State Standards - Social Studies

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Standard 2.0 Peoples of the Nation and World: Students will understand how people in Maryland, the United States and around the world are alike and different. Standard 2.0 Peoples of the Nation and World: Students will understand how people in Maryland, the United States and around the world are alike and different. Standard 2.0 Peoples of the Nation and World: Students will understand how people in Maryland, the United States and around the world are alike and different. Standard 2.0 Peoples of the Nation and World: Students will understand how people in Maryland, the United States and around the world are alike and different. Standard 2.0 Peoples of the Nation and World: Students will understand how people in Maryland, the United States and around the world are alike and different. Standard 2.0 Peoples of the Nation and World: Student 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 a historic perspective. Standard 2.0 Peoples of the Nation and World: Student 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 a historic perspective. Standard 2.0 Peoples of the Nation and World: Student 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 a historic perspective. Standard 2.0 Peoples of the Nation and World: Student 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 a historic perspective. Standard 2.0 Peoples of the Nation and World: Student 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 a historic perspective.
A. Elements of Culture A. Elements of Culture A. Elements of Culture A. Elements of Culture A. Elements of Culture A. Elements of Culture A. Elements of Culture A. Elements of Culture A. Elements of Culture A. Elements of Culture
1. Identify themselves as individuals and members of families that have the same human needs as others
1. Identify similarities and differences in people's characteristics, habits, and living patterns to describe how they meet the same human needs
1. Observe and describe ways that people of different cultural backgrounds meet human needs and contribute to the community
1. Analyze elements of two different cultures and how each meets their human needs and contributes to the community
1. Analyze and describe elements of a multicultural setting
1. Describe the various cultures of early societies of Maryland
1. Describe the various cultures of colonial societies and how the environment influenced them
1. Describe characteristics that historians use to organize people into cultures
1. Analyze characteristics that are used to organize people into cultures
1. Analyze how America became a diverse society
a. Identify the members of their families and the ways that they meet their human needs for food, clothing, shelter, and other commonalties, such as recreation, stories, and music
a. Use experiences, such as class trips, classroom visitors, stories, and electronic media, to give examples of different choices people make about meeting their human needs for food, clothing, shelter, and other commonalities, such as recreation, stories, and music
a. Observe and describe ways people in their school and community meet human needs for food, clothing, shelter, and other commonalities, such as recreation, music, and stories
a. Use fiction and non-fiction to compare the elements of two different cultures, and how they meet their human needs for food, shelter, and other commonalities such as recreation, music, and stories
a. Use fiction and non-fiction to compare the elements of several cultures and how they meet their human needs for clothing, food, shelter, recreation, education, stories, art, music, and language
a. Define how culture influences people
a. Describe how environment and location influenced the cultures and lifestyle
a. Describe how location and environment influenced early world cultures
a. Apply understandings of the elements of culture to the studies of modern world regions, such as art, music, religion, government, social structure, education, values, beliefs and customs
a. Describe the influence of religious tolerance and intolerance in the colonies
b. Use personal experiences, stories, and electronic media to demonstrate understanding that all people need food, clothing, and shelter
b. Give examples of qualities, such as customs, interests, skills, and experiences that make individuals and families in their immediate environment unique
b. Discuss and respect traditions and customs of families in the community
b. Explain ways people of different ages and/or cultural backgrounds can respect and help to pass on traditions and customs
b. Explain how and why media such as the internet, television, radio, and newspaper provide an opportunity to understand various perspectives about cultures
b. Describe the social, political and religious character of the earliest colonies
b. Define the social, political, and religious components of the early colonies
b. Describe and compare elements of culture such as art, music, religion, government, social structure, education, values, beliefs and customs, from civilizations in early world history
b. Describe the characteristics of a sovereign nation, such as the legitimate use of authority, autonomy and establishment of borders
b. Describe how the colonies developed into diverse states reflecting various cultural elements
          c. Examine and describe the unique and diverse cultures of early native American societies
c. Analyze the religious beliefs of early settlers, the motives for migration and the difficulties they encountered in early settlements
c. Describe the social, political, and religious character of societies in early world history
c. Describe the characteristics of democratic and authoritarian societies
c. Explain the interaction of cultures in Antebellum America
          d. Compare the early cultures of the Native Americans with the European settlers and their influences on each other
       
