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 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
á Pickett, George
á Scott, Dred
á Scott, Winfield
á Serra (Father)
á Sherman, William T.
á Slater, Samuel
á Stanton, Edwin
á Stanton, Elizabeth Cady
á Stowe, Harriet Beecher
á Sumner, Charles
á Thoreau, Henry D.
á Tubman, Harriet
á Turner, Nat
á Webster, Daniel
á Whitney, Eli
á Young, Brigham
á Explain Henry Clay's American System
á Explain Jacksonian democracy
á Describe the early efforts by Americans to explore and settle the Pacific Northwest
á Discuss the Mormon's move west and their settlement of the Great Basin
á Explain what first attracted Americans to California and the Southwest
á Describe the establishment of the Republic of Texas
á List the reasons for and against annexation of Texas
á Explain what role Texas played in the election of 1844
á Explain how Polk achieved a settlement with Great Britain over Oregon
á Identify the causes of the war with Mexico
á List the terms of the Treaty of Guadalupe Hidalgo
á Explain the impact of the Wilmot Proviso
á Describe the political parties' approach to the slavery issue in the 1848 election
á Explain the controversy over California's request for statehood and Zachary Taylor's proposed solution
á List the main elements of Clay's Compromise of 1850 and the reactions of Calhoun, Webster, and Seward
á Explain the implications of the Kansas-Nebraska Act and the reasons the North opposed it
á Explain how Kansas became a battleground between free settlers and slaveholders
á Describe the goals of the new political parties formed in the 1850's
á Explain how the outcome of the presidential election of 1856 revealed sectional divisions
á Explain the purpose of John Brown's raid on Harper's Ferry
á Discuss the election of 1860 and the historical significance of Lincoln's victory
á Describe the last-minute efforts to reach a compromise in the secession crisis
á List the major advantages of the North and the South at the beginning of the Civil War
á Discuss the early military strategies of the North and the South
á Explain the importance of the Emancipation Proclamation and its effect on Europe
á Explain the role played by Black Americans in the Civil War
á List legislation passed by the Republican-dominated Congress of the early 1860's
á Recognize the major battles and/or turning points of the Civil War
5. Identify the major people and events associated with Reconstruction and the establishment of America as a dominant world power from 1866-1919
á Identify important people associated with the time period, including but not limited to
á Cody, William F.
á Custer, George
á Geronimo
á Remington, Frederick
á List the effects of the Civil War on the North and on the South
á Describe the Freedmen's Bureau and its activities
á Describe the major scandals of Grant's administration
á Explain the reasons for the Reconstruction coming to an end after 1872
á Discuss the causes and effects of the Indian wars
á Explain the circumstances and repercussions of the Battle of the Little Bighorn
á Describe how the discovery of gold, silver, and other ores led to the settlement of Colorado, Nevada, and Montana
á List the hardships faced by the pioneer farmers who settled the Great Plains
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 10 |
1. Review and extend prior learning
2. Understand the socio-economic and cultural significance of events associated with gaining American independence and with establishing a new government from 1750-1800
á Explain why some Americans remained loyal to George III during the Revolutionary War
á Describe the socio-economic effects of women and blacks working in the war effort
á Explain the reaction in America to the French Revolution
3. Understand the socio-economic and cultural significance of events associated with an emerging nation from 1801-1820
á Describe how the Alien Acts reflected changes in attitude of new immigrants over former immigrants and natural Americans
á Describe how the attitudes of Westerners differed from those of people from more established areas of the country
4. Understand the socio-economic and cultural significance of events associated with the Civil War Period from 1821-1865
á Discuss the effects of Jackson's and Van Buren's Indian policies on Native Americans
á Discuss the political and cultural effects of the Webster-Ashburton Treaty on Maine and the nation
á Identify the goals of the Women's Rights Movement
á Discuss the early efforts of abolitionists and the various plans to achieve freedom for slaves
á Describe the socio-economic impact of immigration on the U.S. in the mid-nineteenth century
á Describe the achievements of the reform movements of the mid-nineteenth century
á Explain how the factory system changed the way people lived and worked
á List the problems that caused workers to attempt to form labor unions
á List the restrictions faced by free blacks in the South after 1830
á Describe the life of a plantation slave and discuss the ways in which slaves protested and attempted to revolt
á Discuss Southern arguments in defense of slavery and the arguments used by those who were opposed to slavery
á Explain why social reforms lagged in the South
á Discuss the racial impact of UNCLE TOM'S CABIN
5. Understand the socio-economic and cultural significance of events associated with Reconstruction
á List and explain the socio-economic and political effects of the black codes
á Explain the purpose of the Fifteenth Amendment
á Explain the reasons for the near-total destruction of the buffalo and the effect of this destruction on the Plains Indians
