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 multiple ways to express time relationships and dates (for example, 1066 AD is the same as 1066 CE, and both refer to a date in the eleventh or 11th century, which is the same as the 1000s). Identify countries that use a different calendar from the one used in the United States and explain the basis for the difference. (H)

·        Interpret and construct timelines that show how events and eras in various parts of the world are related to one another. (H)

·        Interpret and construct charts and graphs that show quantitative information. (H, C, G, E)

·        Explain how a cause and effect relationship is different from a sequence or correlation of events. (H, C, E)

·        Distinguish between long-term and short-term relationships. (H, G, C, E)

·        Show connections, causal and otherwise, between particular historical events and ideas and larger social, economic, and political trends and developments. (H, G, C, E)

·        Interpret the past within its own historical context rather than in terms of present day norms and values. (H, E, C)

·        Distinguish intended from unintended consequences. (H, E, C)

·        Distinguish historical fact from opinion. (H, E, C)

·        Using historical maps locate the boundaries of the major empires of world history at the height of their powers. (H, G)

·        Identify the Anglo-American political heritage:  Greco-Roman history, Magna Carta, evolution of Parliament, Mayflower Compact, the English Revolution, colonial governments, and the ideas of the Enlightenment. (H,G,)

·        Identify and connect the leading founders, founding documents, and debates:   Adams, Hamilton, Jefferson, Madison; state constitutions, Articles of Confederation, Northwest Ordinance, constitution, Federalists, Anti-Federalists, the Bill of Rights. (H,G)

·        Explain the Constitution, including the federal system and its origins, union, separation of powers, and three-fifths compromise. (H,G,)

·        Trace the early Republic with George Washington as the founding statesman and the birth of party politics. (H,G)

·        Trace the conflict of expansion with regards to the Louisiana Purchase and the War of 1812. (H)

·        Explain the emergence of distinctly American religion, art, and literature. (H)

·        Trace the migration patterns, new immigrants, and nativist hostility. (H)

·        Explain westward migration, Indian removals, and the war against Mexico. (H)

·        Describe slave life: families, religion, and resistance in the American South. (H)

·        Trace the failed attempts at a compromise over slavery. (H)

·        Explain Abraham Lincoln with regard to his beliefs, election, secession, and war. (H)

·        Describe the Civil War with respect to battlefields, farms, factories, homes, and hospitals. (H)

·        Distinguish Massachusetts’s soldiers, Ft. Wagner, and the wilderness with respect to the Civil War. (H)

·        Explain the deciding factors, turning points, human toll, and leaders of the Civil War. (H)

·        Describe the Emancipation Proclamation, the 13^th, 14^th and 15^th Amendments. (H,G)

·        Explain the significance of Lincoln’s Gettysburg Address, Second Inaugural Address, and his assassination. (H,G)

·        Trace the aims, obstacles, and phases of Reconstruction. (H,G)

Civics and Government

Students will be able to:

·        Define and use correctly the following words and terms: Magna Carta, parliament, habeas corpus, monarchy, and absolutism. (C)

·        Trace the evolution of the Supreme Court, including John Marxhall and Marbury v. Madison. (G)

·        Explain Jacksonian Democracy and pre-Civil War reformers, including politics, abolitionism, women’s rights, and schooling. (G)

General Economics Skills

Students will be able to:

·        Define and use correctly mercantilism, feudalism, economic growth, and entrepreneur. (E)

·        Explain how people or communities examine and weigh the benefits of each alternative when making a choice and that “opportunity costs” are those benefits that are given up once one alternative is chosen. (E).

·        Explain how financial markets, such as the stock market, channel funds from savers to investors. (E)

·        Define and use correctly gross domestic product, economic growth, recession, depression, unemployment, inflation, and deflation. (E)

·        Explain how opportunity costs and tradeoffs can be evaluated through an analysis of marginal costs and benefits. (E)

·        Explain how competition among sellers lowers costs and prices, and encourages producers to produce more. (E)

·        Describe the role of buyers and sellers in determining the equilibrium price, and use supply and demand to explain and predict changes in quantity and price. (E)

·        Describe how the earnings of workers are affected by the market value of the product produced and worker skills. (E)

·        Identify the causes of inflation, and explain who benefits from inflation and who suffers from inflation. (E)

·        Define and distinguish between absolute and comparative advantage, and explain how most trade occurs because of comparative advantage in the production of a particular good or service. (E)

·        Explain how changes in exchange rates affect balance of trade and the purchasing power of people in the United States and other countries. (E)

·        Differentiate between fiscal and monetary policy. (E)

U.S. Economics Skills

Students will be able to:

·        Explain the basic economic functions of the government in the economy of the United States. (E)

·        Examine the development of the banking system in the United States, and describe the organization and functions of the Federal Reserve System. (E)

·        Identify and describe laws and regulations adopted in the United States to promote economic competition. (E, H)

·        Analyze how federal tax and spending policies affect the national budget and the national debt. (E).

·        Explain the northern economic system, especially capital, industry, labor, and trade. (E)

·        Trace the southern economic system, especially land, agriculture, slavery, and trade. (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.