| Date: 6/20/2006 | ||
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Standard 1.0 Political Science
Topic
A. The Foundations and Function of Government
Indicator
- 1. Trace how the political structure in early Maryland developed and changed over time
Objectives
- Describe how the colony of Maryland was established and governed including the establishment of rule of law and power with authority, such as Proprietorships, Royal Governor, and early General Assembly
- Explain the importance of the Office of the Governor and the Court of Appeals
- Outline the structure and function of the Maryland General Assembly and the roles of state senators and delegates
Indicator
- 2. Analyze the documents, and democratic ideas that developed in the Maryland Colony
Objectives
- Analyze how colonial law influenced individuals in Maryland and other colonies, such as indentured servants contracts, Tolerance Acts of 1649, Maryland Charter of 1632
- Describe how the Maryland State Constitution includes democratic principles and values
Indicator
- 3. Analyze the role of Maryland government regarding public policy and issues
Objectives
- Analyze perspectives and policies in Maryland regarding historic and current public issues
Topic
B. Individual and Group Participation in the Political System
Indicator
- 1. Analyze how individuals and groups contributed to the political system in Maryland
Objectives
- Describe the contributions of 17th century English settlers who influenced the early political structure
- Research the role of Marylanders who influenced the building of our new nation, such as the Sons of Liberty, William Paca, Charles Carroll, Thomas Stone, and Samuel Chase
Indicator
- 2. Defend the importance of civic participation as a citizen of Maryland
Objectives
- Identify various sources of information that are available to citizens to make political decisions
- Analyze ways people can participate in the political process including voting, petitioning elected officials, and volunteering
Topic
C. Protecting Rights and Maintaining Order
Indicator
- 1. Describe rights and responsibilities of being a citizen in Maryland
Objectives
- Describe responsibilities associated with certain basic rights of citizens, such as freedom of speech, religion, and press, and explain why these responsibilities are important
- Describe the role of Maryland state judiciary system
Indicator
- 2. Explain how Maryland government protects the rights of individuals and groups
Objectives
- Describe the rule of law and explain how it impacts individuals and groups
- Describe the balance between private life and government in providing order and protecting rights
Standard 2.0 Peoples of the Nation and World
Topic
A. Elements of Culture
Indicator
- 1. Describe the various cultures of early societies of Maryland
Objectives
- Define how culture influences people
- Describe the social, political and religious character of the earliest colonies
- Examine and describe the unique and diverse cultures of early native American societies
- Compare the early cultures of the Native Americans with the European settlers and their influences on each other
Topic
B. Cultural Diffusion
Indicator
- 1. Analyze how Maryland society was influenced by the contributions of people and groups
Objectives
- Describe the contributions of past Maryland leaders
- Describe the contribution of individuals and groups
Indicator
- 2. Describe cultural characteristics of various groups of people in Maryland
Objectives
- Describe the similarities and differences of religious, ethnic, and economic groups in colonial and contemporary times
- Site example of how various cultures borrow and share traditions
Topic
C. Conflict and Compromise
Indicator
- 1. Evaluate how various perspectives of Marylanders can cause compromise and/or conflict
Objectives
- Describe the differing historical conflicts such as between the Patriots and Loyalists
- Investigate the causes of contemporary conflict and compromises
Standard 3.0 Geography
Topic
A. Using Geographic Tools
Indicator
- 1. Use geographic tools to locate places and describe the human and physical characteristics of those places
Objectives
- Construct and interpret a variety of maps using map elements
- Use photographs, maps, charts, graphs, and atlases to describe geographic characteristics of Maryland/United States
- Identify and locate natural/physical features and human-made features of Maryland such as Appalachian Mountains, Piedmont Plateau, and Atlantic Coastal Plain
- Identify and locate natural/physical features and human-made features of the United States
Topic
B. Geographic Characteristics of Places and Regions
Indicator
- 1. Describe similarities and differences of regions by using geographic characteristics
Objectives
- Compare physical characteristics of different places and regions of Maryland and the United States including natural/physical features, weather and climate, soil, vegetation, minerals and animal life
- Compare human characteristics of different places and regions of Maryland the United States, including human-made features, language, religions, political systems, economic activity, and population distribution
- Describe how geographic characteristics of a place or region change over time and affect the way people live and work
Indicator
- 1. Describe and analyze population growth, migration, and settlement patterns in Maryland and regions of the United States
Objectives
- Explain how geographic characteristics influenced settlement patterns in Maryland and the United States
- Explain how changes in transportation and communication led to the growth and development of towns and cities in Maryland and United States
- Identify the reasons for the movement of peoples to, from, and within Maryland and the United States
Topic
D. Modifying and Adapting to the Environment
Indicator
- 1. Describe how people adapt to, modify and impact the natural environment
