Guiding Principles

 Guiding Principle One

Every student should study history and social science every year from kindergarten to high school.

Guiding Principle Two

An effective history and social science curriculum combines the learning of content and skills in the study of history, geography, economics, and civics and government.

Guiding Principle Three

An effective curriculum in history and social science draws on many disciplines.

Guiding Principle Four

While encouraging respect for differences in home backgrounds, an effective history and social science curriculum nurtures students’ sense of their common ground as present or future American citizens in order to prepare them for responsible participation in our schools and in civic life.

Guiding Principle Five

An effective history and social science curriculum emphasizes the development of the political principles and institutions of Western civilization.

Guiding Principle Six

An effective history and social science curriculum prepares students to understand the world outside of the United States.

Guiding Principle Seven

Content

History and Geography

Students will be able to:

·        Identify temporal sequences such as days, weeks, months, years, and seasons.   Use correctly words and phrases related to time (now, in the past, in the future) and recognize the existence of changing historical periods (other times, other places).  (H)

·        Place events in students’ own lives in chronological order. (H)

·        Read dates on a calendar and associate them with days of the week.  (H)

·        Name the current President of the United States, identify the duties and responsibilities of the office of the President, and explain that they get their authority from a vote by the people. (H, C)

·        Identify and explain the meaning of American national symbols the American flag, the bald eagle, the White House, the Statue of Liberty (H, C).

·        Demonstrate the ability to recite the Pledge of Allegiance, to explain its general meaning, and to sing national songs such as America the Beautiful, My Country, ‘tis of Thee, God Bless America, and The Star Spangled Banner (the national anthem) and explain the general meaning of the lyrics. (H, C)

·        Give reasons for celebrating the events or people commemorated in national and Massachusetts holidays. On a calendar for the current year, identify the months in which the following holidays occur:  Labor Day, Columbus Day, Veterans’ Day, Thanksgiving, Martin Luther King, Jr. Day, Presidents’ Day, Patriots’ Day, Memorial Day, Flag Day, and Independence Day. (H, C, G)

·        After reading or listening to folktales, legends, and stories from America (John Henry, Johnny Appleseed, Davy Crockett, Paul Bunyan, and Annie Oakley) and from around the world (Lon Po Po, Issun Boshi, Medio Pollito, Anansi, and the Knee-High Man), describe the main characters and their qualities. (H)

·        After reading or listening to stories about famous Americans of different ethnic groups, faiths, and historical periods (Sacagawea, the Wright Brothers, Thomas Edison, Bill Gates, Harriett Beecher Stowe, Neil Armstrong, Booker T. Washington, Daniel Inouye, Cesar Chavez, Roberto Clemente, Jonas Salk, Thurgood Marshall, Rosa Parks, Colin Powell, and Clarence Thomas), describe their qualities or distinctive traits. (H, C)

·        Explain that Americans have a variety of different religious, community, and family celebrations and customs, and describe celebrations or customs held by members of the class and their families. (H)

·        Describe a map as a representation of a space, such as the classroom, the school, the neighborhood, town, city, state, country, or world.  (G)

·        Identify cardinal directions (north, east, south, west) and apply them to maps, locations in the classroom, school, playground, and community.  (G)

·        Define and locate the North and South Poles and the equator.  (G)

·        Define and give examples of a continent, mountain, river, lake, and ocean.   (G)

·        On a map of the United States, locate Washington, DC and identify it as the capital of the United States of America; locate Boston and identify it as the capital of Massachusetts. (G)

·        Give reasons for noting the days that mark the changes in seasons. (G)

Civics and Government

Students will be able to:

·        Give examples that show the meaning of the following words: politeness, achievement, courage, honesty, and reliability.  (C)

Economics

Students will be able to:

·        Give examples of products (goods) that people buy and use.  (E)

·        Give examples of services that people do for each other.  (E)

Historical Applications

·        Develop curiosity, ask questions and actively pursue learning.

·        Recognize the importance of multiple viewpoints for understanding people, events and issues.

·        Empathize with people of different historical periods, places, and backgrounds.

·        Make connections and look for patterns to construct meaning.

·        Learn that most issues encountered in social studies are complex, need thoughtful analysis, and may lack simple solutions.

·        Form and express opinions by weighing information and evidence but be willing to revise these opinions in light of additional information and perspectives.

·        Inquire into costs and benefits of competing alternatives.

·        Ask rigorous questions, try new things, act on beliefs, resist peer pressure, and take other appropriate risks.

·        Use peaceful and just strategies for resolving strongly conflicting opinions.