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 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
8. 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 United States
9. Demonstrate an understanding of how life in Europe stimulated exploration and how that exploration led to the colonization of America by
á Tracing the routes, motivations, obstacles, and accomplishments of early explorers from Spain, France, Portugal, and England
á Describing the political, economic, and social impact of colonization on Native Americans
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 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 United States, and regions of the world to interpret geographical features and draw conclusions about physical patterns (e.g., climate, culture, population density, occupations, etc.)
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 United States
á Maine
á Augusta
á Bangor
á Portland
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 countries and major cities within those countries
á Africa
á Kenya
á Asia
á Japan
á Tokyo
á Central America
á Mexico
á Mexico City
á Europe
á United Kingdom (England, Scotland, Wales)
á London
6. Use maps to compare the geography of his/her local community with that of other communities in Maine, the United States, and the world
7. 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.)
8. 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
9. 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
10. 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
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 4 |
1. Review and extend prior learning
2. Identify and demonstrate an understanding of the levels and functions of government
á School
á Local
á State
á National
á International
3. Demonstrate an initial understanding of how to compare and contrast levels of government
á School and local
á Local and state
á State and national
á National and international
4. Demonstrate an initial understanding of the differences among making laws, carrying out laws, and determining if the laws have been violated and an initial understanding that government bodies perform these functions at the local, state, and national levels
5. Demonstrate an understanding of the development of Maine state government, including the adoption of the Constitution of Maine
á Demonstrate an initial understanding of the Missouri Compromise as it pertains to Maine statehood
6. Demonstrate an understanding of elected government officials
á Identify the governor of Maine and explain his executive responsibilities
á Identify selected Maine senators and representatives and explain their legislative responsibilities
7. Demonstrate an initial understanding of appointed government officials by
á Explaining, in a general sense, the purpose of the Supreme Court at the state and national levels
á Explaining, in a general sense, the purpose of the President's cabinet
8. Demonstrate an understanding of how state and local governments finance themselves
á Explore the components of a town report
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 4 |
1. Review and extend prior learning
2. Describe barter and money and how each is used in the exchange of resources, goods, and services
á Describe how bartering was used in colonial Maine
á Describe how resources and goods are exchanged in Maine today
3. Recognize how satisfaction can be derived from a product one makes or a service one provides by
á Discussing the value of goods and services produced in Maine
4. Explain how the economy of Maine affects families and communities
5. Describe the economic specialization and interdependence involved in the production of goods and services in Maine communities
6. Indicate economic changes in Maine from 1850 to the present
7. Demonstrate an initial understanding of how different economies meet basic wants and needs over time
á Describe how the following people met their basic needs and wants: a Native American, an American colonist, an American citizen after the Revolutionary War
8. Explain the impact that events and technological advancements have had on the economy and predict future economic trends and career opportunities
á Identify Maine's role in supplying goods and services for a specific historical period (e.g., masts for England's navy during pre-Revolutionary times)
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07/30/98 |
curr-social studies-scope-4.doc |