B. Cultural Diffusion B. Cultural Diffusion B. Cultural Diffusion B. Cultural Diffusion B. Cultural Diffusion B. Cultural Diffusion B. Cultural Diffusion B. Cultural Diffusion B. Cultural Diffusion B. Cultural Diffusion
1. Recognize that individuals and groups share and borrow from other cultures
1. Explain that individuals and groups share and borrow from other cultures to form a community
1. Identify and describe how individuals and groups share and borrow from other cultures
1. Analyze how Maryland society was influenced by the contributions of people and groups
1. Analyze how native societies were influenced by the diverse cultures of the explorers and settlers
1. Explain how cultural diffusion influenced the development of cultures
1. Analyze how diverse cultures shape a pluralistic society
1. Analyze how America continued to evolve into a society consisting of diverse cultures, customs, and traditions
    a. Identify how families choose to share and borrow traditions from other cultures
a. Give examples of how families in the community share and borrow customs and traditions from other cultures
a. Use non-fiction texts to identify and discuss examples of how communities borrow and share from other cultures
a. Describe the contributions of past Maryland leaders
a. Compare perspectives of Native American, Africans, and the European explorers
a. Identify cultural groups within a region in early world history
a. Identify cultural groups within a contemporary world region
a. Describe the effects of cultural exchange and interactions among Europeans, Africans, and Native Americans on the development of the United States
          b. Describe the contribution of individuals and groups
b. Describe how cultures changed as a result of Native American, African, and European interaction
b. Describe factors that resulted in cultural diffusion, such as trade, conflict and migration
b. Describe how migration contributes to the diversity of nations and regions
b. Examine how the diversity of the United States represents a blending of cultures and ideas from around the world
              c. Describe interactions that promoted or failed to promote relationships between groups, civilizations, empires, and nations
c. Analyze how cultural diffusion is influenced by factors, such as trade, migration, immigration and conflict
 
2. Describe cultural characteristics of various groups of people in Maryland
2. Analyze how increased diversity in the colonies resulted from immigration, settlement patterns and economic development
2. Analyze how increased diversity in early world history resulted from immigration, settlement patterns and economic development
2. Examine how increasing diversity in global societies results from immigration, settlement, and economic development
2. Describe how the increased diversity of American culture resulted from immigration, settlement, and economic development in the United States
          a. Describe the similarities and differences of religious, ethnic, and economic groups in colonial and contemporary times
a. Analyze how the influx of immigrants led to economic growth and cultural diversity
a. Examine the practices and beliefs of world religions and philosophies including monotheism and polytheism
a. Examine policies related to human rights, such as foreign aid, subsidies to developing countries, ethnic persecution and economic sanctions
a. Analyze consequences of immigration including assimilation, and Nativism
          b. Site example of how various cultures borrow and share traditions
b. Provide examples of how the interactions of various groups resulted in the borrowing and sharing of traditions and technology
b. Describe the impact of various religions on a civilization, such as its effect on political, economic and social systems
b. Examine contemporary world wide concerns that affect international relationships, such as world health, nation building, national security, and human rights
 
C. Conflict and Compromise C. Conflict and Compromise C. Conflict and Compromise C. Conflict, Cooperation and Compromise C. Conflict and Compromise C. Conflict and Compromise C. Conflict and Compromise C. Conflict and Compromise C. Conflict and Compromise C. Conflict and Compromise
1. Identify how groups of people interact
1. Demonstrate how groups of people interact
1. Explain how groups of people interact
1. Analyze ways in which people interact
1. Analyze how groups of people interact
1. Evaluate how various perspectives of Marylanders can cause compromise and/or conflict
1. Analyze factors that affected relationships in the colonial period
1. Analyze factors that affected relationships in early world history
1. Analyze major sources of tension, cooperation, and conflict in the world and the efforts that have been made to address them
1. Analyze factors that affected relationships in the United States prior to 1877
a. Identify and demonstrate appropriate social skills, such as listening to others, settling disagreements, and taking turns that help people live, work and play together at home and in school
a. Identify, discuss, and demonstrate appropriate social skills, such as listening to the speaker, taking turns, settling disagreements, and reaching compromise at home and in school
a. Describe, discuss, and demonstrate appropriate social skills necessary for working in a cooperative group, such as sharing concern, care, and respect among group members
a. Identify and demonstrate appropriate social skills necessary for working in a cooperative group, such as sharing concern, care, and respect among group members
a. Identify and demonstrate appropriate social skills necessary for working in a cooperative groups such as using concern, compassion, and respect among group members
a. Describe the differing historical conflicts such as between the Patriots and Loyalists
a. Analyze how conflict affected relationships among individuals and groups, such as early settlers and Native Americans, free and enslaved people
a. Examine the causes and effects of social, economic, and political conflict such as the Crusades
a. Evaluate causes of conflict in the global community, such as Apartheid, the acquisition of natural resources, the decline of communism, ethnic persecution, and domestic and international terrorism
a. Examine examples of conflict and compromise among different ethnic, religious, and gender groups
      b. Analyze how different points of view in school situations may result in compromise or conflict.
b. Explain how different points of view in school and community situations may result in compromise or conflict
b. Investigate the causes of contemporary conflict and compromises
b. Provide the examples of conflicts and compromises among differing groups of people during the Constitutional Convention
b. Describe the impact of trade and migration on the exchange of ideas and beliefs
b. Analyze and describe the efforts of world nations and groups to assist in the resolution of conflicts within and among regions, such as the United Nations, the International Red Cross/Red Crescent, United States Agency for International Development and other humanitarian organizations
b. Describe how cultural, economic and political differences contributed to sectionalism
                c. Analyze and describe efforts by nations to promote cooperation within and among those regions, such as the creation of the International Monetary Fund, North American Free Trade Agreement, World Bank, European Union and world-wide healthcare initiatives
c. Describe various reform movements, such as abolition, women's rights, and education
                  d. Describe the effects of early industrialization on individuals and families
 

 

MSDE has developed a toolkit for these standards which can be found online at: http://mdk12.org/instruction/curriculum/social_studies/vsc_toolkit.html.

 

Date: 1/27/2015