Maine

Part of

• The 50 States

Standards alignment

Common Core State Standards

• D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.
• D2.Geo.2.K-2 — Individually and with others, students… Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.
• D2.Geo.3.K-2 — Individually and with others, students… Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
• D2.Geo.3.3-5 — Individually and with others, students… Use maps of different scales to describe the locations of cultural and environmental characteristics.

Alabama

• SS10.3.1.1 — Using cardinal and intermediate directions to locate on a map or globe an area in Alabama or the world (Alabama)
• SS10.5.1.1 — Locating on a map states and capitals east of the Mississippi River
• SS10.3.1.7 — Using vocabulary associated with maps and globes, including _megalopolis, landlocked, border_, and _elevation_

Alaska

• 1 — know that places have distinctive geographic characteristics;
• 1 — use maps and globes to locate places and regions;

Arizona

• 2.G1.1 — Use and construct maps, graphs, and other geographic representations of familiar and unfamiliar places in the world; and locate physical and human features. • Key physical features include but are not limited to seven continents, oceans, lakes, rivers, mountain ranges, coasts, seas, and deserts • Key human features include but are not limited to equator, hemispheres, North and South Pole, cities, states, countries, regions, and landmarks
• 2.G1.2 — Use maps, globes, and other simple geographic models to identify and explain cultural and environmental characteristics of places in the world based on stories shared. Arizona History and Social Science Standards modified 8/23/19 Page 19
• 2.G2.1 — Explain how weather, climate, and other environmental characteristics affect people’s lives in a place or region being studied.
• 2.H1.1 — Explain how individuals can make contributions to a civilization and/or culture in place or region studied.

Arkansas

• G.1.2.6 — Explain the influence of weather, climate, and physical characteristics on people’s daily lives in a place or region.
• G.1.1.1 — Show relationships between familiar places using map keys, legends, compass rose, and directional words
• G.1.1.2 — Describe the physical and human characteristics of a place including roads, buildings, and borders using maps, globes, and photographs.
• G.1.2.2 — Describe the physical and human characteristics of a place using geographic tools such as maps, globes, and charts.

Colorado

• SS.2.2.1 — Use geographic terms and tools to locate and describe spatial patterns and places.
• SS.1.2.1 — Use geographic terms and tools to describe places and spaces.
• SS.2.4.2 — Explain the roles and characteristics of people who govern different communities.
• SS.3.2.1 — Use geographic tools to develop spatial thinking skills.
• SS.1.4.2 — Identify and explain how the significance of notable people, places, holidays, and civic symbols reflect the origins and values of the government and its citizens.

Connecticut

• GEO 2.6 — Identify cultural and environmental characteristics of a place/region.
• GEO 2.4 — Explain how the environment affects people’s lives.
• GEO 3.2 — Use maps, satellite images, photographs, and other representations to explain relationships between the locations of places and regions and their environmental characteristics.
• GEO 3.3 — Use maps of different scales to describe the locations of cultural and environmental characteristics.

Delaware

• G.1.K-3a — Students will understand the nature and uses of maps, globes, and other geo-graphics. Grade K and Grade 3
• G.1.4-5a — Students will demonstrate development of mental maps of Delaware and of the United States which include the relative location and characteristics of major physical features, political divisions, and human settlements. Grade 4
• K-3a — Students will use the concepts of place and region to explain simple patterns of connections between and among places across the country and the world. Grade 3

Florida

• SS.3.G.2.4 — Describe the physical features of the United States, Canada, Mexico, and the Caribbean.
• SS.5.G.1.6 — Locate and identify states, capitals, and United States Territories on a map.
• SS.K.G.1.3 — Identify cardinal directions (north, south, east, west).
• SC.K.L.14.3 — Observe plants and animals, describe how they are alike and how they are different in the way they look and in the things they do.
• SS.1.G.1.6 — Describe how location, weather, and physical environment affect the way people live in our community.

