The Children of Castle Tucker Curriculum Links
MSLRs for Social Studies:
(Note: program potentially covers U.S. History Eras 4-9 – Nation Building – Emergence of U.S. as World Power)
A1: Researching and Developing Positions
C1: Economic Knowledge, Concepts, Themes, and Patterns
C2: Individual, Cultural, International, and Global Connections in Economics
D2: Individual, Cultural, International, and Global Connections in Geography
E1: Historical Knowledge, Concepts, Themes, and Patterns
Find the Maine State Learning Results at: http://www.maine.gov/doe/socialstudies/documents/ss102207.pdf
Cite specific textual evidence to support analysis of primary and secondary sources.
Determine the meaning of words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
Identify aspects of a text that reveal an author's point of view or purpose (e.g., loaded language, inclusion or avoidance of particular facts).
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with other information in print and digital texts.
Distinguish among fact, opinion, and reasoned judgment in a text.
Analyze the relationship between a primary and secondary source on the same topic.
English Language Arts Standards for grade 7:
Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events).
Determine an author's point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.
Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters.
Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another.
Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.
Provide a conclusion that follows from and reflects on the narrated experiences or events.
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 7 here.)
Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation.
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
Find all the Common Core Standards at: http://www.corestandards.org/