Maryland

1 Civics

• 1.1 Civic Virtues

  • 1.1.1 Students will analyze civic virtue by:

    • 1.1.1.a explaining how democracy relies on engagement including voting and volunteering in civic organizations.

      • Presidential elections (3-E.8)

    • 1.1.1.b interacting with local civic and/or community leaders.

      • Local government (3-E.2)

    • 1.1.1.c explaining how groups of people make rules to create responsibilities and protect freedoms.

      • Federal government (3-E.4)

    • 1.1.1.d identifying how having multiple perspectives both benefits and challenges people living in a democratic society.

    • 1.1.1.e examining the principles expressed in the Declaration of Independence and U.S. Constitution.

      • The Constitution (3-E.5)

• 1.2 Democratic Government

  • 1.2.1 Students will analyze the local, state, and national levels of government by:

    • 1.2.1.a defining the legislative, executive, and judicial branches of government.

      • Federal government (3-E.4)

    • 1.2.1.b comparing the responsibilities of local, state, and national government.

      • Local government (3-E.2)
      • State government (3-E.3)
      • Federal government (3-E.4)

    • 1.2.1.c identifying the leaders of local, state, and national government in various branches of government.

      • Local government (3-E.2)
      • State government (3-E.3)
      • Federal government (3-E.4)

    • 1.2.1.d determining the importance of communication through various means with elected officials.

    • 1.2.1.e determining the importance of voting in democratic government.

      • Presidential elections (3-E.8)

• 1.3 Informed Action

  • 1.3.1 Students will address local community issues by:

    • 1.3.1.a explaining the importance of civic participation in their community.

    • 1.3.1.b examining a current issue on the local, state, and national level and its impact on their community.

    • 1.3.1.c analyzing ways of influencing local, state, and/or national governments to address a current issue.

    • 1.3.1.d identifying individuals and groups who share a common concern for addressing a current. issue on the state, local, and/or national level.

    • 1.3.1.e developing a plan for effectively organizing and communicating a plan for addressing a current issue.

    • 1.3.1.f implementing an informed civic action plan on a current issue.

2 Economics and Geography

• 2.1 Development

  • 2.1.1 Students will be able to explain the locations of goods and services in the state of Maryland by:

    • 2.1.1.a identifying goods and services bought and sold in Maryland.

      • Goods and services (3-H.3)

    • 2.1.1.b identifying ways that people use the physical environment for buying and selling goods and services.

    • 2.1.1.c locating key economic centers in Maryland including agriculture, service and manufacturing industries (tourism, seafood, poultry, mining, commercial) using maps.

    • 2.1.1.d identifying examples of entrepreneurship in the local and state economy and how location, history and culture influence those businesses.

    • 2.1.1.e identifying the risk and rewards of entrepreneurship.

    • 2.1.1.f evaluating local and state laws that impact business owners in Maryland.

• 2.2 Impact on People

  • 2.2.1 Students will analyze how economic development in Maryland impacts people by:

    • 2.2.1.a explaining how jobs and careers are influenced by key economic centers.

    • 2.2.1.b analyzing government services that are impacted by economic development.

    • 2.2.1.c analyzing economic and population data to determine how economic development impacts where people live, work, and play.

• 2.3 Impact on the Environment

  • 2.3.1 Students will analyze the impact of economic development on the natural environment by:

    • 2.3.1.a describing the relationships between human settlement and physical geography, and economic centers.

      • Identify urban, suburban, and rural areas (3-A.10)
      • Compare urban, suburban, and rural areas (3-A.11)

    • 2.3.1.b explaining how transportation is influenced by industry, agriculture, and geographic features.

    • 2.3.1.c explaining how humans have modified their environment in the development of economic centers.

      • Compare urban, suburban, and rural areas (3-A.11)

    • 2.3.1.d comparing perspectives of various communities toward the natural environment.

    • 2.3.1.e drawing inferences about the positive and negative impacts of human-caused change to the physical environment.

4 History

• 3.1 Cultural Change Over Time

  • 3.1.1 Students will analyze early regional cultural groups by:

    • 3.1.1.a comparing how societies in the Americas, Western Europe, and Western Africa have shaped and been shaped by their culture and environment.

      • Natural resources (3-H.2)
      • Producers and consumers (3-H.4)

    • 3.1.1.b developing timelines showing settlement of various cultural groups in Maryland.

    • 3.1.1.c evaluating why and how people and institutions supported and restricted freedom by making rules in order to promote freedom, equality, and equity for some, but not all.

      • Thomas Jefferson (3-D.3)
      • Abraham Lincoln (3-D.6)
      • Thurgood Marshall (3-D.15)
      • Cesar Chavez (3-D.18)

    • 3.1.1.d contrasting the lives of early European explorers, colonists, indentured servants, and enslaved Africans.

  • 3.1.2 Students will analyze influences of early cultural groups by:

    • 3.1.2.a analyzing photographs, images, and text from the past to learn about key historical figures.

      • Benjamin Franklin (3-D.1)
      • Paul Revere (3-D.2)
      • Thomas Jefferson (3-D.3)
      • Davy Crockett (3-D.4)
      • John Deere (3-D.5)
      • Abraham Lincoln (3-D.6)
      • Frederick Douglass (3-D.7)
      • Susan B. Anthony (3-D.8)
      • Harriet Tubman (3-D.9)
      • Sitting Bull (3-D.10)
      • Thomas Edison (3-D.11)
      • Theodore Roosevelt (3-D.12)
      • George Washington Carver (3-D.13)
      • Amelia Earhart (3-D.14)
      • Thurgood Marshall (3-D.15)
      • Rosa Parks (3-D.16)
      • Jackie Robinson (3-D.17)
      • Cesar Chavez (3-D.18)
      • Martin Luther King Jr. (3-D.19)
      • Neil Armstrong (3-D.20)
      • Bill Gates (3-D.21)

    • 3.1.2.b interpreting evidence of the past to make claims about how individuals and groups shaped their region.

      • John Deere (3-D.5)
      • George Washington Carver (3-D.13)

    • 3.1.2.c comparing maps of settlement patterns from the past and today.

    • 3.1.2.d developing and implementing informed action plans for communicating and expressing claims about the region's historical influences.