Hawaii

• SS.1.1.13.3 — Use maps and map features to describe places
• SS.1.2.14.3 — Investigate cultural and environmental characteristics of your community
• SS.3.3.13.1 — Analyze how geographical features affect human life in local communities and those around the world
• SS.K.3.13.3 — Examine physical characteristics on maps and globes using positional words

Idaho

• 1.SS.2.1.2 — Use directions on a map: East, West, South, and North.
• 2.SS.2.1.4 — Illustrate that boundary lines separate states.
• 5.SS.2.1.4 — Name and locate the 50 States and their Capitals, and U.S. Territories.
• 3.SS.2.1.3 — Locate on a map waterways, landforms, cities, states, and national boundaries, using standard map symbols.

Illinois

• SS.2.G.1 — With guidance and support, use print and digital maps, globes and other simple geographic models to identify cultural and environmental characteristics of places.
• LS4.D-P1 — There are many different kinds of living things in any area, and they exist in different places on land and in water.
• SS.3.G.1 — Use print and digital maps, globes, and other simple geographic models to identify topographic and other graphic representations of both familiar and unfamiliar locations.

Indiana

• 1.G.1 — Identify the cardinal directions (i.e., north, south, east, and west) on maps and globes and at the classroom/school. (E)
• 5.G.2 — Use maps and globes to locate states, capitals, major cities, major rivers, the Great Lakes, and mountain ranges in the United States. (E)
• K.LS.2 — Describe and compare the physical features of common living plants and animals.
• 3.ESS.1 — Obtain and combine information to determine seasonal weather patterns across the different regions of the United States.

Iowa

• SS.K.14. — Compare environmental characteristics in Iowa with other places.
• SS.3.20 — Describe how cultural characteristics influence people’s choices to live in different regions of the U.S.

Kansas

• Benchmark 4.5.1 — The student will recognize and evaluate dynamic relationships that impact lives in communities, states, and nations.

Kentucky

• 2.G.GR.1 — Examine geographic features of places in North America, using a variety of geographic data, including maps, photos and other geographic tools.
• 5.G.GR.1 — Use a variety of maps, satellite images and other models to explain the relationships between the location of places and regions and their human and environmental characteristics.

Louisiana

• 2.21 — Describe geographic features and physical characteristics of places in the United States and the world, including mountains, hills, plains, deserts, coasts, islands, peninsulas, lakes, oceans, and rivers.
• 3.20 — Describe the geographic features of places in the United States.
• 3.21 — Interpret geographic features of the United States using a variety of tools such as different types of maps and photos.

Maine

• SL.3.K.a — Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
• L.5.1.b — Define words by category and by one or more key attributes (e.g., a duck is a bird that swims; a tiger is a large cat with stripes).
• R.4.1.a — Ask and answer questions about who, what, when, where, and how.

Maryland

• applying cardinal directions on maps, globes, GPS, and Google Earth.

Massachusetts

• 1.T2.2 — Identify and use language for cardinal directions (north, east, south, west) when locating and describing places on a map; use a map to identify the location of major cities and capitals (e.g., Boston, Massachusetts, Washington D.C., Mexico City, Mexico) and investigate factors that explain why these locations became important cities.
• 1.T2.3 — Explain that a city that is called a capital is the center of government for a state or nation.
• 3.T2.2 — On a political map of the current United States, locate the New England states (Connecticut, Rhode Island, Massachusetts, New Hampshire, Vermont, and Maine).
• 1.T2.1 — Explain that a map represents spaces and helps one identify locations and features.

Michigan

• 4–G1.0.3 — Use geographic tools and technologies, stories, songs, and pictures to answer geographic questions about the United States.
• 4–G1.0.1 — Identify questions geographers ask in examining the United States.
• 4–G2.0.2 — Locate and describe human and physical characteristics of major U.S. regions and compare them to the Great Lakes region.

