Massachusetts History & Social Science Curriculum Framework Alignment Menu

August 2003

Grade 2

Concept 8. Give examples of fictional characters or real people in the school or community who were good leaders and good citizens, and explain the qualities that made them admirable (e.g., honesty, dependability, modesty, trustworthiness, courage). (Civics)

Grade 3

Concept 3. Observe and describe local or regional historic artifacts and sites and generate questions about their function, construction, and significance. (History)

Concept 5. Describe the difference between a contemporary map of their city or town and the map of their city or town in the 19th or early 20th century. (History, Geography)

Concept 7. Give examples of the different ways people in a community can influence their local government (e.g., by voting, running for office, or attending meetings). (Civics)

Learning Standard 3.7 After reading [SEEING] a biography of a person from Massachusetts in one of the following categories, summarize the person’s life and achievements. (History, Civics)

Learning Standard 3.9 Identify historic buildings, monuments, or sites in the area and explain their purpose and significance. (History, Civics)

Learning Standard 3.12 Explain how objects or artifacts of every day 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. (History, Geography, Economics)

Grade 5

Concept 2. Interpret timelines of events studied. (History)

Concept 9. Define and use correctly words related to government: citizen, suffrage, rights, representation, federal, state, county, and municipal. (Civics)

Learning Standard 5.19 Identify the Constitution of the Commonwealth of Massachusetts, its date, including it primary author (John Adams), and the basic rights it gives to citizens of the Commonwealth. (Civics)

Learning Standard 5.28 Identify the changes in voting qualifications between 1787 and 1820, and compare who could vote in local, state, and national elections in the U.S. with who could votes in England, France, and Russia. (History, Civics)

Learning Standard 5.31 Describe the significance and consequences of the abolition of slavery in the northern states after the Revolution and of the 1808 law that banned the importation of slaves into the United States. (History)

Learning Standard 5.35 Identify the key issues that contributed to the onset of the Civil War. A. the debate over slavery and westward expansion B. diverging economic interests

Grade 8-12 Pathways

U.S. History I, 1763-1877 and U.S. History II, 1877- present may be taught in Grade 8 through 11 at the discretion of the school district.

U.S. History I

Concept 6 Distinguish between long-term and short-term cause and effect relationships. (History, Geography, Civics, Economics)

Concept 7 Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (History, Geography, Civics, Economics)

Concept 8. Interpret the past within its own historical context rather than in terms of present day norms and values. (History, Civics, Economics)

Learning Standard US I.19 Explain the rights and the responsibilities of citizenship and describe how a democracy provides opportunities for citizens to participate in the political process through elections, political parties, and interest groups. (History, Civics)

Learning Standard US I.31 Describe the formation of the abolitionist movement, the roles of various abolitionists, and the response of southerners and northerners to abolitionism. (History) A. Frederick Douglass B. William Lloyd Garrison E. Theodore Weld

Learning Standard US I.33 Analyze the goals and effect of the antebellum women’s suffrage movement. (History)

Learning Standard US I.41 Explain the policies and consequences of Reconstruction. (H , C) C. the 13th, 14th, and 15th Amendments

U.S. History II

Learning Standard US II.8 Analyze the origins of Progressivism and important Progressive leaders, and summarize the major accomplishments of Progressivism. (History, Economics)

Learning Standard US II.9 Analyze the post-Civil War struggles of African Americans and women to gain basic civil rights. (History)

Learning Standard US II.25 Analyze the origins, goals, and key events of the Civil Rights movement. (History) B. Martin Luther King, Jr. [use as link across the centuries]

Learning Standard US II.27 Analyze the causes and course of the women’s rights movement in the 1960s and 1970s. (History) E. the debate over the Equal Rights Amendment