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 9

1.      Review and extend prior learning

2.      Associate 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

3.      Associate 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         K han, Kublai

á         Taizong, Tang

á         Tsu, Lao

á         Explain the rise of ancient civilizations, the manner in which civilizations progressed, and the reasons they fell

á         Chinese dynasties

4.      Associate 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         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         Demonstrate an understanding of 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         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         Compare the spread of Christianity with the spread of Islam, and demonstrate an understanding of the conflict that exists between the two religious philosophies

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       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       Places

á         Bastille

á         Elba

á         Leipzig

á         St. Helena

á         Versailles

á         Waterloo

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

5.      Associate 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         Explorers

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         Other important people associated with Latin American history

á       Quetzacoatl

á         Identify the important things associated with the geographic area

á         Creoles

á         Mestizon

á         Missionaries

á         Mulaitos

         Describe the rise and fall of the following empires

á         Aztecs

á         Incas

á         Mayans

6.        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

7.        Identify ethnic and cultural perspectives missing from a historical account and describe these points of view

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 9

1.        Review and extend prior learning

2.        Define the themes of geography as they are discussed

á         Place

á         Identify collections of attributes that define places, as those places are discussed

á         Location

á         Interaction

á         Identify relationships that exist between humans and their environments, as those environments are discussed

á         Region

á         Identify formal and functional regions (e.g., continents, metropolitan areas)

á         Identify attributes of major cultural regions, including continents and sub-continents, as those regions are discussed

á         Movement

á         Identify concepts that define movement (e.g., ideas, people, goods)

3.      Identify areas of high and low population density

4.      Describe connections between religious and political theory

5.      Use the skills and tools of geography effectively

á         Map and globe symbols

á         Scales to measure distance and area

á         Coordinates of latitude and longitude to measure absolute location

á         Graphs and charts

á         A variety of maps

á         Topographical

á         Population

á         Commodities

á         Political

á         Globe

6.        Demonstrate an understanding of map projections and the purposes they serve

7.        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         Adriatic Sea

á         Bospherus Strait

á         Caspian Sea

á         Sea of Japan

á         Persian Gulf

á         Strait of Dardenelles

á         Strait of Gibraltar

á         Strait of Magellan

á         Major fresh-water bodies

á         Lakes

á       Baikal

á         Rivers

á       Congo

á       Danube

á       Rhine

á       Seine

á       Yangtze

á       Yellow

á         Major islands

á         Bahamas

á         Barbados

á         Bermuda

á         Borneo

á         Guam

á         Haiti

á         Madagascar

á         New Guinea

á         Philippines

á         Puerto Rico

á         Sri Lanka

á         Major mountains

á         Fugi

á         Kilamanjaro

á         Matterhorn

á         Major countries and major cities within those countries

á         Asia

á       China

á         Beijing

á         Canton

á         Hong Kong

á         Shanghai

á       India

á         Bombay

á         Calcutta

á         New Delhi

á       Japan

á         Hiroshima

á         Nagasaki

á         Osaka

á       Nepal

á       Vietnam

á         Hanoi

á         Ho Chi Minh City

á       Philippines

á         Manila

á       Singapore

á       South Korea

á         Seoul

á       Tibet

á         Australia

á       Canberra

á       Melbourne

á       Perth

á         Europe

á       Albania

á         Tirane

á       Armenia

á       Austria

á         Vienna

á       Azerbaijan

á       Belgium

á         Brussells

á       Bulgaria

á         Sofia

á       Belarus

á       Czech Republic

á         Prague

á       Denmark

á         Copenhagen

á       Estonia

á       Finland

á         Helsinki

á       France

á         Marseille

á         Versailles

á       Georgia

á       Germany

á         Berlin

á         Bonn

á         Hamburg

á         Munich

á       Hungary

á         Budapest

á       Ireland

á         Belfast

á         Dublin

á       Italy

á         Florence

á         Milan

á         Naples

á         Venice

á       Latvia

á       Lithuania

á       Netherlands

á         Amsterdam

á         Hague

á       Norway

á         Oslo

á       Poland

á         Warsaw

á       P ortugal

á         Lisbon

á       Romania

á         Bucharest

á       Russia

á         Baku

á         Kiev

á         Minsk

á         Murmansk

á         Odessa

á         Riga

á         Vladivostok

á         Yalta

á       Slovakia

á       Spain

á         Barcelona

á         Madrid

á       Sweden

á         Stockholm

á       Switzerland

á         Geneva

á       Yugoslavia (Bosnia, Croatia, Serbia, Slovenia)

