Maryland

1.0 Students will understand the historical development and current status of the fundamental concepts and processes of authority, power, and influence, with particular emphasis on the democratic skills and attitudes necessary to become responsible citizens.

• A The Foundations and Function of Government

  • 1 Trace how the political structure in early Maryland developed and changed over time

    • a Describe how the colony of Maryland was established and governed including the establishment of rule of law and power with authority, such as Proprietorships, Royal Governor, and early General Assembly

      • Southern colonies: founding and government (4-A.8)

    • b Explain the importance of the Office of the Governor and the Court of Appeals

    • c Outline the structure and function of the Maryland General Assembly and the roles of state senators and delegates

  • 2 Analyze the documents, and democratic ideas that developed in the Maryland Colony

    • a Analyze how colonial law influenced individuals in Maryland and other colonies, such as indentured servants contracts, Tolerance Acts of 1649, Maryland Charter of 1632

    • b Describe how the Maryland State Constitution includes democratic principles and values

  • 3 Analyze the role of Maryland government regarding public policy and issues

    • a Analyze perspectives and policies in Maryland regarding historic and current public issues

    • b Explain the effect that regional interests have on shaping government policy in and around Maryland, such as Chesapeake Bay issues, availability of land for mining, land use

• B Individual and Group Participation in the Political System

  • 1 Analyze how individuals and groups contributed to the political system in Maryland

    • a Describe the contributions of 17th century English settlers who influenced the early political structure

      • Southern colonies: founding and government (4-A.8)

    • b Research the role of Marylanders who influenced the building of our new nation, such as the Sons of Liberty, William Paca, Charles Carroll, Thomas Stone, and Samuel Chase

  • 2 Defend the importance of civic participation as a citizen of Maryland

    • a Identify various sources of information that are available to citizens to make political decisions

    • b Analyze ways people can participate in the political process including voting, petitioning elected officials, and volunteering

      • Presidential elections (4-K.7)

• C Protecting Rights and Maintaining Order

  • 1 Describe rights and responsibilities of being a citizen in Maryland

    • a Describe responsibilities associated with certain basic rights of citizens, such as freedom of speech, religion, and press, and explain why these responsibilities are important

    • b Describe the role of Maryland state judiciary system

  • 2 Explain how Maryland government protects the rights of individuals and groups

    • a Describe the rule of law and explain how it impacts individuals and groups

    • b Describe the balance between private life and government in providing order and protecting rights

2.0 Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the World through both a multicultural and historic perspective.

• A Elements of Culture

  • 1 Describe the various cultures of early societies of Maryland

    • a Define how culture influences people

    • b Describe the social, political and religious character of the earliest colonies

      • Southern colonies: founding and government (4-A.8)

    • c Examine and describe the unique and diverse cultures of early native American societies

    • d Compare the early cultures of the Native Americans with the European settlers and their influences on each other

• B Cultural Diffusion

  • 1 Analyze how Maryland society was influenced by the contributions of people and groups

    • a Describe the contributions of past Maryland leaders

      • Southern colonies: founding and government (4-A.8)

    • b Describe the contribution of individuals and groups

      • Southern colonies: founding and government (4-A.8)

  • 2 Describe cultural characteristics of various groups of people in Maryland

    • a Describe the similarities and differences of religious, ethnic, and economic groups in colonial and contemporary times

    • b Site example of how various cultures borrow and share traditions

• C Conflict and Compromise

  • 1 Evaluate how various perspectives of Marylanders can cause compromise and/or conflict

    • a Describe the differing historical conflicts such as between the Patriots and Loyalists

      • 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)

    • b Investigate the causes of contemporary conflict and compromises

3.0 Students will use geographic concepts and processes to examine the role of culture, technology, and the environment in the location and distribution of human activities and spatial connections throughout time.

