SOCIAL STUDIES CURRICULUM

Quick Access Links: Grade 4, Grade 5, Grade 6, Grade 7, Grade 8, World History, US History, Sociology, Civics/Government

Grade 3

Augusta School System Local Expectation	Suggested Activities, Topics Or Materials	Maine Learning Results Performance Indicators
3-1. Students will study early communities (Indians, Pilgrims) and demonstrate an understanding of their contributions to our country.	Study the Pilgrims and voyage from Holland and England and settlement in Plymouth. Study the settlement and growth of St. Augustine, Florida Study Mesa Verde and the Anasazi Indians. Fort Western "Daily Life" tour	History A1 Identify similarities and differences in the characteristics of individuals who have made significant contributions to society in different eras
3-2. Students will demonstrate an understanding of terms pertinent to topic area: culture desert history mesa colony harbor island bay peninsula harvest natural resource landforms
3-3. Students will demonstrate an understanding of the functions and proceedings of our local city government.	Discussion of school government Study Augusta, ME Report / Projects on Augusta "Mock" City Council or School Board meetings Class meetings	Civics and Government A1 Identify important individual rights (e.g. freedom of religion, speech, ownership of property). Civics and Government A2 Explain why certain responsibilities of democratic society are important Civics and Government A3 Identify the functions of government at school and locally.
3-4. Students will demonstrate an understanding of terms pertinent to topic area; rules decisions citizenship City Council School Board taxes services election vote volunteer rights public and private property		Civics and Government B 1 Describe why we need governments (e.g., law and order, defense, roads, schools) Civics and Government B2 Describe the basic structure of local government.
3-5. Students will compare and contrast aspects of life in different types of communities: rural urban suburban	Study 3 separate communities (e.g. Valders, Wisconsin; Seattle, Washington; Atlanta, Georgia) Examine natural resources, historical background, transportation and industry as they relate to the growth of a community. Compare and contrast relative strengths and weaknesses of each type of community.	Geography B1 Demonstrate an understanding of why certain areas of the world are more densely populated than others. Geography B2 Explain ways in which communities reflect the backgrounds of their inhabitants. Geography B3 Use a variety of materials and geographic tools to explain how the physical environment supports and constrains human activities.
3-6. Students will demonstrate an understanding of terms pertinent to topic area: producer consumer port industry factory assembly line public transportation systems commuter natural resources		Economics B1 Identify the three basic economic questions all economic systems must answer: What to produce, how and for whom?
3-7. Students will study our nation's capital, including the basic functions and procedures of the federal government. 3-8. Students will demonstrate an understanding of terms pertinent to the topic area: Constitution Congress President Supreme Court Capital Capitol White House Monuments	Reports / Projects on a Washington, D.C. topic Mock election for class or school Compare and contrast the US government with a foreign country's government. (e.g. Kenya, Canada, Mexico, England, China)	Civics and Government A2 Explain why certain responsibilities of a democratic society are important. Civics and Government B1 Describe why we need governments. Civics and Government C1 Explain how the Constitution protects individual rights.

Augusta School System Local Expectation	Suggested Activities, Topics Or Materials	Maine Learning Results Performance Indicators
3-9. Students will demonstrate knowledge of US map skills, including location of the following: Augusta Maine Pacific Ocean 4 Cardinal directions Mississippi River 5 Great Lakes Gulf of Mexico Rocky Mountains Florida California Washington State Washington D.C. Atlantic Ocean 3-10. Students will demonstrate knowledge of World map skills, including location of the following: Hemisphere Equator United States Maine 7 continents Africa Asia Antarctica North America Europe South America Australia 4 Oceans Atlantic Pacific Arctic Indian	Assess students on required locations quarterly Throughout the school year, locate topics of study on US and World maps.	Geography A1 Students will be able to construct and compare maps of Maine, the US and regions of the world to interpret geographical features and draw conclusions about physical patterns. Geography A2 Students will be able to locate cities of the world and discuss why they emerged in that particular region.

