School Administrative District #4
Unity of purpose
CORE CURRICULUM: SCOPE AND SEQUENCE
Department: Social Studies
CONTENT STANDARD: HISTORY
The study of history acquaints students with human experience through time and helps them to recognize relationships between and among events and people and to identify patterns, themes, and turning points of change, using the chronology of history and major eras. In interpreting current and historical events, students evaluate the credibility and perspectives of information gathered from multiple sources. All students are expected to (1) use the chronology of history and major eras to demonstrate the relationships between and among events and people; (2) develop historical knowledge of major events, people, and enduring themes in Maine, in the United States, and throughout the world; and (3) evaluate source material such as documents, artifacts, maps, artworks, and literature; and to make judgments about the perspectives of the authors and their credibility when interpreting current historical events.
Performance Indicators: The learner will·
|
Kindergarten |
1. Review and extend prior learning
2. Place individual and family experiences in historical time and place
á Identify characteristics of families
á Compare different family groups
á Recognize that families and daily life have changed over time
3. Distinguish similarities and differences among historical events
á Develop an awareness that people around the world have their own customs and beliefs
4. Use artifacts and documents to gather information about the past
á Explain the significance of various personal artifacts and documents
5. Demonstrate an understanding that history relates to events and people of other times and places
á Identify examples of events and people from the past in fictional and non-fictional accounts read aloud (e.g., Johnny Appleseed, Booker T. Washington, Betsy Ross, Harriet Tubman, Davy Crockett)
á Recognize people and events honored in commemorative holidays (e.g., Columbus Day; Thanksgiving; Independence Day; Martin Luther King, Jr., Day)
|
Grade 1 |
1. Review and extend prior learning
2. Place individual and family experiences in historical time and place
á Illustrate the ways that families have changed over time by comparing a present-day family with a family from another time period
3. Distinguish similarities and differences among historical events
á Study the lives and events associated with major holidays (e.g., Thanksgiving, Flag Day, Veteran's Day, Memorial Day)
4. Use artifacts and documents to gather information about the past
á Explain the significance of various family artifacts and documents
5. Demonstrate an understanding (through fictional and non-fictional accounts) of the deeds for which leaders of the past are honored÷including a variety of political, scientific, social, and military leaders (e.g., George Washington, Thomas Jefferson, Abraham Lincoln, George Washington Carver, Harriet Tubman, Pocahontas)
|
Grade 2 |
1. Review and extend prior learning
2. Demonstrate an understanding of the term community
á Identify and compare characteristics of rural, urban, and suburban communities and explain how transportation and communication link those communities
á Describe the characteristics of his/her community
á Identify the characteristics of the commercial, recreational, and residential sections of his/her community
á Identify the workers of his/her community and the goods and services they produce
á Identify employers and job opportunities in his/her community and surrounding communities
á Identify the forms of transportation and communication available in his/her community
á Describe how his/her community is changing
á Indicate ways his/her community honors people and their skills through special events
3. Distinguish similarities and differences among historical events
á Identify the significance of nationally celebrated events (e.g., St. Patrick's Day, Black History Month, National Education Week, etc.)
4. Use artifacts and documents to gather information about the past
á Explain the significance of various school and community artifacts and documents
á Using artifacts or documents from his/her family history, draw conclusions about the past
5. Demonstrate an initial understanding of cause-and-effect relationships and the concept of chronology as they relate to history
á Record a simple family chronology (e.g., timeline, family tree)
6. Demonstrate an awareness of major events and people in history
á Identify
who lives in the
á Identify
the different kinds of communities and world religions represented in
the
|
Grade 3 |
1. Review and extend prior learning
2. Identify similarities and differences in the characteristics of individuals who have made significant contributions to society in different eras
á Provide examples of how events occurring in national and world communities impact or might impact his/her own life
3. Place in chronological order, significant events, groups, and individuals in history
á Record chronology showing major people and events from a selected country.