• A Using Geographic Tools

  • 1 Use geographic tools to locate places and describe the human and physical characteristics of those places

    • a Construct and interpret a variety of maps using map elements

    • b Use photographs, maps, charts, graphs, and atlases to describe geographic characteristics of Maryland/United States

      • 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)
      • Identify the 50 states (4-H.13)
      • Select the 50 states (4-H.14)
      • Name the 50 states (4-H.15)
      • Identify state capitals of the West (4-I.1)
      • Name state capitals of the West (4-I.2)
      • Identify state capitals of the Midwest (4-I.3)
      • Name state capitals of the Midwest (4-I.4)
      • Identify state capitals of the Southeast (4-I.5)
      • Name state capitals of the Southeast (4-I.6)
      • Identify state capitals of the Northeast (4-I.7)
      • Name state capitals of the Northeast (4-I.8)
      • Identify the 50 state capitals (4-I.9)
      • Name the 50 state capitals (4-I.10)
      • Cities of the West (4-J.1)
      • Cities of the Midwest (4-J.2)
      • Cities of the Southeast (4-J.3)
      • Cities of the Northeast (4-J.4)
      • Major U.S. cities (4-J.5)

    • c Identify and locate natural/physical features and human-made features of Maryland such as Appalachian Mountains, Piedmont Plateau, and Atlantic Coastal Plain

    • d Identify and locate natural/physical features and human-made features of the United States

      • Identify American landmarks and monuments: part I (4-L.2)
      • Identify American landmarks and monuments: part II (4-L.3)
      • The White House (4-L.5)
      • The Washington Monument (4-L.6)
      • The Lincoln Memorial (4-L.7)
      • The Statue of Liberty (4-L.8)
      • The Empire State Building (4-L.9)
      • The Golden Gate Bridge (4-L.10)
      • Mount Rushmore (4-L.11)

• B Geographic Characteristics of Places and Regions

  • 1 Describe similarities and differences of regions by using geographic characteristics

    • a Compare physical characteristics of different places and regions of Maryland and the United States including natural/physical features, weather and climate, soil, vegetation, minerals and animal life

    • b Compare human characteristics of different places and regions of Maryland the United States, including human-made features, language, religions, political systems, economic activity, and population distribution

    • c Describe how geographic characteristics of a place or region change over time and affect the way people live and work

      • New England colonies: economy and conflict (4-A.5)
      • Middle colonies: economy and society (4-A.7)
      • Southern colonies: economy and slavery (4-A.9)
      • The Louisiana Purchase (4-C.1)
      • The Lewis and Clark Expedition (4-C.2)
      • Antebellum Period: economies of the North and South (4-C.5)

• C Movement of People, Goods and Ideas

  • 1 Describe and analyze population growth, migration, and settlement patterns in Maryland and regions of the United States

    • a Explain how geographic characteristics influenced settlement patterns in Maryland and the United States

      • New England colonies: economy and conflict (4-A.5)
      • Middle colonies: economy and society (4-A.7)
      • Southern colonies: economy and slavery (4-A.9)
      • The Louisiana Purchase (4-C.1)
      • The Lewis and Clark Expedition (4-C.2)

    • b Explain how changes in transportation and communication led to the growth and development of towns and cities in Maryland and United States

    • c Describe the transportation and communication networks for the movement of people, goods, and ideas to, from and within Maryland such as Bay Bridge, National Road, B & O Railroad, the Port of Baltimore, and C & O Canal

    • d Identify the reasons for the movement of peoples to, from, and within Maryland and the United States

• D Modifying and Adapting to the Environment

  • 1 Describe how people adapt to, modify and impact the natural environment

    • a Compare ways Native American societies in Maryland used the natural environment for food, clothing, and shelter

    • b Describe ways and reasons people in Maryland and the United States modify the natural environment and the consequences of modifications

    • c Explain how the growth of communities and suburbs have had consequences on the environment, loss of farmland, and pollution

    • d Describe how land use and urban growth are influenced by governmental decisions

4.0 Students will develop economic reasoning to understand the historical development and current status of economic principles, institutions, and processes needed to be effective citizens, consumers, and workers participating in local communities, the nation, and the world.