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Augusta School Department

SOCIAL STUDIES CURRICULUM

Grade 4

1^st Quarter – Civics & Government

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
Students will be able to demonstrate an understanding of the functions and proceedings of our state government and understand terms pertinent to topic areas: Legislature Governor Laws Vote Taxes Elections Citizenship Veto Rights and responsibilities.	Use Social Studies book (pp. 56-65) Discussion of state government Mock elections (when applicable) Speaker from State Legislature Call Marian Smith at the State Museum to visit Legislature or museum (go when not in session) Video of Legislature (contact a representative for a copy) Maine Studies Weekly Newspaper	Civics & Government A-3 Identify the functions of government at the state level. Civics & Government B-1 Describe why we need governments (e.g., law and order, defense, roads, schools). Civics & Government B-2 Describe the basic structure of state governments.
Students will be able to list Maine products that may be exported to foreign countries.	Made in Maine series (PBS) Contact State of Maine Food & Rural Resources Dept. , 287-3491 (production & marketing of farm products).	Civics & Government D-1 Identify examples of how the United States and Maine interact with other countries (e.g., trade, treaties).

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
Students will be able to identify some individuals from Maine who have made a significant contribution to society.	Maine’s Claim to Fame notebook Use computer information under state of maine.com Videos of individuals Kids page Carol’s web page State Museum programs District web page Make a character trait model of individuals folder for each character Fort Western programs	History HA-1 Identify similarities and differences in the characteristics of individuals who have made significant contributions to society in different eras. History HB2 Demonstrate an awareness of major events and people in Maine history.
Students will be able to describe local current event (s) and how it affects their lives.	Current events Newspapers Development and progress of third bridge	History HB1 Make connections between and among events in their personal lives and those occurring in the community.

Materials needed for this quarter: Maine Studies Weekly, parts of From Sea To Shining Sea – Maine, parts of Maine (Capstone Press).

Computer: Mainely For You (hotlist) by Carol Frace, Maine’s Kid Page (under Maine government).

2^nd Quarter - History

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Performance Indicators

Students will be able to place significant events in Maine history in chronological order.

Native Americans

Early Settlers

Maine’s part in the wars

Indian Land Claim Settlements

Current events

Maine Studies Weekly

Make a time line

Mainely for You – hotlist on computer

Visit Fort Western, and/or Norlands

Fort Western programs and speakers

Mural of events

State Museum

History HA2

Place in chronological order significant events, groups, and people in the history of Maine.

Students will be able to compare how their daily lives are the same and different from people’s lives in early Maine.

Make a T Chart

	Then	Now
Food
Shelter
Clothes
Work
Transportation
Leisure time

Tie into a literature experience (e.g., Little House in the Big Woods, Sign of the Beaver)

Skits of Maine historical events

History C1

Identify changes currently occurring in their daily lives and compare these to changes in daily life during specific historic eras.

3^rd Quarter - Geography

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
Students will be able to identify and label geographical features of Maine, the United States, and regions of the World including but not limited to the following terms: Mountains bodies of water Plains Coastline Deserts Forests	Make maps Use computer programs Social Studies book (maps in back & chapters 1,2, &3) Guest speakers form Delorme Make a progressive Venn diagram in the room…in the hall, etc. Place geographical (physical) features in and outside of Maine Fill in geographical features	Geography A1 Construct and compare maps of Maine, United States, and regions of the world to interpret geographical features and draw conclusions about physical patterns.
Students will be able to explain why the cities in Maine, the United States, and the world emerged in a particular region, including but not limited to the following: Portland Bangor New York City Chicago San Francisco Washington D.C. Hong Kong London Coastal Harbor cities River/lake cities	Compare geographical maps…look for similarities & differences Research the internet National Geographic videos	Geography A2 Locate major cities of the world and discuss why they emerged in that particular place. Geography B1 Demonstrate an understanding of why certain areas of the world are more densely populated than others.

3^rd Quarter - Geography

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
Students will be able to demonstrate ways in which the Maine communities reflected the culture of their inhabitants. French (Franco-American) Days Irish Parades Native Americans – Pow Wow	Make posters Create skits Use the computer to research Continue the French language studies Social Studies book (Unit 1, Chapter 3) Create physical display to represent their heritage Share a cultural, traditions, or a family custom Utilize the ESL students and teachers	Geography b2 Explain ways in which Maine communities reflect the backgrounds of their inhabitants.
Students will be able to explain how human activity is dependent on the environment.	Junior Achievement Social Studies book (Lesson 3, Chapter 2) Use maps, globes, and computers	Geography G3 Use a variety of materials and geographic tools to explain how the physical environment supports and constrains human activity.

