social study standard for high school grade level

8/13/2019 Social study standard for high school grade level

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INTRODUCTION

History-Social Science Content Standards

The California State Board of Education has worked hard with the Academic StandardsCommission to develop history social science standards that reflect California!s commitment tohistory social science education" These standards emphasi#e historical narrative$ highlight theroles of significant individuals throughout history$ and convey the rights and o%ligations ofciti#enship"

&n that spirit the standards proceed chronologically and call attention to the story of America as ano%le e'periment in a constitutional repu%lic" They recogni#e that America!s ongoing struggle toreali#e the ideals of the (eclaration of &ndependence and the )"S" Constitution is the struggle tomaintain our %eautifully comple' national heritage of e pluribus unum. *hile the standardsemphasi#e *estern civili#ations as the source of American political institutions$ laws$ andideology$ they also e'pect students to analy#e the changing political relationships within andamong other countries and regions of the world$ %oth throughout history and within the conte't ofcontemporary glo%al interdependence"

The standards serve as the %asis for statewide assessments$ curriculum frameworks$ andinstructional materials$ %ut methods of instructional delivery remain the responsi%ility of localeducators"

Development of the Standards

The recommended history social science standards %uild on the work of e'emplary documents

from %oth within and outside California$ most nota%ly the History-Social Science Framework forCalifornia Public Schools, a document strengthened %y the consensus that elicited it andnationally recogni#ed for its emphasis on historical events presented within a chronological andgeographic conte't"

The standards reflect guidance and input from countless mem%ers of the California teachingcommunity and other citi#ens who attended the meetings of the State Board and StandardsCommission" Their input contri%uted su%stantively to the discussions and the drafts$ as did theinput gathered from the nine directed community input meetings hosted %y the StandardsCommission throughout the state in +anuary 1,,- and from the five field hearings held %y theState Board throughout the state in August 1,,-" At those forums$ parents$ teachers$administrators$ and %usiness and community leaders helped define key issues" Current practiceand the state of history social science instruction in California were also given specialconsideration during the process" &n addition$ history social science e'perts from around thenation reviewed and su%mitted formal comments on the first and second drafts" The more than ./reviewers included eminent historians$ geographers$ economists$ and political scientists" Theirinput helped immeasura%ly to strengthen the rigor and 0uality of the standards"

Highlights of the Standards

*ith the History-Social Science Framework for California Public Schools as a guide to the erasand civili#ations to study$ these standards re0uire students not only to ac0uire core knowledge inhistory and social science$ %ut also to develop the critical thinking skills that historians and social


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scientists employ to study the past and its relationship to the present" &t is possi%le to spend alifetime studying history and not learn a%out every significant historical event2 no one can knoweverything" 3owever$ the State Board hopes that during their years of formal schooling$ studentswill learn to distinguish the important from the unimportant$ to recogni#e vital connections%etween the present and the past$ and to appreciate universal historical themes and dilemmas"

Throughout this document$ the use of %iographies$ original documents$ diaries$ letters$ legends$speeches$ and other narrative artifacts from our past is encouraged to foster students!understanding of historical events %y revealing the ideas$ values$ fears$ and dreams of the peopleassociated with them" 4ound in archives$ museums$ historical sites$ and li%raries acrossCalifornia$ these original materials are indispensa%le resources" The State Board hopes schoolswill take advantage of these repositories and encourage students! direct contact with history" Thestandards also emphasi#e the importance of enriching the study of history through the use ofliterature$ %oth from and a%out the period %eing studied"

astery of these standards will ensure that students not only know the facts$ %ut also understandcommon and comple' themes throughout history$ making connections among their own lives$ thelives of the people who came %efore them$ and the lives of those to come" The statements at the%eginning of each grade provide a %rief overview of the greater story under study" The

overarching statements in each grade and their su%statements function as conceptual units6 thenum%ered items under each overarching standard delineate aspects of the %igger concept thatstudents are e'pected to master" &n this way$ teachers and assessors can focus on the conceptwithout neglecting the essential components of each"

The standards include many e'emplary lists of historical figures that could %e studied" Thesee'amples are illustrative" They do not suggest that all of the figures mentioned are re0uired forstudy$ nor do they e'clude the study of additional figures that may %e relevant to the standards"

The standards do not e'ist in isolation" The History-Social Science Framework will %e revised toalign with the standards$ and it will include suggested ways to relate the standards! su%stance tostudents$ ways to make connections within and across grades$ and detailed guidance for day today instruction and lesson plans" Teachers should use these documents together"

7nowledge and skills increase in comple'ity in a systematic fashion from kindergarten throughgrade twelve$ although no standards e'ist for grade nine in deference to current Californiapractice in which grade nine is the year students traditionally choose a history social scienceelective" 3owever$ in the coming years$ the State Board intends to review this current practice"

&n kindergarten through grade three$ students are introduced to the %asic concepts of eachdiscipline6 history$ geography$ civics$ and economics" Beginning at grade four$ the disciplines arewoven together within the standards at each grade"

The critical thinking skills that support the study of history social science are outlined in thesections for grades five$ eight$ and ten" To approach su%8ect matter as historians$ geographers$economists$ and political scientists$ students are e'pected to employ these skills as they masterthe content"