Minnesota

• 3.3.1.1.1 — Use maps and concepts of location (relative location words and cardinal and intermediate directions) to describe places in one’s community, the state of Minnesota, the United States or the world. For example: Relative location words— close to, above, bordering. Description using relative location words—"Our school is across from the post office." Description using cardinal directions— "Mexico is south of the United States." Description using intermediate directions—“Hawaii is southwest of the continental United States.”
• 4.3.2.3.1 — Locate and identify the physical and human characteristics of places in the United States, and also Canada or Mexico. For example: Physical characteristics—landforms (Rocky Mountains), ecosystems (forest), bodies of water (Mississippi River, Hudson Bay), soil, vegetation, weather and climate. Human characteristics— structures (Statue of Liberty), bridges (Golden Gate Bridge), canals (Erie Canal), cities, political boundaries, population distribution, settlement patterns, language, ethnicity, nationality, religious beliefs.
• 4.3.2.4.1 — Name and locate states and territories, major cities and state capitals in the United States.
• 2.3.1.1.2 — Locate key features on a map or globe; use cardinal directions to describe the relationship between two or more features. For example: Key features—city, state, country, continents, the equator, poles, prime meridian, hemisphere, oceans, major rivers, major mountain ranges, other types of landforms in the world. and report information within a spatial context.

Mississippi

• 1.G.3.1 — Demonstrate map skills through vocabulary.
• 2.G.1.2 — Identify political and physical borders in the United States and across the globe.
• 5.10.2 — Identify and label each of the 50 states on a map.
• K.H.1.2 — Identify school, community, state, and national symbols.
• K.G.3.2 — Explain that maps and globes help identify location and physical features of the Earth.

Missouri

• 4.EG.5.B.a — Name and locate specific regions, states, capitals, river systems and mountain ranges in the United States based on historical or current topics.
• 4.EG.5.C.a — Identify and compare physical characteristics of specific regions within the nation.
• 4.EG.5.F.a — Identify different regions in the United States and analyze how their characteristics affect people who live there.

Montana

• SS.G.2.1 — use the basic components of a map to identify physical and political features, including American Indian reservations; and
• SS.G.2.2 — describe how geography and human activities impact each other.
• SS.G.5.1 — identify and label US regions, territories, states and their capitals/major cities;
• SS.CG.2.1 — explain the roles of people who help govern different communities including tribal communities; and

Nebraska

• SS 2.3.1.c — Identify and apply map elements.
• SS 5.3.1 — Explore where (spatial) and why people, places, and environments are organized in the United States.
• SS 5.3.1.a — Use maps and atlases to locate major human and physical features in the United States.
• SS 1.3.2 — Explore places and regions.

Nevada

• SS.2.14 — Identify and compare cultural practices and traditions in the U.S.

New Hampshire

• SS.GE.2.1.3 — Identify major physical and human features in the United States and on Earth, e.g., cities, oceans, or continents. (Themes: C: People, Places and Environment, G: Science, Technology, and Society)
• SS.GE.2.1.2 — Introduce spatial information on maps and other geographic representations, e.g., map key, compass rose. (Themes: C: People, Places and Environment)
• SS.GE.2.2.2 — Recognize that areas of the Earth's surface share unifying geographic characteristics, e.g., towns, deserts or woodlands. (Themes: C: People, Places and Environment)

New Jersey

• 6.1.5.GeoPP.2 — Describe how landforms, climate and weather, and availability of resources have impacted where and how people live and work in different regions of New Jersey and the United States.
• 6.1.5.GeoSV.2 — Use maps to explain the impact of location and place on the relationships between places in New Jersey, the United States and other countries.
• 6.1.5.GeoSV.4 — Use a variety of geographic representations to describe the similarities and differences between places in New Jersey, the United States and the world (e.g., maps, data visualizations, graphs, diagrams, aerial and other photographs, GPS).
• 6.1.5.CivicsCM.1 — Use a variety of sources to describe the characteristics exhibited by real and fictional people that contribute(d) to the well-being of their community and country.
• 6.1.5.CivicsPI.5 — Explain how government functions at the local, county, and state level.