4^th Quarter - Economics

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
Students will be able to define bartering and compare it to the use of money.	Fort Western Trading Post program Create class trading post Use school store as an example of how this works Discussion of services rendered by students/or adults Class auction or sale	Economics A1 Describe barter and money, and how each is used in the exchange of resources, goods, and service.
Students will be able identify the three basic economic questions: What to produce? How it is produced? Why it is produced?	Junior Achievement program Students create a product or a service that is connected to the Maine economy and promote it (poster, video, song, etc.)	Economics B1 Identify the three basic economic questions all economic system must answer: What to produce? How? And for Whom?

Augusta School System

Local Expectation

Suggested Activities

Topics, or Materials

Maine Learning Results

Performance Indicators

Students will be able to explain how natural and human events affect Maine’s economy and affects their families and community.

Mill closings

Drought

Fishing regulations

Fires

Insects

Close stores

Use newspapers and computer to find examples of natural and human events

Use Ice Storm video (Channel 13)

Use flood video (Channel 13)

Economics B2

Explain how the economy of Maine affects families and communities.

Students will be able to understand how Maine’s people have their basic needs met through Maine’s natural resources.

Food

Shelter

Clothing

Make a Comparison Chart

	Northern Maine	Coastal Maine	Inland Maine
Food
Shelter
Clothing

Economics C1

Explain how selected cultures or countries meet basic human needs.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
Students will be able to describe how trade helps to create interdependence between Maine’s people and the rest of the United States and the world.	Study Maine products: blueberries, lobsters, potatoes Study clothes labels or toy labels Maine products displays created by students Speakers (e.g., supermarket representatives, fisherman representatives, foreman)	Economics D1 Describe, with examples, how the exchange of goods and services help to create economic interdependence between people in different places and countries.

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Augusta School Department

SOCIAL STUDIES CURRICULUM

Grade 5

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-1 Asian Hunters Students will be able to explain why Asian hunters migrated through North and South America.	Map the route of the Asian hunters and study the impact of the Ice Age.	Students will be able to: Geography: A1-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. B2-Explain patterns of migration throughout the world. History: A1-Describe the effects of historical changes on daily life.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-2 Early North American Cultures Students will be able to explain the concept of the term culture. Students will be able to explain the impact of farming on culture. Students will be able to locate settlements of Early American cultures Students will be able to compare and contrast the different environment of these cultures	Understand the concept of the term culture and the impact farming had on culture. The students will study Early American cultures and settlements: The Anasazi, Pueblo Bonito, The Woodland People, the Mound Builders, etc. Locate these settlements, compare and contrast the effect of different environments. Use Grolier’s CD in the computer lab to investigate the life of the Aztecs.	History: A2- Identify the sequence of major events and people in the history of Maine, the U.S., and selected world civilizations. Geography: B2-Explain patterns of migration throughout the world. B3- Explain how cultures differ in their use of similar environments and resources. B4-Demonstrate an understanding of how society changes as a consequence of concentrated settlement. Economics: A1- Analyze how scarcity affects individual’s decisions about production and consumption of goods and services. B5-Describe the roles and contributions of the principal contributors to the economy (e.g., laborers, investors, entrepreneurs, managers)

