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:

·        Use a calendar to identify days, weeks, months, years, and seasons.  (H)

·        Use correctly words and phrases related to time (now, in the past, in the future), changing historical periods (other times, other places), and causation (because, reasons).  (H)

·        Explain the information that historical timelines convey and then put in chronological order events in the student’s life (such as the year he or she was born, started school, or moved to a new neighborhood) or in the history of countries studied.   (H)

·        Describe how maps and globes depict geographical information in different ways.   (G)

·        Read globes and maps and follow narrative accounts on them.  (G, H)

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

·        With the help of the school librarian, identify and describe well-known sites, events, or landmarks in at least three different countries from which students’ families come and explain why they are important.  (H, G, C)

·        Describe and compare different ways people have achieved great distinction (e.g., scientific, professional, political, religious, commercial, military, athletic, or artistic) after reading or listening to a variety of true stories about individuals recognized for their achievements.  (H)

Civics and Government

Students will be able to:

·        Define and give examples of some of the rights and responsibilities students as citizens have in the school (students have the right to vote in a class election but have the responsibility to follow school rules). (C)

·        Give examples of fictional characters or real people in the school or community who were good leaders and good citizens, and explain the qualities that made them admirable (e.g., honesty, dependability, modesty, trustworthiness, courage).  (C)

·        With the help of the school librarian, give examples of traditions or customs from other countries that can be found in America today.  (G, C)

Economics

Students will be able to:

·        Give examples of people in the school and community who are both producers and consumers.  (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.