á         Belgrade

á         Sarajevo

á         Zagreb

á         Climatic regions

á         Alpine

á         Continental desert

á         Continental steppe

á         Humid continental

á         Humid subtropical

á         Humid tropical

á         Maritime

á         Mediterranean

á         Polar

á         Subarctic

á         Tropical/subtropical desert

á         Wet/dry tropical/subtropical

8.        Demonstrate an understanding of the socio-economic significance of events in the history of Africa and/or the Middle East

á         Discuss reasons why all of the first civilizations began in river valleys

á         Indus

á         Nile

á         Tigris-Euphrates

á         Yellow

á         List the defining characteristics of civilization

á         Organized government

á         Life in cities

á         The arts

á         Religion

á         Farming

á         Technology

á         Writing system

á         Other specialized skills

á         Summarize the contributions of the

á         Assyrians

á         Egyptians

á         Hebrews

á         Hittites

á         Persians

á         Phoenicians

á         Recognize hieroglyphic and cuneiform writing

á         Identify the roles of various groups of people in ancient civilizations

á         Artisans

á         Merchants

á         Nobles

á         Leaders (e.g., pharaohs, kings)

á         Priests

á         Scribes

á         Slaves

      á   Identify the Seven Wonders of the ancient world

á         Egyptian Pyramids at Giza

á         Hanging Gardens of Babylon

á         Statue of Zeus at Olympia

á         Colossus of Rhodes

á         Temple of Artemis at Ephesus

á         Mausoleum at Halicarnassus

á         Lighthouse at Alexandria

á         Discuss the regional cultural differences of Africa

á         Central

á         Eastern

á         Saharan

á         South

á         South central

á         Sub-Saharan (Sahile)

á         Western

9.        Demonstrate an understanding of the socio-economic significance of events in the history of Asia

á         Explain the present position of the following religions in Asian society

á         Buddhism

á         Confucianism

á         Hinduism

á         Islam

á         Shintoism

á         Taoism

á         Zoroastri anism

10.    Demonstrate an understanding of the socio-economic significance of events in the history of Europe

á         Identify the characteristics of

á         Minoans

á         Mycenaeans

á         Hellenic civilizations

á         Hellenistic civilizations

á         Co mpare the lifestyles in ancient Athens and Sparta

á         Describe Roman society during the Pax Romana

á         Explain the Roman role in the origin and spread of Christianity

á         Describe how life in Europe changed after the fall of the Roman Empire

á         Explain the role of the Catholic Church during the Middle Ages

á         Describe the role that the following factors played in the decline of culture during the Middle Ages

á         Bubonic plague

á         Famine

á         Illiteracy

á         Malnutrition

á         Poor sanitation

á         Explain how the following factors led to the Protestant Reformation

á         Crusades

á         Development of the printing press

á         Excesses of the Catholic Church

á         Increased levels of learning

á         Loss of power by the Papacy

á         Split within the Catholic Church between Rome and Constantinople

á         Increased global contact

á         Discuss the relationships between rich trading families and the Renaissance and between the Catholic Church and the Renaissance

11.    Demonstrate an understanding of the socio-economic significance of events in the history of Latin America and/or South America

á         Describe the effects of European colonization on Latin America

á         Discuss the cultural achievements of the

á         Aztecs

á         Incas

á         Mayans

á         Describe the present lifestyle of the

á         Aztecs

á         Incas

á         Mayans 

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 9

1.        Review and extend prior learning

2.        Compare and contrast governments and discuss the strengths and weaknesses of each

á         Democracy