• A Scarcity and Economic Decision-making

  • 1 Explain that people must make choices because resources are limited relative to economic wants for goods and services in Maryland, past and present

    • a Identify opportunity cost of economic decisions made by individuals, businesses, and governments

      • Opportunity cost (4-N.3)

  • 2 Explain how limited economic resources are used to produce goods and services to satisfy economic wants in Maryland

    • a Describe how scarcity and the availability of economic resources determine what is produced and the effects on consumers

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

  • 3 Explain how technological changes have affected production and consumption in Maryland

    • a Describe how changes in technology, such as refrigeration, impacted the lives of consumers

    • b Describe how entrepreneurship inspired technological changes and affected business productivity

  • 4 Describe regional economic specialization in Maryland and the ways people live and work

    • a Explain how available resources determine which careers are more common in one region such as waterman on the Eastern Shore

    • b Describe how specialization results in the interdependence of people

• B Economic Systems and the Role of Government in the Economy

  • 1 Describe the types of economic systems in Maryland

    • a Provide examples of tradition in the Maryland economy, such as businesses and skills that are handed down through families

    • b Give examples of the kinds of goods and services produced in Maryland during different historical periods

  • 2 Describe the role of government in regulating economic activity and providing goods and services

    • a Give examples of how governments' decision making affect economic growth and the ability to provide jobs and provide services

    • b Explain how local and state governments in Maryland provide goods and services and are paid for by taxes

    • c Give examples of government's rules and laws that affect how people in businesses work such as, requiring licenses to drive and regulating resources

  • 3 Examine the progression from a barter system to a money economy in Colonial America

    • a Give examples of barter exchanges of goods and services in Maryland

    • b Give examples of contemporary money exchanges

5.0 Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland, the United States and around the world.

• A Individuals and Societies Change Over Time

  • 1 Analyze the chronology and significance of key historical events leading to early settlement in Maryland

    • a Explain how and why the Maryland colony was established, including political and economic motives for coming to the new world

      • Southern colonies: founding and government (4-A.8)
      • Southern colonies: economy and slavery (4-A.9)

    • b Compare the development of places and regions, such as St. Mary's City, Western Maryland, Kent Island, and Annapolis

    • c Describe the establishment of slavery and how it shaped life in Maryland

  • 2 Compare Native American societies in Maryland before and after European colonization

    • a European colonization a. Identify the development of indigenous societies from the Paleo-Indians to the Woodland Indians

    • b Describe Native American societies indigenous to Maryland after European contact

• B Emergence, Expansion and Changes in Nations and Empires

• C Conflict between Ideas and Institutions

  • 1 Examine the consequences of interactions among groups and cultures in Maryland

    • a Describe Maryland colonists' reactions to changing economic policies from England using events that led to the American Revolutionary War

    • b Explain the interactions between colonists and the British during the Pre-Revolutionary period

  • 2 Explain the political, cultural, economic and social changes in Maryland during the early 1800s

    • a Describe Maryland's role in the War of 1812

    • b Describe the importance of changes in industry, transportation, education, rights and freedoms in Maryland, such as roads and canals, slavery, B&O railroad, the National Road, immigration, public schools, and religious freedoms

  • 3 Analyze regional differences in the Civil War and its effects on people in Maryland

    • a Describe the economic interests in Maryland, such as agricultural v. industrial and slave v. non-slave

    • b Explain why loyalties to the North and the South were divided in Maryland

  • 4 Analyze how the institution of slavery impacted individuals and groups in Maryland

    • a Compare the lives of slave families and free blacks

    • b Describe the anti-slavery movement in Maryland

    • c Describe the growth of the Underground Railroad

      • Antebellum Period: abolitionist and proslavery perspectives (4-C.6)
      • The Civil War: war tactics and the home front (4-D.3)

6.0 Students shall use reading, writing, and thinking processes and skills to gain knowledge and understanding of political, historical, and current events using chronological and spatial thinking, economic reasoning, and historical interpretation, by framing and evaluating questions from primary and secondary sources.