New Mexico

• 1.18 — Use a variety of maps to locate specific places and identify major landforms, bodies of water, and other places of significance around the United States.
• 5.27 — Using a map, identify and locate the 50 states in the United States and know the capitals of each state along with the surrounding U.S. territories.
• K.10 — Identify the local, state, and national symbols (e.g., flag, bird, song).
• 5.26 — Use geographic and place-based vocabulary to communicate locations and navigate from one place to another.

New York

• 2.5d — The location and place of physical features and man-made structures can be described using symbols and specific geography vocabulary.
• 3.1b — Globes, maps, photographs, and satellite images contain geographic information. Maps often have a title, legend or key, compass orientation, author, date, grid, and scale.
• 4.4a — After the Revolution, the United States of America established a federal government; colonies established state governments.
• K.6b — Places and regions can be located on a map or globe, using geographic vocabulary.

North Carolina

• 2.G.1.1 — Recognize absolute and relative location of various settlements, territories, and states in the development of the American nation.
• K.G.1.1 — Use maps, globes, and/or digital representations to locate places in the classroom, school, community, and around the world.
• 1.B.1.1 — Identify cultural practices and traditions in local communities and places around the world.
• 1.G.1 — Apply geographic representations, tools, and terms to describe surroundings.
• LS.K.2.1 — Analyze and interpret data to compare the characteristics of different types of the same animal to determine individual similarities and differences.

North Dakota

• 5.R.1 — Comprehend information during and after listening to a grade-level text.
• 5.C.6 — Engage in a range of discussions using active listening skills, posing and responding to specific questions to clarify information.

Ohio

• 1.5 — Places are distinctive because of their physical characteristics (land forms and bodies of water) and human characteristics (structures built by people).
• 2.6 — The work that people do is impacted by the distinctive human and physical characteristics in the place where they live.
• 3.5 — Daily life is influenced by the agriculture, industry and natural resources in different communities.
• 4.9 — A map scale and cardinal and intermediate directions can be used to describe the relative location of physical and human characteristics of Ohio and the United States.
• K.LS.2 — Living things have physical traits and behaviors, which influence their survival.

Oklahoma

• 4.2.2 — Identify major physical features in the United States and analyze how physical processes shape places. A. Identify and describe the physical characteristics of places, including the major landforms, bodies of water, vegetation and climates in the United States. B. Describe the location and characteristics of the major ecosystems in the United States.
• 4.2.1 — Use maps and other geographic representations (such as globes and graphs), tools, and technologies to acquire, process, and report information from a spatial perspective. A. Use and describe various elements of maps, including keys/legends, scale, cardinal, and intermediate directions. B. Interpret aerial photographs, satellite images and thematic maps to locate and identify physical and human features of the United States and North America. C. Use latitude and longitude to identify the location of physical and human features of the United States.
• 4.2.5 — Identify and locate on a political map the fifty states and the United States capitol.
• 4.3.2 — Examine the characteristics of culture, including the distribution and complexity of the regions of the United States. A. Identify the characteristics of culture (language, customs, beliefs, food, clothing, shelter) and compare the cultural characteristics of different regions of the United States. B. Explain how the characteristics of culture affect the ways in which people live.

Oregon

• 2.14 — Use and apply cardinal directions to locate and identify features on maps (such as oceans, cities, continents).
• 2.12 — Identify relative location of school and community in the state, nation and the world.
• K.ESS3.1 — Use a model to represent the relationship between the needs of different plants or animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.][assessment boundary: modeling is limited to describing the relationship and does not include patterns of structure and function to show how needs are met. impact on the environment is beyond the standard.]

Pennsylvania

• 7.1.3.B — Identify and locate places and regions.
• 7.2.3.A — Identify the physical characteristics of places and regions.
• 7.1.3.A — Identify geographic tools and their uses.
• 7.3.3.B — Identify the human characteristics of places and regions by their cultural characteristics.
• 7.3.3.E — Identify the human characteristics of places and regions by their political activities.