á Describe how Indians were settled on reservations and explain how they resisted this government action
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·
|
Grade 10 |
1. Review and extend prior learning
2. Demonstrate an understanding of the political and legal significance of events associated with gaining American independence and with establishing a new government from 1750-1800
á Discuss the strengths and weaknesses of the federal government under the Articles of Confederation
á List the key features of the Virginia Plan, the New Jersey Plan, and the Great Compromise
á Evaluate the Federalist and anti-Federalist positions on the ratification of the Constitution
á Explain the origins and meaning of federalism as a dual system of government
á Explain the division of powers in the American federal system, the delegated powers of the national government, and the reserved powers of the states
á Explain the basic concepts of American democracy as outlined by the United States Constitution
á Explain the process of constitutional change and development by formal amendment
á Discuss the fundamental importance of the many constitutional guarantees of civil rights and their relationship to the concept of limited government
á Discuss the right to freedom of expression as the basis of a free society
á Explain the constitutional obligations placed on the national government for the benefit of the states
á Discuss interstate relations
á Explain the process by which new states were added to the Union
á Describe the court system set up by the Judiciary Act of 1789
á Compare the views of Hamilton and Jefferson on the role and purpose of government
á Describe Hamilton's plan for the Bank of the United States and the settlement of the national debt
á List the terms of the Naturalization, Alien, and Sedition Acts
á Discuss the federal government's handling of the Whiskey Rebellion
á Discuss the candidates, issues, and outcomes of presidential elections from 1789-1800
3. Demonstrate an understanding of the political and legal significance of events associated with an emerging nation from 1801-1820
á Explain the power of judicial review and its origins in the case of Marbury vs. Madison
á Discuss the significance of Supreme Court decisions made under John Marshall
á Explain the Supremacy Clause
á Explain the Monroe Doctrine and its impact on foreign policy
á Discuss the candidates, issues, and outcomes of presidential elections from 1801-1820
4. Demonstrate an understanding of the political and legal significance of events associated with the Civil War Period from 1821-1865
á List the restrictions embodied in the slave codes
á Discuss the main points of the Dred Scott decision
á Discuss the dispute over the admission of Missouri as a state and the terms of the Missouri Compromise
á Discuss the main points of the Compromise of 1850
á Discuss candidates, issues, and outcomes of presidential elections from 1821-1865
5. Demonstrate an understanding of the political and legal significance of events associated with Reconstruction from 1866-1919
á List the provisions of the Thirteenth and Fourteenth Amendments
á Describe the terms of the Reconstruction Act of 1867
á Discuss the reasons for the conflict between Congress and President A. Johnson and the outcome of the impeachment trial
á Explain the role of the federal government in encouraging the construction of the transcontinental railroad
á Identify concepts associated with political corruption
á Lobbyist
á Pork-barreling
á Spoils system
á Explain how the Pendleton Act established the civil service
á Discuss the origin and platform of the Populist Party
á Discuss the candidates, issues, and outcomes of presidential elections from 1866-1919
á Identify the principles on which presidential administrations from 1866-1919 based foreign policy and discuss the foreign-policy achievements of each administration
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·
|
Grade 10 |
1. Review and extend prior learning
2. Understand the economic significance of events associated with gaining American independence and with establishing a new government from 1750-1800
á List the financial problems that faced the states after independence was won and describe efforts to solve those problems
3. Understand the economic significance of events associated with an emerging nation from 1801-1820
á List and explain tariffs and their effect on the American economy
á Compare Hamilton's and Jefferson's views regarding the direction the U.S. should move economically
4. Understand the economic significance of events associated with the Civil War Period from 1821-1865
á Discuss the causes and effects of the Panic of 1837
á List the new means of transportation that brought about the growth of cities, industry, and trade
á Discuss the effects of interchangeable parts, the conveyer system, and other technological innovations on manufacturing in the early 1800's
á Explain why New England was the first section of the U.S. to feel the impact of the Industrial Revolution
á Explain how the cotton gin helped the expansion of cotton cultivation
á Describe the economic growth of river towns and ports in the South
á Compare the development of railroads, industry, and commerce in the North and in the South
á Explain how gold drew people to California in 1849
á Explain why industry, transportation, and banking in the North made the Union better able than the South to proceed with the Civil War
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07/30/98 |
curr-social studies-scope-10.doc |