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-3 The North American Indians
Students will be able to compare and contrast various groups of North American Indians	The Southwest Indians How did lack of rain influence these people’s religion, culture, and lifestyle, as well as the development of irrigation systems?	Geography B1-Analyze how technology shapes the physical and human characteristics of places and regions, including Maine. B3- Explain how cultures differ in their use of similar environments and resources. B4-Demonstrate an understanding of how society changes as a consequence of concentrated settlement.
	The Eastern Woodland Indians Explore the fact that, although this group believed in war, they wrote a peace treaty that ended the fighting among their own people.	Civics and Government C4- Explain the importance, in a pluralistic society, of having certain shared political values and principles. History: A1-Describe the effects of historical changes on daily life. Economics: D3-Explain why trade allows specialization and identify specific examples of how nations specialize (e.g., Japan’s focus on consumer electronics.
	The introduction of the horse influenced and changed this culture.	Economics: D1-Describe how changes in transportation and communication technologies have affected trade over time.
	The environment played a major role for this group. Compare the lifestyle of a Nomad to that of a member of a settlement.	Geography: B2-Explain patterns of migration throughout the world. Economics: A1- Analyze how scarcity affects individual’s decisions about production and consumption of goods and services.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-4 The Vikings Students will be able to explain the role the Vikings played in the early exploration of the New World.	Discuss why the Vikings came. What did they need? Where did they come from and where did they land? Plot their route. Locate Iceland, Greenland, Vinland, New Foundland on the map. What evidence is there that they were here? Understand what a saga is and read one with the class. Use Grolier’s CD in the computer lab to investigate the life of the Vikings.	History: C1-Judge the accuracy of historical fiction by comparing the characters and events described with descriptions in multiple primary sources. C2-Explain why historical accounts of the same event sometimes differ and relate this explanation to the evidence presented by the author. C5-Formulate historical questions based on examination of primary and secondary sources including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts. Geography: B2-Explain patterns of migration throughout the world.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-5 Search for a Route to Asia Students will be able to identify role and/or plot route of: Leif Erickson, Eric the Red, Marco Polo, Prince Henry, Bartholomew Dias, Vasco Da Gama, Christopher Columbus, King Ferdinand and Queen Isabella, Amerigo Vespucci, Vasco Nunez deBalboa.	Plot the 1400’s on a time line. Plot Asia, China, India, Portugal, Africa, Cape of Good Hope on a map. Why were spices so important? What role did they play in trade and a nation’s economy? Compare and contrast explorers on a T Chart. Find Indies, Spain, Caribbean Sea San Salvador and the West Indies. Use a compass rose to determine N-S-E-W. Have the students write a diary as if they were Columbus. How can they tell direction? Plot Isthmus of Panama, Pacific Ocean, and Philippine Islands. What disease was common to sailors? Create a database of routes, dates, explorers, sponsorships, and results.	History: C5-Formulate historical questions based on examinations of primary and secondary sources including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts. Geography: A1-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. B2-Explain patterns of migration throughout the world. Economics: B1-Demonstrate knowledge of economic concepts of supply, demand, price, the role of money, and profit and loss. D1-Describe how changes in transportation and communication technologies have affected trade over time. D2 –Evaluate how world trade issues can affect a nation’s economy and how trade can influence and transform societies.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-6 The Conquistadors Students will be able to identify role and/or plot route of: Hernando Cortes, Francisco Pizarro, Juan Ponce de Leon, Hernando de Soto, Francisco Coronado, Junipero Serra	On a map locate Peru, Florida, New Spain, and California In the year 1519, the Spanish claimed a piece of the New World. Discuss how the Conquistadors and Missionaries changed the lives of the native people turning many into slaves and destroying many cultures. Divide the class, study, and debate the side of each group. Map colonial holdings in the New World. Write diary entries for natives, Conquistadors, Missionaries, and share.	History: A1-Describe the effects of historical changes on daily life. A2- Identify the sequence of major events and people in the history of Maine, the U.S., and selected world civilizations. C2-Explain why historical accounts of the same event sometimes differ and relate this explanation to the evidence presented by the author. C4-Identify ethnic and culture perspectives missing from an historical account and describe these points of view. Geography: B2-Explain patterns of migration throughout the world. B3-Explain how cultures differ in their use of similar environments and resources. B4-Demonstrate an understanding of how society changes as a consequence of concentrated settlement.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-7 The Northwest Passage Students will be able to describe the search for the Northwest Passage	Explain what the Northwest Passage was. Why would they never find it? On a map locate and label the Grand Banks, Canada, the St. Lawrence River, Montreal, Hudson River, Hudson Bay. Using biographies of explorers, assign one to each child to report on: John Cabot, Giovanni de Verrazano, Jacques Cartier, Donnaconna, Henry Hudson. Write a diary as if you were Henry Hudson when he was left behind.	History: A3-Trace simultaneous events in various parts of the world during a specific era. Geography A1-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.
5-8 Conflict between Spain and England Students will be able to explain the conflict between Spain and England using the names of Queen Elizabeth I, Francis Drake, and King Phillip II.	How did this conflict affect the economy of these two countries? What form of government did Spain and England have? Was it different than our own? Who were the “Sea Dogs”?	Economics: D2 –Evaluate how world trade issues can affect a nation’s economy and how trade can influence and transform societies History: A1-Describe the effects of historical changes on daily life. A2- Identify the sequence of major events and people in the history of Maine, the U.S., and selected world civilizations.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-9 Colonization of the New World Students will be able to explain the early colonization of the New World. Students will be able to identify contributions of the following: Sir Walter Raleigh, John White, Samuel de Champlain, Louis Joliet, Jacques Marquette, Robert LaSalle, Hurons, and Iroquois	Locate Roanoke Island on a map. Draw conclusions about what might have happened. Indicate on the time line when this colony attempted settlement. Have the students prepare an on the spot newscast from Roanoke. Plot and locate on the map New France, Quebec, Louisiana, New Orleans. What goods did the French and Indians trade? How did this trade change the culture of the natives? What role did beaver hats play in the New World? Write a paragraph describing what might have happened when beaver hats went out of style in Europe?	History: A2- Identify the sequence of major events and people in the history of Maine, the U.S., and selected world civilizations. A1-Describe the effects of historical changes on daily life. A3-Trace simultaneous events in various parts of the world during a specific era. Geography: B3-Explain how cultures differ in their use of similar environments and resources. B4-Demonstrate an understanding of how society changes as a consequence of concentrated settlement. Economics: B1-Demonstrate knowledge of economic concepts of supply, demand, price, the role of money, and profit and loss. B2-Analyze how prices act a signal to producers and customers to answer the three basic questions: what to produce? how? And for whom? B5-Describe the roles and contributions of the principal contributors to the economy (e.g., laborers, investors, entrepreneurs, managers) C2-Compare how different economies meet basic wants and needs over time.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-10 The Early Colonies Students will be able to explain how and why each colony was settled.	A study of the early American colonies will include Virginia, Plymouth Plantation, Massachusetts Bay Colony, New Netherlands, New Sweden. Compare and contrast the various forms of government of each colony. Who determined what the laws to govern the colony would be? Role-play the people involved in the settlement of Plymouth. Take into consideration the views of different groups involved: Separatists, Pilgrims, soldiers, Indians. Include decisions made which were brought on by hardships (one boat turning back; who got to continue and who was detained). Map where each group originated from and where each group settled. Create a board game to illustrate how a good cash crop could influence the quality of life. Use the history and development of Augusta to illustrate how society changes because of concentrated development.	Civics and Government: A1-Identify the characteristics of an effective citizen. A3-Describe and analyze the process by which a proposed law is adopted, including the role of governmental and non-governmental influences. A4-Identify ways in which citizens in pluralistic society manage differences of opinion on public policy issues B1-Compare leadership and civil rights in our democracy to their status under an authoritarian type of government. B5-Assess competing ideas about the purpose government should serve (e.g., individual rights vs. collective rights). C4-Explain the importance, in a pluralistic society, of having certain shared political values and principles. Geography: B2-Explain patterns of migration throughout the world. B3-Explain how cultures differ in their use of similar environments and resources. B4-Demonstrate an understanding of how society changes as a consequence of concentrated settlement. History: A1-Describe the effects of historical changes on daily life. A2- Identify the sequence of major events and people in the history of Maine, the U.S., and selected world civilizations. A3-Trace simultaneous events in various parts of the world during a specific era. C5-Formulate historical questions based on examinations of primary and secondary sources including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-10 The Early Colonies (continued)		Economics: A1-Analyze how scarcity affects individual’s decisions about production and consumption of goods and services A3-Use an example to show how incentives affect economic decisions (e.g., tax deferred savings plans, a fast food restaurant discount promotion). B1-Demonstrate knowledge of economic concepts of supply, demand, price, the role of money, and profit and loss. B5-Describe the roles and contributions of the principal contributors to the economy (e.g., laborers, investors, entrepreneurs, managers)