Rhode Island

• SS3.2.1 — Geography and environment of the Northeast Explain the geography and environment of the Northeastern region of the United States
• SS3.2.2 — States in the Northeast Explain the states that make up the Northeastern region including their admittance to the United States and their identities
• SS3.1.2 — United States geography and environment Explain the geography of the United States and its neighbors
• SS3.2.4 — The Northeastern region today Argue how the geography and environment of the Northeastern region contributed to its social, cultural, and economic development
• L.3.4.e — Recognize and use appropriately abbreviations related to grade-level content or common in everyday life (e.g., N, S, E, W on a map).

South Carolina

• 1.G.1 — Identify various types of maps, map features, and the purpose of maps. This indicator was developed to encourage inquiry into a variety of maps (e.g., maps of malls, roads, schools, zoos, and the world) and the purpose of different types of maps. Further, inquiry is made into map features (e.g., map title, map key/legend, and compass rose) and how they are tools in geographic inquiry.
• 3.1.3.PR — Identify the spatial hierarchy of political and physical geographic features. This indicator prompts students to inquire about spatial hierarchies (i.e. scale) to understand connections between Earth's systems. Political features include cities, states, and countries. Physical features include forests, mountains, oceans, and rivers.
• 3.2.2.ER — Identify and analyze the ways people interact with the physical environment in different regions of the state, the country, and the world.This indicator prompts students to inquire about a variety of geographic landforms, water bodies, and climate patterns around the world and how humans interact with them, including population distribution and settlement patterns.
• 2.G.3 — Explain how the distribution of human features, physical features, and natural resources within the U. S changes over time and impacts economic activity. This indicator was developed to encourage inquiry into how rivers, lakes, mountains, and other land features affect economic activity. This indicator also prompts students to explore how different geographic areas support different activities in different times due the availability of resources.

South Dakota

• 4.G.1.1 — Locate major political and physical features of South Dakota and the United States on a map or globe
• K.G.1.1 — Recognize that maps and globes represent places
• 3.G.1.2 — Locate the seven continents, four oceans, and major physical features and regions of the United States on a map or globe

Tennessee

• 1.12 — Use cardinal directions on a map.
• 3.09 — Identify and locate the fifty states of the U.S.
• 1.01 — Describe the cultural aspects of a place, including a student’s community and state.
• 1.21 — Identify Tennessee symbols, including: state flag, state tree, state flower, state bird, state animal, and the significance of the state nickname.

Texas

• 1.5A — identify and describe the physical characteristics of place such as landforms, bodies of water, Earth's resources, and weather; and
• 1.5B — identify and describe how geographic location influences the human characteristics of place such as shelter, clothing, food, and activities.
• 1.10A — investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats;
• 1.3B — locate places using the four cardinal directions.
• 2.11D — identify symbols such as state and national birds and flowers and Uncle Sam; and
• 2.4B — locate places, including the local community, Texas, the United States, the state capital, the U.S. capital, and the bordering countries of Canada and Mexico on maps and globes.

Utah

• 1.3.2.c — Identify the compass rose and cardinal directions on a map and on a globe.
• 1.3.1.a — Use a compass to locate cardinaldirections.
• 2.3.2.a — Identify and use information on a map and on a globe (e.g., map key or legend, simple grid systems, physical features, compass rose).
• 2.2.3.b — Identify community and state symbols, documents and landmarks (e.g., city hall, county courthouse, state capitol, Utah State Constitution, flag, holidays).

Vermont

• D2.Geo.6.K-2 — Individually and with others, students… Identify some cultural and environmental characteristics of specific places.
• D2.Geo.2.K-2 — Individually and with others, students… Use maps, graphs, photographs, and other representations to describe places and the relationships and interactions that shape them.
• D2.Geo.3.K-2 — Individually and with others, students… Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
• D2.Geo.3.3-5 — Individually and with others, students… Use maps of different scales to describe the locations of cultural and environmental characteristics.

