Maine

4.C&G Civics & 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 the world. <

  • 4.C&G.1 Civics & Government 1: Students understand the basic ideals, purposes, principles, structures, and processes of democratic government in Maine and the United States by explaining and providing examples of democratic ideals and constitutional principles to include the rule of law, legitimate power, and common good.

    • Local government (4-K.1)
    • State government (4-K.2)
    • Federal government (4-K.3)
    • The Constitution (4-K.4)
    • The Bill of Rights (4-K.5)
    • Checks and balances (4-K.6)
    • Presidential elections (4-K.7)

  • 4.C&G.2 Civics & Government 2: Students understand the basic ideals, purposes, principles, structures, and processes of democratic government in Maine by explaining and giving examples of governmental structures including the legislative, executive, and judicial branches and the local and State levels of government.

    • State government (3-E.3)
    • Local government (4-K.1)

  • 4.C&G.3 Civics & Government 3: Students understand the basic ideals, purposes, principles, structures, and processes of democratic government in Maine by explaining that the structures and processes of government are described in documents, including the Constitution of Maine.

  • 4.C&G.4 Civics & Government 4: Students understand the basic rights, duties, responsibilities, and roles of citizens in a democratic republic by providing examples of how people influence government and work for the common good, including selecting, planning, and participating 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.

    • Presidential elections (4-K.7)

  • 4.C&G.5 Civics & Government 5: Students understand civic aspects of unity and diversity in the daily life of various cultures in Maine and the United States by identifying examples of unity and diversity in the United States that relate to how laws protect individuals or groups to support the common good.

    • The Bill of Rights (4-K.5)

  • 4.C&G.6 Civics & Government 6: Students understand civic aspects of unity and diversity in the daily life of various cultures in the United States by describing civic beliefs and activities in the daily life of diverse cultures.

4.PF&E Personal Finance & Economics

• Students draw from concepts and processes in personal finance to understand issues of money management, saving, investing, credit, and debt; students draw from concepts and processes in economics to understand issues of production, distribution, consumption in the community, Maine, the United States, and the world.

  • 4.PF&E.1 Personal Finance: Students understand the principles and process of personal finance by describing situations in which financial institutions can be used to manage money.

    • Banks (4-O.1)

  • 4.PF&E.2 Economics: Students understand economics and the basis of the economies of the community, Maine, the United States, and various regions of the world by explaining how of scarcity leads to choices about how goods and services are consumed and distributed, and by making a real or simulated decision related to scarcity.

    • What is economics? (4-N.1)
    • Costs and benefits (4-N.2)
    • Opportunity cost (4-N.3)
    • Understand quantity supplied and quantity demanded (4-P.1)
    • Understand overall supply and demand (4-P.2)
    • Create and use supply and demand curves (4-P.3)
    • Identify shortage and surplus (4-P.4)
    • Identify shortage and surplus with graphs (4-P.5)
    • Identify shortage and surplus with data (4-P.6)

  • 4.PF&E.3 Global Connections: 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 by identifying economic processes, economic institutions, and economic influences related to Maine Native Americans and various cultures in the United States and the world.

    • What is economics? (4-N.1)
    • Banks (4-O.1)

4.G 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 the world.

  • 4.G.1 Geography 1: Students understand the geography of the community, Maine, the United States, and various regions of the world by communicating their findings by creating visual representations of the world, showing a basic understanding of the geographic grid, including the equator and prime meridian.

    • Identify lines of latitude and longitude (4-F.2)
    • Use lines of latitude and longitude (4-F.3)
    • Identify oceans and continents (4-G.3)
    • Select oceans and continents (4-G.4)
    • Name oceans and continents (4-G.5)
    • Identify states of the West (4-H.1)
    • Select states of the West (4-H.2)
    • Name states of the West (4-H.3)
    • Identify states of the Midwest (4-H.4)
    • Select states of the Midwest (4-H.5)
    • Name states of the Midwest (4-H.6)
    • Identify states of the Southeast (4-H.7)
    • Select states of the Southeast (4-H.8)
    • Name states of the Southeast (4-H.9)
    • Identify states of the Northeast (4-H.10)
    • Select states of the Northeast (4-H.11)
    • Name states of the Northeast (4-H.12)

  • 4.G.2 Geography 2: Students understand geographic aspects of unity and diversity in various regions of the United States and the world by describing impacts of geographic features on the daily life of various cultures in the United States and the world.

