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Maine: 9th-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 research, develop, present, and defend positions on current social studies issues by developing and modifying research questions, and locating, selecting, evaluating, and synthesizing information from multiple and varied sources.

      • A.1.a. Grade Level Example:

        Develop research questions related to a current social studies issue.

      • A.1.b. Grade Level Example:

        Select and apply research methods that are appropriate for the purpose of the inquiry.

      • A.1.c. Grade Level Example:

        Make judgments about conflicting findings from different sources, incorporating those from sources that are valid and refuting others.

      • A.1.d. Grade Level Example:

        Synthesize information from varied sources, fieldwork, experiments, and/or interviews that reflect multiple perspectives.

      • A.1.e. Grade Level Example:

        Utilize media relevant to audience and purpose that extend and support oral, written, and visual communication.

      • A.1.f. Grade Level Example:

        Create and present a coherent set of findings that integrate paraphrasing, quotations, and citations.

      • A.1.g. Grade Level Example:

        Develop a clear well -supported position.

      • A.1.h. Grade Level Example:

        Present and defend a well-supported position to a variety of audiences using a prescribed format.

      • A.1.i. Grade Level Example:

        Select and use appropriate tools, methods, and sources from government, history, geography, economics, or related fields, including ethical reasoning skills.

      • A.1.j. Grade Level Example:

        Access and present information ethically and legally.

    • 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, discussion, and ethical reasoning skills.

      • A.2.a. Grade Level Example:

        Develop individual and collaborative decisions/plans by considering multiple points of view, weighing pros and cons, building on the ideas of others, and sharing information in an attempt to sway the opinions of others.

      • A.2.b. Grade Level Example:

        Make a real or simulated decision related to the classroom, school, community, civic organization, Maine, United States, or international entity by applying appropriate and relevant social studies knowledge and skills, including research skills, ethical reasoning skills, and other relevant information.

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

      Students select, plan, and implement a civic action or service-learning project based on a community, school, State, national, or international asset or need, and evaluate 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 ideals, purposes, principles, structures, and processes of constitutional government in the United States and in the American political system, as well as examples of other forms of government and political systems in the world.

      • B.1.a. Grade Level Example:

        Explain that the study of government includes the structures, functions, institutions, and forms of government and the relationship of government to citizens in the United States and in other regions of the world.

      • B.1.b. Grade Level Example:

        Evaluate current issues by applying democratic ideals and constitutional principles of government in the United States, including checks and balances, federalism, and consent of the governed as put forth in founding documents.

      • B.1.c. Grade Level Example:

        Explain how and why democratic institutions and interpretations of democratic ideals and constitutional principles change over time.

      • B.1.d. Grade Level Example:

        Describe the purpose, structures, and processes of the American political system.

      • B.1.e. Grade Level Example:

        Compare the American political system with examples of political systems from other parts of the world.

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

      Students understand the constitutional and legal rights, the civic duties and responsibilities, and roles of citizens in a constitutional democracy and the role of citizens living under other forms of government in the world.

      • B.2.a. Grade Level Example:

        Explain the relationship between constitutional and legal rights, and civic duties and responsibilities in a constitutional democracy.

      • B.2.b. Grade Level Example:

        Evaluate the relationship between the government and the individual as evident in the United States Constitution, the Bill of Rights, and landmark court cases.

      • B.2.c. Grade Level Example:

        Analyze the constitutional principles and the roles of the citizen and the government in major laws or cases.

      • B.2.d. Grade Level Example:

        Compare the rights, duties, and responsibilities of United States citizens with those of citizens from other nations.

      • B.2.e. Grade Level Example:

        Evaluate 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 political and civic aspects of unity and diversity in Maine, the United States, and the world, including Maine Native Americans.

      • B.3.a. Grade Level Example:

        Analyze the 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.3.b. Grade Level Example:

        Analyze the political structures, political power, and political perspectives of diverse cultures, including those of Maine and other Native Americans, various historical and recent immigrant groups in Maine and the United States, and those of various world cultures.