Objectives
- Compare ways Native American societies in Maryland used the natural environment for food, clothing, and shelter
- Describe ways and reasons people in Maryland and the United States modify the natural environment and the consequences of modifications
- Explain how the growth of communities and suburbs have had consequences on the environment, loss of farmland, and pollution
- Describe how land use and urban growth are influenced by governmental decisions
Standard 4.0 Economics
Topic
A. Scarcity and Economic Decision-making
Indicator
- 1. Explain that people must make choices because resources are limited relative to economic wants for goods and services in Maryland, past and present
Objectives
- Identify opportunity cost of economic decisions made by individuals, businesses, and governments
Indicator
- 2. Explain how limited economic resources are used to produce goods and services to satisfy economic wants in Maryland
Objectives
- Describe how scarcity and the availability of economic resources determine what is produced and the effects on consumers
Indicator
- 3. Explain how technological changes have affected production and consumption in Maryland
Objectives
- Describe how changes in technology, such as refrigeration, impacted the lives of consumers
- Describe how entrepreneurship inspired technological changes and affected business productivity
Indicator
- 4. Describe regional economic specialization in Maryland and the ways people live and work
Objectives
- Explain how available resources determine which careers are more common in one region such as waterman on the Eastern Shore
- Describe how specialization results in the interdependence of people
Topic
B. Economic Systems and the Role of Government in the Economy
Indicator
- 1. Describe the types of economic systems in Maryland
Objectives
- Provide examples of tradition in the Maryland economy, such as businesses and skills that are handed down through families
Indicator
Objectives
- Give examples of how governments' decision making affect economic growth and the ability to provide jobs and provide services
- Give examples of government's rules and laws that affect how people in businesses work such as requiring licenses to drive and regulating resources
Indicator
- 3. Examine the progression from a barter system to a money economy in Colonial America
Standard 5.0 History
Topic
A. Individuals and Societies Change Over Time
Indicator
- 1. Analyze the chronology and significance of key historical events leading to early settlement in Maryland
Objectives
- Explain how and why the Maryland colony was established, including political and economic motives for coming to the new world
- Compare the development of places and regions, such as St. Mary's City, Western Maryland, Kent Island, and Annapolis
- Describe the establishment of slavery and how it shaped life in Maryland
Indicator
- 2. Compare Native American societies in Maryland before and after European colonization
Objectives
- Identify the development of indigenous societies from the Pale-Indians to the Woodland Indians
- Describe Native American societies indigenous to Maryland after European contact
Topic
C. Conflict between Ideas and Institutions
Indicator
- 1. Examine the consequences of interactions among groups and cultures in Maryland
Objectives
- Describe Maryland colonists' reactions to changing economic policies from England using events that led to the American Revolutionary War
- Explain the interactions between colonists and the British during the Pre-Revolutionary period
Indicator
- 2. Explain the political, cultural, economic and social changes in Maryland during the early 1800s
Objectives
- Describe Maryland's role in the War of 1812
- Describe the importance of changes in industry, transportation, education, rights and freedoms in Maryland, such as roads and canals, slavery, B&O railroad, the National Road, immigration, public schools, and religious freedoms
Indicator
- 3. Analyze regional differences in the Civil War and its effects on people in Maryland
Objectives
- Describe the economic interests in Maryland, such as agricultural v. industrial and slave v. non-slave
- Explain why loyalties to the North and the South were divided in Maryland
Indicator
- 4. Analyze how the institution of slavery impacted individuals and groups in Maryland
Objectives
- Compare the lives of slave families and free blacks
- Describe the anti-slavery movement in Maryland
- Describe the growth of the Underground Railroad
Standard 6.0 Social Studies Skills and Processes
Topic
A. Read to Learn and Construct Meaning about Social Studies
Indicator
- 1. Use appropriate strategies and opportunities to increase understandings of social studies vocabulary
Objectives
- Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources
- Identify and use new vocabulary acquired through study of relationships to prior knowledge and experiences
- Use context clues to understand new social studies vocabulary
- Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression
Indicator
- 2. Use strategies to prepare for reading (before reading)
Objectives
- Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features
- Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons
- Set a purpose for reading the text
- Ask questions and make predictions about the text
- Make connections to the text using prior knowledge and experiences
Indicator
- 3. Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)
Objectives
- Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning
- Reread slowly and carefully, restate, or read on and revisit difficult parts
- Use a graphic organizer or another note-taking technique to record important ideas or information
- Look back through the text to search for connections between and among ideas
- Make, confirm, or adjust predictions about the text
- Periodically summarize or paraphrase important ideas while reading