4. Distinguish similarities and differences among historical events
á Provide examples of different customs and beliefs from several different countries and relate those customs and beliefs to the history of those countries
5. Compare the present and past lives of Native Americans
á Identify the cultural characteristics of Native Americans
á Compare
and contrast Native Americans from various territories of the
6. Demonstrate
an initial understanding of how life in Europe stimulated exploration and
how that exploration led to the colonization of
|
Grade 4 |
1. Review and extend prior learning
2. Identify similarities and differences in the characteristics of individuals who have made significant contributions to society in different eras
á Explain how individuals in his/her local and state communities have impacted his/her own life
3. Place in chronological order, significant events, groups, and individuals in history
á Create a record of Maine history, including immigrants, other significant people, and major events; and explain how these people and events are related
4. Demonstrate an awareness of major events and people in history
á Identify who lives in Maine and how they came to live there
á Identify the different kinds of communities and world religions represented in Maine
á Discuss aspects of early American history that impacted Maine statehood
5. Identify changes currently occurring in his/her daily life and compare these to changes in daily life during a specific historical period
á Create a record representative of the past and of his/her own life in Maine (e.g., time capsule, diary)
á Compare the life of a fourth grader from another period of time to his/her own life (e.g., write a journal that a child might have written during the American Revolution)
á Compare rural, urban, and suburban communities in Maine and describe how the local community has changed physically and demographically over time
6. Compare the present and past lives of Native Americans
á Identify the cultural characteristics of Native Americans from Maine
7. Describe the effects of historical changes on daily life
á Describe some specific methods used in everyday life (e.g., cooking, clothing production, etc.) from the viewpoint of early Americans
|
Grade 5 |
1. Review and extend prior learning
2. Describe ways people investigate the past
3. Describe
how people of various races arrived in
4. Compare
lifestyles in the Southern, Mid-Atlantic, and New
5. Describe
events leading to the American Revolution and
6. Identify
the political effects of the American Revolution upon people living in the
7. Demonstrate
an understanding of the growth and change in
á Identifying reasons why people migrated westward and the ways by which settlers acquired land
á Identifying key events associated with exploration, expansion, and settlement (e.g., the Louisiana Purchase; the Lewis and Clark expedition; the acquisition of Florida, Texas, Oregon, California)
á Describing how pioneers used their resourcefulness to adapt to the environment
á Analyzing the relationship between the Westward Movement and improvements in transportation
á Describing how the frontier experience created a need for interdependence
á Describing
the principal relationships between the
á Discuss connections among the Westward Movement, industrialization, and the Civil War
8. Demonstrate
an initial understanding of the causes and effects of major events in
|
Grade 6 |
1. Review and extend prior learning
2. Explain
the term civilization and describe the ancient civilizations of
á Agriculture
á Architecture
á Art
á Education
á Geographic features
á Government and economy
á Music
á Religion
á Roles of men, women, and children
á Sports
á Technology
3. Identify
the sequence of major events and people in the history of
á Trace the development of an ancient civilization÷including economic policy, governmental structure, and expansion÷from its beginning to its decline
á Trace
the major chronological events in the development of
4. Trace simultaneous events in various parts of the world during a specific era
á Compare and contrast the development of cities in two ancient civilizations and explain the reasons for differences between them
5. Identify characteristics of ancient civilizations that are reflected in western civilizations
6. Demonstrate
an understanding of selected themes in Canadian,
á Trace the impact of the development of a technology upon an ancient civilization
á Trace the impact of the development of a technology upon Canadian civilization
7. Demonstrate an understanding of selected turning points in ancient and medieval world history and the continuing influence of major civilizations of the past
á Compare and contrast the time prior to and after a specific ancient historical event to assess its impact
8. Judge the accuracy of historical fiction by comparing the characters and events described with descriptions in multiple primary sources
á Compare a historical fictional account of an event from ancient history and/or Canadian history with primary sources of the same event (e.g., Longfellow's EVANGELINE)
9. Use information from a variety of primary and secondary sources to identify and support a personal point of view on a controversial historical topic related to
á Ancient history
á Canadian history
|
Grade 7 |
1. Review and extend prior learning
2. Use information from a variety of primary and secondary sources to identify and support a personal point of view on a controversial historical topic related to
á World history
|
Grade 8 |
1. Review and extend prior learning
2. Describe the effects of historical changes on daily life
á Read
personal accounts of people who lived throughout
á Explain the Industrial Revolution and evaluate the pros and cons of goods and services resulting from it (e.g., transportation, household appliances)
3. Identify
the sequence of major events and people in the history of Maine, the
á Identify the chronology of a list of major events and people associated with United States history
4. Trace simultaneous events in various parts of the world during a specific era
á Identify a historical or social event that occurred simultaneously in Europe, the United States, and Maine during a given period of time, e.g., the Depression
5. Demonstrate an initial understanding of the causes and effects of major events in United States history and the connections to Maine history with an emphasis on events after 1877, including but not limited to industrialization, the Progressive Era, the Roaring Twenties, etc.
