Massachusetts Curriculum Frameworks
Standards for History and Social Science Practice – Pre-Kindergarten to Grade 12
4 Analyze the purpose and point of view of each source; distinguish opinion from fact. Students need to be exposed to readings that represent a variety of points of view in order to become discerning and critical readers. They need to be able to identify the purpose of a document and the point of view of its author. As students search primary sources for answers to questions such as What really happened in Lexington and Concord on April 19, 1775?, they begin to understand that eyewitness accounts of the same event can differ. This Standard corresponds to Reading Standard 6 for Literacy in History and Social Science.
Literacy Standards for History and Social Science
Grades 3-5 Reading Standards for Literacy in the Content Areas: History/Social Science
Key Ideas and Details
1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences (See grades 3-5 Writing Standard 8 for more on paraphrasing.)
2 Determine the main ideas of a text and explain how it is supported by key details; summarize a text.
3 Explain events, ideas, and concepts in a civics, geography, economics, or history text, based on specific information in the text.
Craft and Structure
4 Determine the meaning of general academic vocabulary and words and phrases as they are used in a text, including vocabulary specific to domains related to history/social studies.
5 Describe the overall structure of how a text presents information (e.g., chronological, compare/contrast, problem/solution, cause effect), including how written texts incorporate features such as headings.
6 Compare and contrast a firsthand and secondhand account of the same event.
Integration of Knowledge and Ideas
9 Integrate information from two texts in order to write or speak about a history/social science topic.
Range of Reading and Level of Text Complexity
10 Independently and proficiently read and comprehend history/social studies texts exhibiting complexity appropriate for the grades 3-5.
Grade 3 – Massachusetts, Home to Many Different People
Topic 4. The Pilgrims, the Plymouth Colony, and Native Communities – Supporting Question: What were the challenges for women and men in the early years in Plymouth?
10 Explain who the Pilgrim men and women were and why they left Europe to seek a place where they would have the right to practice their religion; describe their journey, the government of their early years in the Plymouth Colony, and analyze their relationships with the Wampanoag and Abenaki/Wabanaki people:
b. challenges for Pilgrim men, women, and children in their new home (e.g., building shelter and starting farming, becoming accustomed to a new environment, maintaining their faith and keeping a community together through self-government)
Topic 5. The Puritans, the Massachusetts Bay Colony, Native Peoples, and Africans – Supporting Question: How did the interactions of Native Peoples, Europeans, and enslaved and free Africans shape the development of Massachusetts?
11 Compare and contrast the roles and leadership decisions of early English leaders of the Puritans of the Massachusetts Bay Colony and the Pilgrims of the Plymouth colony (e.g., John Winthrop, Miles Standish, William Brewster, Edward Winslow, William Bradford, John Alden, John Cotton, Thomas Hooker) and the roles and decisions of the leaders of Native Peoples (e.g., Massasoit, Metacom, also known as King Philip).
Topic 6. Massachusetts in the 18th century through the American Revolution – Supporting Questions: Why is Massachusetts important to the nation’s history? How did different views about the fairness of taxes and government lead to the American Revolution?
18 Analyze how the colonists’ sense of justice denied led to declaring independence, and what the words of the Declaration of Independence say about what its writers believed.