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-11 The American Colonies Students will be able to compare and contrast life in the New England, Middle and Southern Colonies.	The study of the colonies will include and make the distinction between the New England colonies, the middle colonies, and the southern colonies. Study the emergence of the different forms of government within the colonies. Identify geographic location and how it impacted each colony. For example; Fishing and trading in the Northeast. Keep a time line of settlement. Chart forms of government. Study the impact of slavery on the southern colonies and include how different groups impacted the history of the region. Compare and contrast lifestyles between the southern and the northeast colonies. Also compare and contrast the lifestyles within each colony such as slave, plantation owner, small farmers, etc. (Understand the difference between an indentured servant, a slave, and a free man. How did cash crops affect the development of all of the colonies?)	Civics and Government: A1-Identify the characteristics of an effective citizen. A2-Evaluate and defend positions on current issues regarding individual rights and judicial protection. A4-Idenify ways in which citizens in a pluralistic society manage differences of opinion on public policy issues. History: A1-Describe the effects of historical changes on daily life. A2- Identify the sequence of major events and people in the history of Maine, the U.S., and selected world civilizations. A3-Trace simultaneous events in various parts of the world during a specific era. C3-Use information from a variety of primary and secondary sources to identify and support a point of view on a controversial historical topic. Geography: A2-Develop maps, globes, charts, models, and databases to analyze geographical patterns of the earth. B2-Explain patterns of migration throughout the world. B4-Demonstrate an understanding of how society changes as a consequence of concentrated settlement. Economics: B1-Demonstrate knowledge of economic concepts of supply, demand, price, the role of money, and profit and loss. B2-Analyze how prices act a signal to producers and customers to answer the three basic questions: what to produce? how? And for whom?
Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-11 The American Colonies (continued)		B3-Identify how the fundamental characteristics of the United States economic system (e.g., private property, profits, competition, and price system) influence economic decision-making. D2 –Evaluate how world trade issues can affect a nation’s economy and how trade can influence and transform societies D3-Explain why trade allows specialization and identify specific examples of how nations specialize (e.g., Japan’s focus on consumer electronics).

