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·
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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)
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·
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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 United States
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
CONTENT STANDARD: CIVICS AND GOVERNMENT
The study of civics and government provides students the opportunity to learn about the constitutional principles and the democratic foundations of local, state, and national systems and institutions, as well as the opportunity to learn how to exercise the rights and responsibilities of participation in civic life and how to analyze and evaluate public policies. Political relationships among the United States and other nations are included in this content area. All students are expected to understand (1) the rights and responsibilities of civic life and employ the skills of effective civic participation; (2) the types and purposes of governments, their evolution, and their relationships with the governed; (3) the constitutional principles and the democratic foundations of the political institutions of the United States; and (4) the political relationships among the United States and other nations.
Performance Indicators: The learner will·
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Grade 1 |
1. Review and extend prior learning
2. Describe the making of class rules by
á Direct democracy (the entire class votes on the rules)
3. Identify the Constitution of the United States by sight and demonstrate an initial understanding of the rights and freedoms that such a document protects
á Explain the relationship between a classroom constitution and the United States Constitution
4. Demonstrate an understanding that individuals have rights and responsibilities
5. Demonstrate an understanding that members of a group have rights and responsibilities
á Identify and practice rights and responsibilities associated with appropriate classroom behavior
á Identify and practice rights and responsibilities associated with working effectively in cooperative-learning groups
6. Demonstrate an initial understanding of patriotism by
á Identifying traditionally patriotic symbols associated with
á The United States (e.g., the flag, the bald eagle, various monuments, various holidays)
7. Demonstrate an initial understanding of the need for government
8. Demonstrate an initial understanding of different levels and functions of government
á School
9. Demonstrate an understanding that school officials have the responsibility to develop and to oversee rules and procedures that protect individual and group rights
CONTENT STANDARD: ECONOMICS
The study of economics includes understanding concepts of production, distribution, and consumption needed to make decisions as effective participants in an international economy. Students come to understand the development, principles, institutions, relationships to culture, and change over time of economic systems in the United States and elsewhere. Students also come to understand how these concepts apply to individuals, households, businesses, governments, and societies that make decisions based on the availability of resources, as well as on costs and benefits of choices. These concepts help to explain the patterns and results of trade, interdependence, and distribution of wealth in local, regional, national, and world economics. All students are expected to (1) understand that economic decisions are based on the availability of resources and the costs and benefits of choices; (2) understand the economic system of the United States, including principles, development, and institutions; (3) analyze how different economic systems function and change over time; and (4) understand the patterns and results of international trade.
Performance Indicators: The learner will·
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Grade 1 |
1. Review and extend prior learning
2. Identify goods and services, giving examples
á List a variety of goods and services used by him/her and his/her family
3. Explain the relationship between needs and wants in three basic areas of living (food, clothing, shelter) and the provision of goods and services related to those needs
á Explain why people need food, clothing, and shelter
á Describe how food, clothing, and shelter are produced
á Identify how people obtain the food, clothing, and shelter they need
á Identify factors that affect food, clothing, and shelter selection
4. Identify ways in which members of families satisfy their needs and wants
5. Simulate the exchange of money for goods and services
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07/30/98 |
curr-social studies-scope-1.doc |