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Maine: 5th-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 answer research questions related to social studies, by locating and selecting information and presenting findings.

      • A.1.a. Grade Level Example:

        Identify research questions related to social studies - seeking multiple perspectives from varied sources.

      • A.1.b. Grade Level Example:

        Identify key words and concepts related to research questions, making adjustments when necessary.

      • A.1.c. Grade Level Example:

        Locate and access information by using text features.

      • A.1.d. Grade Level Example:

        Collect, evaluate, and organize for a specific purpose.

      • A.1.e. Grade Level Example:

        Communicate findings from a variety of print and non-print sources.

      • A.1.f. Grade Level Example:

        Describe plagiarism and demonstrate appropriate citation.

      • A.1.g. Grade Level Example:

        Distinguish between facts and opinions/interpretations in sources.

    • 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 relevant information and research and discussion skills.

      • A.2.a. Grade Level Example:

        Contribute equitably to collaborative discussions, examine alternative ideas, and work cooperatively to share ideas, and individually and collaboratively develop a decision or plan.

      • A.2.b. Grade Level Example:

        Make a real or simulated decision related to the classroom, school, community, or civic organization by applying appropriate and relevant social studies knowledge and skills, including research skills, and other 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, school or local community asset or need, and describe evidence of the project's effectiveness and 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 the basic ideals, purposes, principles, structures, and processes of democratic government in Maine and the United States.

      • B.1.a. Grade Level Example:

        Explain that the study of government includes how governments are organized and how citizens participate.

      • B.1.b. Grade Level Example:

        Explain and provide examples of democratic ideals and constitutional principles to include the rule of law, legitimate power, and common good.

      • B.1.c. Grade Level Example:

        Explain and give examples of governmental structures including the legislative, executive, and judicial branches and the local, State, and national levels of government.

      • B.1.d. Grade Level Example:

        Explain how leaders are elected and how laws are made and implemented.

      • B.1.e. Grade Level Example:

        Explain that the structures and processes of government are described in documents, including the Constitutions of Maine and the United States.

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

      Students understand the basic rights, duties, responsibilities, and roles of citizens in a democracy.

      • B.2.a. Grade Level Example:

        Identify the rights, duties, and responsibilities of citizens within the class, school, or community.

      • B.2.b. Grade Level Example:

        Identify and describe the United States Constitution and Bill of Rights as documents that establish government and protect the rights of the individual United States citizen.

      • B.2.c. Grade Level Example:

        Provide examples of how people influence government and work for the common good including voting, writing to legislators, performing community service, and engaging in civil disobedience.

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

      Students understand civic aspects of unity and diversity in the daily life of various cultures in the United States and the world, including Maine Native Americans.

      • B.3.a. Grade Level Example:

        Identify examples of unity and diversity in the United States that relate to how laws protect individuals or groups to support the common good.

      • B.3.b. Grade Level Example:

        Describe civic beliefs and activities in the daily life of diverse cultures, including Maine Native Americans and various cultures in the United States and the world.

  • 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 personal economics and the basis of the economies of the community, Maine, the United States, and various regions of the world.

      • C.1.a. Grade Level Example:

        Explain that economics includes the study of scarcity which leads to economic choices about what goods and services will be produced, how they will be distributed, and for whom they will be produced.

      • C.1.b. Grade Level Example:

        Explain how entrepreneurs and other producers of goods and services help satisfy the wants and needs of consumers in a market economy, locally and nationally, by using natural, human, and capital resources.

      • C.1.c. Grade Level Example:

        Describe situations in which personal choices are related to the use of financial resources and financial institutions including the use of money, consumption, savings, investment, and banking.

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

      Students understand economic aspects of unity and diversity in the community, Maine, and regions of the United States and the world, including Maine Native American communities.

      • C.2.a. Grade Level Example:

        Describe economic similarities and differences within the community, Maine, and the United States.

      • C.2.b. Grade Level Example:

        Identify economic processes, economic institutions, and economic influences related to Maine Native Americans and various cultures in the United States and the world.

  • 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 geography of the community, Maine, the United States, and various regions of the world.

      • D.1.a. Grade Level Example:

        Explain that geography includes the study of Earth's physical features including climate and the distribution of plant, animal, and human life.

      • D.1.b. Grade Level Example:

        Create visual representations of the world, showing a basic understanding of the geographic grid, including the equator and prime meridian.

      • D.1.c. Grade Level Example:

        Identify the Earth's major geographic features such as continents, oceans, major mountains, and rivers using a variety of geographic tools.

      • D.1.d. Grade Level Example:

        Explain examples of changes in the Earth's physical features and their impact on communities and regions.

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

      Students understand geographic aspects of unity and diversity in the community, Maine, and regions of the United States and the world, including Maine Native American communities.

      • D.2.a. Grade Level Example:

        Identify examples of how geographic features unify communities and regions as well as support diversity.

      • D.2.b. Grade Level Example:

        Describe impacts of geographic features on the daily life of various cultures, including Maine Native Americans and other cultures in the United States and the world.

  • 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 various major eras in the history of the community, Maine, and the United States.

      • E.1.a. Grade Level Example:

        Explain that history includes the study of past human experience based on available evidence from a variety of sources.

      • E.1.b. Grade Level Example:

        Identify various major historical eras, major enduring themes, turning points, events, consequences, persons, and timeframes, in the history of the community, Maine, and the United States.

      • E.1.c. Grade Level Example:

        Trace and explain how the history of democratic principles is preserved in historic symbols, monuments and traditions important in the community, Maine, and the United States.

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

      Students understand historical aspects of unity and diversity in the community, Maine, and the United States, including Maine Native American communities.

      • E.2.a. Grade Level Example:

        Describe examples in the history of the United States of diverse and shared values and traditions.

      • E.2.b. Grade Level Example:

        Describe various cultural traditions and contributions of Maine Native Americans and various historical and recent immigrant groups in the community, Maine, and the United States.

 
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