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-12 The Colonies Become a Nation Students will be able to explain how and why the colonies revolted against Great Britain and created a new nation.	This study will include the causes, which led to the Declaration of Independence, Revolutionary War. Important battles and the men and women who were involved in this conflict will be highlighted. Have the students create models of Boston and Quebec. Compare and contrast. Map the regions the French and English controlled. Compare the impact both the French and English had on Native Americans. Read novels about the war. Read biographies and diaries of people who played important roles in the war. Chart differences of opinion or point of view of the patriots and loyalists.	Civics and Government: D3-Explain the reasons for alliances with some nations against others (e.g., with France during the American Revolution, with the Allied Powers in World War II, NATO). History: A1-Describe the effects of historical changes on daily life. A2- Identify the sequence of major events and people in the history of Maine, the U.S., and selected world civilizations. B1-Demonstrate an 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. B2-Demonstrate an understanding of selected themes in Maine, United States, and world history (e.g., revolution, technological innovation, migration). C1-Judge the accuracy of historical fiction by comparing the characters and events described with descriptions in multiple primary sources. C2-Explain why historical accounts of the same event sometimes differ and relate this explanation to the evidence presented by the author. C3-Use information from a variety of primary and secondary sources to identify and support a point of view on a controversial historical topic. C4-Identify ethnic and culture perspectives missing from an historical account and describe these points of view.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-12 The Colonies Become a Nation (continued)		C5-Formulate historical questions based on examinations of primary and secondary sources including documents, eyewitness accounts, letters and diaries, artifacts, real or simulated historical sites, charts, graphs, diagrams, and written texts. Geography: B4-Demonstrate an understanding of how society changes as a consequence of concentrated settlement. Economics: A1-analyze how scarcity affects individual’s decisions about production and consumption of goods and services. B1-Demonstrate knowledge of economic concepts of supply, demand, price, the role of money, and profit and loss.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-13 Geography Students will be able to use a world map to locate at least six European countries and the prime meridian. Students will be able to locate the countries of origin of various explorers and colonists they study. Students will be able to explain how early explorations met the needs of supply and demand. Students will be able to explain how exploration affected the economy of various countries.		Geography: A1-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. A2-Develop maps, globes, charts, models, and databases to analyze geographical patterns on the earth. B2-Explain patterns of migration throughout the world. B3-Explain how cultures differ in their use of similar environments and resources. B4-Demonstrate an understanding of how society changes as a consequence of concentrated settlement.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-14 Current Events Students will be able to share and discuss major news events.	Students should be aware of major news events throughout the school year. Students should understand how events in other parts of the country or world could affect their lives. Students could report on various worldwide news events and locate these countries, states, or local towns on a map. Students can compare the forms of government climate, or culture of the country they are reporting on to that of the United States.	Civics and Government: A1-Identify the characteristics of an effective citizen. A2-Evaluate and defend positions on current issues regarding individual rights and judicial protection. A4-Idenify ways in which citizens in a pluralistic society manage differences of opinion on public policy issues. B1-Contrast the roles of local, state, and national government. B3-Contrast the roles of local, state, and national governments by investigating, evaluating and debating a current civic issue. C3-Take and defend positions on current issues involving the constitutional practice of individual rights (e.g., freedom of speech, separations of church and state). D2-Assess the ways in which the United States government has attempted to resolve an international problem (e.g., Vietnam, Northern Ireland, World War II). D3-Explain the reasons for alliances with some nations against others (e.g., with France during the American Revolution, with the Allied Powers in World War II, NATO). History: A1-Describe the effects of historical changes on daily life. A3-Trace simultaneous events in various parts of the world during a specific era. B4-Demonstrate an understanding of selected 20^th century issues and events in United States and in Maine history including “modern” Maine history (1945 to present).
Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
5-14 Current Events (continued)		Geography: A3-Understand United States Social, political, and economic divisions and the more significant social and political divisions of the world geography. B3-Explain how cultures differ in their use of similar environments and resources. B4-Demonstrate an understanding of how society changes as a consequence of concentrated settlement.