• A Read to Learn and Construct Meaning about Social Studies

  • 1 Use appropriate strategies and opportunities to increase understandings of social studies vocabulary

    • a Acquire and apply new vocabulary through investigating, listening, independent reading and discussing a variety of print and non-print sources

    • b Identify and use new vocabulary acquired through study of relationships to prior knowledge and experiences

    • c Use context clues to understand new social studies vocabulary

    • d Use new vocabulary in speaking and writing to gain and extend content knowledge and clarify expression

  • 2 Use strategies to prepare for reading (before reading)

    • a Identify the characteristics of informational texts, such as print features, graphic aids, informational aids, organizational aids, and online features

    • b Preview the text by examining features, such as the title, pictures, maps, illustrations, photographs, charts, timelines, graphs, and icons

    • c Set a purpose for reading the text

    • d Ask questions and make predictions about the text

    • e Make connections to the text using prior knowledge and experiences

  • 3 Use strategies to monitor understanding and derive meaning from text and portions of text (during reading)

    • a Identify and use knowledge of organizational structures, such as chronological order, cause/effect, main ideas and details, description, similarities/differences, and problem/solution to gain meaning

    • b Reread slowly and carefully, restate, or read on and revisit difficult parts

    • c Use a graphic organizer or another note-taking technique to record important ideas or information

    • d Look back through the text to search for connections between and among ideas

    • e Make, confirm, or adjust predictions about the text

    • f Periodically summarize or paraphrase important ideas while reading

    • g Visualize what was read for deeper meaning

    • h Explain personal connections to the ideas or information in the text

  • 4 Use strategies to demonstrate understanding of the text (after reading)

    • a Identify and explain what is directly stated in the text

    • b Identify, paraphrase, or summarize the main idea of the text

    • c Determine and explain the author's purpose

    • d Distinguish between facts and opinions

      • Identify facts and opinions (4-Q.1)

    • e Explain whether or not the author's opinion is presented fairly

    • f Explain what is not directly stated in the text by drawing inferences

    • g Confirm or refute predictions made about the text to form new ideas

    • h Connect the text to prior knowledge or personal experiences

    • i Draw conclusions and make generalizations based on the text, multiple texts, and/or prior knowledge

• B Write to Learn and Communicate Social Studies Understandings

  • 1 Use informal writing strategies, such as journal writing, note taking, quick writes, and graphic organizers to clarify, organize, remember and/or express new understandings

    • a Identify key ideas

    • b Connect key ideas to prior knowledge (personal experience, text, and world)

  • 2 Use formal writing, such as multi-paragraph essays, historical investigations, research reports, letters and summaries to inform

    • a Identify form, audience, topic, and purpose before writing

    • b Organize facts and/or data to support a topic

    • c Provide introduction, body, and conclusion

    • d Cite sources of information

  • 3 Use formal writing, such as multi-paragraph essays, historical investigations, editorials, and letters to persuade

    • a Identify form audience, topic and purpose

    • b State a clear opinion or position

    • c Support the opinion or position with facts and/or data

  • 4 Use timed, on-demand writing to demonstrate understanding on assessments (Constructed Responses)

    • a Address the topic

    • b Provide accurate information

    • c Support topic with appropriate details

    • d Incorporate social studies knowledge

• C Ask Social Studies Questions

  • 1 Identify a topic that requires further study

    • a Identify prior knowledge about the topic

    • b Pose questions the about the topic

    • c Formulate research questions

    • d Develop a plan for how to answer questions about the topic

  • 2 Identify a problem/situation that requires further study

    • a Define the problem/situation

    • b Identify prior knowledge about the problem/situation

    • c Pose questions about the problem/ situation from a variety of perspectives

    • d Pose questions that elicit higher order thinking responses

    • e Formulate simple research questions

    • f Develop a plan for how to answer questions about the problem/situation

• D Acquire Social Studies Information

  • 1 Identify primary and secondary sources of information that relate to the topic/situation/problem being studied

    • a Gather and read appropriate print sources, such as textbooks, government documents, timelines, trade books, and web sites

    • b Read and obtain information from texts representing diversity in content, culture, authorship, and perspective

    • c Locate and gather data and information from appropriate non-print sources, such as music, artifacts, charts, maps, graphs, photographs, video clips, illustrations, paintings, political cartoons, interviews, and oral histories

