9-12 Learning Results
This section has been updated to include the new Maine Learning Results, "Parameters for Essential Instruction," which were adopted by the state legislature in 2007. They are presented at the level of Development Standards. The 1997 Performance Indicators have been condensed slightly to conserve space.
The Common Core State Standards were added in November 2012.
Career Preparation 1997
A-3: Relationship between the changing nature of work and educational requirements.
C-3: How humans change and adapt technology to their benefit.
Common Core State Standards-English Language Arts 2012
Reading Standards for Literacy in History/Social Studies
Key Ideas and Details
2. Determine the central ideas or information of a primary or secondary source;
- provide an accurate summary of how key events or ideas develop over the course of the text (grades 9-10)
- provide an accurate summary that makes clear the relationships among the key details and ideas (grades 11-12)
3. Analyze in detail a series of events described in a text; determine whether earlier events caused later ones or simply preceded them (grades 9 – 10)
3. Evaluate various explanations for actions or events and determine which explanation best accords with textual evidence, acknowledging where the text leaves matters uncertain.
Craft and Structure
4. Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social science (grades 9-10)
4. Determine the meaning of words and phrases as they are used in a text, including analyzing how an author uses and refines the meaning of a key term over the course of a text.
Integration of Knowledge and Ideas
7. Integrate quantitative or technical analysis (e.g., charts, research data) with qualitative analysis in print or digital text (grades 9 – 10)
7. Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem (grades 11 – 12)
Writing Standards for Literacy in History/Social Studies
Text Types and Purposes
2. Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes
Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation
Health and Physical Education 1997
A-3: Short- and long-term effects of risky behavior.
D-1: How different cultures affect health beliefs and practices (gender equity).
Health and Physical Education 2007
A3. Diseases/Other Health Problems
D1. Influences on Health Practices/Behaviors
F-2: Formulas for area, surface area, and volume of many types of figures.
G-1: Create a graph to represent a real-life situation and draw inferences.
B2. Correlation, cause and effect
B3. Descriptive statistics for data
C4. Surface area and volume of three-dimensional objects.
Common Core State Standards-Mathematics 2012
Number and Quantity
- Reason quantitatively and use units to solve problems
- Create equations that describe numbers or relatiosnhips
- Geometric Measurement and Dimension
Statistics and Probability
- Interpreting Categorical and Quantitative Data
Science and Technology 1997
B-4: Impact of human and other activities on the type and pace of change in ecosystems.
I-4: How forces affect fluids (e.g., air and water).
M-2: Importance of resource management, controlling environmental impacts, and maintaining natural ecosystems.
M-4: Impacts of various scientific and technological developments.
M-5: Historical relationships between prevailing cultural beliefs and breakthroughs in science and technology.
Science and Technology 2007
A3. Constancy and Change
B2. Skills and Traits of Technological Design
C3. Science, Technology, and Society
C4. History and Nature of Science
Social Studies 1997
Civics and Government
B-1: Compare and contrast the purpose and the structure of the U. S. government with other governments (parliamentary, dictatorship, monarchy) with respect to ideology, values, and histories.
D-1: Processes used to develop foreign policy.
D-4: Benefits and difficulties of international cooperation, using examples.
A-1: Major events and people that characterize each of the significant eras in the U. S. and world history.
B-7: Benefits and conflicts resulting from encounters among cultures.
C-1: Evaluate and use historical materials to formulate historical hypotheses regarding a specific issue and to make predictions about its future.
C-2: Examine and analyze primary and secondary sources: differentiate between historical facts and historical interpretations, and support or reject historical hypotheses.
C-4: Compare/contrast reliability of information received from multiple sources to assess an historical issue.
B-2: Cultural characteristics that make specific regions of the world distinctive.
B-3: How technologies contribute to cultural sharing and separation; identify examples of the spread of cultural traits.
B-4: How conflict and cooperation among peoples contribute to the division of the earth’s surface into distinctive cultural and political regions.
B-1: Factors that impact the development and distribution of a product.
C-1: Impact of cultural values on economic decisions.
D-2: Effect on international trade of domestic policies which either encourage or discourage exchange of goods and services (e.g., quotas, tariffs, skilled labor, and stable government).
Social Studies 2007
A1. Researching and Developing Positions on Current Social Studies Issues
A2. Making Decisions Using Social Studies Knowledge and skills
A3. Taking Action Using Social Studies Knowledge and skills
Civics and government
B1. Knowledge, Concepts, Themes, and Patterns of Civics/Government
B3. Individual, Cultural, International, and global connections in civics and Government
C1. Economic Knowledge, Concepts, Themes, and Patterns
C2. Individual, Cultural, International, and Global connections in Economics
D1. Geographic Knowledge, Concepts, Themes, and Patterns
D2. Individual, Cultural, International, and Global Connections in Geography
E1. Historical Knowledge, Concepts, Themes, and Patterns
E2. Individual, Cultural, International, and Global Connections in History
Visual and Performing Arts 1997
B-2: Compare and contrast characteristics of visual and/or performing arts within a particular historical period or style with concepts about the period or style from other content areas.
B-3: Common characteristics and purposes of various visual and/or performing art works across time and among cultural and social groups: how these characteristics and purposes fulfill social, religious, or ceremonial functions in a particular cultural and historical context.
B-4: Create works that reflect concepts, theories, approaches, and styles from own and other cultures.
C-2: Research the work of critics, historians, aestheticians, and artists to analyze and interpret works; compare critiques of the same visual and performing works.
Visual and Performing Arts 2007
E1. The Arts and History and World Cultures
E2. The Arts and Other Disciplines