Maine+Learning+Results

The primary purpose of social studies is to develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world (National Council of the Social Studies, 1994, p.3). The great architects of American public education, such as Thomas Jefferson, Horace Mann, and John Dewey, believed that every student must be well versed in our nation's history, the principles and practices which undergird citizenship, and the institutions that define our government. Understandings of commerce and geography were critical to their thinking as well. In essence, Jefferson, Mann, and Dewey viewed the study of social studies as critical to the mission of public schools. Indeed, they would applaud the inclusion of a "responsible and involved citizen" in the Guiding Principles, as well as social studies as one of eight content areas in the //Learning Results//. A strong social studies education depends upon a clear understanding of its interrelated disciplines. Without knowledge of the geography and economics of earlier times, history offers only lists of people, events, and dates. Without knowledge of history, the institutions of American government and the dynamics of today's global economy are difficult to understand. Although social studies curricula vary in their breadth and depth, the Social Studies Standards reflect a focus on government, history, geography, and economics as the pillars of the content, with other disciplines within the social sciences deemed important, but not essential. **Key Ideas in the Social Studies Standards:** **Understand** - The word “understand” appears in performance indicators throughout the Social Studies Standards. It refers to a variety of different levels on Bloom’s taxonomy and was used intentionally to serve as an umbrella term for the cognitive demand that is described by the descriptors beneath the performance indicators. Look to the descriptors to define the level of cognitive demand for student performance. **Various** -The Social Studies Standards refer to “various" peoples, nations, regions of the world, historical eras, and enduring themes. School administrative units should develop a local curriculum that assists students in gaining a coherent, broad perspective on a variety of peoples, nations, regions, historical eras, and enduring themes. **Major Enduring Themes** - The term “major enduring themes” is used in several places in the Social Studies Standards. This term refers to general topics or issues that have been relevant over a long period of time. Using a consistent set of themes can serve as a framework within which other concepts, topics, and facts can be organized. It can also help students make connections between events within and across historical eras, and use history to help make informed decisions. Four different lists of major themes are provided, and schools may select from them based on their judgment of which list will best serve the learning of their students. **Eras** – School Administrative Units (SAU) should develop a coherent curriculum that provides students with a balanced exposure to the major eras of United States and World History. The term “various eras” in this document refers to those eras that are selected by an SAU to build a cohesive, balanced understanding. The “eras”, some of which overlap, include:
 * Maine Learning Results - SOCIAL STUDIES**



**Maine Native Americans** - The phrase Maine Native Americans refers to the four Maine Native American tribes – the Penobscot, the Passamaquoddy, the Micmac, and the Maliseet. **Unity and Diversity** - The Civics and Government, Economics, Geography, and History Standards all include performance indicators that address individual, cultural, international, and global connections. It will be up to the SAU to determine whether they use these performance indicators as an opportunity to integrate across the disciplines of the social studies or address them separately. In whatever manner the SAU addresses the instruction related to these performance indicators, it is critical that schools understand the importance of addressing the issues that both unify and divide. The following should help to provide clarity about the ideas related to unity and diversity that are contained in these performance indicators.

Unity and Diversity - The concepts of "unity" and "diversity" apply to the Civics and Government, Economics, Geography, and History Standards in Social Studies. Unity and diversity have long been valued in the United States as foundations of the unique character of our society. People throughout our nation's history have come from distinct and varied cultural, political, and religious backgrounds and perspectives. They have helped to shape and have participated in our national life based on the shared democratic values represented in our founding documents. We build common bonds of unity based on the democratic values, processes, and institutions that support our democratic way of life. At the same time we recognize the unique contributions, traditions, and perspectives of various groups and cultures. The concepts of unity and diversity also play a role in geography and economics. Diversity and unity influence the settlement and the economics of communities, regions, and nations. For example, in some cases a geographic factor such as a river serves as a resource that may bind a region, community, or a group of people of similar ethnic origins together. Economic systems or activities may unify a community or region; in other cases economic influences may lead to economic diversity //.// **The Social Studies Standards define the essential knowledge related to the concepts of unity and diversity under the broad umbrella of the performance indicators set forth at B3, C2, D2, and E2 which address Individual, Cultural, International, and Global Connections in civics and government, economics, geography, and history, respectively.** **Embedded Definition of the Social Studies Disciplines** - The first performance indicator of each of these disciplines includes a descriptor that provides a definition of each of these disciplines that develops across the grade spans. This series of descriptors provides a developmentally appropriate picture of what is learned in the discipline, and should help to ensure that students will be able to distinguish among the disciplines of the social studies and what the individuals engaged in those areas of study do, and to understand which discipline or combinations of disciplines best address specific topics and issues.

