Succeeding in the New World – Colonial America

Appendix H: MSDE Standards

Maryland Social Studies State Curriculum

3.A.1.

1. Use map elements to interpret and construct a variety of maps
2. Use a globe and a variety of maps, atlases to identify natural/physical features of colonial settlements
3. Use photographs, maps, and drawings to describe geographic characteristics
4. Compare geographic locations and geographic characteristics of colonial settlements, such as, Jamestown, Plymouth, Boston, Philadelphia, Charleston, and New York City

3.B.1.c Explain how geographic characteristics affect how people live and work, and the population distribution of a place or region

3.C.1.a Explain how geographic characteristics influenced settlement patterns in Colonial America

3.D.1.b Describe ways that colonists in the New England, Middle and Southern regions adapted to and modified the environment, such as the uses of the grist mill, water wheels and plantation farming

3.D.1.c Explain how colonists adapted to and modified their environments and how these modifications sometimes created environmental problems

C3 Framework for Social Studies State Standards

D2.Geo.2.3-5 Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.

D2.Geo.3.3-5 Use maps of different scales to describe the locations of cultural and environmental characteristics.

D2.Geo.4.3-5 Explain how culture influences the way people modify and adapt to their environments.

D2.Geo.5.3-5 Explain how the cultural and environmental characteristics of places change over time.

D2.Geo.7.3-5 Explain how cultural and environmental characteristics affect the distribution and movement of people, goods, and ideas

D2.Geo.8.3-5 Explain how human settlements and movements relate to the locations and use of various natural resources.

D4.6.3-5 Draw on disciplinary concepts to explain the challenges people have faced and opportunities they have created, in addressing local, regional, and global problems at various times and places.

D4.7.3-5 Explain different strategies and approaches students and others could take in working alone and together to address local, regional, and global problems, and predict possible results of their actions.

Next Generation Science Standards

5.ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.

Science and Engineering Practices	Disciplinary Core Ideas	Crosscutting Concepts
Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 3–5 builds on K–2 experiences and progresses to evaluating the merit and accuracy of ideas and methods. Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem. (5-ESS3-1)	ESS3.C: Human Impacts on Earth Systems Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments. (5-ESS3-1)	Systems and System Models A system can be described in terms of its components and their interactions. (5-ESS3-1) Connections to Nature of Science Science Addresses Questions About the Natural and Material World. Science findings are limited to questions that can be answered with empirical evidence. (5-ESS3-1)

3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Science and Engineering Practices	Disciplinary Core Ideas	Crosscutting Concepts
Asking Questions and Defining Problems Asking questions and defining problems in 3–5 builds on grades K–2 experiences and progresses to specifying qualitative relationships. Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.	ETS1.A: Defining and Delimiting Engineering Problems Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account.	Influence of Science, Engineering, and Technology on Society and the Natural World People’s needs and wants change over time, as do their demands for new and improved

3-5-ETS1-2. Generate and compare multiple possible solutions to a problem based on how well each is likely to meet the criteria and constraints of the problem.

Science and Engineering Practices	Disciplinary Core Ideas	Crosscutting Concepts
Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 3–5 builds on K–2 experiences and progresses to the use of evidence in constructing explanations that specify variables that describe and predict phenomena and in designing multiple solutions to design problems. Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem.	ETS1.B: Developing Possible Solutions Research on a problem should be carried out before beginning to design a solution. Testing a solution involves investigating how well it performs under a range of likely conditions. At whatever stage, communicating with peers about proposed solutions is an important part of the design process, and shared ideas can lead to improved designs.	Influence of Science, Engineering, and Technology on Society and the Natural World Engineers improve existing technologies or develop new ones to increase their benefits, decrease known risks, and meet societal decision making.