  • 2 Engage in field work that relates to the topic/ situation/ problem being studied

    • a Gather data

    • b Make and record observations

    • c Design and conduct surveys and oral histories

• E Organize Social Studies Information

  • 1 Organize information from non-print sources

    • a Prioritize information gathered according to importance and relevance

    • b Distinguish factual from fictional information

    • c Find relationships between gathered information

    • d Display information on various types of graphic organizers, maps, and charts

    • e Categorize information obtained from surveys and field work

  • 2 Organize information from print sources

    • a Prioritize information gathered according to importance and relevance

    • b Distinguish factual from fictional information

    • c Find relationships between gathered information

    • d Construct various types of graphic organizers, maps, and charts to display information

• F Analyze Social Studies Information

  • 1 Interpret information from primary and secondary sources

    • a Interpret information in maps, charts and graphs

      • 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: 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: abolitionist and proslavery perspectives (4-C.6)
      • Antebellum Period: slavery and politics part I (4-C.7)
      • Reconstruction (4-D.5)
      • World War I: the road to war (4-E.1)
      • World War II: global events (4-E.9)
      • Read a map: cardinal directions (4-F.1)
      • Identify lines of latitude and longitude (4-F.2)
      • Use lines of latitude and longitude (4-F.3)
      • 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)
      • Identify the 50 states (4-H.13)
      • Select the 50 states (4-H.14)
      • Name the 50 states (4-H.15)
      • Identify state capitals of the West (4-I.1)
      • Name state capitals of the West (4-I.2)
      • Identify state capitals of the Midwest (4-I.3)
      • Name state capitals of the Midwest (4-I.4)
      • Identify state capitals of the Southeast (4-I.5)
      • Name state capitals of the Southeast (4-I.6)
      • Identify state capitals of the Northeast (4-I.7)
      • Name state capitals of the Northeast (4-I.8)
      • Identify the 50 state capitals (4-I.9)
      • Name the 50 state capitals (4-I.10)
      • Cities of the West (4-J.1)
      • Cities of the Midwest (4-J.2)
      • Cities of the Southeast (4-J.3)
      • Cities of the Northeast (4-J.4)
      • Major U.S. cities (4-J.5)
      • 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)

    • b Interpret information from field studies and surveys

    • c Analyze a document to determine point of view

    • d Analyze the perspective of the author

    • e Identify the bias and prejudice

  • 2 Evaluate information from a variety of sources

    • a Compare information from a variety of sources

    • b Compare information to prior knowledge

    • c Determine the reliability of the document

  • 3 Synthesize information from a variety of sources

    • a Recognize relationships in and among ideas or events, such as cause and effect, sequential order, main idea, and details

      • 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)
      • Middle colonies: founding and government (4-A.6)
      • Southern colonies: founding and government (4-A.8)
      • The American Revolution: the Thirteen Colonies under British rule (4-B.1)
      • The American Revolution: the Boston Tea Party (4-B.3)
      • The American Revolution: preparing for war (4-B.5)
      • The American Revolution: turning the tide of the war (4-B.7)
      • Antebellum Period: slavery and politics part I (4-C.7)
      • Antebellum Period: slavery and politics part II (4-C.8)
      • Reconstruction (4-D.5)
      • World War II: lead-up to war in Europe, Asia (4-E.8)

• G Answer Social Studies Questions

  • 1 Describe how the country has changed over time and how people have contributed to its change, drawing from maps, photographs, newspapers, and other sources

    • a Present social studies information in a variety ways, such as mock trials, simulations, debates, and skits

    • b Engage in civic participation and public discourse

  • 2 Use historic contexts to answer questions

    • a Use historically accurate resources to answer questions, make predictions, and support ideas

    • b Explain why historic interpretations vary and are subject to change

    • c Construct a sound historical interpretation

  • 3 Use current events/issues to answer questions

    • a Summarize the main points of an issue explaining different viewpoints

    • b Make a decision based on the analysis of issues and evaluate the consequences of these decisions

    • c Identify and formulate a position on a course of action or an issue

    • d Propose and justify solutions to social studies problems