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Augusta School Department

SOCIAL STUDIES CURRICULUM

Grade 6

World History & Geography

“Stone Age – Renaissance”

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
HistoryI. Students will use the chronology of history and major eras to demonstrate the relationships of event and people	Identify the 5 Themes of Geography Develop a Time Line Reports Projects Write a descriptive essay on “Day in Your Life”	A1-Describe the effects of historical changes on daily life. A2-Identify the sequence of major events and people in the selected world civilizations.A3-Trace simultaneous events in various parts of the world.
II. Students will demonstrate historical knowledge of major events, people, and enduring themes throughout history	Identify the 5 Themes of Geography Use comparing (DOL) to identify changes throughout ancient and medieval history Venn Diagrams Time Magazine video Web sites Web Quest	B2-Demonstrate an understanding of selected themes in World History. B3-Demonstrate an understanding of selected turning points in ancient and medieval world history and the continuing influence of major civilizations of the past.
Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
III. Students will recognize primary and secondary sources of information and gain an understanding of the accuracy of those artifacts	Discussion of placement of museum artifacts Web sites Debate Video’s (Prince of Egypt)	C3-Identify primary and secondary sources of information and the role each plays in interpreting historical perspectives. C4-Identify ethnic and cultural perspectives missing from historical accounts.
GeographyI. Students will know how to interpret maps and use globes and other geographic tools to locate and derive information about people, places, region, and environment	Make a variety of maps Use graphic organizers Use the 5 Themes of Geography Mapping Projects	A1-Identify patterns of human settlement, major physical features and political divisions.A2-Develop maps, globes, charts, models, and databases to analyze geographical patterns on the earth.
II. Students will understand and explain the relationships among people and their physical environment	Discussion on specialization Develop a Time Line Use graphic organizers Mapping Videos	B1-Describe how technology shapes the physical and human characteristics of places and region.B2-Explain patterns of migration throughout the world.B3-Explain how cultures differ in their use of similar environments and resources.B4-Demonstrate an understanding of how society changes as a consequence of concentrated settlement.
Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
EconomicsI. Students will understand that economics decisions are based on the availability of resources	Develop maps on trade routes and resources Use graphic organizers Use the 5 Themes of Geography Discussion of trading goods	A1-Recognize how scarcity affects individuals decisions about production and consumption of goods and services.
II. Students will understand how important trading is in developing an economy	Discuss the 5 Themes of Geography (ideas & goods) Develop a Time Line Food feast Trade market	D1-Describe how changes in transportation and communication technologies have affected trade over time.D3-Explain why trade allows specialization and identify specific examples of how nations specialize.