**A. Applications of Social Studies Processes, Knowledge, and Skills** Students apply critical thinking, a research process, and //discipline-based processes// and knowledge from civics/government, economics, geography, and history in //authentic contexts//. 1. **Researching and Developing Positions on Current Social Studies Issues** //Students research, select, and present a position on a// //current social studies issue// //by proposing and revising research questions, and locating and selecting information from multiple and varied sources.// a. Propose and revise research questions related to a current social studies issue. b. Determine the nature and extent of information needed. c. Locate and access relevant information that includes multiple perspectives from varied sources. d. Demonstrate facility with note- taking, organizing information, and creating bibliographies. e. Distinguish between primary and secondary sources. f. Evaluate and verify the credibility of the information found in print and non-print sources. g. Use additional sources to resolve contradictory information. h. Summarize and interpret information found in varied sources and/or from fieldwork, experiments, and interviews. i. Select a clear supportable position. j. Present a well-supported position, based on findings that integrate paraphrasing, quotations, and citations, to a //variety of audiences//. k. Use appropriate tools, methods, and sources from government, history, geography, economics, or related fields. l. Use information ethically and legally. **2. Making Decisions Using Social Studies Knowledge and Skills** //Students make individual and collaborative decisions on matters related to social studies using relevant information and research and discussion skills.// a. Develop individual and collaborative decisions/plans by contributing equitably to collaborative discussions, seeking and examining alternative ideas, considering the pros and cons, and thoughtfully and respectfully recognizing the contributions of other group members. b. Make a real or simulated decision related to the classroom, school, community, civic organization, Maine, or beyond by applying appropriate and relevant social studies knowledge and skills, including research skills, and other relevant information. **3. Taking Action Using Social Studies Knowledge and Skills** //Students select, plan, and implement a// //civic action// //or// //service- learning// //project based on a school, community, or State asset or need, and analyze the project’s effectiveness and civic contribution.//

