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Maine: 1st-Grade Standards

  • ME.A. Content Standard: 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.

    • A.1. Performance Indicator: Researching and Developing Positions on Current Social Studies Issues

      Students identify and investigate research questions related to social studies by locating, organizing, and sharing information.

      • A.1.a. Grade Level Example:

        Identify questions related to social studies.

      • A.1.b. Grade Level Example:

        Follow an established procedure for locating sources appropriate to reading level.

      • A.1.c. Grade Level Example:

        Locate and collect information for a specific purpose from sources including maps, photographs, charts, and graphs.

      • A.1.d. Grade Level Example:

        Organize findings.

      • A.1.e. Grade Level Example:

        Share information gathered using oral and visual examples.

    • A.2. Performance Indicator: Making Decisions Using Social Studies Knowledge and Skills

      Students make individual and collaborative decisions on matters related to social studies using research and discussion skills.

      • A.2.a. Grade Level Example:

        Share ideas and listen to the ideas of others to reach individual and collaborative decisions and make plans.

      • A.2.b. Grade Level Example:

        Make a real or simulated decision related to the classroom, school, or beyond by applying appropriate and relevant social studies skills, including research skills, and relevant information.

    • A.3. Performance Indicator: Taking Action Using Social Studies Knowledge and Skills

      Students select, plan, and participate in a civic action or service-learning project based on a classroom or school asset or need, and describe the project's potential civic contribution.

  • ME.B. Content Standard: 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.

    • B.1. Performance Indicator: Knowledge, Concepts, Themes, and Patterns of Civics/Government

      Students understand key ideas and processes that characterize democratic government in the community and the United States.

      • B.1.a. Grade Level Example:

        Describe and provide examples of democratic ideals.

      • B.1.b. Grade Level Example:

        Recognize symbols, monuments, celebrations, and leaders of local, State, and national government.

      • B.1.c. Grade Level Example:

        Identify community workers and volunteers and the roles they play in promoting the common good.

    • B.2. Performance Indicator: Rights, Duties, Responsibilities, and Citizen Participation in Government

      Students understand the concepts of rights, duties, responsibilities, and participation.

      • B.2.a. Grade Level Example:

        Describe classroom rights, duties, and responsibilities including how students participate in some classroom decisions and are obliged to follow classroom rules.

      • B.2.b. Grade Level Example:

        Explain the purpose of school/classroom rules and laws encountered in daily experiences to promote the common good and the peaceful resolution of conflict.

    • B.3. Performance Indicator: Individual, Cultural, International, and Global Connections in Civics and Government

      Students understand civic aspects of classroom traditions and decisions, and the traditions of various cultures, including Maine Native Americans.

      • B.3.a. Grade Level Example:

        Identify and compare similar and differing interests and opinions students have related to classroom traditions and decisions.

      • B.3.b. Grade Level Example:

        Compare traditions that are similar across the nation and traditions that differ in various cultural groups including Maine Native Americans.

  • ME.C. Content Standard: 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.

    • C.1. Performance Indicator: Economic Knowledge, Concepts, Themes, and Patterns

      Students understand the nature of economics as well as key foundation ideas.

      • C.1.a. Grade Level Example:

        Describe economics as how people make choices about how to use scarce resources to meet their wants and needs.

      • C.1.b. Grade Level Example:

        Describe how money is earned and managed in order to buy goods and services and save for the future.

    • C.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Economics

      Students understand the influence of economics on individuals and groups in the United States and the world, including Maine Native Americans.

      • C.2.a. Grade Level Example:

        Identify examples of how individuals, families, and communities, including Maine Native Americans, are influenced by economic factors.

      • C.2.b. Grade Level Example:

        Describe the work and contribution of various groups to the economics of the local community in the past and present.

  • ME.D. Content Standard: 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.

    • D.1. Performance Indicator: Geographic Knowledge, Concepts, Themes, and Patterns

      Students understand the nature and basic ideas of geography.

      • D.1.a. Grade Level Example:

        Explain that geography is the study of the Earth's surface and peoples.

      • D.1.b. Grade Level Example:

        Create visual representations of the immediate neighborhood and community.

      • D.1.c. Grade Level Example:

        Use basic maps and globes to identify local and distant places and locations, directions (including N, S, E, and W), and basic physical, environmental, and cultural features.

    • D.2. Performance Indicator: Individual, Cultural, International, and Global Connections in Geography

      Students understand the influence of geography on individuals and groups in the United States and the world, including Maine Native Americans.

      • D.2.a. Grade Level Example:

        Identify the impacts of geographic features on individuals, families, and communities, including Maine Native Americans, in the United States and various other nations.

  • ME.E. Content Standard: 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.

    • E.1. Performance Indicator: Historical Knowledge, Concepts, Themes, and Patterns

      Students understand the nature of history as well as key foundation ideas.

      • E.1.a. Grade Level Example:

        Describe history as ''stories'' of the past.

      • E.1.b. Grade Level Example:

        Identify a few key figures and events from personal history, and the history of the community, Maine, and the United States, especially those associated with historically-based traditions.

      • E.1.c. Grade Level Example:

        Identify past, present, and future in stories, pictures, poems, songs, or videos.

      • E.1.d. Grade Level Example:

        Apply terms such as ''before'' and ''after'' in sequencing events.

      • E.1.e. Grade Level Example:

        Create a brief historical account about family, the local community, or the nation by using artifacts, photographs, or stories of the past.

    • E.2. Performance Indicator: Individual, Cultural, International, and Global Connections in History

      Students understand historical aspects of the uniqueness and commonality of individuals and groups, including Maine Native Americans.

      • E.2.a. Grade Level Example:

        Explain how individuals, families, and communities share both common and unique aspects of culture, values, and beliefs through stories, traditions, religion, celebrations, or the arts.

      • E.2.b. Grade Level Example:

        Describe traditions of Maine Native Americans and various historical and recent immigrant groups and traditions common to all.

 
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