6. Demonstrate an understanding of selected themes in Maine, United States, and world history (e.g., revolution, technological innovation, migration)
á Identify and differentiate political and economic issues leading to the emergence of the United States as a world power
á Demonstrate an understanding of selected twentieth-century issues and events in Maine and United States history, including "modern" Maine history (1945 to the present)
7. Judge the accuracy of historical fiction and or documents by comparing the characters and events described with descriptions in multiple primary sources
á Judge the accuracy of accounts relating a specific twentieth-century event form U.S. history, e.g., Hay Market Square Riot
8. Use information from a variety of primary and secondary sources to identify and support a personal point of view on a controversial historical topic related to
á United States history
9. Demonstrate an initial understanding of why historical accounts of the same event sometimes differ and relate this explanation to the evidence presented by the author or the point of view of the author
10. Demonstrate an initial understanding of ethnic and cultural perspectives missing from a historical account and describe these points of view
11. Formulate historical questions based on examination of primary and secondary sources÷including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts
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Grade 9 |
1. Review and extend prior learning
2. Demonstrate an understanding of Neolithic and Paleolithic Eras
á Explain the importance of hunter-gatherer society
á Explain the importance of new agricultural techniques in Neolithic society
á Explain the importance of domestication in Neolithic society
á Explain the importance of the rise of towns and villages
3. Demonstrate an understanding major people and events with the history of Africa and/or the Middle East
á Identify the important people associated with the geographic area, including but not limited to
á Abraham
á Amon Re
á Jesus Christ
á Cleopatra
á David (King)
á Hammurabi
á Isaac
á Ishmael
á Mohammed
á Moses
á Nebuchadnezzar
á Ramses II
á Saladin
á Solomon
á Explain the rise of ancient civilizations, the manner in which civilizations progressed, and the reasons they fell
á Tribal Africa
á Egypt
á Mesopotamia
á Explain how European imperialists divided Africa
á Belgians
á Dutch
á English
á French
á Germans
á Italians
á Explain the historical significance of Persia's place in the ancient world
á Trace the steps that lead to Persian supremacy throughout the Middle-East
á Explain the importance of interactions between Persia and other Ancient civilizations (i.e., Greece, Egypt)
á Explain the historical significance of Egypt's place in the ancient world
á Trace the steps that lead to Egyptian supremacy in along the Nile River and Northern Africa
á Explaing the importance of pharaohs, pyramids and trade in the Old Kingdom
á Identify the factors that lead to the shift from the Old Kingdom to the New Kingdom
á Explain how Egyptian technology impacted world societies
4. Demonstrate an understanding of major people and events with the history of Asia
á Identify the important people associated with the geographic area, including but not limited to
á Confucius
á Guatama, Siddartha
á Khan, Genghis
á Khan, Kublai
á Taizong, Tang
á Tsu, Lao
á Explain the historical significance of India's place in the ancient world
á Identify the factors that lead to the rise and fall of India's first Empire
á Explain the importance of India's how to major world religions
á Explain the importance of India's caste system
á Explain the historical significance of China's place in the ancient world
á Explain the importance of China as a home to major world religion and philosophies
á Explain the role of various dynasties in Chinese history
á Explain how Chinese technology impacted world societies
á Explain the rise of ancient civilizations, the manner in which civilizations progressed, and the reasons they fell
á Chinese dynasties
5. Demonstrate an understanding of major people and events with the history of Europe
á Identify the important people associated with the geographic area, including but not limited to
á People
á Antoinette, Marie
á Guillotine, Joseph
á Jacobins
á Louis XIV
á Louis XVI
á Marat, Jean-Paul
á Napoleon
á Richelieu (Cardinal)
á Robespierre
á Alexander the Great
á Aquinas, Thomas
á Aristotle
á Attila the Hun
á Bonneparte, Napoleon
á Caesar, Augustus
á Caesar, Julius
á Calvin, John
á Charlemagne
á Clovis
á Constantine
á Da Vinci, Leonardo
á Diocletian
á Gracchus, Gaius
á Hannibal
á Henry VIII
á Luther, Martin
á Michelangelo
á Nero (Emperor)
á Pericles
á Plato
á Socrates
á Spartacus
á Tiberius (Emperor)
á William the Conqueror
á Compare and contrast the empires of
á Alexander the Great
á Cyrus
á Darius
á Nebuchadnezzar
á Pericles
á Philip of Macedonia
á Xerxes
á Explain the historical significance of Rome's place in the ancient world
á Trace the steps that led to Roman supremacy in the Mediterranean world
á Identify the factors that brought about the decline of the Roman republic
á Explain the positive and negative roles of the Roman legion
á Explain the importance of Pax Romana
á Explain the general course of the Punic Wars
á Explain the role of various peoples in Rome's decline
á Demonstrate an understanding of the period and modern implications of dividing the Roman Empire
á Explain the historical significance of Greece's place in the ancient world
á Trace the steps that lead to Greek supremacy in the Mediterranean World
