how society changes as a consequence of concentrated settlement
á Compare and contrast societies of hunter-gatherers with those of early towns
á Compare and contrast language differences and their effect on Canadian culture
8. Explain how cultures differ in their use of similar environments and resources
á Select two ancient cultures and compare and contrast their use of specified resources
á Compare
and contrast French and English cultural differences as they have developed
in
|
Grade 7 |
1. Review and extend prior learning
2. Demonstrate an initial understanding of the themes of geography
á Place
á Location
á Interaction
á Region
á Movement
3. Locate from memory the elements of physical geography
á Major salt-water bodies
á Baltic Sea
á Black Sea
á Caribbean Sea
á English Channel
á Gulf of Mexico
á Mediterranean Sea
á Red Sea
á Major fresh-water bodies
á Lakes
á Victoria
á Rivers
á Amazon
á Canals
á
á Major islands
á
á Galapagos
á
á Greenland
á
á
á
á
á Major mountain ranges and mountains
á Mountain ranges
á Alps
á Andes
á Balkans
á Caucasus
á Himalayas
á Pyrenees
á Urals
á Mountains
á Everest
á Major deserts
á Gobi
á Sahara
4. Associate the elements of physical geography with a particular geographic region when that region becomes the focus of a discussion, including but not limited to
á Major salt-water bodies
á North Sea
á Major fresh-water bodies
á Rivers
á Ganges
á Indus
á Thames
á Volga
á Major countries and major cities within those countries
á Africa
á
á
á
á
á Casablanca
á
á
á
á Asia
á
á
á
á
á
á
á
á People's
Republic of
á
á
á
á
á Sydney
á Central America
á
á
á
á Guantanamo Bay
á