Virginia

• Skill.2.b — The student will apply history and social science skills to the content by applying geographic skills to identify and understand geographic features and connections.
• USI.1.c — The student will apply history and social science skills to understand the geography of North America by locating the 50 states.
• 2.11.a — The student will apply history and social science skills to develop geographic mapping skills using world maps and globes by locating the countries of North America and the bordering oceans.

Washington

• G1.3.2 — Investigate the physical, political, and cultural characteristics of places, regions, and people in North America, including the location of the fifty states within the regions of the United States.
• G2.2.1 — Identify some common and unique cultural and environmental characteristics of specific places.
• G1.2.2 — Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
• G1.2.3 — Use maps, graphs, photographs and other representations to describe places and the relationships and interactions that shape them.
• G1.2.1 — Apply basic mapping elements to read and construct maps of their communities and the world.

Washington, D.C.

• 2.2 — Compare different kinds of maps, with a focus on physical and political maps, and identify key parts of a map (e.g., title, legend or key, scale, compass or cardinal directions).
• K.20 — Explain the concept of relative location using directional words.
• 1.18 — Compare the features of a city, county, state, country and continent.

West Virginia

• Use maps, graphs, photographs, and other representations to describe places.
• SS.2.9 — Utilize a legend, compass rose and cardinal directions to identify locations (e.g., Charleston, West Virginia, New York, District of Columbia, etc.) and geographic features (e.g., Great Lakes, Rocky Mountains, Mississippi River, etc.) in the United States.
• Use maps, globes, and other simple geographic models to identify cultural and environmental characteristics of places.
• SS.2.19 — Locate county seats, the state's capital city, and bordering states on a map.
• SS.3.13 — Distinguish between a continent, country, state and capital.

Wisconsin

• SS.Geog4.a.2 — Categorize characteristics of the local community (e.g., weather and climate, population, landforms, vegetation, culture, industry). Describe how certain places have meanings that distinguish them from other places. (e.g., shopping mall, park, places of worship).
• SS.Geog5.b.2 — Identify natural resources (e.g., fertile soil, forests, mining) of a place and provide examples of how those resources are used.
• SS.PS1.a.K-1 — Describe symbols, songs, and traditions that identify our state and country. Assess the importance of rules and laws at home, in school, and in the community.
• SS.Geog1 — Wisconsin students will use geographic tools and ways of thinking to analyze the world

Wyoming

• SS2.5.1 — Spatial Use a map, globe, and mental mapping to identify familiar areas and simple patterns and create maps using various media. 2-ESS2-2
• SS2.5.3 — Human Place and Movement Use the human features of a community to describe what makes that community unique (e.g., cultural, language, religion, food, clothing, political, economic, population, and types of jobs in an area) and why others move to or from that place. RL.1.2, RL.2.3 RI.1.3, Rl.2.2, RI.2.10 W.K.2, W.K.7 W.1.1, W.1.7 W.2.1 W.2.7 SL.K.4, SL.1.4, SL.2.2 K-2-ETS1-1
• SS5.5.1 — Spatial Apply mental mapping skills and use different representations of the Earth to demonstrate an understanding of human and physical patterns and how local decisions may create global impacts.
• SS5.5.2 — Physical Place and Region Explain how physical features, patterns, and systems impact different regions and how these features may help us generalize and compare areas within the reservation, state, nation, or world. RL.3.2, RL.4.7, RL.4.9 RI.3.3, RI.4.3, RI.5.3 W.3.2, W.3.7, W.4.2.b W.5.2.b W.5.7 SL.3.4
• SS2.5.4 — Environment and Society Identify how people, including Indigenous Tribes of Wyoming, may adjust to and/or change their environment in order to survive (e.g., clothing, houses, foods, and natural resources). RL.1.2, RL.2.3 RI.1.3, Rl.2.2, RI.2.10 W.K.2, W.K.7 W.1.1, W.1.7 W.2.1 W.2.7 SL.K.4, SL.1.4 SL.2.2 K-2-ETS1-1, 2-ESS2-1