á Identify the factors that lead to Greek's Golden Age
á Identify the factors that lead to the end of the Golden Age and rise of Hellenistic Era
á Explain the historical significance of the Middle Ages
á Compare and contrast the development of the English and French governments
á Identify the causes and results of the Crusades
á Explain the role of the Roman Catholic Church in the government of the Middle Ages
á Explain the effect of the One Hundred Years War on Europe
á Demonstrate an understanding of the historical significance of the French Revolution
á Discuss the causes, course, and effects of the French Revolution
á Identify people, places, and things associated with the French Revolution
á Things
á Bourgeoisie
á Committee of Public Safety
á Directory
á Estates General
á First Republic
á Marseillaise
á National Assembly
á Reign of Terror
á Explain how the French nobility and clergy set in motion the events that led to their own demise
á Explain how the French lost control of the French Revolution
á Describe the Reign of Terror
á Discuss the rise and fall of Napoleon Bonneparte and his empire
á Compare and contrast the reigns of
á Ivan IV
á Peter I
á Catherine the Great
á Nicholas II
6. Demonstrate an understanding of major people and events with the history of Latin America and/or South America
á Identify the important people associated with the geographic area, including but not limited to
á People
á Atahualpa
á Balboa
á Cabral
á Columbus
á Coronodo
á Cortez
á De Leon
á De Soto
á Magellan
á Montezuma
á Pizzaro
á Sierra (Father)
á Vespucci
á Quetzacoatl
á Identify the important things associated with the geographic area
á Creoles
á Mestizon
á Missionaries
á Mulaitos
á Describe the rise and fall of the following empires
á Aztecs
á Incas
á Mayans
7. Explain why historical accounts of the same event sometimes differ and relate this explanation to the evidence presented by the author or the point of view of the author
8. Identify ethnic and cultural perspectives missing from a historical account and describe these points of view
|
Grade 10 |
1. Review and extend prior learning
2. Identify the major people and events associated with gaining American independence and with establishing a new government for 1750-1800
á Identify important people associated with the time period, including but not limited to
á Presidents
á Adams, Samuel
á Allen, Ethan
á Arnold, Benedict
á Burr, Aaron
á Clark, George Rogers
á Cornwallis (Lord)
á Franklin, Benjamin
á Gage (General)
á George III (King)
á Hamilton, Alexander
á Hancock, John
á Henry, Patrick
á Jay, John
á Jones, John Paul
á Lafayette, Marquis de
á Lewis, Merriwether
á Paine, Thomas
á Pitt, William
á Revere, Paul
á List the advantages of the British and the French in the struggle for North America
á Describe the course of the French and Indian War
á Explain how Britain's attempts to strengthen its colonial policy angered the colonists
á Explain the colonists opposition to "taxation without representation"
á Explain how restrictions on trade led to the Boston Tea Party
á Discuss the common features of the state constitutions adopted after the Declaration of Independence
á Explain how the Constitutional Convention came to be held
á Describe the actions taken by the Second Continental Congress
á Explain the effects of the writings of Thomas Paine on American public opinion
á Explain how the Declaration of Independence came to be written, and list its main points
á Identify the advantages and disadvantages of the British and Patriot armies in the Revolutionary War
á Discuss the Patriot's efforts to gain foreign support
á Discuss the roles played by the American navy and the privateers in the Revolutionary War
á List the terms of the Treaty of Paris
á List the provisions of Jay's Treaty and Pinckney's Treaty, and describe reactions to them
á Explain the XYZ Affair and its effects on American relations with France
3. Identify the major people and events associated with an emerging nation from 1801-1820
á Identify important people associated with the time period, including but not limited to
á Presidents
á Key, Francis Scott
á Marshall, John
á Perry, Oliver Hazard
á Tecumseh
á Discuss Jefferson's presidency and his policies toward the Federalists, the national debt, and western expansion
á Describe the activities of the Barbary states and the actions taken by Jefferson to stop them
á Explain the significance of the Louisiana Purchase
á Describe the events that led to the War of 1812
á Discuss the attitudes toward the War of 1812 in different sections of the country
á Explain the provisions of the Treaty of Ghent
á Define nationalism and trace the development of nationalist trends in the early 1800's
á List the terms of the Adams-Onis Treaty
á Discuss the importance of the Monroe Doctrine as an expression of American foreign policy
á Explain sectional attitudes toward internal improvements, the Second Bank of the U.S., and the protective tariffs
4. Identify the major people and events associated with the Civil War Period for 1821-1865
á Identify important people associated with the time period, including but not limited to
á Presidents
á Anna, Santa
á Austin, Stephen
á Barton, Clara
á Booth, John Wilkes
á Brady, Matthew
á Brown, John
á Calhoun, John
á Chamberlain, Joshua
á Clay, Henry
á Clinton, Dewitt
á Crockett, Davy
á Davis, Jefferson
á Dix, Dorothea
á Douglas, Stephen
á Farragut, David
á Garrison, William Lloyd
á Hamlin, Hannibal
á Houston, Sam
á Howard, Oliver Otis
á Jackson, Stonewall
á Lee, Robert E.
á Lowell, Francis Cabot
á Mann, Horace
á McClellan, George
á Meade, George