- Visualize what was read for deeper meaning
- Explain personal connections to the ideas or information in the text
Indicator
- 4. Use strategies to demonstrate understanding of the text (after reading)
Objectives
- Identify and explain what is directly stated in the text
- Identify, paraphrase, or summarize the main idea of the text
- Determine and explain the author's purpose
- Distinguish between facts and opinions
- Explain whether or not the author's opinion is presented fairly
- Explain what is not directly stated in the text by drawing inferences
- Confirm or refute predictions made about the text to form new ideas
- Connect the text to prior knowledge or personal experiences
- Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge
Topic
B. Write to Learn and Communicate Social Studies Understandings
Indicator
- 1. Use informal writing strategies, such as journal writing, note taking, quick writes, and graphic organizers to clarify, organize, remember and/or express new understandings
Objectives
- Identify key ideas
- Connect key ideas to prior knowledge (personal experience, text, and world)
Indicator
- 2. Use formal writing, such as multi-paragraph essays, historical investigations, research reports, letters and summaries to inform
Objectives
- Identify form, audience, topic, and purpose before writing
- Organize facts and/or data to support a topic
- Provide introduction, body, and conclusion
- Cite sources of information
Indicator
- 3. Use formal writing, such as multi-paragraph essays, historical investigations, editorials, and letters to persuade
Objectives
- Identify form audience, topic and purpose
- State a clear opinion or position
- Support the opinion or position with facts and/or data
Indicator
- 4. Use timed, on-demand writing to demonstrate understanding on assessments (Constructed Responses)
Objectives
- Address the topic
- Provide accurate information
- Support topic with appropriate details
- Incorporate social studies knowledge
Topic
C. Ask Social Studies Questions
Indicator
- 1. Identify a topic that requires further study
Objectives
- Identify prior knowledge about the topic
- Pose questions the about the topic
- Formulate research questions
- Develop a plan for how to answer questions about the topic
Indicator
- 2. Identify a problem/situation that requires further study
Objectives
- Define the problem/situation
- Identify prior knowledge about the problem/situation
- Pose questions about the problem/ situation from a variety of perspectives
- Pose questions that elicit higher order thinking responses
- Formulate simple research questions
- Develop a plan for how to answer questions about the problem/situation
Topic
D. Acquire Social Studies Information
Indicator
- 1. Identify primary and secondary sources of information that relate to the topic/situation/problem being studied
Objectives
- Gather and read appropriate print sources, such as textbooks, government documents, timelines, trade books, and web sites
- Read and obtain information from texts representing diversity in content, culture, authorship, and perspective
- Locate and gather data and information from appropriate non-print sources, such as music, artifacts, charts, maps, graphs, photographs, video clips, illustrations, paintings, political cartoons, interviews, and oral histories
Indicator
- 2. Engage in field work that relates to the topic/ situation/ problem being studied
Objectives
- Gather data
- Make and record observations
- Design and conduct surveys and oral histories
Topic
E. Organize Social Studies Information
Indicator
- 1. Organize information from non-print sources
Objectives
- Prioritize information gathered according to importance and relevance
- Distinguish factual from fictional information
- Find relationships between gathered information
- Display information on various types of graphic organizers, maps, and charts
- Categorize information obtained from surveys and field work
Indicator
- 2. Organize information from print sources
Objectives
- Prioritize information gathered according to importance and relevance
- Distinguish factual from fictional information
- Find relationships between gathered information
- Construct various types of graphic organizers, maps, and charts to display information
Topic
F. Analyze Social Studies Information
Indicator
- 1. Interpret information from primary and secondary sources
Objectives
- Interpret information in maps, charts and graphs
- Interpret information from field studies and surveys
- Analyze a document to determine point of view
- Analyze the perspective of the author
- Identify the bias and prejudice
Indicator
- 2. Evaluate information from a variety of sources
Objectives
- Compare information from a variety of sources
- Compare information to prior knowledge
- Determine the reliability of the document
Indicator
- 3. Synthesize information from a variety of sources
Objectives
- Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details
Topic
G. Answer Social Studies Questions
Indicator
- 1. Describe how the country has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources
Objectives
- Present social studies information in a variety ways, such as mock trials, simulations, debates, and skits
- Engage in civic participation and public discourse
Indicator
- 2. Use historic contexts to answer questions
Objectives
- Use historically accurate resources to answer questions, make predictions, and support ideas
- Explain why historic interpretations vary and are subject to change
- Construct a sound historical interpretation
Indicator
- 3. Use current events/issues to answer questions
Objectives
- Summarize the main points of an issue explaining different viewpoints
- Make a decision based on the analysis of issues and evaluate the consequences of these decisions
- Identify and formulate a position on a course of action or an issue
- Propose and justify solutions to social studies problems
Date: 6/20/2006
