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LEGENDS SCHOOL PROGRAM
CONNECTIONS TO
MASSACHUSETTS CURRICULUM FRAMEWORKS
Framework: History and Social Science
Legends
School Program supports at least four MA Curriculum Frameworks: HISTORY AND SOCIAL SCIENCE, SCIENCE AND
TECHNOLOGY, ARTS, and HEALTH. Citations are
from the frameworks
current as of July, 2005.
ARRANGMENT
IS BY GRADE LEVEL.
Click
to see specific level: Grade 3, Grade 4, Grade 5
GRADE
3
MASSACHUSETTS
AND ITS CITIES AND
TOWNS: GEOGRAPHY AND HISTORY
GRADE
3 Concepts and Skills
HISTORY
AND GEOGRAPHY
1.
Explain the meaning of time periods or dates in historical narratives (decade,
century, 1600s, 1776) and use
them correctly in speaking and writing. (H)
2.
Observe visual sources such as historic paintings, photographs, or
illustrations that accompany historical narratives, and describe
details such
as clothing, setting, or action. (H)
3.
Observe and describe local or regional historic artifacts and sites and
generate questions about their function, construction, and
significance. (H)
5.
Describe the difference between a contemporary map of their city or
town and
the map of their city or town in the 18th, 19th, or early 20th century.
(H, G)
GRADE
3 LEARNING STANDARDS
NEW ENGLAND AND MASSACHUSETTS
3.2
Identify
the Wampanoags and their leaders at the time the Pilgrims arrived, and
describe
their way of life. (H, G)
3.3
Identify
who the Pilgrims were and explain why they left Europe to seek
religious
freedom; describe their journey and their early years in the Plymouth
Colony.
(H, G, C, E)
3.5
Explain
important political, economic, and military developments leading to and
during
the American Revolution. (H, C)
3.6
Identify
the Declaration of Independence, the Constitution, and the Bill of
Rights as
key American documents. ©
CITIES
AND TOWNS OF MASSACHUSETTS
3.8
On
a map of Massachusetts, locate the classÕs home town or city and
its local
geographic features and landmarks. (G)
3.9
Identify
historic buildings, monuments, or sites in the area and explain their
purpose
and significance. (H, C)
3.11
Identify
when the studentsÕ own town or city was founded, and describe
the different
groups of people who have settled in the community since its founding.
(H, G)
3.12 Explain
how
objects or artifacts of everyday life in the past tell us how ordinary
people
lived and how everyday life has changed. Draw on the services of the
local
historical society and local museums as needed. (H, G, E)
GRADE
4
NORTH
AMERICAN
GEOGRAPHY
GRADE
4 Concepts and Skills
HISTORY
AND GEOGRAPHY
3.
Observe and describe national historic sites and describe their
function and
significance. (H, C)
ECONOMICS
6.
Define and give examples of natural resources in the United States. (E)
8.
Give examples of how the interaction of buyers and sellers influences
the
prices of goods and services in markets. (E)
GRADE
4 LEARNING STANDARDS
REGIONS
OF THE UNITED
STATES
4.15Describe
the
diverse nature of the American people by identifying the distinctive
contributions to American culture of:
B.
African Americans, including an explanation of their early
concentration in the
South because of slavery and the Great Migration to northern cities in
the 20th
century, and recent African immigrant groups (e.g., Ethiopian) and
where they
tended to settle in large numbers.
C.
major European immigrant groups who have come to America, locating
their
countries of origin and where they tended to settle in large numbers
(e.g.,
English, Germans, Italians, Scots, Irish, Jews, Poles, and
Scandinavians).
GRADE
5
UNITED
STATES
HISTORY, GEOGRAPHY, ECONOMICS, AND
GOVERNMENT
GRADE
5 CONCEPTS AND SKILLS
ECONOMICS
14.Give
examples of how changes in supply and demand affected prices in
colonial
history
(e.g.,
fur, lumber, fish, and meat). (E, H)
GRADE
5 LEARNING STANDARDS
PRE-COLUMBIAN
CIVILIZATIONS
OF
THE NEW W ORLD AND EUROPEAN
E
XPLORATION,
COLONIZATION, AND SETTLEMENT
TO 1700
5.6
Explain
the early relationship of the English settlers to the indigenous
peoples, or
Indians, in North America, including the differing views on ownership
or use of
land and the conflicts between them (e.g., the Pequot and King
PhilipÕs Wars in
New England). (H, G, E)
5.7
Identify
some of the major leaders and groups responsible for the founding of
the
original colonies in North America. (H, C)
THE POLITICAL, INTELLECTUAL, AND ECONOMIC
GROWTH
OF THE COLONIES,
1700–1775
5.11
Explain
the importance of maritime commerce in the development of the economy
of
colonial Massachusetts, using historical societies and museums as
needed. (H,
E)
A.
the fishing and shipbuilding industries
B.
trans-Atlantic trade
C.
the port cities of New Bedford, Newburyport, Gloucester, Salem, and
Boston
5.12
Explain
the causes of the establishment of slavery in North America. Describe
the harsh
conditions of the Middle Passage and slave life, and the responses of
slaves to
their condition. Describe the life of free African Americans in the
colonies.
(H, G, E, C)
5.15
Explain the
reasons for the French and Indian War, how it led to an overhaul of
British
imperial policy, and the colonial response to these policies. (H, C, E)
A.
Sugar Act (1764)
B.
Stamp Act (1765)
C.
Townsend Duties (1767)
D.
Tea Act (1773) and the Intolerable Acts (1774)
E.
the slogan, Òno taxation without representationÓ
F.
the roles of the Stamp Act Congress, the Sons of Liberty, and the
Boston Tea
Party (1773)
THE REVOLUTION
AND THE
FORMATION OF A FEDERAL GOVERNMENT UNDER THE CONSTITUTION,
1775–1789
5.16
Explain the
meaning of the key ideas on equality, natural rights, the rule of law,
and the
purpose of government contained in the Declaration of Independence. (H,
C, E)
5.17
Describe
the major battles of the Revolution and explain the factors leading to
American
victory and British defeat. (H)
A.
Lexington and Concord (1775)
B.
Bunker Hill (1775)
C.
Saratoga (1777)
D.
Valley Forge (1777–1778)
E.
Yorktown (1781)
5.18
Describe
the life and achievements of important leaders during the Revolution and
the
early years of the United States. (H, C)
A.
John Adams
B.
Benjamin Franklin
C.
King George III
D.
Alexander Hamilton
E.
Thomas Jefferson
F.
James Madison
G.
George Washington
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