**B. Civics and Government** **Students draw on concepts from civics and government to understand political systems, power, authority, governance, civic ideals and practices, and the role of citizens in the community, Maine, the United States, and world.** **1. Knowledge, Concepts, Themes, and Patterns of Civics/Government** //Students understand the basic ideals, purposes, principles, structures, and processes of constitutional government in Maine and the United States as well as examples of other forms of government in the world.// a. Explain that the study of government includes the structures and functions of government and the political and civic activity of citizens. b. Analyze examples of democratic ideals and constitutional principles that include the rule of law, legitimate power, and common good. c. Describe the structures and processes of United States government and government of the State of Maine and how these are framed by the United States Constitution, the Maine Constitution, and other primary sources. d. Explain the concepts of federalism and checks and balances and the role these concepts play in the governments of the United States and Maine as framed by the United States Constitution, the Maine Constitution and other primary sources. e. Compare how laws are made in Maine and at the federal level in the United States. f. Compare the structures and processes of United States government with examples of other forms of government. **2. Rights, Duties, Responsibilities, and Citizen Participation in Government** //Students understand constitutional and legal// //rights,// //civic// //duties and responsibilities// //, and roles of citizens in a constitutional democracy.// a. Explain the constitutional and legal status of “citizen” and provide examples of rights, duties, and responsibilities of citizens. b. Describe how the powers of government are limited to protect individual rights and minority rights as described in the United States Constitution and the Bill of Rights. c. Analyze examples of the protection of rights in court cases or from current events. d. Analyze how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience. **3. Individual, Cultural, International, and Global Connections in Civics and Government** //Students understand political and civic aspects of unity and diversity in Maine, the United States, and various world cultures including Maine Native Americans.// a. Explain basic constitutional, political, and civic aspects of historical and/or current issues that involve unity and diversity in Maine, the United States, and other nations. b. Describe the political structures and civic responsibilities within diverse cultures, including Maine Native Americans, various //historical and recent immigrant groups// in the United States, and various cultures in the world. **C. Economics** **Students draw on concepts and processes from economics to understand issues of** **personal finance** **and issues of production, distribution, and consumption in the community, Maine, the United States, and world.** **1. Economic Knowledge, Concepts, Themes, and Patterns** //Students understand the principles and processes of personal economics, the influence of economics on personal life and business, and the// //economic systems// //of Maine, the United States, and various regions of the world.// a. Explain that economics is the study of how scarcity requires choices about what, how, for whom, and in what quantity to produce, and how scarcity relates to market economy, entrepreneurship, supply and demand, and personal finance. b. Describe the functions of economic institutions and economic processes including financial institutions, businesses, government, taxing, and trade. c. Identify factors that contribute to personal spending and savings decisions including work, wages, income, expenses, and budgets as they relate to the study of individual financial choices. **2. Individual, Cultural, International, and Global Connections in Economics** //Students understand economic aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans.// a. Describe factors in //economic development//, and how states, regions, and nations have worked together to promote economic unity and interdependence. b. Describe the economic aspects of diverse cultures, including Maine Native Americans, various historical and recent immigrant groups in the United States, and various cultures in the world. **D. Geography** **Students draw on concepts and processes from geography to understand issues involving people, places, and environments in the community, Maine, the United States, and world.** **1. Geographic Knowledge, Concepts, Themes, and Patterns** //Students understand the geography of the community, Maine, the United States, and various regions of the world and the geographic influences on life in the past, present, and future.// a. Explain that geography includes the study of physical, environmental, and cultural features of the State, nation, and various regions of the world to identify consequences of geographic influences and make predictions. b. Use the geographic grid and a variety of types of maps to gather geographic information. c. Identify the major regions of the Earth and their major physical features and political boundaries using a variety of geographic tools. d. Describe the impact of change, including technological change, on the physical and cultural environment. **2. Individual, Cultural, International, and Global Connections in Geography** //Students understand geographic aspects of unity and diversity in Maine, the United States, and various world cultures// //,// //including Maine Native Americans.// a. Explain geographic features that have impacted unity and diversity in Maine, the United States, and other nations. b. Describe the dynamic relationship between geographic features and various cultures, including the cultures of Maine Native Americans, various historical and recent immigrant groups in the United States, and other cultures in the world. **E. History** **Students draw on concepts and processes from history to develop** **//historical//** **perspective and understand issues of continuity and change in the community, Maine, the United States, and world.** **1. Historical Knowledge, Concepts, Themes, and Patterns** //Students understand major eras, major enduring themes, and// //historic// //influences in the history of Maine, the United States, and various regions of the world.// a. Explain that history includes the study of past human experience based on available evidence from a variety of sources; and explain how history can help one better understand and make informed decisions about the present and future. b. Identify and analyze major historical eras, major enduring themes, turning points, events, consequences, and people in the history of Maine, the United States and various regions of the world. c. Trace and explain the history of democratic ideals and constitutional principles and their importance in the history of the United States and the world. d. Analyze interpretations of historical events that are based on different perspectives and evidence. **2. Individual, Cultural, International, and Global Connections in History** //Students understand// //historical// //aspects of unity and diversity in Maine, the United States, and various world cultures, including Maine Native Americans.// a. Explain how both unity and diversity have had important roles in the history of Maine, the United States, and other nations. b. Identify and compare a variety of cultures through time, including comparisons of native and immigrant groups in the United States, and eastern and western societies in the world. c. Describe major turning points and events in the history of Maine Native Americans, various historical and recent immigrant groups in Maine, the United States, and other cultures in the world.