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·

Grade 5

1.        Review and extend prior learning

2.        Describe ways people investigate the past

3.        Describe how people of various races arrived in America and how their arrival impacted American history (e.g., indentured servants, slaves, etc.)

4.        Compare lifestyles in the Southern, Mid-Atlantic, and New England colonies from multiple perspectives (e.g., the perspective of a large landowner, a farmer, an artisan, a woman, a slave)

5.        Describe events leading to the American Revolution and America's indepen-dence from the English government

6.        Identify the political effects of the American Revolution upon people living in the United States

7.        Demonstrate an understanding of the growth and change in America in the 19th century by

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 United States and its neighbors (Mexico and Canada) and European powers (including the Monroe Doctrine) and how those relationships influenced westward expansion

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 United States history and the connections to Maine history with an emphasis on events up to 1877, including but not limited to the Declaration of Indepen-dence, the Constitution, westward expansion, and the Civil War

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·

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         Australia

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       United States

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       United States (non-capital cities of significance)

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 United States theme maps (e.g., climate, population, natural resources, etc.)

8.        Demonstrate an understanding of United States social, political, and economic divisions and the more significant social and political divisions in world geography

á         Identify the geographic regions of the United States and be generally familiar with states that comprise those regions

á         Identify and describe two different criteria used to define regions within the United States (e.g., construct a physical regions map and an economic regions map of the United States)

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 United States

10.    Explain patterns of migration throughout the world

á         Describe how major events in United States history have affected patterns of migration (e.g., California gold rush, Texas oil boom)

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

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 5

1.        Review and extend prior learning

2.        Identify some of the basic individual rights protected by the Constitution of the United States (e.g., freedom of religion, speech, ownership of property)

3.        Demonstrate an initial understanding of the place, role, and structure of Congress today

á         Explain the structure of the House of Representatives: its size and composition; and the election, terms, and qualifications of its members

á         Explain the structure of the Senate: its size and composition; and the election, terms, and qualifications of its members

4.        Demonstrate an understanding of elected government officials

á         Identify the President of the United States and explain his executive responsibilities

á         Identify selected United States Senators and Representatives and explain their legislative responsibilities

5.        Demonstrate an understanding of appointed government officials

á         Identify selected members of the Supreme Court and explain their judicial responsibilities

á        Identify selected members of the President's Cabinet and explain their responsibilities

6.        Describe the challenges faced by the United States government in its attempt to write and ratify the Constitution and the Bill of Rights

7.        Demonstrate an initial understanding of the United States Constitution and the Bill of Rights in terms of

á         British and American heritage, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Articles of Confederation

á         Philosophy of government expressed in the Declaration of Independence

á         Powers granted to the Congress, the President, the Supreme Court, and the States

8.        Provide examples of specific individual rights and Supreme Court decisions that protect those rights

9.        Develop an initial understanding of patriotic slogans and excerpts from notable speeches and documents in United States history (e.g., "Give me liberty or give me death"; "E Pluribus Unum"; "Remember the Alamo"; the preamble to the Constitution; the Declaration of Independence; the Gettysburg Address; "Ask not what your country can do for you·"; "·December 7, 1941, a date which will live in infamy"; "I have a dream"; "Mr. Gorbachev, tear down that wall!")

10.    Demonstrate an initial understanding of how to develop and defend a position on a public-policy issue

 

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 5

1.        Review and extend prior learning

2.        Analyze how scarcity affects an individual's decisions about production and consumption of goods and services

á         Explain how a specific population (e.g., Native Americans, citizens of the colonial era) survived using the materials and resources available to them

3.        Demonstrate an initial understanding of the economic concepts of supply, demand, price, the role of money, and profit and loss

á         Describe how the boycotting of goods brings about governmental policy changes

á         Describe the reasons for and the effects of a profitable business, using economic terms

4 .        Identify how the fundamental characteristics of the United States economic system (e.g., private property, profits, competition, and price system) influence economic decision making

á         Select small businesses that might have started in colonial times and assess the potential growth or decline of each business

5.        Describe the characteristics of traditional, command, market, and mixed economic systems

á         Select a small business that might have started in pre-Civil War times and describe how that business would operate, using the terms goods, service, supply, demand, profit, and loss

6.        Demonstrate an initial understanding of how changes in transportation and communication technologies have affected trade over time

á         Describe the effects the design of faster sailing vessels had on world explorations by sea

á         Describe how the building of roads and railroads affected the settlement of the United States

7.        Demonstrate an initial understanding of how world-trade issues can affect a nation's economy and how trade can influence and transform societies

á         Describe the relationship of trade between Britain and the thirteen colonies during pre-Revolutionary War times and explain how this relationship led to the establishment of independence from Britain

07/30/98

curr-social studies-scope-5.doc