  • 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 principles and processes of personal economics, the role of markets, the economic system of the United States, and other economic systems in the world, and how economics serves to inform decisions in the present and future.

      • C.1.a. Grade Level Example:

        Explain that the study of economics includes the analysis and description of production, distribution, and consumption of goods and services by business, and is the basis of individual personal finance management including saving and investing.

      • C.1.b. Grade Level Example:

        Explain and analyze the role of financial institutions, the stock market, and government, including fiscal, monetary, and trade policies, in personal, business, and national economics.

      • C.1.c. Grade Level Example:

        Evaluate different forms of money management, and the positive and negative impacts that credit can have on individual finances, using economic reasoning.

      • C.1.d. Grade Level Example:

        Identify and explain various economic indicators and how they represent and influence economic activity.

      • C.1.e. Grade Level Example:

        Analyze economic activities and policies in relationship to freedom, efficiency, equity, security, growth, and sustainability.

      • C.1.f. Grade Level Example:

        Explain and apply the concepts of specialization, economic interdependence, and comparative advantage.

      • C.1.g. Grade Level Example:

        Solve problems using the theory of supply and demand.

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

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

      • C.2.a. Grade Level Example:

        Analyze the role of regional, international, and global organizations that are engaged in economic development.

      • C.2.b. Grade Level Example:

        Compare a variety of economic systems and the economic development of Maine, the United States, and various regions of the world that are economically diverse.

      • C.2.c. Grade Level Example:

        Analyze wealth, poverty, resource distribution, and other economic factors of diverse cultures, including Maine and other Native Americans, various historical and recent immigrant groups in Maine and the United States, and various world cultures.

  • 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 United States and various regions of the world and the effect of geographic influences on decisions about the present and future.

      • D.1.a. Grade Level Example:

        Explain that geography includes the study of physical, environmental, and cultural features at the local, state, national, and global levels and helps people to better predict and evaluate consequences of geographic influences.

      • D.1.b. Grade Level Example:

        Describe the major regions of the Earth and their major physical, environmental, and cultural features using a variety of geographic tools.

      • D.1.c. Grade Level Example:

        Analyze local, national, and global geographic data on physical, environmental, and cultural processes that shape and change places and regions.

      • D.1.d. Grade Level Example:

        Evaluate the impact of change including technological change, on the physical and cultural environment.

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

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

      • D.2.a. Grade Level Example:

        Analyze geographic features that have impacted unity and diversity in the United States and other nations and describe their effects.

      • D.2.b. Grade Level Example:

        Analyze the dynamic relationship between geographic features and various cultures, including the cultures of Maine and other Native Americans, various historical and recent immigrant groups in the United States, and other cultures in 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 major eras, major enduring themes, and historic influences in United States and world history, including the roots of democratic philosophy, ideals, and institutions in the world.

      • E.1.a. Grade Level Example:

        Explain that history includes the study of the past based on the examination of a variety of primary and secondary sources and how history can help one better understand and make informed decisions about the present and future.

      • E.1.b. Grade Level Example:

        Analyze and critique major historical eras, major enduring themes, turning points, events, consequences, and people in the history of the United States and world and the implications for the present and future.

      • E.1.c. Grade Level Example:

        Trace and critique the roots and evolution of democratic ideals and constitutional principles in the history of the United States and the world using historical sources.

      • E.1.d. Grade Level Example:

        Analyze and critique varying interpretations of historic people, issues, or events, and explain how evidence is used to support different interpretations.

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

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

      • E.2.a. Grade Level Example:

        Identify and critique issues characterized by unity and diversity in the history of the United States and other nations, and describe their effects.

      • E.2.b. Grade Level Example:

        Identify and analyze major turning points and events in the history of Native Americans and various historical and recent immigrant groups in the United States, and other cultures in the world.

 
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