A Students apply critical thinking, a research process, and discipline-based processes and knowledge from civics/government, economics, geography, and history in authentic contexts.
A1 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.
A2 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.
A3 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 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.
B1 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.
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.
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 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.
C1 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.
C2 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 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.
D1 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.
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 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.
E1 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.