Web Resources Supporting the Maryland Voluntary State CurriculumSocial Studies - Grade 4History | Geography | Economics | Political | Peoples of the Nations |
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HISTORYStandard 1.0 |
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| Students will examine significant ideas, beliefs, and themes; organize patterns and events; and analyze how individuals and societies have changed over time in Maryland and the United States. Students will use historical thinking skills to understand how individuals and events have changed society over time. | |
Topic A. History |
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Indicator Objectives
a. Identify the development of indigenous societies from the Paleo- Indians to the Woodland Indians b. Describe the daily life of various Native American societies indigenous to Maryland before contact with Europeans Indicator Objectives a. Explain how the Maryland colony was established including political and economic motives for coming to the new world b. Compare the development of towns and regions, such as St. Mary's City and Annapolis c. Describe the establishment of slavery and how it shaped life in Maryland Indicator Objectives a. Describe the reactions of Maryland colonists with regard to the issues and events that led to the American Revolutionary War such as the boycotting of goods, the Chestertown Tea Party and the burning of the Peggy Stewart Indicator Objectives a. Explain Maryland's role in the War of 1812, such as the Battle of Baltimore, the Battle of Bladensburg, and the burning of Washington b. Explain how the institutionalization of slavery impacted individuals and groups in Maryland Indicator Objectives a. Describe the growing tensions between the North and South and its effects on the populations b. Explain how the Underground Railroad in Maryland contributed to the escape of enslaved people Indicator Objectives a. Describe changes in the work force and family life of Marylanders b. Describe how lack of resources affected the daily lives of Marylanders c. Describe technological changes in transportation and communication over time, such as the Chesapeake Bay Bridge and the Baltimore-Washington Beltway and their impact on Marylanders |
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GEOGRAPHYStandard 2.0 |
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| 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. Students will use geographic concepts and processes to understand location and its relationship to human activities. |
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Topic A. Geography |
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Indicator Objectives
a. Describe geographic characteristics of Maryland using maps b. Compare geographic locations of physical features and settlements from MD history, such as St. Mary's, Annapolis, Chesapeake Bay and Potomac River c. Identify regions of Maryland by their physical features Indicator Objectives a. Describe how the natural/physical and human-made features of a region changed b. Explain how natural/physical features and human-made features affect how people live and work, and the population distribution of a region c. Compare geographic characteristics of different Maryland communities and regions Indicator Objectives a. Explain how changes in transportation and communication led to growth and development of towns and cities in Maryland b. Identify reasons for the movement of people to, from and within Maryland Indicator Objectives a. Describe ways and reasons people modify the natural environment and the consequences of the modifications b. Explain how changes in transportation led to suburbanization and the growth of communities |
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ECONOMICSStandard 3.0 |
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| 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. Students will identify the economic principles and processes that are helpful to producers and consumers when making good decisions. |
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Indicator Objectives a. Explain how scarcity and the availability of economic resources determine what is produced and the affects on consumers in Maryland Indicator Objective a. Identify various goods and services obtained through taxation b. Give examples of taxes paid by Marylanders today, such as tolls, sales tax, and income tax Indicator Objectives a. Describe a producer and consumer, such as farmers, miners or watermen in Maryland past or present b. Describe examples of markets in Maryland that demonstrate supply and demand c. Identify examples of barter and money exchanges that occur because specialization results and interdependence Indicator Objectives a. Describe how changes over time in technology affected the production of goods and services, such as how bread is produced b. Describe how technological ideas, such as the building of roads, impact the way people live and work |
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POLITICALStandard 4.0 |
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| 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. Students will understand the historical development and current status of the democratic principles and the development of skills and attitudes necessary to become responsible citizens. |
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Topic A. Political Science |
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Indicator
1. Describe how the political structure in early Maryland developed and changed over time Objectives
a. Describe the governing structures of Native American societies, such as how power was distributed and to whom b. 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 Indicator Objectives a. Analyze how colonial law influenced individuals in Maryland and other colonies such as Indentured servants contracts, Tolerance Acts of 1649, Maryland Charter of 1641 b. Describe how Maryland State Constitution included democratic principles and values Indicator Objectives a. Describe the role of key Maryland people who influenced the building of our new nation, such as William Paca, Charles Carroll, Thomas Stone, and Samuel Chase Indicator Objectives a. Describe the rule of law and explain how it impacts individuals and groups Indicator Objectives a. Identify various sources of information that are available to citizens to make political decisions b. Describe the actions of people who have made a positive difference in their community such as community and civic leaders |
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PEOPLES OF THE NATIONS AND THE WORLDStandard 5.0 |
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| Students will understand the diversity and commonality, human interdependence, and global cooperation of the people of Maryland, the United States and the World through a multicultural and historic perspective. Students will understand how people in Maryland, the United States and around the world are alike and different. | |
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Indicator Objectives a. Compare the clothing, food, shelter, recreation, education, stories, art, music, and language of several Native American societies b. Explain how each culture developed based on their location and economic wants Indicator Objectives a. Describe the contributions of past Maryland leaders such as Lord Baltimore, Calvert and Carroll families, Margaret Brent, and Mathias DeSousa b. Describe the contribution of individuals and groups such as Francis Scott Key, Benjamin Banneker, Mary Pickersgill, Clara Barton and the Freedman's Bureau Indicator Objectives a. Identify different religious, economic, and ethnic groups that migrated to the Maryland colony b. Describe the similarities and differences of religious, ethnic, and economic groups during colonial Maryland Indicator Objectives a. Describe the differing perspectives of the Sons of Liberty and the Loyalists b. Describe how religious differences created power struggles |
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