    • Identify Earth's land features using photographs (4-G.1)
    • Identify Earth's land features using satellite images (4-G.2)

4.H History

• Students draw on concepts and processes using primary and secondary sources from history to develop historical perspective and understand issues of continuity and change in the community, Maine, the United States, and world.

  • 4.H.1 History 1: Students understand various major eras in the history of the community, Maine, and the United States by identifying major historical eras, major enduring themes, turning points, events, consequences, persons, and timeframes, in the history of the community, the state, and the United States. Students make real or simulated decisions related to the state of Maine or civic organizations by applying appropriate and relevant social studies knowledge and skills, including research skills, and other relevant information. Students distinguish between facts and opinions/interpretations in sources.

    • Jamestown: the early years (4-A.1)
    • Jamestown: growth of a colony (4-A.2)
    • Plymouth (4-A.3)
    • New England colonies: religion and government (4-A.4)
    • New England colonies: economy and conflict (4-A.5)
    • Middle colonies: founding and government (4-A.6)
    • Middle colonies: economy and society (4-A.7)
    • Southern colonies: founding and government (4-A.8)
    • Southern colonies: economy and slavery (4-A.9)
    • Identify the Thirteen Colonies (4-A.10)
    • Select the Thirteen Colonies (4-A.11)
    • Name the Thirteen Colonies (4-A.12)
    • The American Revolution: the Thirteen Colonies under British rule (4-B.1)
    • The American Revolution: New British taxes (4-B.2)
    • The American Revolution: the Boston Tea Party (4-B.3)
    • The American Revolution: the rebellion begins (4-B.4)
    • The American Revolution: preparing for war (4-B.5)
    • The American Revolution: struggle for independence (4-B.6)
    • The American Revolution: turning the tide of the war (4-B.7)
    • The American Revolution: conclusion and aftermath (4-B.8)
    • The Louisiana Purchase (4-C.1)
    • The Lewis and Clark Expedition (4-C.2)
    • The War of 1812: causes (4-C.3)
    • The War of 1812: events and effects (4-C.4)
    • Antebellum Period: economies of the North and South (4-C.5)
    • Antebellum Period: abolitionist and proslavery perspectives (4-C.6)
    • Antebellum Period: slavery and politics part I (4-C.7)
    • Antebellum Period: slavery and politics part II (4-C.8)
    • The Civil War: the beginning of the war (4-D.1)
    • The Civil War: the First Battle of Bull Run to Gettysburg (4-D.2)
    • The Civil War: war tactics and the home front (4-D.3)
    • The Civil War: the end of the war (4-D.4)
    • Reconstruction (4-D.5)
    • World War I: the road to war (4-E.1)
    • World War I: the war begins (4-E.2)
    • World War I: events of the war (4-E.3)
    • World War I: the road to peace (4-E.4)
    • The Great Depression: part I (4-E.5)
    • The Great Depression: part II (4-E.6)
    • The New Deal (4-E.7)
    • World War II: lead-up to war in Europe, Asia (4-E.8)
    • World War II: global events (4-E.9)
    • Identify facts and opinions (4-Q.1)

  • 4.H.2 History 2: Students understand historical aspects of unity and diversity in the community, the state, Maine Native American communities, and the United States by describing various cultural traditions and contributions of Maine Native Americans and various historical and recent immigrant groups in the community and the state.

    • Día de los Muertos (3-G.1)
    • Thanksgiving (3-G.2)
    • Hanukkah (3-G.3)
    • Rosh Hashanah (3-G.4)
    • Kwanzaa (3-G.5)
    • Christmas (3-G.6)
    • Easter (3-G.7)
    • Lunar New Year (3-G.8)
    • Ramadan (3-G.9)
    • Holi (3-G.10)