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Augusta School Department

SOCIAL STUDIES CURRICULUM

Grade 7

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
Geography: Students will be able to construct maps of the world. Students will be able to identify patterns of human settlement and its sub-regions. Students will be able to identify physical features of the world and its sub-regions. Students will be able to identify political divisions of the world and its sub-regions. Students will be able to create maps, charts, and models to analyze geographical patterns of the earth.	Map and Globe Skills: Create maps, charts and models to analyze the Earth’s hemispheres, continents, oceans, geographic information, U.S. mapping, etc. Compass rose Directions-cardinal/intermediate Distortions of maps Grids Identify latitude/longitude lines and divide map into high, medium and low latitude zone Legend/symbols Label physical and cultural features using map symbols Identify areas of the world that are sparsely and densely populated Scale Title of maps Vocabulary Videos	Geography - Skills and Tools A1-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. A2-Develop maps, globes, charts, models, and databases to analyze geographical patterns on the earth.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
Geography: Students will be able to identify the effect of technology on the physical and human characteristics of places and regions, including Maine. Students will be able to illustrate and identify patterns of global migration throughout the world. Students will be able to compare how cultures differ in their use of similar environments and resources. Students will be able to evaluate the advantages and disadvantages of rural and urban society.	Internet/laptops Mapping Textbook Climate regions World Atlas Globe Speaker – map maker	Geography - Human Interaction with Environments B1-Analyze how technology shapes the physical and human characteristics of places and regions, including Maine. B2-Explain patterns of migration throughout the world. B3-Explain how cultures differ in their use of similar environments and resources. B4-Demonstrate an understanding of how society changes as a consequence of concentrated settlement.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
Maine History – Civics and Government: Students will be able to list the characteristics of an effective citizen in Maine. Students will be able to identify the process by which a bill becomes a law in Maine. Students will be able to explain the function of and relationship among local and state government. Students will be able to identify key representatives in the three branches of Maine government.	Interview a government official Community Service Interdisciplinary Project Chart Visit Maine Legislature Follow a proposed bill Venn Diagram Speaker – local representative or senator, city manager Chart Speakers Maine Text Discussion Compare/contrast U.S. Constitution and Maine Constitution Maine Text	Civics and Government A1-Identify the characteristics of an effective citizen A2-Describe and analyze the process by which a proposed law is adopted, including the role of government and non-government influences. A5-Explain the functions of and relationships among local, state, and national governments. B4-Identify key representatives in legislative branches and the heads of executive and judicial branches in Maine and in the United States government.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
Maine History – Civics and Government: Students will be able to describe the effects of historical changes on daily life brought about by contact with European cultures. Students will be able to identify the sequence of major events and people in the history of Maine.	Map Native American cultures in Maine Map European exploration and settlement in Maine Describe in a report the effects of European cultures on Native Americans in Maine Time line 5 Themes of Geography Angus King video	History - Chronology A1-Describe the effects of historical changes on daily life. A2-Identify the sequence of major events and people in the history of Maine, the United States, and selected world civilizations. History – Historical Knowledge. Concepts, and Patterns B1-Demonstrate an 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: Declaration of Independence, Westward Expansion, Civil War, The Constitution, Industrialization.
Students will be able to describe the themes in Maine of the revolution, technological innovations and migration. Students will be able to compare and contrast selected 20^th century issues related to Maine (e.g., jobs, ecological issues, etc.).	Current events	History – Historical Knowledge. Concepts, and Patterns B2-Demonstrate an understanding of selected themes in Maine, the United States, and world history (e.g., revolution, technological innovation, migration). B4-Demonstrate an understanding of selected twentieth century issues and events in the United States and in Maine history including “modern” Maine history (1945 to present).
Students will be able to identify contrasting views and accounts of the same historical events (e.g. land ownership between Native Americans and Colonial Settlers).	Compare land ownership between Native Americans in Maine and colonial settlers	History – Historical Inquiry, Analysis, and Interpretation C2-Explain why historical accounts of the event sometimes differ and relate this explanation to the evidence presented by the author or the point of view of the author.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
Native American Cultures: Students will be able to identify the sequence of major events and people in the history of the United States. Students will be able to explain why historical accounts of the same event differ. Students will be able to identify ethnic and cultural perspectives missing from a historical account. Students will be able to explain patterns of migration of Native Americans. Students will be able to explain how Native American cultures differ in their use of similar environments and resources.	Chart Venn diagram Compare/contrast Native Americans: Mound builders, People of the Far North, People of the Northwest, People of the Southwest, People of the Plains, People of the Southeast, People of the Eastern Woodlands, Mayas, Aztecs, Incas	History - Chronology A1-Describe the effects of historical changes on daily life. History – Historical Inquiry, Analysis, and Interpretation C2-Explain why historical accounts of the event sometimes differ and relate this explanation to the evidence presented by the author or the point of view of the author. C4-Identify ethnic and cultural perspectives missing from an historical account and describe these points of view. History – Historical Knowledge. Concepts, and Patterns B2-Demonstrate an understanding of selected themes in Maine, the United States, and world history (e.g., revolution, technological innovation, migration). B3-Demonstrate an understanding of selected turning points in ancient and medieval world history and the continuing influence of major civilizations of the past.

Augusta School System Local Expectation	Suggested Activities Topics, or Materials	Maine Learning Results Performance Indicators
Native American Cultures (continued): Students will explain how society changes as a consequence of concentrated settlement. Students will be able to evaluate how trade can influence and transform societies.