*hile the State Board recogni#es that it will take %oth time and changes in policies for schools$teachers$ and students to meet these standards$ we %elieve it can and must %e done" *henstudents master the content and develop the skills contained in these standards$ they will %e welle0uipped for the twenty first century"


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3istorical and Social Sciences Analysis Skills

History-Social Science Content Standards: indergartenThro!gh "rade #ive$

The intellectual skills noted %elow are to %e learned through$ and applied to$ the contentstandards for kindergarten through grade five" They are to %e assessed only in conjunction withthe content standards in kindergarten through grade five"

&n addition to the standards for kindergarten through grade five$ students demonstrate thefollowing intellectual$ reasoning$ reflection$ and research skills6

Chronological and Spatial Thinking

1" Students place key events and people of the historical era they are studying in a

chronological se0uence and within a spatial conte't2 they interpret time lines"" Students correctly apply terms related to time$ including past, present, future, decade,

century, and generation.9" Students e'plain how the present is connected to the past$ identifying %oth similarities

and differences %etween the two$ and how some things change over time and somethings stay the same"

:" Students use map and glo%e skills to determine the a%solute locations of places andinterpret information availa%le through a map!s or glo%e!s legend$ scale$ and sym%olicrepresentations"

5" Students 8udge the significance of the relative location of a place ;e"g"$ pro'imity to ahar%or$ on trade routes< and analy#e how relative advantages or disadvantages canchange over time"

=esearch$ Evidence$ and Point of >iew

1" Students differentiate %etween primary and secondary sources"" Students pose relevant 0uestions a%out events they encounter in historical documents$

eyewitness accounts$ oral histories$ letters$ diaries$ artifacts$ photographs$ maps$artworks$ and architecture"

9" Students distinguish fact from fiction %y comparing documentary sources on historicalfigures and events with fictionali#ed characters and events "

3istorical &nterpretation

1" Students summari#e the key events of the era they are studying and e'plain the historicalconte'ts of those events"

" Students identify the human and physical characteristics of the places they are studyingand e'plain how those features form the uni0ue character of those places"

9" Students identify and interpret the multiple causes and effects of historical events":" Students conduct cost %enefit analyses of historical and current events"


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IND%R"&RT%N

History-Social Science Content Standards

?earning and *orking @ow and ?ong Ago

Students in kindergarten are introduced to %asic spatial$ temporal$ and causal relationships$emphasi#ing the geographic and historical connections %etween the world today and the worldlong ago" The stories of ordinary and e'traordinary people help descri%e the range and continuityof human e'perience and introduce the concepts of courage$ self control$ 8ustice$ heroism$leadership$ deli%eration$ and individual responsi%ility" 3istorical empathy for how people lived andworked long ago reinforces the concept of civic %ehavior6 how we interact respectfully with eachother$ following rules$ and respecting the rights of others"

$' St!dents !nderstand that (eing a good citi)en involves acting in certain *ays$

1" 4ollow rules$ such as sharing and taking turns$ and know the conse0uences of %reakingthem"

" ?earn e'amples of honesty$ courage$ determination$ individual responsi%ility$ andpatriotism in American and world history from stories and folklore"

9" 7now %eliefs and related %ehaviors of characters in stories from times past andunderstand the conse0uences of the characters! actions"

$+ St!dents recogni)e national and state sym(ols and icons s!ch as the national andstate flags, the (ald eagle, and the Stat!e of i(erty$

$. St!dents match simple descriptions of *or/ that people do and the names of related 0o(s at the school, in the local comm!nity, and from historical acco!nts$

$1 St!dents compare and contrast the locations of people, places, and environments anddescri(e their characteristics$

1" (etermine the relative locations of o%8ects using the terms near far$ left right$ and%ehind in front"

" (istinguish %etween land and water on maps and glo%es and locate general areasreferenced in historical legends and stories"

9" &dentify traffic sym%ols and map sym%ols ;e"g"$ those for land$ water$ roads$ cities


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Thanksgiving$ &ndependence (ay$ *ashington!s and ?incoln!s Birthdays$ artin ?uther7ing +r" (ay$ emorial (ay$ ?a%or (ay$ Colum%us (ay$ >eterans (ay


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"rade One

History-Social Science Content Standards$

& Child4s 5lace in Time and Space

Students in grade one continue a more detailed treatment of the %road concepts of rights andresponsi%ilities in the contemporary world" The classroom serves as a microcosm of society inwhich decisions are made with respect for individual responsi%ility$ for other people$ and for therules %y which we all must live6 fair play$ good sportsmanship$ and respect for the rights andopinions of others" Students e'amine the geographic and economic aspects of life in their ownneigh%orhoods and compare them to those of people long ago" Students e'plore the varied%ackgrounds of American citi#ens and learn a%out the sym%ols$ icons$ and songs that reflect ourcommon heritage"

'$' St!dents descri(e the rights and individ!al responsi(ilities of citi)enship$

1" )nderstand the rule making process in a direct democracy ;everyone votes on the rules

social study standard for high school grade level

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