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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Kindergarten |
1. Review and extend prior learning
2. Place individual and family experiences in historical time and place
á Identify characteristics of families
á Compare different family groups
á Recognize that families and daily life have changed over time
3. Distinguish similarities and differences among historical events
á Develop an awareness that people around the world have their own customs and beliefs
4. Use artifacts and documents to gather information about the past
á Explain the significance of various personal artifacts and documents
5. Demonstrate an understanding that history relates to events and people of other times and places
á Identify examples of events and people from the past in fictional and non-fictional accounts read aloud (e.g., Johnny Appleseed, Booker T. Washington, Betsy Ross, Harriet Tubman, Davy Crockett)
á Recognize people and events honored in commemorative holidays (e.g., Columbus Day; Thanksgiving; Independence Day; Martin Luther King, Jr., Day)
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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Kindergarten |
1. Review and extend prior learning
2. Compare and contrast the relative location of people, places, and things by
á Placing objects, using the terms near/far, up/down, left/right, behind/in front
á Locating land and water on a map
á Using north, east, south, and west to locate objects in the classroom
3. Demonstrate an initial understanding that a map is the representation of actual places
4. Demonstrate an initial understanding of symbols
á Community symbols (e.g., traffic signs, traffic lights)
á Map symbols (e.g., legend references to land, water)
5. Describe the human and physical characteristics of the immediate environment
á Describe what makes people alike and what makes them different
á Describe what makes one family different from another
6. Identify the town and state in 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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Kindergarten |
1. Review and extend prior learning
2. Articulate the need for authority figures in the home and at school
3. Describe the different jobs essential to school operation
4. Demonstrate an initial understanding of a constitution
á Develop a set of classroom rules and label it Class Constitution
5. Demonstrate an understanding that being a good citizen involves
á Taking turns and sharing
á Maintaining a healthful and safe school environment
á Taking responsibility for certain classroom chores
á Taking care of his/her own things
á Identifying examples of admirable traits seen in American citizens (e.g., honesty, courage, patriotism)
á Identifying examples of rules and consequences of breaking them
á Conducting himself/herself properly
6. Demonstrate an initial understanding that individuals have rights and responsibilities (e.g., the right to feel safe and the responsibility for helping others feel safe, the right to feel valued and the responsibility for valuing others, etc.)
7. Demonstrate an initial understanding that members of a group have rights and responsibilities
á Begin to identify and practice rights and responsibilities associated with appropriate classroom behavior
á Begin to identify and practice rights and responsibilities associated with effectively working in cooperative-learning groups
8. Demonstrate an understanding of loyalty to the home and to the school
9. Demonstrate an initial understanding of patriotism by
á Engaging in traditionally patriotic activities (e.g., reciting the Pledge of Allegiance, singing "The Star Spangled Banner")
10. Demonstrate an understanding that different families and schools have different traditions and practices (e.g., different ways of celebrating the Fourth of July)
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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Kindergarten |
1. Review and extend prior learning
2. Match descriptions of work that people do and the names of those jobs with examples from the school
3. Demonstrate an initial understanding of basic economic concepts
á Needs and wants
á Saving and spending
4. Identify ways in which he/she satisfies his/her personal needs and wants
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07/30/98 |
curr-social studies-scope-k.doc |