3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

Science and Engineering Practices	Disciplinary Core Ideas	Crosscutting Concepts
Planning and Carrying Out Investigations Planning and carrying out investigations to answer questions or test solutions to problems in 3–5 builds on K–2 experiences and progresses to include investigations that control variables and provide evidence to support explanations or design solutions. Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered.	ETS1.B: Developing Possible Solutions Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. ETS1.C: Optimizing the Design Solution Different solutions need to be tested in order to determine which of them best solves the problem, given the criteria and the constraints.

Common Core for Mathematics

MP.4 Model with mathematics.

5.G.2 Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.

Common Core for ELA

Reading

RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.

Writing

W.5.8 Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

Speaking and Listening

SL1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.

Maryland State STEM Standards of Practice

1. Learn and Apply Rigorous Science, Technology, Engineering, and Mathematics Content

STEM proficient students will learn and apply rigorous content within science, technology, engineering, and mathematics disciplines to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

A. Demonstrate an understanding of science, technology, engineering, and mathematics content.

B. Apply science, technology, engineering, or mathematics content to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

2. Integrate Science, Technology, Engineering, and Mathematics Content

STEM proficient students will integrate content from science, technology, engineering, and mathematics disciplines as appropriate to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

A. Analyze interdisciplinary connections that exist within science, technology, engineering, and mathematics disciplines and other disciplines.

B. Apply integrated science, technology, engineering, mathematics content, and other content as appropriate to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

3. Interpret and Communicate Information from Science, Technology, Engineering, and Mathematics

STEM proficient students will interpret and communicate information from science, technology, engineering, and mathematics to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

A. Identify, analyze, and synthesize appropriate science, technology, engineering, and mathematics information (text, visual, audio, etc.).

B. Apply appropriate domain-specific vocabulary when communicating science, technology, engineering, and mathematics content.

C. Engage in critical reading and writing of technical information.

D. Evaluate and integrate multiple sources of information (e.g.: quantitative data, video and multimedia) presented in diverse formats.

E. Develop an evidence-based opinion or argument.

F. Communicate effectively and precisely with others.

4.Engage in Inquiry

STEM proficient students will engage in inquiry to investigate global issues, challenges, and real world problems.

A. Ask questions to identify and define global issues, challenges, and real world problems.

B. Conduct research to refine questions and develop new questions.

5. Engage in Logical Reasoning

STEM proficient students will engage in logical reasoning to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

A. Engage in critical thinking.

B. Evaluate, select, and apply appropriate systematic approaches (scientific and engineering practices, engineering design process, and/or mathematical practices).

C. Apply science, technology, engineering, and mathematics content to construct creative and innovative ideas.

D. Analyze the impact of global issues and real world problems at the local, state, national, and international levels.

6. Collaborate as a STEM Team

STEM proficient students will collaborate as a STEM team to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

A. Identify, analyze, and perform a STEM specific subject matter expert (SME) role.

B. Share ideas and work effectively with a STEM focused multidisciplinary team to achieve a common goal.

C. Listen and be receptive to ideas of others.

D. Analyze career opportunities that exist in a variety of STEM fields relevant to the STEM focused multidisciplinary team's goal.

7. Apply Technology Strategically

STEM proficient students will apply technology appropriately to answer complex questions, to investigate global issues, and to develop solutions for challenges and real world problems.

A. Identify and understand technologies needed to develop solutions to problems or construct answers to complex questions.

B. Analyze the limits, risks, and impacts of technology.

C. Engage in responsible/ethical use of technology.

D. Improve or create new technologies that extend human capability.

Maryland Technology Literacy Standards for Students

Standard 3.0 – Technology for Learning and Collaboration: Use a variety of technologies for learning and collaboration.

Standard 4.0 – Technology for Communication and Expression: Use technology to communicate information and express ideas using various media formats.

Standard 5.0 – Technology for Information Use and Management: Use technology to locate, evaluate, gather, and organize information and data.

Standard 6.0 – Technology for Problem-Solving and Decision-Making: Demonstrate ability to use technology and develop strategies to solve problems and make informed decisions.